"In the world of the ""European School"" a complex social phenomenon has been developed, identifiable through observable ""symptoms"", that could be defined as indicators of scholastic failure. Repetition Rates, absences, irregular attendences, poor quality of the outcomes, up to the abandonment of the actual educational paths (according to Eurostat 2018 Data, more than 11.5% of young Europeans within an age range between 16-24 left school).This phenomenon, indicated with the term ‘scholastic dispersion’, has intensified for those who come from contexts deprived from a cultural and economic point of view (see European Commission / EACEA / Eurydice / Cedefop, 2014. Fight against early leaving: strategies, policies and measures).Based on these considerations, the project ""Cultural Heritage: Learning from the Past, Designing our future"", intends, through the establishment of a strategic partnership between educational institutions of Italy, Spain, France and Portugal, to carry out virtuous exchange processes to support the understanding and transmission of the European cultural heritage, as a useful tool to combat early school leaving.In fact, the goal is to project students into a European dimension, where it is fully recognized that the cultural heritage plays a central role in all societies, creating a sense of active participation within and beyond national borders.Specifically, the objectives of the project are: - To make the students of Italy, Spain, France and Portugal aware of the existence of a common cultural heritage that is based on the idea of European citizenship; - to Understand the past of European communities involved in the project to build a more inclusive, intelligent and sustainable Europe; - to Develop innovative educational paths, which promote the integrated approach between different methodologies, in order to favor the active participation of the student in school and social life; - to Encourage digital and physical exchanges that allow students to communicate in foreign languages with foreign colleagues and to feel an active part of a wider community, precisely the European one;- to Give the students the opportunity to understand the different representations of cultural heritage: tangible (buildings, monuments, works of art, historical cities), intangible (traditions and traditional crafts), natural landscapes and digital heritage.In this regard, the project will be based on the implementation of 5 virtual mobility activities, planned through eTwinning, intended for 32 students within an age range between 16 and 17 years enrolled in 3rd and 4th classes of partner Higher Education Institutes, and 4 transnational mobilities in France, Portugal, Spain and Italy, lasting for 1 week, including travel days, which will be destined, based on a rota system, to groups of 8 students from each partner school, accompanied by 2 professors.Finally, the exchange activities will conclude with the realization of the following project results:• an Eupedia: a detailed interactive and informative guide to European countries that are part of the current proposal, with particular attention to history, culture and life in them;• e-Twinning KIT related to innovative methodologies and tools used to promote the social and educational value of European cultural heritage, in particular to ensure the active participation of students and reduce the percentages related to early school leaving.From the realization of the project, the following impacts are expected:a) adoption of an approach to non-formal learning capacity of innovating the educational system of the participating schools, through the integration in their own training plans of the teaching methods used during the project (project-based through eTwinning, cooperative learning and more generally technical of learning by doing).In particular, this will change and it will produce , after 9 months from the end of the project: - the reduction of the percentage of school drop-out by at least up to 0.5% points; - the improvement of student assessments related to the acquisition of cultural, intercultural, linguistic and digital will ; (detection tools: results of the final ballots and RAV 2021-2022);b) structuring of each participating School in terms of active community, open to the local and international community, detectable by the increase in:- number of national collaborations (at local level, within 9 months from the conclusion of the project, each School will promote a local project, in cooperation with local institutions and associations, based on the present project experience); - number of international collaborations (it is expected that, after 9 months from the conclusion of the project, each partner school will have at least participated in two other Erasmus + experiences, possibly within the KA1 framework)."

"According to a survey conducted by Livingston et al. (2012) on a sample of more than 25,000 children and adolescents (9-16 years) from 25 European countries, 30% reported having met strangers through the internet (23% have known five or more). In 9% of cases, the online contact is followed by an offline meeting, but only 1% reported having felt worried or upset about these meetings, showing an underestimation of the possible risks related to the encounter with strangers. Europe is a continent in line - more than half of all EU citizens use the Internet every day, and three quarters of households have Internet access. This brings new opportunities for people of all ages, but the real-world problems of social exclusion of fraud and abuse also exist. The European Union is facing all these challenges and attention that puts these issues it is seen in proria attivitò programming and management of the Funds. The ""Connecting Europe Facility"" program, for example, continues the work begun by the European Commission with the previous ""Safer Internet Program"", and aims to encourage the safe use of the Internet and new online technologies, with particular attention to the children, calling for a collaborative approach by all actors in society. The program finances in particular the infrastructure for digital services for the Safer Internet Centers (national awareness centers) that aim to inform and sensitize especially children, young people, teachers and families in the safe use of the internet. The Safer Internet Centers work in partnership with local networks, public institutions, NGOs and businesses and also provide helpline services (advice and assistance to children, youth and parents on how to address issues such as bullying or sexting), hotline (to allow for reporting illegal online content anonymously) and youth panel (to allow young people to express their views and share experiences). The European Union is now the region of the world where higher constitutional protection of personal information, explicitly recognized by Article 8 of the Charter of Fundamental Rights, which