"<< Background >>The challenges identified by the teaching staff to which we want to respond with this project are:- systematic planning and evaluation methods that do not take into account the skills acquired by students in extracurricular learning environments;- Situations of isolation and little exchange between teachers;- Differences between personal expectations and professional ambitions and the tasks required of the teacher.- Need, clearly emerged during the pandemic, to train in the digital field to integrate teaching but also to improve performance in remote work.We want to respond to these challenges through the observation of innovative methodologies and good practices, detectable in European educational contexts, considered excellent models of reference and to circulate within the Institute what will be learned through meetings designed ad hoc to stimulate change. en route to all teaching staff and staff.<< Objectives >>The objectives identified are 3:1) Support the professional development of teachers and staff in terms of:- new educational methodologies;- new evaluation frames;- soft and digital skills development.2) Support the sharing of experiences, collaboration and the transfer of good practices between teachers and the strengthening of a European network of schools.3) Promote the use of new technologies throughout the staff and innovative teaching methods.<< Implementation >>The project has a duration of 18 months, from 01/11/2021 to 01/05/2023. The proposed mobilities are spread over two school years and are:- 6 Job Shadowing at 3 different schools in Hungary, Denmark and Finland.- 6 Teaching Assignments at the aforementioned institutes;- 3 training courses with the participation of a total of 12 teachers and staff on soft skills and digital skills.The project foresees that the teachers who will participate in the JS and the TA will be the same to allow innovative learning, support a lasting international collaboration between the institutions involved and promote a real collaboration between colleagues. The follow-up activities planned to integrate the results into the life of the school are:- Proposals for new ""spaces and times for collaboration"";- innovative lessons- workshop for teachers-training for ATA.A final dissemination of the results is also foreseen.<< Results >>Through the ""TE.AM"" project we want to reach an innovative and original experimentation from which to start a new integrated educational plan that takes into account curricular and extracurricular activities, we want to create an opportunity to fortify ties with other European schools for collaboration lasting over time and we want to support the collaboration between teachers also of different disciplines. Students will also be involved, giving them the opportunity to express their opinions on the solutions proposed in ad hoc meetings that will be part of the process of change that you want to initiate.The benefit that the students will derive will be that of a complete, varied but also sustainable training proposal. That integrates the time dedicated to study, frontal teaching (also online) and experiential and / or non-formal learning of training courses, projects, study trips and experiences abroad."

Cultural heritage (CH) is of great value to European society from environmental, social and economic point of view. Its sustainable management constitutes a strategic choice for the 21st century (DECISION (EU) 2017/864). Moreover, CH played a specific role in achieving the Europe 2020 strategy goals for a ‘smart, sustainable and inclusive growth’ (2014/C 183/08).Towards this vision, the European Union designated the year 2018 as the ‘European Year of Cultural Heritage’ with the purpose to encourage the sharing and appreciation of Europe's cultural heritage as a shared resource, to raise awareness of common history and values, and to reinforce a sense of belonging to a common European space. Various actions were put in place across Europe aiming at promoting Europe’s cultural diversity (#EuropeForCulture). Against this background, the CultApp partnership was inspired by the idea to contribute to raising awareness of Europe’s CH among young people from iVET institutions. In doing so, the partnership relied on powerful potentials of Augmented Reality (AR) as a tool allowing to experience cultural assets in a joyful and entertaining way. Through the combination of two topics, CH and AR, partnership strived to promote different set of 21st century’s skills of young learners, such as aesthetic, digital and civic competence, critical thinking, creativity and problem solving. The overall vision of the CultApp project was reflected in the project motto “Cultapp brings culture into the 21st century and in all our pockets”. In addition, CultApp aimed at creating supporting tools and strategies for iVET stakeholders (teachers, learners, managerial staff) towards integrating innovative AR-based teaching and learning practices in their educational activities, in particular, in incorporating CH-related topics in iVET curricula. The project’s objectives were implemented by the CultApp partnership consisting of 7 institutions with different profiles from Bulgaria, Germany, Greece, Italy, the Netherlands, and Poland. 2 of them represented iVET sector (ITT MP from IT, Agora Niekée from NL), 1 – HEI sector (FHM, DE), 1 NGO with focus on providing educational support to children with special needs (NART, BG), 1 association specializing on the development and management of human resources (Effebi, IT), 1 training & consulting institution (PAIZ Konsulting, PL), and 1 SME focusing on the design and development of digital educational solutions (CCS Education, EL). CultApp partners performed a number of tasks which led to attaining the project objectives and resulted into the development and pilot testing of 3 intellectual outputs, which were:IO1: Augmented Reality meets Cultural Heritage - Compendium of practices and applications: the Compendium showcased 12 applications of Augmented Reality on art and cultural objects in DE, IT, BG, EL, NL, PL by describing their technological features, educational value, effects and impact produced, and provided several inspirations for