A great number of refugees have settled in the community after the war of 1974 as refugee families received part of the area for self-possession. The continuous economic and housing development of the area is attributed to its short distance from the town. Therefore, an increasing number of students are expected for registering in the school every year. Simultaneously, a growing number of immigrants with a low socioeconomic background are settling in the area. Thus, the student population is characterized by diversity involving children coming from indigenous families , Greek Cypriot refugees and immigrant families. A great number of pupils (22%) face learning difficulties and are being provided Special Education and 3% of them have behavioural problems while the majority of parents do not show interest in their children’s education. The European seminars which have been planned aim to address the needs of the diverse school pupil population in terms of socioeconomic background and student performance. 

This general aim firstly involves the need to promote positive student behaviour:

-Acquire current theoretical knowledge of the approaches related to addressing negative behaviour allowing the implementation of an intervention programme.

Secondly, the need for creating an inclusive and open educational environment has been identified. Therefore we aim to:

-Improve our knowledge in providing differentiated teaching/assessing in the general classroom

-Enrich our knowledge of new alternative teaching methodologies and techniques appropriate for working in heterogeneous classrooms such as non formal.

-Enhance our knowledge regarding the implementation of STEAM teaching approach

Thirdly, there is a need to improve teachers' competence in using ICT

-Enhance digital skills in order to use educational applications

Upon completion of the teacher training program it is expected that the action plan's objectives will be achieved:

-Positive behaviour will be enhanced. A relevant behaviour policy will be produced facilitating the acquisition of communication skills.

-An inclusive education policy will be developed allowing pupils equal participation in the learning process, thus, eliminating marginalization. Through the contacts with seminar partners, participants will gain experiences and get acquainted with good practices.

A network with the other participants in the European courses will be created, strengthening cooperation, allowing exchange of experience and sharing good practices.

A raised awareness of inclusive education issues will be achieved.

Through the seminars, participants will acquire skills for non formal learning and STEAM implementation.

-Participants in the seminars will gain knowledge and skills related to incorporating digital technologies, supporting learning.

A group of six teachers will participate in European training seminars pursuing improvement of their teaching skills. The teachers will become the nucleus and multipliers of knowledge and skills acquired.

Cooperation between all the stakeholders related to the schoolwork will be pursued. These involve: specialists (from the PI and private Universities), students, parents, members of the close and wider community. Collaborating with the carriers who will implement non-formal learning and STEAM will maximise the positive outcomes.

As regards implementation methodology, it is stressed that the training seminars have carefully been selected as they will fulfil the objectives. The school's coordinator will maintain communication with providers before and after seminars. Monitoring the activities organised in the school after the training will allow a domino effect, that is, spreading knowledge and practice to all teachers and pupils, maximising the positive impact.