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:
|A. Self-knowledge and moral autonomy.||Critical and ethical thinking|
|Human nature and personal identity. Equality and difference between people.|
|B. Society, justice and democracy.||Fundamentals of life in society. Empathy with others.|
|Constitutional and democratic principles and values.|
|The rules of coexistence. Morality, legality and civic conduct.|
|Human and childhood rights and their ethical relevance.|
|C. Societies and territories||1. Challenges of the current world.||Active citizenship. Fundamentals and principles for political organisation and management of the territory in Spain. Social and citizen participation.|
|2. Societies in time.||The historical time. Notions of time and chronology. Location in time of great historical stages.|
|The action of women and men as subjects in history. Interpreting the role of individuals and different social groups: relationships, conflicts, beliefs and conditions in each historical period.|
|The democratic memory. Multicausal analysis of the process of building democracy in Spain. The Constitution of 1978. Formulas for the participation of citizens in public life.|
|3. Civic literacy.||Commitments and rules for life in society.|
|Organisation and functioning of society. The main institutions and entities of the local, regional and national environment and the public services they provide.|
|The principles and values of human and childhood rights and the Spanish Constitution, rights and duties of citizenship. The contribution of the State and its institutions to peace, integral security and international development cooperation.|
|B. Society, justice and democracy||The virtues of dialogue and the rules of argumentation. The peaceful resolution of conflicts. Empathy with others.|
|The Law of the State and constitutional values.|
|Social inclusion and respect for diversity.|
|A. Challenges of today’s world||Inequality and injustice in the local and global context. Solidarity, social cohesion and development cooperation.|
|B. Societies and territories||Historical awareness. Devising own opinions and arguments against current problems in a historical context.|
|C. Civic engagement||Human dignity and universal rights. Convention on the Rights of the Child.|
|Otherness: respect and acceptance of the other. Non-discriminatory behaviours and contrary to any segregationist attitude.|
|Living together as equals and democratic culture. Integration and involvement of civil society in democratic processes.|
|Solidarity, empathy and actions to support groups in situations of poverty, vulnerability and social exclusion.|
|The contribution of the State and its institutions to peace, integral citizen security and social coexistence.|
|Social diversity and multiculturalism. Integration and social cohesion.||Social cohesion and integration. Measures and actions in favour of equality and full inclusion.|
|Social cohesion and integration. Measures and actions in favour of equality and full inclusion.|
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. You can do the work using the digital board you will find in the private area or through a physical poster. The poster must be submitted in .jpg format with a maximum of 10MB.
Each classroom must submit:
An made-up (invented) word that expresses a current need for people with disabilities and highlights the importance of achieving a more inclusive society.
The word and its meaning must be presented creatively on the poster and the digital board, and you can include a drawing to accompany it or make it using the Lettering technique.
Once the work is finished, it must be accompanied by an audio description*, to make the piece accessible.
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.