This case study explores an Erasmus+ KA1 mobility programme for Spanish primary school teachers in Rome. It explains how Alfa Edu connected the programme’s objectives, course design, learning outcomes, and funding logic.
The example draws on a ten-day training programme organised and delivered by Alfa Edu. It combined classroom learning, field activities, and professional visits across Rome.
As a result, participants gained practical skills that they could transfer to their classrooms. The programme also demonstrates how careful planning and strong host support can turn mobility into lasting institutional impact.
Background and Project Context
Participating Organisation and Mobility Goals
The sending organisation was a primary school in Spain. The school wanted to strengthen creative teaching, visual literacy, and cross-curricular learning.
Therefore, it planned the mobility as part of its wider Erasmus+ work on innovation and European cooperation.
The school aimed to use Rome as a living learning environment. In particular, teachers explored how visual culture could support everyday classroom activities.
The programme also helped participants develop skills in:
- Observation
- Visual interpretation
- Creative teaching
- Design thinking
- Place-based learning
- Cross-curricular planning
In addition, the mobility encouraged participants to share knowledge and strengthen European cooperation.
Why the School Selected Rome
The school selected Rome because of its combination of historical architecture and contemporary design.
Throughout the city, participants could observe how materials, spaces, and visual details shape people’s experiences. Therefore, Rome offered useful learning opportunities beyond the classroom.
Many activities could also take place outdoors. This supported an experiential approach based on observation, reflection, and practical work.
As a result, the city became an active part of the learning programme rather than simply its location.
Course Design and Learning Activities
Structure of the Mobility Programme
The ten-day programme followed a clear learning structure. It combined classroom workshops with guided architectural walks and professional study visits.
Moreover, participants kept individual learning journals throughout the programme. They also completed a final group project to present their learning.
These activities helped participants record their progress and reflect on their experiences.
Alfa Edu structured the programme around clear objectives and a daily learning focus. In addition, the organisation documented the expected outcomes to support the wider Erasmus+ KA1 mobility project.
Key Learning Activities
During the programme, teachers participated in:
- Introductory sessions on Italian applied arts and architecture
- Observation and sketching workshops
- Guided visits to ancient, Baroque, and modern urban spaces
- Professional visits to modern art institutions
- Study visits to design universities
- Individual reflection and learning-journal activities
- Final group presentations
Each activity contributed to a specific learning goal.
For example, sketching workshops helped teachers develop visual analysis skills. Meanwhile, guided city visits encouraged them to examine architecture as an educational resource.
Professional visits also introduced participants to different approaches in art and design education. Finally, the group presentations allowed teachers to organise and share what they had learned.
This combination of methods reflects the practical approach found in effective Erasmus+ courses for teachers.
Learning Outcomes and Professional Development
Skills Developed During the Mobility
Participants strengthened their visual observation and interpretation skills. They learned how to use urban spaces as educational resources and sources of inspiration.
Moreover, the teachers practised turning their observations into classroom activities. They used sketching, structured observation, and guided reflection to explore ideas.
The programme also developed project-based thinking. Participants moved through a clear process:
- Observe and gather inspiration.
- Analyse visual and cultural elements.
- Develop practical teaching ideas.
- Plan classroom activities.
- Present and discuss the final outcomes.
As a result, teachers developed both creative ideas and practical implementation skills.
This process also supported better documentation. Participants could clearly describe what they had learned and how they intended to use it.
Applying the Learning in Spain
After returning to Spain, teachers could adapt the programme’s methods to their local context.
For example, they could introduce:
- Local architecture exploration projects
- Visual storytelling activities
- Classroom sketching exercises
- Discussions about design in everyday environments
- Place-based learning tasks
- Collaborative art and literacy projects
These activities can connect art, literacy, citizenship, and cultural awareness.
Furthermore, teachers could share the lesson ideas with colleagues. Therefore, the programme supported wider school development rather than only individual professional growth.
The mobility produced concrete resources and teaching approaches. This made it easier for the school to continue using the learning after the programme ended.
Institutional Impact and Added Value
Impact on the Sending School
The mobility helped enrich the school curriculum with stronger visual and cultural elements.
It also gave teachers shared methods and vocabulary for discussing observation, design, and creativity. Consequently, staff could collaborate more effectively when planning cross-curricular activities.
The programme supported the school by:
- Introducing new teaching methods
- Strengthening visual literacy
- Encouraging cross-curricular planning
- Increasing staff motivation
- Supporting knowledge-sharing
- Expanding European cooperation
These outcomes show why schools use Erasmus+ projects to modernise teaching and invest in professional development.
Moreover, the programme created a foundation for future activities. Teachers could build on their shared experience when designing new lessons or international projects.
Alfa Edu’s Role as the Host Organisation
Alfa Edu organised the programme around clear daily objectives and a practical learning sequence.
The organisation combined classroom sessions, guided fieldwork, and professional visits. As a result, participants could connect theoretical ideas with direct observation and practical application.
Alfa Edu also provided participants with local orientation and practical guidance. In addition, it communicated expectations clearly throughout the programme.
This support reduced uncertainty and helped teachers focus on learning.
Furthermore, Alfa Edu documented the programme’s structure and outcomes. This made it easier for participants and the sending school to demonstrate the value of the mobility.
Reliable organisation, clear documentation, and participant support are important features of successful Erasmus+ training courses.
Lessons for Future Erasmus+ Mobility Projects
This case study offers several useful lessons for schools planning future staff mobility.
First, organisations should connect the programme to real institutional needs. A mobility activity creates more value when it addresses clear teaching or development priorities.
Second, the host city can become part of the learning process. In this example, Rome provided real-world material for observation, creativity, and reflection.
Third, programmes should combine different learning methods. Classroom workshops, professional visits, outdoor activities, and reflection tasks created a more complete experience.
Finally, participants need opportunities to plan how they will use the learning after returning home. This step helps transform individual development into institutional improvement.
Conclusion
This case study shows how Erasmus+ KA1 mobility can create meaningful results when course design supports institutional needs.
Through a carefully planned ten-day programme in Rome, Spanish primary teachers developed practical teaching skills and cultural awareness. They also returned with ideas that could support cross-curricular learning in their school.
For organisations planning future mobility, this example highlights three important factors:
- Choose an experienced and supportive host.
- Balance theory with practical and field-based learning.
- Connect learning outcomes to long-term school development.
When organisations follow these principles, Erasmus+ projects can create benefits that continue long after participants return home.
