With the project, we wanted to add some elements that we were missing. We wanted to give the students the opportunity to try out work in a foreign language environment significantly different from the one they are used to, and we wanted to give the school teachers (not only those who were involved as accompanying persons or shadowing participants) the experience of project teaching at another school, which at least in part it focuses on a similar approach to teaching as our school. We wanted to set up such a framework for the students to develop their soft skills and not just presentation skills. As part of the project, we wanted them to learn to reflect more on their surroundings, to notice them and to be able to discuss their observations. At the same time, we wanted to give them the opportunity to compare the environment, customs and values of the city in which they move every day with something different. In this way, the students should have realized what values European society operates on and that despite partial differences, it is a whole with similar basic values - that for us as Europeans, the basic is similar or equally important.
Our school is an eight-year high school that focuses on project-based teaching and teaching foreign languages with an emphasis on English. We are a general high school, but our orientation is towards humanitarian education and the development of soft skills of our students. With this project, we followed the development of soft skills and language skills. Pupils identified several weak points within their parliament that they wanted to strengthen in the 2021/2022 school year. It was about the fact that they do not have contact with students from foreign schools and that they do not know how to approach the European Union - how to create their own critical attitude towards European issues. The project was to give pupils the opportunity to discuss the values of Europe in the English language, while our main method was to proceed from the immediate surroundings to more general conclusions so that they were based on the pupils' direct experience. The aim of the shadowing was to expand the experience of the teachers of the English section in project teaching with observations from the Spanish school. In addition to the projects, the teachers focused on how the Spanish partner teaches selected subjects in English (e.g. P.E. or Economics