In line with the National Guidelines, the project will achieve these objectives: • improve teacher professionalism, the quality of teaching by increasing communication skills in a foreign language; • promote cultural integration, social inclusion, multilingualism, enhance diversity with knowledge of cultures and different languages conveyed by the theme of environmental sustainability; • enrich teachers' methodologies, including digital skills, making teaching more motivating aimed at creation of a sustainable school environment in socio/environmental terms • know the principles of the CLIL methodology and apply it to the teaching of some disciplines starting from that environmental; • promote cultural exchanges with eTwinning to stimulate cooperations with other European schools which can lead to further collaborations, new job shadowing experiences and strategic partnerships. • know and explain the main objectives of the 2030 Agenda in schools. • make our project a living reality on the territory by involving other scholastic and cultural realities, families, municipalities. • lay the foundations for the creation of similar projects for the future.
We decided to participate because Erasmus Plus offered great opportunities to meet the training needs of the Circle, made up of pre-primary and primary schools, which have been interested in international projects for years and with a background of training projects carried out abroad (Comenius, Pestalozzi , Erasmus Plus). In our project, cultures and languages, have conveyed the theme of socio-environmental sustainability to develop methodologies capable of declining the principles of the 2030 Agenda. On the one hand, the project wanted inclusion, integration, strengthening of foreign languages and methodologies for its teaching also with ICT, on the other, development of awareness of sustainability and methods for implementing it at school. English, the "franca" language of Europe which allows mobility more easily, Greek, the "linguistic epicenter" of Europe as an example of other minor languages, those brought by the pupils of our multicultural school, were involved. Through Rav, Improvement Plan and questionnaires, our needs emerged and three areas were selected to be strengthened in the two-year period in which the project was carried out (linguistic-methodological area, intercultural area and environmental area).