For 15 days, teachers attended pre-defined (via online tests), target-level classes at the Cork English College: 4 hours each morning working on grammar and 2 hours in the afternoon devoted to vocabulary comprehension, listening, and disccusions. In the afternoon we had CLIL classes. During these lessons different learning methods were presented and we engaged in more play-based activities.Mrs. Lamy-Dujardin's second training course allowed her to develop her English level through 4-hour morning classes and 3 hours of one-to-one instruction.In addition, while on-site we sought-out partnerships with schools in Cork and we tried to establish internship contacts for our students studying Personal Care, Auxiliary & Services.
Through our high school's European section and the dedication of many teachers, for more than 10 years our school has participated in a number of actions focused on Europe and exchanges with other European countries. In order to continue this endeavour, it seemed evident that our non-specialist teachers should develop their English language skills. In addition, a general goal was also to evolve in our teaching methods to better accompany the entirety of our diverse student community in their efforts to succeed. Moreover, this would contribute to the development of transdisciplinary activities and to co-animation in courses where this has become more common in our teaching.