Enid E Bonello – Deputy head of school and Erasmus coordinator, recently attended an Erasmus+ TCA on Improving Pupil Mobility in Copenhagen, focusing on how the can empower our students to become true global citizens. The sessions highlighted that the heart of every exchange is the new relationships students build, which provide them with essential skills for their future while breaking down stereotypes through shared values. By planning cross-curricular activities and using portfolio reflection tools, it is important to ensure these experiences are educational, transformative, and impactful both inside and outside the classroom.
To make every mobility a lifelong success story, as educators, we are committed to creating a safe learning environment built on trust for both students and parents and focusing on the “after-mobility” phase to ensure the project’s sustainability. By planning well and involving everyone before, during and after the trip, the school ensures that the outcomes of these activities continue to benefit our entire school community for years to come.

Two Maltese educators recently took part in a week-long Erasmus job-shadowing experience in Beaune, France, gaining valuable insights into teaching practices within the French secondary education system.

Ms Melanie Cassar, a French teacher, and Ms Paula Calleja Casha, who teaches History, Geography and Environmental Studies, visited Lycée Étienne Jules Marey between 30 March and 5 April as part of the European Erasmus mobility programme.

The visit formed part of an ongoing collaboration between the two schools. Earlier in the year, one of the French educators from Lycée Étienne Jules Marey visited Malta and spent time shadowing lessons at St. Jeanne Antitde College in Tarxien, creating the opportunity for a valuable exchange of ideas and teaching practices.

During their stay in Beaune, the teachers were warmly welcomed by the school’s leadership team and staff, who opened their classrooms and shared their professional experiences.

Throughout the week, the Maltese educators observed lessons across several subjects, including foreign languages, French literature, history and geography. These classroom visits offered them the opportunity to see how lessons are structured and delivered within the French education system.

Foreign language lessons placed strong emphasis on oral communication and student participation, encouraging learners to actively use the language in class. Literature lessons demonstrated structured approaches to analysing texts, helping students develop critical thinking while expressing their interpretations.

History and geography lessons made effective use of visual tools such as maps and timelines to support learning. The visiting teachers also noted how lessons balanced the development of subject knowledge with opportunities for discussion and student engagement.

The job-shadowing programme also included discussions with teachers and school leaders about topics such as curriculum organisation, assessment methods and approaches to student support. These exchanges provided an opportunity to compare educational practices and reflect on new ideas that could be applied in their own teaching.

Beyond the classroom, the visit also allowed the Maltese teachers to experience daily life in Beaune and interact informally with members of the school community, strengthening professional connections and cultural understanding.

Ms Paula Calleja Casha & Ms Melanie Cassar

From March 16th to 21st, 2026, a group of students and educators embarked on an unforgettable Erasmus experience in France, blending academic immersion at Jeanne Antide Lycée with life-changing cultural discoveries. More than just a trip, the week served as a bridge for students to grow both personally and professionally.

Students dove headfirst into practical learning, particularly within the hospitality sector. Faith Spiteri shared, “One of my favourite activities was cooking with local ingredients and learning about French cuisine”. Beyond gastronomy, students practiced childcare techniques, such as safely preparing baby bottles and sterilizing toys. For Raquela Zammit, the experience was about internal growth: “I developed important personal and practical skills… I learned patience while adapting to a new environment and routines”.

Despite initial worries about the language barrier, communication remained a highlight. Izaura Camilleri noted, “Despite the language barrier, we managed to communicate and learn from one another”. The sense of community was palpable, extending even to students with special needs. Parent Charlyn Cordina expressed her gratitude, stating, “My daughter felt welcomed, included, and supported at all times… Seeing my daughter happy was priceless”.

 The week was punctuated by breathtaking excursions to Annecy, Yvoire, and Chamonix–Mont Blanc. For many, the snowy landscapes were a first. Ana Lee Deguara recalled, “Seeing snow in such a beautiful setting was incredible. Sharing this experience with my classmates and teachers made it even more special”.

