"On the Move for Social Inclusion carried out by five Mediterranean countries with the common need of promoting a more Inclusive education offer at schoolThanks to this project a big number of students lived an otherwise unreachable experienceStudents and families were given great opportunities:a deeper awareness of the European dimension, greater education environment, the experience of European identity and citizenship.The pupils, their families, school communities and teacher staff experienced the opportunity to meet the""other"" to exchange ideas and create lasting bonds. First curiosity,then motivation raised by feeling part of a “whole”, gave birth to welcoming attitudes and critical thinking that finally swept away the old prejudices and wrong attitudes developping adaptability, openness, mutual understanding. The students of the five countries became main actors of their change of mind. The schools of the partnership shared the common need of helping students to overcome wrong feelings like social prejudice, fear of the others, discrimination. We all needed to promote identity through European citizenship, to improve linguistic and digital skills that would make our pupils “more equal”. Month after month, mobility after mobility, through inspiring activities, wonderful travels, landscapes, new families, experiencing different traditions, customs, foods and points of view our partnership got the goals that we planned for the project: social inclusion, a more inclusive educationWe started aTwinning project to have a safe platform where our students could meet and know each other, introduce themeselves, their country,school life.The Twinspace of the project provided the students with a safe space to work together,exchange ideas and improve their English and ICT skills. Then we introduced new platforms to make our students working together before mobilities,keeping them cooperating when creating Padlets, webMagazines, Smore flyers, google drive shared files. Cooperative learning,peer learning, learning by doing and learning by challenge were the methods we used to offer a more inclusive and catchy way of learning.Before each mobility we held meetings and communicated steadly in order to ensure good quality of the LTTA and providing students with safe travels, accomodation and journey. During the mobilities we visited the local institutions and the schools of the hosting countries,places of historical interest, museums, ancient historical buildings and then workshops thanks to the involvement of expert English guides when in Pompei, Vitorìa Gasteiz, Cappadokia,Edessa. Hosting students acted as guides for their foreign schoolmates at school,during spare time and at home with their hosting families.could raise We could rise the European dimension of our school communities, foster integration:during each mobility we planned to spend most of the time at the hosting school not only to learn about other school systems but to live some days as if we were part of that school community,to learn the culture,customs and habits of the Neapolitans, Spanish, Turkish, Greeks. In that way students, families and teachers realised to be more European, more “equal in our diversity”.Hosting revealed to be a strong point to highlight the impact of the activities and of the project.This Erasmus+ project revealed to be a greater experience than we could imagine. For the italian country as “new comer” the project had the power to show another face of Europe,that face that in our disadvantaged southern part of italy we weren’t able to see yet. The new strong feelings of solidariety, friendship, equality, amazement of the participant students are reflected in all the activities and products they created from the Logo,the twinspaceto the online magazines, the videos..Unfortunately pandemics of Covid19 spread out at the end of our fourth mobility to Greece.It was a shock in our lives and the life of the project. Nonetheless our Erasmus+ experience and the special bonds we created worked like a stimolous to go on and not be overwhelmed by the difficulty of the situation. We felt the need of sharing our experience even more than before,even if just online.Students and teachers shared their thoughts and feeling about ordinary life during covid time.Students needed to exchange their feeling with their Erasmus friends so we implemented online meetings and cooperation We asked for the extension of the project , first we asked for six months extension and then we asked for further six months, but performing the physical mobility still appeared too optimistic so we decided to perform our last mobility to Portugal onlibe, we held our first virtual mobility. It was another kind of meeting, we could not experience the strong feelings and happiness of the previous mobilites, not even we could perform the same kind of activities, nonetheless we tried to take the best out of the situation and we enjoyed all the same."

