Erasmus Mobility 2024-2025 – St. Thomas More College, Carlo Diacono, Middle & Senior School, Zejtun:
This scholastic year, a total of 13 educators — ranging from Deputy Heads to Heads of Departments, Teachers, and Learning Support Educators (LSEs) — together with 10 students, participated in Erasmus+ mobilities held in different European countries. The overarching theme of these mobilities was diversity and inclusion, explored through a variety of training programmes, collaborations, and cultural exchanges.
One mobility took place in Florence, where a member of the Senior Leadership Team attended the course Inclusive Education for School Leaders. The programme focused on strengthening inclusive leadership practices, fostering staff wellbeing, and enhancing the emotional climate within schools. Key themes included Universal Design for Learning (UDL), leadership models, and strategies for building inclusive environments. Practical workshops such as the Sphere of Control, the PERMA model, and the jigsaw strategy offered valuable tools for reflection and professional growth.
Two Heads of Departments took part in the Erasmus+ course Supporting Diversity with Intercultural Education in the Classroom held in Istanbul. The programme brought together participants from Italy, Portugal, Germany, and Malta to exchange ideas, share classroom solutions, and explore strategies for fostering inclusion. Hands-on activities such as the Iceberg Analogy, the CDC model, and workshops on intercultural communication provided practical tools for addressing diversity in schools. Beyond the training sessions, cultural experiences — including a treasure hunt in Taksim Square and a Bosphorus cruise — added a special dimension, while also strengthening professional networks and friendships among participants.
A further mobility, Cultivating Diversity and Inclusion held in Rome engaged educators in discussions, interactive workshops, and reflective tasks exploring culture, communication, and stereotypes. The training balanced practical classroom tools — such as ICT applications for cultural learning — with deeper concepts like the Iceberg and Onion models of culture. Working alongside international colleagues expanded perspectives on inclusion and equipped educators with fresh strategies to reduce prejudice, foster empathy, and build more supportive learning environments.
Learning Support Educators (LSEs) from our school participated in an Erasmus+ mobility. They attended the course ‘We Are All Special: Inclusion and Support for Students with Special Needs In and Out of the Classroom’ in Italy, where they collaborated with educators from the Netherlands, Germany, Estonia, France, Portugal, Poland, and Italy. Together, participants exchanged methods, experiences, and best practices aimed at strengthening inclusion. This experience not only enhanced the skills of our LSEs but also highlighted their vital role in fostering equitable and supportive learning environments within our school.
Expanding the focus on accessibility, educators participated in an Erasmus+ mobility in Athens, focusing on ‘Designing Inclusive Environments to Support All Students.’ The training emphasised the principles of universal design and inclusive pedagogy, highlighting the importance of accessibility and equity within educational settings. Through collaboration with international colleagues, the educators explored strategies to create learning environments where every student can participate fully and thrive. The programme also encouraged reflection on how even small adjustments in teaching methods and classroom accessibility can significantly enhance inclusion. Sharing best practices with peers from across Europe further enriched the experience, inspiring innovative approaches to ensure that all students feel supported, valued, and empowered to succeed.
Attention also turned to mental health with the participation of two Guidance teachers in the Erasmus+ course Mental Health Awareness for Teachers and Students. During the course, educators explored the causes, risk factors, and signs of common mental health issues in students, as well as the links between childhood development, academic performance, and well-being. The course combined theory with practical tools, including counselling techniques and strategies to support students’ mental health. It also emphasised teacher well-being, offering guidance on self-care and stress management. The experience provided valuable insights and strategies to promote a healthier, more supportive learning environment for both students and educators.
Shadowing the Deputy Head of School provided an in-depth perspective on the multifaceted nature of educational leadership, revealing how operational management, strategic decision-making, and instructional oversight come together to shape a school’s success. The experience showcased the challenges of coordinating staff, managing student behaviour, and overseeing resources, while also highlighting the importance of data-driven planning and professional development in driving improvement. A classroom observation reinforced the critical connection between leadership and learning, demonstrating how thoughtful guidance and feedback can enhance teaching quality and ultimately support stronger student outcomes.
