| Parts | Learning Outcomes | Activities | 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 minutes | 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 minutes | Online questionnaire |
| 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 minutes | Flipchart |
| 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 minutes | Presentation / Handbook |
| The participant can distinguish between subject-specific knowledge and transversal skills. | Group work: categorisation task: “Subject knowledge or transversal skill?” | 10 minutes | 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). | Application of the Snowball technique: 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. 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 minutes | 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 minutes | Flipchart |
| 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 minutes | 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 minutes | Flipchart |
| The participant reflects on the applicability of the approach in their own practice.. | Short plenary reflection. | 10 minutes | Template | |
| 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 minutes | Paper / Online form |
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