"BACKGROUNDThe idea of the project was inspired by the desire to create an opportunity for our students to better understand the value of their culture heritages and give them sufficient knowledge on how to preserve these treasures and how to promote the sustainable tourism. Cultural heritage represents our history, our connection to the past, present and future and contributes to maintaining or creating a regional, national and European identity. The essence of the project is to let the students’ passion and enthusiasm run free, be creative, open their eyes around them and share ideas and renew tourism through the creation of innovative travel itineraries which offer memorable non-conventional holiday trips that allow people (tourists) to learn something new and to be exposed to a full picture of a place. The international environment where students act, will help them to accept the diversity among other people and be aware of the cultural differences.OBJECTIVES:As the project falls under the focus of the development of the students' cultural and intercultural awareness, we have set the following objectives for them: To recognize the values and significance of the cultural heritage, the landscape and the environmentTo increase the cultural and intercultural awareness of students, making them more knowledgeable about the history, geography, literature, customs and traditions of their own country and of the other European countriesTo recognize and protect the concrete and intangible cultural heritageTo enhance social cohesion through sharing the same cultural heritage To break stereotypes about other cultures, traditions and lifestylesTo rise young people's environmental sensitization and awareness To improve students’ English language proficiencyTo improve students’ ICT skills through the use of applications and online tools for presentations, activities, evaluationTo improve students’ transferable skills – communication, research and analysis, team work, adaptability, organisation To improve students’ motivation for learning and self-confidence At the level of the institutions, our objectives are: To improve the European dimension and international cooperation To motivate teachers To improve the communication and cooperation among all school actors NUMBER AND PROFILE OF PARTICIPANTSThe age profile of the students will vary from 15 to 19. The ones who will take part at the LTTAs, who will be 4 or 5, including students coming from a disadvantaged social and cultural environment, will share what they have learnt with their mates and work with them for the realization of the future tasks.DESCRIPTION OF ACTIVITIESA training program on Cultural Heritage and Sustainable Tourism held by experts in Cultural assets, Science, Marketing, Computer Science and Tourism, will be offered to students, in order to make them more knowledgeable about the value of the European rich and diverse heritage and to underline the importance of its preservation. The training course, including lectures, workshops and visits at sites of great historical and environmental interest, will be organized during the meetings in the various countries and will be structured as follows:1° LTTA: How to create a Digital Travel Guide2° LTTA: Historical-Artistic itinerary3° LTTA: Naturalistic Routes4° LTTA: Sustainable Tourism5° LTTA: Tourism services and facilities6° LTTA: Tourism PromotionMETHODOLOGYThe Training course and workshops will be planned by involving the greatest number of students. Concrete topics will be not only dealt with in a theoretical way, but learning by doing will be predominant as the interaction and communication between students and experts play a very important role. Students’ involvement will be enhanced by encouraging them to ask questions, explore new ideas, be innovative and creative and have fun at the same time.Students will learn and work in international groups to achieve a common goal using cooperation skills such as sharing, turn-taking, encouraging others, discuss their interests and compare their opinions. Moreover, they will be encouraged to widely use ITC through web searches, use of softwares, applications, e-platforms, DropBox and Google Drive.RESULTS:- Project website- 6 Digital Travel Guides (one for each country) that include the following sections:A brief historical description of each country/areaThe main customs and traditions including myths and legendsTwo itineraries: a “Historical-Artistic journey” and a ""Naturalistic route”- Promotion materials to promote the 6 European countries - An international e-recipe bookletIMPACTThis project will ensure that all learners appreciate the importance of the cultural heritage preservation and understand its great impact in term of economic benefits, job training and maintenance of craftsmanship skills, revival of city centers and heritage tourism."

