By implementing the project, we wanted to start extensive changes in the school environment that will lead to improving students' competences in communicating in English. These changes concerned two aspects. The first one is teachers - we wanted to ultimately introduce the CLIL method into school practice, i.e. integrating subject content and language. To make this possible, teachers have to master the language at the B2 level, hence the language course for 15 teachers (10 at B1 level, 5 at B2 level). Five teachers participated in a methodological course, where they learned the assumptions of the CLIL method and the rules on how to implement it in school practice. The assumptions of the method were also shared with the entire teaching council when conducting the training. The second aspect is the students. By participating in the project, we wanted to enable young people to have contact with a living language and communicate in task-based and non-formal situations, which would result in overcoming communication barriers and give them self-confidence and faith in their own abilities. All these activities will enable the development of communication competences and, consequently, higher achievements in external examinations.
The Primary School in Sarzyna conducts educational, upbringing and care activities pursuant to legal provisions. It is a public, district school. The school educates 466 children aged 3-15. Approx. 40% of whom are with SEN, including 29 with a decision on the need for special education. 6 class units have an integrative status. The school achieves average results in English in external examinations, and students have low motivation to learn foreign languages. The project initiated changes in the approach to learning English at school - teachers improved their linguistic competences in the use of English and learned the CLIL method to ultimately integrate the language and content from other subjects. This teaching model, implements contact with a foreign language not only during English lessons, but also in other subjects. By cooperating with the partner school online and during mobility, students could develop their competences in communicating in English while, at the same time, expanding their knowledge in field of ecology. The project allowed students to immerse themselves in a different conversational environment, experience multiculturalism and work in an international team.