"<< Background >>In the current scenario of the four European Union countries (Italy, Germany, France and Spain) involved in the project, where the increasing presence of immigrant citizens from third countries and other EU countries has required over the years a greater commitment to policies and practices aimed at fostering an open and inclusive society, the promotion of communicative competences in the languages of the host countries is a key element in achieving this objective. One of the main challenges facing the world of L2 teaching is to offer a training proposal that responds to the real needs, requirements and interests of learners.<< Objectives >>Driven by the desire to join forces to respond to a real need in their territories of reference in the informal L2 education field, the partner associations have designed the ""ALL-IN"" project with the (general) objective of promoting the socio-linguistic inclusion of migrants, refugees and applicants in the territories where they live and work, which will be achieved by improving the quality of L2 teaching through the design and testing of innovative teaching practices in 4 EU countries (specific objective). The direct beneficiaries of the project will be the L2 teachers of the various countries involved, both working in the formal and informal teaching system and the organisations and institutions providing L2 courses. The indirect beneficiaries will be the foreign citizens who use these courses.<< Implementation >>In order to achieve the project objectives, the following activities will be implemented:1. Transnational meetings: 1 kick-off meeting + 4 transnational meetings, involving 2 participants per partner association are foreseen to foster exchange and comparison between project partners.2. Guidelines on good practices and methodologies useful to overcome the difficulties highlighted in L2 teaching for adults in formal and informal contexts, with particular regard to the ‘vulnerable’ target groups (eg women, asylum seekers, unaccompanied foreign minors), resulting from a previous reserach in each country .3. Elaboration of a didactic Manual with modules of L2 teaching for adults in each country (EN + Language of the country). Each partner will choose a specific target group (eg women, workers, etc.) or an area (eg. work, health, etc.) to develop an innovative 10-hour module based on the guidelines developed by the University for Foreigners of Siena. 4. Three Long Training and Teaching Activities (LTTA) are foreseen to foster a ""complementary"" increase of participants' knowledge and skills in the field of L2 teaching to adult migrants: - ""L2 ball in the centre. How to teach L2 through sport"".- 'Digital competences for L2 teachers'. - ""Learning L2 with board games"". 5. Multiplier events: one in each country for each of the main results of the projects (above mentioned).6. Other transversal activities: coordination, evaluation, dissemination...<< Results >>The expected results during the implementation of the project will be: - an increase in knowledge of methodologies and strategies for teaching L2 to migrants through the elaboration of a field analysis of the strengths and weaknesses of current systems. - innovation of strategies and tools used for teaching L2 to adult migrants. Expected results at the end of the project:- increased capacity of L2 language teachers to offer innovative training that meets the real needs of the target groups - increased number of adult migrants and refugees who complete the training courses - increased dissemination of innovative teaching tools for L2 language teaching."

<< Background >>The outbreak of Covid-19 in the first months of 2020 and the consequent measures taken by most governments, have represented a drastic change in the way schools, students and their families approach education. Suddenly, schools remained closed, and teachers and school staff had to rethink teaching and start using online platforms through which online classes could be taught, homework assigned and carried out. Most teachers had not enough training to use digital means or were reluctant to adapt their methodologies to online learning. On the other side, children needed help from their families in order to be able to connect and carry on the required tasks, however, not all families had the knowledge and time to be able to give the needed support. Many of those experiencing difficult situations did not have access to computers and the Internet. On the other hand, the situation of confinement meant lack of social interaction and participation in leisure activities, with the consequence that children spent much more time using smartphones, tablets, and computers, making more evident and urgent to address children’s digital safety. Special attention must be focused on cyberbullying, as a survey conducted by JRC between June and August 2020 showed that 49% of children have experienced cyberbullying at some point in Europe. At the national level, this share is the highest in Italy (59%) and the lowest in Slovenia (32%).SOPHIE aims to address the NEEDS emerged from the needs analysis conducted in Spain, Italy, Greece and Slovenia:•Initiatives need to be created and implemented so that all families with children in school age can have access to the required digital devices and to a good connection to the Internet.•Easier and more accessible platforms are needed in order to make online education more inclusive.•Digital training for teachers is needed, in order to make them more confident in the adaptation of their teaching methodologies to the online environment.•Digital training for families is needed, in order for them to be able to support their children engaging in online learning.