Comparison between the 11 partners' school syllabus in the field of "Social sciences and Civic education". Presentation of good practices:

          1- What subjects cover Civic Competencies?

          2- which grades?

          3- Number of lessons, practices?

Fourth Language school "Frederic Joliot-Curie", Varna - Bulgaria

In the field of cultural education- “ Social sciences and civic education”- the following subjects are studied:

• Subject  Ethics and law  (10 grade -54 lessons ) - understanding of   civil culture , unalienable human rights, the values of the democratic society and ways  for efficient social participation in the civil society.
• Human personality and the world   (12 grade, 62 lessons) The subject deals with practical issues and aims at preparation of the students for competent participation in the social life. The main topics are problems of the modern world, United Europe, Democratic institutions and the supremacy of law, Economics and social policies in EU, National identity and minorities, Regional developments and conflicts.
• Special evaluation methods – stimulating self-organized learning in terms of research work, presentation of papers and projects, participation in discussions.
• The studies  on the two subjects is closely related to the tuition in History and Civilization, Geography and Economics, Bulgarian Language and Literature, Arts and Music. Cross curricular links  provide additional context and deeper understanding.

ROC Koning Willem I Colleg, s’ Hertogenbosch - The Netherlands

1-  What subjects cover Civic Competencies? 

• It is called or entails Learning, Civic Development, which means personal learning development, but also Social Sciences meaning subjects about Politics, Environment, Globalism, healthy lifestyle.

2- Which grades?

• Grades 3 and 4, first and second year. 

3- Number of lessons, practices

•  3 classes first year, 3 classes second year, 1,5 hours each
  Human Rights: not very much emphasis in the general contents but much attention to News developments, with assignments.

Agrupamento de Escolas de Oliveira do Bairro, Portugal 

 1- What subjects cover Civic Competencies? 

• Subjects: Civics and
• Integration Area (A.I.) 

2- which grades?

• 5th to 9th grades and 
• 10th to 12th grades 

3- Number of lessons, practices

• 5th to 9th grades: 1 class (45 minutes), 35 lessons a year.
• 10th to 12th grades: 3 classes (each 45 minutes), 75 hours a year.

Mercator Berufskolleg, Moers, Germany.

1- What subjects cover Civic Competencies? 

2- which grades?

3- Number of lessons, practices

Ammattiopisto Luovi, Oulu, Finland

1.-  The main thing is ...

National Qualification Requirements for Vocational Education and Training

include key competences for lifelong learning
These key competences for lifelong learning are taken to mean such competence as is needed in continuous learning, in seizing future and new situations as well as in
coping with the changing working life environment. They are an important part of vocational skills and reflect an individual’s intellectual flexibility and ability to manage
different situations. They increase the vocational civilisation and civic readiness needed in all fields and help the students or candidates to keep up with the changes
in society and working life as well as to act under changing conditions. They also play a major part in one’s quality of life and development of personality. In addition to common emphases of the previous core curriculum of vocational upper secondary education, the Requirements of competence-based qualifications
and key competences common to all vocational fields, the key competences for lifelong learning are considered to include cross-curricular themes from basic and
general upper secondary education together with the recommendations for the key competences for lifelong learning 2005/0221 (COD) made by the European Union
Parliament and the Commission.
The key competences for lifelong learning are included in the objectives of the
requirements of vocational qualification modules and their assessment criteria. The
key competences for lifelong learning to be assessed separately consist of the following:
learning and problem solving, interaction and cooperation, vocational ethics
and health, safety and ability to function.
Learning and problem solving
The student or candidate plans his/her activities and develops himself/herself and
the work. He/she assesses his/her own competence, solves problems and makes decisions
and choices in his/her work. Student/candidate is adaptive, innovative and
creative in his/her line of work, acquires information and analyses, assesses and applies it.
Interaction and cooperation
The student or candidate acts appropriately in different interactive situations and
also expresses different views clearly, constructively and in a way that creates confidence.
He/she works cooperatively with different people and as a member of a team
and also treats all people equally. He/she observes common rules of behaviour and
regulations. He/she makes use of the feedback given.
Vocational ethics
The student or candidate observes the value basis of the profession. He/she is committed
to his/her work and acts responsibly following the contracts made and work ethics.
Health, safety and ability to function
The student or candidate acts safely and responsibly at work and leisure as well as
in traffic and also leads a healthy life and maintains his/her ability to function and
work. He/she works ergonomically and takes physical exercise needed in the profession
and also acts in a manner that prevents the dangers and health hazards in the
working environment.
Initiative and entrepreneurship
The student or candidate works towards completing the objectives set. He/she takes
initiative and acts in a customer-oriented way as an employer and/or entrepreneur.
He/she plans activities and works to reach the objectives set. He/she acts economically
and is result-orientated. He/she sets personal goals in line with the overall
objectives.
Sustainable development
The student or candidate acts according to ecological, economical, social and cultural
principles sustainable development in the profession. He/She observes the
rules, regulations and contracts of sustainable development prevailing in the sector.
Aesthetics
The student or candidate takes into consideration the aesthetic factors in his/her
line of work. He/she contributes to and maintains the niceness and aesthetics of the
working environment.
Communications and media skills
The student or candidate uses his/her language skills in a way that is appropriate,
varied and interactive considering the situation. Student/candidate observes, interprets
and assesses different media products critically. He/she uses the media and
information technology as well as produces media material.
Active citizenship and different cultures
The student or candidate participates constructively in the activities and decision
making of the community. He/she acts according to his/her rights and responsibilities
both at work and in everyday life. He observes the acts on equality. He/she acts
appropriately and considering the requirements of working life with people from
different cultural backgrounds both at home and in international operations

