The document outlines the agenda for a school education workshop focusing on Erasmus+ opportunities, mobility of learners and staff, and strategic partnerships. It highlights key actions and objectives of the Erasmus+ program, funding details, and examples of successful projects aimed at improving education and employability. Additionally, it discusses the role of eTwinning and the International School Award in enhancing global citizenship and educational collaboration.

1. School Education
Workshop

2. On the agenda today:
 Erasmus+ opportunities for schools – overview
 Case study – maximizing impact of
international activity within schools
 Tools to complement and enhance your
Erasmus+ projects
 Questions and discussion

3. Erasmus+

4. Erasmus+ is for…
Adult
education
Youth
Sport
Higher education
Vocational
education and
training
Schools

5. Programme objectives
• Improve level of key competences and skills
• Increase co-operation between education & training and
the world of work
• foster quality improvements, innovation excellence and
internationalisation
• Support the modernisation of education & training
systems
• Improving the teaching and learning of languages

6. Key Actions –
decentralised activities
Key Action 1: Mobility of
learners and staff
Key Action 2: Strategic
Partnerships

7. Key Action 1: Staff mobility

8. Opportunities in the Schools
Sector under Key Action 1
Staff Mobility
Teachers
School Leaders
Other School Education Staff
Teaching
Assignments
Abroad
Staff Training
Structured courses
Training Events
Job shadowing
Observations
Consortium
bids

9. Key Action 1
• 203 KA1 projects were funded in the UK
• Grants awarded ranged from €1465 to €97,200
(Average of €14,500)
• From a single mobility in a school, to large scale
projects and consortia bids
• Language learning and teaching dominated
• Professional courses… France and Spain

10. Language
learning &
teaching
Sustainability
Outdoor
learning
Early years
Leadership Creativity
Approaches
to learning
Delivering
entrepreneurial
education
Themes and topics
of KA1 projects
in the UK

11. Use:
School Education Gateway
* Existing eTwinning logins can be used to access it!

12. School Education Gateway
Three tools to support applications for the Erasmus+
Programme:
 Course Catalogue for teachers’ professional
development (see Erasmus+ Key Action 1)
 Mobility Opportunities including teaching assignments
and job shadowing offers (see Erasmus+ Key Action 1)
 Strategic Partnership requests to connect partners for
Strategic Partnerships (see Erasmus+ Key Action 2)

13. Key questions:
 What do you want to achieve?
 How will you achieve it?
 What is the impact?
 How do you evaluate your activities and long
term results?
 How will you tell others about your work?
What makes a successful project…

14. Writing your European
Development Plan (KA1 only)
 Step 1. Address key questions
 school improvement plan.
 Step 2. Link them to the aims of Key Action 1
from the Programme Guide.
 Step 3. You have the European Development
Plan
 Development goals of your schools and how they link with aims of Key Action 1.

15.  Spanish Language Training
 Teacher to attend intensive language training course in Spain in order
to introduce 2nd MFL to the school
 Job Shadowing at Denmark SEN specialist school
 Funding to job shadow and observe creative outdoor play. Funding to
visit Denmark and gain insight into good practice.
 Sending staff to conference tackling school dropouts
 Aim to reduce young people's non-completion of upper secondary
vocational education
Examples of KA1 projects

16. Key Action 2: Strategic Partnerships

17. Opportunities in the Schools
Sector under Key Action 2
Partnership
School Education Schools only
Supporting innovation Exchange of practice

18. Horizontal priorities
 developing basic and transversal skills
 developing new approaches to strengthen the education and training paths of
prospective and practicing educators/youth workers
 enhancing digital integration in learning, teaching, training and youth work at various
levels
 contributing to the development of a European Area of Skills and Qualifications:
promoting stronger coherence between different EU and national transparency and
recognition tools, supporting projects that facilitate the recognition and validation of
non-formal and informal learning
 supporting innovative projects aimed to reduce disparities in learning outcomes
affecting learners from disadvantaged backgrounds/with fewer opportunities–
including learners with disabilities
 stimulating the development and use of innovative approaches and tools to assess
and increase the efficiency of public expenditure and the investment in education,
training and youth

