A great opportunity to observe innovative teaching methologies
Dates: 20–24 April 2026
Participants: Agustina Parra Ortiz and Elisa Sánchez Nieto (Economics and Entrepreneuship teachers).
Teaching Department: Academic and Carreer Guidance.
Location: BDC School Milan, Italy.
From 20 to 24 April 2026, we had the opportunity to participate in a job shadowing experience at BDC School Milan. The purpose of this visit was to observe innovative teaching methodologies, digital learning strategies, student wellbeing programmes and international curriculum implementation. Throughout the week, we attended meetings with teachers, school leaders and students, observed lessons across different subjects and reflected on educational practices that could be transferred to our own professional context in IES Ginés Pérez Chirinos.
The experience provided valuable insight into a modern international school environment that combines academic excellence, wellbeing, entrepreneurship, technology and project-based learning.
Welcome and Strategy
The first day focused on introducing the school philosophy, organisational structure and teaching approach.
The programme started with a welcome session led by the school's principal, William Hannah, followed by a tour of the middle and international school campuses. During the visit, we were able to observe the learning spaces, technological resources and the international atmosphere promoted by the school.
Later, we attended a meeting with the school owners and observed a Global Perspectives lesson focused on labour motivation theories. The lesson encouraged students to analyse concepts critically and participate actively in discussions.
One of the most interesting meetings was with Mr Payam, Computer Science teacher, who explained how artificial intelligence tools, such as Claude and Notebooklm , are integrated into teaching and learning. Students use these tools to create lesson summaries, schemes, videos, podcasts and revision materials. This demonstrated how AI can support personalised and efficient learning experiences.
After lunchtime, we met with student representatives from Years 9, 10 and 11. They explained their responsibilities, the support they provide to classmates and their role in school life. They also shared experiences about career guidance, emotional support and student participation in decision-making processes.
In the afternoon, we observed another Global Perspectives lesson in which students interpreted graphics and analysed factual data. The day concluded with a reflection session focused on the importance of critical thinking and student-centred learning.
Entrepreneurship & F1 Project
Tuesday concentrated on wellbeing, entrepreneurship and project-based learning.
The day began with a presentation about the Cambridge Wellbeing and Sustainability curriculum. Students complete regular assessments every two months to identify their needs, interests and future aspirations. The school also promotes motivational programmes and awards such as the Platinum Award and the Junior Duke initiative, which includes practical challenges like managing money, cooking and first aid. The programme places strong emphasis on emotional intelligence, healthy lifestyles, friendships, personal safety and resilience.
After the wellbeing report session with William Hannah, we attended a Global Perspectives lesson led by Francesca Urzi. She explained how the subject develops essential future skills including teamwork, public speaking, identifying fake news and analysing global issues, such as artificial intelligence.
Later, we observed a History lesson in which students debated economic and political issues during the Roman Empire. The discussion-based methodology encouraged active participation and critical analysis.
An English lesson observation showed innovative differentiated learning strategies. Students worked independently on activities adapted to their needs and Cambridge examination preparation. Some practised writing reports and articles, while others completed listening activities using laptops and iPods.
In the afternoon, Year 11 students presented their F1 in Schools project. They explained how they designed and manufactured a remote-control racing car while also finding sponsors to finance the initiative. This interdisciplinary project combined entrepreneurship, engineering, teamwork, communication and creativity. It was an excellent example of project-based learning connected to real-world skills.
The reflection session highlighted the educational value of entrepreneurship and experiential learning.
Digital Learning & Inclusion
Wednesday focused on digital platforms, inclusion and personalised learning.
William Hannah introduced the school’s main digital tools and platforms:
Sparx Maths , which adapts exercises to students’ individual levels and encourages independent problem-solving.
Spark Generation , offering specialised courses within the curriculum.
Cambridge Go and Collins Hub , providing interactive books, worksheets, games and classroom activities.
Seesaw , used in primary education to strengthen communication with families.
Microsoft Sway , used to create newsletters and share school life with parents.
These platforms demonstrated how technology can enhance engagement, autonomy and communication.
