Alkatrészek	Tanulási eredmények	Tevékenységek	Duration (hour)	Materials/ Tools
Online  OER/before or after (1 hour)
1.	The participant becomes familiar with the concept of transversal skills as defined within the SPIRIT programme and with the selected skills framework.	Processing the 5-6 page professional summary available on the official SPIRIT project website.	30-XNUMX perc (csoport méretétől függően)	https://tomorrowskills4kids.eu/resource-category/skills-set/
2.	The participant develops awareness of the pedagogical relevance of transversal skills development.	Short self-assessment questionnaire (3-5 questions).	30-XNUMX perc (csoport méretétől függően)	Online kérdőív
FACE-TO-FACE SESSION (F2F) – 2.5 hours
1. Introduction: Activating Personal Experience	The participant connects to the concept of skills through personal experience.	Icebreaker activity in pairs: “Which skill has been the most defining in your adult life, and in what situation did it help you?” 3-4 examples are shared in plenary.	15-XNUMX perc (csoport méretétől függően)	Prezentációs tábla
2. Conceptual Clarification and Framing	The participant is able to interpret the concept of transversal skills within the SPIRIT project framework.	Trainer’s professional input: definition, key characteristics, and presentation of 3-5 core skills.	15-XNUMX perc (csoport méretétől függően)	Presentation / Handbook
	The participant can distinguish between subject-specific knowledge and transversal skills.	Group work: categorisation task: “Subject knowledge or transversal skill?"	10-XNUMX perc (csoport méretétől függően)	Example cards
3. The Rationale for Developing Transversal Skills in Primary Education.	The participant is able to formulate professionally grounded arguments supporting the necessity of transversal skills development in primary education (ages 6-10).	A Hógolyó technika: https://www.mcgill.ca/skillsets/files/skillsets/active_strategies_snowballing.pdf Participants form groups of 3-4; each group receives 2-3 transversal skills. Groups collect arguments addressing: What justifies the development of these skills between ages 6-10? After merging groups, participants select the three strongest arguments. Galériaséta (Gallery walk) with brief oral additions. https://www.cmich.edu/blog/office-of-curriculum-and-instructional-support-blog/2025/11/21/take-2-for-teaching-and-learning—gallery-walks-how-to-get-students-moving-and-learning-together	40-XNUMX perc (csoport méretétől függően)	Post-it notes, markers, flipchart
4. The Teacher’s Modelling Role	The participant recognises the implicit modelling effect of the teacher.	Guided discussion: “What messages do we convey to students through our behaviour?"	10-XNUMX perc (csoport méretétől függően)	Prezentációs tábla
	The participant is able to identify behavioural indicators of teacher modelling.	Small-group task: Select one skill and identify two observable student behaviours and two teacher modelling behaviours related to it.	20-XNUMX perc (csoport méretétől függően)	Observation template
5. Operationalising Transversal Skills	The participant is able to interpret transversal skills through the student’s concrete behavioural indicators.	Group task: Develop a simple observation framework (3 indicators per skill).	20-XNUMX perc (csoport méretétől függően)	Prezentációs tábla
	The participant reflects on the applicability of the approach in their own practice..	Short plenary reflection.	10-XNUMX perc (csoport méretétől függően)	Sablon
6. Closing and Professional Reflection	The participant formulates a personal professional commitment regarding transversal skills development.	Exit card: What does transversal skills development mean to me as a teacher? What specific pedagogical practice will I implement next week?	10-XNUMX perc (csoport méretétől függően)	Paper / Online form