<< Background >>Migration remains high in Malta, Greece and Italy. During the scholastic year 2018/2019, In Malta, students with a foreign nationality accounted for 12.1 per cent of the total students enrolled in pre-primary up to secondary education. For the same period, out of over 8.5 million students in Italian schools, around 860,000 were students with non-Italian citizenship. In Crete, there are 54, 065 students in primary education. Of these over 5000 are migrant students. These figures show that migrant students represent a big percentage of students in all three countries of this partnership. Indeed, all countries are increasing their efforts to offer adequate education opportunities to these migrant students by creating classes and units that are specifically addressed to them. Notwithstanding this, the educators feel that they lack professional development and that their classrooms are not equipped with the right resources that cater for the needs of these students. Students with a migrant background often face difficulties in adjusting to a new learning environment. Classes have a mix of nationalities, with different cultural backgrounds and mixed abilities. Educators need to be able to teach using different methodologies that underline the needs and strengths of the different students. If this is not immediately tackled, migrant students will be leaving these units and joining mainstream education without being adequately prepared for this next step. Since resources are not person-centred, students are alienated, get frustrated and this leads to high-levels of absenteeism. Moreover, migrant students and families come from disadvantaged socio-economic conditions and this has a negative effect on their learning. Ultimately, this also hampers their social integration. The education system is the primary institution that can offer support for students in their process for social and cultural integration. This, however, can only happen is the education system is adapted to the needs of the individual student. We will be tackling this throughout our project. Our aim is to create person-centred resources that offer content and process differentiated teaching to migrant students. Teaching migrant students poses different challenges to the educators as the students are getting used to a new country, new language/s and possibly a different way of learning. The educators feel the need to be equipped with new and diverse skills that enable them to create an inclusive classroom environment. This encompasses the need to get to know more about the different learning styles and at the same time requires the educators to understand that each student is intelligent in a different way. Our project will indeed be underlining this important concept by exploring in detail Gardner’s multiple intelligences and will assist the educators to compile and create a resource pack based on this concept. The project will help the educators understand better that human intelligence is multilateral, complex and constitutes a multidimensional spectrum of abilities. The project goes on to provide additional non-formal methods of education to the educators through game-based learning. Games are fun and interactive but they are not just about the game. It involves a number of skills such as teamwork and communication as well as language learning. The educators will thus not only be learning how to design a game but will get the possibility to design a game that tackles the needs of their students especially in relation to soft-skills. This multifaceted approach to teaching is based on the deep sense of social justice, the equality of pupils in the educational process and on the belief that all children should have opportunities to succeed in their own different way.<< Objectives >>‘Mosaic+ Person-centred resources’ aims to build up on an existing project which has equipped educators who teach migrant students’ with more skills and provided a space for parents to connect with different schools. This new project will provide educators with various pedagogical methods that will enhance their teaching skills in an intercultural setting. The project will also focus on the creation of games which will give access to the educators to teach interpersonal skills through non-formal and interactive methods. We will be achieving this aim by:1.Emphasizing the importance for the educators to get to know the students’ various learning characteristics, strengths and needs in order to enable their active participation in the curriculum. This will be done by going over the different learning styles and Gardner’s multiple intelligences,2.Compiling and creating resources that enable the educators to provide content and process differentiated learning. This involves the educators’ skills in diversifying the curriculum and adopting different teaching methods to stimulate and empower all students leading to successful learning through the use of their diverse strengths,3.Focus on holistic education by underlining the importance of soft-skills in formal education through game-based learning. Being proficient in languages and mathematics is not enough. Students should learn to accept each other’s differences, respect and value each other equally, learn to live together and support each other. Game-based learning allows learners to discover new methods of working towards achieving goals and objectives in an interactive manner since games give experiences meaning in a safe environment. It also provides educators with additional tools when working with migrant students and indirectly it also helps them in learning other subjects like the language/s of the host country,4.Continue building on the existing educational platform by providing more resources to the educators as well as creating other sections specifically for the students that will enable them to continue their learning experience at home and thus further promoting the inclusion of the whole family in the students’ learning process.