Accredited projects for mobility of learners and staff in school education

Summary

The aim of the project was to improve cognitive and foreign language skills; to develop communication and social competences, gain experience of intercultural communication and promote future-oriented thinking. Students developed digital literacy, critical thinking and civic engagement. They created videos, participated in debates, established an in-school recycling deposit point, published a bilingual Erasmus+ brochure and created a section for the school council on the school's website. 

"The Erasmus+ mobility experience helped me improve my German language skills, as well as see the world from a different perspective, for example, by learning about the host family's values, communicating with German friends."  

Topic(s) addressed

• ‘Skills for life' through language and literature (improving German/English) 
• Citizenship and civic engagement 
• Critical thinking via debates 
• Digital tools
• Intercultural communication and cultural exploration

Target group(s)  

• 39 students in groups (grade 8-11)
• 7 long-term mobilities and 
• 9 teachers (8 shadowing, 1 course)

Methodologies used

The teachers gained experience in student-centred and multidisciplinary CLIL approaches, developed guidelines for CLIL implementation and shared them at conferences. The students worked in groups and participated in workshops on different topics, developing their intercultural skills. Critical thinking, active civic engagement and participation were promoted through preparation for and participation in discussions on critical topics such as Europe, environmental protection, as well through a visit to the European Parliament in Brussels. Formal lessons (maths and languages) were linked with non-formal intercultural communication, enhancing real-life language use. Inclusion was prioritised by involving students with fewer opportunities. 

Innovation environment

The gymnasiums serve as enablers of innovation sharing the gained experience with other schools. Returning teachers acted as drivers of innovation, leading learning groups, and sharing innovative methods such as CLIL to modernise the school's daily work. Available resources were used sustainably by prioritising job shadowing and shifting documentation to unified digital cloud systems. Cross-sectoral cooperation was strengthened through strong international partnerships with Weser Gymnasium Vlotho, Tellkampfschule Hannover and Stiftsgymnasium Xanten, alongside active local engagement with municipalities. Clear selection criteria and support systems were established for staff development to build a positive organisational climate. 

Teachers’ role

Teachers acted as primary innovators by implementing student-centred approaches acquired during international job shadowing (including CLIL). Teachers used their advanced language skills to integrate new methodologies directly into formal lessons. To foster the wellbeing of learners, educators selected age-appropriate mobilities, ensured the inclusion of students with fewer-opportunities and supported students needing language assistance. Teachers drove significant institutional change through active peer learning and professional cooperation, passing on their expertise by organising internal learning groups, hosting workshops, and leading professional development seminars. Teachers also learned from each other through lesson observation. 

Impact and output

The project delivered a measurable direct impact, boosting students' foreign language exam results and contributing to success in national competitions, including the preparation of scientific research papers. Participants developed strong critical-thinking skills and a broader perspective through real-life language use and stays with host families. Targeted recruitment ensured the active inclusion of students facing economic or social challenges. A powerful spill-over effect was achieved, with returning teachers modernising daily lessons and passed on their experience through institutional learning groups and inter-school workshops. Public outreach via online Erasmus+ brochures and school media reached the wider community, enhancing the school’s prestige and standing. 

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