At the proposal stage, we intended to improve several areas of the school's work related to key competences. We chose several of them, considering them important and necessary for our school and, above all, viable. We wanted our students to develop their cultural sensitivity and expression, as we felt that the forms of work used so far were insufficient. We intended to choose training in drama, working with clay , watercolour and acrylic to use emotional expression in the creative process. We also felt that creative expression could be used as an educational tool in developing our students' social and communication skills. We intended to strengthen the English teachers' skills in working with the Clill method, as students were performing poorly in current teaching and in external examinations. We wanted to strengthen and use the therapeutic power of art to work with dysfunctional students. In order to improve our work in this area, we had to improve the competences of the teachers, who then introduce new working methods into their workshop - by attending relevant job shadowing courses. We assumed that we would undertake implementation activities during the course of the project.
The school applied to participate in the program because it made a diagnosis of the school's problems. The project was a response to the real, diagnosed needs of the school. We decided that it is important for the school to achieve key competences at a high level. These were: communication in a foreign language, cultural awareness and expression, strengthening the European dimension of the school. The action taken has contributed to the achievement of the assumed goals. We wanted the school to have a determined team of teachers focused on continuous development, which will have an impact on other teachers and affect the implementation of change. We assumed that the remaining school employees would be encouraged to use mobile forms of further education, overcome barriers related to travel and use English. We intended the following forms of work to enter the life of the school permanently: work using the Clill method, the activity of the ceramics workshop, the school's English-language theater, the use of various methods of artistic expression in therapeutic and creative work, the annual organization of the Culture Week, pedagogical innovation.