is the necessary reference to a specification of the principles regarding the operation of the Internet, too from a global perspective. This sensitivity and attention to the issues we find even level ad reflex National. On 28 July 2015, the President of the Chamber Laura Boldrini presented the Bill of Rights on the Internet, a fundamental document to secure to each individual the exercise of an active digital citizenship while respecting the freedom, the dignity and diversity of each person. The text identifies a number of general principles that embrace the various issues related to the use of the Internet: the right to knowledge and education on the Internet, net neutrality the right to identity. The Declaration is based upon the full recognition of freedom, equality, dignity and diversity of each person. GENERAL OBJECTIVES - Support school staff in the acquisition and development of digital skills in order to improve the e-safety in the school community - Improve the digital security of children by providing, through the school, methods and tools that can protect them SPECIFIC GOALS (or macro activities to be undertaken to achieve the overall objectives) - Search, browse, compare and exchange at the European level practices and methods that would support school personnel in the acquisition and development of digital skills in the field of e-safety - Test and validate the contents of the model and set up an e-Safety plan to be adopted - Create a transnational network of schools that cooperate in the implementation of activities that are useful to the maintenance of digital security of the same schools CORE ACTIVITY The project aims to exchange good practices through a mobility activities of n. 48 school staff divided into two flows that it is useful for the preparation of an E-Safety Plan. The Plan of E-Safety will be a real ""educational model"" in a broad sense (for the whole school community) that will include content aimed at teachers, students and administrative staff that will aim in general to improve the safety of the entire school community . TARGET GROUP personal school BENEFICIARIES - Children between the ages of 6 and 13 years - Families of pupils - Community school in general DURATION 24 months PARTNERS Italy, Macedonia, Croatia, Portugal"

"<< Objectives >>To make our students realize the similarities between this project and the ""love"" themed stories from different countries and to make them feel like all arts.We wanted to show that literature is also universal, and that art is unifying and reconciling. Because nowadays mostArt is the best way to instill in young people the necessary behaviors such as empathy, tolerance and respect for differences.<< Implementation >>The participation of 2 teachers and 4 students from each country in the mobility of our project and the participation of teachersIt would be appropriate for him to be working in the field of Language/Literature. Four streams are planned within the scope of the project. with our partnersAs a result of our discussions, the Appropriate dates have been determined. In each mobility, groups of international students tell the ""love"" themed story of that country.<< Results >>They will be animated by the method of story and poetry recital. Professional support/assistance will be sought before re-enactments, if requested and the host country will prepare its tools such as script/text, costumes, props in advance. All bidders from the host country Students will be involved in the activities. Our activities include creating a goal and expectation board, cultural trips, workshops. work, performance events,"

ContextThere are two main points we are about to unite. First of all is to unite people from different cultures, different backgrounds and with different interests and languages, so that they understand each other more, accept the differences and learn from them. Second of all is to unite the Ss with their Ts to gain more understanding for teacher's work and more respect. We want Ss to understand the mechanics of teaching and show them advantades and problems of teaching, engaging them into preparing lesson plans and running lessons. So the project is just to bring people together and make them learn from each other. This way, we want to unite good Ss with those facing challenges, teachers with parents – this will help all of them understand more each other, respect the differences and feel more valuable. We hope to achieve the following objectives:O1. improve cultural awareness and acceptance of social, ethnic and cultural diversityO2. improve communication and collaboration among actors in the schoolO3. improve transferrable skills – data selection and manipulation, ICT, critical thinkingO4. improve language competenceO5. increase students’ self-confidence and creativityO6. increase the respect for the teaching professionO7. enable the exchange of experience and good practices among teachersParticipantsThe project was thought to be addressed to all the students aged 12-15 – generally over 500 students altogether. There will be about 80 students facing different kinds of challenges. Direct participants will be 60 students and 40 teachers.ActivitiesThe most important role in the project is played by the students exchanges, where the Ss will have posibility to swap the roles with Ts and become teachers themselves to teach the other students about their geography, history, music, legends, hobbies or the school system and they will have an opportunity to discuss the differences and similarities – all of those will be included in the reports.There is also scheduled a short-term meeting of staff at the end of the project, to share the practices that will help working with multicultural classes or with groups with socially challenged students. The result will be a Guide called 'Good Practises Our Way', including activities and solutions to the issues bothering schools in Europe.C1 - Poland - NOV 2018 – History and Music in our countriesC2 - Greece - APRIL 2019 – Introducing Legends and presenting HobbiesC3 - Portugal - OCT 2019 – Geography of our countries and games we playC4 - Romania - MAR 2020 – People we are proud of and Our HabitsC5 – Turkey – MAY 2020 – joint staff training eventOutcomes:1. Teachers- connections among the teachers, exchange the ideas and experience, further coopearation;- enrichment of teachers' atelier;- tightened relationship with the students, easier understanding of Ss' problems;- improved language skills;- improved organisation skills;2. Students:- increased motivation to work;- understanding the specifics of teachers' work;- become more cooperative and creative;- increased self-confidence and self-esteem;- improved language skills;- raised awareness of European cultural heritage;- better relationship with their teachers;- improved tolerance and acceptance for other people and cultures;- improved critical thinking;3. School- wider educational offer- greater recognition in the community- better contact with parents due to created ways of communication4. Local community- a possibility to cooperate and have influence on the things going on at school- cooperation between schools and local companies or fundationsOutputs: - Legends, songs, lesson plans, presentations gathered into a collection of works.