The partners of this application seek, with this project, to make a contribution to achieve the objective of developing the European dimension in sport, in particular grassroots sport, in line with the EU work plan for sport. In addition to this, we also aim to use sport and cultural exchanges to promote European values in accordance with Article 2 of the Treaty on the European Union.The EU work plan for sport highlights Sport in Society as a priority, “in particular social inclusion, the role of coaches, education in and through sport, sport and health, sport and environment and sport and media, as well as sport diplomacy”. The project aims to cover a range of topics that fall within the framework of Sport in Society. The proposed project coordinator is a qualified PE teacher, who is qualified to degree level in PE / Sports Science. The majority of his modules at university were focussed on Sport in Society.Sport in Society focusses on the people involved in sport and this project is intended to encourage not only the participants to use sport as a tool for social inclusion but also the others who come in contact with participants of the project. We intend for participants to become actively involved with sporting projects across Europe that are currently promoting the values of social inclusion but also to take these values with them in their future lives.Throughout this project we intend:To boost among the involved youngsters the experience of sharing their cultures, the challenges they face for being different. This will allow them to develop social, civic and intercultural skills.To build the confidence and skills to coach other people when a common language doesn’t exist. This would help students to develop their skills in modelling, demonstrating and the use of body language.To understand how sport is a vehicle for commonality across Europe but also how each country brings its own individuality and difference to it.To encourage students in to ‘different’ sports so that they foster a love of lifelong activity. This would be achieved by providing opportunities to play and coach different sports but also seeing how different geography can be used for sporting purposes.To use their skills to encourage others to take part in sport on the students return to their own countries.To involve them in the English language, which not only will allow them to express themselves better in their communities (in the case where this is the second language) but also to raise their expectations in what concerns their integration in the job market and making easier their mobility in Europe.To help arm students with the core values that sport promotes (resilience, equality, fair-play and compassion) so these are transferred into their everyday lives.Each partner school will choose participants based on their appraisal of the potential longevity of their involvement. Schools would look to students who would take this experience and build upon it by increasing their involvement in sport following their mobility. Schools will also look to give opportunities to students who may be disadvantaged and who could thrive with this opportunity. Schools should also look for pre-existing evidence of this and it is intended that this opportunity is an increased chance for success.The involving teachers are from different fields of expertise but will predominantly involve teachers of Physical Education and sport. Other teachers involved in the project will be keen to embrace the physicality of the project and be willing to use their experience to encourage others in to physical activity and sport.Each of the partners schools will focus on students with previous experience or promoted interest as well as disadvantaged students relevant to their local circumstances and will organise meetings, workshops and visits in order to achieve the objectives of the project and in areas where they have a strength or access to expertise.

PressHere aims to IMPROVE STUDENTS and TEACHERS’ KEY COMPETENCES regarding ICT technology and knowledge on European Industry cultural heritage and labour, THROUGH INNOVATIVE and CREATIVE PRACTICES, to generate socially inclusive actions, namely in gender equality.PressHere addresses crucial concerns of today's society related to young people's need to guarantee quality jobs and fair working conditions. It proposes to relook at the European labour market, and more particularly, the industry sector, through a more participatory and intercultural approach, with a historical lens, to better develop competences, equip and prepare next generation’s to the world of labour. Also intends to raise awareness to gender inequality at labour market access and working conditions, where women are at increased risk. The industrial past is a shared common European ground from which to raise and contribute to these educational and societal challenges. FIRST RESULT expected is that students can produce creative and interdisciplinary digital contents that reflect their ability to critically think about the past and future of European industrial society, labour & related gender issues with engagement and responsibility.SECOND RESULT expected is that teachers use, create and share digital learning resources, being able to manage and orchestrate the use of ICT technologies to meet the needs of the school system.THIRD RESULT expected is to approximate museum education to school’s needs by developing a common digital, interactive and creative tool.WHO IS IT ADDRESSED TO?Students, aged 5-18 years old, are in a major stage of individual development, from essential literacy, social interaction and civic engagement, alongside digital literacy. The need to adapt learning experiences to answer to their personal learning styles and to gain critical knowledge on labour rights and equality are the main answers this project aims to attend.Teachers, as they perform a privileged role in students' education and need to develop competences to work digital and visual references in social media.Museums, being more than containers of a heritage, can contribute with contemporary perspectives to what their contents are, sharing their cultural heritage with other institutions, promoting access to an integrated and actual education.Policy makers and the general public to raise awareness of the projects’ work, contributing to a more inclusive Europe.RESULTS ACHIEVEMENT: ACTIVITIES & METHODOLOGYThe project aims to create integrated activities to accomplish its objectives. They will be developed and performed by all partners according to expertise areas.AN INNOVATIVE RESEARCH GUIDE A transversal tool that puts in relation different expertise areas and links the contemporary knowledge about industry heritage, labour and related gender issues associated to school curriculum and Museum collections. Includes a spatial and visual lexicon on industrialization (urban structure, social practices, among others) with a focus on gender equality, including a key to legal concepts from labour laws and fundamental rights.ARTS-BASED WORKSHOP ACTIVITIES, a set of empathic and creative activities to engage with museum’s archives on industry (photographs, sounds and videos) and the Guide’s content. At least ten arts-based activities for students & teachers to develop their knowledge on European industry. The activities results will be assembled in the projects LIVING ARCHIVE.A DIGITAL TOOLKIT, an educational, interactive and innovative mobile App for students & teachers to critically engage and produce creative and socially connected contents about industry. It empowers students to explore industrial archival resources in the light of current thoughts and habits of living, uploading new contents created by them.The project will develop an impact evaluation system to be tested during the pilot implementation. Diverse evaluation tools will be produced following a Theory of Change diagram and the DigCompEdu competences. The evaluation of the pilot implementation accomplishes an adequate process of dissemination by creating evidence of the approach used in the project, therefore increasing the capability of disseminating the project with quality, towards maximizing its social value creation.DISSEMINATION & SUSTAINABILITYEach school partner will work with at least two groups of students and four teachers in the pilot implementation phase. In national multiplier events at least 210 persons will participate, from students, teachers, researchers, education departments’ museum staff, to national policy makers. Considering the high digital dissemination capacity of the partnership, the toolkit and its LIVING ARCHIVE reaches a much greater audience.PressHere will provide schools, educational, cultural and governmental institutions the project’s tools and establish partnerships and activities that will guarantee the project’s continuity beyond its completion.

