The topics addressed by this project were pedagogy and didactics; teaching and learning foreign languages; and, ICT - new technologies - digital competences. The project’s main goal was to improve the quality of education in the integrated teaching of selected content and subjects in English; the teaching of other foreign languages, and the use of innovative technologies and digital tools as well as new methods and techniques towards increasing motivation. The project’s detailed objectives consisted of strengthening the language and methodological competences of teachers with regard to the integrated teaching of selected content in the fields of nature and mathematics in English for Grades 1-3, and in the teaching of mathematics, chemistry, music, and sports for Grades 4-8; improving the curricula of subject and language education for Grades 1-3 and for Grades 4-8 by taking into account the individual needs of both gifted and disabled students; developing a set of lesson scenarios that correlate with the core content of selected curriculum in general education for Grades 1-3 and for Grades 4-8; and, preparing publications from the methodological conference and training workshops on bilingual teaching for teachers of local schools and educational institutions. Furthermore, the project also aimed to raise the command of English language for all teaching, management, and administrative staff to at least the B1+ level (and their attainment of the appropriate certificates); strengthen the linguistic and methodological competences of teachers of French and Spanish; develop and implement pluralistic approaches to foreign language teaching and increase competences related to multilingualism and multiculturalism; increase the practical skills of teachers in the use of new technologies and innovative ICT tools in the teaching and learning process (interactive boards, Moodle platform, Edurobots, and new applications); develop a set of recordings from joint virtual lessons with partner European schools; broaden the skills of student motivation, knowledge acquisition, and competences in education as well as subject tutoring and coaching, and in particular, in working with gifted and dysfunctional students; and, develop a set of methods and techniques for the motivation of students in early school education (Grades 1-3) and at the second level of education (Grades 4-8). Moreover, the development and implementation of tutoring and coaching principles, with a particular emphasis on working with gifted and dysfunctional students forms another important objective, together with increasing students and parents’ sensitivities to linguistic and cultural diversity by organising regular workshops on the subject; broadening effective cooperation skills in teams of teachers, partners, school students at the national and international levels; developing the school’s European identity through the building of contacts with European partners, and, the organising of regular, joint virtual lessons, conferences, webinars, and project implementation.
The project was attended by 15 Polish participants who were selected through a recruitment process, and a number of foreign participants consisting of 2 early school education teachers (ages 49 and 37) of "Early Childhood Education: CLIL (Content and Language Integrated Learning), Interactivity and Creativity in the Classroom" (UK); 1 teacher of Early Education (age 34) "CLIL in Early Childhood Education: Methodology and English" (UK); 2 teachers (ages 30 and 44) of Integrated Teaching: Chemistry and Mathematics in English, CLIL provision: Innovation in Foreign Language Teaching (UK); 2 management and administrative employees (ages 49 and 36), the director and secretary (UK); 1 teacher of French (age 59) and 1 teacher of Spanish (age 34): French and Spanish for FLE teachers with Cultural Elements and a Pluralistic Approach in Foreign Language Teaching (France and Spain); 1 Early Childhood Education teacher (age 50), class lB tutor: "CLIL with the help of IWB" (Malta); 1 teacher (age 35) of Integrated Music Education: "New Technologies in CLIL Provision" (UK); 1 teacher of Integrated Teaching: Geography - English, Grades 4-8; 1 teacher of English and Sports; 2 teachers(ages 37 and 28): "Motivating Students with Tutoring and Coaching" (UK); and, 2 teachers (ages 37 and 27): English Grades 1-3 and Grades 4-8: "Motivating Students in English Lessons" (Cyprus).