As the students returned home, they left with more than just souvenirs; they carried with them increased independence and global awareness. As the group concluded, “Erasmus is not just about travel—it’s about growth, connection, and discovering the world beyond the classroom”.

Ms Claire Lauri

From November 24 to 27 this year, we visited Immaculate Conception School in Malta for job shadowing. During the visit, we developed our competencies related to the Erasmus+ project of Tauragė Jovarai Basic School in Lithuania, “Teaching students with special educational needs and multilingual learners, using digital and innovative methods in a Universal Design for Learning (UDL) environment”

We strengthened our inclusive education competencies by observing how the school organises support for SEN students: how teaching assistants work, how individual learning plans are implemented, and how psychological, social, and holistic support is provided. This helped us better understand how UDL principles allow teaching to be adapted to different student needs.

We also advanced our digital teaching competencies. The girls use 2-in-1 devices, and interactive IT tasks are applied during lessons. These tools help differentiate activities and provide students with greater autonomy.

We further improved our subject-specific and methodological competencies in a multilingual setting by observing lessons in English literature, Italian, French, Maltese, and other subjects, and by learning about the Maltese assessment system.

Finally, we enriched our competencies in international collaboration and cultural awareness by sharing experiences with Maltese colleagues.

We sincerely thank the school community for their warm, attentive, and inspiring welcome.

 Respectfully,

Roma and Vida.

Ms Enid Bonello, a SMT member, recently took part in the LTA seminar, Embrace Inclusion & Diversity in Your Erasmus+ Projects, in Bruges, Belgium, joining 64 educators from across Europe.

Link to article: https://newsbook.com.mt/en/building-bridges-in-education-inclusive-erasmus-experiences-in-bruges/

Two educators from St Jeanne Antide College’s Immaculate Conception Secondary School, Tarxien, took part in EU-sponsored professional development.

Link to article: https://timesofmalta.com/article/environmental-sustainability-outdoor-education.1119279

It is undeniable that AI is impacting teachers and students both inside and outside of the classroom. Navigating within this new educational landscape I decided to attend the Erasmusplus course in Amsterdam entitled Artificial Intelligence Tools for Language Teachers, from July 21^st to July 25^th. The course, led by trainer Cecilia Iris Baldo, introduced various AI powered tools and provided us with practical tasks which enabled us to appreciate how both teachers and students can benefit from these tools.

The course aimed to assist language teachers on how to select and utilise AI tools to enhance language learning. We also explored how to create original and differentiated materials using various AI tools.

Language teachers from nine countries gave a brief background presentation of their school on the first day of the course. This was followed by basic information on digital safety and security. The importance of using unique passwords, two-factor authentication and creating a classroom cybersecurity policy were explored. The continuing days focused on how to craft effective AI prompts to create materials, assessments and how to use AI powered tools to grade students’ work.

By mid-week, we had gained knowledge about the four main components that structure all effective AI prompts, these are: persona, task, context and format. Each component was then examined more closely to gain a deeper understanding of how each component functions in creating an effective AI prompt. We then applied this structure to our individualised AI prompts to create a wide variety of classroom tasks, which included: improving lesson plans, assessments, differentiation and material generation.

Towards the final days of the course, we explored how AI powered tools can be used to encourage student reading. As every educator knows, reading assignments are foundational to learning, yet many of our students struggle to complete them. Reading barriers such as, time constraints and unclear relevance can hinder student engagement. This is further amplified by teaching a diverse classroom where learning brings various strengths and needs. Generative AI tools like NotebookLM encourages flexible, inclusive approaches that accommodate all learners. We explored how this AI tool could summarise dense notes into digestible formats. It encourages students’ engagement with texts as it makes readings feel relevant by connecting them to students’ interests.

Given the limitless AI powered educational tools that are available online, by the end of the course, I felt that I had only scratched the surface of the ways in which they can be maximised by teachers and students. However, as Howard Hendricks in his book Teaching to Change Lives: Seven Proven Ways to Make Your Teaching Come Alive reminds us educators, ‘As long as you live, you learn; and as long as you learn, you live.’

