May 2026

Erasmus+ experience in Malaga – Colegio Los Olivos – 17 May to 23 May 2026

Educators – Mr James, Ms Jennifer, Ms Tania, Fr David

20 students from Year 9 and Year 10 at St Augustine College participated in this mobility activity.

Riley John Vassallo

Firstly, I would like to say that it was a wonderful experience, and I feel like I connected more with my peers. The Spanish students welcomed us with open arms and were very kind to us. Secondly, I would like to say that this experience made me feel more grateful for what I have. The teachers were very helpful, and I had a lot of fun with them.
To conclude, I had an amazing experience and would do it all again. 

Jake Bezzina

My time in Spain was truly transformative, forcing me to mature quickly as a natural adapter and exceptional time manager. Immersing myself in diverse European cultures taught me valuable lessons in becoming a better global citizen, all while picking up some conversational Spanish. Visually, the historical fort was my absolute favourite highlight because it instantly reminded me of a close friend back home who loves history. On top of that, the local cuisine was incredible, with the authentic paella standing out as a personal favourite. The only thing missing from this perfect trip was having my camera on hand to document everything, which is exactly what I plan to bring next time.

Isaac Caruana

During my week in Spain, I learnt that my confidence and discipline often depend on the people around me. From the Maltese students, I saw how cooperation makes everything easier, while the Spanish students taught me new words and showed me how diverse we all are. My favourite place was the Illusion Museum because I spent time with my friends, being silly and enjoying ourselves. Visiting Córdoba helped me appreciate different cultures, especially the mix of Christianity and Islam in the same church. This whole experience made me grateful that Malta is part of the EU, because Erasmus+ gives us opportunities like this to learn and grow.

Fabio Fortugno Farrugia

During this experience, I learned many things from other people and from the Spanish students. I learned that they have confidence and that they do some things differently from us at school. The places we visited after school included the Museum of Illusions, shopping areas, and the city centre of Málaga. One important lesson I learned was about Muslims and Christians: that everyone is the same and that all people are equal. After this experience, I gained new knowledge and understood the differences in traditions and ways of life compared with our own. I also learned to appreciate different cultures, meet more European people, and see things from a broader perspective. Overall, this experience taught me a lot and helped me grow.
Thank you, Fr David, Educators and Erasmus+.

Benjamin Ellul

This was my first experience of going abroad with my schoolmates. I've had an absolute great time. Even though I wasn't close to some of the students, the shared experiences and values from school helped us to forge closer bonds with other schoolmates.
I am truly appreciative of Fr David and the other school staff who accompanied us. They kept us under close watch but allowed us freedom, treating us like young adults.
Our experience of the college we visited was overall very positive; we felt welcomed and appreciated the expansive grounds and canteen. However, our school grounds are more limited, and we understand that the value of the education here in Malta is more competitive. We also appreciate that tablets and the use of personal devices can be disruptive and can counteract the goals of education.

Nigel Zammit

This Erasmus+ trip gave me experiences I’ll be constantly carrying with me, providing intrapersonal and interpersonal insight, apart from being a fun experience overall and giving me the ability to connect with other European citizens. Being in a foreign school with people I had never seen before required confidence, which I found myself to be lacking, yet I also found myself to be very organised and independent. My favourite moment throughout the experience was when we visited Cordoba to see how religions co-exist together, showing me how people can look beyond religion. In the end, after having spent four days at the school and attended multiple lessons, I found that I need to be more grateful for the work put into our school.

Luca Sacco

From this experience, I learned to appreciate more things in Malta. I also had to be more responsible and more confident when talking to other people that I do not know. From this experience, I also learned that my friends have totally different characters when we are away from school. From Malaga, I also learned a bit of Spanish, and the best experience was when we went to the museum of Pablo Picasso because his art is very impressive. Moreover, we went to Cordoba to see Christian, Muslim and Jewish places, which shows that although they have different rituals, in the end they are all the same people. At the school in Malaga, I was questioning myself whether there is a way that the system of education can change, like having lessons outdoors in a more interactive way. In the end, I would like to thank Erasmus+ for learning more about different countries in the European Union.

Rafael Said Seychell

This year, I went to Malaga thanks to my school offering this experience. I was part of a group of around 20 students, with 4 educators accompanying us. The experience was one that I will surely never forget and it was one that was very reflective and made us think about our lives in a way that I have never thought before. Due to the fact that we were visiting the Colegio Los Olivos, we were connecting with the Spanish students there, which surprisingly did not differ greatly from our sense of humour and fondness of sport. They were also very friendly, welcoming us with open arms into their school and talking to us even more than they were talking to their actual friends! In conclusion, I believe that this experience will live in my mind for years to come, and that if another experience like such would be available for me to participate in, I would apply without a second thought.

Luca Goggi

Participating in the Erasmus+ programme in Malaga was an unforgettable experience for me. I learned a lot about myself and about local people and fellow students. I was amazed by the way students from different countries communicated and worked together. I understood the importance of teamwork and cooperation. I also learned how to appreciate nature and enjoy life more. One of my favourite places was Cordoba because of its beautiful architecture and fascinating history. Another important lesson was seeing how people of different religions respected and accepted each other. This experience helped me better understand how students study in other countries, and it allowed me to make new friends and become more open-minded. Although the Spanish language presented a barrier at first, I slowly became more confident speaking to people and understanding common phrases.

My Erasmus experience helped me grow academically, culturally and personally. I met people from different backgrounds, improved my independence, and created memories that I will always cherish. As St. Augustine said, "El mundo es un libro, y aquellos que no viajan leen solo una página."

Lee Bonello

I will remember this beautiful experience for my whole life. It was the first time that I went abroad without my family. I found a second family in my friends, my teachers and Fr David.
We truly spent a week where we got to know each other, went to school in Malaga, experienced their school days and enjoyed the days together. In the evenings after school, we visited places like museums and even some shopping malls.
We went for a day to Cordoba, another place in Spain, where we walked, saw a lot of nice scenery and enjoyed it together.
All I can say is that I didn’t want this experience to pass, and yet it passed so quickly. I look forward to another experience like this, hopefully in the next two years during my last years at secondary school. I hope we will do the Madrid experience like my brother did when he was in Year 11.
I would like to thank Fr David for this experience, as he prepared so well for it. Also, thanks to the teachers who came with us and ensured that we were supported at all times.

