"The ""Enrico Medi"" is located in Randazzo, important medieval town on the slopes of Etna Volcano (Sicily) and at the crossroad of three natural parks: Etna Park, a UNESCO heritage site since 2013, Alcantara River Park and Nebordi Park. The school has a wide educational offer, with different study courses (LIceo Classico, Liceo Linguistico, Tourism, Catering and Hospitality, Agriculture) most of them are related to the training of professional workers in the field of Tourism. Unfortunately the students have poor awareness of the potential of the territory and, at the end of the study course, they frequently fail in finding/creating work opportunities in the area and, more and more often choose to move elsewhere in search of a job. The applying organization (located in Italy) and the 5 partners (located in Croatia, Latvia, Portugal, Spain and Romania) share similar needs and agree on developing strategies of active interaction between schools and territory. Therefore the priorities of S.I.K.U.L.A. are the KNOWLEDGE, DEVELOPMENT and PROMOTION of the different geographical areas.https://prezi.com/dh-hmcubzlsi/copia-di-copia-di-learn-prezi-fast/ MAIN PURPOSE OF THE PROJECT Build up students’ awareness of the touristic potential of their areas and create strategies for its development and promotion OBJECTIVES OF THE PROJECT -make students aware of the great potential of the area in which they live through its peculiarities’ knowledge -start cooperation with local organizations aimed at its touristic development -create a network among European schools, with similar needs, located in rural areas with great touristic potential (especially in relation to food and wine, naturalistic routes, cultural highlights). -encourage cooperation, mobility, creativity and innovation to promote youth entrepreneurship, through the comparison of different cultures NUMBER AND PROFILE OF PARTICIPANTS All the project’s activities will be managed by 6 WORK TEAMS (one for each participant organization). Every team will be made up of 20 students and 5 teachers, selected among those who prove to have skills that are relevant to the planned activities. The transnational meetings’ participants will be 100. ACTIVITIES OF THE PROJECT AND METHODOLOGY PREPARATION (AUGUST-SEPTEMBER 2017) Activities: -creating work teams, web platforms, formats and templates, logo, mascot and slogan proposals -selecting items to be included in the PROMO TOURS (nature trails, cultural routes, food and wine tours) There are 3 MOBILITY steps. Each transnational meeting will last 6 days. 1. START (OCTOBER–NOVEMBER 2017) Total number of travelling people: 15. Transnational meeting (only teachers, 3 for each country). The meeting will take place in Spain and it will focus on defining the activities’ details (guidelines agreement, logo, mascot and slogan to be chosen among all proposals) 2. DISCOVERY (JANUARY 2018-MARCH 2019) Total number of travelling people : 60. 6 transnational learning/teaching meetings involving 3 countries per meeting. Each travelling organization will participate with 2 teachers and 3 students. Activities of each transnational meeting -presentation of the characteristics of the territory by the receiving organization -PROMO TOURS creation (each group of three countries will create a PROMO TOUR of the receiving area). At the end every participating organization will provide its own PROMO TOUR which will be edited and shared (in the web platform) by the WORK TEAM of each receiving school. -EUROPEAN DISHES creation (each group will create an original dish combining tastes and products of every country) 3. EXIHIBITION (MAY 2019) Total number of travelling people: 25. Transnational learning/teaching meeting in Sicily focusing on the organization of a great event: the EtnaSchoolExpo. Each travelling organization will participate with 2 teachers and 3 students. Stands and pavilions will be built in the town centre in order to carry out the different activities: -PROMO TOURS presentation -tasting of local products and partners’ countries’ specialties -EUROPEAN DISHES tasting -final meeting with all partners, local politicians, companies, tourist agents, journalists. RESULTS AND IMPACT The project action will certainly have a learning/teaching impact due to the development of skills both in teachers and students (communicative skills, territory knowledge, managerial skills, digital competences) of which they will benefit in the short and long term. S.I.K.U.L.A. will also have a social impact thanks to EtnaSchoolExpo which will be a model of results’ dissemination as well as a way of touristic promotion. In the long term further editions of EtnaSchoolExpo are likely to occur."

