We have improved the tutorial action plan and the school's coexistence plan. We have adjusted timetables, activities and actions observed in the collaborative centres of the project. We have designed active playgrounds with intergroup participation of different classes and classrooms of our school. We have had the collaboration and active participation of families and other sectors of the educational environment. We have developed an internal coexistence plan called Castra Patrol. We have achieved visibility of our school and dissemination of our activities. Our pupils have collaborated in an emotional education plan in which they have been involved. Interdisciplinary tasks have been carried out. The school has achieved an international projection.
We set ourselves a new challenge in the curricular development of our school and it was related to the promotion of social capital among pupils, their autonomy and their capacity to participate actively in society, in accordance with the provisions of the Lisbon Treaty to "encourage the participation of young people in the democratic life of Europe". We designed lines of action and a plan for the improvement of teaching practice by the management team, which involved all the teaching staff. A set of measures and strategies were created which set out how to manage communication and information between the agents involved in it, as well as the communication actions planned during the development of the project in order to initiate a plan for the improvement of the centre. In relation to the references we have used to carry out this improvement plan, it has been the current regulations and our own experiences that have led us to develop this project. Each teacher presented their own experiences in other schools or in those European schools in which they have participated as visiting teachers, offering ideas and possibilities for action, which will help us to achieve the improvement that we have proposed. we are proposing. We analysed all the cases proposed, comparing the situations and establishing references. We have taken references from some schools visited in the Muévete programme of the Junta de Extremadura or from the Job Shadowing carried out by teachers from the school staff in previous programmes or language immersions. This project was designed to develop and improve the competences of the teaching staff at our school and to improve the quality of teaching in a number of ways. Participating teachers sought to be trained in innovative cooperative learning experiences and tasks in culturally authentic environments, helping them to be in a better position to facilitate students' competence-based learning, where the development of professional competences can be enhanced by by a critical reflection on shared teaching-learning experiences in a participatory European context, as well as the European participation, as well as the establishment of learning communities involving teachers from several European countries in a European countries in a drive to improve the professional competence needed to participate more effectively in curriculum design and implementation at school and classroom level.