The implemented project met the real-world needs of improving the school’s quality of work and international cooperation as defined in the European Development Plan for an institution, with the innovative character of the methods that were developed and used in the project characterised by the following considerations:
1) Multidisciplinary approach: the introduction of integrated teaching of selected content in the field of nature and mathematics for Grades 1-3 and in mathematics, physics, chemistry, biology, for Grades 4-8 in English; the strengthening of teachers' methodological competences in the field of CLIL (Content and Language Integrated Learning) methodology, which saw the training of 11 teachers in Great Britain, Cyprus, and Malta; improving and implementing CLIL curricula for Grades 1-3 and Grades 4-8 (selected areas: mathematics, chemistry, geography, music and sport) by taking into account the individual needs of both gifted and disabled students; development and application in everyday practices of a set of lesson scenarios that correlate with the selected contents of the general education’s core curriculum for Grades 1-3 and for Grades 4-8 (maths, geography, chemistry, music and sports) in English; conducting joint virtual lessons using CLIL with 4 European schools; organising the methodological conference "Bilingualism as a Way to Better Quality and Innovation in Learning and Teaching" for teachers of local schools; application of a pluralistic approach to foreign language teaching: English, French, and Spanish; strengthening the methodological competences of teachers of FREPA (A Framework of Reference for Pluralistic Approaches to Languages and Cultures), which saw the training of 2 teachers in France and Spain; development and implementation of a set of principles for a pluralistic approach to foreign language teaching in everyday practice; and, organising training using pluralistic approaches to foreign language teaching for teachers of local schools.
2) Development of key competences:
2a) language competences – raising linguistic competence in English and acquiring knowledge on the history and culture of host countries, with 11 teachers and 2 administrative and management staff having participated in training and language courses in Great Britain, Malta, and Cyprus; a 17-month English language course for all teachers and school employees organised at the facility (basic and advanced level) and the awarding of A2/B1/B2-level certification; constant contact in English and cooperation with teachers from European schools in the organising of joint virtual lessons; raising language competences in the field of French and Spanish and the acquisition of knowledge on the culture and history of host countries, with training carried out for 2 teachers in Spain and France; preparation of multimedia presentations for students, other staff, and teachers of local schools of the countries visited during trainings and courses; and, periodic workshops on linguistic and cultural diversity organised on the European Day of Languages for school staff and a teacher from a local school;
2b) IT competences – increasing teachers' practical skills in the use of new technologies and innovative ICT tools in the teaching and learning process through the use of interactive boards, the Moodle platform, Edurobots, and new applications; training of 2 teachers in Great Britain and Malta on New Tool Technologies in CLIL; internal training for teachers on the use of the interactive whiteboard Edurobots, the use of Google Classroom, and the Moodle platform in the teaching process, and, training for the Moodle platform "The Concept of using e-Learning at School: Moodil platform" (this training was invaluable in the transition to distance learning during the COVID-19 pandemic);
2c) social competences – strengthening the skills of interpersonal contacts in the project team and with foreign partners; increased awareness of teamwork and responsibility for tasks being performed; involving all project participants in the organising of internal training and workshops on cultural diversity and the methodological conference for the local community; participating in the promotion and dissemination of the project’s results; establishing contacts with European schools in the implementation of joint projects such as online lessons and training webinars for teachers and new projects;
2d) learning to learn – increasing teachers' motivation to further improve themselves and increase their self-confidence (based on the survey conducted among project participants, it was noted that participation in external (mobility) and internal project activities contributed significantly to the application of acquired skills and knowledge in many professional and non-professional fields);
2e) initiative and entrepreneurship – increasing the ability to plan and conduct projects towards achieving the intended goals of the project management team and the teams of teachers responsible for the development of project products, promotion and dissemination, and the organisation of internal training and methodological conference, with team activities translated into support for individual participants in order to increase their awareness of their work and their ability to seize opportunities.
3) Combining formal, non-formal, and informal education: 15 project participants raised their competences not only as part of planned external (mobility) and internal activities, but also during informal contacts with colleagues from other local and European schools, residents of places where training was carried out, and during sightseeing and tourist trips (participants’ reports reflected that such meetings and self-planned forms of spending free time became a source of additional knowledge on the history and culture of other countries, educational systems, and improved their level of spontaneous expression in a foreign language.