Ms Lydia Bartolo Bonnici

English Language and Literature Teacher

Immaculate Conception School

Participant: Ms Claire Lauri
Dates: 7th–12th July 2025
Location: São Miguel Island, Azores

This Erasmus+ course offered an immersive and hands-on experience in sustainability and outdoor education. The course combined classroom discussions, cultural exchange, and extensive outdoor activities across the diverse landscapes of the Azores. This enriching experience allowed me to connect with nature, explore innovative teaching methods, and reflect on how I can incorporate sustainability into my Home Economics and Hospitality lessons.

We visited the Priolo Centre and learnt about protecting endangered species like the Azorean bullfinch. We discussed the harmful effects of pesticides, the importance of organic food, and the six Rs of sustainability: Rethink, Refuse, Reduce, Reuse, Repair, Recycle.

The outdoor learning sessions were particularly impactful. We engaged in forest games using sounds, textures, and leaves—experiences that I can easily adapt to the classroom. I also appreciated the chance to slow down and connect with nature: listening to insects, noticing the details of plants, and enjoying the fresh air. I wished I had more time in the wild to truly immerse myself in the natural beauty of the Azores.

Key Learning Outcomes

• Gained new teaching strategies to integrate sustainability across subjects,
• Learned about organic agriculture, the dangers of pesticides, and the importance of protecting local ecosystems.
• Studied real-life examples of sustainability such as reuse of invasive plants, forest regeneration, and community-based conservation.

Outdoor Learning Benefits

• Physical Health: Active exploration in nature improved fitness and energy.
• Mental Wellbeing: Time outdoors enhanced mindfulness and reduced stress.
• Real-World Connection: Sustainability concepts were understood through direct experiences.
• Social Development: Group work promoted collaboration, communication, and idea-sharing.

These projects show how environmental protection and sustainability can go hand-in-hand with tourism, agriculture, and community well-being. They serve as excellent models for other island regions and even for small countries like Malta.

Inspiring Sustainability Practices in the Azores

• Sustainable agriculture and organic food production.
• Use of renewable energy: geothermal, solar, and wind.
• Coastal conservation: controlled access to Vila Franca do Campo islet to protect ecosystems.

These initiatives illustrate how environmental, social, and economic sustainability can coexist.

Community Engagement Ideas for Malta

Inspired by Azorean models, I plan to:

• Encourage community gardens to promote food security and education.
• Organise clean-up events in local natural areas.
• Offer workshops on sustainability and responsible consumption.
• Build partnerships with local businesses to support eco-friendly practices.

Personal and Professional Impact

This experience deepened my connection to nature and enriched my teaching approach. I now have a toolkit of engaging, adaptable activities and a renewed motivation to involve my students—and the wider community—in creating a greener, more sustainable future.

From 30th June to 4th July 2025, a group of ten passionate educators from Spain, Poland, Hungary, and Malta gathered in the charming city of Porto, Portugal, for a professional development course focused on Conflict Management in Schools. Organised by Learning Together, the training aimed to equip participants with the necessary skills and strategies to address and resolve conflict in educational settings—an increasingly pressing issue in schools across Europe. 

The course kicked off with a welcoming dinner on Sunday evening, giving participants the chance to meet, share experiences, and form early bonds. This informal gathering set the tone for a collaborative and enriching week ahead. Throughout the training, which spanned five intensive days, the group was guided by expert tutor Anabela Pereira. With a wealth of experience in conflict resolution and education, Anabela offered valuable insights into how schools can become more peaceful, inclusive, and supportive environments. 

The training combined both theory and practical exercises. Participants explored the psychological and sociological roots of conflict, discussed real-life scenarios, and engaged in role-play and group reflection. A recurring concern raised by the participants was the ever-growing burden placed on educators. Increasingly, teachers are expected not only to deliver academic content but also to support the emotional, behavioural, and social development of students. Many noted that this shift—while often rewarding—has led to heightened levels of stress, fatigue, and even burnout among staff. This issue was common across all four countries represented. 