Biodiversity – the extraordinary variety of ecosystems, species and genes that surround us – is not only important in its own right, it also provides our society with a wide range of ecosystem services upon which we depend, such as food, freshwater, pollination, protection against floods, etc... However, biodiversity is in crisis. In Europe, almost a quarter of wild species are now threatened with extinction and the majority of ecosystems are degraded to the point where they are no longer able to deliver their valuable services. This degradation represents enormous social and economic losses for the EU. Key drivers of biodiversity loss, such as habitat change, overexploitation of natural resources, the introduction and spread of invasive alien species and climate change, have increased, offsetting the positive effects of actions to stem biodiversity loss.The aim of the project is to raise and develop students‘ awareness of plant biodiversity and activities focused on preventing or reducing its loss through a combination of virtual events and practical outdoor research activities with the use of Pl@ntNET mobile application. The project will employ methods of exploratory pedagogy based on virtual events and practical research activities suitable for students aged 16-19 with graphical interfaces that help to overcome language barriers and hide potential basic computational complexity. This educational approach combines classroom learning, virtual demonstrations, nature visits and online cooperation, which enable students to build on mutual experience through teacher mediation and in the context of European school network. Teaching activities will be carried out by experts in the field of environment and teaching. Students with a lack of opportunities (disabled) aged 16-19 will also be involved in the project under the guidance of special needs teachers. The approaches aimed at problem-solving will encourage students to find solutions to prevent or reduce biodiversity loss, which can also find application in students’ everyday lives including nature protection. Students will get to know methods used in their own countries, compare individual approaches and find out about methods of the future. The aim of the Pl@ntNET project is not intended to compete with existing environmental education curricula. Instead, it aims to provide extra-value online tools which complement existing approaches and encourage the cooperation between European schools while developing ICT skills in students. In order to maximize the impact of the project objectives, ICT-based learning activities are designed to be delivered through existing school curriculum channels, such as field education or extra-value methods which enhance learning process, and not as separate learning modules. The use of existing school curricula facilitates the adoption of proposed educational methods even after the completion of the project. The proposed activities will be verified through the implementation of the project by involving teachers and pupils in experiential learning activities, enabling students to use the tools developed in practical research meetings and to work with students in other countries through a network of schools that exchange experiences and build awareness of the international character of environmental sustainability issues. Finally, Pl@ntNET aims to support the learning process by providing recommendations on best practices aimed at both teachers and students with a focus on teaching, teacher associations and policy makers with a regard to the smooth integration of the proposed solutions into the instructional processes and their dissemination through on-line portal services. This comprehensive, vertical implementation approach, which addresses all interested parties in education, will further facilitate the adoption of the proposed methods after the completion of the work plan.

The project DEVELOPMENT OF A CARE PROGRAMME BASED ON MINDFULNESS AND HOLISTIC PRINCIPLES AND IMPLEMENTATION OF THE SAME IN GROUPS WITH DIVERSE PROFILES is aimed at generating practical tools for school students and teachers to exclusively promote concentration and focus on full awareness and self-acceptance. The basic objective is to achieve a deep state of consciousness during the sessions, using various concrete techniques to achieve this.The project activities will be applied to various groups of students with very different profiles. Each workshop will be adapted to the group to which it is applied, taking into account their socio-economic environment, abilities, dysfunctions and motivation. The project will generate a comparative study, from a professional analysis, of mindfulness methodology applied to secondary education students.To do this, the project will develop a time and technical planning, directed and coordinated by the Faculty of Pedagogy of the University of Burgos, an innovative toolkit, published online, with development of activities, which will allow parents and teachers to accompany students in the process and a public guide to design holistic strategies and mindfulness, with useful and practical materials for schools and parents.The project also aims to develop interest and motivation among the teachers and students involved in opening up self-control systems. It will involve experts in the field to validate the results of the project and the active participation of schools, children and parents in Spain, Malta and Turkey.The participants will test the application, support the design of materials, define their needs through group and interview approach and so on.The working groups will have different profiles: work with severe disabilities and Down syndrome students, gifted students, migrant students in a difficult socio-economic situation, students from the American continent and students with a normal profile but with different geographical and socio-cultural situation.