4) Inclusion, participation, cooperation:
4a) inclusion – the project was addressed to all teachers and school staff regardless of gender, age, and nationality, who met a number of key recruitment criteria including voluntary application to participate in the project, undergoing an assessment of their English language proficiency, readiness to systematically attend a language course and certification, and meet the appropriate language level required by the organisers of foreign courses, a readiness to implement the goals set in the school's European Development Plan (EDP), and willingness to complete tasks resulting from the project schedule; furthermore, the needs of students, including those with special educational needs were always considered when designing the project’s products and results including the CLIL curricula, collections of lesson plans from CLIL, methods and techniques of active motivation, principles of coaching and tutoring, ensuring a pluralistic approach to foreign language teaching and the knowledge and principles of applying new technologies and ICT tools;
4b) participation – the project was attended by 15 participants (11 teachers from Great Britain, Malta, and Cyprus, and 4 teachers from Great Britain, France, and Spain) who participated in the mobilities, which provided them with specialised language training in the use of the CLIL methodology in early childhood education and in older school grades, new technologies and ICT tools, and active methods to motivate students. A number of internal actions were implemented in the area of language training, including a 17-month English language course for teachers and school staff at both basic and advanced levels; internal training on the operation and use of IWB, the Moodle platform, Edurobots, Google Classroom, towards motivating, tutoring, and coaching activities, as well as pluralistic approaches in the teaching of foreign languages; shared virtual lessons with European schools (CLIL) from Spain (chemistry lesson), Finland (music lesson), Malta (Christmas customs), and Slovenia (maths lesson); the implementation of the mini eTwinning project "My School and My City," which was founded by our school and a Spanish institution that was joined by 10 additional European schools; workshops on cultural and linguistic diversity; and, a methodological conference for the local community titled "Bilingualism as a Way to Better Quality and Innovation in Learning and Teaching." All of the aforementioned activities were implemented through teamwork, with teams in continuous contact in accordance with the agreed rules on communication and the scheduling of meetings. To this effect, 4 key teams were created to ensure the smooth operation of activities, with the project implementation team (consisting of the coordinator and 2 assistants) responsible for management and the ongoing and periodic monitoring processes; practical and logistical support for each project and for participants in mobility and internal activities; promotion and dissemination activities; and, implementation of the project's products and results into the school's development strategy in line with the European Development Plan. The second team was the project accounting team, which was responsible for current and periodic budget control; the third team consisted of the team that tested the quality of learning outcomes and project products, and which was responsible for the evaluation of the project’s achieved results and products; and finally, the fourth team consisted of a team of evaluators that was responsible for initial, ongoing, and final evaluations. In addition to the four aforementioned teams, there were also teams set up among project participants, which was made up of the team for the improvement of the CLIL curricula, preparation of a set of lesson plans with CLIL, and virtual lessons with European schools; a team for the development of a pluralistic approach to foreign language teaching; a team for the implementation of rules pertaining to work with IWB, the Moodle platform, and new technologies and ICT tools; and, finally, a team for the development of techniques and methods to motivate students as well as forward the principles of tutoring and coaching. Cooperation with partner institutions was ensured by the project implementation team, which searched for training centres (with the help of the School Education Gateway) that met the project’s needs as elaborated in the EDP, the project’s objectives, and the needs of participants. Over the course of this search, both the team and participants were guided by the experience of training centres that were familiar with the conducting of courses, qualifications of employed staff, and which offered opinions and recommendations for other training participants. Contact was made with the Oxford International Study Centre, Oxford, UK; the France Langue, Nice, France; Cervantes Escuela Internacional Malaga, Spain; Carob Institute, Tochni, Cyprus; and, AClass Academy of English, St. Catherine's High School, Malta. The offers, together with expected learning outcomes, were analysed and accepted, with good overall project cooperation in accordance with the agreement on adopted rules and constant communication. All problems were resolved in an ongoing basis by the project coordinator and responsible individuals from partner institutions.
5) Innovative use of teaching tools and methods:
5a) implementation of an interactive board, Edurobots and the latest applications for the teaching of foreign languages in everyday work – strengthening IT competences of teachers through specialist trainings in Great Britain and Malta (2 teachers) and 2 trainings for other school staff;
5b) familiarisation and use of the Moodle platform – knowledge and skills acquisition on e-Learning through the use of the Moodle platform with internal training for all school teachers; application of e-Learning for selected subject groups. The knowledge and skills acquired from the Moodle platform allowed teachers to easily switch to remote teaching in March 2020, due to the COVID-19 pandemic, with students efficiently and quickly adapted to this form of teaching. As part of the project, a methodological conference titled "Bilingualism as a Way to Better Quality and Innovation of Learning and Teaching’ was remotely organised for local schoolteachers.