"The project Long Live Cultural Diversity involves 6 different schools from Turkey, Greece, North Macedonia, Croatia, Portugal and Italy. The project will raise students' awareness about cultural and historical heritage and improve their knowledge about each partner’s ones. Through the project, students will research and obtain information about cultural and historical heritage, legends and myths, art, literature, music, folk dance, costumes. The students will improve storytelling, drama, acting, artistic and creative works and promote digital and soft skills. A cultural collaboration among the students from different countries will be established, and students transmit their cultures to one another. The project mainly promotes social and educational value of European cultural heritage and supports digital and linguistic competences of project participants. The project activities will support participants to exchange multicultural and multilingual education and enable them to experience lifelong learning while strengthening institutional capacity. The project will embrace all students to strengthen their ties to their communities and their schools.The project’s main objective is to raise student’s knowledge and awareness about cultural heritage and diversity of partner countries. Specific aims: improvement of language and communication skills; development of organizational and problem-solving skills; improvement of digital/ICT skills; become acquainted with foreign cultures and civilizations, their habits and way of life; acquirement of knowledge and information about the project topics in an international environment (students); learning new approaches to pedagogical interaction (teachers).Every school will participate with group of 20 students aged 15-18 who will be directly involved in project activities and all the phases of the project: lectures, workshops, dissemination and about 100 students indirectly involved in local activities and a group of 6 teachers involved in all the project activities, 1 coordinator per school and school principal. Indirectly involved, during local activities and hosting of the LTT, there will be 10 teachers per school and school accountants.There will be six LTT meetings, one in each partner country. Each meeting has its specific topic (Turkey-""Traditional art and literature""; Portugal-""Traditional songs, dances and costumes""; Greece-""Myths and legends""; Italy-""Food in historical tradition and heritage""; North Macedonia-“Historic places”; Croatia-""Tangible and intangible cultural heritage""). All mentioned activities, as well as those held locally, will include lectures, workshops, professional visits, acting, performances and cultural events. Every school will involve as many subjects as possible approaching the topics from different perspectives thus working in a multidisciplinary content. All the materials gathered through the duration of the project will be used in regular and extracurricular classes in all partner countries as well as teachers of other European countries through eTwinning project page. The project activities are based on tangible and intangible cultural and historical treasures of partner countries. Partner schools will introduce some examples of their traditional art, literature, handicraft, food, songs, folk dance, myths or legends of their nations and will arrange a guided tour to their historical sites or natural treasures of their own region. Students are told about legendary stories and history of the buildings or architectural remains they will visit. The methodologies used to accompany mentioned activities are: flipped classroom, design-thinking, self-learning, problem-solving, cooperative learning and online learning tools at implementing our project activities. Project will be carried out with the use of new technologies, creative expressions, artistic presentations, search, collection, analysis and exchange of information, oral presentations, work in groups and peer methodology.Final results of the project are: e-book (researched legends, myths, folk dance, art, literature, historical sites, dictionary); leaflets, posters, brochures, booklets (project description, goals and activities; most relevant traditions; descriprion of LTTs) which will be used as dissemination tool; eTwinning project page and website of the project (materials from all LTTs and local activities, as well as photos and videos).Activities will have long term benefit because the material gathered during the project will be used by partner schools as well as those schools whose teachers are members of eTwinning. The material will be used in various subjects mentioned schools have (arts&music, cultural tradition, languages, tourism, history, geography)."

Context/background of the projectThe “Edu Care Fully” project was born from the idea of some students who suggested support activities to help some of their fellow students who had weak school results. In each school there are students who have good results and students who are not good at school for various reasons: lack of interest, uninspiring lessons, students from socially disadvantaged areas or migrant families, or who have special needs. Groups of students with good grades and those who needed help were identified by each school. These mixed groups (having good and bad marks) stayed together during different lessons and worked together in different projects on various themes: technologies, cinema, art, history, sports, healthy food and lifestyles, traditions, local culture and folklore, entrepreneurship, marketing, and finance. The projects involved the use of presentations, questionnaires, statistics, video recordings, essays, etc. All the activities were recorded and uploaded to the project website (http://www.educarefully.eu).ObjectivesThe aim of the project was to enable pupils from partner schools to help fellow students who were either at risk of school failure or who had special educational needs to improve their grades and further their personal development by increasing their motivation for daily school and after-school activities. The project was carried out transnationally to gain information about how other schools deal with school failure and to exchange good practices. We aimed to improve the students' digital skills (e.g. working on projects, designing web pages or blogs), their linguistic skills (in their mother tongue and in foreign languages), their social skills (helping those in need), and their sense of initiative and entrepreneurship so they could become more self-confident and socially-aware European citizens.Number and profile of participating organisationsThe project was a joint activity of seven countries from all corners of Europe: Italy, Portugal, Turkey, Spain, Greece, Germany and Latvia. Between 200 to 350 pupils and 10 to 40 teachers from each partner school participated in the project, depending on the size of the school. The pupils were between 15 to 19 years old and the teachers had different specialties. Description of main activities undertakenPupils worked together, being both promoters and developers of the activities. They worked together during classes and in their free time. Pupils did school assignments and extracurricular activities. They used computers, books, magazines, mother tongue and foreign languages, producing presentations, essays, surveys, meeting evaluations, vocabulary tools, photo albums and videos. Pupils learned more about their own and other cultures. Results and impact attainedThe final product of the project is a booklet, in digital and paper form which contains all the materials produced, the activities carried out, the best practices and ideas developed from the project by the international group of teachers. The second final product is a website where the project can be followed (news, photos, etc.) and where we uploaded all the materials produced. At the end of the project, the pupils have become more autonomous learners and those who previously had bad grades felt part of an international group of students in which they could give their opinions and ideas, and work in conditions of equality. Longer-term benefits-Networks of students, families, teachers and schools that can continue collaborating individually and/or institutionally beyond the project timeframe-Foreign linguistic competences, digital competences and appreciation of other European cultures for teachers and students-Importance of working together in multinational teams in the same European working and studying space-Importance of the sense of equality among students; all of them can contribute if they are helped and they feel and are treated as equals-Improvement of methodologies and school management thanks to the exchange of best practices-Dissemination of the Erasmus+ Program among students, teachers and in the school/municipality (families, organisations, institutions…)-New students, families and teachers want to know more about the Program and want to enrol in other projects-The project website and results will be available for other European schools that want to use the information, to put in practice some of the practices developed -Various references will be available on social networks, eTwinning or the Erasmus+ platform which will improve the dissemination and sustainability of the project-The students learned to voluntarily help those in need, becoming better people and more aware citizens