T1: Constant training of the teachers for CLIL method implementation in different contexts, in order to increase the mobilities and the European dimension of the organization O1. Improvement of the competencies regarding the development, prototyping and testing of the CLIL outdoor activities, during 5 days of training , for 3 teachers T2:Diversity and development of the educational offer, curricular and extracurricular, in order to make the learning process more efficient O2.Development of the evaluation component, from the CLIL 5th grade mathematics non compulsory course, during school year 2020-2021 O3. Increasing the number of CLIL outdoor activities for preschool, students from primary and secondary school , one per each level, during school year 2020-2021 T3: Promoting the inclusion and sustainable development among teachers’ networks from Europe. O4.Creating an exchange of online good practices for inclusion and sustainable development through CLIL outdoor activities , with 50 national and European teachers , during school year 2020-2021
Between 2018-2021, School no. 168 has implemented the project 2018-1-RO01-KA201-049519, through which, implementing the CLIL method in the extracurricular and crosscurricular activities, has started. Also, in the school’s curriculum, CLIL non compulsory course have been introduced in both mathematics (non compulsory course teached by Ms. Carmen Busu ) and preschool education. Through implementing the project, the need to train the teachers based on two components has been determined: outdoor CLIL activities and evaluation. Investigations made among the students have highlighted their interest in the outdoor activities, as 72% of the students don’t spend time on activities in parks, trips, nature in general. The role of the school is to respond to the student’s needs and to make the school attractive to them, to give the student a state of wellbeing, as this is a key factor in the learning process. During the projection and implementation of the CLIL activities, difficulties have been observed in projecting the evaluation of these activities, thus an integrated evaluation of the scientific, linguistic and thinking competencies and the values, has been necessary.