The aim of our project was to improve the language competencies of trainee teachers, increase the quality and efficiency of English language teaching, streamline CLIL teaching and expand bilingual teaching through the CLIL method. We want to respond to new trends in teaching and education, expand interdisciplinary teaching and expand formative assessment. Part of the school strategy is the theme of inclusion and integration. Through the project we wanted to gain knowledge and experience from the application of inclusion in schools, where diversity and inclusion are part of the ethos of the school and who have a longer experience with inclusion. We wanted to raise pupils more effectively to European values, to a sense of European citizenship and intercultural education, to strengthen the European dimension of the school through the values of inclusion, diversity, tolerance, democratic participation, awareness of European heritage, and diversity. Furthermore, we wanted to make teaching more effective and attractive by making more intensive use of IT in teaching, both by using IT pupils and teachers. Another area where we wanted to see improvements was to improve the atmosphere at school, the interaction between pupils, teachers , g
We are a primary school educating 670 pupils. We focus mainly on language teaching. We teach English from Year 1 onwards, 4 lessons a week. From Year 3 onwards we teach SNaP (Set of Learned and Recognised) which is based on the CLIL method, where pupils learn about the world around us and the topic of other school subjects in English. We apply the principles of inclusive education. 11 teaching assistants reflect the needs and pace of learning, help pupils with learning difficulties, look after talented children or children from foreign backgrounds to ensure a stimulating environment for effective learning. We have introduced tandem teaching into our practice, with the aim of maximising pupil activity and consequently pupil achievement. We offer special tuition for pupils who are at risk of academic failure. We look after 30 Ukrainian pupils and thanks to the shadowing of teachers in a Swedish school, we immediately organised their lessons. We work intensively with pupils with learning and behavioural disorders who are cared for by two educational advisors, a special educator and teachers who provide re-education. At the same time, we take care of talented children with special mathematics lessons. We are involved in the UNESCO net