Each of the partner schools has recognised a group of students, mainly between the ages of 15 and 18, who they see as vulnerable and at risk of social exclusion. This group includes students who have so far performed poorly in education, live in isolated areas or in difficult family circumstances and/or have difficulties with language and communication.The partner schools believe that these students have a great deal of potential which has not yet been realised often because of their particular circumstances. The object of this project is to inspire these students through a range of teaching and learning approaches and activities based around the skills and expertise of the partner schools. The activities will be practical in their nature and include film making, role play, cooking, adventure learning, music and developing spatial intelligence.It is hoped that by focusing on these students, and engaging them in meaningful and challenging activities, this will result in a more positive experience and engagement with their schools and in education more generally. Greater engagement should also lead to improved attendance at school, higher aspirations and finally academic success and qualifications. More widely, the intention of the project is to allow students from different countries and backgrounds to meet, interact and develop greater understanding and empathy. This intention was the inspiration behind the choice of the name of the project, ‘Walking in the shoes of others’. In the longer term it is intended that this project will raise the profile of vulnerable groups within their schools and their needs will be better understood and met. It is hoped that this project will ensure that the future strategic plans of schools will always recognise and consider the needs of the vulnerable groups they are responsible for.

It is widely recognized throughout the European Union that future growth and prosperity needs to be driven by the business sector. The growth of the small business sector is seen as a vital to future wealth creation and employment. Therefore, entrepreneurial skills are essential if we are to prepare our students to be successful in their future careers. Many may create their own businesses, others will work for already established companies. In either case the ability to be entrepreneurial and enterprising is an essential or highly sort after skill.The main objective of the project is to help develop young entrepreneurs and wealth creators of the future. Over the life of the project they will create a business plan for a new product or service. In the home countries students from a variety of backgrounds will be invited to create a company. This business will include between 10-15 students who will take on different roles depending on their interests and qualities. Each company will be led by a managing director. Initially the students will learn about different types of businesses, aims and objectives and business ethics. The meetings in the partner countries will provide help and expertise in the different aspects of their plan (using the help and support of fellow students, teachers and business people). The students will also be encouraged and required to consider the social impacts of their plan and show they have a firm understanding of ethical business practices. At the final meeting of the project the students will present their final, completed business plan to an audience of invited guests, including members of the business community.As well as developing skills and knowledge the intention of the project is to enthuse and motivate students to become entrepreneurs. The students will learn 'by doing' and use these skills to create their own businesses or take them into their employment. It may also be the case that students may wish to continue working on their business and bring the product or service to the marketplace. The business plan will be the launchpad for their own business.

Four of the five schools have worked together successfully on previous projects. The most recent concerned the development of entrepreneurship amongst young people. During these projects it became clear that there were further future possibilities for collaboration and projects where skills/knowledge/expertise could be shared to benefit our students. In this case it is skills/knowledge/expertise relating to the restaurant/food and drink industry as well as the need to improve language and literacy skills that are the focus. Throughout the project it is intended to create a collection of videos that can be used as a training and educational tool for students wishing to pursue a career in the industry. The videos will include tutorials and demonstrate good practice in all the main parts of restaurant service including the preparation of dishes to the serving of drinks. The films will be in English and subtitled (in the partners' languages and sign language). In addition a digital brochure will be produced where students will contribute recipes from dishes inspired from the reading of books from their countries. It is intended to involve approximately 100 students in total for the project taken from all the partner schools. Some of the students will come from more disadvantaged backgrounds and will be in need of additional help and support with regard to literacy and technical skills levels. In the longer term it is hoped the students' employment prospects will be greatly enhanced as well as their confidence and self-esteem. For many it will be the first opportunity they will have to travel and study outside of the home country or even region. For the schools the project will continue to support and enhance the courses they offer, hopefully attract greater numbers of students and promote the food and drink industry as a quality career of choice. The outcomes from the project, the training videos and the magazine,will also be available as legacy resources that can be used with future students from the partner schools and others.