Against this backdrop, the course highlighted the need for systemic support and proactive conflict management strategies. A school that invests in its human resources, fosters open communication, and promotes emotional intelligence is more likely to thrive in the face of modern challenges. 

Beyond conflict resolution, the training carried a wider vision: to contribute to the holistic growth of schools and their communities. Some of the course’s broader objectives included: 

• Enhancing the school’s public image and reputation, helping it to position itself positively within the wider educational community. 

• Contributing to the overall productivity and effectiveness of the school’s staff. 

• Restoring and maintaining peace and tranquility, creating a safe and supportive environment for both students and staff. 

• Encouraging peaceful co-existence among all members of the school community. 

• Promoting intercultural understanding and fostering inclusive practices that embrace diversity. 

• Improving communication and social skills, especially in English, to enhance interpersonal relationships. 

• Sharing best practices that can be adapted and implemented at a local level to support continuous school improvement. 

• Fulfilling the school’s social and moral responsibilities, reinforcing its role within the wider society. 

One of the most valuable aspects of this international training was the opportunity for educators from different cultural and educational backgrounds to come together, exchange experiences, and learn from one another. The group left Porto not only with practical tools and new knowledge but also with a renewed sense of professional identity and solidarity. 

This April, five members of our Senior Leadership Team embarked on a rich and rewarding Erasmus+ job-shadowing experience at our sister school, Istituto Maria Immacolata in Gorgonzola, Italy (https://www.imigorgonzola.it/?sfnsn=wa). Ms Marion Cutajar, Ms Antonella Vancell, Ms Marionne Borg, Ms Melanie Ugaro, and Ms Enid Bonello represented our school with great enthusiasm and purpose, embracing the opportunity to observe and share educational practices with colleagues abroad.

Their visit formed part of our ongoing commitment to professional development and international collaboration, grounded in our shared mission and values inspired by St Jeanne Antide Thouret. A key highlight was a teacher seminar conducted by Sr Giovanna, focusing on formation and international connections. This session equipped the team with practical tools and new ideas for fostering global partnerships.

The programme, which ran from the 13th to the 16th of April, was coordinated by Sr Teresa Tonna, who facilitated collaboration between the two schools and organised impactful formation sessions.

The team visited the primary school, guided by Prof.ssa Francesca Beltrami, the secondary school with Prof. Claudio Lazzeri, and had the opportunity to explore the Infant School with Sr Michelina and Prof.ssa Miriam Galmarini, who also serves as pedagogical coordinator of the Liceo. These visits showcased the school’s holistic approach to education and allowed for meaningful exchanges around inclusive practices and daily school life.

On Tuesday, 15th April, the day began with a celebratory Mass in the school chapel for the Primary students. This was followed by continued visits to the Primary and Secondary schools and a tour of the Liceo with Prof   Anna Barzaghi, the Head of School. That afternoon, a reflective session held in the Aula Magna provided space to exchange best practices with a group of dedicated educators, despite some being unavailable due to teaching duties.

Each afternoon, the experience was enriched through cultural exploration. Highlights included visits to Milan’s Duomo, La Piccola Casa di S. Giuseppe, a moment of reflection at Sr Enrichetta’s tomb, guided by Sr Serena, and an inspiring trip to the River Adda and Cassano d’Adda Castle. These cultural experiences deepened our understanding of how history and tradition shape the identity of a school community and inspired new ways of integrating cultural awareness into our own teaching.

This mobility experience was not only professionally valuable but also deeply meaningful on a personal level. It reinforced the strong connection between our two schools and created new opportunities for collaboration in curriculum planning, inclusive teaching, and international exchanges.

We are truly grateful to our hosts at Istituto Maria Immacolata for their exceptional hospitality, dedication, and openness to shared learning—especially Prof.ssa Anna Barzaghi and Sr Teresa Tonna. This Erasmus+ journey reminds us that when values and vision align, education becomes a powerful bridge across borders.