•Awareness must be raised around the risks connected to the use of the Internet, and methodologies must be created to prepare teachers, families, and children to recognize and respond to those existing risks.•Collaboration between school and families must be improved.SOPHIE handbook will promote inclusive and safe access of primary school students to online learning and will address transversally the specificities of peer-to-peer online violence (cyber bullying) to provide schools, families and children the necessary tools to identify and address deficiencies and risks of online learning. The handbook will be based using an action-research methodology: •we will design the handbook contents based on piloting, desk-research, interviews, good practice gathering and systematized partner experiences and expertise.•we will test and co-construct the handbook methodologies and contents through piloting with students, teachers and families. •piloting will be based on blended participant centered methods using non-formal approaches to skill and content building and learning.<< Objectives >>“SOPHIE: safe and inclusive online learning in primary education” is a cooperation partnership formed by four organisations, three primary schools and an educational institution based in Spain, Italy, Greece, and Slovenia, that aim to tackle early school leaving and foster digital inclusion, resilience and safety among primary school students, by promoting inclusive and safe access of primary school students to online learning, and actively involving teachers, educators, and families in ensuring inclusive and safe digital learning of primary school students.Its objectives are to provide primary schools (teachers, families and primary school students) with guidelines, tools, and strategies:•to recognize and safely and critically address the risks connected to the use of the Internet, with particular attention to cyber-bullying.•to detect difficulties that primary school students might be experiencing in terms of access and in the online learning environment and to address them adequately.•to generate tools for teachers and families to support, accompany, and guide students during their online learning.With SOPHIE methods and tools we wish to work with students between 9 and 14 years old in order to: •To try out and validate the Forum Theater (FT) methodology to help students critically engage in digital learning environments and become responsible, healthy, and safe digital citizens, avoiding participating in cyber-bullying.•To create FT pieces so that students can share their perspective on online learning and digital safety, and try out alternatives to conflict.•To develop students’ skills to recognize and address the risks connected to the use of the Internet.•To understand students’ needs and concerns around the online learning and digital life.We will work with teachers to:•To share and learn new strategies to support, accompany and guide students in the digital environments.•To detect difficulties of their students in online learning and their causes in order to address them adequately.•To share and learn the pros and cons of the online platforms in use.•To improve their digital skills, be able to recognize and address the risks connected to the use of the Internet, with special attention to cyber-bullying, and help children identify and respond to them, while also adapting their methodologies so that online education becomes more effective and inclusive.We will work with families to:•To share and learn new strategies to support, accompany and guide their children in the digital environments.•To detect difficulties of their children in online learning and their causes in order to address them adequately.•To improve their digital skills, be able to recognize and address the risks connected to the use of the Internet, with special attention to cyber-bullying, and help children identify and respond to them.SOPHIE handbook aims to provide schools within and outside our consortium relevant and useful material to address the inclusion and safety of Primary students: raise awareness about the challenges and risks of online learning among the school community, and build digital competence, inclusion and resilience.<< Implementation >>The main activities of the project which will lead to the achievement of the project objectives and delivery of the planned results are:•Management, monitoring, assessment and evaluation throughout the entire project.•4 transnational partner meetings and monthly online project meetings to monitor the development of the project activities and the quality of the collaboration.•Joint staff training to exchange expertise and methodologies among partners.•Development of piloting activities (12 in total – 3 per country) with the target groups of the project, which, together with an ongoing desk research and development of the SOPHIE methodology, will lead to the creation of the project result (Safe and inclusive online learning for primary school students: The SOPHIE handbook for schools).•3 local multipliers (in Spain, Italy and Slovenia).•International final conference (in Greece).A total of 416 participants will be directly involved in the project activities:•The Joint Staff Training will bring together 2 staff members of each partner organisation (16 in total) to share and exchange their expertise to develop the SOPHIE methodology.•The pilot “Learn to learn in safe digital environments” will consist in a 20-hour blended theater-based workshop for 20 primary school students in each country (80 in total) based on the SOPHIE methodology. Students will learn to critically engage in digital learning environments and to become responsible, healthy and safe digital citizens, avoiding participating in cyber-bullying, while protecting their identity and safety.