Objective 1: Turn the school into an inclusive and sustainable lifelong learning community. 

Description

It is necessary to continue and deepen the line of work on training in Universal Design for Learning (UDL) that was initiated, in order to ensure that all students feel part of the school regardless of their social, economic, educational, or age conditions, so that learning becomes meaningful and sustainable over time. The school library, as a creative space and meeting point for the educational community, will create LEARNING ROUTES from different perspectives (in the classroom, through weekly meetings with joint activities such as reading clubs, podcasts for the school radio, project work based on experiences, the organization of literary, historical, or nature walks outside the school to connect with the surroundings, etc.). Erasmus+ will provide both teachers and students with a space to get to know, carry out, and learn how to manage similar experiences in other schools.

Timeline

End of the 2024/25 school year: a student (library volunteers) and teacher committee will be created to propose learning routes for the 2025/26 school year.

Beginning of 2025/26: the committee’s proposals for learning routes will be included in the Annual General Program.

End of 2025/26: evaluation of the proposals and creation of new ones.

End of 2026/27: the number of participants in the learning routes will have increased significantly.

Evaluation

Achievement indicators:

• Reduction in the number of students who drop out once they begin their studies.
• Reduction in the number of students with SEN (Special Educational Needs) who drop out of EOI studies.
• Increase in the number of students enrolling at the EOI.
• Increase in the number of SEN students enrolling at the EOI.
• Increase in the number of students involved in school management.

Evaluation tools:

• Enrollment, attendance, and academic performance statistics.
• Statistics on participation in activities and management bodies.
• Satisfaction surveys.

Objective 2: Train teachers in AI and in TAC, ICT, and TEP methodologies to help improve the skills of all students, taking into account the uniqueness of each individual. 

Description

Teachers need training and upskilling in methodologies (TAC¹, ICT², TEP³) to enable them to achieve their shared goal of ensuring that all students feel included, motivated, and that their learning is meaningful, thus avoiding school dropout. This training will make it easier for teachers to use the technological tools available to them and equip them to transmit the necessary knowledge to students for their use, helping them become more autonomous while also more engaged in school dynamics.       
There is also a great need for training in Artificial Intelligence (AI) as a classroom management tool and as a way to promote student autonomy. This training must also include essential knowledge of copyright management and awareness of the risks of using technological tools that may affect student inclusion.

Timeline

Year 1: teachers who participated in mobilities apply the knowledge acquired in their classrooms and share it with the staff.

Year 2: these methodologies are included in lesson planning, and 80% of teachers apply them in their classrooms.

Year 3: student results improve, dropout decreases, and student involvement in school increases.

Evaluation

Achievement indicators:

• Reduction in dropout rates among students enrolled at the school.
• Increase in the number of teachers involved in school activities.
• Improvement in student academic results.

Evaluation tools:

• Attendance and academic results statistics.
• Teacher and student surveys reflecting perceived changes in managing diversity within the classroom.

Objective 3: Achieve the involvement of the entire educational community in school management and in its commitment to society through an integrated school strategy.

Description

We need teachers, students, and other staff to become significantly involved in school life, and for this dynamic to extend to the rest of society. The library volunteer group needs to play an active role in managing activities that give meaning to their work and encourage more students to join committees that help make management decisions for the school. Collaboration with nearby educational centers, such as the Professional Conservatory of Music, has begun through a regional government educational innovation project, but we need to observe similar collaborations, learn how to manage them, and make them more efficient and extendable to other schools. It is also necessary to establish effective, long-term cooperation with other international institutions, making this plan sustainable (for example, creating a forum for debate and exchange of experiences).

Timeline

End of 2024/25:

• Teachers and the educational community will be informed via governing bodies, so that the first student and teacher committees can be created to address different aspects of the 2030 Agenda.
• Students already involved in the library will have improved their competencies.
• A European debate forum will be created.

End of 2025/26: First initiatives launched.

End of 2026/27: First positive results.

Evaluation

Achievement indicators:

• Increase in the number of student library volunteers.
• Increase in student and teacher participation in activities promoted by the newly created committees.
• Increase in collaborations with institutions in other countries through the debate forum, on platforms such as eTwinning or ePale.

Evaluation tools:

• Data collection through participation and satisfaction forms.
• Annual reports from the different committees and the school’s annual report.

Objective 4: Turn the school into a space for reflection and commitment to environmental protection, as part of the school’s overall strategy.

Description

As mentioned in the previous section, environmental management at the school currently depends only on governing bodies and the management team. Although this topic is included in the curricula of all languages we teach, there is no active, integrated commitment to the fight against climate change. The creation of an environmental committee (students and teachers) to analyze the school’s situation on this matter, propose improvements, and design specific, effective activities will contribute to enhancing civic engagement within the educational community and participation in local life. Proposed activities will be integrated into the LEARNING ROUTES, ensuring their consolidation within the school’s overall learning strategy. Contacts will be established, through the creation of a debate forum, with other European institutions to observe practices in their schools and to work together in building a sustainable Europe.

Timeline

School year 2024/25:

• Raise teacher awareness of sustainability and environmental protection through a training activity.
• Create an environmental committee, which will establish contacts with other European institutions through the debate forum.

School year 2025/26:

• Create a small-scale project and share it to involve more students.

School year 2026/27:

• Implementation of the first measures.

Evaluation

Achievement indicators:

• Number of activities or initiatives organized in defense of the environment.
• Number of people from the school involved in these activities.
• Number of institutions participating in the debate forum.
• Number of entries contributed by institutions to the forum.

Evaluation tools:

• End-of-year survey of the entire educational community on the evolution of their environmental awareness.