"<< Background >>In primary education, students have 30 minutes daily to “rest”. It is the time that they use to have breakfast, drink some water, go to the bathroom, talk to each other and even play for a bit. They have a freedom that they do not have in the classroom, being able to go freely from one place to another (in the places destined to that, of course), so teachers should watch that everything goes normally and that incidents do not occur, which should not happen if rules are clear from the first moment (but, as we all know, there is always some incident).An article by the National Association for Sport and Physical Education states that the break gives children a discretionary time and opportunities for participating in physical activities which allow them to develop a healthy body and the pleasure of movement. It also gives them the chance to practice life skills, as conflict resolution,cooperation, respect for rules, turns, sharing, using language to communicate and problem resolution in real situations.“The break is a space that should be considered part of the curriculum. It is useful to make evaluations in context because it allows us to see how children socialize in a natural way without being under the presence of teachers”, says Víctor Vergara, manager of the Preschool National Association.The project “Inclusive break: equal opportunities in educational centers” is a program that helps to organize the break, turning it into a space and time of training activity that facilitates the expression of joy, cohabitation and freedom, where the play and the physical activity are the link to achieving the development of social skills, regardless ofgender or ability and using space in a more equal way; where to promote a space of participation to students at risk of exclusion; where the students are conscious of the values that those activities convey, such as respect, tolerance, sportsmanship or inclusion; where to develop the ability to solve possible conflicts in a peaceful way, centering in all students’ inclusion, and addressing aspects like gender equality or social equality.Thanks to the realization of an external analysis of reality (with the collaboration of all partners) and internal (from formal and non-formal education professionals), it was possible to appreciate the need of promoting inclusion of children from primary school in the break, as it is there where they have more freedom and they make decisions. Indoing the analysis the school teachers observed that not all children interact in the same way, but in general they create sub-groups, which in multiple times generates exclusion towards other children. Some of the groups into which they divide can be: different cultures (in general children from foreign cultures or countries tend to come together),gender (they divide into boys and girls, although nowadays this is decreasing), disabilities (children with disabilities play with each other or with the professionals who support them), tastes (sports tastes, cartoon shows, ...), among others.In order for all of those children to interact and share the same inclusive space, we have created this partnership for the cooperation in the field of school education with the goal of satisfying our common needs and working together and at a transnational level so that other schools and students with the same needs can have an innovative methodology, completely inclusive, that promotes the active participation of every student regardless of their personal situation or special needs.<< Objectives >>Goals and objectivesThe main aim of this project is the transnational and intersectoral cooperation in order to develop, test and implement innovative methods of work in the field of school education that allow to develop inclusive activities where primary education students can participate actively, regardless of their needs and personal or social situations. This innovative methods have as a goal to increase the educators and support workers’ knowledge, creating for them an inclusive pedagogical methodology that they can implement during the break spaces.The specific objectives are the following:O1.- To create innovative practices in the field of school education through the development of a working methodology based on non-formal education and developing of inclusive activities to identify, promote and evaluate significant competences for personal and social development of students.O2.- To encourage the disappearance of stereotypes and bullying behaviors in the student body.O3.- To increase the transferability of innovative and non-formal methodologies through the development of an interactive handbook.O4.- Organising development of 6 organizations with different cultural and organization experiences and strengthening of the partnership for the cooperation between them through the development and the dissemination of the project’s results and of innovative work methodologies created in the field of non-formal and school education.The objectives of this project will be realized thanks to the participation transnationally of the different involved partners, with a wide representation of groups with less opportunities, which will offer the project important synergies of knowledge that will be taken advantage of by the rest of them, and that will allow the possibility of adopting measures that also us to develop some results completely adapted to the special needs of all groups and therefore a completely useful and inclusive tool, that will allow the acquisition of knowledge and key competences to promote inclusion and equal opportunities in a society as diverse as the one that we are in.<< Implementation >>1. Project management. The main coordination of the project tasks will be assigned to ASPAYM, coordinator of the project, who will have the support of the other partners, specially “Scola Lorelay” in all topics related to quality evaluations and CEIPES in the dissemination part. Every partner has a previous experience working on Erasmus Plus projects and they have worked together previously in other projects, which will facilitate this task. Furthermore, there will be a regular internal communication and people responsible for each area designated in each of the partner organizations, which will facilitate this task of management and implementation of the project.2.