•The pilot “Safe and inclusive online learning for primary school students” will consist in a 10-hour training course for 20 teachers and educators working with primary school students in each country (80 in total). Teachers and educators will share and learn new strategies based on the SOPHIE methodology to support, accompany, and guide students in the digital environments.•The pilot “Safe and inclusive online learning from home” will consist in a 10-hour training course for 20 families of primary school students in each country (80 in total), to support, accompany and guide students in the digital environments from home.•Three local multiplier events will take place in Spain, Italy and Slovenia, and will see the participation of 90 people in total (30 participants from the school community in each country).•An international final conference will be organised in Greece, which will see the participation of 60 local and 10 international participants.The implementation of these activities, together with the project methodologies, which bring together the Common Digital Competence Framework, critical media literacy, Forum Theater and Process Work, will assure the achievement of the following objectives and results:•School staff will be able to detect difficulties that primary school students might be experiencing in the online learning environment and to address them adequately•School staff will strengthen its collaboration with families and local institutions in order to identify and tackle online learning difficulties (i.e. lack of digital devices, lack of connection, lack of family support, difficulties with platforms, skill deficiency, etc.).•School staff, students and families will be able to recognize and safely and critically address the risks connected to the use of the Internet, with particular attention to cyber-bullying•416 direct participants have been trained in SOPHIE topics, of which 80 facing fewer opportunities•Partner staff has been trained to replicate SOPHIE result beyond the duration of the project•Over 10,000 people are reached online through dissemination activities on partner social media•Actions are undertaken to assure project sustainability and exploitation.<< Results >>The expected OUTCOMES of the project are: •School staff will strengthen its collaboration with families and local institutions in order to identify and tackle online learning difficulties (i.e. lack of digital devices, lack of connection, lack of family support, difficulties with platforms, skill deficiency, etc.).•School staff will improve its digital competences and use of digital platforms and the adaptation of the curriculum to online teaching.•Families will improve their digital competences in order to better support children engaged in online learning.•School staff, students and families will become more aware of the risks connected to the use of the internet and will develop and learn strategies to recognize and safely and critically address the risks connected to the use of the Internet, with particular attention to cyber-bullying.The “Safe and inclusive online learning for primary school students: The SOPHIE handbook for schools” will help reaching those outcomes through:•Protocols for the identification of online learning difficulties (i.e. lack of digital devices, lack of connection, lack of family support, difficulties with platforms, skill deficiency, etc.).•Strategies and guidelines to address online learning difficulties.•Pedagogical and technical recommendations for Primary school online learning platforms.•Report of 12 best practices on digital inclusion and safety in Primary education (3 per country).•Report of 8 best practices on the use of online learning platforms and online learning environments in Primary education (2 per country).•Activity method sheets to develop blended theater-based workshops for students. •Activity method sheets to develop blended experiential workshop for teachers and school staff.•Activity method sheets to develop blended experiential workshop for families. •Resources and guidelines for families.•Resources and guidelines to improve school-home collaboration.As a result of the project:•School staff will be able to detect difficulties that primary school students might be experiencing in the online learning environment and to address them adequately.•School staff will strengthen its collaboration with families and local institutions in order to identify and tackle online learning difficulties (i.e. lack of digital devices, lack of connection, lack of family support, difficulties with platforms, skill deficiency, etc.).•School staff, students and families will be able to recognize and safely and critically address the risks connected to the use of the Internet, with particular attention to cyber-bullying.•416 direct participants have been trained in SOPHIE topics, of which 80 facing fewer opportunities.•Partner staff has been trained to replicate SOPHIE result beyond the duration of the project.•Over 10,000 people are reached online through dissemination activities on partner social media.•Actions are undertaken to assure project sustainability and exploitation. We expect to have a significant impact, since we will be working with school authorities at local, regional and national levels to disseminate the SOPHIE handbook. The handbook will be published with a Creative Commons License on the project’s website, on partner’s website, on E-twinning, on School Education Gateway, on EPALE and on the Erasmus+ Results platform. Given the character of theater as non-formal education method, the handbook can be easily transferred to other educational levels (ie. Secondary education) and to non-formal education settings (infant and youth camps, etc.).

