"Through the “Progressing in Inclusion” project, an opportunity is given to a group of students who, due to their special characteristics, tend to be less favored by our educational systems, in particular, and society in general, to feel equal to their peers. This will provide the framework that makes possible for students with special educational needs (ACNEE) take part in a life experience that they would otherwise be unable to achieve. Furthermore, we must mention that we are talking about families that, in many cases, also have a disadvantaged socio-economic situation.There are about 40 students (between 14 and 19 years old), together with their teachers, who, directly, will have the opportunity to participate in this project, thus being the first recipients of its benefits. The participating schools are:- ""IES Villa de Abarán"", Abarán (Spain).- “Magistrale Statale G. Parini Institute”, Seregno (Italy).- ""Colegio Sao José de Bairros"", Lousada (Portugal).These students will be endowed with a series of skills that they could hardly develop otherwise. Some of its objectives, coinciding with the ""Europe 2020"" strategy, are:• Greater social insertion.• Acquisition of social skills.• Avoid dropping out of school.• Motivation of the student towards learning.• Peer learning, promoting collaborative teamwork.• Learn to cope in a new environment for them.•Attention to diversity.• Inclusive educationIn addition to it, working together with other colleagues will motivate them to achieve an improvement in their communication skills, their capacity for autonomy and resolution of adverse situations. A comprehensive improvement of student capacities is sought, supporting us in the promotion of European citizenship. As a final goal, all this will lead to a very important objective, which is the improvement of self-esteem, breaking pre-established barriers (for these students it means the possibility of participating in activities that, until now, they only saw colleagues with brilliant academic records develop).Furthermore, teachers will see some important areas covered in their career as teachers:• Greater professional development, greater motivation and satisfaction in their daily work.• Exchange of pedagogical strategies with other teachers.• Obtaining resources to achieve motivating work dynamics.The activities take 3 themes as axis: Gastronomy, Recycling and Self-esteem. Mobilities, in themselves, are a source of learning, since students must cope in new situations for them (use of public transport, payment in shops, ...), having to adapt to new cities, customs, languages,. .. During the mobilities, activities designed in order to: favor and improve interaction; improve attention, perception, memory and auditory discrimination; promote cooperative work; exercise basic cognitive abilities (perception, memory and discrimination). The activities promote equality and inclusion, attending to Diversity, obtaining better learning achievements and equipping them with skills that help them to better integrate. In addition to the activities during the mobility, others will be carried out in the centers themselves during the two years of the project (they will help to give continuity to the work of the students and will give content to an eTwinning project).The methodology will be active, the students will get involved taking part in the process of learning and acquiring competences, they will work together with the colleagues from the other centers, improving their communication skills and social skills. At the same time, they will be given autonomy for their development, thus reinforcing this capacity.Another activity will be the mobility of personnel in which the teachers will take part. This will allow conclusions to be drawn and materials to be developed that will help in working with ACNEEs, being very important to ensure the durability of results over time.The programmed activities, and the development of the same, suppose an innovative practice in which creativity is given greater relevance; they are an incentive for teachers and students by allowing the exit from the ""routine"" of day to day.The expected results and objectives will be obtained both in the short and long term. In the first place, they will fall on the students, who are expected to achieve the objectives indicated above, as well as those indicated for teachers. In the longer term, it will be the centers involved that will benefit from methodological innovation and management with these students. Likewise, through the synergies generated, other centers in the environment will benefit from dissemination meetings. On the other hand, the use of the eTwinning platform will be deepened through Twinspace, providing a new experience for students and teachers that will result in future collaborations."

