9.12.2022
EN
Official Journal of the European Union
C 469/11
b) Develop curricula that are learner-centred and based on inclusive and relational pedagogies, and allow for diversified and personalised forms of teaching and learning.
Active involvement of children and young people in the creation of learning materials should be considered, as appropriate, in particular as regards resources for bullying prevention, social and emotional education, conflict resolution and overcoming prejudice.
c) Include social and emotional education, bullying prevention and mental and physical health in curricula, from ECEC to upper-secondary education and training.
d) Strengthen competence in the language(s) of schooling, while valuing and supporting the linguistic diversity of learners as a pedagogical resource for further learning and educational achievement.
This may include, for example, assessment of prior language knowledge, strong support in the learner’s mother tongue (first language) and language of schooling, access to home language instruction, and mechanisms to support the transition between reception and mainstream classes at different levels of education, where applicable.
e) In particular, support the acquisition of the language of schooling by refugees and newly arrived migrants through early immersion within mainstream classes and curricula, with additional one-to-one support provided at an appropriate level to accelerate social and academic learning.
Continued access to linguistic and academic support, career guidance across all levels of education and training and intercultural education, along with parental engagement, can also play a key role.
f) Promote pedagogical approaches that are interactive and experiential as well as culturally and linguistically responsive, in order to build learners’ autonomy and responsibility in their learning and to empower them to actively engage in their competence development.
Such approaches may include opportunities for blended learning (including digital resources and access to libraries, laboratories, museums, other cultural institutions such as music or art schools, community centres and nature), taking into consideration the needs of learners with disabilities or special educational needs, flexible and heterogeneous organisation of learning time and environments, transdisciplinary teaching and learning, cooperative learning and peer support, as well as the use of assistive technologies for learners with disabilities.
g) Promote assessment practices that reflect and support personal learning needs and paths, in particular by making extensive use of formative and continuous assessment and by combining multiple digital and non-digital forms and tools (e.g. portfolios, peer assessment and self-assessment) that are inclusive, culturally responsive and participatory.
Intervention measures
h) Provide frameworks in schools offering targeted support to all learners facing learning difficulties or at risk of underachievement, through a multi-disciplinary and team-based approach (e.g. parental engagement programmes through a whole-school approach, mentoring schemes, including peer mentoring, mobilisation of support staff, extra learning time during the school year and/or holiday periods, access to additional learning environments).
i) Within inclusive and accessible settings, offer enhanced individualised support for learners with multifaceted complex needs, including social, emotional and mental health needs (e.g. personal tutoring, individual learning plans, interventions by specialist in emotional counselling, psychotherapeutic interventions, multi-disciplinary teams, family support).
j) Provide solutions at school level or in partnership with other actors for learners who have difficulties in satisfying basic needs due to their socio-economic background (e.g. lack of educational material, difficulties related to transportation, hunger, nutrition and sleep deficits).
k) Provide targeted financial and/or non-financial support schemes for disadvantaged learners to facilitate their progression to secondary and tertiary levels of education and training and their successful completion of uppersecondary level studies leading to relevant qualifications.