PROJECT ABSTRACT:GOUBAK in my school: inclusive sport (GKIS) - Association KA229COUNTRYES: Italia, Turquía y España SCHOOLS: Giovanni XXIII, Diyarbakırlı Ekrem Ergün İlkokulu y CEIP Campohermoso. NEEDSTo avoid the exclusion of students in Physical Education classes or playground through Goubak (new alternative sport).Goubak is a sport and educational modality, created in the Community of Madrid (Spain). Its diffusion has been thanks to the collaborative work of the teaching staff of Ed. Physics, with this project we intend to implement it in other countries. It has been created by Mr. Víctor Manso Lorenzo, currently working in the CEIP Campohermoso and in the Complutense University of Madrid. We have the support of the Madrid Educational Institutions, CRIF Las Acacias, CTIF Madrid Sur, DAT Madrid Sur, Consejería de Educación de la Comunidad de Madrid. This modality is being developed together with different Spanish Universities, Universidad Complutense de Madrid, Universidad Autónoma de Madrid, Universidad de Castilla La Mancha (Cuenca) and Universidad de Granada.AIMS•Achieve student inclusion through Goubak, a new alternative sport.•To learn to play through the elaboration of didactic material.•To teach how to play through the didactic material elaborated.•To improve the linguistic competence in English language.•To learn to learn among equals of different geographical realities.HORIZONTAL PRIORITIES•High quality skills and competences.•Social inclusion.•Open and innovative practices in the digital age.SPECIFIC PRIORITIES FOR SCHOOL EDUCATION•Promote the acquisition of skills and competencies from a holistic perspective and taking advantage of diversity.RESULTS•Development of didactic material for the understanding of Goubak as an alternative sport (infographics, rules, posters, video-tutorials...).•Dynamics of cooperative work.•Pupils as the central axis of the teaching-learning process itself. •Professional growth in teaching through international collaboration.•Improvement of social/communicative skills of the participants in English language.DURATION24 months.Training, teaching or learning activities: 1. Transnational coordination meetings: one in each of the partner countries (3). Joint staff training activity: During the first year, one teacher training will take place in each of the partner institutions (3). Turkey (training in management and feasibility of European projects. Italy, training in educational inclusion. Spain, training on Goubak as an educational tool through the DiverPatio project).2. Short-term exchanges of groups of pupils: in the second year, pupils will present the phases of the project worked on in their respective schools to another school. Both will last 5 days (plus a sixth day of travel) with 5 students from each school and 2-3 accompanying teachers.

"The main objective of this project is that of inclusion. In our teaching practice, we have seen that conflicts in our schools have grown for several reasons: economic depression, social inequalities, lack of future prospects, etc. To many of these we wanted to try to give valid solutions in an effective and creative way.The activities organized during the whole project were aimed at improving the prosocial behavior of the students: the feeling of ""empathy"" to get closer to others; the ""sharing"", to teach to become generous adults; ""helping"" which includes acts of kindness that make oneself and others feel good. Therefore improving cohabitation in schools, giving more responsibility to students, organizing extracurricular activities. To achieve this macro objective, we have the following objectives:- Inculcate the importance of school mediation to solve problems at school and in life- Improve coexistence in schools by reducing tensions and disputes.- To awaken in our students their role as main characters in the life of our schools, as well as their compromise and responsibility in social issues- Create communication channels between teachers and students from different European cultures- Increase awareness of diversity as a cultural value- Integrate disadvantaged and / or disabled students and increase their self-esteem by organizing guided activities, being able to travel abroad and share new experiences for them.-Improving communication in mother tongue and foreign languages, motivating students and teachers to speak English and learn other European languages.- Increase collaboration between educational institutions, leading to improved teaching methods through the exchange of ideas, strengthening creativity and innovationThis partnership is made up of 4 primary cycle schools from Bulgaria, Italy, Spain and Turkey. We reach a range of European diversity that has enabled us to develop and strengthen the European dimension in our curricula.This is also a project for the future. The experiences and results achieved will allow us to move forward in our goals in order to make our students actors in the daily life of our schools, both in mediation, in the organization of activities, in taking responsibility for their actions, thus strengthening in the our students the conviction of being democratic and supportive individuals. Thanks to this EU-funded grant and with our efforts we have turned our schools into better and more democratic places in which to work, study and live."

