The prime objective of the project was to improve quality of education and the social cohesion at the school in 3 different lines: 1) Strategies designed to minimize the impact of specific problems such as dyslexia and the good results of boys in mathematics and the not-so-good ones in languages (especially foreign languages). 2) Methodological refresher activities for the teaching staff (incorporating flipped-classroom and mentoring) and specific updates in the field of ICT. 3) Introduction of further changes in the school culture and consolidation of its European dimension. Our goal was to have part of teaching staff that apply CLIL methodologies being trained in certain key areas and next extending this expertise to all the teaching staff at the school interested in keeping up with new trends in education so as a whole could benefit from this learning. This should improve, firstly, the results in CLIL subjects of students with educational needs but also benefit the student body as a whole since the pedagogical improvements that are introduced for students with needs will also help ordinary students. Reducing differences in academic results should also improve group cohesion and school coexistence.
Our school's pedagogical bet is multilingualism and an important part of the teaching staff applies CLIL methodologies. An internal survey and the analysis of our educational results have revealed the need to upskill teaching staff to improve educational results (especially in the case of SEN students in CLIL environments and late arrivals at the Spanish educational system showing learning disfficulties), as well as to improve general social atmosphere and cohesion and especially that of students with educational needs in particular (with greater support and emotional education and with a strategy aimed at reducing the disparity in results between boys / girls, with / without needs).