Curriculum Autonomy and Flexibility Project (PAFC)

   Because?

65% of students starting the 1st cycle will work in professions that do not exist today.

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  “We are currently preparing students for jobs that don't yet exist… using technologies that haven't been invented… in order to solve problems we don't even know are problems yet.”

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(World Economic Forum, 2016, Fisch & McLeod)

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   What goals?

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• Promote better learning, which lead to the development of:
  KNOWLEDGE (Essential Learning)
  SKILLS (Student profile for the 21st century / leaving compulsory schooling)
  ATTITUDES (Citizenship and Development)

• Valuing the arts, science, sport, the humanities, ICTs , experimental work;

• Acquire research skills, evaluation, reflection, critical and autonomous monitoring of information to solve problems;

• Promote communication/expression experiences in Portuguese and foreign languages;

• Promote the exercise of active citizenship;

• Implement project work.

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Information and Communication Technologies (ICT)

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   Framework

The selection of Essential Learning for the ICT subject was based on scientific data, as well as on recommendations produced within the scope of the OECD (2017), the World Economic Forum (2016), and links were established with the Profile of Students Leaving Compulsory Schooling (PA), in order to underline the importance of, from an early age, students use technologies as work tools to promote multiple digital skills, necessary for learning in contemporary society. The ICT subject, in the 2nd and 3rd cycles, goes beyond the development of basic generalized digital literacy, advancing to the domain of developing students' analytical skills, through the exploration of age-appropriate computing environments and providing the emerging technologies approach. Underlying is not a restricted logic of instrumental content or the acquisition of concepts, but above all the development of skills capable of preparing young people for the demands of the 21st century, in line with what is established in the PA, namely in the areas of competence of “Languages and texts ”, “Information and communication” and “Reasoning and problem solving”.

   Organization

The ICT EAs are organized into four areas of work:
   1. SAFETY, RESPONSIBILITY AND RESPECT IN DIGITAL ENVIRONMENTS
   2. INVESTIGATE AND RESEARCH
   3. COLLABORATE AND COMMUNICATE
   4. CREATE AND INNOVATE

These four domains should not be seen as watertight, but as work spaces that intersect and that, together, contribute to the development of the areas of competence provided for in the PA. Thus, essential ICT learning, organized into domains, does not indicate or suggest a mandatory temporal sequence in its didactic approach.

Retrieved from: "Essential Learning | Articulation with Student Profile", July 2018

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Website of the Directorate-General for Education with Essential Learning for Basic Education

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