Later, Lucia Perletti and Francesca Urzi explained their work guiding students through the F1 project. They described the professional satisfaction that comes from meaningful project-based learning, while also recognising the additional time and dedication required from teachers.
During lesson observations in Science and Maths, we observed highly flexible learning environments. Students worked at their own pace, receiving personalised support according to their individual needs. Some revised independently while others worked directly with teachers to solve doubts.
Another important initiative discussed was the Reading Passport project. Students record all books they read, including summaries, favourite genres and reading routines. Families are actively involved and classes compete to read the highest number of books, with rewards such as outings and pizza celebrations. This initiative successfully promotes reading motivation across the entire school community.
In Economics lessons, we observed similarities between the curriculum and the Spanish ESO programme, particularly in topics such as resource allocation, macroeconomics, international trade and globalisation.
The final session of the day was particularly inspiring. A Year 10 student named Filippo presented the AI tools students use in their learning process, especially Claude. He explained how artificial intelligence helps students create notes, summaries, revision exercises and mock exams while improving understanding and saving time. The platform also offers psychological support tools and guidance when needed. This session showed how naturally AI has been integrated into students’ academic routines.
Cologno Campus visit
Thursday was dedicated to visiting the BDC Cologno Campus.
After travelling to the campus, we attended a welcome session with the Cambridge Coordinator, Andra Niculaita , who introduced the school’s development plans and educational vision.
Lesson observations allowed us to compare teaching practices between the Milan and Cologno campuses. We later participated in discussions about implementing the international curriculum and adapting it to the needs of the growing school community.
One of the most interesting discussions focused on the growth strategy and refurbishment of the new campus building. The leadership team explained their plans to expand the international programme so that all high school subjects will eventually be taught entirely in English. This reflects the school’s strong commitment to internationalisation and global education.
The day concluded with a reflection comparing both campuses. While both schools shared similar educational values and innovative methodologies, the Cologno campus represented an exciting stage of expansion and future development.
Language Support & Final Reflection
The final day included lesson observations and a meeting about language support programmes.
Francesca Urzi explained the strategies used to support students who experience difficulties with English or Italian. The school offers targeted support programmes designed to facilitate integration, language acquisition and academic success in an international environment.
The experience concluded with a final reflection session in which we reviewed the most important aspects of the week, including:
The integration of artificial intelligence into education.
The importance of wellbeing programmes.
Project-based and entrepreneurial learning.
Flexible and personalised teaching methods.
International curriculum implementation.
Student participation and leadership.
Overall Evaluation
This job shadowing experience at BDC School Milan was highly enriching both professionally and personally. The school demonstrates a modern educational vision that combines innovation, technology, wellbeing, inclusion and academic excellence.
Several aspects were particularly inspiring:
The effective integration of AI tools into everyday learning.
The strong focus on student wellbeing and emotional intelligence.
The use of project-based learning to develop practical and entrepreneurial skills.
The flexibility of teaching methods and personalised support.
The active role students play in school life and decision-making.
The experience provided many ideas and strategies that could be adapted and implemented in other educational contexts. It also reinforced the importance of preparing students not only academically, but also socially, emotionally and technologically for the future.
Pupils enjoy music and games during their breaks
Playing the piano is highly popular among students.
Thank you, BDC School Milan
We would like to sincerely thank BDC School Milan for welcoming us during our recent job shadowing experience at your centre.
Spending time with your team has been both inspiring and enriching. We truly appreciated the opportunity to observe your daily work, learn about your educational approach and exchange ideas and experiences with such dedicated professionals.
Your hospitality, openness and willingness to share knowledge made us feel welcome from the very first moment. This experience has not only helped us grow professionally, but has also strengthened the importance of international collaboration and learning from one another.
We are grateful for the time and effort you dedicated to us and for making this experience so valuable and memorable.
Thank you once again for your warm welcome — we hope this will be the beginning of future collaborations and lasting connections!
Co-financed by the European Union. The opinions and points of view expressed only commit their author(s) and do not necessarily reflect those of the European Union or the Spanish Service for the Internationalization of Education (SEPIE). Neither the European Union nor the granting authority can be held responsible for them.