The internet can be a place where SEN (Children and young people with learning difficulties and disabilities (LDD) and special educational needs (SEN) in general, who are disadvantaged, disaffected and marginalised.) children feel safe, calm and in control. Somewhere they can make friends without having to communicate face-to-face, and build a community which they may not have in their offline life. Online games and social media sites display the capacity to capture the mind of children with attention problems and can easily sustain their focus. Whilst recognising the internet is a great resource which young people enjoy using, life online for a child with SEND may pose additional challenges. Students with Autistic Spectrum Condition (ASC) have shown particular vulnerability in a variety of different contexts. Resources on this for students with SEN were severely lacking.Using research from our previous project, which showed the benefit of using games to enhance learning, the StaySafe project has created a new interactive and innovative online learning game to support SEN (Special Educational Needs) students to understand the risks and challenges of being online and how to stay safe, and the implications of technology in their everyday lives.The game takes the student on a journey through the Jungle, that is the internet, helping the main character, Bao the Panda (whose name in Chinese means 'to protect'), to set up an online profile and overcome challenges faces on the way. Challenges include online bullying, thinking critically about what you see online and understanding that not everyone online is who they say they are online, which can be a difficult concept to understand. As a learning game the choices made are scored, which entices learners to return to the game to make better choices to beat their previous score.As well as engaging students we wanted to encourage parents and teachers to have conversations and establish a positive relationship with their children around their life online, as this is often an area they don't feel confident in. To address this we created a parent guidance document which allows them to play the game alongside their child to stimulate those conversations. There are also class lesson plans and activities for teachers to support pupils as, by playing the game, students learn to assess evidence, negotiate, make informed decisions, and solve problems. The lessons are split into each level of the game making it easy to teach one aspect of internet safety per lesson.Working with 25 teachers from all 3 countries, along with a software company with expertise in learning games to bring together ideas for the game and evaluating the different stages of the project including trialling in the classroom. By working closely together we were able to refine the game and make changes along the way to reflect feedback from students. We were also able to translate the game into the three languages to enable a wider dissemination of the product. A feedback form was given to all the parents, teachers and students involved in the trials and the results analysed. This showed a 100% positive enjoyment of the game, 100% feeling safer online after playing the game and 97% students showing an increased understanding of risks. .As well as trials in Special schools, teachers in mainstream environments have also been testing the game with students. Again the reception was 100% positive. In addition teachers have used the game to teach foreign languages to students in a fun and engaging way.Over 300 teachers have so far been shown the game in Bucks, Gothenburg, Paris and Ludovia. In addition we have been asked to present at the UK education show, BETT, in January 2022.The project outputs were in the form of:•'Bao - It's a Jungle Out There' game•A digital parent and teacher guide•Case studies to provide concrete examples of using the game in formal educational setting with students•Workshops and dissemination organized in France, Sweden and UK.•A website containing all of the aboveWe have been able to secure the long term output for this project. The software company have a new server on which to host the game so that it will be available into the future.The consortiumThe project is a (Erasmus+ K2) bilateral strategic partnership between three regions, England France and Sweden. Buckinghamshire Council (BC) in England is the lead partner.In each country there were carefully selected schools to pilot the project with students.