19. Priority Objectives For Schools
 Revising and strengthening the profile of teaching professions
 Improving the attainment of young people with low basic skills
 Improving the attainment of young people, particularly those at risk
of early school leaving
 Developing high quality and accessible Early Childhood
Education and Care services

20.  Training, teaching or learning activities of individuals can take place
within a project
 Need to be explicitly linked to project’s aims and objectives
 Can cover staff, and learners (pupils)
 Short-term joint staff training events
 Long term staff teaching or training assignments
 Short-term exchanges of groups of pupils
 E.g Joint Project Work of groups Of School Pupils
Mobility within strategic
partnerships (KA2)

21. Key Action 2
• 58 projects have a UK lead partner and were assessed by the UKNA
• There are also a large number of UK partners in projects assessed by
other NAs
• Grants awarded ranged from €25,000 to €423,000 per project
• (typically around €30,000 per school with 5 schools per project, larger
amounts in case of mixed sector)
• Around 9/10 beneficiaries in KA2 schools are involved in school only
partnerships

22. Skills
development
Sustainability
and climate change
Outdoor
learning
Active citizenship
Employability
Quality
enhancement
Approaches
to learning
Social enterprise and
entrepreneurship
Themes and topics
of KA2 projects
in the UK

23. Specific
Measurable
Attainable
Realistic / Relevant
Timebound
Evaluate
Re-evaluate
What makes a successful KA2…

24.  School education project
 Schools for Future Youth - methods and support for improved youth participation
in European school education. Engaging & motivating youth, developing core
skills and competences, and increasing civic engagement.
 Project between regions: School education
 Games for Learning & Inclusion - assessing and promoting the effective use of
games in technology for working with children with special educational needs. 2
countries, 3 partners in each
 School to school partnership
 Commuting across Europe for Work Experience – language students to gain
invaluable insight into the European job market by completing a week-long work
placement in a local business of the host country
Examples of KA2 projects

25. New for 2016 call
• Deadlines
• Workshops
• Erasmus+ briefing sessions in November
• Application support webinars
• Focus on quality rather than technicalities of the forms
• Guidance documents
• Including a step by step guide,

26. Get to know your neighbour!
 What is your interest and involvement in Erasmus+?
 Are you involved in an active project?
 Do you intend to make an application to Erasmus+?
 What has been your experience so far?

27. Lesley Atkins
City of Glasgow Council

28. A KA2 Strategic partnership
Glasgow City Council
Nuremberg
Maastricht
Lesley Atkins, International Education Officer,
Glasgow City Council
latkins@intoffice.ea.glasgow.sch.uk

29. ∗ The action under KA2 makes it possible for organisations
from different participating countries to work together, to
develop, share and transfer best practices and innovative
approaches in the fields of education, training and youth.
∗ Horizontal priority Employability and addressing the aims
of the EU 2020 targets for youth .
∗ According to the Programme Guide, the Erasmus Plus
Programme aims to contribute to the Europe 2020
Strategy and provide participants with qualifications, skills
and competencies that improve their employability.
KA2

30. ∗ Supporting Young People’s employability skills in
transition from school to work
3 Models
∗ Skills Development GCC
∗ SCHLAU
∗ Opeduca
Act for Career

31. Partners
https://blogs.glowscotland.org.uk/glowblogs/
epca/

32. ∗ Local Authorities: Nuremberg
∗ Glasgow and Maastricht
∗ School network across the partners
∗ Colleges
∗ Business
∗ National Organisations: SCHLAU, Opeduca, Education
Scotland
The Network

34. Learning from each other
The liberal transition regime in Scottish educational
policies are more clearly geared towards the early
labour market integration and economic
independence whereas the employment-centered
regimes in Germany and the Netherlands where
transitions are structured by a selective school
system and standardized vocational training. The
project will look at the programmes in Scotland, the
Netherlands and Germany in order to find out, which
elements of formal learning, informal learning and
non-formal learning promote disadvantaged young
people most and whether or how they can be
adapted and adopted under the predetermined
conditions of national transition regimes.