Ethan Mifsud

During the week we spent in Málaga, I learned many valuable things about myself, my friends, other people, and different cultures. I discovered that my classmates from Malta have personalities that are very different and far more interesting than I had previously known at school. Although we did not interact much before, I realised that they are wonderful people to be around, and I can now proudly call them my friends.
From the Spanish students, I learned a great deal about different cultures and ways of life. These differences showed me that, despite our backgrounds and traditions, we can all live and work together harmoniously. Their school is also very different from ours, and experiencing this different environment made me reflect on several questions. For example, how can I become more like these Spanish students? How can I apply some of the ideas from their school to improve my own school?
The experience also made me wonder whether I could one day study abroad for a year or two. This Erasmus experience gave me the opportunity to learn about different European cultures and broaden my perspective. I am very grateful for this opportunity, and I would gladly relive this experience again if I had the chance.

Luca Gauci

Through this experience, I realised that I am good at socialising and that heights are not as scary as I once thought. I also learned that we need to be quieter, more hygienic, and more organised in our daily routines. From the Spanish students, I learned the importance of being on time and picked up some Spanish words. One of my favourite moments was visiting the Gibralfaro viewpoint, where I could appreciate Spanish history and culture while enjoying a beautiful view. Visiting the mosque in Córdoba also taught me a lot about both Muslim and Christian cultures, and I was particularly impressed by the architecture.

This experience made me reflect further, and I now wonder what other aspects of Spanish history there are to learn, whether there are veterinary courses available in Spain, and if it would be possible for me to study there in the future. Overall, this journey changed my mentality in certain ways and helped me become more grateful towards some of my teachers. It also helped me learn about different European cultures and broaden my perspective.

Jake Micallef Ellul

Not long ago, I went on an Erasmus+ school trip to Malaga. During this trip, I had the chance to experience the unique culture and history of the Spanish city. I was part of a group of around 20 students, all of us from the same school. During our 6-day trip, we spent multiple mornings visiting an Augustinian school based in Malaga. At this school, we were split up into groups and placed in multiple lessons with students our age to learn more about the differences and similarities between our two schools. We also did activities with a group of students who had also come to our school via Erasmus+.
One day, we went on a trip to Cordoba with these students and learned about the history of the Spanish city with them. Thanks to this trip, I have learned how to be more confident with my peers, not only those who are like me but also those who are very different. The different cultures that have influenced Malaga’s history showed me how it is possible for multiple groups of people with different cultures to influence and develop one place. As a European, I was also able to develop a closer connection to another European country, which is important because, as Europeans, we must aim for unity between the different countries of our continent.

Ryan Fenech

From this experience, I learned to appreciate more what I have and not complain or be picky. We are lucky to have a school that provides us with dedicated teachers, interactive whiteboards and air-conditioning.
I am grateful for this experience.

Thiago Schembri

We started the experience on 17 May, where we were met at the airport and began our journey, which for me was exciting because I had never travelled without my parents.
When we arrived in Seville, it took us 2.5 hours to get to Malaga. We saw many long and clean roads. When we arrived, everyone chose who they were going to stay with, and I was lucky that we were allowed to choose, which also put my mind at ease that I would not be bored.
During those days, I went to school in the mornings. This school of Los Olivos is really big, and I noticed something different: we take lunch with us to school, but they eat there because food is prepared for them. After school, every day they took us to very interesting places. Among the places we visited were the cathedral, a very beautiful fortress, and we also saw a painting by Picasso, which I really enjoyed.
We went to Cordoba, where we had a lot of fun and walked on a big bridge. We ate very well—pizza, ice cream every day, and the paella was very good and my favourite.
On Saturday, 23 May, we returned to Malta. I can say that it was a very nice experience; I learned a lot, and if I have the chance, I would go again.

Julian Tate

L-esperjenza tal-Erasmus+ f’Malaga kienet vjaġġ memorabbli u arrikkenti li ppermetta lil kulħadd jikber kemm personalment kif ukoll akkademikament. Matul il-ġimgħa, l-istudenti ħadu sehem f’workshops interattivi, żjarat kulturali, u attivitajiet kollaborattivi li għenuhom jibnu l-kunfidenza, itejbu l-ħiliet ta’ komunikazzjoni, u jikkonnettjaw ma’ ħbieb ġodda minn pajjiżi differenti. L-esplorazzjoni tat-toroq vibranti ta’ Malaga, is-siti storiċi, u l-atmosfera akkoljenti għamlu l-esperjenza saħansitra aktar speċjali. B’mod ġenerali, kienet opportunità ta’ suċċess u ta’ ispirazzjoni li ħalliet lil kulħadd b’għarfien ġdid, memorji indimentikabbli, u sens aktar qawwi ta’ indipendenza.

Luca Zahra

Dawn huma t-tweġibiet għal mistoqsijiet li kont għamiltilna fl-aħħar ġurnata, fejn tgħallimt li għandi ħiliet tajbin ta’ time management u li mill-istudenti Maltin nista’ napprezza aktar l-importanza tal-paċenzja u r-rispett lejn xulxin. L-iktar post li laqatni wara l-iskola kien il-katidral ta’ Malaga minħabba l-arti sabiħa tiegħu u l-atmosfera sagru li ħalliet impatt fuqi. Meta rajt kulturi differenti, fhimt kemm hi importanti t-tolleranza u l-fehma bejnietna, u kif nistgħu ngħixu flimkien minkejja d-differenzi tagħna. Din l-esperjenza fetħitli wkoll għajnejja għal aktar mistoqsijiet, bħal x’nistgħu nitgħallmu mill-istil tal-ħajja tas-Spanjoli u kif nistgħu napplikaw dawn l-affarijiet f’ħajjitna ta’ kuljum.

Barra minn hekk, din l-esperjenza bidlitni billi għenitni napprezza aktar l-arti u noqgħod ninnutaha b’mod aktar profond, filwaqt li tatni wkoll sens akbar ta’ maturità u riflessjoni personali. Sirt inħossni aktar Ewropew għax bdejt nagħraf aħjar x’hemm komuni bejnietna u l-Ispanjoli, mhux biss f’affarijiet żgħar ta’ kuljum iżda wkoll fil-valuri li naqsmu flimkien bħala popli. Din l-esperjenza għalhekk mhux biss kienet waħda edukattiva, iżda wkoll waħda li kabbitni bħala persuna.