"The ''Ion Barbu"" Theoretical High School educates students in mathematics-computer science, natural sciences, social sciences and philology, some of them having intensive teaching of the English language. Over 90% from high school students pass the baccalaureate exam and over 90% of them are admitted to a form of higher education. Many choose a specialization being influenced by parents or the environment in which they live. Many people do not know how to inform themselves correctly, right from school, about career choice. In Romania there are now many companies with foreign capital that need a workforce prepared and, for employment, it becomes mandatory to know at least one language of international movement .The drafting of this project appeared after applying a common Needs Questionnaire addressed to the students from whom a result their need to learn a foreign language in order to use it for integration both labor market, as well as for admission to a university in Europe. The questionnaire was elaborated by all partners and each team drew conclusions that were discussed on the What'sapp group. The questionnaire can be found as an attachment in the Annexes section. In a dynamic labor market, many students want to study at colleges in Europe or even to integrate into the labor market. The school syllabus and the number of hours allocated to foreign languages ensure a base on the conversational and cultural level, but there is a need for language training focused on developing specific skills for professional communication. In the Romanian education system there is no special program or discipline to integrate content regarding the development of such skills. Students learn to write a CV or a letter of intent at counseling and orientation hours, learn a foreign language, but do not know how to correlate these elements to be prepared and confident in the choice made. In our school there are also students belonging to ethnic minorities (Korean, Japanese, etc.) who have integration difficulties. Therefore, it is required to promote the elements of the European dimension, the change perspectives on boundaries and integration, increasing language skills communication in a language of international circulation, promotion of national identity tolerance, multiculturalism, but also the cultural diversity of all the countries involved in the project. The Lisbon Treaty and the EU Charter of Fundamental Rights consolidated the rights, opportunities and safeguards of EU citizenship. We are all European citizens who have the freedom to travel, work and study in other EU countries, to participate in European political life and to be protected from discrimination on the basis of nationality. Since EU citizenship was first enshrined in the Maastricht Treaty twenty-five years ago, significant progress has been made to ensure the effectiveness of EU citizens’ rights in practice. Today, two-thirds of Europeans feel they are citizens of the EU, and even more among the younger generations. Taking all this into account, the transnational character of the project adds significant value to our project. The objectives of the project are: development of professional communication skills, improvement the civic attitude of adolescents by raising awareness of current problems in society and in the world, by interpreting them and practicing decision-making techniques; skills development and communication skills needed for public speaking; development of competences regarding active, conscious listening; development of students' personal skills through activities increasing self-esteem; professional development of teachers following exchanges experience within the project; introduction of a curriculum to the integrated school decision to target developing professional skills; the introduction in the schooling plan of the high school, of some classes with intensive teaching in a foreign language (other than existing ones). In order to communicate effectively in our career, we are called not only to be good, empathetic listeners, but also to be open-minded, provide feedback, build self-confidence and improve the non-verbal communication skills. The community will also be actively involved in the development of the project – the community of parents gave their success story examples – the Romanian team of students and teachers have already had a special week at school in which the parents hosted the students for one day to simply know what their job was like. In order to convincingly disseminate our work within the community, we will issue our quiz results on future job choice questionnaires and we will write and publish articles on examples of good practice in the international collaboration we exercised during the project. The community will be, in time, be rewarded by having the properly trained professionals in the future. Our project will be fully sustainable from the point of view of the constant communication among generations"

<< Background >>The project STEAM in the secondary school with no barriers for blind and visually impaired pupils, has been created to generate in Spanish schools, including the partner university, inclusive classrooms with a diversity of students with different profiles, especially students with visual impairments. The school partnership includes three schools specialized in this student profile, the collaboration and exchange of practices will serve to generate experiential classrooms within technical subjects such as science, technology, engineering, mathematics and arts (STEAM), subjects that have often been cited as difficult for students with visual impairments.The centers specialized in students with visual impairments, the partner university, the Canary Islands high school with students with various disabilities, including severe disability profiles, and the coordinating center in Burgos will generate classrooms of full integration, with students of diverse profiles, working in STEAM subjects in a cooperative system and seeking a full integration of all students, working on equal opportunities without differentiating students by abilities, religion, sexual identity or gender.Within the specific needs for STEAM material for visually impaired students, the project will address the following needs;1.