The project Learning and Sharing with CLIL is the result of the will of four schools from Portugal, Italy, Hungary and Poland to work collaboratively under the topic of CLIL, to share their good practices and to overcome some of their weaknesses. It will be a two year project because the two schools who are giving the first steps in the implementation of the CLIL methodologies need to learn with the good practices of the two schools who are experienced in these strategies and have been implementing it rather sucessfully. Thus this project aims to promote a comprehensive approach to language teaching and learning; to support the integration of the language dimension across the curricula; to increase the students' motivation concerning foreign language learning, mainly the English language (which has been a problem in the majority of the schools involved); to revise and develop personal and professional competences, build confidence in using CLIL methods in classrooms and teaching through a foreign language; to improve competences in using ICT in CLIL lessons, develop digital skills and media literacy, promote open educational resources and open learning environment; to promote inclusion by providing equal possibilities inside every school idiosyncrasy, pushing the students to be on a situation where english language will be the easier way to communicate, and the school seen as an active agent in the community through educational actions that have a real impact in its members; to encourage students' critical and creative thinking, to involve them in authentic communication and solving real-world tasks; to make students aware of the importance of multilingualism in today's world; to increase tolerance and global thinking among our students and to give them understanding of other countries and cultures, contributing to their understanding and promoting the individual students' diverse and complete development. Students involved in this project will be 8th graders (12-13 year-olds) belonging to the classes selected to work with CLIL. We have chosen this age since normally they have less opportunities to participate in this type of projects. In order to promote inclusion in all mobilities there will be given preference to students coming from disadvantaged and poor backgrounds who wouldn't, otherwise, be able to travel abroad or to get to know foreign realities live. We will try to include at least two high achievers so that they may see their skills fully valued. A good linguistic level won't be necessary because one of the aims is precisely to improve the students' linguistic competences. So the participation in the mobilities can be used as a motivating asset. Our project will include three types of activities: project tasks, two short term staff training events and four short-term exchanges of students. So twelve teachers and twenty students will be directly involved in the mobilities from each partner school. Local activities will try to include more students to the project (minumum sixty, who are the students of the two classes involved in CLIL methodologies). Students will be incited to work actively for the project in all steps. They will be free to propose other activities and other syllabus to be included in CLIL while the project is being implemented. The two short term staff training events will consist mainly of workshops where all the teachers will share their good practices and will try to overcome their weaknesses. Thus Hungary and Italy will share their knowledge about the successful implementation of CLIL and integration of high achievers, and Portugal and Poland will show their expertise on using ICT tools/apps in education and inclusion of special needs students. In all short-term mobilities for students the CLIL methodologies will be covered but each one will have a distinct focus according to the expertise of each host school (Learning with CLIL in Science, Learning with CLIL in Maths and Physical Education, Learning with CLIL in History and Learning with CLIL in Physics). The project will be shared and disseminated through different channnels: Erasmus+ corner in each school, project website, eTwinning, social networks (such as Facebook, Instagram, etc), local and regional media; workshops with teachers from each school and neighbourhood schools; staff meetings; meetings with parents and members of each school community; etc. Taking part in this project will give our students a chance to improve their capacities to work internationally, but specially it will make them aware of the importance of the CLIL methodology and of the mastery of the English language which they will be using in real situations. It can be the first step to future projects with these school partners. Besides its positive impact will make the other teachers and neighborhood achools like to begin new international projects. Thus schools will improve both their energy and synergy.
Learning and Sharing with CLIL was the result of the will of four schools from Portugal, Italy, Hungary and Poland to work collaboratively under the topic of CLIL, to share their good practices and to overcome some of their weaknesses. Unfortunately, the Hungarian partner ceased to collaborate with us in the second year due to a complete substitution of the school board and the team who was responsible for the project. It was, initially, a two year project because the schools who were giving the first steps in the implementation of the CLIL methodologies needed to learn with the good practices of the two schools who were experienced in these strategies and had been implementing it rather sucessfully. However, owing to the restrictions caused by the pandemics of COVID 19 it was implemented in three years since we asked for more twelve months so that we could implement all the planned activities.This project aimed to promote a comprehensive approach to language teaching and learning; to support the integration of the language dimension across the curricula; to increase the students' motivation concerning foreign language learning, mainly the English language (which was a problem in the majority of the schools involved); to revise and develop personal and professional competences, build confidence in using CLIL methods and teaching through a foreign language; to improve competences in using ICT, develop digital skills and media literacy, promote open educational resources and open learning environment; to promote inclusion by providing equal possibilities inside every school idiosyncrasy, pushing the students to be on a situation where English was the easier way to communicate, and the school seen as an active agent in the community through educational actions that have a real impact in its members; to encourage students' critical and creative thinking, to involve them in authentic communication and solving real-world tasks; to make students aware of the importance of multilingualism; to increase tolerance and global thinking among our students and to give them understanding of other countries and cultures, contributing to their understanding and promoting the individual students' diverse and complete development. Students involved were 7th, 8th and 9th graders (12-15 year-olds) belonging to the classes selected to work with CLIL. We chose this age since normally they have less opportunities to participate in these projects. In order to promote inclusion in all mobilities there were given preference to students coming from disadvantaged backgrounds who wouldn't, otherwise, be able to travel abroad or to get to know foreign realities live. We included at least 3 high achievers so that they may see their skills fully valued. So the participation in the mobilities were used as a motivating asset. Our project included three types of activities: project tasks, two short term staff training events and two short-term exchanges of students (the italian mobility had to be repeated because due to COVID the first mobility was cancelled when it was supposed to start) . So nine teachers and eleven students were directly involved in the mobilities from each partner school. Local activities included more students to the project (minumum sixty, who were the students of the classes involved in CLIL). Students were incited to work actively for the project in all steps. They could propose other activities and other syllabus to be included in CLIL while the project was implemented. The two short term staff training events consisted mainly of workshops where all the teachers shared their good practices and tried to overcome their weaknesses but also class observation. Thus Italy shared their knowledge about the successful implementation of CLIL and Portugal and Poland showed their expertise on using ICT tools/apps in education and inclusion of special needs students. In all short-term mobilities for students the CLIL methodologies were covered but each one had a distinct focus according to the expertise of each host school (Learning with CLIL in Science, in Maths and Physical Education, and in Physics). The project was shared and disseminated through different channnels: Erasmus+ corner in each school, project website, eTwinning, social networks (such as Facebook, Instagram, etc), local and regional media; workshops with teachers from each school and neighbourhood schools; staff meetings; meetings with parents and members of each school community; etc. There was some merchandising done, such as t-shirts and identifying ribbons. Taking part in this project gave our students a chance to improve their skills to work internationally, but specially it made them aware of the importance of CLIL and of the mastery of the English language which they will be using in real situations. It was the first step to future projects with these school partners. Thus schools improved both their energy and synergy.