For the first time, ten Year 9 students travelled abroad on an Erasmus+ mobility, as the school has traditionally hosted international groups. These ten 13-year-old students spent a week in Crema and other cities in Lombardy. During the visit, the group attended lessons in three local middle schools, shared presentations about Malta, and took part in cultural activities, including role plays with Italian peers and outings to Bergamo, Milan, Lodi, and Cremona. The experience proved to be both educational and memorable, marking an important milestone for the school’s Erasmus journey and offering students an enriching opportunity they will treasure for years to come.
Together, these diverse mobilities reflect the school’s growing commitment to inclusion, diversity, and international collaboration. From leadership and mental health awareness to intercultural exchange and student participation, each experience enriched both educators and students, equipping them with fresh perspectives and practical strategies to foster inclusive, supportive, and empowering learning environments.
https://newsbreak.edu.mt/2025/09/17/erasmus-mobility-2024-2025/
Erasmus Mobility 2023-2024 – St. Thomas More College, Carlo Diacono, Middle & Senior School, Zejtun:
This scholastic year, St. Thomas More College, Middle & Senior School, Zejtun, has acquired the accreditation to embark on various Erasmus mobilities, aiming to sustain educators’ professional training. The objectives of this scholastic year were threefold:
1) art appreciation
2) multiculturalism and diversity
3) enhancing visits to Museums, cultural spaces, and art galleries
In total, 13 teachers have participated in the respective Erasmus courses held in different European countries.
Entitled ‘Teaching and Learning through Art Theory and Practice’, the Venice course has provided the 5 participants with ample opportunities to increase their knowledge about art teaching methodologies. The six-day program included a range of workshops and field trips to museums, such as the Venice Biennale and Galleria dell ‘Accademia. By visiting the most popular museums and prominent attractions in Venice, educators gained insight on how to incorporate artworks in their teaching. This encompassed areas such as literacy, inclusion, diversity, critical thinking, communication skills, and local history.
Three history educators took a course in Berlin called ‘The Berlin Wall: A Journey from Totalitarianism to Democracy’. This sought to increase the relevance of history as an academic subject by visiting museums and cultural spaces and ultimately develop interactive and engaging activities related to such visits. The respective participants gained valuable insights about totalitarianism, what led to such a regime, and even more importantly, how to prevent such situations from occurring again.
Considered essential 21st-century skills for students, the “Four C’s” – Creativity, Critical Thinking, Communication, and Collaboration, are highly credited in principle but still provide teachers with implementation and pedagogical challenges. The course ‘4Cs Creativity, Critical Thinking, Communication and Collaboration in Schools’, held in Dublin, provided educators with the knowledge, know-how, and confidence to incorporate these stimulating skills into their curriculum and school environment.
Conflicts between students, alliances, and interpersonal difficulties can impede learning and generate a negative learning atmosphere in the classroom. The course ‘Conflict Management, Emotional Intelligence, and Bullying Prevention’ offered the opportunity to learn about how group dynamics and conflict resolution skills can be employed to address issues like bullying and inclusion within an educational setting. Furthermore, through practical and highly efficient hands-on exercises that can be utilized in the classroom, teachers gained more skills in promoting empathy, emotional literacy, and active listening.
Incorporating outdoor learning activities into formal education is an ever-growing trend. Outdoor education fosters inclusivity and multiculturalism, while also helping children get in touch with their surroundings and develop an appreciation of the natural world and cultural spaces. Teachers who participated in “Outdoor Education: A New Way of Teaching and Learning” in Bologna, learnt sustainable practices that can render group activities, and problem-solving games as great learning opportunities for experiential learning in urban settings, schools, and natural environments.
Erasmus+ & European Solidarity Corps – EUPA MALTA Fondi.eu