5c) introduction to activating techniques and methods for teaching students in combination with the use of digital applications and gradual application of the principles of tutoring and coaching – strengthening teachers' competences in actively motivating students through the "Motivating Students using NLP, Tutoring and Coaching" training session in the UK, which saw the participation of 2 teachers and the "Motivating Students in English Lessons" that was implemented in Cyprus with 2 other teachers; developing a set of teaching activation methods and techniques and its everyday use; and, developing and implementing the principles of individualised tutoring and coaching with regard to the teaching of students with special educational needs.
6. Active role of participants/ learners in the learning process:
6a) mobility and internal training – 15 project participants voluntarily participated in specialist training and language courses in Great Britain, France, Spain, Cyprus, and Malta, as well as in an internal training that included a methodology conference for local school teachers titled "Bilingualism as a Way to Better Quality and Innovation in Learning and Teaching,” for which all attendees received training completion certificates (Europass-Mobility). Mobility participants shared their experiences and insights through reports and presentations that were made available to the entire school community on the school’s website; furthermore, contact was established with teachers from other European schools during trainings, which initiated new international projects in the school. All 4 participants of the internal English language course obtained Cambridge A2 or B2 language certificates.
6b) an active approach to the development of project products – participants prepared a number of products in the form of e-books, consisting of 20 lesson scenarios with the use of CLIL; sets of innovative methods and techniques for motivating students in early childhood education for Grades IV-VIII; a set of tutoring and coaching rules; a study on the principles of a pluralistic approach to foreign language teaching; joint video lessons with other European schools; multimedia workshop presentations on the continent’s linguistic and cultural diversity; media reports from teachers of foreign language training courses; publications of methodological conferences; an improved language education curricula for Grades 1-3 and Grades 4-8; and, the preparation of joint CLIL virtual lessons with European schools.
The project engaged a holistic school approach that was based on the European Development Plan. A report on the school's internal evaluation for the 2016/2017 school year showed weaknesses in a number of areas relating to the functioning of the institution, such as reduced interest among students in the bilingualism programme; reduced attractiveness of second language lessons; poor or limited use of digital devices and tools during classes; and, reduced motivation among students to participate in class and undertake various tasks. Moreover, on the basis of interviews and professional documentation from teachers, administrative, and management staff, it was noted that students’ knowledge of English (which was often not formally confirmed), was found to not meet expectations, and insufficient in the establishment and maintaining of contacts. Teachers’ questionnaires also showed great interest in raising competences, exchanging experiences, practices, establishing international relations, and being open to linguistic and cultural diversity. Therefore, the school management (together with the Pedagogical Council, and in cooperation with the Parents' Council), identified several needs with regard to the institution’s quality of work and its international cooperation. These consisted of the need to strengthen the linguistic and methodological competences of teachers in the field of integrated teaching for selected content and English subject areas; improve subject curricula and language education for Grades 1-3 and for Grades 4-8, while taking into account the individual needs of both gifted and disabled students; expand the English language competences of all teaching, management, and administrative staffs; strengthen the linguistic and methodological competences of French and Spanish teachers; acquire competences in the principles of a pluralistic approach for the teaching of foreign languages; and, the need to increase teachers' practical skills in the use of new technologies and ICT tools within the overall teaching and learning process. The last point in particular (increasing teachers’ ICT practical skills), involved the acquisition of practical skills in the use of the interactive whiteboard and the Moodle educational platform, as well as the acquisition of practical skills in the use of Edurobots and their application in the teaching and learning process. Other needs identified by both councils were to expand teachers’ skills in motivating students and their acquisition of knowledge and competences in the field of educational and subject tutoring and coaching, in particular, for working with gifted and dysfunctional students; and, increasing the school’s European dimension. Raising the school’s European dimension was a consideration that was comprised of a number of key actions, which included a) establishing contacts with teachers of integrated teaching for selected English content and subjects, and the teaching of other foreign languages in various European Union countries through participation in methodological training and language courses; b) searching for and undertaking new European cooperation projects