The project proposal stems from the assumption that European Cultural Heritage represents an enormous potential for the construction of European citizenship as a concept which is based on the value of cultural diversity and allows individuals to build and shape their own identities at different levels, overlapped but not in contrast among each other, including local, national and European dimension. The educational value of cultural heritage is nowadays widely recognized both at societal, scientific and institutional level. The dynamic relationship between identity and diversity and how cultures evolve because of absorbing elements from other cultures are at the core of this project, allowing secondary school students to discover and understand the value of cultural diversity through the legacy left by ancient populations living in the same territories and to learn the importance of cultural “contamination” as a way to enrich and shape local and territorial identities.Based on these premises, the project has the following specific objectives:• To promote the social and educational value of cultural heritage and its contribution to social inclusion and the construction of a European citizenship based on the value of cultural diversity as the legacy of local identities and ancient migrations• To create and develop an innovative educational methodology addressed to high school pupils, aimed to promote the active involvement of the pupils in the construction of paths of discovery and interpretation of cultural heritage under the thread of ancient migration flows• To promote the development of key competences and skills among pupils, such as in particular the spirit of initiative and communication in foreign languages, social and civic skills, awareness and cultural expression• To strengthen the link between the management of archaeological sites and the local communitiesThe project envisages a wide range of results, which are strictly interconnected between them and functional to the achievement of the above described specific objectives. The most important tangible result is the TRAME Manual for teachers and educators, containing the description of the educational methodology targeted to high school pupils and developed by partners throughout the project. The TRAME educational methodology will be based on a multidisciplinary and participatory approach to heritage, aiming to promote intercultural dialogue and foster the active participation of pupils in the construction of paths of discovery and interpretation of cultural heritage under the thread of ancient migration flows.Pilot courses to test and validate the educational methodology will be run by the staff of partner organisations in Italy, Hungary, Serbia, Poland and Turkey, lasting around three months (2-3 hours per week) and involving both school teachers and heritage managers as facilitators of the learning process. The pilot courses will involve at least two classes per institute, with a total of around 200 pupils in 5 different countries.The TRAME consortium, led by Parco Archeologico del Colosseo, was built step by step starting from the selection of relevant archaeological sites which could be directly or indirectly involved and connected among them under the common thread of ancient migratory flows. The consortium is characterized by a transversal nature, involving different types of organisations such as schools, public and private entities in charge of the management of important archaeological sites and a regional public body responsible for educational policies. It is composed by 8 organisations from 5 different countries, embracing an extended area ranging from the Mediterranean (Turkey, Italy) to the Western Balkans (Serbia) and Central Eastern Europe (Hungary, Poland), characterized by a huge cultural diversity but nevertheless connected by common traces of memory involving religion, funeral rites, trade routes, Roman colonization, etc.The project will involve different target groups in its different phases. First of all, teachers and heritage managers will be engaged and will cooperate to jointly develop an innovative educational methodology. In fact, both categories are in need of effective tools and methodologic approaches to take advantage of the educational value of cultural heritage and engage pupils in its conservation and valorisation. In a second phase, the effectiveness of the methodology will be tested on high school pupils, who will be involved first in laboratories at local level and then in transnational activities allowing them to work together with their peers from other partners’ countries. The students will benefit of a new multidisciplinary and participatory approach to heritage, focussed on their learning needs and allowing them to overcome cultural barriers and combat stereotypes related to diversity.