"<< Background >>Partners in the DD@S project, Democratic Dialogue at school, share their vision, common ideas and approaches to handle difficult situations that originate in the context of sociocultural diversity at school. One of the greatest difficulties for teachers is the management of ""difficult"" classes. The term ""difficult class"" refers to a class with relational, emotional and communication difficulties, considering the relationships with pupils, between pupils and very often, with pupils’ parents. In the classroom, teachers experience difficulties in teaching themes such as homosexuality, terrorism, racism, religion, ... Peer support of colleagues in how to deal with potential intercultural conflicts at school is highly important. Specific dialogue skills, creating a mutual dialogue, can contribute to an inclusive educational environment that fosters a sense of belonging between school team, teachers, pupils and parents. But, teachers feel unconfident in facilitating dialogue about controversial themes. DD@S contributes in the professional development of teachers to acquire effective dialogue skills to cope with ethnic, religious and multicultural conflict situations at school. Partners within this project, believe in the strength of dialogue to tackle intolerance and discrimination at school to stimulate inclusive education all over Europe.<< Objectives >>The aim of the DD@S project is to strengthen European secondary school teachers in dealing with multicultural challenges at school. By developing a gamification based online training, the DD@S training, it provides a professional development training in dialogue skills. This method supports school teachers in reflective thinking, communication skills and dialoguing on controversial themes, such as religious or ethnic intolerance. Additionally, the project provides a toolkit, teacher modules with theoretical information, applied in good practices, a guide for implementation and policy recommendations about the preconditions for implementing DD@S at school.Eight partners out of 4 different countries collaborate in the project, emerging both theoretical frameworks with in-field applications and good practices from within the field of education. Crucial actors within the project are school teachers who participate and collaborate in the development of the project. As a result of the DD@S project, teachers in the participating organizations will feel confident in dealing with controversy and intolerance at school, more specifically, intolerance towards pupils, colleagues, parents or themselves. DD@S aims to directly address about 75 school teachers in each participating country. Additionally the project team has a large network that has the capacity to reach over 1000 schools per participating country for further dissemination of project results.<< Implementation >>In an international professional learning community of experts in democratic and intercultural dialogue, gamification based online learning and secondary school teachers, the DD@S project emerges. For the development of the toolkit, the teacher modules and the scenarios of the gamification based online training, the project team organizes surveys and interviews with secondary school teachers in focus groups. Then, a trial of the online training is organized with participating teachers and discussed for further improvement before the final version is launched.Learning, teaching and training activities promote exchange of expertise and good practices for the gamification based dialogue training, the toolkit, the teacher modules and policy recommendations. In addition, these activities train participants in the full project deployment of DD@S at national level in each country.Finally, within the broad network of the project partners and associate partners will disseminate project results at European level.<< Results >>The project results in dialogue competent teachers who feel confident in mutual dialogue in their professional lives, especially within a superdiverse school context.The project results are:a gamification based online training in democratic dialogue,a toolkit with tools and good practices, needed to implement DD@S in schools; including a content managed system and guide to help teacher teams in developping their own specific training cases;teacher modules and a guide for implementation;policy recommendations;Other expected project outcomes at individual level are an increase in awareness about the sensitivities of multicultural challenges at school. At microlevel, the project results in an effective coping strategy within the school team, for these challenges. This leads to a tolerant and inclusive school climate. On the long term, a tolerant and inclusive school climate leads to an increasement of well-being for all actors within the school."