 Siguldas novada vidusskola, Latvia

What subjects cover Civic Competences?

• Politics and Law (70 lessons; grade 2)
• History (175 lessons; grades 1,2,3) 
• Social Sciences (105 lessons at elementary school)
• The Civic Competences are also incorporated in such lessons as Literature, Foreign Languages, Geography 

EPLEFPA du Périgord- France

1- What subjects cover Civic Competencies? 

The Civic Education Legal and Social is registered in the program of the college and high school. It is provided by the history teacher geography. The ECJS demands from specific questions addressing the concerns of students to mobilize notions of the program and understand their relationships. Eight concepts are the program: freedom – equality – sovereignty – justice – Interest – security – responsibility - Ethics.
In the first year of high school :  The rule of law
The values ​​and principles of the Republic: the Declaration of the Rights of Man and Citizen
Theme 1 : Law and social life     Theme 2 : The Citizen and the Law   Theme 3 : Citizens and Justice
  In the second year of high school : Living in a democratic society institutions, the political and social life, the nation and its defense 

  In the third year of high school (final year) 

 4 themes are available in graduating class:
- Citizenship and the evolution of science and technology / Citizenship and renewed demands for justice and equality / Citizenship and the construction of the European Union /  Citizenship and forms of globalization.
During the year, one or more questions enter into one or more of these four themes will be addressed.

2- which grades?

  Civic education, legal and social  is followed by all high school students and started in primary school. It is provided on three years of high school

3- Number of lessons, practices

Students have 1 hour of learning every 15 days, an average of 18h in the year by class

 Zespół Szkół nr 2 z Oddziałami Dwujęzycznymi

                           im. Andrzeja Frycza Modrzewskiego in  Rybnik, Poland.

         In the field of civic competences following subjects are studied:

a)  Knowledge of society –  (1 hour weekly in the second and third  form / basic level ;  2 hours

     weekly in the second and third form / preparing for A-level ); the subject deals with the issues

     like:  the democratic society, the origins and development of the European Union, being a part of a

     civil, open society, national identity, international relations, the right to vote, the rules of elections

     etc.

b)  Form periods (lessons with tutors) – issues like: the human rights in the democratic society,

      interpersonal relations, being a member of the European Union .

c)   The civic competences are also incorporated in such lessons as: History, Geography, Religion

      and Enterprise.  As a result, it broadens  students'  knowledge and makes it more

      comprehensive to them.

d)  The practices are: students’ presentations, discussions, attending lectures at universities ,

      organizing  Oxford Debates, attending annual local/national  projects, e.g. ‘Watch Docs’.