Our Erasmus+ 2017 mobility project aims at: promoting a European dimension of education within our school, by giving our staff the opportunity to become familiar with CLIL methodology; improving their language skills and communicative competences in English, by enabling a group of teachers and the Headmistress to take part in an intercultural professional development plan with teachers of other European countries; learning about each other's education systems; exchanging good teaching practices, with a special focus on CLIL methodology.
The teaching staff involved in the project (nine teachers and the Headmistress) cover a wide range of subject matters: from Maths to Humanities (History and Philosophy), from foreign languages (English and French) to Law and Business Economics, according to the five different curricula offered by our school (Business and Administration; IT Systems; Tourism; Applied Science; Adult Education). Part of the key staff have been working for a long time in the field of teaching SEN students. The foreign language teachers involved have widely developed expertise in teaching languages for specific purposes and Italian as second language. Some of our key staff have also developed skills and competences at a University research level, working in the fields of SEN students, or dealing with theoretical and cultural issues such as multilingual and multicultural contexts and identity conflicts (migration, intercultural awareness, and multiculturalism).
Therefore, all of our involved staff is highly committed to inclusion. All the teachers involved in this project have a minimum B1 level of competence in English.
Our project develops in one year and a half. Besides including a “CLIL-Methodology & ICT Tools for Teachers working with CLIL” course in Malta, our staff will spend a job shadowing period abroad (late Autumn 2017), comparing syllabuses and methodologies under the guide of an expert Spanish colleague, strongly committed in CLIL at a university research level.
The creation of authentic teaching materials in an international context will prove advantageous not only to all the teachers involved and to all the staff in our school, but – as a planned outcome – to all our students. Indeed, this project is meant to be the beginning of a process that should tie our students with their European peers, as we are already planning future Erasmus+ KA2 partnerships and projects.