Cristian Zammit Bondin

Din l-esperjenza, li saret possibbli grazzi għall-ħidma tar-Rettur, l-edukaturi tal-Kulleġġ ta’ Santu Wistin, u l-programm Erasmus provdiet tagħlim dwar kulturi u reliġjonijiet differenti iżda wkoll dwari u dwar sħabi.
L-esperjenzi kulturali kienu diversi, fosthom l-lezzjonijiet u l-breaks li qattajna mal-ħbieb Spanjoli tagħna, kemm mill-programm Erasmus kif ukoll billi stajna nintegraw ma’ studenti oħra tal-iskola Agostinjana fejn konna. Fosthom kien hemm ukoll diversi ħarġiet li kellna fejn ir-Rettur u l-edukaturi tagħna ħaduna nieklu ikel Spanjol awtentiku f’ristoranti Spanjoli. It-tagħlim dwar reliġjonijiet differenti sar f’Cordoba fejn aħna, bħala komunità Agostinjana li taċċetta lil kulħadd, żorna post fejn jgħixu ħafna Lhud u dħalna fil-Katidral/moskea ta’ Cordoba. 
Il-ħarġiet inkludew tour tal-mużew Picasso f’Malaga, tour ta’ mużew tal-illużjonijiet, tour ta’ żewġ fortizzi differenti, it-tnejn mill-perjodu tar-Reconquista, waħda minnhom fuq muntanja, żewġ katidrali, Malaga u Cordoba, u knisja Agostinjana fejn ipparteċipajna f’quddies bl-Ispanjol u berikna l-ward għall-festa ta’ Santa Rita.

Nathan Grixti

My Erasmus experience in Málaga, Spain was unforgettable and taught me many new things. During the trip, I had the opportunity to visit local schools and learn about the Spanish education system. It was interesting to see how students learn and interact in a different country. I also learned a lot about the history and culture of Málaga. One of my favourite visits was to the Alcazaba, where I discovered more about the city's rich past. Another highlight was visiting the Málaga Cathedral, which impressed me with its beautiful architecture and historical importance. The best part of the trip was spending time with my friends and making new friends from Spain. We shared experiences, learned about each other’s cultures, and created great memories together. I also enjoyed tasting traditional Spanish food, especially paella. It was delicious and gave me the chance to experience an important part of Spanish culture. Trying local food helped me understand more about the traditions of the country. This Erasmus trip helped me become more confident, independent, and open-minded. It was a wonderful experience that I will always remember.

Andre Borg Cardona

Malaga Erasmus+ experience was a very fun and exciting experience. I enjoyed visiting the city, especially the many historical places, and I also had fun using my phone to listen to and identify new bird species. I saw many different birds such as monk parakeets, blackbirds, gulls, swifts, and finches, which was very interesting. I also enjoyed the lessons at the school in Malaga and talking to and getting to know the Spanish students. The food was also great, especially the paella. Overall, the trip was a new and enjoyable experience where I met new people and learned many things.

April 2026

Job Shadowing experience in Modena

Erasmus+ job shadowing - 26-29 April 2026

The Erasmus+ experience in Modena provided valuable insight into a distinctive educational approach shaped by its social and pedagogical context. The schools visited mainly served students from upper middle-class families, with largely homogeneous cultural backgrounds and strong proficiency in Italian, alongside some knowledge of English.

At the Martin Luther King Primary School, a small rural school of around 100 students, the environment was relaxed and highly student-centred. Traditional elements such as homework, examinations, and strict rules were largely absent. Instead, learning was assessed continuously through projects and varied activities. Classrooms were well-equipped, and students benefited from the support of both teachers and additional educators. Lessons frequently incorporated creative digital tools, including AI platforms, encouraging strong student creativity. Despite the lack of a formal discipline structure, the atmosphere remained calm, positive, and respectful.

A similar philosophy was evident at the Mattarella Secondary School, catering for students aged 11–13. Teaching focused on student autonomy, collaboration, and project-based learning. Lessons were often driven by presentations, discussions, and hands-on activities rather than structured, teacher-led instruction. While this approach promoted engagement and independence, it also raised concerns about academic rigour, consistency, and the development of key skills such as organisation and accountability. Students were generally polite and composed, though the traditional sense of authority between teacher and learner was less evident.

A notable feature of this model is the limited reliance on a fixed curriculum outside core subjects, giving teachers significant autonomy. While this supports flexibility and personalised learning, it can also result in variations in standards and preparedness. Overall, the Modena experience highlights a model that prioritises relationships, wellbeing, and a positive school climate, while prompting reflection on the balance between student wellbeing and academic achievement.

Joseph Mizzi

During these three days we were in Matarella school, I noticed many differences, some which I thought would be interesting to implement and some not so much. Something which I thought was very innovative was the steam sisters. Every eight weeks students rotate one of the steam sisters which are:

1. Maya- science
2. Lucy- environment/AI
3. Frida- art
4. Marge – language

These are implemented into 2 one-hour lessons for the whole school. Their impact was that students learnt different skills from different streams and learnt how to implement technology and appreciate different means. One that struck out was teaching the primary students generative AI on canva and how to give proper prompts as a mean to teach students how to utilize AI instead of shying away from it.

Another thing I noticed from this school was the calm and safe environment that was presented. No fights aros, no students speaking back to their educator etc. In fact when we talked to the Head of School, he told us that the most important thing for him was not academics but the emotional wellbeing of students. This was very evident when in the school and in the lessons. But as a result, we saw that the level of education was not as high as we are used to seeing in our classes, mainly due to the fact that there are no exams and marks for the students and when talking to the teachers, they merely have guidelines to follow and not a rigid syllabus like us. This reduces the students’ stress but it also reduces their learning.

Overall, this was a very informative experience which taught me the importance of discipline and regulations but also it made me reflect on the fact that the students that come before us are still children, and we should try and help alleviate their stress not add on to it.

Eliza Marie Cachia

Throughout this 3-day experience, we visited 3 different schools: 2 primary and 1 middle school. In these schools, the focus was more on how the students interact with each other rather than the academic side like we are accustomed here in Malta.

