<< Objectives >>EcoSocial I-City aims to improve teaching-learning processes in education to enhance community values and tackle current issues of climate change and social justice. - Train 12 teachers in Scratch - Ensure 100% of participating students know Scratch programming basics- Integrate Digital Competence Framework in schools - Generate SDG observatory groups in schools- Explore how to dynamize and open education ecosystem to society - Improve education on values, cooperation and language<< Implementation >>1. Ideation training: design and preparation of the teachers training activity 2. Scratching & EcoSocialising: teachers’ training process and education initiatives design3. Ecosocial I-City: work with students and school ecosystem, feedbacking and open source results allocationOther activities: online coordination, monitoring of evaluation and quality of the project, or dissemination and exploitation<< Results >>Training program for teachers in Scratch and in SDG 12 teachers trained in Scratch Didactic proposals in each of the centres in the eTwinning platformImprovement of skills in + than 100 students 4 applications in Scratch to raise awareness 4 SDG observatory groups Involvement of education community and other agents Integration of proposals developed in this project in the official training given in participating centresIncrease sensibility and interest in the SDG & European cooperation

<< Objectives >>First of all the project was created for our teacher to gain knowledge and training in terms of inclusive education, and to adapt the teaching process in preschool level in order to include all the children regardless of their differences. By doing this we want to create inclusive environments in our classrooms for the benefit of all students and parents, and to enhance learning and participation for all students, especially those who are categorized as having special educational needs.<< Implementation >>1. Class activities aimed to meet the students’ needs in terms of inclusive education. 2. Four Learning Training Teaching events divided in four modules, with the following content: Key principles of inclusive education; Curriculum design and programming; Effective teaching and learning strategies to support all students; Monitoring inclusion of students. 3. Preparation and distribution of a Teacher’s Handbook for Inclusive Education in preschool institutions 4. Dissemination activities<< Results >>The tangible result of the project will be e Teacher's Handbook for Inclusive education in preschool institutions. After the completion of this project, our teachers will be better equipped with innovative tools of inclusive education and our students will learn better in a climate that accomodates their needs, and where they feel equal and not discriminated. In what concerns our institutions, we will be more capable of providing more attractive education addressing the needs of all students.

The project “Become aware of others through doing theatre” falls within the intention to develop the European opening-up of school establishments based on students' artistic work with the objective to reduce the percentage of poorly performing students. The educational objectives concern knowing one's own cultural heritage and that of the partner country, the linguistic skills of everyone (French being the first language or the language learnt), the numeral subject skills and of course the oral and artistic expression abilities. The project involves about 80 pupils in total, aged between 6 and 9 years, i. e. 2 French classes and 2 Italian classes. Its main purpose is to co-present a piece of theatre in French at the Children's Theatre festival in the French language, organised by the French Institute in Florence. The Italian and French pupils drawn from 2 classes out of the 4 participating, i.e. 35 to 37 pupils aged from 7 to 9 years, who will present their piece of theatre during the 2019 and 2020 productions of the Festival under the heading regarding mobility. The main activities are the following: writing followed by creating a piece of theatre in French based on an Italian tale, a regular correspondence in French about the project on the Twinspace, and envisages an exchange on the work done around the piece of theatre, what everyone discovers about the local heritage, as well as the common one. The work of the artistic creation done with the teachers, will rely on the help of local theatre groups. The expected results will be an improved knowledge of the pupils in all aspects of the intended educational objectives, therefore consequently it is also expected to see a reduction in the percentage of poor school performance. In the long term, the schools hope to perpetuate the fruits of this project by maintaining the proposal of artistic work of a high level for the pupils and to participate in new European projects, virtual or not.