35. Employability skills
The Nuremberg Context

42. Background
∗ In Scotland the reduction of youth unemployment has been identified as a key priority for
the Scottish Government. In response The Commission for Developing Scotland’s Young
Workforce was set up in 2013 to develop a strategic approach across 5 main themes (school,
colleges, apprenticeships, employers and equality) to consider:
∗ How a high-quality intermediate vocational education and training system, which
complements our world-class higher education system, can be developed to enhance
sustainable economic growth with a skilled workforce.
∗ How to achieve better connectivity and cooperation between education and the world of
work to ensure young people at all levels of education understand the expectations of
employers, and that employers are properly engaged.
∗ How to achieve a culture of real partnership between employers and education, where
employers view themselves as co-investors and co-designers rather than simply customers.
Scottish Context

43. ∗ A focus on preparing all young people for employment should
form a core element of the implementation of Curriculum for
Excellence with appropriate resource dedicated to achieve
this. In particular local authorities, SDS and employer
representative organisations should work together to develop
a more comprehensive standard for careers guidance which
would reflect the involvement of employers and their role and
input. (Education Working for All, 2014, p. 22)
In 2014 the Commission published the Developing the Young
Workforce – Scotland’s Youth Employment Strategy and, in
order to better prepare children and young people for the
world of work, made the following recommendation:

44. ∗ Scottish Ministers are committed to a high-quality
universal career education in order to better prepare
young people for the world of work and subsequently
increase employment prospects and reduce youth
unemployment.
∗ Scottish Education is based on a fully comprehensive
school system that provides all learners with access to
education according to their individual abilities and needs.
Unlike in Germany or the Netherlands, children and young
people in Scotland attend an integrated school system
from 3 to 18 years
Career education in context

45. GLASGOW
Youth Employment
Youth Employment is one of Glasgow 3 Key priorities in its ten year
strategic Plan. In 2013 Glasgow redefined Youth Employment to
include all young people between the ages of 16-24 recognising that
those between the ages of 20-24 had been disproportionally
affected by the recession and aligning itself with the European
Youth Guarantee.
More than 50 per cent of our young people don't go to university
and, of these, very few leave school with vocational qualifications
with labour market currency. The majority have had limited access
or exposure to the world of work with only 27% of employers
offering work experience. It is also clear that employers have lost
the habit of employing young people. Only 29 per cent of employers
recruit young people from education and only 13% of employers take
on apprentices.

46. Maastricht context
∗ Most curriculum planning is devolved
∗ Only I member in the Maastricht Education Dept
∗ Schools take advantage of external agencies to
deliver the curriculum
The Netherlands- Rhine Meuse

47. Opeduca

48. ∗ The RCE Rhine-Meuse has 7 key activities and a large
number of sub-activities and projects, all within RCE
Rhine-Meuse’s vision, logically connected with each
other regarding content, time and place.
The OPEDUCA Project is the main activity, where the
new practice of learning and education becomes
visible.

49. ∗ Educational Partners
∗ Sustainable action
∗ Employee involvement
∗ Relevant to society
∗ Responsible citizens
∗ Student involvement
∗ Inquiry Based Learning
∗ Integral innovation of education
∗ Professionalization of teachers
∗ Full curriculum proof subject integration
∗ Real Life Learning
∗ Industry
RCE Model

50. The key thing with Erasmus Plus KA2 is that the Action is
strategic and different from the previous Lifelong Learning
programme in this respect . The Action charges educational
professionals with the task of developing their cooperation
strategically in ways that will improve, innovate and make a
sustainable difference to the educational fields outlined in
the project application. Exchange of cultural knowledge is
not sufficient and therefore ensuring that the partnership
activities are congruent with strategic aims needs to be at
the forefront of transnational discussions and
developments. Our developments next year will need to
take account of the information gained in year 1 and
maximise to begin the overall strategic development of
our improvements within a European context to the
employability skills model for European learners. LA/SEP2015

51. ∗ Scope and scan evidence from all partners – Year 1
∗ Examine best practice of each partner.
∗ How can that impact on each country’s context for the
development of employability skills?
∗ What do we need to let go of?
∗ What do we need to develop?
∗ What are the risks?
∗ How will we plan to avoid them?
∗ Building eTwinning into the model: Lochend Community High,
Glasgow and Geschwister Schole, Nuremberg
Strategic Plan