The European Year of Cultural Heritage have introduce the willing to put the spotlight on Europe's wealth of cultural heritage, showcasing its role in fostering a shared sense of identity and building the future of Europe. According to a new Eurobarometer survey released today, most of the Europeans think cultural heritage is not only important to them personally, but also to their community, region, country and the European Union as a whole. All the participating countries – Croatia, Greece, Italy, Latvia, Portugal and Spain – are coastal European countries. The sea and the coast present natural borders that can divide or unite, depending on our approach. This is why project partners decided to plan a project with the purpose to use culture as a tool for language teaching. Communication in English will be developed not by talking only about English culture (as we are used to), but talking and discovering cultural heritage of project partners' countries. This aim matches with the general aim of improvement of the adult education offers and adult teachers’ competences. The aim will be achieved by two IO that will involve two target groups: adult learners and adult teachers/educators: - Foreign Language Teaching through European Cultural Heritage Discovery Curriculum for Adult Learners - Learnpress Learners Management System – Digital platform for learning materials Both the IO will be used in providing a 60 – 80 hour English language course targeted at improving communicative competences in English language and intercultural understanding based on discovering the local cultural heritage of the partners’ countries. At the very beginning of the project, partners will establish a Project Management Team (four persons) to ensure efficient project management. Three transnational meeting and one Skype meeting will ensure continuous monitoring of the work in progress and achievement of the results. The Participatory Approach and the P.C.M. Methodology will be used for communication and cooperation between partners. 60 adult learners and 12 teachers will be involved in piloting the English language course level A2 – B1 based and carried out from the Foreign Language Teaching through European Cultural Heritage Discovery Curriculum for Adult Learners and will use the learning materials upload on the Learnpress Learning Management System – digital platform. 18 teachers and staff members will be involved in the sort-term joint staff training event in the 1st year of the project. 79 participants (around 61 learners and 18 teachers) will take part to the blended mobility of learners in the 2nd year of the project. Aroung 215 participants will take part in the multiplier events planned in the middle of the project going on in order to promote the English language course based and the project results. Around 50 participants will take part to the project final conference. The target groups of the dissemination activities will be (indicatively) • Adult learners • Training Providers • Foreign Language Providers • Teachers • Disadvantaged adult groups • Local community Leaders • Cultural Organisations at regional/national level • Linguistic experts • NGOs • Public Authorities The dissemination activity will ensure sustainability of project results, by analysing the evidence of the past and developing strategies for the future. The main expected impacts will be to have: - improved communication and presentation skills for teachers and learners in the home language and in English language , - developed critical thinking, reflexivity, and self-assessment, - identified different learning styles and strategies of adult learners and applied appropriate methods and techniques for teaching adults, - applied motivational strategies, develop communication and presentation skills, - evaluated the process of learning and teaching, develop consultation skills with the aim of helping adult learners select a learning programme, - improved the capacity of piloting, monitoring and evaluating a new curriculum for language competence development, - improved the use of a digital platform for learning materials, - developed the capacity of intercultural communication and cooperation, - developed the self assessment skills and planning the own lifelong learning process.

"During the last decades our society has been experiencing a period of great social, cultural and technological changes. This project will principally deal with many aspects of today’s digital media and the way they shape young people's identity, their culture, perceptions, lifestyle, and commodity consumption. In general, the aim of the project is to allow students to understand, interpret, critically evaluate and create media. Successful digital communication, knowledge and competence is paid special attention to. The project is part of a determined and consistent work on the European profile of the participating schools, which all intend to make a contribution to the understanding amongst Europe's youth. Our main project aims will be to allow our students to access, critically evaluate, and create digital media (digital media literacy).During the project the students will be sensitized to the influences and complex strategies of digital media they are being subjected to and that exert an enormous impact on their culture, social interactions, and psychological well-being. Furthermore, we will help our students to deconstruct the powerful and often misleading messages of media, especially on social media platforms such as Instagram and Facebook.One of our main goals is to enable our students to become well-informed ethical consumers of digital (hardware) media and active citizens who will take a stand on important global issues such as fair work and sustainability.In order to reach our common goal, the students will be enabled to develop their basic, social and media skills (ICT, foreign language, problem-solving, effective communication, creativity and critical thinking).As teachers it will be our task to support the students in envisioning multiple solutions and turning ideas into action as well as helping our students to appreciate the value of education, training and lifelong learning. Therefore we will promote strategies that will improve internal collaboration, the inclusion of students from all backgrounds and prevent early drop-out rates.Considering the remarkable topical importance of the project and the wide choice of cross-curricular learning opportunities it will provide, all the student population and teaching staff of the four partner schools will be significantly and consistently involved in the project stages and activities.Several hundreds of participants will take an active part in the collaborative project, from its initial planning, realization, to its final stage, where results will be presented to the schools, students’ parents and the broad community.Students and teachers respectively will regularly discuss the quality of their work and give suggestions about improving the project contents, management and results. Self-assessment questionnaires