The specific objectives of this project are - To enhance the provision of the ethics education at the ISCED 3 (upper-secondary) level through wider integeration of the ethics of sport contents into the school curriculum in full compliance with the cross-curricular approach - To improve the competencies of secondary school teachers needed for more effective and sustainable ethics of sport-based educational provision/teaching in at the ISCED 3 (upper-secondary) level. The project/work plan is structured in 4 components, each of them being divided in several activities (see below), with all the phases/components having strong interactions among them. The 1st component of the project will advance the competences of the teachers who will deliver ethics of sport-based teaching at the ISCED 3 (upper-secondary) level through advanced level / tailor-made joint training for teachers - for details see section G.3. Learning/Teaching/Training Activities, Short-term joint staff training events, Activity No. 1. This training will take place in December 2016. In addition, the 1st component of the project will be focused on the following issues: (i) the ethics-based educational provision at the ISCED 3 (upper-secondary) level in the EU member countries differ from country to country, in their organisation, content, methodology and intensity; (ii) Likewise, the partner schools of this project have diverse level experience concerning the ethics of sports-based teaching at the ISCED 3 (upper-secondary) level. Hence, the project includes the mapping of state-of-art ethics-related educational framework and educational practice in the countries involved and, eventually the delivery of one of the key intellectual outputs of the project the Curriculum Framework "Ethics of Sport" - for details and relevant timetable/action plan of specific phases see section G.1. Intellectual Outputs, Output identification O1. The 2nd component of the project will be focused on the development of the key outcome / key intellectual output of the project : - Methodology Guidelines - a tool-kit for teaching Ethics of Sport under the secondary school curriculum - for details and relevant timetable/action plan of specific phases see section G.1. Intellectual Outputs, Output identification O2 - the pilot-testing of the Curriculum Framework "Ethics of Sport" by means of 3 short-term exchanges of the secondary school students accompanied by teachers (i.e. peer-learning & peer-teaching) - for details see section G.3. Learning/Teaching/Training Activities, Short-term exchanges of groups of pupils (Activity No. C2, Activity No. C3, Activity No.C 4 Such pilot-testing of the Curriculum Framework "Ethics of Sport" by means of 3 short-term exchanges of the secondary school student will be also used for direct/face-to-face exchange of competencies and know - how between teachers who will deliver ethics of sports-based teaching) at the ISCED 3 (upper-secondary) level. .All the outputs/outcomes of those peer-teaching & peer learning activities will be incorporated into the web-based thematic platform for the ethics of sport-teaching at the ISCED 3 (upper-secondary) level - Open Educational Resources as well as the final versions of the Curriculum Framework "Ethics of Sport" the Methodology Guidelines - a tool-kit for teaching Ethics of Sport under the secondary school curriculum The 3rd component of the project will be the development Web-based thematic platform (Open Education Resource) on educational provision of Ethics of Sport - for details and relevant timetable/action plan of specific phases see section G.1. Intellectual Outputs, Output identification O3 This Web-based thematic platform will be also used for on-line exchange of competencies and know - how between teachers who will deliver ethics of sports-based teaching) at the ISCED 3 (upper-secondary) level. In order to that the following means will be utilised: peer-teaching sessions during the 3 exchange/mobility of relevant teachers and secondary school students form each school (peer-learning activities of secondary school students). All the outputs/outcomes of those peer-teaching & peer learning activities will be incorporated into the web-based thematic platform for the ethics of sport-teaching at the ISCED 3 (upper-secondary) level - Open Educational Resources. The 4th component of the project will be focused on the dissemination activities as well as internal activities aimed at ensuring maximum impact and sustainability of the specific components/key outputs of the project by means of the 4 Multiplier Events. In addition 3 transnational project meetings are envisaged.
The specific objectives of this project were: - To enhance the provision of the ethics education at the ISCED 3 (upper-secondary) level through wider integration of the ethics of sport contents into the school curriculum in full compliance with the cross-curricular approach - To improve the competencies of secondary school teachers needed for more effective and sustainable ethics of sport-based educational provision/teaching in at the ISCED 3 (upper-secondary) level. The project/work plan was structured in 3 components, each of them was divided in several activities, with all the phases/components who had strong interactions among them. The 1st component of the project was to advance the competences of the teachers who deliver ethics of sport-based teaching at the ISCED 3 (upper-secondary) level through advanced level / tailor-made joint training for teachers. This training was take place in December 2017. In addition, the 1st component of the project was to focused on the following issues: (i) the ethics-based educational provision at the ISCED 3 (upper-secondary) level in the EU member countries differ from country to country, in their organisation, content, methodology and intensity; (ii) the partner schools of this project had diverse level experience concerning the ethics of sports-based teaching at the ISCED 3 (upper-secondary) level. The project included the mapping of state-of-art ethics-related educational framework and educational practice in the countries involved and, the delivery of one of the key intellectual outputs of the project the Curriculum Framework "Ethics of Sport". The 2nd component of the project was to focus on the development of the key outcome / key intellectual output of the project : - Methodology Guidelines - a tool-kit for teaching Ethics of Sport under the secondary school curriculum. - the pilot-testing of the Curriculum Framework "Ethics of Sport" by means of 3 short-term exchanges of the secondary school students accompanied by teachers (i.e. peer-learning & peer-teaching). Such pilot-testing of the Curriculum Framework "Ethics of Sport" by means of 3 short-term exchanges of the secondary school student was also used for direct/face-to-face exchange of competencies and know - how between teachers who will deliver ethics of sports-based teaching at the ISCED 3 (upper-secondary) level. The 3th component of the project was to focus on the dissemination activities as well as internal activities aimed at ensuring maximum impact and sustainability of the specific components/key outputs of the project by means of the 4 Multiplier Events. We held three transnational project meetings that met the tasks that were scheduled. For the overall impression of the project we can say that the project was very successful and that we fulfilled all the planned tasks. Moreover, through the implementation of the project, the project participants not only sought to achieve the set goals, but also used the project for future activities that might be related to the project. Intellectual outputs as one of the main goals of the project are published on the websites of the project participants and as such are accessible to the general public. The reaction of all the project participants was very positive, especially with the students who showed great enthusiasm for the topic of the project that they are familiar with and that they encounter every day. Through different methods of work, students and teachers have developed competencies to collaborate with colleagues from other countries. The creativity of the international teams and sharing of own and mutual values creates a fantastic challenge not only for students but also for teachers. Through various dissemination activities we got the impression that the results of this project will be used in Elektrojarska škola, Varaždin already this school year, also with University of Ljubljana, Faculty of Theology Slovenia there were some teachers at the multiplier event that were interested in applying some of activities from the guideline into their curriculums. They also asked for people from the project to come and offer some training for teachers. What we have in mind for the long-term sustainability of the results of this project is the publication of professional papers with a theme from our project and trainings for teachers. During the implementation of the project we did not encounter any problems in communication with partners. We used multiple lines of communication such as shared mailing list of all participants (Office 365), Skype conferences and social networks to the extent permitted by the profession.