52. ∗ Scottish government recent statement ‘ A forensic
focus on children’s progress’ : Learning from
Nuremberg
∗ Opeduca – how does this connect with the Scottish
Curriculum?
∗ How can CfE demonstrate the embedding of
creativity within the curriculum to the other partners?
Some strategic thoughts

53. ∗ Year 2 – Building an enhanced transnational model for
supporting young people’s employability skills in the
European market
∗ Year 3 – Implementing the Model
∗ Post funding:
∗ Disseminating the Model

54. A Strategic Approach – using
the Glasgow eTwinning
Model for Change

55. ∗International Education Office,
Glasgow
∗British Council
∗Education Scotland
SUPPORTING SCHOOL IMPROVEMENT
THROUGH STRATEGIC PLANNING FOR THE
INTERNATIONAL DIMENSION – A PILOT

56. local national international
Partners
Equal access to broadening horizons

57. • Developing eTwinning as part of a whole school model for change
and innovation
• Shared discussion on introducing eTwinning to the curriculum
• Reflection on impact – worst case scenario ?
• How to take forward?
• Reflective assessment of current, short term and long term
potential impact of eTwinning
• Design of Implemento or action plan, identification of professional
needs
• eTwinning Ambassador mentoring
• Embed in improvement plan
• On going evaluation of impact
Strategic planning – transforming
education

58. • Using strategic planning approach with school leaders
and teams – Education Scotland
• Coordination of professional support to secure the
identified proposed change and desired improvement
Glasgow City Council
• Crucial role of British Council School Ambassadors to
deliver the required professional learning in eTwinning
and up-skill school teams to allow schools to take
forward their agreed areas of change and
development through the international dimension
Key elements to securing change,
innovation and improvement

59. Strategic
Planning
with school
leaders and
teams
Coordination of
professional
support
Crucial
role of the
BritishCouncil
School
Ambassador
to up-skill
school teams
Putting it into practice

60. 1. School inspection
2. Reflection by school leaders and classroom practitioners
3. Identify required change and undertake strategic planning for
change improvement (5 year period)
4. Support to secure and lead change based on international
education
5. Support from the local authority and British Council Ambassador
Network to provide mentoring, coaching, tools to lead change,
and provision of relevant international education continuing
professional learning
6. School reflection and self evaluation of impact
7. Formal HMI evaluation
Evolution of the model

61. • Self-reflection by practitioners and school leaders
(including pupil surveys etc.)
• Formal evaluations by school inspectors
• Reports from British Council Ambassadors
• Evaluation of professional learning sessions (by
participants)
• Increased engagement in international education
opportunities
• Evidence of enhanced European educational
outcomes
• Strategic embedding of outcomes within school
plan
How the pilot project team measured
impact

62. • New strategic planning approach being developed at Education Scotland;
Glasgow City Council/ British Council Scotland pilot has informed the international
education action
• International Education for the first time formally identified as ‘a transformative
action’ within the Curriculum
• Opportunity to pilot new model and input feedback
• British Council presentation at ‘Comparative and International Education Society’
conference, Washington
• eTwinning ‘Open Doors’ sessions Glasgow -70 teachers, 12 schools wish to develop
• Approach will soon be available to Ambassadors with suitable experience to lead
and support change in schools through the international dimension.
• Pilot guidance documentation for Ambassadors being produced
• Proposal to up skill European partners - Catalonia
Recent Developments

63. Gary Shiells
eTwinning

64. School Education Gateway

65. www.schooleducationgateway.eu
• A community for schools which provides clear
information on education initiatives across Europe.
• Aimed primarily at teachers and school staff across
Europe, as well as experts and organisations working in
the education sector.
• A place to learn about and discuss European education
policy, news, trends, discover expert articles,
educational project best practices, and find additional
resources
• Close links and synergy with eTwinning

66. School Education Gateway
• Three tools to support applications for the Erasmus+
Programme:
• Course Catalogue for teachers’ professional development (see
Erasmus+ Key Action 1)
• Mobility Opportunities including teaching assignments and job
shadowing offers (see Erasmus+ Key Action 1)
• Strategic Partnership requests to connect partners for Strategic
Partnerships (see Erasmus+ Key Action 2)

