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.

The school, operating under the Ministry of Agriculture, serves approximately 300 students aged 12 to 19. It was originally established to teach girls home care skills and boys agricultural work. Over time, the school has evolved to focus on creativity and hands-on learning while maintaining its agricultural roots. Many of its students face significant challenges, with 40% disliking traditional schooling due to past experiences and 20% dealing with serious family issues. To address these needs, the school provides a hostel accommodating up to 100 students, allowing them to stay overnight when necessary. 

The school aims to prepare students for the workforce, particularly those who struggle in mainstream education.  

Its curriculum is based on the National Curriculum but is adapted to include practical and vocational elements. Students complete a regional baccalaureate, with assessments spanning two years, culminating in written and oral exams in French, technical subjects, history, and geography. Small class sizes, typically 11 to 12 students, enable personalized attention, fostering better learning outcomes. 

Support for students with special educational needs (SEN) is a significant aspect of the school’s ethos. It primarily caters to general learning disabilities such as dyslexia and dyspraxia. Support measures include extra time for exams, reader assistance, and one-on-one sessions ranging from 6 to 12 hours per week. However, the school does not accommodate severe disabilities such as autism or severe learning difficulties, focusing instead on students who can function independently. A calming space called the Chalet is available for students needing time out or emotional support, and it also serves as a secure storage area for medication. Despite these efforts, inclusion remains a challenge due to limited staff availability, especially in managing students with ADHD and other behavioural needs. 

The teaching staff operates with a clear division of roles. Educators, distinct from teachers, manage non-teaching responsibilities such as contacting families, collecting papers, and addressing student problems. Teachers typically work 18 hours per week in full-time roles, though vocational educators may teach up to 26 hours. The school also supports adult learners, with around 50 individuals participating in various programs. 

Vocational training is central to the school’s mission, integrating practical agricultural experiences. Students work with local vineyards, learning to grow, harvest, and sell wine, equipping them with valuable skills for future employment. Many students transition directly into the workforce after completing their studies, reflecting the school’s focus on career readiness. 

The ethos of the school is rooted in the principles of Saint Jeanne Antide, emphasizing care for vulnerable students. While it aligns with these values, the school does not promote religion, consistent with French secularism. There are no religious symbols in classrooms or public spaces, and religious instruction is absent from the curriculum. Instead, students receive civic education to develop their understanding of societal responsibilities. 

Discipline within the school is firm yet balanced. Classroom doors are locked after lessons, and mobile phones for younger students are collected at the start of the day at 08:30 AM and returned at 4:00 PM. Older students are asked to leave their phones in special pockets hung in each class. Teachers may leave the school when they do not have lessons but require special permission to attend personal appointments during class hours. All students dine together, with meals prepared by an in-house chef, fostering a sense of community. Students do not need to be supervised when a teacher is not present but if they are unsupervised they are asked to go to the student common room.  

The school provides comprehensive education until the age of 15, after which students choose between vocational training and further academic studies at a lycée. The institution also facilitates continuous assessment, with tests throughout the year complementing the final exams. While the school faces challenges in inclusion and resource allocation, its focus on small class sizes, hands-on learning, and personalized support creates a nurturing environment for students to thrive academically and personally. 

 

 

https://newsbook.com.mt/en/erasmus-webradio-project-comes-to-an-end/