for students, teachers, and management staff in the interest of broadening their knowledge in foreign languages, formal and informal communication, and the acquisition of skills for work in international teams; c) conducting joint virtual lessons in the field of integrated teaching of selected content and subjects in English such as mathematics, music, chemistry, and sports with other European schools that share a similar profile; and, d) organising workshops for teachers, students, and parents on tolerance and openness to other languages and cultures. It was decided that all of the aforementioned needs was to be met through the implementation of innovative processes, and several teaching and learning methods, including the CLIL (Content and Language Integrated Learning) methodology; a Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA); the activation of learning and teaching methods combined with Internet applications; tutoring and coaching; teaching and learning using an interactive whiteboard (IWB) and Edurobots; e-Learning through the use of the Moodle platform; shared virtual lessons with other European schools; linguistic and cultural tolerance workshops; and, new international projects. The fulfilment of all of the aforementioned processes and methods was possible thanks to the implementation of the Erasmus+ Mobility of Educational Staff project, titled "Towards Better Quality and Modernity." In total, 15 project participants took part in specialist training and language courses in Great Britain, France, Spain, Malta, and Cyprus, with most of the training having been specialised in nature and concerned with the comprehensive use of CLIL in early childhood education and in older primary school grades, which included motivating, tutoring, and coaching exercises, as well as linguistic and methodical training in the use of new technologies and JCT tools within teaching and learning processes. Furthermore, these foreign mobility activities were complemented by various internal activities such as a 17-month English language course for teachers and school employees (basic and advanced levels), training in the use of IWB, the Moodle platform, Edurobots, Google Classroom, and the motivating, tutoring, and coaching, as well as the introduction of pluralistic approaches in foreign language teaching. Joint virtual lessons were organised with European schools: from Spain (chemistry lesson), Finland (music lesson), and Malta (holiday customs), with a bilingual maths lesson made available on the European platform for the results of Erasmus+ projects. As part of the project, there was also an eTwinning mini-project titled "My School and My City," which was founded by our school and the Spanish institution, and which saw 10 additional European schools joining its implementation. Additionally, a methodological conference was organised for teachers of local schools titled, "Bilingualism as a Way to Better Quality and Innovation in Learning and Teaching." Being a school that supports innovation, the school management, together with the Pedagogical Council and in cooperation with the Parents' Council, decided to use the enhanced competences of teachers (as well as the developed results and products of the project) to introduce systemic changes in the school’s everyday teaching and learning processes. These consisted of the application of the CLIL methodology through the integration of English into selected course content and entire subjects across all classes; a pluralistic approach to foreign language teaching (French and Spanish); the activation of teaching methods in connection with Internet applications, and work carried out through the use of an interactive board and Edurobots; the introduction of principles regarding individualised tutoring and coaching when working with students with special educational needs; establishing contacts with local, national, and European schools towards sharing experiences and practices during joint training, and mutual learning during the implementation of projects of various scopes. Teachers implemented 2 international projects in the area of school cooperation and the improvement of teachers' skills, comprising a project with the Warsaw University of Technology on ecological houses, and a project with local schools titled "How to Protect the Climate in Our District?" The final systemic change incorporated by both councils consisted of the implementation of e-Learning with the help of various online platforms in the conducting of consultations and training for teachers. The implementation of e-Learning methods resulted in the fulfilment of a number of activities, including the acquisition of skills by teachers during the internal training seminar "The Concept of eLearning using the Moodle Platform" that was implemented as part of the project, and which was applied to interest clubs, consultations, and training initiatives for teachers, which proved to be extremely useful during the COVID-19 pandemic as it enabled for the smooth transition of the entire school to online learning. Furthermore, the use of the Moodle platform allowed the school to organise a methodological conference for teachers from local schools, titled "Bilingualism as a Way to Better Quality and Innovation in Learning and Teaching." Also, systematic joint lessons with European schools through the use of the CLIL methodology was implemented in a number of subjects, as well as in integration meetings and other international projects; furthermore, students carried out a number of ‘remote’ activities (in cooperation with teachers) through the use of Internet applications, such as when recording a song.
