This case study shows how a structured KA1 mobility experience was implemented for Spanish primary school teachers in Rome. It explains how objectives, funding logic, course design, and learning outcomes were aligned in practice. Readers will see how erasmus ka1 mobility can move from application to real classroom impact through well planned activities and strong host support.
The example is based on a ten day training programme delivered in Rome and organised by Alfa Edu, combining classroom learning, field activities, and professional visits
Background and Project Context
Participating organisation and mobility goals
The sending organisation was a Spanish primary school seeking to strengthen creative teaching methods, visual literacy, and cross curricular learning. The mobility was planned as part of wider erasmus+ projects focused on innovation and European cooperation.
The school’s main objective was to use Rome as a living learning space that could help teachers connect visual culture with everyday teaching. The programme aimed to build confidence in using observation, design, and place based learning in primary education, while also strengthening European cooperation within ongoing erasmus+ projects.
Why Rome was selected for Erasmus KA1 Mobility
Rome was chosen for its unique combination of historical layers and contemporary design. This gave participants constant real life examples of how space, materials, and aesthetics influence how people experience cities.
Because so many learning moments could happen outdoors, Rome also supported an experiential approach that fits well with erasmus training courses, where observation, reflection, and practical tasks are as important as classroom input.
Course Design and Learning Activities
Structure of the mobility programme
The mobility followed a clear structure combining classroom workshops, guided architectural walks, and professional study visits. It also included individual learning journals and a final group project so that learning outcomes could be captured and presented clearly.
Alfa Edu designed the programme to meet National Agency expectations for erasmus ka1 mobility, ensuring clear objectives, daily learning focus, and documented outcomes.
Key learning activities
Throughout the programme, teachers took part in:
- Introduction sessions on Italian applied arts and architecture
- Observation and sketching workshops to develop visual analysis
- Guided exploration of ancient, baroque, and modern urban spaces
- Professional visits to modern art institutions and design universities
- Final reflection sessions and group presentations
This balance of methods reflects best practice seen across successful erasmus courses for teachers.
Learning Outcomes and Professional Development
Skills developed during the mobility
Participants developed stronger visual observation and interpretation skills by working with urban spaces as learning material. They improved their ability to translate what they saw into teachable classroom activities, especially through sketching, structured observation tasks, and guided reflection.
They also strengthened project based thinking. The programme’s design encouraged teachers to move from inspiration to practical planning, and then to presentation, which supports stronger documentation and reporting in erasmus ka1 mobility.
Application in the classroom
Back in Spain, teachers were able to apply what they learned through activities such as local architecture exploration projects, visual storytelling tasks, and classroom discussions about design choices in everyday environments. These approaches supported cross curricular work that links art, literacy, citizenship, and cultural awareness.
Because the programme was structured like many high quality erasmus courses for teachers, it produced concrete outputs and lesson ideas that could be shared with colleagues, not just individual learning.
Institutional Impact and Added Value
Impact on the sending school
The mobility contributed to curriculum enrichment by adding stronger visual and cultural components to learning. It also supported staff development by giving teachers shared methods and vocabulary to discuss creativity and observation based teaching.
This kind of structured professional growth is one reason schools use erasmus+ projects to modernise practices, motivate staff, and strengthen long term international cooperation.
Role of Alfa Edu as host organisation
Alfa Edu ensured the programme was organised with clear daily objectives, a practical learning flow, and supporting documentation. The combination of classroom sessions, guided field learning, and professional visits made it easier for participants to demonstrate outcomes and justify learning value in funding terms.
Just as importantly, Alfa Edu supported participants with local orientation, expectations for participation, and practical guidance that reduced risk and helped teachers focus on learning. This level of structure and support is a key factor in successful erasmus training courses.
Conclusion
This case study shows how erasmus ka1 mobility can deliver meaningful results when objectives, course design, and institutional needs are aligned. Through a carefully planned programme in Rome, Spanish primary teachers gained practical skills, cultural insight, and renewed motivation that extended beyond the mobility period.
For schools planning future mobility, the example highlights the value of selecting an experienced host, building a programme that balances theory with field learning, and ensuring outcomes feed directly into school improvement within broader erasmus+ projects.
