The project I.N.S.I.E.ME. has a two-year duration, it is coordinated by school “De Amicis-Baccelli” (Italy) and it involves three more partners, “49° Toti-Borsi-Giurleo” (Italy); “Pureza de Maria” (Spain); “Boyan-Penev” (Bulgaria). Objective of the project is to foster the circularity and the sharing of experiences and good practices with respect to the macro-theme of ‘social inclusion’, declined through two related sub-categories, both of whom respond to horizontal and sectoral European priorities: the main components that hinder the fulfillment of an inclusive school (early school leaving); the methods used for its implementation (ICT and digital skills for teaching and learning). The project therefore embraces the issues of academic achievements, respect for diversity, tolerance and thus European citizenship. The project foresees the realization of: - n. 3 Joint staff training events, one in each partner Country of the project. Each of these training events will be attended by 3 teachers from each partner school. Topics covered will be: 1. Early school leaving; 2. ICT ad digital tools 3. Social inclusion and equity at school. - n. 3 Transnational mobility activities of pupils. Each Mobility activity will be held at the same time as the related training activity for the teachers (10 students from each school will participate in each of the 2 mobility that will be carried out by each school); they will be supported by n° 2 accompanying teachers. Students will be involved in workshop and laboratory activities, with the aim to encourage their active and dynamic involvement. Each training event will be supported by eTwinning virtual activities and they will be implemented either before and after the mobility. For the provision of each training activity, schools will prepare teaching and learning materials in English that will be than translated and made available to the broader public on the project blog, on the sites of partner schools as well as on eTwinning. Likewise, students will produce materials (posters, comic strips, etc.) and they will also create audio-video contributions to witness their activities and ensure their dissemination, through social media and eTwinning. The project also involves the participation of students and teachers who will not take part in the activities abroad, but that will actively participate in the project through virtual exchanges (Skype, eTwinning), preparatory activities of meetings and materials, activities that will take place within the partners during the two years of project implementation. Cooperative-learning and peer-learning methodologies will be applied. All participants will be encouraged to actively participate in debates and discussions. ICT and digital tools will be used. A dissemination plan will be implemented with the aim of spreading its objectives and results to wider public, maximizing its impact also to actors and stakeholders beyond the partnership. The dissemination activity will be carried out throughout the duration of the project and beyond through different communication channels, websites and social media. Schools participating in the project will have a positive long-term impact, which will consist in having: teachers with more skills and more motivated and sensitized pupils with respect to social inclusion; teachers and students with strengthened linguistic, intercultural and social skills; improvement of the ability to organize and manage international activities with local and foreign partners; strengthening of strategies for internationalization and development, increasing European cooperation for staff training activities and transnational mobility of students; strengthening the linguistic and intercultural skills of the staff of the partner schools; implementation of innovative methodologies for teaching and learning; consolidation of partnerships and collaborations already active between schools, local bodies local actors to promote international activities; increasing the exchange of best practices at transnational level. The results of the project will be integrated within the educational offer of the schools and the teachers will continue to implement the integration in their daily curricular activities.
The project I.N.S.I.E.M.E was coordinated by school “De Amicis Baccelli”(Sarno, Italy) and involved two more partners: school “49° Toti- Borsi-Giurleo”(Naples, Italy) and “Boyan-Penev" (Sofia, Bulgaria). Initially the participation of a fourth partner too had been foreseen, the Spanish school “Pureza de Maria”,which, due to the pandemic, decided to give up the implementation of the project. The expected duration of the project was two years which were later extended to three ,due to the Covid-19 emergency. Objective of the project was to foster the circularity and the sharing of experiences and good practices with respect to the macro-theme of “social inclusion”, declined through two related subcategories both of which respond to horizontal and sectorial European priorities: the main components that hinder the fulfilment of an inclusive school (early school leaving and school dropout),the methods used for its implementation (new technologies and digital skills for teaching and learning). The project embraces the issues of academic achievements, respect for diversity, tolerance and thus European citizenship. The following activities were carried out: - n. 4 Transnational mobility activities of pupils carried out in virtual mode due to Covid-19 pandemic; the students’ groups were supported by accompanying teachers who facilitated and moderated online sessions. The topics dealt with during online virtual mobilities were : a) intercultural aspects b) early school-leaving and school dropout c) new technologies d) inclusion and equal opportunities. The students were involved in creating presentations with audio-visual tools and interactive ones as well, so as to promote their active and dynamic involvement - n.2 Joint staff training events, one in Bulgaria and the other in Italy. The topics dealt with were: a) early school -leaving and school dropout and use of TIC and digital tools b) early school leaving and school dropout and modes of social inclusion and promotion of equal opportunities in schools. For the provision of each training activity for teachers schools prepared training material in English which were translated and made available to the broader public on the project website. Likewise the students produced ad hoc materials (power-points) and created audio-video contributions to attest their own activities and assure their dissemination through social media above all. Cooperative learning and peer learning were the methodologies mostly used: all participants were encouraged to participate in discussions and debates actively. A dissemination plan was implemented with the aim of spreading its objectives and results to a wider public- also to actors and stakeholders beyond the partnership- maximizing its impact and creating emulative effects. The dissemination activity was carried out throughout the duration of the project through different communication channels, websites and social media. Schools’ participation to the project had a positive impact that will have a long-term effect: teachers acquired specific skills and students were motivated and sensitized with respect to the theme of social inclusion; both target groups showed significant benefit in terms of the strengthening of linguistic, intercultural, digital and social skills. The positive effects of the project were found not only in single participants but in partner schools as well in terms of improvement of the ability to organize and manage international activities among local and foreign partners; improvement in the ability of organizing online training events aimed at exchanges with schools abroad, on behalf of one’s own students; strengthening of strategies for internationalization and development; increase in European cooperation for staff training activities and students transnational mobility; strengthening the linguistic and intercultural skills of the staff of partner schools; implementation of innovative methodologies for teaching and learning; consolidation of partnerships and collaborations already active between schools, local bodies and local actors to promote international activities; increasing the exchange of best practices at transnational level. The results of the project was integrated within the educational offer of schools, their methodologies and programs and teachers will continue to implement their use once the project ended.