- Quality and impact evaluation. “Scola Lorelay” will be responsible for this task. A constant monitoring during all the development of the project will allow to correct possible incidents, adjust the timeline in case of delays and guarantee a correct development of the results of the project, assuring the quality of them.3.- Dissemination. CEIPES, in collaboration with ASPAYM, will be in charge of the dissemination activities. This includes initial or final press conferences or press announcements, informative activities of the projects, publishing in online and offline media, sending press notices and managing actions with media, designing audiovisual material and corporate image... Among this activities there will be also the exploitation of results, which will be managed by ASPAYM.4.- Transnational meetings. The partners will have a transnational meeting every 8 months, approximately. This meetings will be online, in Italy and Spain, and the main aim will be to guarantee a good cooperation between the 5 partners, achieving a solid strategic partnership in the field of youth. Along with this, there will be held other regular meetings through Zoom to assure a correct quality of the project management. AICSCC, in collaboration with Fed. Don Bosco, will be in charge of this activity of monitoring.5.- Results. In this project we expect one result. It will be coordinated by ASPAYM. It is important to point that the result is not responsibility of only one partner, so all of the organizations involved in the project will work together to achieve the indicators and the expected results. The evaluation, coordinated by Scola Lorelay, will be realized by every partner taking into account the guidelines set. Furthermore, AICSCC will be essential, as during all the process of development of the result they will guarantee that it has a clear psychopedagogical component, and they will suggest the appropriate modifications when necessary, always with the goal of fulfilling that premise.6.- Multiplier events. There will be 3 multiplier events, one for each partner country of the consortium. One of them will be an international final conference in Valladolid, Spain, that will be organized by ASPAYM in collaboration with Fed. Don Bosco. The other ones will be local dissemination events in Romania, Italy. The main objective of these multiplier events will be to promote and disseminate the results and the activities that have been carried out in the project, as well as to make known the opportunities that the Erasmus Plus Programme offers. The minimum number of participants in each event will be at least 50 people. CEIPES will be in charge of the corporate image of the events and Scoala Lorelay will be in charge of the monitoring of this activity.<< Results >>The project “Inclusive break: equal opportunities in educational centers” seeks promoting inclusion and equal opportunities of students of school education, using the breaks as spaces of educational leisure, that favor the active participation of all students, regardless of their personal or social condition. The consortium will work through the development of new approaches to implement new methodologies that the educators from the field of school education, the support professionals and the interested staff can use when they work with the target groups.The specific results expected from the project will be the following:1.- Results of the project:It is expected to develop an interactive handbook with written and audiovisual tools which will be available in the website of the project. The information that is summarized below, is detailed in the correspondent section of the present application Interactive handbook ""Inclusive break: equal opportunities in educational centers"" will include:- Description of the participant organizations.- Research on the social, emotional and physical benefits of the break as educational space.- Identification of different target groups of the student body and their description, with special attention to the needs and lacks of students with less opportunities.- Development step by step of the methodology ""Inclusive break: equal opportunities in educational centers"" designed for the project.- Conclusions and results of the implementation of the methodology.- Recommendations and tips for the implementation of the methodology.In addition, our interactive handbook will contain photos and relevant audiovisual material, including personal interviews with professionals of the school education, professionals of non-formal education, students and staff from the organizations involved in the project, voice-overs, subtitles,... It will be available in all the languages of the project (English, Spanish, Italian and Romanian) and the contents and tools will be completely accesible, including accessibility for deaf people (there will be available subtitles in every language in the videos), accessibility for blind people (there will be a version of the contents in every language that will include audio description so that these people can enjoy the contents without difficulties) and accessibility for people with intellectual disabilities (a version in easy reading will be provided).2.- Impact in the partner organizationsThe partner organizations will improve their competences in project managing, specially in transnational projects. Other results will be those obtained after the complete implementation of the project and respond to the professionalization of educators in the field of school education and support professionals who intervene in school settings. After the finalization of then project, every organization that has taken part of the consortium of the project will be able to carry out activities using an inclusive learning methodology, specially designed to pay attention to different groups with less opportunities. Furthermore, they will be able to train other educators in this methodology and they will have a big experience which collects audiovisual content, non-formal education and school education. These results will remain available also after the finalization of the project, as it is described in the sustainability section.3.- Impact in society as a wholeWith the development of this project it is expected, on one hand, to make known the opportunities that the Erasmus Plus Programme offers and, on the other hand, to contribute as far as possible to the elimination of stereotypes and racist attitudes, or behaviors that lead to segregation and bullying, promoting inclusive activities."