Refining STEM Lesson Plans with an Inclusivity Focus

5. Refining STEM Lesson Plans with an Inclusivity Focus (4/5/2026-8/5/2026) Sexial/Portugal

The activity “Refining STEM Lesson Plans with an Inclusivity Focus” was successfully implemented in Sesimbra, Portugal, between 4 and 8 May 2026. Hosted by Agrupamento de Escolas Dr. António Augusto Louro, the activity aimed to further refine the STEMLingua lesson plans from an inclusive education perspective, ensuring that they are accessible and meaningful for students with diverse abilities, linguistic backgrounds, and learning needs. This objective was successfully achieved through collaborative work, classroom-based implementation, and the exchange of inclusive educational practices among project partners. The programme was designed in accordance with the principles of inclusive education and was informed by the needs analysis conducted within the project. Participants explored the Portuguese educational framework for inclusion and curriculum flexibility, gaining valuable insights into national policies and school practices that support equitable learning opportunities for all students.

Throughout the week, partners were introduced to key aspects of the Portuguese education system, including inclusive education policies, curriculum adaptation strategies, and support mechanisms for learners with diverse needs. Participants visited different educational settings and observed innovative practices such as the Phoenix Project, robotics and project-based learning activities, the LED Room, and the Inclusion Support Centre. These visits provided opportunities to discuss effective approaches to inclusion, differentiation, and student engagement. A significant component of the mobility involved the classroom implementation of STEMLingua lesson plans. Project partners tested the developed lessons with students from different educational levels and cultural backgrounds, allowing for direct observation of their effectiveness and inclusivity. The practical sessions generated valuable feedback that supported the further refinement and improvement of the lesson plans.

The activity fostered extensive collaboration among partners, enabling them to exchange experiences related to inclusion, diversity, multilingualism, and STEM education. The positive interaction between teachers and students from different countries demonstrated that linguistic diversity can serve as a resource rather than a barrier in learning environments. Feedback collected from participants highlighted the strong organisation of the activity, the opportunity to experience the host school from an insider perspective, the value of observing and delivering lessons in authentic classroom settings, and the benefits of sharing educational practices across different national systems. The mobility significantly contributed to validating and improving the STEMLingua lesson plans while strengthening the partnership and promoting inclusive approaches to STEM education.

The activity was implemented over five days and included:

• Presentations on the Portuguese educational system, inclusive education policies, and curriculum flexibility frameworks;

• Introduction to key national documents supporting inclusion and equal educational opportunities;

• Visits to different educational settings and observation of inclusive practices, including the Phoenix Project, Robotics and Science Alive projects, the LED Room, and the Inclusion Support Centre;

• Classroom implementation and testing of STEMLingua lesson plans with students from different educational levels;

• Observation and evaluation of lesson effectiveness in real educational contexts;

• Collaborative partner sessions focused on refining and adapting STEM lesson plans from an inclusivity perspective;

• Exchange of good practices related to multilingualism, diversity, and inclusive STEM education;

• Reflection, feedback, and evaluation sessions based on classroom implementation experiences;

• Intercultural collaboration activities that strengthened cooperation among partner organisations and enhanced mutual understanding of different educational systems.