To continue to build strengthen knowledge of European partners across the school for future international activities as well as for sharing and development of good sustainable school educational practice at all levels. • To ensure staff loyalty by offering a common goal supported by professional after education and internal development opportunities within the school • To develop the competences of the teachers towards sustainability. • To develop the competencies and abilities of auxiliary staff in order to learn from best practice schools around school kitchens, designing innovative school processes, green financial statements to ensure that we practice sustainability at all levels in collaboration with the most forward thinking European schools . • To build a practice among the entire staff of the school to share, support each other and develop new ideas of how to deal sustainability in an innovative and forward thinking fashion that builds community and passion and results in students who are willing and able to take responsibility. • To ensure staff commitment to internationalization through ensuring that all colleagues have access to English language development.
It was becoming clear to us that we lacked the knowledge to make meaningful contributions in terms of sustainability and there was much to be learned by increasing European collaboration within sustainability. We wanted to focus much of our development on sustainability encompassing the entire school community. In the auxiliary sections we wanted to look at sustainable kitchen work, we were looking into creating solar grids and other energy saving measures, we were curious about creating a green accounting of our footprint. We wanted to see all our teachers creating programming around sustainability and for this to follow through to the students who should ideally all participate actively in projects having to do with sustainability. We felt that students should participate in democratic discussions with all auxiliary groups in order to help promote active citizenship. In addition, we had discovered that a number of our teachers and auxiliary staff had a level of English that was of such a low level that they could not access the relevant trainings through Erasmus, and as such, a subsection of this project was directed towards improving their English fluency to a degree that they could acesss trainings and jobshadowing in Europe.