"The ""No worries - integration package for students of different nationalities in Ciro 'and Zamość"" project was implemented in the period 01/09/2016 - 31/08/2018 by III High School in Zamość (coordinating school) and Liceo Scientifico at Istituto Omnicomprensivo ""L.Lilio ""in Ciro"" in Italy (partner school). The project participants were teachers and students of both schools, coming from Italian, Polish and migrant families: 87 students (including 12 students from migrant and mixed families in both schools), parents, city authorities of both partners and cultural institutions joined in the activities. The main goal was to draw attention to the need for inclusive education related to the stay of a foreign student at school and to propose forms of work with such a student based on the experience and programs developed in Italy and the current experiences of cooperation. The result of our project ""Integration Package .."" is to facilitate their acclimatization in the first period of learning mainly in Poland, but also in later stages in Italy, and to show teachers how to reduce communication barriers and how to encourage second-generation migrant students to study the culture of the target country. It presents our schools in a student-friendly way, encouraging foreigners to communicate, indicating the role of good gestures in the first days in a foreign school, showing our system of values . For the Italian partner on the Moodle platform there are handouts for teachers of the Italian language and biology( difficult to teach) and lesson scenarios about culture and literature. The materials were developed by pupils (multilingual flashcards, thematic glossaries, welcome films at school, behavior rules at school), guidelines for teachers were developed by students and teachers involved in the project (lesson plans, opinions, hints). Joint work of the whole group during mobility served to increase mutual openness to others and to develop communication skills needed especially in the initial phase of school stay. The second goal was to develop students' socio-linguistic skills and motivation to learn foreign languages and the culture of their country of residence. The students learned to ""speak with the body"" in order to establish first friendly contacts. During mobility in mixed groups, workshops and language courses they also learned phrases in Polish, Italian and Ukrainian. They learned acceptance of otherness within the limits adopted in the receiving environment by the local ""savoir-vivre"". They were motivated to learn languages by systematic work on the Moodle platform developing dictionaries and language cards in Ukrainian, Polish, Italian and English and attending classes the ""Erasmus Thursdays"" at the Polish school, devoted to didactic issues, integration and the development of ""hard"" project results. Using the Moodle platform and e-twinning to document work, to contact students in both schools, to develop a flashcard glossary, to process a film and materials for the ""Package"" and taking part in a working campus organized by the coordinating school showed how to use IT programs to develop texts (Publisher) , to prepare the presentation of results (PREZI), to do film processing, which increased the ability to use ICT tools among students and teachers. The above activities and the organization of two conferences going beyond the communities of both schools, integrated the participants and showed that everyone is needed: Ukrainian friends in Poland were translators and mediators during the lecture, and students from Romania, Poland and Africa learning in Italy were living proof that persevering work on oneself ensures school success. In addition, they have increased the prestige of both schools as institutions open to inclusive education and forming a community of culture. The teachers involved in the project tried to work out methods of pedagogical work in multinational groups, published their experiences in the book No worries! and in the Teacher's Package, including comments on student migration, interviews with people with experience in cross-border cooperation, information about Ukrainian culture and work with a student from Ukraine, documents developed in Italy, proposals for Italian lesson scenarios for second generation migrants (a new phenomenon observed at Italian schools) a sample from the catalog of good gestures. We are trying to disseminate the results of our work among teachers of Zamość schools, in the Department of Education, among translators, in the municipality of Ciro ', in PRO LOCO in Ciro', in other schools of the province of Crotone. Thanks to signing a letter about further cooperation between schools and a letter of intent on partnership between the municipalities by the Vice-Mayor of Zamość and the Mayor of Ciro' at the final SME we hope that the ideas of the project will continue to develop."

