The project was conceived following successful visits from the partner school, visiting educational settings in London on the first occasion and then a longer visit to the applicant school over a period of 5 days. Both schools recognize the need for continual development in the areas of both visual and sensory learning for children with unique learning abilities and are keen to share and further develop innovative teaching practices. The applicant and partner schools are both schools for children with special needs. Applicant school caters for pupils aged 3-19 on the autistic spectrum and partner school is a primary school for children with autism and children with physical disabilities. Objectives and needs to be addressed: To improve teaching and learning within both schools To provide opportunities for spontaneous communication and interaction To develop the use of technology to create baseline assessment, evaluation and evidence for the purpose of enhanced teaching and learning. To further develop the expressive arts curriculum within both schools To develop peer learning and support for teachers, particularly through lesson observations and feedback To develop proactive learning and engagement for pupils To identify ways of developing life skills / work related learning for our pupils The following focus areas and activities have been identified in order to achieve the above outcomes: -exercises to identify cultural differences and similarities between schools -explore teaching & learning styles in our schools with a view to identifying learning opportunities -focussed learning encounters through co-taught lessons between UK/Czech staff -the use of technology to record, analyze and support pupil learning and self evaluation -the use of technology to assist teaching staff in analyzing lesson effectiveness and as a means for self reflection, peer feedback and critique -attendance at the applicant school annual Arts festival (performing arts, drama, dance, art and music) and the partner school Motylek show -Expressive arts will support and encourage expressive communication and interaction -video evidence of pupil baseline and progress -further training in the use of PECS (Picture exchange communication system) from the applicant school, to enhance communication and interaction - Environment, animal therapy, horticulture - and the opportunities for life skills / work related learning Although not all pupils and staff are able to travel to their partnered school, there will benefits to all from inclusion in events running in their schools during staff, pupil and SMT visits, including co-taught lessons. The schedule of visits between schools will involve members of the senior managements teams, up to 18 teachers from each school as well as 40 pupils and accompanying staff. Results and impacts envisaged: Enhanced expressive arts curriculum Enhanced PECS programme across both schools More motivated and engaged pupils through the development of reflective learning Increased pupil ability to develop and express opinions, Increased knowledge and understanding of another culture Increased pupil ability to be proactive in their learning Established use of video for evidence of pupil progress and teacher self evaluation/peer evaluation Potential long term benefits: Networking with SEN schools across Europe Curriculum enhancements Improved teaching and learning Exploring the possibility of opening the applicant school Expressive Arts Festival to a wider audience Recorded learning, baseline assessment of the number of pupil engagements at the start, middle and end of the programme. Pupils active participation and levels of unprompted engagement. Targets would be set for every pupil at the completion of baseline assessments. Pupils in both special schools will develop their opinions, knowledge and understanding of another culture. For the Czech school, they will have a better understanding of a multicultural school in London while like learners will understand the features of a monoculture in the heart of Europe when students speak another language but English is seen as a world language. Many of the UK school students are second language learners.