Games for learning and inclusion (GAMES)This project focused on the assessing and promoting the effective use of games in technology for working with children with special educational needs. This involved both a) the use of serious games based on gamification as a design approach which leverages, based on expert knowledge and the literature base, understanding about technology design which effectively engages, motivates and guides participants towards learning outcomes based on gamification principles. In relation to children with special needs, the learning outcome can be wider than that considered for typical groups and may relate to social and life skills development as well as to emotional and social aspects. For some children, engaging with a moving object, designed to be visually attractive, on the screen, may constitute a learning outcome related to attention and concentration.b) the use of existing games or general app technology, not specifically denoted as or designed as serious games, but which nevertheless was effective for particular groups of children with SEN in developing motivation and engagement as well as, for example fine motor skills. The dividing line between these two types of games for children with special needs is not always that clear and it may not be obvious which category a particular app fits in to. Nevertheless, it is a conceptually useful differentiation. In the GAMES project, we have developed innovative pedagogies through the use of games (both digital and non-digital) in order to support and enhance student’s skills and knowledge. GAMES will support teachers who work with two types of target groups of student: students with special educational needs (SEN) as well as students without special needs.The partnership developed the implementation of games as a pedagogical tool that stimulates learning (both formal and informal) aiming, especially the SEN students, to perform better in formal school settings to be better prepared for the future. The project developed both teachers and students skills directly through:a) Case studies documenting and sharing experiences of how games are used in formal educational settings with both target group of students,b) A teacher guide to support teachers in using games to support the students reaching their educational goals, as well as choosing appropriate games that will support their objective.The strategic partnership also indirectly supported the development of teachers skills by creating game design guidelines that will help teachers modify existing games and also give important guidelines to industry professionals, non-profit organisations and other practitioners using and developing games as a method for supporting students with special educational needs. The target group: Target group: Teachers (inclusive special needs teachers) Primary end-users: Teachers especially of learners with learning difficulties and disabilities (LDD) and special educational needs (SEN) in general, including teachers of young people (13-18) who are disadvantaged, disaffected and marginalised. For this target group we will now use: students with special educational needs (SEN). The project outputs were in the form of:• A printed and digital teacher guide • A report on game design guidelines for developing educational games aimed at supporting students • Case studies to provide actual game reports and concrete examples of using games in formal educational setting with students • A list of tested games and methods for SEN students – the same games used in the project so the target group easily can find the games mentioned in the Teacher Guide, the Game Design Guidelines and the Case Studies• Workshops (multiplayer event) will be organized in SE and UK to ensure teachers participation and ownership of the process and assure the relevance and usefulness of the outputs for the target group.The consortium The project is a (Erasmus+ K2) bilateral strategic partnership between two regions, England and Sweden. Buckinghamshire County Council (BCC) in England is the lead partner and The Gothenburg Region Association of Local Authorities (GR) in Sweden is the coordinator of the content (intellectual ouput). In each country there iare two associated partners, Institute of Education, London University (IOE) and Interactive Institute in Gothenburg (II), which supports the project with the research perspective and two carefully selected schools, Stony Dean and Lexby school, to pilot the project with students in the age group 13-15.

Unite Ambassadors (for Peace and Cohesion) was a Strategic Partnership project to produce and share a social education focused ambassador program for young people. Created by a mixture of four secondary schools, a local authority and two civic organisations from the UK, Hungary and Estonia. The socio-education scheme trains young people to champion a youth lead approach to combating discrimination, segregation, stereotypes, prejudice, inequality or isolation. Promoting respect, inclusion, trust, communication, identity, advocacy and equality inside school/ youth environments and within the communities where they live.The Unite Ambassadors scheme is packaged in a accessible and translatable website, for use by mentors and those who will be trained as Unite Ambassadors. Spreading the ethos of cohesion, peace and inclusion; reinforcing the positive message and making school and community life a environment that is supportive, nurturing, inclusive and reflective of EU values. Live on the site there is a wealth of background information to embed the scheme within a variety of youth orientated settings; as well as how to link it into learning objectives, curriculum and policies connected to formal education. There is access to translatable guidance supporting the effective delivery of the training program and additional sessions aimed at guiding and enhancing the flexible program to increase its effectiveness and relevance for different countries and settings.The trained Unite Ambassadors deliver the message of positive cohesion, whilst supporting their peers in acquiring knowledge rather than building their opinions based on social media and national press. They will lead civic activities and social action initiatives supported by a 'mentor'; to make a difference in their community, as well as being a role model and ambassador within their youth and school setting.Schools, organisations and other youth leaders known as 'Mentors' have access to online resources to train and support Unite Ambassadors, through accessing session plans, tools and activities to support their sessions for their Ambassadors in daily school life. Unite Ambassadors has been piloted by groups across the three nations, including young people who have special educational needs, home schooled, from minority groups, mono-cultural areas and those from disadvantaged, rural or low income backgrounds between the ages of 14-18 years.The scheme has a bespoke certification attached and offers accessible criteria for localised accreditation. Unite Ambassadors could also link to the International Duke of Edinburgh Award (units) available across Europe; which allows Unite Ambassadors to be used by varying abilities and levels of learners, as well as linking into key curriculum outcomes.Over three years, the Strategic Partnership worked on designing and honing this scheme with input direct from young people. The young people in the partnership were an integral part to insuring the scheme is relevant, applicable and effective in helping to develop understanding and knowledge, as well as impacting positively on the health and well being of the young people in schools operating the scheme. Thus providing a greater responsiveness to social, ethnic, linguistic and cultural diversity; which will be beneficial to their future employment and life pathways from the encouragement of active citizenship, inclusion and cohesion found within Unite Ambassadors.

