Resources for teachers

The CRADLE methodology will consist of various tools that were developed by and for teachers and school leaders:

(1) a blended Teacher Training Course to train ‘generalist’ primary school teachers to use the CRADLE methodology in their classrooms (target ages: 8-12), focused on the creation and implementation of cross-curricular projects with clear identification of foreign language and entrepreneurial learning outcomes. The course will include:

  • Basic theory, methodology and didactics
  • Self-reflection and assessment tools
  • Downloadable ‘handbook’ of all course content
  • Videos of examples of practice
  • Lesson plans for physical training sessions
  • On-going on-line support (pilot year only)

(2) a Toolbox to support the use of CRADLE in the classroom including cross-curricular project plans each lasting 3-4 weeks (roughly one project/term). The toolbox will include:

  • Project-planning templates
  • Checklists for strategies & resources
  • Outcomes-observation checklist
  • Samples of good practice: 'best of' videos from the CRADLE pilots
  • Structured teaching materials in the form of project plans and modules which have been developed to correspond to curricular requirements in each country.

(3) Practical Implementation Recommendations for school leaders based on lessons learned from the experience of the pilots to support the adoption of the innovative CRADLE teaching methodology as a common practice in their schools, thereby strengthening school leadership and distributed leadership. They will highlight:

  • Why school leaders should aspire to implementing the CRADLE methodology at the core of their teaching practice
  • A 'how-to guide' addressing both strategic and organisational aspects of implementation in schools.
  • The CRADLE Teacher Training Course and Toolbox will be undergoing robust piloting and review iterations over two school years with teachers and school leaders.

Impact and benefits of the Cradle teaching methodologies

The CRADLE methodology relies on 'generalist' primary school teachers making use of their own, independently acquired foreign language skills in the classroom, thereby strengthening their profile and enabling schools to make use of this valuable – and often disregarded – asset.

CRADLE will as a methodology, firmly place students’ interest, curiosity and sense of initiative at the centre of the learning process. Beyond this, it will focus on the intentional development of entrepreneurial skills, which at a basic level are life skills:

  • problem-solving,
  • personal responsibility,
  • social responsibility,
  • curiosity, communication and cooperation (among others)
  • all resulting in self-efficacy and value creation.

Through the use of the CRADLE methodology, students will acquire these life skills both in the process of learning, and as a result of their learning – and at the same time will acquire language skills and increase their understanding of languages as a tool for communication in subject-specific settings.

Observation visits in schools

At two intervals during the school year, teams from the Danish Foundation for Entrepreneurship, Goethe-Institu Athen, Shumen University and the University of Athens will observe the classes.These visits are necessary in order for partners to observe at first hand the implementation of the pilots in the schools, from a practical point of view (classroom practice) from an organisational perspective and for evaluation purposes.
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University of Athens provides an extensive research programme focused on the development and evaluation of teacher training courses, possesses the know-how to evaluate both the student learning outcomes and the outcomes of the project as a whole and contacts with a broad range of organizations active in education, and visibility through conferences and specialized publications. The team of the University will conduct a rigorous evaluation of the methodology´s efficacy and efficiency – this will include the development of a tool to assess entrepreneurial skills in primary school students, using the EntreComp Framework as a basis.