Teachers’ skills and competences: analyses were carried out by sub-teams to test the quality of learning outcomes and project products, with said analyses based on the training certificate awarded during the mobility; certificates and opinions following the completion of the English language course; Europass – Mobility; participation certificates from on-premise trainings and conferences; hospitalisation sheets for the director’s lessons and activities; opinion sheets and evaluation of the project’s final products to determine the quality of learning outcomes and products for school programmes, and psychological and pedagogical teams; participants' self-assessment including reports, surveys, and interviews submitted via the Mobility Tool; and, career advancement plans. Following the analyses, it was determined that a number of competences had been acquired and expanded by participants: 1) Specialised courses: CLIL (7 participants from OISC UK and 2 participants from the Carob Institute Cyprus) – excellent expansion of knowledge and competences including CLIL provision, and British culture and history; 2) Language courses: English (2 students from OISC UK and 15 participants in the 17-month English language course) – improvements in English language knowledge (with 4 participants having joined A2 and B2 level certification) and the expansion of knowledge in British history and culture; 3) Methodological language courses: French and Spanish (2 students from France Langue and Cervantes Escuela Internacional) – expansion of language competences and the gaining of knowledge on the cultures and histories of France and Spain, with excellent acquisition of alternative approaches to the teaching of foreign languages as well as the acquisition of skills needed for a pluralistic approach to language teaching; 4) Specialised courses and training (the use of new TIC technologies and tools) (2 lessons from OISC UK and the AClass Academy of English, with 15 internal training lessons) – the acquisition of knowledge and new skills in the field of IWB functioning and use, and TIC tools, during foreign training and internal training for the Moodle platform, and Edurobots, Google Classroom in the learning and teaching process; 5) Specialised courses (motivating, tutoring, and coaching) (2 students from OISC UK and 2 teachers from the Carobe lnstite Cyprus) – extension of knowledge and skills to an excellent degree in motivating, tutoring, and coaching on the culture and history of Great Britain and Cyprus; and, 6) additional training at the facility for "Edurobots in the Lesson," "Coaching and Tutoring," and "Pluralistic Approach in Teaching Foreign Languages," which were aimed at consolidating knowledge on Edurobots, coaching and tutoring, and a pluralistic approach to language teaching. The acquisition of practical skills in the field of training was well accomplished and implemented in everyday work, with each activity having strengthened attitudes of openness to linguistic and cultural diversity, tolerance, and an entrepreneurial spirit among project participants – as evidenced by a willingness to expand contacts with European institutions and to participate in new projects. The expansion and strengthening of language, communication, and organisational skills undoubtedly occurred, as did team cooperation at every level. Teachers as innovators: acquired skills and competences were used by teachers towards the development of the project’s products and during their implementation into the everyday practice and search for new ideas and solutions. Said products consisted of 1) the methodology for CLIL (Content and Language Integrated Learning) aimed at improving CLIL curricula and developing a set of lesson plans: a) integrated teaching of selected content in Grade 1-3 for mathematics, nature, music with English, and in Grades 4-8 where the CLIL methodology is used in mathematics, chemistry, sports, and geography lessons; b) a methodological conference for teachers from local schools and schools from Warsaw titled, "Bilingualism as a Way to Better Quality and Innovation in Learning and Teaching"; c) joint virtual lessons with European schools from Spain (chemistry lessons), Finland (music lessons), Malta (on Christmas customs), and Slovenia (maths lessons); d) the eTwinning mini project titled "My School and My City" that was founded by our school and the Spanish institution, (with 10 other European schools having joined the project during its implementation; and e) the development of interdisciplinary material with Scuola Secondaria di Primo Grado "G. Bianco - G. Pascoli " (Fasano, Italy) for the integrated teaching of climate protection in English. 2) FREPA (A Framework of Reference for Pluralistic Approaches to Languages and Cultures): a) the development of pluralistic approaches in language teaching and their implementation into French and Spanish lessons; and b) establishing cooperation with the French Dulala centre in Paris, which specialises in a pluralistic approach to foreign language teaching in order to implement a joint educational project. 3) Activating methods of learning and teaching in conjunction with Internet applications: a) developing a set of methods and techniques for learning and teaching; and b) organising of peer lessons for schoolteachers and local institutions through the use of activating methods and Internet applications such as Busuu, Memrise, Duolingo, and Quizlet. 