"In the face of many civilizational diseases resulting from a sedentary lifestyle, lack of exercise, improper diet and negative wellbeing, promoting a healthy lifestyle, healthy eating and sport, as well as increasing youth awareness of the role of nutrition and physical activity seem to be particularly important in the prevention of obesity and other diseases. The aim of the project was to raise awareness of the school society in the field of healthy lifestyle and diseases resulting from unhealthy routines, with particular emphasis on healthy eating and increasing physical activity, as well as establishing social and cultural dialogue both at the local and European level. The assumption of the project was to change eating habits and increase physical activity by about 20% (applies to students and teachers). During the project, students took part in international travels to partner countries, where they carried out project tasks: World Health Day celebrations, planning healthy menu, wellbeing workshops, visiting local food producers, designing the logo, participation in competitions, sport meetings, lectures and workshops promoting healthy lifestyle. Part of the project tasks was carried out at school. Among these tasks conducted surveys examining eating habits, preparing and distributing posters and leaflets promoting healthy lifestyle, organizing meetings and workshops on elimination of bad habits and supporting good eating habits. All the students (aged 6-15) and teachers took part in the project. PE teachers were responsible for fitness activities, Science teachers for healthy nutrition and trained teachers for wellbeing workshops. Other teachers carried out project activities during their lessons, class trips and events, competitions, exhibitions, performances. English teachers introduced vocabulary related to the subject of the project during lessons and they were helpful in translating the developed products into English. The project included six meetings (four traditional meetings and two virtual meetings because of Covid-19), one of them was only for teachers. They regarded to the organization of the project, detailed discussions on the activities, evaluation and writing the final report. During the mobilities, the students, in addition to the activities related to health-related topics, were able to learn about the culture, architecture and customs of partner countries during various activities planned for them. Visits in partner schools also developed the group work skills, the usage of ICT and motivation to learn languages. During the project implementation, students acquired a range of skills useful at subsequent educational stages, such as preparing surveys, statistical analysis, creation of multimedia presentations and instructional videos related to the subject of the project. The developed results were: - improving the physical fitness of students and teachers through participation in regular sports events, extracurricular activities, meetings with athletes - preparation of: traditional games (video), an international cookbook (e-book), the project’s logo and mascot, a common board game ""Healthy Lifestyle Expedition"", the ""Healthy food"" questionnaire for students, parents and teachers, - developing healthy eating habits through meetings with a dietician, doctors of various specialties, extra-curricular activities, culinary workshops - creation of the project website and publishing project’s effects on TwinSpace - topical noticeboards in classrooms regarding healthy food products - higher cultural awareness - improving the quality of the institution's work by adapting examples of good practice observed during the visits in partner schools, increasing students' competences and strengthening teachers' professional competences. We hope that after completion of the project, the above-mentioned activities and results will be continued. This will allow to maintain physical activity and a healthy lifestyle at a high level, especially after distance learning because of Covid-19. At the end of each school year, a survey was carried out assessing whether the project objectives were in line with the assumptions and the established results allowed the verification of the activities. Knowledge of English and ICT also allowed to use more online resources that were useful to develop interests and self-improvement. Formed international friendships, of both students and teachers, can be continued after the end of the project. In addition, the impact of the project may be visible at the national, European and even international level by posting the final products (cookbook, a set of games and activities, calendar, board game ""Healthy Lifestyle Expedition"") on the Erasmus+ platform. Due to the lack of restrictions on access to these publications, each recipient will be able to use them or just get inspiration and work out own solutions."

<< Background >>We are reaching a critical point in history when solving the problems of humankind has become a matter of our very survival. Finding sustainable solutions to these problems has never been more pressing, as population pressure, violence, and environmental degradation are on the rise.The European Pillar of Social Rights jointly proclaimed by EU Leaders at the 2017 Gothenburg Social Summit establishes, as its first principle, quality and inclusive education, training and lifelong learning.In aiming to foster more fair and tolerant societies, the Council adopted the Recommendation on Promoting common values, inclusive education, and the European dimension of teaching in 2018. Inclusion is one of the six dimensions of European Education Area (EC,2020) which is introduced by the European Commission to establish a reinforced approach to ensure the achievement of Europe.Students should be provided with appropriate vocabulary, opportunities for practice and endless possibilities that will allow them to internalize and apply those skills needed to support peaceful problem-solving in the future.Teachers are the key drivers for this change.<< Objectives >>In order to achieve that teachers will gain competences to integrate Peace Education into their respective teaching experinces, 7 partners will work for 24 months to enhance peace education competencies of teachers and students :-To provide teachers and students with a conceptual understanding of peace education.-To acquire a holistic and critical understanding of the theory and practice of peace education.-To search for and identify the best ways to teach peace.-To review evaluation studies on the impact and effectiveness of peace education.-To model, experience and practice peaceful classrooms and healthy group dynamics.-To become critical learners and reflective peace practitioners.-To gain an appreciation of the foundations of just and peaceful societies.-To encourage positive action and non-violent conflict resolution in society.-To enhance students’ intellectual flexibility, creativity & problem-solving capacities.<< Implementation >>To realize the project aims,there will be different work packages,each of them will be led by one of the project partners.The responsibilities of the work packages will be delivered in line with the strengths of the partners.1)Management2)Development of O1/EF3)Development of O2/OOC4)development of O3/OTC5)Sustainability 6)Dissemination and Exploitation 7)Monitoring and Evaluation<< Results >>Students should be provided with appropriate vocabulary, opportunities for practice and endless possibilities that will allow them to internalize and apply those skills needed to support peaceful problem-solving in the future.Thus,the project aims to create an inclusive learning environment and reducing violence and support teachers and other educators in dealing with the increasing diversity of learners by providing them:-Peace Education Framework (O1/EF)-An open online course for middle and secondary school teachers (O2/OOC)-Open Teacher Community(O3/OTC)Intangible Results:-Raised conflict management at school environment -Reduced violence, bullying, absenteeism, suspensions and drop out rates-Engaged the larger community in dialogue about peace education and conflict prevention -Raised peace and cultural understanding-Improved knowledge concerning peace, tolerance, racism, discrimination-Increased motivation for building peace;-Increased personal and professional development for stıdents and teachers ; -setting a friendly and safe school atmosphere; reducing the nonattendance rate and early school leavings; motivating them to use innovative IT techniques and to learn foreign languages. The impacts that we envisage are: developing social, intercultural, communication, problem-solving skills; motivating to learn languages and improving IT competences; learning from other cultures; being more positive, creative and happy individuals in life long periods,gain improved competences, linked to professional profiles Students will strengthen understanding of and action for peace education through the cross curricular activity and collaboration to be established among international schools and NGOs.