They had a lot of activities to showcase this, in fact, the first thing that we observed was a fashion show where students had to use English to describe their peers who were dressed in hand-me-down clothes or clothes that were found in thrift shops.

We also observed another lesson in which the students were split into groups to act as different continents and they had a case study to discuss with themselves and reach different agreements with other groups according to their resources. I quite liked this activity, as the students had the opportunity to discuss between them and voice their ideas together. They also had the opportunity to debate with other students in other groups so as to reach some sort of agreement. Having said that, the main difference that we noticed when compared to the educational system in Malta is that students sit for a couple of exams at the end of the scholastic year, which honestly, I found it strange.

I am accustomed to have some sort of assessment throughout the year and especially at the end of the year. I do not know the pros and cons of this system and when we asked the different teachers, there were mixed ideas about how effective this is. All in all, it was a very good experience as we were exposed to a different teaching and learning approach that is being applied not far from our country.

Thank you for the opportunity.

Isaac Craus

March 2026

Gifted-Learners – Advanced Differentiation Strategies,

Erasmus+ course Brussels, Belgium 2nd – 7th March 2026.

We attended a professional course in Brussels focused on identifying and supporting gifted learners. The training offered a clear understanding of giftedness and creativity, while also providing practical, classroom‑ready strategies to keep advanced students engaged rather than under‑challenged. A central theme of the course was the need for a genuine paradigm shift in how schools view high‑ability learners: moving away from a deficit‑oriented mindset that concentrates on remediating weaknesses and instead embracing an approach that nurtures potential by building on students’ existing strengths. This shift also requires acknowledging that high ability is not simply a matter of high performance; it represents a unique developmental path that unfolds differently from typical learning trajectories and therefore deserves thoughtful, specialized support.

The course framed giftedness within an Inclusive Excellence model, emphasizing that it is an integral part of the broader SEN spectrum. Gifted learners, like any other neurodivergent profile, require specific pedagogical interventions tailored to their cognitive, emotional, and creative needs. Through case studies, hands‑on activities, and lesson planning exercises, we explored how to design learning experiences that incorporate higher‑level content, open‑ended inquiry, and critical thinking tasks. These strategies not only challenge advanced learners appropriately but also help prevent the disengagement, frustration, or underachievement that often arise when their needs go unmet.

Beyond the academic dimension, the experience was also a pleasant cultural immersion, allowing us to appreciate Brussels’ rich atmosphere and connect meaningfully with colleagues from diverse educational contexts. This opportunity made possible through Erasmus+ and the support of our College rector, Fr. David Cortis strengthened both our professional skills and our sense of collaboration. By the end of the course, we felt more confident in recognizing genuine signs of giftedness and in contributing to a school culture that redefines fairness: not as giving every student the same, but as ensuring each learner receives what they need to grow. Ultimately, the training reinforced a vision of schooling where difference is embraced as a strength, not a difficulty for the teacher, and where the potential of gifted students is nurtured with the same commitment and care afforded to all learners.

January 2026

Student Exchange from the Augustinian College – Los Olivos in Malaga, Spain.

The ten Spanish students from Malaga has been in Malta with 2 teachers from Sunday 18 January to Sunday 25 January 2026. They were divided into five groups of two students each. A timetable was prepared for every group, with careful consideration given to varying the subjects as much as possible. The students were given the opportunity to join lessons in a wide range of subjects, including English, Mathematics, Maltese, English Literature, Media, Home Economics, History, Geography, Social Studies, Physical Education, Sports & Fitness, KTI, Physics, Chemistry, Biology, Computing, ICT, FES, Italian, German, and French. These lessons were mainly attended with Year 9 and Year 10 groups; however, on some occasions, the students also joined Year 11 classes.

On Monday 19th, Ms Edel Deputy Head welcomed the students, gave them a tour of the school, and explained their individual timetables. They then attended three lessons and joined the boys for break time. After break, a Maltese culture session was held during which the students tasted a variety of traditional Maltese foods, including pastizzi, pizza with Maltese sausage, ftira, Twistees, and Maltese crackers with dips. This activity was very well received, with minimal leftovers, indicating that the Spanish students and their teachers thoroughly enjoyed the experience. At night, the students and the teachers were welcomed at the Augustinian Community, for eating together. They were very appreciative of this initiative.

On Tuesday 20th, although a full day of lessons had been planned, Storm Harry disrupted our College arrangements. Despite this, the students still had an enjoyable day with those students who were able to attend school. This was also when they bonded particularly well with the Year 11 students, with some of our students naturally taking on a leadership role. Activities included various games organised by Mr Paul, board games, and watching a film.

On Wednesday 21st, the students followed the timetables provided without any issues. Unfortunately, the planned fieldwork visit to Buskett on Thursday 22nd had to be cancelled due to inclement weather. Instead, the students attended lessons up to the sixth period. As the weather improved later in the day, the Spanish teachers and students left before so to sudents sightseeing.

On Friday, the students attended their scheduled lessons. At break time, at the request of the Year 11 students, they joined the boys in the gym to play handball. This was followed by an evaluation meeting. During this meeting, it was concluded that overall, the students had enjoyed their experience and felt very welcome within the school community. They expressed surprise at the relatively small class sizes, noting that in Spain classes can have up to thirty students, and commented positively on how hands-on many of the lessons were.

The Spanish teachers, Ms Marivi and Ms Alice, were extremely cooperative throughout the visit and ensured that their students adhered to the College rules at all times.