- Generation of material with technical notation in audio and Braille format and to be able to include it in conventional schools.Access to visual resources. To develop online and public formats accessible to visually impaired students in STEAM subjects in an alternative format to the usual one.3.- Development of oral explanations for the understanding of visual concepts.Experimenting without vision: some aspects of participation in classroom activities, inclusive experiments among students with and without disabilities.5.- Creating teaching methods for STEAM subjects and being able to develop activities in integrated classrooms. 6.- Real experimentation in integrated classrooms and generation of teaching strategies, highlighting in this the need for teacher training to equip teachers to overcome these problems.There is also a need to generate a specialized training for undergraduate and master students in teaching within the profile of students with visual impairments, this project addresses this training through specialized partners and the O.N.C.E., collaborating entity.<< Objectives >>1.- Diseñar aulas inclusivas incluyendo todo tipo de perfiles. Aulas inclusivas que muestren el desarrollo de asignaturas STEAM y talleres entre alumnos de diferentes perfiles integrados y trabajando en sistema cooperativo.2.- Adaptar aulas , recursos, medios y métodos en colegios societarios para poder diseñar proyectos educativos de aula inclusivos.3.- Formar a alumnos de grado y master en metodologías para alumnos con discapacidad visual mediante la experiencia desarrollada en el proyecto en los colegios societarios.4.- Difundir el proyecto entre profesionales del entorno a través de los centros de formación de profesorado de Burgos y Lanzarote, a través de sisones internacionales generadas por la Universidad de Burgos y a través de los foros en etwinning y el twinspace entre profesionales educativos europeos para poder crear sinergis futuras entre ellos y de esta forma mejorar el desarrollo de una educación diversificada.5.- Generar material audiovisual entre los socios que pueda servir como fuente de recursos para poder mejorar y diseñar talleres específicos en cada centro.6.- Evaluar la aplicación desde una perspectiva experiencial a materias STEAM en aulas inclusivas.7.- Reforzar la red erasmus entre centros escolares para los socios participantes.8.- Reforzar el trabajo en red de los profesores y alumnos participantes y motivar esta forma de trabajo entre alumnado con discapacidad visual y discapacidades diversas.<< Implementation >>The schools will design STEAM activities for students of different profiles and abilities, obviously Lanzarote IES and specialised schools will focus on the profile of their students. The schools will publish STEAM activities and subject development through the project twinspace, and these publications will serve to generate learning and exchange of good practices in the schools. The activities will be designed so that students, regardless of their abilities, can acquire key competences in STEAM subjects, generate inclusive classrooms for all types of students and design activities for cooperative work between students.The project designs three LTTs between students in order to develop in an experiential way all this shared online experience, these three LTTs will be used to evaluate the shared online activities, to evaluate the real effectiveness of these activities and to correct and improve their application, being absolutely necessary these experiences in order to evaluate in a real way an inclusive classroom formed by European students, globalizing in this way the education in Europe, both by nationalities and by abilities.The whole experience will be public, open to comments, trying to make European teachers aware of the need for training and adaptation of the classroom to an inclusive system.In the LTTs for teachers, the aim is to train teachers from the partner centres, but also to disseminate and have an impact on the professionals in the surrounding area through training sessions held at the Faculty of Education in Burgos and the teacher training centres in both Burgos and Lanzarote.<< Results >>1.- Document good practice guidance on converting technical information into accessible formats and, where such guidance is already available, ensure that it is widely publicised and used.2.- Document good practice related to the creation of visual resources for learners with visual impairments. 3.- Document good practice related to cooperative work in classrooms with diverse learner profiles. 4.- To investigate in a practical way the effectiveness of tactile materials and whether students are equipped with the appropriate knowledge for the effective development of workshops designed to use them efficiently.5.- To generate dissemination through etwinning among European education professionals about the possibility of creating classrooms with the participation of students with visual impairments in practical lessons such as experiments and observations, integrated classrooms among students with different abilities.6.- Identify or offer guidance on teaching methods to optimise the experience of students with visual impairment in the classroom.Develop training to increase the confidence of teachers/lecturers in teaching technical subjects to students with visual impairment. The design of this training through the creation of networks of teachers, getting them to share ideas and good practice, workshops or online courses and sessions between undergraduate and masters students, professionals from specialist schools and the O.N.C.E team led by D. Jaime Muñoz in the two LTTs in Burgos and Lanzarote. 7.- Improve communication between students and teachers so that teachers are aware of the needs of students with visual impairment.To carry out and publish the effective interventions in the teaching of STEAM subjects to students with visual impairment and integrated classrooms carried out in the LTTs among students.