<< Implementation >>In order to achieve the objectives set in this project we will be carrying out the following activities: 1.A training mobility focusing on ‘Developing pedagogical skills to enhance learning’. Trainers from Prisms and CESIE will be designing workshops for the educators to receive added knowledge and skills on the different learning styles with particular attention to Gardner’s multiple intelligences. Educators will understand better that each student is intelligent in a different way and resources have to be designed through various methodologies to target different needs and strengths.2.Focus groups between educators attending the training and other educators in the schools participating in this project. The focus groups will establish what resources the various educators have at their disposal and how these can be categorised according to the multiple intelligences.3.Project Result 1 – Resource-Pack; the compilation and creation of 48 distinct activities that will be brought together in a resource pack available through an online publication. The educators will create new resources where these are missing. The educators will be trying out some of these activities in the classroom to test their efficacy with the students themselves.4.A second training mobility focusing on ‘Developing game-based learning’. Experts from CESIE and Prisms will be designed workshops that will help the educators understand better the importance of using games in education. This will be accompanied by sessions on non-formal methods of education as well as with practical session on the important steps in designing a game. 5.Project Result 2 – Game-based learning; educators will group in their home country and will be creating games according to the needs of their students. The games need to achieve an educational target but at the same time have to be fun and interactive.6.Testing of the games together with the migrant students; the educators will test the games in their classrooms and through the feedback received will carry out modifications. The games will then be adapted to an online version so that they are easy to download and made available to other schools and organisations.7.Project Result 3 – Further development of the educational platform; the technicians from Prisms together with the partners will include all the results produced in this project in the website. A new section specifically targeting the students will also be developed.8.Multiplier events; in each country a multiplier event will be carried out so that the results of this project are disseminated with as many people as possible especially with other educators working with migrant students. As part of the multiplier event, IAKE will be organising a fully-fledged national conference inviting key experts on the subject as well policy-makers. All organisations in this project will also be participating in this event and sharing their experience of the project.9.3 transnational meetings; during each meeting, key persons from each organisation will be reviewing the phases and the activities to come as well as evaluating those phases that have been carried out and finalised.<< Results >>Through our activities we envisage to have the following results and outcomes: 1.24 educators (10 each from MLU, IAKE and ICS Amari-Roncalli-Ferrara) will receive training in Malta on learning styles and Multiple Intelligences in Month 3 of the project from experts in the area.2.24 educators (10 each from MLU, IAKE and ICS Amari-Roncalli-Ferrara) will receive training in Sicily on game-based learning and non-formal education in Month 14 of the project from experts in the area3.Creation of a resource pack containing 48 different activities. This is the first result of this project. Educators will be focusing on language learning and mathematics. For each of the academic subjects, they will be creating 24 different activities. The activities will be based on different teaching methodologies and will be catalogued according to Gardner’s multiple intelligence. Thus, for each subject, under each intelligence, there will be 3 activities compiled and/or created by the educators. Furthermore, each activity will be adapted to basic or advanced learners4.Creation of at least 3 games to encourage game-based learning; this is the second result of this project. In their home teams, the educators, through the new acquired skills will design games targeting the needs of their students. The game will emphasize the learning of soft-skills as well as encourage and facilitate language learning5.The further development of the Mosaic educational platform. This constitutes the third project result. Technicians will design a new section in the platform targeting students. They will also upload the resource-pack and the adapted games and will be including information on the new partners and the Sicilian educational system6.Attendance of at least 250 persons to the multiplier events that will be organised in each country. The aim is to disseminate the project results and increase the visibility of the project and the resources created.All of these outcomes aim at providing educators with added person-centred resources that gives them the opportunity to provide differentiated learning making the classroom more inclusive. This will also benefit the migrant students as their learning experience will be tailor-made to their needs. They will be taught through interactive, person-centred resources making learning an experience to look forward to.