"Through a series of activities often outside the normal school curriculum, allow a series of children in difficulty to reintegrate into the school environment, to better live their school life, to be better considered by their entire human environment.To do this, the partners had to:1- to recognize this group of children in difficulty, but especially in social difficulty2- offer them a series of activities in which they have chosen the one (s) for which they have affinities or even talent.3- work with small groups to promote socialization4- to highlight these children whose solution of their problems consist mainly in giving them or giving them confidence, showing them to their companions and their parents with their particular talents.During the two project years, the partners realized fourteen three-week activities in which the children were able to demonstrate their abilities that we ourselves did not know.Recognition in the group is an essential element in social life. Our goal was to allow some children to enter this recognition.The monitoring of the program, the seriousness of the partners involved in the process, the willingness to carry out these objectives have favored the positive results that we have been able to record.The two short-term student meetings were all intense moments during which the children spoke without restraint, made progress in understanding the linguistic interest, exchanged addresses, e-mail addresses.During these meetings, they worked in heterogeneous groups, still favoring contacts. The linguistic difficulty was circumvented by gestural explanations, the help of the accompanying teachers in particular.An important moment during these meetings was the presentation of each participant in front of others in a language that is not his own, during which time it is necessary to make a considerable effort against stress, fear. But what a relief during the applause of the other participants.Two booklets have been prepared. They take back all the reports written by the persons in charge of the activities carried out with photographs supplementing the vision that each one can have of the work accomplished.The website allowed all actors, but also the outside world to follow the progress of the project. It allowed parents to see what our project was.Among the positive points obtained, we can mention the students that we have been able to avoid the distance from others, those that we have highlighted in certain disciplines. Many students living a normal social life have come closer to the students targeted by our project.And then, when parents call us to report a positive change in behavior of their child, we can shout, as did Archimedes ""Eureka"".At the end of this part of the project, we can have two thoughts:- to be successful in a project, we need to have a close-knit team, a thought and methodically prepared, preparation in which each participant is 100% involved, in which the coordinator must be a model, a guide, a rock to which we aattach in the event of difficulty, the centralizing factor is the mutual trust of all the elements of the group.- then the end of our European project must not mean the end of life of our initiative. Our goals must continue to live in our school environment; the results obtained during these two years must continue in the future to allow a better school life for all students. Each partner of the project must therefore continue to know the students entrusted to him, to put the talents of all in evidence, to harmonize the schooling of all students.All the elements relating to our activities, our meetings can be found on our website at the following address:http://erasmus-colour-the-future.e-monsite.comOn this site are also the feedbacks and testimonials collected from each partner. The feedback is summarized by twenty questions to which the educational team surrounding the local coordinator had to respond.The testemony appeals to the coordinator, a colleague, a parent and two students as project actors."

"Our project being a hot topic in most European states, we wanted a diversity of partners scattered on our continent. The various contacts established made it possible to bring together nine partners who know or have known about migration and their problems. Our objectives are multiple, but all aim to allow a rapid and successful integration of migrants through the removal of social, economic, linguistic, religious barriers; the relationship between the school and the migrant families; the intercultural understanding through contacts, meetings, exchanges; help to permit them to understand and speak the local language. . To achieve concrete results among project stakeholders, it is essential that they know each other. To do this, at first, the actors-students and teachers will get acquainted through the ""Detective Game"" then we will link knowledge with migrant families via contacts, interviews, a questionnaire for which we will help themand whose answers will be a starting point for collective reflections. . Once contacts are made with the school, meetings with various themes such as ""a breakfast from home"" ""our clothes"" ""our way of life"" will constitute ""the red thread"" of the duration of the project. During these exchanges, teachers, students and migrant families will meet, but also the indigenous families who will be invited to these meetings. We will work on the various forms of migration and show them that understanding and combating the effects of migration means understanding and combating racism and xenophobia. We will show our students and interlocutors the errors of racism and the dangers of culturalism. Through the activities planned, we will demonstrate to our students the global nature of the migration problem with, in particular, origins of migration, their causes, the types of migrants, migration in my country, immigration in my country, migration from my country, migration through the history, migration of fishes, of marine animals, of mammals, of invertebrates and reptiles, of plants. Through the various activities on offer, students will understand the multiple causes of migration: accidental causes, sources of wealth, the need to find new fertile