To define our objectives we have obviously started from the three pillars on which it revolves our strategic plan for internationalization, i.e. multilingualism, TACs and inclusion society in the international arena. From each area a series of projects are developed complementary and interdisciplinary that enrich the educational experience of our students. For this reason, after carrying out an analysis of the current situation of our center, in this project We have identified the following strategic objectives: - Multilingualism: we seek to expand the training of our teachers who teach subjects in English both at the level of the CLIL methodology and the implementation of innovative projects in this dynamics as well as at the linguistic level of teachers whose mother tongue is not English or French. We seek to be able to incorporate bilingual content into our learning situations, beginning for those more dynamic subjects such as Technology, ICTs, Physical or Plastic Education. -The TACs: The school aims to become a Google Reference Center, to do so the faculty is receiving training in all the tools of the Google for suite Education. This has allowed us that 35 teachers have passed the exam to become Google Educator Level I, and 6 teachers will achieve Google Educator Level II. We want continue advancing in this sense and ensure that this learning can be transferred to the classroom with success, because we are convinced that it will have a positive impact on our students. The families They have told us that through the activities and projects that are being carried out through the digital platform are kept informed and we want to expand this type of learning. Other area of improvement is to expand to an international level the meeting spaces to deepen and share good practices. For the next courses we have the objective of gradually increasing the involvement of families throughout the center through our pilot project, including with the advice from the tutor, so that families can interact with them from home. -Social and affective inclusion: This plan is materialized through the curricular specification of the different educational stages in connection with the PAT, Coexistence Plan, Mediation, Plan of Formation and Pastoral Plan. As follows: In the annual programming of the PAT (annual tutoring program) through specific topics that will be developed throughout the year in tutoring sessions with students. In the Mediation program with specific activities that allow students to make decisions decisions and conflict resolution. This course has begun with the training of students assistants (pilot project in our school to reduce conflicts in the educational field) and We want to continue growing in this section.
In our Center, in terms of multilingualism, we have experience in the CLIL methodology in the center, since we already we teach with some subjects such as Arts and Crafts, Technology and Physical Education in the we use this methodology. In the last three academic years, the center has made an effort to increase the number of student enrollments in external evaluation and accreditation, in the same way So, last year we already celebrated English Day and Europe Week. From the beginning of the course we are already offering a language training course for teachers. Regarding the TACs, the center has made an effort to facilitate the training and accreditation of the teachers to achieve the Google Educator Level I and Level II certification, although we would like go a step further in this area. Also, this course some members of the center had the opportunity to participate in the Google Reference Summit where participants were able to share good practices and learn about innovative methodologies like Flipped Classroom and Gamification. Regarding social inclusion, the center has implemented a new school mediation project through student assistants to support when solving conflicts. In addition, we have a volunteer project in the local community so that our students can delve into social inclusion while the center begins to open school to groups at risk of social exclusion. The management team will be involved at all times during the development of the project. It has been the driving force when analyzing the needs of the center and identifying the aspects that the center must strengthen in order to comply with the goal of facilitating an excellent education for students for the future. Several members of the team come from other centers where they have already carried out Erasmus+ projects successfully for years above, with which they are highly involved in the management of the project in terms of the evaluation of the results and provide the necessary means and resources to maximize the impact of the benefits. The internalization projects department has members whose profiles stand out for extensive training in different areas and for a high level of involvement and Motivation to improve different aspects of the center when opening the center to the environment international. Members of this team have participated in several collaborative projects international and European mobility, among which the School in the Cloud project stands out (2018-1-DE03-KA229-047456_2) and various e-Twinning projects. Our marketing team is has specialized in the use of social networks and has created a network of contacts in newspapers, radio stations and television channels. In project management, we intend to take advantage of your knowledge to give maximum dissemination to the results obtained and subsequent activities.