and surveys on the students’ motivation, opinions, personal involvement and work progress will be carried out at different project stages.To ensure that all project activities deadlines are properly met, a project calendar will be produced which will record chronologically all activities. At each stage of the project, it will show what needs to be done and what has already been achieved. In this way the project participants will be reminded in time.The four learning/teaching/training activities will contribute to create a more interactive and engaging learning environment and to develop the students’ collaboration and responsibility for the project’s success. The activities will encourage the participating students to introduce a more personalised and creative approach to the project topic ""digital media literacy"", boost their problem-solving skills and improve their confidence. The effects on the partner schools as well as on the students are manifold. At the institutional level, the European profile of the schools will be sharpened in order to meet current and future challenges within Europe. The ability to appreciate other cultures, to practice tolerance and adaptability as well as to gain self-confidence are crucial aspects in order to have better job opportunities in professional life and to counteract emerging xenophobia.To measure the project impact, feedback questionnaires and surveys among students and some members of the target groups (teaching staff and students’ families), which reflect the long-term effectiveness as well as the changes and successes in everyday school life, will be conducted systematically. These impact measurement indicators will provide the important and objective information on the project’s progress, the level of student motivation and performance, and on changing perspectives, attitudes and behaviour. Other exemplary project impact indicators will be: the consistency and quality of our students’ research findings, presentations and material produced and uploaded; the size of the visual material shared (videos, posters, photos, brochures, booklets) etc."

European gastronomy, just like the cultural heritage it belongs to, is a complex topic that permeates many fields. It has its geologic and historical roots in specific territories, helps define a nation, contributes to the economic development of a region and appears in artistic creations. Hence, catering schools are very lucky to be able to link their core subject to so many other school subjects in an inter-disciplinary and transdisciplinary approach.Our project includes six catering schools with similar structures, pupils, curricula and objectives. All schools, if not all teachers, have some experience in Erasmus+ and international projects and this project is part of each school’s European Development Plan and their internationalisation strategies.We all share the same commitments: preparing our students for the labour market, broadening their horizons, adding a European dimension to their personal and professional lives. We want to help them improve their professional, analytical, language, IT, cultural, social and soft skills because this will help them enter the job market and become enlightened citizens. Since all our schools are vocational, work-based learning will be the main learning approach but we will also study gastronomy in its links to other subjects: History, Geography, Economy, Arts, Languages. Pupils will get a better insight in their country’s gastronomic culture and will learn, from their peers, about other gastronomies. They will use English to communicate with their European counterparts and will gain self-confidence and autonomy.The project will include the whole Hospitality Departments in each school, even if not all pupils will be able to take part in a physical mobility. About 150 to 200 pupils aged 15 to 19 will play an active part in the tasks we will set them over the course of the 2-year long project and about 70 of them have educational difficulties, face social or economic obstacles or cultural differences. Overcoming skills mismatches is one of our priorities and we hope that by working on basic skills and soft skills, we will help the pupils who have fewer opportunities improve their ability to interact in society and their employability. The project will propose a great variety of activities and use many digital tools, including eTwinning and a Twinspace, to maximise the number of participants. Pupils from other departments will also play a part when their school plays host.All along the project, pupils will have to carry out common tasks that follow the course of a menu. They will produce recipes, presentations, analyses that will be included in a cookbook to be edited at the end of the project. All productions will also be available on the Twinspace and on the Erasmus+ Project Results Platform. We will also organise mobilities in each school and the programmes will always include a special time having the pupils work together in the restaurant or the kitchen. Participants will visit local food and wine producers (to emphasise the links with the economy of the territory), to restaurants or hotels (with professional objectives) or to museums or places of interest to see the connections between gastronomy and other school subjects like Arts or History.All partner schools cooperated and communicated efficiently in the application process and we have shared responsibilities according to the strengths and desires of each school. We will organise regular video-conferences and will exchange by email or with the WhatsApp group we have created. We have planned a joint staff training event at the beginning of the project as a team-building exercise as we all share a professional development experience.We hope that the project will have a positive impact on the pupils’ and the teachers’ well-being and professional skills. We want to increase their motivation and believe that such a project could have a positive impact on the school climates.We will create a cookbook and each school will have paper copies that may be used in the future to create European menus or in English lessons. We have also created a Twinspace and all the materials posted on it will still be available to all partners after the end of the project. Some schools may decide to continue working together and the experience gained in this project will help them in their future endeavours. Other schools may benefit from the experience of their partners in other types of Erasmus+ programmes (KA102, KA202) and decide to implement new projects.Our dissemination activities will ensure that as many pupils as possible can benefit from the project. We will organise conferences open to all pupils, parents, teachers and representatives of the local communities. We will use different media to reach a local, regional or even national audience and to highlight the instrumental part Erasmus+ plays in the personal and professional fulfilment of pupils and teachers and in the internationalisation strategies of the schools.

