CONTEXT As a result of discussions and conversations, partners found a common theme that worried us and we needed to develop to provide solutions and facilitate opportunities for students learning skills and strategies while improving the working environment, significant learning and the academic environment at school and in class. We are absorbed in a society that claims for the value, recognition and, definitively, inclusion of all of its members, not only at local level but social. We need to offer our students the possibility of assimilating their own values and the others' in society while are learning from Europe, from how it integrates every country member needing all of them to get stronger. We think that some important aspects from the European Cultural Heritage from the partners will help us in this duty. Also the involvement of the school staff being trained in active inclusive methodologies will give and advantage achieving our objectives. OBJECTIVES -To encourage inclusion of every student at class and school level. -To know traditional games and sports from the countries involved. -To know the distinguishing and enriching characteristics that each partner's National Cultural Heritage contributes to Europe as a whole, living all these traditions, surroundings, folk, traditional games, sports, music or gastronomy closely and making them unique. -To boost the teachers' profile including in the classroom active methodologies, different to current ones, that complement the existing with others that uplift the value different alternatives to what is considered essential. -To provide opportunities to participants to develop communicative English skills in practical contexts. -To provide students and teachers opportunities to develop their ICT skills. -To provide families and local community the opportunity of getting involved in the project. NUMBER AND PROFILE OF PARTICIPANTS The project includes student aged 11 to 15 and teachers from four different countries: Spain: Escolapias Valencia Schoool. An all-age mainstream school in the center of Valencia. Lithuania: Kaisiadoriu r. Zasliu pagrindine mokykla School. An all-age mainstream school situated in Zasliai, between Vilnius and Kaunas. Italy: Instututo Comprensivo di Inverigo School. An all-age mainstream school situated to the south-east Como. Romania: Scoala Gimnaziala Nr. 11 School. An all-age mainstream school in Oradea. METHODOLOGY TO BE USED Schools will establish Erasmus Teams within their own settings and nominate an "Erasmus Coordinator" to liaise with other schools in the partnership. Coordinators will communicate via ICT and evaluate activities against the project's objectives. During exchanges, the next activity will be launched and the lead country will share their expertise to enable countries to carry out activities when they are back home. Between mobilities, online meetings that could solve doubts or plan activities while having an activity timing control, will be done using digital platforms. Communication will be a key element. Results will be disseminated via ICT (Facebook, Atavist, eTwinning, School web...) and traditional ways (merchandising, banners, radio, brochures, press...). Although the project will be developed in English language, the resulting products will be translated into partners' languages too. EXPECTING RESULTS - Changes in school methodologies and improvement in class environment. - Better professional training. - School international opening. - Development of language learning skills. -More inclusive areas at school. - Increased open mind to value difference and encourage tolerance. - Coeducational Playgrounds. -Cooperation between partners for future projects. - Integration of teaching units in every level and subject using the methodologies developed in the project. - Integration of foreign traditional games and sports in the typical from the own area.
The concerns of the partner countries about various aspects that could be improved in our own centers led us to prepare a project that would help us achieve short, medium and long-term objectives. As main objectives, with which we continue to develop the project despite the pandemic situation: -Promote the inclusion of all students at the class and center level. -Know traditional games and sports of each partner country. - Know the differentiating and enriching characteristics that the cultural heritage of each participating country contributes to the whole of Europe, living closely all those traditions, environments, folklore, traditional games, sports, music or gastronomy... that make them unique. -Strengthen the teaching profile including in the classroom active methodologies different from the current ones, which complement those already existing with others that value alternatives different from what is currently considered essential. -Provide participants with the opportunity to develop communication skills in English in practical contexts. -Provide young people the opportunity to travel to other countries to promote tolerance and knowledge of their own and that of others. -Provide students and teachers the opportunity to improve their skills in new methodologies. -Provide families and the local community the opportunity to get involved in the project. We would achieve this through carrying out a series of initial activities to which, due to the situation we were experiencing, we had to postpone some and add others (illustration of legends and traditional tales, traditional mail exchange activities...) in order to continue with the spirit of the living project: -Logo competition -Knowledge of traditional dances and music. Performing a concert creating musical instruments with recycled material -Filming movies with an inclusive theme -Creating an electronic book of recipes -Knowing about traditional games and sports. Making a league -Knowing legends and popular tales and performing a play -Story contest with an inclusive theme -"Inclugames" In each center we involve students from 11 to 16 years old and teachers from Lithuania, Italy, Romania and Spain as coordinator. To do this, we would involve the four centers in their entirety, starting with the training of teachers in active inclusive methodologies (mobility carried out in Spain) carried out by teachers from the Catholic University of Valencia and which generated practical materials on active inclusive methodologies. After mobility, COVID-19 began and with it uncertainty, paralyzing life. Our intention was to continue with the project and all its activities, despite the changes and disparities in the indications given by the respective governments. For this reason, we ask to extend the duration of the project by one year, hoping that we can resume normally. We postponed mobility and some activities that required group interaction. This entailed a large number of difficulties that we alleviated with communication between coordinators and information to agents involved. He adapted, delayed and added activities keeping the project alive. In the middle of the 21-22 academic year, the activities that required interaction could be resumed, and the remaining mobilities (Romania, Lithuania and Italy) began to be prepared, although various issues led to the decision to carry out the mobilities to Lithuania and Romania virtually and to Italy in a virtual way. face-to-face manner. The virtual mobilities were experienced with great enthusiasm and results, fulfilling the objectives, carrying out the planned activities and adapting others to be able to carry them out. The countries were helped to organize them, generating very interesting experiences. In the face-to-face mobility to Italy, the opportunity was taken to carry out some activities that could not be covered in the virtual ones. The students were not finally able to stay in private homes, but being able to share a hotel helped them establish new links and exchange experiences. Prior to the mobility, the necessary preparations were made (official invitation, agenda, lists of participants...). EXPECTED RESULTS -Changes in the methodology of the centers and in the improvement of the classroom climate -Improved teacher training -International opening of centers -Improved language skills in English -More inclusive spaces in the center -Openness of mind in everyone to value the difference and promote tolerance -Co-educational playgrounds -Collaboration between centers for future projects - Didactic units that include the methodologies learned -Traditional games and sports from other places incorporated in the particulars of each area .