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As I filled out the questionnaire, I realized that I only know superficially about the latest international relations that my school is cultivating, because I haven't been to school for a year now (baby break). So I asked my colleagues for a small Whats App voice message update and received it on the spot. So I started writing down the international activities and relationships that my school has. I think we're in a good position because we offer our students a lot of trips abroad and we have a reliable exchange partner near Nantes for our French-Exchange. At least in the times outside of Corona.

My school is currently undergoing changes: we have a new headmaster since 1 month and as there are several schools of the same school type in the district where the school is located (integrated comprehensive school - means: all levels from grades 5 to 10 learning together - the 10 to 16 year olds), our school is forced to act: my colleagues and the school management are afraid that too few pupils who work at a higher level of difficulty will choose our school and so our school concept could suffer if we are forced to change the quota between A, B and C students (that means very good students, mediocre students and students with special needs). My colleague and I discussed that we want to use this vacuum to create a pull factor for good students with the topic "International Profile". We can imagine this with the implementation of a bilingual profile (e.g. Abibac - German and French Abitur / or a weakened variant) or with the profile "Education for Sustainable Development" (instead of the existing eco-profile).

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Today I reflected again for myself on the intercultural work that already exists in our school. Our school has a European development plan which it updates annually and which specifies the way in which work is done internationally.
Many of our students have a migration background, e.g. in language courses for German as a foreign language. These groups consist of participants from a wide variety of backgrounds. Successful teaching can only take place if we take cultural differences into account and combine them into a whole.
During the evening exchange with the Finnish participants, we also talked about the different school systems. I was particularly impressed by the religious education in Finland, which includes all the religions of the world, their influence on society, as well as critical questioning.

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While working together on a survey that was supposed to describe a project that had already been carried out, I became aware that a lot of intercultural work is already being done at the vhs and that the team has intercultural competencies.
In the evening, we met with the Finnish participants at Judith's for a cocktail. During the conversation, I learned a lot about the Finnish school system, both in a positive and negative sense.

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Our task today was to make a presentation about multiculturalism in our school. It was easy, because our school is multicultural: over 40% of the students in our school don’t speak Finnish or Swedish as their first language.
We celebrate different holidays, for example, Ramadan (muslim month of fasting), in our school.
The hardest part was thinking about the student exchange. Because of the age of our students, we don’t have international student exchange, almost none of the Finnish elementary or high schools have. International exchange is for college kids and older.
We used to have an international friendship school decades ago in St. Petersburg, Russia. Friendship with Russian schools is not recommended at the moment because of the tension between our countries. I think we used to have a friendship school in Estonia, but our new headmaster doesn’t know about it. It was years ago. We definitely should re-establish international communication with schools all over the world. It would benefit our students and teachers.
Teachers have to experience other cultures to be more openminded.

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Today I have had the most useful discussions. I have been working with Sari on our plan and a presentation that we are going to give when we are back home.

I have also been in zunderbar and learnt a lot about Germany and people I'm sharing this experience with.

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Giving the school a new context of international cooperation, teaching respect and tolerance towards all cultures, successively expanding the educational offer with valuable elements, disseminating the culture of partner countries, building platforms for the exchange of knowledge and experience in the field of new methods of learning and teaching, contact with specialists

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Internationalisation of the school isn’t an end in itself, but a process that objectively develops and affects the way the school operates. International cooperation helps to achieve the statutory objectives of the school, improves the quality of the education and upbringing process and is a significant cultural factor. By participating in the Erasmus+ project, students can acquire new international partners, the development of staff - teachers of subjects, the number of student mobility increases. Learning through experience is more effective and gives the opportunity for rapid development.

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The active work of teachers strives for the quality of teaching through working methods and the exchange of experiences between schools all over Europe

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today's thoughts on the activities undertaken in our school, cooperation with other schools and teachers, student exchange, travel and learning about different cultures around the world