- Digital diaries made by students at the end of each mobility- A Guide 'Good Practicses Our Way', which is a collection of good ideas, lesson plans and activities to use in the classroom (especially those with challenged students)- Documents: certificates, reports etcImpactThe project has the biggest impact on relations among the Ts, Ts and parents. That will have result in better understanding and dialogue, the parents will be more involved in the school life and education of their children. Thus, there will be better atmosphere and respect for all sides of school community.The project will also have great impact on the Ss themselves, it will raise their motivation to work and make them more confident while using their language skills. They will become more tolerant for other cultures and people with different kinds of problems. They develop a bigger interest for school work and school activities. They will understand the specifics of teaching more and at the same time, know how to learn in the future. The Ss will tighten their partnership with Ts to create better atmosphere during lessons. They will accept the differences between the cultures and they will learn to benefit from them. The Ss will improve their school performance

Context We are 5 European schools that are bonded by the same purpose: to provide nationwide knowledge to our students to acquire new skills, increase their creativity and be more motivated and engaged in school activities. We all organised lots of project to involved our students and we are all finding new strategies and instruments to improve our students learning method. We all think that sharing is growing and we are really interested to work together.This project improved our own knowledge by learning from each other and putting in practice a plan to diagnose and prevent Early School Leaving (ESL) by using the extracurricular activities that each of our schools has presently. Students were really involved in this project and this was the best way to reach out and get in contact with the European reality and identity, improve new relationships , be open-minded towards different cultures.Every school participated in this project with its own experience and, therefore, each school was the master of the other schools by showing its example of good performance, showing the others its methodology and the results that students can get by attending a specific club or activity at school - implementing after-school clubs for students. Italy presented the results and methodology of the photography club, Romania showed how their environment club works, Poland expertise was on the ICT club. As for Portugal, the drama club was the highlight and Turkey, with the robotics club shared their experience. The goals of this plan were: To increase pupils’ stimulation towards school (by motivating students’ awareness of self-esteem and safety, developing their identity and increasing personal aptitudes) To diminish ESL amongst students To plan a common long-term program to fight ESL To increase the number and quality of extracurricular activities in each school To promote crucial aptitudes for the 21st-century student – ICT, digital know-how, teamwork, social communication and social abilities To cultivate students’ sense of innovation To facilitate cultural interexchange To raise students and teachers’ cultural awareness through dialogue and partnershipAll these goals were enriched but the third of the list is verifiable just in the long therm comparing the number of ESL students year after year. Participants The target groups were 13 to 14-years-old students, in a total of about 300 students. Likewise, teachers from every school – around 150 – were participants in the project. Approximately 100 students and 40 accompanying teachers were involved in the mobilities ;the students were part of the target group. The social backgrounds, interests and motivation shown by the students were the major guidelines for selecting the participants. Our focus of interest were on students who are at risk of abandoning school. Activities The first LTTE was organised in Italy. Teachers and pupils joined this first meeting and debates and seminars will be prepared for teachers .Students were involved in workshops about photography for which they were assigned specific tasks. Italy, the coordinator country provided the lectures for teachers about the subject “Motivating students awareness of self-esteem and safety”. Later on, workshops on the same topic were run with teachers and students altogether. Likewise, LTTA 2 was organised in Romania, where teachers took part in presentations about “Developing children’s identity”. They set in on workshops on the issue, and they learned about environmental education as well. Poland organised LTTA, about “Strengthening children’s sense of commitment” and ICT club activities. LTTA 4 had in Portugal as the leader and “Increasing personal aptitudes” was the topic under analysis and the drama club activities were shown and shared. At last, LTTA 5, organised in Turkey, paid particular attention to “Foster parent-teacher-student effective communication and drown a plan of action”, as well as robotics for beginners. This last was a virtual mobility as for Force major Covid-19 but it was really interesting and significative. Results Workshops, support materials and lectures, meeting reports describing the activities and conclusions, methodologies for putting the clubs in practice and running them, exchanged practices, attendance certificates, pictures taken by pupils, photos of activities, videos, presentations, articles, pictures, interviews, Facebook page, website and Twinspace. Find Pinguins journals about each mobility to collect the experiences heritage and knowhow. Impact Short and long-term advantages are numerous as a result of participating in this partnership. Our human resources improved their tolerance, as well as their effective knowledge on how to implement and use after-school clubs. After observing all clubs from all partners in the first year, the second year was used for implementing new clubs in each partners school. These new activities made us reach major objectives like increasing student stimulus towards school, their sense of innovation and cultural awareness. Students were more engaged in their roles, felt more motivated to develop their autonomous and voluntary work at school and were catapults to increase other students’ interest in school activities too. We also expect that ESL will diminish by applying our long term program to fight it.