All students at Spanish public, charter, and private schools and colleges can participate in the Grupo Social ONCE School Contest who are enrolled 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 developed based on the LOMLOE curriculum and can be worked on through the following Basic Competencies, highlighting the Entrepreneurial Competence:
Provides strategies that enable learners to adapt their perspective to detect needs and opportunities; trains the mind to analyse and evaluate their environment, and to create and rethink ideas using their imagination, creativity, strategic thinking, and ethical, critical, and constructive reflection within creative and innovative processes.
| EDUCATION IN CIVIC AND ETHICAL VALUES |
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| Specific Competence 2 |
| Act and interact in accordance with civic and ethical norms and values, recognising their importance for individual and collective life. Apply these norms effectively and thoughtfully in various contexts to foster democratic, fair, inclusive, respectful, and peaceful coexistence. |
| KNOWLEDGE OF THE NATURAL, SOCIAL, AND CULTURAL ENVIRONMENT. |
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| Specific Competence 3 |
| Address problems through design projects, collaboratively developing creative and innovative solutions that address specific needs. |
| EDUCATION IN CIVIC AND ETHICAL VALUES |
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| Specific Competence 2 |
| Act and interact according to civic and ethical norms and values, based on a well-founded recognition of their importance for regulating community life. Apply these norms effectively and appropriately in different contexts to promote peaceful, respectful, democratic, and committed coexistence for the common good. |
| GEOGRAPHY AND HISTORY |
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| Specific Competence 6 |
| Understand the cultural processes that have shaped the multicultural reality in which we live, appreciating the contributions of movements advocating for equality and inclusion. This aims to reduce stereotypes, prevent any form of discrimination and violence, and recognise the richness of diversity. |
No. However, we recommend working with the ones that appear in the game boxes. This will make it easier for teachers to introduce their students to this year's topic and to approach the work to be presented.
No. They are new to this edition and offer an opportunity to win prizes to classes that upload, their solutions to the challenge posed for each disability month by month.
To participate, teachers can upload a video with a maximum duration of 90 seconds to the private teacher's area, in which a barrier related to disability (visual, auditory, physical, and intellectual) and the solution they have imagined to facilitate the lives of people with that disability are shown.
You can consult the Guionce teaching guide for detailed information about how the video should be presented.
Each class must present a product idea that not only addresses a problem but also enhances people's lives, designing innovative solutions that promote a more inclusive world.
For this purpose, the teacher has two support documents in the private area toassist students to imagine their product:
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.