67. eTwinning

68. What is eTwinning?
eTwinning is a free online community for schools in Europe
which allows teachers to find partners, and provides a
secure space for classes to collaborate on projects

69. eTwinning
• 43 countries
• 25 languages
• Over 320,000 registered teachers
• No application process
• All subjects and topics welcome
• Safe environment which teacher controls
• Partner finding
• Online community for teachers
• Online training and face-to-face workshops

72. eTwinning and Erasmus+
• Start, collaborate, grow and extend your school
partnership
• Partner finding, build a network of contacts
• Prepare outgoing staff
• Record of activity
• Impact and dissemination

73. Support
• Twinspace webinars
• Workshops
• etwinning@britishcouncil.org

74. Find out more
• www.britishcouncil.org/etwinning
• www.etwinning.net
• @etwinninguk
• eTwinning Impact Report :
http://www.britishcouncil.org/etwinning/what/why

76. What is the International School Award?
– prepares young people for life in a global society by increasing their
understanding of other countries and cultures
– provides a motivational framework for teachers to develop themselves
professionally
– recognises a school’s commitment to developing global citizenship in
young people, and gives opportunities to raise the schools’ profile through
local and national media.

77. What are the benefits?
– Printed certificate (can request in Welsh)
– School Award Mark (Accreditation and
Reaccreditation only, valid for 3 years)
– Media pack including press release template
– International activity expert feedback +
on-going support and advice
– Schools Online newsletter

78. OFSTED
‘During the last week of the Summer term, we were
visited by Ofsted! We received an outstanding
grade, in all areas.
‘Global Citizenship’ including International links, was
graded as ‘exceptional’ and ‘outstanding.'
Ladybarn PS

79. International Activity
– international focus (eTwinning, Erasmus+, etc.)
– genuine classroom activities spread throughout the whole academic year
– show awareness of other cultures and countries
– broad range of subjects
– majority of young people involved
– a collaboration between your pupils and teachers with overseas partner/s
showing exchange of information between both parties (Intermediate,
Accreditation levels only)

80. International Activity Example
Become an Estate Agent Entrepreneur as part of Erasmus+ Project ‘My house , my
culture’
Every pupil involved created a BILINGUAL Virtual tour of their house.
Having been taught the relevant vocabulary in French and/or Spanish and having been
trained on the necessary technology, pupils involved created a bilingual tour of their
house to which subtitles, using the app ‘subtitle me’, was added. These were
uploaded to the blog and saved on the school shared area.
The aim of this activity was to introduce the houses and cultures of the pupils in the 5
International Schools to each other. Other aims included those mentioned above such
as digital and communication skills.

81. 3 Levels of Recognition
Foundation certificate
(does NOT expire)
Intermediate certificate
(does NOT expire)
Accreditation certificate
(in order to retain the status a school needs to reapply during
its 3rd year of accreditation)

82. Get in touch
Please get in touch with the ISA team with any queries
isa@britishcouncil.org
https://schoolsonline.britishcouncil.org

83. What support do we provide

84. Support From Us
www.erasmusplus.org.uk
 Website
 Events
 Webinars
 FAQ
 Guidance for UK Applicants
 Applications inbox – our team

85. Community events and webinars
Learning Networks
Annual Conference
Support webinars
Sector Specific Events

86. eNewsletter sign up now!

87. Social Media Channels
Follow us on Twitter:
@erasmusplusuk / https://twitter.com/erasmusplusuk
Like us on Facebook:
https://www.facebook.com/ukerasmusplus
View our YouTube channel:
http://www.youtube.com/erasmusplusuk
Follow us on Storify:
https://storify.com/erasmusplusuk

88. Erasmus+ is the European Union programme for education, training, youth and sport.
The Erasmus+ UK National Agency is a partnership between the British Council and Ecorys UK.
Contact us
Helpline: Monday – Friday
08.30 – 17.30
T +44 (0) 161 957 7755
E erasmusplus.applications@britishcouncil.org
W www.erasmusplus.org.uk/