In the short run -at least 50% of the colleagues teaching in the lower primary should use new, effective techniques of experiential learning to provide a firm base for native-language and mathematical competences -our students and staff should be able to read literature and communicate with partnres in foreign languages -every year exam practice and advanced matura exam courses are to be run -our teachers use IT skillfully -partaking in Erasmus+ KA2 strategical partnership projects -active presence on eTwinning, School Education Gateway and EPALE educational platforms In the medium-term run -lower primary students should step into their higher primary years with confident linguistic and mathematical competences -better achievements in the national competence measurements -growing number of students admitted into higher education In the long run: -realisation of a personally-tailored educational process, during which the children are facilitated from nursery-school to their maturation, forming their whole personaility in its phisicality, spirituality and cognition -educating highly-qualified young adults, who are able to work either in national or international work environments with apt professional knowledge and care.
Our successful mobilities between 2016 and 2018 gave an opportunity to strengthen the foreign language competence of those teaching other than language, for professional training courses, for seeking and building international relationships, and to lay down the cornerstones of internationalization. In 2019, we were focusing on "barrier-free communication" and experiential learning, because both our students and our colleagues constantly are in such communicational and knowledge acquisitional situations, where having high-level key competences for life-long learning is essential. In the fast paced 21st century, we can only compete if we become part of the European circulation. We can only step further if we make our whole instituation develop in terms of internationalization, which goes in hand with quality improvement in our education and management as well. We sought to enable this process with this project. We had identified the following five areas for development. 1 Communication in the native and foreign languages 2 Digital competence 3 Experiential learning methods 4 Communication in social interaction 5 The role of the management in institutional communication