The objectives of the project arose in response to the needs detected through the indicators of the Quality and Continuous Improvement System. They are briefly described below: - Offer the teachers of the Institute the possibility of learning about successful experiences of other organizations in reference to the implementation of collaborative activities, either among teachers (project work, etc.) or among students (assemblies, committees, linguistic and cultural exchanges, etc.). - Learn and use new methodologies, as well as to re-evaluate those applied, in order to improve academic performance and cooperation between working groups of students, teaching and non-teaching staff. - Implement actions in the school to improve the working atmosphere, the involvement of the teaching staff, their sense of belonging and their motivation. - Improve the performance of teacher meetings. - Increase the interest of the teaching staff in educational projects and, specifically, in ERASMUS+ projects. - Improve the language skills of the teaching staff (English and French) in order to transfer this improvement to the language skills of the pupils and thus reinforce the school's language project. - Encourage transdisciplinary project work in certain groups of pupils.
Our Institute had been characterised and recognised for the good working atmosphere that prevailed there. This was reflected subjectively in the quality of meetings, the atmosphere in the staff room or at staff events, and objectively through satisfaction surveys or the number of teachers participating in the school's social activities. For various reasons, during the years prior to the project, the indicators of the Quality and Continuous Improvement system, which included satisfaction surveys and SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis, indicated weaknesses in coordination, the good atmosphere among the staff and the functioning of the different working meetings. The main cause was suspected to be the increase, year after year, in the number of students and teaching staff. With regard to the students, through the analysis of the results of evaluation activities, we found that they were increasingly individualistic and that it was difficult for them to work as a team and generate joint projects. This aspect needed to be improved and we thought that by generating cooperation activities, within the pupils' curriculum, we would be able to overcome the objective of teamwork, understood as the maximum and coordinated development of the different potentialities of all its members. On the other hand, our school had opted for a linguistic project in which all pupils had to study two foreign languages and Baccalaureate pupils had the possibility of taking the double option Batxibac, which awards the Baccalaureate and the Baccalaureate in France. In this context, the school's educational project had been increasing its transnational activities: language exchanges (France, Slovenia, Poland), language courses (Ireland, France), cultural trips (Italy, Germany, France, Switzerland), work training stays (France, Belgium, Poland, with Erasmus+ projects) and eTwinning activities (Italy); requiring a greater predisposition and availability of teaching staff for the coordination of these extra activities.