<< Background >>Children and young people with equal talents must be given equal opportunities in education and their social future. National and international studies show that there is a huge social, cultural and economic inequality between different people and groups. Socially vulnerable children were further disadvantaged by the closure of schools during the covid-19 pandemic. Children cannot benefit equally from education. Students at schools in disadvantaged neighbourhoods are at a huge disadvantage compared to peers in other neighbourhoods. As a result, talent remains unexploited. With our project HERE WE CREATE THE FUTURE! we want to send a clear signal and make a contribution to solving this inequality of opportunity. A child's background should never determine what opportunities he or she will have!<< Objectives >>Our main long term goal is to establish weekend school education throughout Europe. To achieve this, we will form an international platform for weekend school education. Within the project lifespan we will set up new weekend schools in all our partner regions as key and founding members of our European community. Our project is built around the vision that children enjoy learning. This goes beyond doing your best at school and homework. Meeting interesting people from society and business gives the child a broader view of its possibilities. WeekendSchool education provides these encounters through a non-formal working method which focuses on and develops the child's talent. This happens based on the conviction that both children and professionals inspire each other. We show pupils a broad picture of the world and challenge them to push their limits, look further, dare more and do more. We offer a network of interesting local and regional professionals who inspire children to keep learning for a promising future. Based on themes, the pupils are educated by guest teachers from a variety of professional fields. During these guest lectures, the pupils become acquainted with the teacher's field of expertise and carry out their own activities related to the profession: pupils get an idea of 'what the world has to offer'. WeekendSchool education focuses on motivated children between aged 10-20 who have fewer opportunities and chances to get in touch with subjects such as science, culture, technology and society. They immerse themselves in a fascinating world where they are educated by guest teachers. Whether it is the surgeon, the architect, the journalist, the carpenter or the judge, they are all passionate professionals who let them see, hear and especially experience what is involved in their profession. Weekendschool offers structural chances to increase ossibilities and chances, offers a network for pupils and offers the greatest chance of preventing early school leaving.The aim of weekend school education is to strengthen the pupils' motivated attitude to life. Broad knowledge about themselves and society, combined with the habit of moving in different circumstances, contributes to the ability to make independently motivated choices for the future. Pupils gain knowledge about professions, they can indicate preferences for professions and they have insight into how talents are linked to professions. Furthermore, we expect them to have gained (more) self-confidence and to experience social connectedness.<< Implementation >>All our activities are dedicated to Equal opportunities for young people in Europe. By starting Weekend Schools in our partner countries, but especially by establishing a sustainable Community Platform where everyone in Europe can find the tools to contribute themselves to the elimination of inequality of opportunities for young people. TRAINING AND LEARNING ACTIVITIES The Teacher/Trainer Activity in the first year of the project lays the groundwork for the rest of the project implementation, enabling the participants in our project to implement the set up of new weekend schools whichare planned for the remainder of the project The pupil activities contribute not only to the opportunity to learn from other young people in Europe about various personal and international topics (our second core objective) but are invaluable for the production of amongst others the Language Games Portfolio (Result 3). During the project materials will be developed, tested and refined and expanded to create a definitive version and implemented on the International Weekendschool Platform (Result 4). The Learning Activities are also vital in building connections between regional associated partners and our project partners, aiding in the development of our Project Results but also working on our core objective of strengthening the collaboration between schools and other organisations such as from the world of work. COOPERATION, PROMOTION AND SHARING ACTIVITIES Across our partnership we have secured 28 Associated Partners before the project start, who have all signed a Letter of Support and are keen to get actively involved.Complementaty to that, the promotion and sharing activities of the project, including multiplier events, will allow the project results to be shared also far beyond the project consortium and therefore contribute to achieving project objectives on a higher level. The International Launch in 2024 will be a particularly valuable moment to reach out across Europe and demonstrate the value of our weekend school programme. PROJECT MANAGEMENT AND MONITORINGActive project management aimed at creating shared ownership, complemented by dedicated impact monitoring activities carried out by all partners, will ensure that the project stays on track, delivers quality results and achieves its objectives.<< Results >>Our main OUTCOMES and concrete PROJECT RESULTS are: 1) During the project, a weekend school has been established in the region of each partner. The partners have investigated the possibilities for sustainable maintenance of weekend school education. 2) We give our pupils the opportunity to learn from other young people in Europe about their situations, the way they deal with opportunities they are given, the way they deal with European themes and fundamental rights and how the young people themselves can contribute to the European objectives. We do this by organising exchanges, both physical and online. 3) All partners will use their own national and international networks as key founding members of the international weekend school education community to promote the possibility of weekend school education in wider Europe. 4) An INTERNATIONAL WEEKEND SCHOOL PLATFORM & COMMUNITY (RESULT 4) is established with all the information needed by interested parties in Europe to start a weekend school themselves. With adedicated WEEKEND SCHOOL SET UP HANDBOOK (R1), a handy SELF QUICK SCAN TOOL (R2), a wide ranging LANGUAGE GAMES PORTFOLIO (R3), do's and dont's, workshops, and video presentations to provide them with thepractical tools to do so in new settings across Europe.