4) Tutoring and coaching: a) developing a set of rules for coaching and tutoring; b) implementation of principles for individualised work in all classes for students with special educational needs; and c) establishing contact with the Finnish school in Vantaa to conduct brainstorming on tutoring. 5) Teaching and learning through an interactive whiteboard (IWB), Edurobots, and Google Classroom: a) creating a team that consulted and supervised the implementation of activities with IWB and other devices; and b) the daily use of an interactive board to implement the programme (based on textbooks or prepared by the teacher). 6) e-Learning through the use of the Moodle platform: a) preparing a presentation for the training "e-Learning Concept using the Moodle Platform"; b) the organisation of consultations, interest clubs, and teacher training on the Moodle platform, and the use of the Google Suite platform for distance learning due to a simpler form of service for all students (teacher training has since been shifted to the Moodle platform); and c) the continuation of virtual lessons with European schools. 7) Linguistic and cultural tolerance workshops: a) the establishment of a team to organise regular workshops (twice a year) for students, teachers and parents on tolerance, and linguistic and cultural diversity; and b) preparation of a multimedia presentation from the workshop and the ebook. 8) New projects: a) teachers have since implemented 3 international projects in the area of school cooperation and improvement of teachers' skills; b) a project with the Warsaw University of Technology on ecological houses; and c) a project with local schools titled "How to Protect the Climate in Our District?" Teacher collaboration and peer learning: 1) cooperation under the direction of the project implementation team (coordinator + 2 assistants): a) working in teams to implement designated project tasks, which included a team for the improvement of CLIL curricula, the preparation of a set of lesson plans with CLIL, and virtual lessons with European schools; a team to develop the principles for a pluralistic approach to foreign language teaching; a team for the implementation of the rules of working with IWB, the Moodle platform, new technologies, and ICT tools; and, a team for the development of techniques and methods for motivating students as well as the principles of tutoring and coaching; b) preparation and provision of individual support for mobilities, which included mobility goals, programme, and a schedule of the selected course, rules of monitoring and evaluation, travel organisation, accommodation, insurance, and information package on the mobility country, as well as the signing of the contract between participants and the school head; c) internal actions, which involved discussions on the course of the event, a detailed division of tasks, determination of material needs, and establishing the principles of monitoring and evaluation; and d) forms of communication, with periodic general and information meetings for all participants according to an agreed schedule, team meetings (at least once a fortnight), and individual meetings regarding mobility and internal activities (at least 2 weeks before the implementation); this also included constant communication between the director with the project implementation team (via telephone, email, Skype, messenger, WhatsApp), and with teams and project participants for the exchange information, ideas, and the necessary documentation. Following the project’s completion, appointed teaching teams continued with their activities, dealt with the implementation of results and products in the learning and teaching process, trained colleagues, and searched for new challenges in the project’s defined areas. During the COVID-19 pandemic, the team for the implementation of rules in working with IWB, the Moodle platform, new technologies and ICT tools, enabled the entire school to smoothly transition to remote learning via the e-Learning platform. The project also facilitated peer learning processes through the provision of training reports and presentations during the mobility on the school's website and during meetings with the Teachers’ Council. Training for schoolteachers and other local educational institutions (stationary and online) comprised of CLIL methodology in practice; a pluralistic approach to teaching foreign languages; the activation of methods and techniques in learning and teaching; an introduction to tutoring and coaching; and a “How to Work with the e-Learning Platform” seminar. Furthermore, a methodological conference was also held for teachers of local schools, titled "Bilingualism as a Way to Better Quality and Innovation in Learning and Teaching." The integration of teaching of selected subjects in English included periodic workshops on linguistic and cultural diversity for students, schoolteachers, and local educational institutions and parents, with 4 online training sessions held for teachers so they could collaborate in a new international project involving France, Italy, Bulgaria, Greece, and Belgium. Lastly, the Open Learning Strategy played a central role for the learner in the overall teaching and learning process, with the teacher acting as a guide who utilises positive thinking, free work and am integrated method towards motivating students.
