Abstract
Many Slovenian teachers have been participating in a national project called PODVIG (a Slovene abbreviation for 'Entrepreneurship in Secondary School'), which focuses on developing and enhancing 21st-century competencies. These are important for young graduates who are about to either continue with their studies or enter the job market and that is why it is even more essential to implement innovative methods in the school curriculum. The participants of the project regularly meet on a monthly basis and discuss examples of good practice. As an English teacher, eager to deal with the challenges of many kinds, I wanted to try something different. I also wanted my students to learn about their home country and talk about it with pride, so the outcome was a project named ‘Natural Attractions of Slovenia'.
 
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Highlights
In this article, I will present how a class of the 1st year high school students bravely tackled various entrepreneurial competencies during English lessons
In our case, learning proved to be a multifaceted, mainly experiential process in which students were involved as individual participants with their own mindset and different strategies of acquiring knowledge through their own experience
These students were group participants actively involved in the work of the organization where the flow of information was faster but more selective
Summary
I will present how a class of the 1st year high school students bravely tackled various entrepreneurial competencies during English lessons. Developing the competencies that the participants in the Slovenian project 'PODVIG' emphasize is not really a new approach to teaching different school subjects, as we realize that we have been doing this for a long time. Eva Kristan PROJECT 'NATURAL ATTRACTIONS OF SLOVENIA' – DEVELOPMENT OF COMPETENCIES DURING ENGLISH LESSONS AT SECONDARY SCHOOL. Through various activities within the PODVIG project, we can really focus on all the listed competencies and develop them thoroughly at multiple levels. Due to the complexity of our project described below, it was impossible to highlight one competence only because the contents and activities from different school subjects implemented in the whole process, constantly 'encouraged' students to deal with and strengthen several different competencies
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