Raising student aspirations and widening horizons remain central drivers for Ysgol Bryn Alyn (YBA). In doing so, we are not only supporting our learners today—we are preparing the leaders, innovators, and problem‑solvers of tomorrow.

The school is committed to finding creative and meaningful ways to implement the New Curriculum for Wales, aligning with the national policy priorities set out in Our National Mission (2023). These priorities call for lifelong learning, barrier‑free achievement, and high‑quality teaching, all of which demand an educational approach that nurtures emotional intelligence, collaboration, and leadership.

Europe—and the wider world—is undergoing rapid transformation, both physically and in terms of employment. Schools therefore play a crucial role in preparing young people to participate confidently in this shifting landscape. Yet we face a paradox: we are preparing students for futures we cannot fully predict, and for careers that may not yet exist.

What we do know is that education systems across Europe are moving decisively toward higher‑order thinking:

• Creative thinking

• Critical thinking

• Problem solving

Research consistently shows that graduates often lack the transferrable skills—communication, teamwork, adaptability—that employers value most. These are the skills that enable young people to thrive in any industry, and they are the skills that must be intentionally cultivated in school.

Our project, Climate Tales, a Theatre in Education initiative, directly addresses these needs. Since 2019, through our involvement in Erasmus+ projects, we have seen repeatedly that arts‑based pedagogy engages and challenges students at the highest levels. Teachers across all partner schools agree: we want more of this.

We chose Climate Tales because climate change represents one of the most significant global challenges of our time. Our partners—spread across Europe—experience its impact differently depending on geography, culture, and local context. Bringing these perspectives together deepens understanding and fosters a shared sense of responsibility.

The decision to use a Theatre in Education approach emerged from partner interest and from our belief that schools willing to host should also have the opportunity to develop pedagogy through the arts, not merely teach about them. While all partners include the arts in their curricula, few teach through the arts. Those who experimented with this approach in earlier Erasmus projects expressed a strong desire to continue, recognising the exceptional levels of engagement and challenge it generates.

As part of the project, YBA staff visited four partner schools to explore one dimension of Climate Tales as the foundation for a Theatre in Education programme. All partners then visited YBA to undertake similar collaborative work, strengthening shared practice and deepening professional learning.

Climate Tales demonstrates what is possible when schools commit to innovation, collaboration, and courageous pedagogy. By uniting partners across Europe, embracing the arts as a vehicle for deep learning, and confronting the realities of climate change, we are equipping young people with the skills, empathy, and agency they need to shape an uncertain future. This project is not simply an educational initiative—it is an investment in the next generation of European citizens, thinkers, and leaders.