Heritage Education Learning Program

Aimed at students between 15 and 18 years old, the project Heritage Education Learning Program is a partnership between the Agrupamento de Escolas Camilo Castelo Branco of Vila Nova de Famalicão (Portugal), the Galatasaray Lisesi of Istanbul (Turkey), the Hight School So Dobri Daskalov of Kavardaci (Northern Macedonia) and the Escola Secundária da Ribeira Grande of S. Miguel (Azores, Portugal). These schools became partners to prioritize the social and educational value of European cultural heritage. They also aimed to strengthen the profile(s) of the teaching profession and improve open education and innovative practices in the collaborative, interdisciplinary and digital era. Members of this project shared similar views on Heritage Education: it must reflect a precise, objective and balanced interpretation of places, landscapes, structures, objects, in an appropriate context; the rich historical and cultural contributions of men and women from diverse regional, racial, and ethnic groups; the legacies in the texture and shape of our built environment; the expressions of historical and cultural experience found in different environments; an interdisciplinary approach; ethics in preservation, etc. We consider the profitability of the heritage and culture of each partner entity essential, giving meaning and sustaining the curriculum of each country. The project is created with an ecological and articulated vision, taking into account the heritage, the curriculum and the collaboration between schools and the educational and community response. Through the involvement of young people with Cultural Heritage, the project has developed key competences in interpretation, heritage and media, in a European scenario of education, multiculturalism, multilingualism, tolerance, diversity and inclusion. It is a comprehensive project that involves the entire educational community and favors active participation in collaborative work among the most disadvantaged students and those with special educational needs, in order to promote real opportunities for learning and intercultural knowledge. This project improved the European awareness of these students. We are focused on improving literacy through combining heritage with technology to prepare young people with fewer opportunities to live in the 21st century. The project's pedagogical activities followed five conceptual and methodological lines, distributed by 5 LTTA: 1. Articulation of the national curriculum with the local curriculum, with the participation of associations, clubs and various local entities in the construction of an identity curriculum. 2. Developing heritage education together: planning and implementing innovative classes using historical and cultural heritage. 3. Literature and intangible heritage. 4. Innovative and experimental classes using industry and technology. 5. Energy from water/water from energy: water in the past, today and in the future. Multiple pedagogical approaches were used: active methodologies such as problem solving; individual work, in pairs, in small groups, in groups, in inter-class groups, in international groups; mentoring and mentoring and peers; face-to-face, b-learning and online teaching; worksohps; Flipped classroom; volunteering/peer education; - real and virtual study visits; - exploratory classes; - field lessons; - shared international classes; - transdisciplinary approach; - bilingual teaching, curriculum articulation in the class council; - peddy-paper; - debates; - diversification of learning spaces, using non-formal spaces and external partnerships; During the confinement period, gamification, video based learning, discussion forums, videoconferences and chats gained greater value. The local activities were streamlined in the subjects of mother tongue, History, Literature, Physical Chemistry, English, Geography, Music, Arts, ICT, in articulation with the specific contents and with the curricular references, namely Student Profile, Essential Learning and Educational Project. The topics of this project were also worked on clubs, namely the European Club and the European Parliament Ambassador School. The project's activities also allowed for the articulation between Citizenship and Development and students with fewer possibilities, namely those with disabilities. These classes/sessions resulted in educational products that were disseminated in physical mobility, social networks and in the Twinspace. Students developed specific skills related to different subject areas and transversal skills such as multilingual communication in different media, critical thinking, aesthetic sense, digital literacy, autonomy and responsibility, openness to change and difference, education for European values ​​and human rights . With this project, heritage education was integrated into the secondary education of the AECCB and partners, as an educational tool for the creation of teaching and learning approaches to strengthen the understanding of specific curricular contents of different disciplines, history and culture between countries partners and a humanist and participatory citizenship training. Students developed group work skills, learned about methodologies and projects that they can replicate in their own schools and throughout their lives.