July 2025

Erasmus+ Experience in La Laguna, Tenerife, Spain

𝐅𝐫𝐨𝐦 𝐭𝐡𝐞 𝟐𝟏𝐬𝐭 𝐭𝐨 𝐭𝐡𝐞 𝟐𝟔𝐭𝐡 𝐨𝐟 𝐉𝐮𝐥𝐲, 𝐭𝐡𝐫𝐞𝐞 𝐞𝐝𝐮𝐜𝐚𝐭𝐨𝐫𝐬 𝐟𝐫𝐨𝐦 𝐨𝐮𝐫 𝐏𝐫𝐢𝐦𝐚𝐫𝐲, 𝐌𝐬 𝐉𝐮𝐬𝐭𝐢𝐧𝐞 𝐁𝐮𝐠𝐞𝐣𝐚, 𝐌𝐬 𝐍𝐚𝐭𝐚𝐬𝐡𝐚 𝐌𝐢𝐟𝐬𝐮𝐝, 𝐚𝐧𝐝 𝐌𝐬 𝐑𝐢𝐭𝐢𝐞𝐧𝐧𝐞 𝐒𝐜𝐢𝐜𝐥𝐮𝐧𝐚, 𝐭𝐨𝐨𝐤 𝐩𝐚𝐫𝐭 𝐢𝐧 𝐚𝐧 𝐞𝐧𝐫𝐢𝐜𝐡𝐢𝐧𝐠 𝐄𝐫𝐚𝐬𝐦𝐮𝐬+ 𝐩𝐫𝐨𝐠𝐫𝐚𝐦𝐦𝐞 𝐡𝐞𝐥𝐝 𝐢𝐧 𝐋𝐚 𝐋𝐚𝐠𝐮𝐧𝐚, 𝐓𝐞𝐧𝐞𝐫𝐢𝐟𝐞, 𝐒𝐩𝐚𝐢𝐧.

This international experience brought together educators from Poland, Italy, France, Portugal, the Czech Republic, and even the United States, all united by a shared interest in innovative teaching approaches.

The focus of the programme was outdoor learning, exploring how natural and urban environments can become dynamic classrooms. Through hands-on activities and expert-led sessions, participants engaged in field visits to a botanical garden, volcanic regions, various local urban areas, and the lush forests of Tenerife. These settings provided a real-world context to discuss how outdoor education supports academic learning while also promoting student wellbeing, mindfulness, and engagement.

Our educators returned with fresh insights into how outdoor spaces can inspire creativity, encourage collaboration, and foster a deeper connection to the world around us. The experience also highlighted the importance of student mental health and the powerful impact that nature-based learning can have on developing focus and emotional resilience.

Beyond the educational content, this Erasmus+ trip offered a valuable opportunity to exchange ideas and best practices with fellow teachers from across Europe and beyond. It was a time for learning, reflection, and inspiration, all within a vibrant international community.

The knowledge and experiences gained will undoubtedly influence future projects within our school, helping us to enrich our teaching strategies and promote more active, nature-connected learning among our students.

A heartfelt thank you to the organisers of the Erasmus+ programme, and to all the passionate educators who made the experience so memorable. We look forward to building on this momentum and sharing what we’ve learned with our College community.

Thanks goes to - EUPA Malta - Erasmus+ & European Solidarity Corps

September 2025

As part of the 2nd Round of the ERASMUS+ Accreditation Project 2025-1-MT01-KA121-SCH-000307272 coordinated by St Joseph Junior School, Blata l-Bajda, 10 Senior Leadership Team Members from St St. Augustine College, St Joseph Junior School Sliema, Our Lady Immaculate School, St Benilds School and the Secretariat for Catholic Education are currently attending a 3-day Training Course in Ghent. The training is focusing on Ai and Digital Leadership in Education. The SLT members shall be working together on a draft policy to address the use of AI in schools, particularly as a tool to ensure better inclusion and engagement of all students in their educational journey. From St Augsutine College, Ms Abigail Spiteri participated in this Erasmus+ activity

September 2025

A group of 9 educators from a consortium of partner schools are currently in Ljubljana, undergoing training in Ai and the 6Cs for Future-Ready Teaching as part of the Erasmus+ Accreditation Project 2025-1-MT01-KA121-SCH-000307272, coordinated by St Joseph Junior School, Blata l-Bajda . The course is targeting the project's objectives focusing on inclusion and engagement of students in their learning journey. From St Augustine College Ms Hannah Buttigieg, and Ms Cheyanne Brincat participated.

September 2025

in September 2025, as part of St Augustine College 𝐄𝐫𝐚𝐬𝐦𝐮𝐬+ 𝐀𝐜𝐜𝐫𝐞𝐝𝐢𝐭𝐚𝐭𝐢𝐨𝐧, 𝐩𝐫𝐨𝐣𝐞𝐜𝐭 𝟐𝟎𝟐𝟓-𝟏-𝐌𝐓𝟎𝟏-𝐊𝐀𝟏𝟐𝟏-𝐒𝐂𝐇-𝟎𝟎𝟎𝟑𝟎𝟗𝟏𝟓𝟑, three LSEs from our Primary attended a course in Split Croatia in line with our Erasmus+ objectives. These are some insights from the participants.

EUPA Malta - Erasmus+ & European Solidarity Corps

Taking part in my first Erasmus+ training programme in Croatia was truly a memorable and eye-opening experience. The course focused on “Successful Teaching in a Mixed Ability Classroom – Meeting the Needs of Gifted Children” and from the very beginning, I felt excited and curious to learn.

Being in a room with teachers from across Europe was inspiring. We shared our views on education, discussed the challenges we face in our classrooms and explored ways to better support gifted students. I realised how similar many of our experiences are, despite coming from different countries. It was encouraging to see how much we can learn from each other.

Apart from the educational side, one of the most enjoyable parts was the time we spent together outside the classroom. We went on beautiful excursions around Croatia and that gave us the chance to connect on a more personal level. The natural beauty, the history and the relaxed atmosphere really added to the experience.

I also appreciated the opportunity to bond with the colleagues who came with me. Being away from our usual routines allowed us to talk more openly, share ideas and just enjoy each other's company.

This Erasmus trip helped me grow both professionally and personally. I came back with new ideas, new friendships and a broader perspective, not just on teaching, but on the value of cultural exchange and connection. I’m truly grateful for the experience.

𝐑𝐢𝐚𝐧𝐧𝐞 𝐄𝐥𝐥𝐮𝐥

During this week, we were introduced to the Croatian educational system, gaining valuable insight into its structure and practices. This gave us the opportunity to compare it with other European educational systems, allowing us to reflect on similarities, differences, and approaches that could be applied in our own contexts. Such comparisons highlighted the diversity of educational methods across Europe and encouraged us to think critically about how these can be adapted to better meet the needs of our students.

An important part of the course focused on strategies to help students improve their concentration during lessons. We explored simple yet effective mind and body exercises that can be integrated into classroom routines. These activities not only support focus but also promote a positive learning environment by reducing stress and increasing engagement.