The quality of innovative processes was positively assessed by several of the project’s teams; in accordance with the schedule for the project’s implementation, said processes were gradually implemented into the school’s development strategy and curriculum so as to rapidly begin meeting the needs that were defined in the European School Development Plan. The influence on individual groups was examined through tests, questionnaires, certificates that had been obtained, interviews, and observations, with the project’s impacts on teachers, students, and the school, as follows. Teachers: i) an increase in their knowledge of the English language; ii) significant increase in the linguistic and methodological competences of participants in language improvement courses, French and Spanish, as well as knowledge acquisition in pluralistic approaches to the teaching foreign languages; iii) expansion in teachers’ competences and knowledge in establishing cooperation, and working in international and national teams, openness, communication, skills exchange, a strengthening of tolerance towards other nationalities, cultures, and languages, and, an increased awareness of the history and culture of partner countries, their societies, and educational organisations; iv) a noticeable increase in teachers’ linguistic and methodological competences for specialist courses in CLIL, and the expansion of skills towards improving the school curricula for integrated teaching and the compilation of scenarios for lessons; v) the strengthening of competences in the use of new technologies and ICT, in particular for e-Learning activities based on the Moodle platform; vi) a significant increase in methodological competences in the motivating and tutoring of students, and a deepening in the ability to develop methods and techniques; and, vii) the extension of career advancement prospects through training certificates and Europass Mobility. Students: i) greater motivation to learn; ii) greater satisfaction for teaching content and subjects using English and other foreign languages; iii) greater openness to languages and cultures; iv) contact with European peers through joint virtual lessons and eTwinning projects; and iv) the acquisition of learning skills through the Moodle platform in the field of eLearning (used during the pandemic’s distance learning lessons). School: i) significant improvements to the quality of bilingual education and the teaching of foreign languages, including improvement of subject-language education programmes and the development and implementation of lesson scenarios with the scope of English integration into subjects; extension of offers for bilingual subjects, music, art, and PE; the implementation of new methods, techniques, and teaching and learning approaches; the development of recordings for virtual lessons (together with selected European schools); and, a 50% increase in the number of students taking external English language examinations; ii) a noticeable strengthening in individualised teaching, learning, and upbringing, including the creation and implementation of methods and techniques aimed at motivating students, as well as the principles of tutoring and coaching; iii) expanding the use of new technologies and ICT tools (interactive whiteboard, Edurobots, and the latest language learning applications) by acquiring knowledge and skills in e-Learning (based on the Moodle platform); iv) significant strengthening of the teaching team, which enabled the implementation of the subsequent stages for professional promotion (4 participants), with 2 teachers authorised to teach other subjects in English; v) strengthening of the school’s European dimension, which included the attainment of a minimum B1 level of English language proficiency by all school employees, the development of a network of contacts and international cooperation for teachers and, in the future, for students, strengthening of the school’s image as one that is tolerant and open to other nations, cultures, and languages; vi) strengthening in the school’s cooperation with the local community, which saw the organising of a joint methodological conference, workshops, and training; and, vii) the acquisition of international project management skills. Local environment: i) increase in knowledge and skills due to trainings such as "Everyday CLIL," "Edurobots in the Lesson," "Coaching and Tutoring," "Why is Moodle so Important?" and, "Pluralistic Approach to Teaching Foreign Languages," as well as a methodological conference organised by Bilingual Primary School No. 1; ii) strengthening contacts with local schools through their participation in training in order to develop opportunities for joint projects and other undertakings; and iii) use of the project’s description, relations between activities, products and good practices, such as the project’s website, conference, workshops, trainings, the Moodle and Erasmus+ educational platforms, Facebook, and the Warsaw Education Office tab, which consists of projects and initiatives, the Warsaw educational community, and the Erasmus+ Project Results Platform.
- Στοιχεία αναφοράς
- Τόποι έργων
- Project category
- Primary education
- Project year
AClass Academy of English, St. Catherine’s High School
Cervantes Escuela Internacional
Oxford International Study Center
- United Kingdom