"Today's society requires creative, entrepreneurial, critical, and competent individuals in digital tecnologies. Partners have designed a global and sustainable plan to implement distance learning at schools and between schools in order to promote innovation, creativity and efficiency in the use of ICT in order to offer our students a quality education in accordance with the needs of the 21st century students, the aim is offering innovative and quality education and minimizing school failure. Teacher training acts as a catalyst for the quality of teaching. Learning is most effective when teachers and students work together to achieve a goal. The teacher helps to create a common context of experiences within the classroom to promote inclusive education.The learning process must be based on solid basic competencies and skills such as reading, writing, numeracy and science knowledge that remain challenging today. Schools must ensure that all their students have solid basic competencies, essential to promote inclusion and social cohesion. The project will implement digital teacnoligies and active learning.Digital skills are a matter of basic literacy, we propose equipping students and teachers with the basic skills to make the use of digital technology in a meaningful way and adding value to the learning process; The teacher inspires students' interests in the learning, which then leads them to solve problems on their own creatively. The covid situation has shown that active teaching models, self-regulation of students, their ability to work flexibly remotely are essential. We will promote the use of emerging technologies such as VR / AR, 3D design, APPS...it aims at transforming the project students from passive users to creative and conscious creators of knowledge and information, they become arquitects of their own learning Our project intends use the three interconected terms Imagination – creativity - innovation Creativity must be at the center of all disciplines and disciplines must be interconnected with each other. schools must work together with other schools in a broader learning community. PROJECT AIMS:1. Train teachers to meet the challenges presented by the recent change to online and distance learning, where it is essential that teachers develop digital skills.2. Achieve a high-quality inclusive education through the design of strategies that support the development of broad competencies, methodological changes necessary to offer students a high-quality inclusive digital education.3. Strengthen the profile of teachers, improving continuous professional development through training in the development of innovative teaching and assessment methods.4. Identify the technologies that are suitable in each curricular area in a creative and effective way.5. Identify exactly what innovative practices are appropriate that area and student engagement in the learning process.6. Implement playful and creative learning environments that foster imaginative solutions, collaboration, innovation and entrepreneurship facilitated through technologies.7. Reduce school failure and increase the number of students who do post-compulsory studiesTarget group: students (3-18), School teachers, University lectures,, advisors, Educational Authorities, writers, musicians...RESULTSActivities that reinforce and complement cooperation with virtual mobility provide powerful opportunities for international collaboration, turning schools into broader learning communities capable of meeting challenges in the school environment. The activities will be focus in four basic areas: Personal, Cultural heritage, STEM and Economy. The area “Personal” is seen as trasversal, the student, while they learn, build self-improvement, self-driven and self-disciplined learners... All areas will be explored throuh CPS.OutputsA teacher training course face to face and another virtual couse,( 4 basic areas) both wiil be piloting and then developed into ""open online course"" on the project websiteTeachers lern how to desing a CPS every two months, two clases from diferent countries try to solve it together. It is very important that students interact as much as possible during the learning proces. The final product will be presented by a team from two clases in a Videoconference.A Multimedia Guide which will include adquisicion of personal and key competences like to be active citizens (local, National , and Europen) , CPS , Links to the web. The Guide will include conclusions on how to enhance innovations from experimentation and recomendations to policy makers,.- Implemetation of an APP including skills on digital tools that any teacher needs ; the APP includes three levels: Basic, Intermadiate, BreadthA multi-country partnership brings clear advantages to the project through action research exchange of experoences and collaborative learning."