adopting these practices to a wider community of stakeholders, if teachers & learners, cultural workers, public municipalities, tourism service suppliers and promoters. IO2: Open Online Teacher Training Programme “Augmented Reality for Cultural Heritage Education”. This Moodle-based course addressed Art, History or Media Design teachers who wanted to try AR tools to inspire their learners for CH. The course helped teachers understand the pedagogical value of AR, use AR for teaching CH-related subjects, and empowered them to design and implement simple AR projects.IO3: Augmented Learning Project work. During this project, selected teachers and learners from CultApp countries IT, DE, and NL virtually worked together on the development of AR scenes which presented stories about the past, the presence and a possible future of the selected cultural assets in the cities Florence, Bielefeld, and Roermond. The final output of the AL project is represented through 3 deliverables:-17 AR markers to be discovered with a mobile device with the installed AR Blippar;-1 publication reflecting pedagogical and organizational stages of the AL project;-1 AL platform containing visual and textual materials produced by learners during the AL project. Impact of the project:-increased transversal skills of learners, such as curiosity, creativity, digital and intercultural competence, collaboration and communication;-improved pedagogical and digital skills of teachers;-reinforced collaboration between EU iVET institutions;-increased awareness of common EU cultural and historical values.Potential long-term benefits of the projects are:- creation of challenging learner-centered educational environments at iVET institutions,- paths for modernizing iVET curricula towards incorporating CH-related topics through AR;- pedagogical AR projects in different subjects,- innovative cooperation models between iVET institutions, tourism suppliers, public municipalities.

The goal of our project is to understand the relevance of European collaboration for using renewable energies and avoid natural catastrophes.The project should motivate adolescents to be aware of their responsibility for protecting nature and become active European citizens by travelling to other countries and being curious about their solutions concerning the use of renewable energies and avoiding nature catastrophes. By learning more about the details of science and technology the adolescents will have more concrete knowledge to see the difference between news and fake news.During the project they will learn more digital skills by communicating, monitoring and evaluating (eTwinning) the activities. Furthermore, they learn to feel comfortable when being in a different country and while welcoming people from other cultures because of their acquired intercultural skills. Europe needs tolerant,open minded, empathic and active young people who experience the enrichment of learning new languages, getting to more knowledge about energy ressources and climate change to take the advantages of a united Europe in the battle against climate change. With our project we try to make school exchanges more popular so that students who leave school built out the listed competences and have a positive attitude towards the European Union and environmental protection.Experiencing exchange between the partnerschools leads us to strenghten the competences of teachers and students.Different schoolsystems and education methods will bring the teachers more experiences and new ideas in teaching and more quality of our education.We also include teachers with no language subjects to create an interdisciplinary concept and an internationalization of our schools. Students will be creative during the process by finding new solutions.They will have intercultural experiences which give them life long contact to other Europeans and prepare them for the European and international working market.The topic is important to recognize and realize our responsibility to care about the planet, to use renewables ressources more effectively and adapted in daily life. New ideas from the partnerschools, teachers, students and experts from universities will be innovative and helpful.The students learn about the problems of climate change and the catastrophes taking place in the different countries and search innovative solutions to avoid them.We'll also avoid emigration because of destroyed parts of countries by avoiding catastrophes.Our school is a certified »Schule ohne Rassismus« which was initiated by the SMV/students.Recently our students are interested, engaged and motivated to find answers for the relevant questions of our days.Their engagement in Fridays for future shows their high sensitivity for topics about sustainability and ecology.We integrated the SMV in the preparation of our project.Our project is also open for refugees or handicaped students. Repeating fire problems in Portugal and Spain are not resolved, increasing of floods in Germany and other european countries caused a lot of damage because of lacking drainage systems.Usage of renewable energies and subventions are not adapted to the environmental status quo.With our project we'll amplify the awareness of our students and teachers and increase the knowledge about connections between the climate change,the use of energies and the danger of catastrophes.Creative solutions for the challenges in Europe will be found by adaquate and reasonable WATCHING of THE PROBLEM FROM OUTSIDE, a perspective change, a profit from already existing solutions and informations in other European countries.The national perspective only on a problem is in our days not enough because there always will be a blind spot.With our project we have the chance to collect the ideas of all the participants to widen our national view and turn it in a European one.The collaboration within our project will rise the understanding of the subject in other countries and gives also a chance to influence the regional politics by active involvement.The intense contact with other young Europeans during the mobilities is the base for friendships and lifelong collaboration in Europe and a positive attitude towards nature and environment.

