The partnership involves partners that have previously worked together on other European projects on various aspects (Italy and Spain), and new partners (Portugal, Hugary, Cyprus), met through mutual friends and personal contacts. - The partners were chosen because they belong to territories which, for various reasons, suffer from a certain marginality, despite the cultural, artistic and naturalistic potential. - The necessity to present this project originates from the need to connect schools and rather marginal local environments with other European countries, so as to develop an open mindedness and a European consciousness. So the project was born from the idea that school can become an active player in the development of the area and from the need to experience a kind of teaching, based on the task developing transferable skills in students, orienting choices and promoting a greater awareness of themselves and of the territory. - The objectives to be pursued will be common, because all partners come from similar territories, even though each partner can choose to enhance its strength. Each partner will have to investigate issues related to the potential present in its area and will make them visible at national and international level, it will also have to structure the routes to be visited by the partners at the time of mobility. With this project we aim to: - make a touristic marginal land visible and usable in practice - make the learning of disciplines different and fun - encourage the inclusion of pupils with special difficulties and hardships of all kinds - enhance vocabulary and communication in the mother tongue and in the target language of the project. - enhance and promote cooperative learning through PBL (Project Based Learning) and e-tools. - establish a direct and concrete contact between the school and the world of work In real terms, the project plans that the pupils in each school, even in collaboration with associations, public and private entities, could design and implement: - three thematic paths - three touristic accommodation packages on their territory and that they could be then tested, on a rotating basis, during the mobility by the hosted partners. The mobilities will be six, in October 2016, April and October 2017, April, October 2018 and February 2019, and they will be necessary for planning, organizing, sharing and monitoring . They are an integral part of action-research because, through experimentation, they allow students to concretely verify the designing work done, to make the necessary changes and to use the acquired skills. Skills assessment. The evaluation takes place during the curricolar activities, using the tools in use in each institution and the specific assessment rubrics developed by the Partnership Working Group. In particular, these are the provided activities: The ongoing monitoring the final evaluation the evaluation of the long-term project effect The ongoing and final evaluation reports will remain visible on the websites, in order to detect the strengths on which to persevere and the critical issues to be corrected.
From a territorial point of view, the 15 complexes that make up our institute are distributed over a rather large portion of territory (over 500 km2), which affects three municipalities in the province of Grosseto, in southern Tuscany. The environment is mainly rural and the activities of the inhabitants are mostly concentrated in the primary sector, agriculture in particular. Many of our students live on farms located in marginal areas and poorly connected by roads, which is why they are very often forced to spend their free time alone, unlike students who live in more central areas. The area has many interesting but certainly still undervalued resources and also the awareness of this wealth is not very widespread and rooted in the social fabric. At the same time, despite its "peripheral" location, for several years our institute has acquired an educational-didactic and organizational connotation at the forefront due to the training opportunities it offers in terms of tools and methodologies used. The project has allowed us to field acquired skills, to experiment with new teaching approaches and to compare them with the experience of foreign partners. Objectives of the project were consolidate and deepen the knowledge of one's own territory and stimulate curiosity for realities other than one's own enhance and promote cooperative learning through PBL (Project Based Learning) and e-tools encourage the inclusion of pupils with particular difficulties enhance communication in the mother tongue and in the target language of the project establish direct and concrete contact between the school and the world of work and combat early school leaving In the project activities, carried out over the three years, the following were involved: - 6 classes in the last year of kindergarten (only the first year of activity) for a total of 18 teachers and about 60 children - 5 fourth and 5 fifth classes of primary school (first and second year of the project) for a total of 10 teachers and about 90 pupils in the two years. - 6 third grades of 1st grade secondary school (first, second and third year) for a total of 12 teachers and about 180 students in the three years. The project involved 18 pupils from the third grades of lower secondary school, 9 teachers and the Headmaster in the four mobilities. In the extra-curricular laboratories organized in the three years of the project and in the curricular teaching activity, the expected products were created: research and documentation on the territory, mapping and structuring of tourist routes, creation of information material, creation and implementation of the website, preparation of mobility , contacts and correspondence with foreign partners. The activities were divided among the pupils of the different school levels based on age, skills and interests. Five of the six mobilities planned in the presence were carried out. The latest, scheduled for April 2020, was canceled due to the Covid emergency and replaced by an online mobility in October 2020. The first mobility was dedicated to detailed design and involved only the referring teachers. The other four face-to-face mobilities saw the participation of both teachers and students chosen from the six third grades of the lower secondary school. During these mobilities, the participants gradually experimented with the paths studied and created by the host partner. In the last mobility in online mode, each partner shared with the others "virtual" paths to get to know their own territory. From an operational point of view, the following were carried out by the students (also in collaboration with associations, public and private bodies): thematic routes tourist reception packages on their own territory informative material dedicated website (http://www.panterasmus.eu/it/) and its implementation The materials created by each partner were published on the site, created to collect the materials and disseminate the results. The project activities - in particular the design and mapping of the paths and the implementation of the website - provided an opportunity to experiment and verify the validity of the laboratory teaching method for learning environments. This positive experience resulted in the adhesion of two complexes of our institute to the network of DADA schools. In addition, the positive interaction between school and public bodies on the theme of the enhancement of the territory has initiated various tourism promotion projects (creation of new trails in the territory of the municipality of Cinigiano, horse riding and structured rafting on the Ombrone river).