However, the most significant aspect of this training was learning how to identify students with gifted abilities. We discussed the characteristics of gifted learners and how to provide them with meaningful opportunities to express their talents. In addition, we reflected on how motivating gifted students to showcase their abilities can serve as a source of inspiration for their peers, fostering collaboration, creativity, and mutual respect within the classroom.

𝐉𝐨𝐚𝐧𝐧𝐚 𝐒𝐚𝐥𝐢𝐛𝐚 𝐁𝐨𝐰𝐦𝐚𝐧

Participating in the Erasmus programme has been an invaluable experience. It was my first opportunity to travel abroad to attend a course in a foreign educational institution. The time spent in Croatia proved to be highly rewarding, as it enabled me to develop personally, emotionally, and socially, while also expanding my knowledge of different educational systems across Europe. Although the primary focus was on Croatia, I also gained insights into the systems of Portugal, Netherlands, Lithuania, Estonia, and Italy.

We also had the opportunity to engage in discussions with foreign colleagues regarding possible improvements within our profession. These conversations focused on identifying ways to make the role of the educator more positive and fulfilling. Furthermore, we reflected on how enhancing the professional environment could make the teaching profession more appealing to younger generations.

This experience was further enriched by the fact that I was accompanied by two colleagues, Joanna and Rianne. Throughout the days, which included extensive travel from and to Malta, as well as navigating Split, Croatia, without prior knowledge of the environment, we worked collaboratively to overcome challenges. During lectures, we supported one another both cognitively and professionally. This strengthened not only our teamwork skills but also our interpersonal relationships, fostering greater mutual respect and transforming our professional connection into a stronger sense of friendship.

Additionally, as this was my first visit to Split, Croatia, I had the opportunity to broaden my cultural understanding, which further enhanced the overall value of the experience.

𝐋𝐨𝐮𝐚𝐧𝐧𝐚 𝐌𝐚𝐫𝐦𝐚𝐫𝐚

July 2024

Empowering Educators: Inclusive Teaching with AI – Dublin 2024

In July 2024, educators from across Europe gathered in Dublin, Ireland, for a transformative Erasmus+ training course titled “Inclusive Teaching with Artificial Intelligence”, hosted by Europass Teacher Academy. The course aimed to equip teachers with the knowledge and tools to integrate AI technologies into their classrooms in ways that promote inclusion, engagement, and innovation.

Among the participants were Dorianne Sghendo and Antonella Fenech, two Learning Support Educators (LSEs) who delivered a compelling presentation summarizing their learning journey and practical applications of AI in inclusive education.

Course Highlights

The training focused on:

• Understanding the evolution and impact of AI in education.
• Exploring AI tools that support inclusive teaching practices.
• Addressing ethical concerns and fears surrounding AI development.
• Developing effective prompting techniques to maximize AI’s potential in the classroom.

Participants were introduced to a variety of AI platforms and tools, including:

• ChatGPT and Copilot for generating content and engaging in dialogue.
• Poe, a customizable chatbot platform tailored to students’ academic levels and needs.
• Suno, for creating educational songs and poems.
• Miro and MyLens.ai, for collaborative brainstorming, mind mapping, and timeline creation.
• Gamma, for generating visually rich presentations.
• Brainy Documents, which converts PDFs into explainer videos.
• Twee, an AI-powered assistant for lesson planning, quiz creation, and content adaptation.

Presentation by Dorianne Sghendo & Antonella Fenech

In their presentation to all staff at the beginning of the year in September 2024, they have emphasized the practical integration of AI in inclusive classrooms. Key takeaways included:

• Creating Inclusive Chatbots: Using Poe to design bots that guide students through tasks without giving direct answers, fostering independence and critical thinking.
• Prompt Engineering: Demonstrating how to craft effective prompts by being clear, specific, and context-aware—skills essential for both teachers and students.
• Creative Engagement: Showcasing tools like Suno and Gamma to make lessons more engaging for diverse learners, including those with different learning styles or language needs.
• Lesson Design with AI: Highlighting how tools like Twee can support differentiated instruction by generating tailored content, questions, and assessments.

Their session concluded with a reflection on the importance of teacher adaptability in the age of AI and the need to balance innovation with ethical responsibility.

Then in their respective campus, during meetings with others teachers and LSEs, in dedicated time, they have disseminated and shared more practical matters to LSEs and teachers

Conclusion

The Inclusive Teaching with AI course in Dublin was a powerful reminder that technology, when used thoughtfully, can be a great equalizer in education. By embracing AI, educators like Dorianne and Antonella are not only enhancing their teaching practices but also ensuring that every learner has a voice and a path to success.

July 2024

The Connemara Maths Academy (CMA) Erasmus+ experience at Carlingford Lough in Ireland in July 2024 offered a transformative educational experience that blended STEAM—Science, Technology, Engineering, Arts, and Mathematics—with outdoor adventure and creative exploration. CMA is renowned for its innovative, hands-on learning ethos that emphasizes discovery, creativity, and adventure. Students participated in a wide range of engaging workshops, including rocket science, 3D modeling and printing, coding, robotics, and green screen film production. These were complemented by creative technologies such as podcasting, stop-motion animation, and music production. The natural setting of Carlingford Lough provided the perfect backdrop for applying scientific and mathematical concepts in real-world contexts, such as physics in sports and environmental science. The program also included high-energy adventure activities like kayaking, high ropes, and team challenges, fostering resilience and collaboration. CMA’s learning objectives centered on developing critical thinking, problem-solving, leadership, and teamwork skills, while nurturing each student’s confidence and curiosity. With participants from across Ireland and around the world, it was a vibrant, multicultural environment where students not only learned but thrived together

These are some comments of the students in this Erasmus+ experience

Luca:
I really enjoyed learning in nature. The adventure was challenging, but it helped me grow. I learned to observe mathematics in everyday situations. One skill I developed was leadership, especially when I led a group during the Dragons' Den game.

Carl Zammit Bondin:
I was truly impressed by the greenery and natural surroundings—we don’t see this kind of beauty in Malta. I especially enjoyed the film-making experience.