Buckinghamshire and Yalova sought to work together to develop the knowledge and skills of young people, so that they could make sound career choices for the future, that prepare young people for working not only in their home country but across Europe. This would address the issue of young people leaving school with inconsistent advice and support.Throughout the project we aimed to develop the skills and confidence of teachers to deliver the support required by students when considering their next steps on their career or further education pathway. This guidance provides a consistent method for teaching good career and guidance counselling through the development of a module of work that can be used anywhere. The Career case studies are a selection of trades which will enable students to look at different career opportunities, and their educational paths in order to help make informed choices. It is very important that the decisions a student makes regarding his future are deliberate and purposeful, that the young person would understand that adaptation to the world of business and their emotional well-being depends on the right choice.By learning about the education systems in each country, and by sharing the good practices in both regions, we were able to create a package of lesson plans, which not only covered different career paths but also took into account the skills and personalities of young people, their likes and dislikes.Students in both countries were included in the discussions about what they believe in career guidance should focus on from their perspective and feed their views into planned interventions. All of the guidance and resources are available to be shared with colleagues locally, nationally and at a European level via the BCC website:https://schoolsweb.buckscc.gov.uk/equalities/erasmusplus-projects/right-choice-right-move-vocational-guidance/There were 8 participating organisations for this project. Buckinghamshire County Council work acros 234 educational establishments across Buckinghamshire to ensure a high standard of education. one of the key priorities for children and young people who are vulnerable to disengagement is to support and prepare then to make the right choice in education or career. YALOVA IL MILLI EGITIM MUDURLUGU is responsible for the provision of education throughout Yalova and its' aim is to improve student achievement through teachers professional and personal development, particularly in the field of career guidance.2 Local Authority Secondary Schools in Yalova participated, where the project would have a direct impact on the teachers and students within them.Yalova Rehberlik Arastirma Merkezi is dedicated to improving educational opportunities and outcomes for all children by identifying and developing effective school practicesAmersham and Wycombe College and Aylesbury College are both vocational colleges, one with links to media and film, the other with construction, so their participation not only gave us students retrospective feelings about their career guidance in previous schools, but also gave us access to employers for their feedback of requirements.Wycombe Youth Action support young people in Bucks who are not in education or employment, so accessing these young people was key to knowing that the lesson plans created were relevant and engaging for these hard to reach groups.Description of undertaken main activities;From the initial survey it was clear that there was not a consistent message going out to students in different organisation, about their options or the career path appropriate for them. After trialling the lessons, both Countries had positive results from the repeated survey. Overall with the students and staff that had taken part in the project there was a positive increase of knowledge and skills around choosing the right career path, however it was clear that for those schools that did not embrace the lesson plans there was no change in the views of their students, staff or parents.With staff there had been an improvement of knowledge and confidence from teachers that had taken part in the project. For the parents there was an increase in the positive results for now having enough information around future vocational options, with 100% of parents wanting more informationIn each country the schools and colleges organised a range of career events for their students along with teacher training events, to increase teachers confidence in careers guidance and how to bring it into the classroom. These were received very positively by both students and schools.There will be a number of long term benefits from this project. Yalova have already decided to include these lesson plans in their school curriculum, they have also seen the benefit in developing good relations between schools and businesses, and have decided to continue to hold career fairs with businesses participating.

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