Participation in the mobilities and the subsequent cascading of knowledge aimed to increase the competences of our teachers and school management in the fields of bilingual teaching, implementation of innovative methods and inclusive education. Repeated working meetings, which are still ongoing even after the end of the project, will ensure the sustainability of acquired knowledge and skills. Materials "Globpro Methodology" (for teaching the subject in CLIL), "Globpro Activities" and "Teaching Chemistry Bilingually" were intended to facilitate the integration of foreign language into non-linguistic subjects. As a short-term project "Helping Professions in Child Education" was completed in 2022 at our school, the material "Activities for Inclusive Education" offered tools for creating accepting learning and communicative environment for integrated students and their parents. Innovative educational practices with concrete examples of good practice, summarised in the material "Activities for Innovative Education", were intended to make the teaching process more attractive for teachers and students, to increase their motivation and activity in the classroom, and to strengthen the classroom climate and teacher-student relationships.
The project "Ripples" was born out of three specific needs which we have identified as key for our school: the need to provide high-quality bilingual education, the need for functioning inclusive education and the need to modernise teaching. As for the first need, in September 2020, a new bilingual study programme was opened at our school. This has placed new demands on teachers in the area of developing their own communicative competences in English, deepening their intercultural knowledge of Anglophone countries or adapting teaching materials for bilingual teaching. The second need stemmed from the fact that the number of integrated students with learning disabilities, attention deficit disorders, autistic spectrum disorders and students with visual impairments is constantly increasing at the school, while at the same time there is no stable team of qualified teaching assistants. Teachers themselves perceived the need to further train in inclusive education in order to create a supportive classroom environment for the aforementioned students. The third need was to increase the use of innovative educational practices and methods across subjects and to increase the confidence of educators, students and parents in these methods.