-Promote the European dimension of our center to overcome the handicap that the socioeconomic configuration of the area where it is located implies. -Improve the study plans of the bilingual section and Bachibac, enriching our teaching practice with the observation of the methodology in the teaching of literature and language in France. -Improve the language skills of our teachers in foreign languages. -Enrich the resources that we use in our classes with what we have learned in the observation during the mobility. -Improve self-esteem, aspirations to improve and improve the expectations of academic and personal success of our students. -Give prestige to the academic training that is taught in our center by attracting students from other areas of the city and thus becoming an example of educational quality, integration and inclusion. -Transmit to the Senate the importance of participating in international projects that enrich our way of working and improve the expectations of inclusion and excellence of our students. -Establish contacts with other European centers for future collaborations in educational innovation projects. -Establish contacts with students from European schools.
Our IES fought to achieve bilingual education, first and multilingual, later. We teach Bachibac. This contributes to the inclusion of the most disadvantaged sectors of our neighborhood and provides standards of excellence that significantly contribute to self-esteem, aspirations for self-improvement and improvements in the expectations of academic and personal success of our students. The French staff has stabilized and we have considered betting on training and collaboration with European centers that help us achieve quality and integration. We reflect on the needs and shortcomings of Bachibac and bilingual lines. In order to respond to these needs, we requested 3 training mobilities for French teachers to observe how literature is taught, dissertation techniques and text comments that our students then have to pass in the external Bachibac test and that differ remarkably. of the Spanish selectivity tradition. Also with the perspective of possible school and exchange projects. Upon return, the teachers would establish a bank of educational resources also for all the ANL, helping to enrich their teaching practice.