·       maximum possible connection to the curriculum - strengthening the international orientation of the curriculum.

·       cooperation with a partner school

·       contact of students and teachers with different views, cultures and educational systems

·       better understanding and appreciation of other cultures

·       promotion of European and global citizenship

·       achieving greater individual, cultural and national consciousness

focus on language knowledge and therefore acquisition of knowledge and skills (in terms of foreign languages and social-communication skills). 

·       Those related to immigration (Change of environment, change of culture, language, cultural background, living conditions in the host country).

·       Those related to the socio-economic context of the host country and the political situation (Policies promoting integration, as well as policies related to equality, available resources for education)

·       Lack of assessment of children's academic background and lack of knowledge on the part of teachers to interact effectively with children with immigrant backgrounds.

i.                     The “Survey of international work: Guidance notes and template” (Purpose, Methods, Partner schools, Auditing progression). 

ii.                   The eight key competences are a combination of knowledge, skills and attitudes:

·       Literacy competence, 

·       Multilingual competence,

·       Mathematical competence and competence in science, technology and engineering,

·       Digital competence,

·       Personal, social and learning to learn competence,

·       Citizenship competence,

·       Entrepreneurship competence,

·       Cultural awareness and expression competence.