We needed ideas for an education that adapts to the modern world, which provides us as many opportunities as challenges. The main aim of the project was to support teachers in developing the future competencies by: 1. increasing the powers of organization the learning process, 2. building a workshop and expanding the educational offer, aimed at students as support in developing their social and emotional skills and the STEM model learning; 3. acquiring the ability to engage in international cooperation that supports the inclusion of the school in the European learning community. Project become a response to the needs of the school, the learners and the demands of digital reality from teachers and children who in the future will perform professions that truly unknown today. The European solutions gathered enable teachers to develop future competences of students. By teaching them, we will give them the tools to acquire the skills to take on different roles or to discover their own predispositions.
This project, in an orderly way, allowed the school to start building its capacity to engage in exchange and cooperation in the international schools network and to integrate it into the European learning community. By supporting the professional development of teachers, managers, leads the school to improve the quality of teaching and learning. It’s broadened the horizons in finding solutions that will support teachers in the transition from traditional teaching to interdisciplinary and holistic learning from kindergarten to 8th grade. We are convinced that the STEM model and the skills of social and emotional learning, support teachers, indirectly students in developing the competencies of the future. The school is located in 2 buildings and employs 105 teachers. Its statutory task is to organize the didactic and educational process, according to the core curriculum at the levels: kindergarten, 1-8 grades. In total, the school consists of 45 classes - 4 of preschools and 41 of 1st-8th grade. It’s a total of 1054 students, including children who have opinions on equal opportunities, decisions on the need for special education - disabled and at risk of social maladjustment, and non-Polish-speaking and returning from abroad.