Increasing evidence suggests that there are several social determinants of educational outcomes and half of all mental health conditions are established before the age of fourteen. Identifiers of these social events present as poor school attendance, disruptive and aggressive behaviour and poor transition to secondary school and are frequently seen in children and young people at risk of exclusion. This may also result in unfocused, disruptive, controlling, withdrawn, and destructive behaviour within a school setting. In addition there are iatrogenic factors affecting school attainment, where a lack of training and collaboration may prevent a deeper understanding of the problem. Stressful events occur in the lives of children aged 0-18 years old involving neglect or abuse. Indeed, neglect can be physical, emotional or sexual and neglect can be physical or emotional. Household dysfunction is an important social determinant and can be caused by mental illness, a relative in prison, domestic violence, divorce and substance abuse (alcohol and drug) in the family, often unrecognised for a significant length of time. Other factors affecting childhood academic achievement are poverty and children’s caring responsibilities as well as parental separation. Adverse child experience (ACE) provides links between adversity, learning and behaviour and supports the concept that schools can have a significant role in providing an inclusive environment for such children experiencing stressful events occurring between the ages of 0-18 years old. New learning paradigms for professionals to explore new ways to combine expertise, delivering IPL programmes where child safety and quality of care can be improved. Collaborative activities with IPL should be considered as important in childcare training, ACEs can be identified and strategies put in place to address these. Building teams in this interprofessional way requires an understanding of team dynamics and leadership values. Five elements have been identified to support this; participation, training in group skills, networking, information sharing and lastly critical reflection. Aims • Improve the social context so that children are better able to learn in school. • Improve the communication and collaboration between professionals involved in safeguarding for school age children. • Promote improved trust relationships, particularly in the classroom and potentially reversing the effects of toxic stress in a child’s life • Training programmes to promote the understanding of the science of toxic stress • Strategies to address this are proposed. • Explore interprofessional strategies to improve learning environment for children experiencing toxic stress with implications for practice. • Innovate interprofessional collaboration experiences Objectives • Familiarizing the employees with the job descriptions of employees in other agencies/organizations • Discussing what inter-professional collaboration means to each individual employee and to different professions. • The training will discuss what the perquisites of inter-professional collaboration are and how it could be promoted. • Disseminate experience and outcomes using press, blogs, local TV and radio stations • Sharing information gathered government officials, educational authorities, professional training establishments • Enabling professionals to meet trauma with understanding not discipline Action Intervention • International participation, transnational learning, teaching and training o Training in group skills o Transnational learning o Networking o Information sharing o Critical reflection • Equipping professionals with toolkit to address ACE • Action research (develop questionnaires and open-ended questions to guide the key interviews, prompting reflection and conversation. • Evaluation of impact • Development of electronic learning using analogues and cases studies Intellectual outputs • Pilot course for interprofessional learning in collaboration • Handbook of strategies and procedures • Teaching resources • Electronic learning in decision making using virtual case studies • Presentations on results • Webinars on interprofessional learning and collaboration • In-service training

Research synthesised from across the world shows us that learning in the natural world has a significant positive impact on children’s quality of life in terms of their learning and wellbeing. Connectedness to nature (biophilia) has been shown to successfully improve outcomes for specific groups of learners. However for these benefits to be fully realised , natural schooling , which is about learning with, through and about the natural world needs to become an integral aspect of education policy and practice and firmly embedded within the curriculum for all schools (Waite and Malone 2016).An understanding of the philosophies that serve to empower a world centred pedagogy (Biesta 2017) and to achieve student outcomes for 21st century living (a healthy and happy body and mind; a sociable confident person; a self-directed and creative learner; an effective contributor; an active global citizen) are central to this project. Through collaboration and shared methodologies the project will enable the development and implementation of natural schooling curriculum innovation projects that are bespoke to the partners circumstances, with the specific intention to demonstrate improved learning outcomes for partner identified subgroups of learners (e.g. those with disabilities, SEN, at risk of exclusion, traveller families, low literacy etc.).Partners in the project include schools and groups of schools from the United Kingdom, Italy, Spain and Sweden. Participants are primarily teachers, but also include allied professionals from the five institutions ensuring dissemination within the project across 43 schools, 2,100 teaching staff and over 24,000 learners.In addition to a legacy of: improved learner wellbeing and learning outcomes for the subgroups of learners immediately involved, through the positioning of a natural schooling innovation within curricula, this project seeks to: promote the development of new pedagogical practices that foster positive attitudes towards our world; enable a tool for the dissemination of data and understanding about the natural world; improve teacher confidence and satisfaction in delivering learning with through and about nature; create a resource pool of curriculum materials and evidence/data for sharing. In addition and in response to the call from global researchers, the project seeks to further inform academic debate and kindle wider interest in natural schooling amongst a community of stakeholders/researchers across Europe and the rest of the world. In the longer term, the outcomes from the project will offer guidance and recommendations for other school leaders and teachers to follow, develop and adapt.