As the world is constantly and rapidly changing, education is becoming a problem in different countries. Therefore, the teaching process needs to be re-adjusted by giving students the expertise which can help them to adapt fast to changes and integrate into society. Independent thinking, values, teamwork and social awareness are vital skills that should be included in teaching, nowadays. To develop these delicate and flexible skills, the project coordinator identified social inclusion as the initial and essential point by working together on various topics dealing with environment/nature and science. Learning by doing was a project designed to foster and develop these kinds of skills, both in students and teachers and to promote changes in the involved schools so that they could be as organizations aware of the changes they need to implement to develop new approaches and new ways of learning and teaching. It was implemented by a group of different schools, being Romanian and Portuguese the most experienced partners and led by a British school. The other partners' schools, however, had got the spirit and the motivation to achieve the designed goals for the LBD project. Although the project had been affected by two major events during its timespan, Brexit and COVID pandemic, we believe that the project achieved its main goals and produced a real impact in all the schools involved. Throughout the project we developed the objectives defined in the beginning namely for students, 21st-century competencies or soft skills like creativity, innovation, communication, social and emotional development, experimental approaches to sciences and critical thinking and ICT skills; for teachers, the use of English as a communication language in Europe and their Europeanization skills, the openness to share classroom and methods and the skills they to improve in their student the above-mentioned skills and competencies; for schools, the know-how to accommodate innovation in their classrooms and the flexibilization of structures and traditional practices to grant the room for new approaches for teaching.All of these were achieved under the values of promoting inclusion, diversity, equality and gender balance and non-discrimination.The project in the six partners schools involved directly students from 6 to 12 years old (around 1200 students), teachers and staff (around 300) and the administration boards of all schools. Indirectly, LBD, by sharing new approaches, new practices in the classroom, new ways of thinking and facing Erasmus had reached much bigger numbers and a wider impact in each country, going around above 3000 (students, staff, teachers). Besides this figure, we had also promoted families, parents, communities, and local partnerships involvement that enriched our project and increased the project’s impact in all the six partner schools. To achieve our aim of inclusion, we implemented in our classrooms and during free time activities, new strategies and methods of teaching using the 4th TOPICS: TECHNOLOGY, LEADERSHIP, STEM and TEACHING & INTEGRATION. Teachers’ work also included the creation of 24 lesson plans with the help of an interdisciplinary approach which afterwards were integrated into the e-toolkit. They also created the “FLORA, FAUNA & HEALTH FOOD” book, based on activities with children. When students were experimenting, exploring and creating with a range of materials, they learn about problem-solving in situations where there are no set or ‘right’ answers. Learning outside the classroom helped to make subjects more vivid and interesting for pupils and enhance their understanding. It also contributed significantly to pupils’ personal, social and emotional development. The social and emotional approach helped students and teachers participating in the project to gain knowledge and skills, develop attitudes necessary to understand and control their personal feelings and emotions, set individual goals, increase their empathy perception and create positive relationships. Schools participating in the present partnership contributed to their development in the long-term by the curricula expansion internationalizing it, the development of teaching qualitatively, the improvement of institutional plans and the increase of the school image within the local communities.In terms of results, the LBD project was a very enriching project, since it produced articles for the e-magazine, quizzes, presentations, videos and brochures, besides a toolkit with 24 teaching materials that mirrored the tailor-made lesson plans about the main project topics and dissemination sites (webpage, TwinSpace, newspapers and blogs). All these materials had a strong daily impact in each partner school when they experienced different apps and ICT resources to create learning environments. But, the impact of the project was much wider than concrete results: teachers become aware of new practices and approaches to teaching, overcoming their initial reserve about being able to actively join an European project, they learnt how to cooperate with each other even in different classrooms, realize that different school environments are possible and they also produce rich teaching and learning environment; Students were able to work and learn collaboratively online with students from the partner countries – even before the pandemics online learning – with meeting concerning several topics to show and share their findings and discoveries in different project’s topics, to share thoughts in a foreign communication language and valuate differently outdoors learning environments; Schools gained a new dynamic towards innovation by welcoming the partners and by preparing mobilities among teachers and also resources to develop new technological approaches to learning (the project had a very relevant contribution for partner schools’ performance during the pandemics); and School Communities gained deep conscious of their value in a Europe focused on diversity.

"The PACTEs project concerned a territory where social contrasts are very strong: the city of Deauville and the Normandy coastline welcome tourists from all over the world, the historical heritage is very rich and linked to European history. At the same time, a large part of the local youth, coming from underprivileged backgrounds, are excluded from this dynamism: their families work in seasonal and/or unskilled jobs linked to tourist activities, young people are not very mobile in their own territory, they are not familiar with the heritage of their region and do not take advantage of the opportunities for intercultural encounters that are present on the coastline. Their openness to the world is limited and their academic ambitions are not very developed: the choice of studies is made according to the geographic location closest to the home and early school dropout is frequent to avoid a possible mobility linked to the choice of a training. the actors of the territory, schools, local authorities, associations, have decided to work together so that young people, from elementary school to the baccalaureate, can : - discover and appropriate a local heritage that they do not know - be able to promote this territory and this heritage abroad in a European citizenship approach - learn to work in interaction with European partners in order to live an intercultural experience - experience mobility abroad while being prepared to develop the autonomy and self-esteem necessary for a successful personal and professional life. It was planned that 980 young people from 8 European territories, all located either on a coastline or in a river area, would work together for 3 years thanks to digital communication tools on a theme common to all the partners. The project was about ""European territories along the water"" with, according to the choices of each one, a work on the problems of the protection of the environment and the littorals, the economic, tourist and leisure activities related to the sea or to the rivers, the historical and cultural heritage of these territories in connection with water. The interactions between the schools, colleges and high schools of all the partners, the collaborative work via e-twinning should lead to productions and common events in inter-degree and international and mobilities that will bring lasting links between young people and founding experiences for them. The expected results of this ambitious project have been strongly impacted by the health situation which has stopped the whole project from February 2020 to June 2021.While year 1 of the project allowed for digital exchanges between schools and production work by each shared with all the project partners, as described in the interim report of the project validated in 2020, the exchange activities between schools were mostly stopped until the end of the project: the simultaneous closure of European institutions during the first containment period in the spring of 2020 and until the start of the 2021 school year for some partners, and then the closures that were still ongoing in some countries while the institutions were reopening in France did not allow for the installation of perennial digital relationships. The schools, which educate students from disadvantaged backgrounds, have not succeeded in mobilizing their students remotely due to the lack of computer equipment in the families. The digital divide in rural areas took on its full meaning: Teachers were unable to conduct remote work with their students, they first ensured the continuum of basic teachings for their students using paper mailings. The project activities were abandoned due to the imperatives. Two French schools succeeded in mobilizing the pupils on productions which were made available to all the partners on the twinspace of the project which was not invested by the participants in the project, for lack of easy access to Internet during the successive confinements. The mobilities planned in the project were to take place mainly between spring 2020 and spring 2021. They did not take place because of the travel restrictions in force in all the partner countries. The expected results can therefore only be measured in the first year of the project through the interim report that has been validated."