Preventing school failure is about developing an inclusive system where all learners – including those at risk of failure and most vulnerable to exclusion – receive a high-quality education. Building school capacity and combating school failure are crucial steps in the efforts to develop a more inclusive education system. Research shows that young people with disabilities, physical or mental illness, from socio-economically disadvantaged areas together with people who do not have a high school education and young people born abroad, are groups that are overrepresented in terms of people who neither work nor study. Students with learning difficulties and educational needs also have some of the lowest attainment levels in both the UK, France and Sweden. Building school capacity and combating school failure have long been and continue to be a priority area for the three project partners. The partnership includes two public regional authorities and one school from three European countries (Sweden, France and UK). In the selection of the partnership, the goal has been to establish a collaboration that represent and use each partners specific characteristics to create a project where the quality of results are high, relevant and usable. The starting point for the project is dual. Beside combating school failure, there are today several member states experiencing labour shortages, and efforts that widen the potential supply of labour is needed. We could also expect that labour shortage might put already vulnerable target groups even further from a potential job since both demand and competition for high skilled workers will escalate. One way to meet this challenge is to strengthen an inclusive dimension in educational policies that support all individuals in acquiring and developing basic skills and key competences and close their gap to the labour market.The DIGINC project aims to create an innovative model for modernizing education and confronting the risk of exclusion for persons with learning disabilities and difficulties or that for other reasons are limited to take part in internships, by developing more engaging, motivating learning and teaching experiences through the use of digital experiences in internship. Actions will contribute to building digital education readiness and mitigating the impact of the Covid-19-crisis. Moreover, the aim is also to- Provide teaching and non-teaching staff and schools with opportunities to innovate in their organisations and empower their students-Create visibility for workplaces, that have difficulty accepting students on internships due to the work environment (e.g. Covid-19, dangerous machines, hazardous environment)-Exploit and disseminate the project results at different levels of society to be able to create longlasting and sustainable impact. The partners all work close to decision-makers in charge of teacher-training provision or teacher training centers, providing good practise to face common challenges in the use of ICT in school education. Activities that will lead to the project results are among others L/T/T-activities with a strong relevance and connection to the IO’s: Mapping of workplaces and school's collaboration with working life (IO1), Case production (IO2) where each partner develops a model/case for how a workplace can be made visible through a digital experience. Based on surveys and models/cases, Guidelines for continued work (IO3) are developed, for how workplaces and work steps can be made visible through a digital experience and how the schools can prepare students for a digital workplace visit. Efforts will support the understanding on how to best incorporate digital technology into work based learning.The target groups to be addressed within the project are: Primary target group -Teaching and non-teaching staff (teachers, career and guidance counsellors, school management, etc)-Educational communitySecondary target group and beneficaries-Students-Workplaces that today can or cannot offer internships

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.

ELAPSE aimed to develop primary and secondary language teachers' awareness of CLIL/soft CLIL methodology transnationally and to build teachers' confidence and expertise to adopt a cross-curricular approach to the planning and delivery of language lessons.The ELAPSE project partners had collectively identified that knowledge of CLIL/soft CLIL in the primary sector of their respective countries was limited and had not been embedded within curriculum planning and delivery. Project partners were aware of small-scale pockets of interest in CLIL/soft CLIL methodology in their respective countries. Furthermore there was a lack of tried and tested materials available to primary languages teachers across Europe to enable them to use a CLIL/soft CLIL approach. By creating 21 sets of resources catering for teachers of English, French, German and Spanish as additional languages, ELAPSE was able to plug an immediate gap in available resources. The resources for teachers focus on Literacy, Numeracy, STEM subjects and Health and Wellbeing. The focus of ELAPSE is on the upper primary phase and on bridging resources which can be used as pupils transition between the primary and the secondary sector. The resulting practical resources and good practice guide are now available across the European Union on a dedicated open-access project website as well as an online course. These will act as a self-access bank of CLIL/soft CLIL resources, including an outline of CLIL/soft CLIL methodology, teacher support materials, advisory videos from experienced CLIL teachers, evaluation materials and a good practice guide. Teachers and teacher training and support organisations are at the core of the ELAPSE project and we were committed to ensuring that ELAPSE’s resources and the online course were piloted by practising teachers. This has ensured that our resources are fit for purpose and that classroom teachers around Europe and globally can be confident about using our self-access resources, which include step-by-step learning opportunities to build awareness of CLIL and to build confidence to embark on using CLIL/soft CLIL methodology in their own country/sector. ELAPSE project partners anticipate that there will be around 80,000 teachers involved in various ways in the project. This includes teacher-contributors who acted as critical friends throughout the project to critique the work of the project partners such as the agreed direction of the online course and the suggested content of the 21 sets of CLIL/soft CLIL resources. The more experienced practitioners feature in videos expressing their views on CLIL and soft CLIL methodology and offering their personal tips on what the methodology has brought to them as practitioners and to their school and pupils. Teachers who were new to CLIL/soft CLIL piloted our resources and online course and assisted the partners in the development of a best practice guide to support other teachers. There will now be teacher-participants new to the approach piloting resources in each of the partner countries. We aim to disseminate our projet further both across participating partner countries (at local, regional and national level) and across Europe. This will involve conducting ‘awareness raising activities’ both in relation to the theme (soft CLIL/CLIL) and specific to the project (outputs etc). Relevant completed outputs to be disseminated include: an online course, a bank of resources, evaluation tools and finally a good practice guide. We believe that this final output will be especially important as it has the potential to have a significant impact on pedagogy and the way languages are taught across Europe. Therefore, we firstly aim to target teachers and teaching communities (both physically and virtually/via social media etc.): teacher trainers, institutions, school/educational networks and stakeholders across the partner countries (UK, ES, FR, AUS) and associate partners across Europe. Following this first phase of dissemination and a period of evaluation (of resources, tools etc), a second phase of dissemination will take place where we will target national agencies and organisations responsible for language teaching and development in both partner countries and associate partners across Europe including; training providers, educational leaders and advisors, networks, subject associations etc. We envisage as a result of the ELAPSE project that there will be a core body of schools in each partner country practising CLIL/soft CLIL at primary/early secondary level; that teachers will have the capacity to upskill themselves in CLIL methodology through the online course, best practice guide & use of our lesson plans and resources, thus creating a lasting and transformative ongoing legacy in European schools. All support materials and resources are entirely free for teachers to use and will be housed for a minimum of three years on our dedicated ELAPSE project website.

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