This project aimed at reducing early school leaving, improving learning (combating failure) and pedagogical and didactic equality (inclusion). With this training project, we intend to ensure inclusive, equitable and quality education, and promote lifelong learning opportunities, promoting quality and successful teaching for the integral development of all students, ensuring that success translates into effective and meaningful learning. These competences integrate knowledge, skills and attitudes that promote critical thinking, reflection, problem solving and decision-making, competences enshrined in the Profile of Students Leaving Compulsory Schooling. From the experience gained, the expansion of the Curricular Autonomy and Flexibility Plan was reinforced through the introduction of active methodologies (project, inverted class, etc.) and new forms of work (DAC, for example). Our focus was on the desire to provide all students with motivating experiences and meaningful learning environments, which promote a taste for the School and educational success in the areas of Technology/Environment/Inclusion.
The KA1_ Erasmus + training courses make it possible to respond to the training needs of teachers, as they promote European dialogue with a view to developing cooperation networks, allowing them to get to know other cultural and teaching realities. The Group thus bets on the sharing of knowledge and more solid, innovative and motivating pedagogical practices, seeking to result in effective learning for students. The schools of the Cluster are located in different geographical areas, covering the rural and the fishing/urban areas, and the characteristics of the students of the different schools (8) are also different. It is a Grouping of the TEIP network, which adhered to the Curricular Autonomy and Flexibility Plan in 2017/18 and which assumes early abandonment and indiscipline, school success and inclusion as priority areas of its intervention. We are also a reference group for multiple disabilities and early intervention for children. Thus, our candidacy for this project arises from the desire to continue an international and interactive dynamic that we have been embracing in recent years, reinforcing the priority areas of intervention mentioned above, promoting a Culture of Grouping.