"""THE WORKSHOP OF CREATIVITY: LEARNING FOR A SUSTAINABLE FUTURE IN 3.0 CLASS"" is a project which involves five European High schools - I.T.S. ""Tito Acerbo"" of Pescara (Italy), I.E.S. Bezmiliana of Rincon de la Victoria (Spain), INSTITUTO DE EDUCAÇÃO AND FORMAÇÃO DO SORRAIA, LDA of Salvaterra de Magos (Portugal), ""GEL NIKAIAS"" by Nikaia Larisas (Greece), I.E.S. ""AGORA"" of Caceres (Spain) and the Abruzzi Region. The project began due to the necessity to review the reference models of schools to develop those skills considered crucial in order to facilitate innovation, leaving behind past attitudes, adequate in the recent past. But no longer relevant in schools where foreign students are in a situation of social, economic and cultural disadvantage.The partnership has provided adequate responses and introduced the following changes:• teaching innovation and development of digital culture• hindering early school leaving and any form of disadvantage• improvement of basic and transversal skills in a lifelong learning perspective.In order to make a real transformation it was important to focus on the professional growth of the teacher by sharing the communicative dimension of the new generations by using their own virtual spaces and with immediate actions that would allow everyone to achieve positive results.The real aim of this partnership was to invest in the digital identity of each person, thus realising a Virtual Energy Museum, a technological model able to support the pedagogical system of the learning, collaborative and remote system, created according to the needs of the trainees.The 3.0 Classroom has replaced the traditional classroom giving life to a new learning environment, which is flexible and promotes creativity, collaboration and active teaching.Students aged between 16 and 20 years old have been involved in active and supportive group work and concrete actions have:•strengthened the dynamism and creativity of research in the energy field, promoted innovation through the use of digital skills and the use of active teaching - learning by doing - to encourage learning even in less gifted individuals and the integration of young people in a situation of social, economic and cultural disadvantage• encouraged an integrated knowledge, transversal and inspired by a cognitive-collaborative model that has activated and managed educational processes aimed at developing a new approach to the environment and sustainability that have produced important and responsible choices •involved local areas, seen as a cultural entity of reference, in view of an educational-territorial project by introducing specific tasks and responsibilities.Everyone has been able to experience and acquire awareness in different ways, of the uneasiness, cultural diversity and social exclusion in the environment where he/she lives. Moreover, to acquire the necessary competences to face the difficulties independently, respecting the people and cultures involved, through commitment and personal generosity.The defining characteristics have been the relationship with the local areas and the use of an interdisciplinary teaching. A very important phase of our experience was the collaboration with the local area. The student has had the opportunity to be enriched from an analytical and synthetic point of view, “the vision of the world” thanks to a constant interpersonal contact of a moral, social and logical nature which has been emotionally relevant.The interdisciplinary approach has contributed enormously in order to define the complexity of our project.The teaching methodologies and strategies used by the teachers have allowed for a more adequate youth training compared to the demands of the labor world, willingness to cooperate and respect for the behavioral rules, of oneself and others, positive effects in the fight against exclusion, an improvement in the basic and transversal skills of young people, especially linguistic, digital, relational, entrepreneurial ones, autonomy and spirit of initiative.There will be new opportunities for collaboration and we hope to see an improvement in the relationship between the labor supply and demand thanks to the training experience that has allowed students to respond to the needs of local companies that need versatile, dynamic and flexible workers."