The project 'SEA: Schools of Europe Ateliers' is part of the internationalization strategy that Marco Polo has begun starting from the 2015/2016 school year. Capitalizing on the experience accumulated over the years in the organization of short-term mobility, study trips and exchanges for students, the School has shown a progressive orientation towards 'life-long learning' training also for teachers who through a bottom-up collaborative process have contributed to the final project proposal by expressing needs, providing ideas, identifying objectives and planning activities, sharing contacts with potential partners. The general purpose of the Project was to strengthen the internationalization process of the School and to improve the educational approach through the learning of innovative methodologies already tested in other European countries, to observe the application of new technologies in the pedagogical context, as well as to find new stimuli in terms of the students' skills assessment, with particular reference to extracurricular courses.Of the 33 planned mobilities (31 teachers and 2 administrative staff) - despite having obtained an extension of 12 months - due to Covid-19 it was possible to carry out only 27 mobilities (25 professors and 2 administrative staff) for a total of 21 women and 6 men, belonging to various disciplinary departments (Italian and History, English, Spanish, German, Economics, Motor Sciences, Special Needs Teachers). Regarding the 25 teachers, they experienced a Job shadowing activity carried out in 8 schools in France, Spain, Norway, Germany, Finland, while the short training course for technical-administrative staff was developed in Belgium at the organization BLX Europe. The staff followed a training offer dedicated to the topics of European planning, the organization of international travel and the planning and management of PCTOs. Professors in Job shadowing participated at the teaching activities in the partner schools by attending classroom lectures, as well as extra-curricular activities carried out by the students. They also had the opportunity to participate in coordination meetings, with Principal, professors and administrative staff, as well as the teaching Board Committee in the different institutes. In terms of dissemination, the Project saw the creation of a 'Bazaar' for Marco Polo teachers and a territorial Workshop for the community of external stakeholders (regional, national and international), both carried out in September 2019. At the same time it was developed and continuously updated the page dedicated to the SEA project published on the School's website, which constituted the 'virtual square' for sharing storytelling articles, experiences and methodologies developed by each of the participating teachers. Due to Covid-19 it was not possible to organize the second round of planned dissemination events, replaced instead with the creation by the students of the Marco Polo of multimedia materials based on the stories of the teachers' experiences. After a careful analysis of the main issues that emerged from the teachers' stories, the students created a sort of 'booklet of postcards from Erasmus' and mini video interviews disseminated both on the social channels of the Marco Polo students, and among the teaching staff and also visible from the outside.The main result that emerged is concerning the improvement of personal and social relationships within the school, the increase of teachers' awareness regarding the importance of confronting what is 'other' and often distant from one's own 'comfort zone ', the introduction of new teaching approaches inside and outside the classroom, and the attempt to apply new ways of assessing students' skills. On an operational level, one of the most concrete result was the participation of a group of teachers in the training course for European planning which subsequently led to the establishment of the Erasmus Working Group, formally born in September 2020. This group worked constantly also during the lockdown, coming to elaborate both the proposal for the Schools' Erasmus Accreditation (unfortunately not approved), and a new project proposal for the mobility of the School Staff presented in May 2021 (under assessment). Without forgetting that the strengthening of the network of relationships with other European Institutes has given rise to new collaborations and strategic partnerships. Last but not least, the Institute welcomed some of the ideas reported by the teachers' experiences regarding the experimentation of spaces, especially in the Scandinavian context and today the School has a new multipurpose library, areas for sharing and informal socialization both indoor and outdoor.

