The ONCE Social Group School Contest is available to all students enrolled at Spanish state, subsidised and private schools in Special Education, Primary (years 3 to 6), Secondary and Basic Vocational Training.
It doesn’t matter. The topic is completely different, as well as the creative projects requested of participants, so it is in reality a totally new contest.
The project work for the Contest consists of doing the classroom work for the corresponding category according to the students’ school year. In exceptional cases, projects carried out by students in more than one category will be accepted, such as the case grouped rural schools or itinerant circus classes, special support classes, etc.
In such cases, the class project will participate in the category with the most students. In the event of a tie, the class will participate in the higher category.
The maximum number of participants per project will be the maximum number of students per classroom as per the law in force for each level.
No. A teacher from the school has to register the class to be able to take part.
This programme is integrated into the educational curriculum of the LOMLOE and has been devised considering the curricular link of each participating educational stage. Therefore, it does not involve any additional work. The teaching material we provide can be used by teachers in the classroom (depending on the available time and possibilities). Teachers can select the content and activities they deem appropriate for their students on the subject of the Contest to facilitate their subsequent participation.
The extent to which you supervise and assist your students with their project is up to you. Your only commitment is to explain the activity to them and to send us their participation project.
This educational action programme and its teaching materials have been designed according to the LOMLOE curriculum and can be worked on through the following Basic Competencies:
| BASIC KNOWLEDGE | |
|---|---|
| A. Self-awareness and moral autonomy | Human nature and personal identity. Equality and difference among people. |
| Management of emotions and feelings. Self-esteem. | |
| Personal project: the diversity of values, purposes, and ways of life. | |
| B. Society, justice, and democracy . | Fundamentals of life in society. Empathy with others. |
| Affection. The family. Friendship. | |
| Rules of coexistence. Morality, legality, and civic conduct. | |
| Human rights and children's rights and their ethical relevance. | |
| BASIC KNOWLEDGE (Years 2 and 3) | ||
|---|---|---|
| A. Scientific culture |
2. Life on our planet. |
Guidelines that promote adequate emotional and social health: healthy management of leisure and free time, contact with nature, appropriate use of digital devices, strategies to foster healthy social relationships, and promoting care for individuals. |
| B. Technology and digitalisation |
1. Digitalisation of the personal learning environment. | Digital devices and resources in accordance with the needs of the educational context. |
| Strategies to promote digital, physical, and mental well-being. Recognition of the risks associated with inadequate and unsafe use of digital technologies and strategies for intervention. | ||
| BASIC KNOWLEDGE | ||
|---|---|---|
| B. Creation and interpretation. |
Stages of the creative process: planning, interpretation, and experimentation. | |
| Interest and appreciation for both the process and the final product in plastic, visual, and audiovisual productions. | ||
| C. Plastic, Visual and Audiovisual Arts. |
Visual Culture. Images in the contemporary world: basic techniques and strategies for reading and interpretation.. | |
| Basic Configurative Elements of Visual Language and their Expressive Possibilities. | ||
| Point, Line, Plane, Texture, Colour. | ||
| BASIC KNOWLEDGE | |
|---|---|
| A. Self-awareness and moral autonomy | The education of emotions and feelings. Personal self-esteem. Equality and mutual respect in relationships with others. |
| Norms, virtues, and moral feelings. Ethics of happiness, duty ethics, and virtue ethics. | |
| B. Society, justice, and democracy | The virtues of dialogue and the rules of argumentation. The peaceful resolution of conflicts. Empathy with others. |
| The nature and origin of society: competition and cooperation, selfishness and altruism. Social structures and groups of belonging. | |
| Interculturalism. Social inclusion and respect for diversity, as well as ethnocultural and gender identities. | |
| BASIC KNOWLEDGE | |
|---|---|
| C. Civic Commitment | Alterity: Respect and acceptance of others. Non-discriminatory behaviours and attitudes contrary to any form of segregation. |
| Interest in current challenges and issues in the local and global environment. | |
| Identification and management of emotions and their impact on individual and collective behaviours. | |
| Vital Cycles, Use of Free Time, and Consumption Habits. | |
| BASIC KNOWLEDGE | |
|---|---|
| B. Formal Elements of Image and Visual Language Graphic expression. | Visual language as a form of communication. |
| Basic elements of visual language: point, line, and plane. Expressive and communicative possibilities. | |
| Visual perception. Introduction to perceptual principles, elements, and factors. | |
| Composition. Concepts of Balance, Proportion, and Rhythm Applied to the Organisation of Forms in the Plane and in Space | |
| C. Artistic and Graphic-Plastic Expression: Techniques and Procedures | Factors and stages of the creative process: selection of materials and techniques, creation of sketches. |
| D. Image and Visual and Audiovisual Communication | Visual language and communication. Purposes: informational, communicative, expressive, and aesthetic. Contexts and functions. |
No. They are just a tool to make it easier for teachers to introduce their students to this year's topic and a suggested approach the work to be presented.
Yes. Please consult the contest guidelines to see the submission formats for the works.
Of course. Once the teacher has explained the nature of the project to submit, students are free to spend as long as they like on the work outside the classroom.