Alexander Spiteri Fiteni:
Skyparks was my favorite part because it combined adventure with brain teasers. I learned how to live more independently and collaborate with others. A skill I’ll always value is leadership and the confidence to stand up for myself.

Issac Caruana:
This was a completely new experience for me, and I really enjoyed it. I gained a deeper appreciation for how science applies to everyday life. One important skill I learned was how to stay safe on a mountain.

Luca Sacco:
I really enjoyed film-making. It made me realize how much coordination and preparation are needed to produce even a few minutes of video. I also developed the ability to connect with people I didn’t know before.

Gabriel:
The science we learned was fascinating. I never imagined that you could make a rocket using just a plastic bottle and some water! A skill I’ll cherish is working efficiently as part of a team.

Denzil:
I really appreciated seeing how science is used in everyday life. I also learned how crucial teamwork is to successfully completing a task.

Riley:
I was amazed by how physics applies to sports, especially in basketball. The math behind it really stood out. Nature also made a big impression on me from the very first day. I had the opportunity to be a leader, and that’s a skill I’ve refined and will definitely use in the future.

Jake:
The most impressive part for me was the natural environment. Living with a group of people I hadn’t spent much time with before helped me grow. In just a few days, we became real friends.

The Connemara Maths Academy (CMA) offers a unique and enriching Erasmus+ group mobility experience that blends STEAM education with cultural exchange and outdoor adventure. Based in Ireland, CMA is renowned for its immersive learning philosophy—"Discovery, Creativity & Adventure"—which is at the heart of its residential programs. Through Erasmus+ group mobility, students from across Europe, including Malta, participate in a dynamic curriculum that integrates Science, Technology, Engineering, Arts, and Mathematics (STEAM) with real-world applications and collaborative learning.

Participants engage in a wide variety of workshops such as 3D modeling and printing, rocket building, robotics, coding, music technology, and green screen film production. These are complemented by adventure activities like kayaking, high ropes, orienteering, and team challenges, all designed to build confidence, leadership, and teamwork. The program also emphasizes intercultural learning, as students from diverse backgrounds come together to share experiences, solve problems, and build lasting friendships.

CMA’s Erasmus+ mobility projects aim to:

• Promote critical thinking and problem-solving through hands-on STEAM activities.
• Enhance communication and collaboration across cultures.
• Foster independence, resilience, and leadership in a supportive environment.
• Encourage environmental awareness and appreciation of nature through outdoor learning.

June 2023 - August 2024

Over two summers, in 2021 and 2022, St Augustine College, through Fr David’s leadership, took the necessary accreditation steps and procedures to become “Erasmus+ Accredited”. Erasmus+ is the EU Programme in the fields of education, training, youth, and sport for the period 2021- 2027 to support European citizens, including students and employees in their personal and professional development to be better equipped with the knowledge, skills, and competences that are much needed in today’s dynamically changing society, which is increasingly mobile, multicultural, and digital. St Augustine College believes in the importance of Erasmus+ courses because when these are attended by educators, the benefits are multiplied since educators not only improve their own professional growth but also improve the students’ development when they use newly acquired insights, ideas, concepts, skills, as well as the latest learning and teaching strategies, with their own students. Therefore, such EU funded courses make a meaningful contribution by stimulating innovation and bridging Europe’s knowledge, skills, and competences gap.

After obtaining its Erasmus+ accreditation in January 2023, staff members were offered the opportunity to attend an Erasmus+ course abroad between June 2023 and August 2024. These courses offered professional development in the College’s current Development Targets, namely in S.T.E.A.M. (Science Technology Engineering Art and Maths), Information Technology, Artificial intelligence, gamification, Emotions, 21st century skills and in sustainable development in the local, national, and international perspective. Such Erasmus+ courses continue enhancing the College’s vision for internationalisation and the professional development of its staff, especially in Digital Transformation within the College Ethos. The COVID-19 pandemic shed light on the importance of digital education for the digital transformation that Europe needs. It emphasised the increased need to harness the potential of digital technologies for teaching and learning, and to develop digital skills for all. St Augustine College is continuously encouraging its educators to exploit the opportunities offered by digital technologies for improvement in teaching and learning strategies, and for more interactivity with students/learners as the main protagonists of the lessons.

Between June 2023 and August 2024, through 2023-1-MT01-KA121-SCH-000114303, 20 members of staff attended a course, namely: A teacher Ms Roslianne and two learning support educators Ms Maria and Ms Marita attended an Erasmus+ course in July 2023 in Valencia (Spain) about being “The Digital Teacher”. They were made aware of various ICT based quizzes (“Blooket”), interactive videos (“TEDEd), online whiteboards (“Canva”), interactive books (“Book Creator”), learning through games (“Word Wall”) and interactive presentations (“Genially”).

Another teacher Ms Fiona Attard attended a course in August 2023 in Barcelona (Spain) about the “Best Digital Tools for Language Teachers”. These tools included Online Quizzes, Digital Books, Treasure Hunts, Musical Games, and Videos.

Another two teachers Ms Olivia, Ms Denise and a learning support educator Ms Yvette attended a course in Dublin (Ireland) in August 2023 about “Digital Tools”. They had ample opportunity to learn how to use digital software aimed for Language Teachers to help them organise classroom/web resources, visualise essay styles and structures, and find various quizzes, worksheets, games, and videos. Other applications help students create animated videos with their own characters, scenes, and dialogues.

A member of staff Ms Caroline attended a Course in August in Bologna (Italy) on “Soft Skills and Emotional Intelligence for Teachers and Education Staff”. Together with the other participants she discussed soft skills, emotional Intelligence and self-awareness, empathy, self-control, self-motivation, and SMART goals, as well as leadership, conflict management, assertiveness, and active listening.

5 members of the SLT of the Secondary Campus Mr Stephen, Mr Glenn, Ms Marlene, Mr Michael, Ms Caroline attended a course in Limassol (Cyprus) in August 2023 about “Creating Leadership and Innovation in Classrooms”. Innovative education, emotional intelligence, praise, risk-taking, communication, creativity, problem solving, mindfulness, conflict resolution, experiential learning, and design thinking were all discussed at length with the participants coming from various European countries and from across a wide spectrum of educational establishments.