HEROES focuses the pedagogical issues linked to the relevance of Cultural Heritage Education, combining some of the main concepts included in the Faro Convention (EC 27.X.2005) with the priorities established by Erasmus+ about the social and educational value of EU cultural heritage as contribution to social cohesion, economic growth and job creation. The EU Faro Convention underlines the need to promote the knowledge of cultural heritage as common resource for the peaceful co-existence within cultural diversity, encouraging the integration of these aspects in lifelong education and VET, both within and outside the educational system. So, the project aims to strengthen synergies between Educational System and Cultural Heritage Education, improve the quality of education and support effective and innovative pedagogies, fostering permeability between different education and training pathways.Within HEROES, partners will develop an original educative Model focused on Cultural Heritage Education (I.O1), providing teaching staff for innovative competences to apply it in classroom or in other educative settings.The HEROES Model will include specific Guidelines and an operational Educational Peer Method, to introduce teachers and cultural educators to innovative pedagogical strategies combining Cultural Heritage education with non-formal learning. These strategies could be effectively added to the traditional formal ones, being an effective resource to sustain students’ motivation and participation to school life other than providing teacher/educators with renewed competences for managing adolescents’ most delicate educative and growing transition stages. The methodological choice to base the Model on the Peer Approach can contribute also in improving relationships quality between students and teachers and- most widely – learners and educational system, making it more inclusive and so limit different potential disaffection dynamics such as ESL.The concept of Cultural Heritage focused by the project makes the treated issues adequate to be effectively included both in the curricular and extra-curricular activities on this theme in every kind of school. Moreover, the Model’s specific features make it suitable and effective also for educative professionals working in the Didactic Depts. of museums or in other public/private institutions devoted to promotion and protection of cultural heritage with educational assignments.The adopted concept of Heritage should be considered in its extended meaning: not only artistic, museums and monumental patrimony, but widened to all the other significant life elements constituting the cultural, historical, identity and social heritage of territories and populations.The HEROES Model will arise from the mutual exchange of partners’ pedagogical experiences to be combined, improved and enriched through Peer Education, flowing in a new and original NON-formal learning path. Its implementation will be preceded by an initial phase of mapping and comparison of methodologies and good practices already in use in partner countries and by the involved partners to treat cultural matters and approach students to cultural heritage issues. The need to broaden/deepen the research on EU educational methods and to provide teaching staff with innovative tools to tackle the educational challenges of contemporary society also allow to identify some sectoral and possible teaching staff’s training needs in this area.The whole Model will be evaluated and validated through a set of Internal Workshops for teaching staff and cultural educators-to deepen and discuss its practical and theoretical contents- and a field test.The test will be realized in each country by teachers/educators in their activities and its topic moment will be the final LTA, where a selected group of students coming from each partner country will be hosted in the others, where they will be involved in a set of peer educational European experiences, giving to the Model its wider applying.So, HEROES target groups are:•Secondary Schools teachers, regardless their specific curriculum, according to the trans-sectoral priorities and issues to be treated• Cultural educators such as educative professionals and operators working in the Didactic Depts of museums or in other public/private institutions devoted to promotion and protection of cultural heritage•Secondary Schools students 14-18 years old, regardless their educational curriculum, underlining the innate value of inclusivity of Cultural Heritage Education.Partners will also set an Online Platform (IO2) acting as a multifunctional and interactive project’s frame. It will be structured as an easy and agile online environment, hosting all the educational contents and pedagogical instruments, developed within the project and uploaded as OER for their wider widespread, circulation and use among all the cultural and educational institutions interested in and among their professionals