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.

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.

"Our project arises in the face of a state of climatic emergency to which more and more countries in Europe are joining. Educators of future citizens cannot ignore this fact or the state of degradation that the planet is suffering, due to human action.The union of the schools of these six countries (Spain, Italy, Hungary, Belgium, Czech Republic and Portugal) emerges from the same common motivation since they are vulnerable places to the first effects of climate change. Our secondary education schools have around 1000 students with many different backgrounds, aged mainly 12 to 18 y/o, two schools also including Primary Education, in whose hands the fate of the planet will be.Through internal meetings with around 70 teachers involved and through fieldwork based on observation in our schools, we detected some habits and behaviours that are not respectful of the environment, either due to ignorance of the problem, disbelief or even not knowing how to act.As a result, this project springs up with the main objectives of raising social awareness of the climate change problem modifying behaviour and creating as results habits that reduce GHG emissions into the atmosphere. Improving absenteeism is another objective of the project which is ensured by the planned activities and an active methodology.The project is divided into 6 paths: the 1st path analyzes the problem of climate change and its anthropic relationship (based on scientific evidence) in a general and introductory way. Then, the following 3 paths delve into each of the human sectors that are most affecting climate change: The energy sector, pollution and waste mismanagement, and lastly, the mass production of food to satisfy unhealthy nutritional needs. The 5th path refers to one of the most important consequences of climate change that diminishes our quality of life: the loss of biodiversity on the planet. Finally, we will deal with a 6th path that provides a more optimistic vision of the problem with possible solutions and future trends ""Sustainable cities and communities""Each path consists of two sections:- A 1st section in which the problems of the sector are identified and how it affects locally and globally. It is from there that the selection of the participating countries of the project arises, since each of them has significant potential to fight against climate change in each of the sectors we will deal with, from where we all can learn and share strategies, methodology and solutions.- The 2nd section is called “Students in action!” It is more creative for students, since in addition to designing Sustainability Action Plans for schools in each of the sectors they are invited to take the initiative by carrying out proposals focused on behaviour and lifestyle change so that they become true drivers of change. All the study and research made combined with practical experience implemented with the collaboration of external experts and stakeholders will move on from what our students have learnt up to the application of their knowledge and skills. In the LTTAs the measures taken by the students for the elaboration of the Action Plans will be exposed, in this way ideas will be shared, the best sustainable solutions will be found and realities will be seen in situ in those countries.The methodology is participatory, investigative and active, the proposed activities to achieve the objectives are based on cooperation, solidarity and mutual respect that foster integration and participation of all students especially those at risk of dropout who will have specific functions in the project. There will be activities and training aimed at the entire educational community, highlighting among them those aimed at families (parents, grandparents...) through competitions and other activities in which other schools from the municipality with the same environmental concern can participate, thus achieving greater participation in our project and a greater impact at a local level.The objectives will be evaluated in different moments of the project through indicators of achievements.The final results will lead to get final products that are going to constitute useful tools for the fight against climate change, therefore their dissemination is going to be an important part of the project. The products, An Ebook “Manual of Good Practices”, a documentary with ads for raising awareness, a Sustainable Recipes Book, an Online Dictionary of Specific Terms, a Digital Magazine, Global Sustainability Action Plans and reforestation, they all guarantee the sustainability of the project in the long term for its durability over time and will be freely available online.The long-term impact and benefits of the project will be the sustainability of our students’ immediate environment,(the classroom and the school), so that later it extends to their family circle and therefore to the municipality (like BUGS), thus participating in the school and the planet sustainability."

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.