A teacher, Mr James, attended in early November 2023 for a course in The Hague (Netherlands) where there was a discussion among teachers coming from different countries about how/if the theme of justice and injustice is tackled in their teaching, together with the challenges faced. There was also a debate activity which can be used in the classroom, to discuss whether the Nuremberg Trial were an example of Real Justice or Victors’ Justice. The participants understood the work of the ICTY and how its online resources can be used in the classroom. ICTY is the International Criminal Tribunal for the former Yugoslavia.

A teacher, Ms Victoria, attended an Erasmus+ course end of March 2024 in Nice (France). The week in Nice heightened the participant awareness of sustainability, revealing a global issue of disconnection from nature. Meeting people from Ireland, Spain, Britain, and Slovakia showed the participant it’s not just a Maltese concern. Despite our complaints, technology often dominates, pulling us away from nature. Throughout the week, the participants delved into sustainability in education, emphasizing the importance of utilizing local products. Embracing local foods and culture, not only supports the ecosystem but also fosters a sense of identity. Exploring Nice’s flower market, the participants sampled a variety of delights such as Socca, lavender-infused sweets, pecorino cheese, olives, dried tomatoes, artichokes, and fragrances crafted from flowers.

The participants visited a central park in Nice which is being refurbished into an oxygen hub. Their aim is to create, over a good kilometer, 70 additional hectares of permeable and vegetated surfaces, to plant 280,000 trees and to reduce greenhouse gas emissions by 200,000 tonnes of CO2/year. What impressed the participant is that they took a decision to remove an old theatre to make space for a more sustainable centre using less electricity and water. All this is built on a river and still use its flowing water. The participants toured a recycling plant. In Nice, the local council assumes responsibility for collecting discarded items and manages various stages of the recycling process. This includes collection, sorting, distribution to appropriate facilities (such as sending tobacco to another plant), and ultimately selling and repurposing materials. The participants delved into the significance of the 4 Rs: Reduce, Reuse, Recycle, and Recover. Additionally, they explored a new urban development where the government prioritized sustainability. Every building is equipped with solar panels on their roofs, and thoughtful design ensures that each apartment has shading to enhance comfort. Furthermore, the project aimed to address unemployment by offering six-month employment opportunities to those seeking work, assisting them in rediscovering their potential and securing new employment.

The participants also had a day where they were split into groups to strategise activities to make use of local parks. They brainstormed ideas such as incorporating reading sessions and educational lessons into park settings, as well as activities like meditation and mindfulness exercises. Additionally, they reviewed numerous videos showcasing innovative park initiatives from around the world. The Augustinian participant found the concept of cycling to schools particularly intriguing and was delighted to discover that the University of Malta had embraced this idea, as reported by the Times of Malta the week following the return from the experience. In the planning, they devised a program aimed at engaging children’s senses, encouraging them to listen to the sounds of nature, touch different landmarks, observe their surroundings, and reconnect with the natural world through simple additions like hammocks hung from trees or small book libraries in the garden. The experience really helped the participant build more awareness on sustainable teaching and continued brewing in the participant the need to reconnect with nature. A source which empowers people to gain insight and growth. It renovated again the participant habits to be a lesser impact on the environment.

2 LSEs, Ms Alison and Ms Lisa, at end of March 2024 attended another Erasmus+ course in Florence (Italy) on Climate change and Global citizenship. During the workshops, the participants engaged in various activities that made them reflect and understand on a deeper level, issues related to climate change, sustainable development, and global citizenship. Most of the sessions were hands on, exploring different strategies that could be used in class with learners of different age groups and levels. The aim was to challenge thinking and engage learners in reflective tasks as well as how all of us can reduce the impact on the environment. The participants were also introduced to various toolkits and resources that can be applied with students, in creating more awareness and challenge thinking. During such activities, the participants evaluated many aspects related to sustainable living and our role as citizens as well as our impact on the environment and the manifestations both locally and around the globe. Finally, they visited an urban garden – where an abandoned space in the city was transformed into a public garden and bio farming project.

Another two teachers Ms Daniela, Ms Shalane, and one LSE, Mr Robert, end of April 2024 attended a course in Dublin (Ireland) on Teaching for a Sustainable World: Climate Change and Global Citizenship. With the escalation of climate crisis, educators bear a great part of the responsibility to empower the next generations with relevant knowledge, critical thinking, and active empathy. Through active learner-centred activities, participants were guided through a comprehensive worldwide perspective on sustainable development, global injustice, ecological footprints, and the interconnected relationship we all share when it comes to tackling climate change. Different areas were explored and discussed throughout the sessions. The concept “Think global, act local” is a motto which was explored, comparing situations in the different participating countries, namely Malta, Italy, Romania, Slovakia, France, Finland, The Netherlands and Slovenia. It emphasizes the interconnectedness of the world and the importance of considering the broader impact of our actions on a global scale, while also highlighting the significance of taking practical steps at the local level to effect positive change.

A student-centred approach was applied throughout the activities carried out. For instance, participants were encouraged to focus on a chosen global issue and highlight the positive and negative aspects encircling it in the respective countries. Another interactive activity referring to ‘The 17 goals: Acting towards the 2030 agenda for Sustainable Development’ was successfully put into effect. The first student is asked to choose one of the goals and think why it is important that by 2030 we would have reached this goal towards sustainability. This student grabs a piece of string from a ball of yarn provided and asks the others what other goals can be linked to it. A chain/web is slowly formed with the string. Finally, by cutting just one of the goals out it would be noticed that all the other goals would also fail to be implemented. To conclude this learning experience a Zine was published by all the participants. A zine is a self-published, handmade magazine that emphasizes creativity and personal expression. By utilizing such activity to focus on sustainability we would be helping students understand the importance of preserving the environment. It also encourages critical thinking about ecological issues and foster a sense of responsibility and empowerment. The Augustinian participants returned with fruitful ideas which are were then shared with the rest of the college community. Working hand in hand with motivation, creativity and determination, young boys can be given the adequate basis to be shaped into future environmentalists or individuals who are concerned with protecting and preserving our natural environment.

The success of this professional development through Erasmus+ courses, and its dissemination by St Augustine College staff, augurs very well for the attendance of similar course by other staff in the years to come on other themes as per the Erasmus+ targets. Gratitude goes to the College Rector for coordinating this professional development abroad.