lands, conflicts, weather disasters, climatic reasons, desertifications in particular. A series of works will be imposed on all partners, others will be selected from a proposed range. Once per school year, groups of students will meet with a theme to be used during their meeting.Thus, they will have to prepare their meeting of the first year with two works to present, the second year will be intended for the theater and the third on the writing of the books. In the first year of the project, two books translated into English will be studied by all partners.After each planned activity in the agenda, each partner institution will write a model report and illustrate it with photos for the website. These reports will be exchanged among all the partners who will have to read them and discuss them. They will be the subject of a work point during student meetings. During years two and three of the project, two books will be written and illustrated by the students. The second year, a book will tell the story of the family of a migrant student. The third year will be dedicated to the writing of an imaginary book telling the migratory adventure of a student to a destination to be defined. The writing of this book will be done in groups responsible for a chapter. These two books will be illustrated by students or inserted photos. Both books will be written in the language of the country and translated into English. The ensemble will form an essential work for the dissemination of the results of our project. We will try to interest certain associations related to the migration problem such as Unicef, the Red Cross, Amnesty or any other NGO willing to help us with our stories. To be complete and justify the title of our project, we will show our students that migration is certainly a human problem, but that it also concerns mammals, birds, insects, invertebrates, reptiles, plants and even animals. our planet itself. We want our students to understand that through the proposed activities that causes are multiple, have evolved over time and technological discoveries, that they have been the source of many advances around the world.Finally, a second ""red line"" will consist of a collective help to migrants with language difficulties because speaking the local language is an essential element for a good and rapid integration."

"Digital is an essential element in the life of all individuals. In addition, when we have to face a pandemic that forces the closure of schools, we realize that we are far from being able to respond correctly to the means that digital can provide to supplant face-to-face at school. It is therefore important, even essential, to be able to deal with such a situation. In this project, we want to split the project into two parts. The first part of the project, scheduled from March to November 2021, will be reserved for teachers in order to have teams who have undergone specific training to be able to answer students' questions and be able to carry out the activities planned during the project. A series of online training courses relating to an upgrade of teachers in the most used software and training in LTTA form comprising a maximum of four teachers per partner school will be organized and must be followed by a transfer of skills acquired during the training courses. 'first to colleagues, then to students. The use of Excel for the creation of quotations file must facilitate the keeping of quotations and to have, at all times, a general view of the situation of all the students. A video constructed by the teachers explaining the work provided during this first part of the project will be exchanged with the partners. From the month of November, the pupils will enter the project and its activities. From March, a first approach intended to get to know each other will be carried out in the form of the detective game. A file will bring together in a first step the photos and a description of each actor of the project in disparate order. Sending this file to all partners should allow them to try to recognize the actors and assimilate photos and descriptions. Two weeks after the first sending, a corrective file will be sent to each other. The project will include 15 activities to be carried out by each partner establishment with, at the end of the activity, the sending of a pre-arranged report to the coordinator. This project will also include two TNMs to establish mid-project and final reports as well as two LTTAs intended to exchange the results of activities and allow significant progress for each actor. The activities planned in the program will be based on the training received and will be called: ""Journal and poster"" with Word, ""Sound power point"" on a free subject, ""thanks to photo shop, I correct my photos"", ""creation of a cardboard game ""prepared by digital means,"" let's use a program to build a video or a small, film "". Two activities will begin the 2022-2023 school year and will focus on robotics. In order not to find ourselves in difficulty in the event of a return of the pandemic, we had drawn up two calendars of activities to be carried out during the project. We finally opted for a secure agenda with online training at the start of the project and face-to-face activities thereafter. During the project, various web conferences are planned between teachers, but also between students. In addition, after each training, the teachers who participated in the training will have to carry out work requested by the trainer and this, in relation to the skills received. Then, an information session will be organized in each partner establishment to communicate to colleagues the information collected during training. In the activities to be carried out, we will also show our concern for equal opportunities between girls and boys, particularly in the production of a video and two short films.Access to robotics will be the last part of our project which will have, we all hope, a positive effect on both all teachers and also on the students in our establishments. During this period, we will get to know the robots, their animations, the means of animating them and will invite the students to manipulate these robotics ingredients as much as possible."