“Science and Sport speak the same Language” is a project that combines Science and Sport by means of a European partnership with four high schools: La Sénia (coordinator school from Spain), Beja (Portugal), Genova (Italy) and La Rochelle (France). There are some common features between the partner schools. One is that scientific subjects are often difficult to be understood by the pupils. Second is that Physical Education is only taken as a practical issue. The third feature to mention is the level in foreign languages, mainly English, which can be improved by their use in new scenarios. And four, the teaching methods of our teachers which can be updated with cooperative techniques. Therefore, our proposal is to join the positive aspects of all these topics and apply Science to real sport activities in international and innovative contexts. Our pupils use the scientific laws they have learnt in class to solve questions related with their own physical exercise. They use common languages to communicate while are arranged in international workgroups and guided through a Project Based Learning methodology. We believe that this approach will increase the engagement of our students in these subjects but, not only the pupils but also the teachers will take profit when their teaching methods will be shared among them during the partnership. To sum up, the project is an adequate instrument to improve the participants’ skills and competences. The idea of combining Sport and Science had been previously tested by the partners of Spain, Italy and France by means of eTwinning projects. In order to improve the workforce, the partners from Portugal, who have a substantial experience in Erasmus Plus projects, were incorporated to the team. The aim of the partnership is to enlarge the previous collaborations and start a bigger project in terms of a Key Action 2 which allows the production of more elaborated outcomes. The plan of activities starts with the opening of an eTwinning project. The Twinspace platform is used at the beginning to meet virtually by videoconference and arrange the programme which includes four exchanges, one in each country. The students that take part in the mobilities are chosen by a clear selection criteria which includes students from families with cultural and economic difficulties. The Twinspace is applied before the exchanges to put students in contact and organize the hosts/guests pairs. During the exchanges, it is the site where all the tasks and results are published. After the exchanges, it is used for dissemination and transference of the project materials. The exchanges in each country follow a similar schedule. Host schools organize outdoor sport activities (trail running, trekking, sailing, bike riding or rugby) in cooperation with local associations. The activities are held in historical or environmentally important places that show the participants the diversity in the European cultural heritage, which is a priority of our project. GPS or video data are collected during the practise and studied back in the classroom in national mixed workgroups who need to cooperate to search information (webquest) to find the solutions to the questions prepared by the host teachers. Web tools 2.0 are also applied to improve the students’ and teachers’ ICT skills. The project exchanges are completed with external visits (university, sports centre, etc.) which broadens the scope of the contents included in the activities. During the exchanges there is also time for the teachers to meet and transfer to each other their didactic methods, plus evaluate the advance of the project and present possible corrections if necessary. The students’ results are assessed by both the teachers and the students and these outputs are also discussed by the teachers after each exchange to draw out conclusions about the project performance and the objectives planned beforehand. Moreover, this information will be included in the mid project and the final project reports that will be published by the coordinator school. Finally, all the partners merge the generated materials in a cooperative ebook that summarises all the work done along the project and it is used to disseminate it around. The students, who had the chance to travel, transfer their experience to their schoolmates and so do the teachers with the rest of the teaching staff. The dissemination continues along the school and local digital media (social networks, websites, television and radio stations), the teaching and sport networks and also to related events where the project can be promoted. We estimate that the long term benefits of the project will be seen at school by the: improvement of the curriculum when incorporating the project teaching materials and methodologies, increasing number of students enrolled in the subjects related with international projects and better scholar community cohesion since the families values positively these experiences.
“Science and Sport speak the same Language” is a project that combines Science and Sport by means of a European partnership with four high schools: La Sénia (coordinator school from Spain), Beja (Portugal), Genova (Italy) and La Rochelle (France). There are some common features between the partner schools. One is that scientific subjects are often difficult to be understood by the pupils. Second is that Physical Education is only taken as a practical issue. The third feature to mention is the level in foreign languages, mainly English, which can be improved by their use in new scenarios. And four, the teaching methods of our teachers which can be updated with cooperative techniques. Therefore, our proposal is to join the positive aspects of all these topics and apply Science to real sport activities in international and innovative contexts. Our pupils use the scientific laws they have learnt in class to solve questions related with their own physical exercise. They use common languages to communicate while are arranged in international workgroups and guided through a Project Based Learning methodology. We believe that this approach will increase the engagement of our students in these subjects but, not only the pupils but also the teachers will take profit when their teaching methods will be shared among them during the partnership. To sum up, the project is an adequate instrument to improve the participants’ skills and competences. The idea of combining Sport and Science had been previously tested by the partners of Spain, Italy and France by means of eTwinning projects. In order to improve the workforce, the partners from Portugal, who have substantial experience in Erasmus Plus projects, were incorporated into the team. The aim of the partnership is to enlarge the previous collaborations and start a bigger project in terms of a Key Action 2 which allows the production of more elaborated outcomes. The plan of activities starts with the opening of an eTwinning project. The Twinspace platform is used at the beginning to meet virtually by videoconference and arrange the programme which includes four exchanges, one in each country. The students that take part in the mobilities are chosen by a clear selection criteria which includes students from families with cultural and economic difficulties. The Twinspace is applied before the exchanges to put students in contact and organize the hosts/guests pairs. During the exchanges, it is the site where all the tasks and results are published. After the exchanges, it is used for dissemination and transference of the project materials. The exchanges in each country follow a similar schedule. Host schools organize outdoor sport activities (mountain orienteering, trail running, trekking, canoeing) in cooperation with local associations. The activities are held in historical or environmentally important places that show the participants the diversity in the European cultural heritage, which is a priority of our project. GPS or video data are collected during the practise and studied back in the classroom in national mixed workgroups who need to cooperate to search information (webquest) to find the solutions to the questions prepared by the host teachers. Web tools 2.0 are also applied to improve the students’ and teachers’ ICT skills. The project exchanges are completed with external visits (universities, sports centres, etc.) which broadens the scope of the contents included in the activities. Due to the Covid-19 pandemic the fourth exchange was not carried out and it was substituted by virtual cooperative activities about the topics Energy and Sport. During the exchanges there is also time for the teachers to meet and transfer to each other their didactic methods, plus evaluate the advance of the project and present possible corrections if necessary. The students’ results are assessed by both the teachers and the students and these outputs are also discussed by the teachers after each exchange to draw out conclusions about the project performance and the objectives planned beforehand. Finally, all the partners merge the generated materials in a cooperative ebook that summarises all the work done along the project and it is used to disseminate it around. The students, who had the chance to travel, transfer their experience to their schoolmates and so do the teachers with the rest of the teaching staff. The dissemination continues along the school and local digital media (social networks, websites, television and radio stations), the teaching and sport networks and also to related events where the project can be promoted. We estimate that the long term benefits of the project will be seen at school by the: improvement of the curriculum when incorporating the project teaching materials and methodologies, increasing number of students enrolled in subjects which international projects and better scholar community cohesion since the positive families' feedback.