The aim of the project was to strengthen the capacity of the REGs to work effectively in the process of educational change in connection with the introduction of the new educational content. By examining the gaps in teachers' competences and the new content guidelines, learning needs were selected and opportunities for improvement were matched accordingly. Within the framework of the mobility, the professional development of teachers in courses and the transfer of good practice within the framework of shadowing were implemented. Through the use of training opportunities in the courses, the professional skills of educators were improved, supplementing them with an understanding of pedagogical practice in different European countries. Professional development courses were purposefully selected to achieve the goals set in the development priorities of the REGs: *) for educators to learn new subject areas highlighted in the content project developed in the new competence approach (drama, art, design and technology, French); *) to strengthen the use of the CLIL approach; *) to develop innovative ICT solutions in education; *) to promote readiness for personalisation and inclusive education.
Participation in the project was announced during the period of change in the introduction of the new educational content. Riga English Grammar school needed to be strengthened in several strategically important directions in order to fully implement the competence approach and promote high-level learning skills for pupils, learning in both multimodal and inclusive learning environments, in which everyone can develop their potential. Participation in the project has complemented the individual competences of teachers in four main areas: 1) the introduction of new subjects; 2) English advanced and integrated learning (CLIL); 3) efficient use of information and communication technologies (ICT); 4) in the personalisation of the learning process, which is particularly reinforced by the progress of the European and Latvian education policy towards ensuring the quality and accessibility of inclusive education. The systemic changes of the REGs have been introduced gradually, related to the implementation of a new educational standard; improving the social-emotional environment and the experience of educators to work in an inclusive environment.