The FHeriA project intends to apply the principles of digitization, digital storytelling, content marketing and production systems to cultural heritage in order to promote them and make them more accessible, usable and competitive at local and international level. The Italian students will collaborate with the Spanish students by gathering and sharing their skills and experiences in the creative and digital field. Participants will create two travel itineraries that enhance the artistic, landscape and cultural heritage of the area, in order to make it accessible to youngsters, families, and users with special needs. The aim of the project is to increase the interest towards small European places and realities through innovative methodologies, to better appreciate the heritage of European cultural heritage and, at the same time, to provide an opportunity to discover new professional profiles. General objective of the project: developing knowledge and awareness of local cultural heritage in the participants.Specific objectives: - Acquiring skills in marketing and storytelling applied to cultural heritage. - Promoting local cultural heritage in ways aimed at an audience of children and families. - Promoting social inclusion through the creation of specific paths for audience with special needs. - Integrating specific educational skills with regard to the curriculum with transversal knowledge and skills with particular attention to communicative, linguistic, digital and intercultural skills.The main activities underlying the project are: - Awareness actions to illustrate the objectives and activities underlying the project to families and communities. - Preparation of useful material for the presentation of all the participants involved and for the realization of the activities as a whole: Skype, eTwinning platform, creation of a Facebook page and an Instagram project page. - Laboratories, which will be developed according to blended learning methodology. Each laboratory will alternate online training sessions with classroom work and virtual meetings and it will involve all the children of the two institutes, so as to ensure project continuity even when the last year's children will no longer attend school. The end result of the workshops will be the creation of two local tourist routes (one for Nocera and one for Spain). The two tourist routes will have to enhance the artistic, landscape and cultural heritage of the area, in order to make it accessible to an audience of children, families, and users with special needs. The paths will be enriched with content and made attractive and communicable through the use of digital storytelling. Thanks to the creation of workshops aimed at children, students will be able to discover cultural heritage, enhance it and make it accessible. Co-creation and sharing will allow students to gain greater awareness of Europe's cultural heritage. Short-term exchanges of pupil groups: the real life experience at the core of the exchanges will enable students to deepen their knowledge and awareness of the cultural heritage of their territory and the cultural heritage of their partner country, understanding its differences and affinities and increasing their ability to look at their territory from a European perspective. In addition, they will acquire greater awareness of the importance of knowing how to communicate in other languages. In general, the exchange will enable students and teachers to acquire greater awareness of the shared European identity, contributing to a real development of the sense of citizenship and awareness of the possibilities of sharing and enhancing the cultural heritage of the various European countries.- Publication and sharing of tourist itineraries and designed workshops. - Dissemination of results in the two communities and with the use of online channels - Tourist visits and test laboratories - Organization of tourist visits and workshops open to local schools, children and families - National final events for the dissemination of results and the opening of tourist routes and workshops created during the project with the involvement of schools, local authorities and other potential stakeholders. The project also aims to have an impact on the entire target community and on the European reality with regard to the theme of enhancement of cultural heritage. The creation of a network, made up of partner schools, target schools and local cultural associations, will make it possible to disseminate the project results at European level. It will allow students to make the tourist itineraries, created by them, available to a European public and it will encourage other subjects to experience similar initiatives at international levels.

The project CALILIE arise from the will of the institutes that make up the partnership to develop high quality skills and competences in the knowledge and use of the English language, intended as a school discipline and as a vehicular language for the study of other disciplines. The knowledge and the correct use of the English language are today an indispensable skill that the school educational offers cannot afford not to guarantee to their students, as necessary for their future job, as European citizens, to promote inclusion and an understanding of the wide range of opportunities that the European Union offers them. To this end, the partnership has been set up to analyze good practices already in place at partner schools and to devise an innovative strategy for studying and applying the English language to non-linguistic disciplines that makes it, as a vehicular language, a real second language. It is considered an added value the membership of the applicant to the Cambridge network and the next activation of Cambridge courses within it, as this is considered a good practice to be shared within the partnership. Main objective: Improved practices in school education and social inclusion in relation to the study of English as a school discipline and as a vehicular language for the study of other disciplines Specific objectives •Elaborate an innovative joint strategy of teaching English as a school discipline and as a vehicular language for the study of other disciplines •Improved quality of teaching English •Improved learning in English •Inclusion of disadvantaged students Expected results •Application of the jointly identified strategy •Joint study of students in the CLIL (Content and Language Integrated Learning) disciplines •Inclusion of at least 80% of disadvantaged students in project activities Activities •Exchange of good practices among the staff •Training course to teach other disciplines in English •Short-term exchanges of students Methodology: 1. Staff creation and preparation 2. Staff mobility 3. Student mobility 4. Evaluation and dissemination of results. Envisaged impact: •Within schools, the aim is to achieve an improvement in the educational offer aimed at access to the world of work, a better level of inclusion, a greater openness of the school towards the EU. •At local level, project intends to achieve a greater level of social inclusion, especially for disadvantaged people, also facilitated by a greater focus on the importance of knowledge and the correct use of English and inspire other subjects to formulate new project ideas and create of other partnerships for future projects •355/5000 •At the regional and national level the project intends to draw attention to the English language as competence and as an opportunity, in relation to social and work aspects and inclusion, giving particular importance to the aspect of the skills that the school cannot disregard students as tools to access the world of work. •At EU level, we aim to inspire others by showing what can be achieved within the Erasmus Plus Program and how we can benefit from the activities and experiences gained through the program; inform and influence future policies; inspire the creation of new partnerships through Erasmus Plus and in other programs Long-term benefits: •Students and staff: personal growth and benefits in terms of access to the labour market and inclusion •Partner institutions: improved training offer, greater openness to the EU and possibility to continue cooperation for new project ideas •Outside schools: increased attention to the themes of the English language as opportunities and social inclusion related to it

"There is a misuse of Internet social networking by pupils and it is influencing our educational environment and creating behaviour and organisational problems to the three partner schools. We found it necessary to create a project which aimed to establish a cooperation between schools, families and the environment that surrounds the schools, to solve the problems and provide the agents with positive strategies to use social networking. These wee the objectives of the project: -Analyze and evaluate the use students make of social networks. -Analyze and evaluate its repercusions on the school and its surroundings. -Redirect the detectable abuse/misuse of social networks -Break the LACK OF EMPATHY that social networking creates. We are determined to teach students that when we use the Internet or a virtual space to interact, we miss the empathy that the fact of seeing and hearing others directly implies. This must be taken into account so as to make a bigger effort to be more careful with the words we use; we must choose them by thinking of the interlocutor who is ""on the other side of the screen""; this fact requires from us to master the language and to be mature enough. A challenge for teenagers that we do not want to avoid facing. -Implement the courteous use of language and good manners in virtual relationships (""netiquette""), while indirectly bettering the relationships among equals. -Make use of a widespread social network (Twitter, Facebook, ask.com) as a concrete example to establish more direct, accessible and immediate communication between the school and its surroundings by:Informing and orienting students and teachers,Informing and orienting families and the school environment,Strengthening its use as a vehicle of communication from the school itself -Show the students that there are more languages in the EU besides English and that all of them are relevant to communicate. They should appreciate the richness that speaking another language implies, no matter which one. Romanian, Italian and Spanish are closely connected and it would be more than welcome if some of our students who do not study one of the other two languages, feel like doing it. The project can also be a motivation to it. Implementing projects is always a challenge for the participants involved. In this case, the three schools really wanted to change the way students establish their relations. We also found it an essential pillar of our actions to create a stronger link between the institutions, the families and the surroundings. This is the key to make the project itself sustainable in time and quality. MAIN ACTIVITIES. ""A+number"" is the way they were registered in the application form. It can also be seen a description of each of them. A5/8/13- 3 meetings between students and teachers (INTERCHANGES) to compare and evaluate the implementation of the project. A6- Parental school and sessions for students on the coorect use of Social Networks given by experts. During 16-17 our school created permanent units on Digital Citizenship for tutors and Moral Values subject. These units will be shared with partners during 17-18.A9- Follow up: Italy and Spain decided to choose the activity on NETIQUETTE. Albéniz school did it the two years. A12- Creation of the LOGO which represents the project.A16: Creation of a HANDBOOK. Romania and Spain worked on it and Italy was in charge of the video summary (another previous activity)The most relevant results are: -Creation of a bigger awareness in families and schools of the importance of educating together so that students can use the Internet and social networks better. -Knowledge and diffusion of the European space by visiting the different countries. Continuing with this aspect will involve the use of some social networks and some other channels which may be more or less formal, but which have been present in our daily routines in these two years."

<< Objectives >>The objectives of the project aim at the promotion and change of teaching methodologies, the internationalization of students, the implementation and improvement of the training offer, the dissemination of first-level apprenticeships and the strengthening of PCTO internships. The priority objective is the development and consolidation of training practices to guarantee the development of dual activities by guaranteeing equal access to all students.<< Implementation >>Support and comparison actions are planned for teachers, trainers and tutors through the updating of skills, knowledge and competences, in favor of the development of teaching and training methods in line with the needs of the labor market through development, transfer and the implementation of innovative approaches to dialogue with companies and dissemination of good practices relating to apprenticeships and school-work alternation paths.<< Results >>New professional skills at an international level, more modern, dynamic and professional school environment.Integration of best practices and innovative methods. Strategic planning of staff professional development, enhancing the use of the laboratory and school-work alternation with equal access and transition to the labor market. Operational, managerial, cooperative and strategic educational capacity at EU level Apprenticeship opportunities implemented.