"CONTEXT By promoting a philosophy of life based on the values of excellence, respect and friendship, Olympism shows that sport can help to build a better world. Our project is based on the Olympic philosophy that learning takes place through the balanced development of body, will and mind. It embraces an active approach using fun activities, transfer of factual knowledge and a practical application of 21st century learning competencies. The activity-based content will allows student to experience learning values through the medium of play and is guided by sport pedagogy that focuses on exploration of identity, historical reference, memories and stories, a holistic community orientation, and intergenerational engagement. Combined, these learning actions reflect today’s multicultural reality to live and build collectivelyOBJECTIVES The Olympic Movement uses three core values to promote Olympism: Excellence, Respect and Friendship. They are, however, not the only values that develop the body, will and mind. Values such as determination, courage, perseverance and resilience, are intertwined with these core beliefs and they can be found in abundance in the lore of the Olympics. INSPIRE is a values-based project and will be used to: • Develop students’ understanding of these values and help to implement them in their lives • Encourage students to participate in sport and physical activity • Strengthen the appreciation of effort in academic subjects • Promote positive behaviour and build healthy relationships between young people and their community • Support a self-directed learning so that students (involved in the participation and organisation of the Olympic Day) are encouraged to take responsibility for their own learning, rather than placing the onus directly on the teacher PARTICIPANTSDirectly involved:• about 600 Secondary Schools Students • 15 Secondary School Teachers • 9 Youth Workers/Educators/Trainers who use Sport as Educational Tool PROJECT ACTIVITIES AND RESULTS • Teachers will be in charge of creating the ""Olympism at School: a Practical Guide for Secondary School Teachers"" (I.O.1) • Students (aged 10 - 15) will be involved in the ""Olympism at School"" programme. Using the context of Olympic Games and through sport activities, participants are taught skills and strategies that will help them to assume the responsibilities of global citizenship and civic literacy. The programme will end with the participation at The ""Olympic Day"" • Students (about 15 for each school, aged 10 - 15) will take part also to 3 short term exchanges of groups of students linked to Three International Events:-The Move Week (May 2021)-The European School Sport Day (September 2021) -The International Day of Sport for Development and Peace (April 2022)These LTTAs will be designed around teaching the Olympic values through sport to young participants and will be hosted by three partner schools• Participation at Six T.P.M. for teachers and Youth Workers/Sport coaches involved in the creation of the I.O. with the purpose of sharing and supporting their work experience • Organisation of the Olympic Day, a Final Sports Event in each partner country (June 2022) The INSPIRE project wishes to reach the main combined results ""to promote positive behaviour and build healthy relationships between young people and their community"", ""to support a self-directed learning"" and ""to introduce new innovative curricula for secondary school teachers""METHODOLOGY USED It will be based on Educational theory about multicultural, intercultural and multiple-intelligence approaches to learning and teaching and will follow these Principles: • Learning is an active not a passive activity• There are different ways of supporting learning • Learning is both an individual and a collaborative activity EXPECTED IMPACT For the Teachers:- the practice of a new way of teaching by incorporating the values and characteristics of sport into the school environment – eg teamwork, rules, respect and leadership - the practice of a different way of relating to their students - increased teachers involvement in sport For Sport Coaches:- the spreading of a new way of conceiving sport activity for young people (more respectful towards yourself and the others) - Sport as a tool for Educational and Individual growthFor the Students: - increased number of motivated young people participating in PE and sport - improved academic performance - improved student engagement, measured by reductions in stand-downs, absenteeism and truancy - acquisition of transversal skills LONGER TERM BENEFITSParticipation in INSPIRE can build resilience and social skills and can have profound effects on the students’ life and that of their community. The methodology can be used for many issues that can meet the teachers in performing their profession, especially in at risk areas or in dealing with problems related to students -bullysm, learning difficulties"