Classical subjects have a special place in the European curriculum, though in many countries they face an uncertain future. Our common European heritage is founded on shared linguistic and cultural roots, so it is most important for us to support these studies by innovative pedagogy & didactics. Traditional methods of teaching Classics need to be cherished but also challenged in the 21 st Century.This consortium application will literally push a group of Classics teachers from 11 schools in Flanders (Belgium) across the(ir) border. Spurred on by their educational advisor for Classics they will leave the comfort of their own classroom, to follow an intensive in-service training course on innovative didactics for their subjects at the University of Amsterdam. The course week will consist of attending lectures and participating in workshops focusing on three pedagogical themes which are essential for Classics learning and teaching: 1. vocabulary acquisition; 2. understanding of texts and their structure, and 3. integrated language and culture- education. Participants will be introduced to the Dutch educational system and the position of Classics teaching therein. By visiting two Amsterdam gymnasia and attending lessons they will be able to see theories put into practice. They will meet up with Dutch colleagues, exchange views and prepare future exchanges through mutual jobshadowing weeks or etwinning projects with their students. The project will run for a school year and will include preparatory meetings, a course week in Amsterdam, a post course day and the startup of a pedagogical community on the internet and face to face through regional networkdays. This pedagogical community will serve as a platform for informal exchanges and dissemination of expertise.The final results of the project are:- The schools in this project provide stronger and more engaging classics teaching and learning.- The classics teachers of the schools involved apply more innovative and motivating teaching methods in their classes.- Their teaching inspires colleagues and meets up with what can be expected of 21st century teaching.- This reflects on the whole education network and attracts more students to these subjects.

Many HEIs are seen as ivory towers that are disconnected from the wider community. While problems of social exclusion, unemployment etc. do not stop at the gates of a campus, a better connection between HEIs and their surroundings is needed. In order to overcome this problem, eight partner organisations and two associate partners have teamed up to build on and improve an existing project, the highly successful SocialErasmus, in which exchange students at European HEIs do voluntary work in their local communities. The partners represent exchange students, HEIs and schools and by joining forces they will be able to improve the existing activities, spread them to more HEIs and schools all over Europe and eventually include them in important policy tools related to the Erasmus Programme. The project will propose both macro solutions (changing practices of HEIs) and micro solutions (tools for students, schools, associations).Aim:• To increase the number of exchange students at European HEIs taking part in voluntary work in their local communities, in particular in schools.Objectives:• To develop guidelines and frameworks for exchange students, student associations, HEIs and schools who want to encourage voluntary work in local communities;• To develop a platform for cooperation between exchange students, HEIs and schools who want to encourage voluntary work in local communities;• To provide formal recognition of volunteering activities by defining learning outcomes achieved by means of volunteering in local communities of exchange students;• To further spread the practices of exchange students volunteering in local communities by influencing important policy tools related to the current and future Erasmus+ Programme. During the course of the project we will build a one-stop-shop where all information related to SocialErasmus+ can be found and where interested parties (exchange students, HEIs and schools) can find each other and establish new partnerships.

<< Background >>The current project originated in the recent transition towards more personalised and social learning (PSL) within GO! schools. PSL represents the ambition to create powerful learning spaces that support learners to gradually develop the necessary knowledge, competences and attitudes to regulate their own and others’ learning within more autonomous learning climates. Against this background, we looked for innovative solutions bridging the gap between other-directed and autonomous learning. With the necessary support, each learner could freely move on the continuum between less/more autonomous learning. Learners can be supported by for instance powerful learning environments, the use of scaffolds, coaching and differentiating teachers, self-regulated learning, digital tools, etc. However, these competences to be able to cope with increasing levels of autonomy don’t develop automatically. Yet, those self-regulated learning skills are crucial to engage in life long learning and to take ownership of your own learning. Self-regulation doesn’t develop in isolation. Others are crucial. Hence, personalised and self-directed learning don’t imply more individualisation. As a matter of fact, the contrary is true.<< Objectives >>In sum, the project strives for the following objectives. After 2 years,1) we have a shared vocabulary regarding self-regulated learning, we know the main principles, and have the material to design experiments. Moreover, each participant has increased insight into its own self-regulatory skills.2) we have well documented good practices concerning differentiation that show how it leads to more PSL.3) we have a wide set of examples of how to organise flexible learning trajectories within the Flemish legaslitive context.4) we have an overview of pedagogical interventions that realises PSL for all students, as well as insight into how self-regulatory skills may diminish social inequalities in education.5) we have concrete examples and recommendations concerning the use of digital technologies with the aim of supporting each learner’s PSL. Each participant views technology as an accessible and favorite means towards PSL.<< Implementation >>In order to reach these objectives, we practiced what we preached and ensured all participants were supported in their own self-regulated learning skills. By helping them to set their own goals, monitor their progress, seek help when needed, steer their own motivation we aimed to maximize their learning experiences. By allowing schools to choose a thematic focus while continuously connecting the themes to the overall PSL ambition, we were able to offer our participants a differentiated experience. Evidence-based practices can only work when school context is taken into account. In addition to the differentiated approach and support of participants' self-regulated learning, we found online strategies to help build the trust needed in any learning network to enable collaborative learning. We replaced cancelled mobilities (due to the pandemic) by webinars that jointly presented research/theory and practical testimonials. In the end we succeeded in realizing 29 job shadowing experiences and 151 courses. The closing event was organized through the Open Space method and maximized learning from the different individual mobilities.<< Results >>The project succeeded in equipping more than 180 professionals with evidence-based knowledge and competences in the framework of PSL. The project ensured that our vision on PSL was further underpinned by empirical evidence and translated into concrete classroom practices. The project gave schools the opportunity to collaborate and find answers to their personal and shared learning questions. Despite the challenging times and lack of real live meetings we succeeded in establishing a professional learning network that is committed to continue learning together. This project was the first phase of a bigger strategic movement of GO! towards more PSL. The results (expertise, materials, good practices) are completely integrated in the network's strategic plan that runs till 2030. This helps us to inspire other schools in our network and, thus, further exploit the results. This project facilitated cooperation between micro (schools), meso (school groups), and macro (central offices) policy levels and was considered a pre-condition for realising our dream scenario: personalised social learning for all our students.

<< Objectives >>The objective of this project is to develop a civic integration education tool using storytelling and other non-formal learning methods for refugees/migrants that have difficulties with formal learning methods. We want to improve the civic integration education provided by teachers as well as help the learners; which in turn will generate a better social inclusion, for refugees, migrants and other people with learning problems and a bigger distance to society.<< Implementation >>CASE STUDIES (to test the tools created on their usefulness, practicality and effectiveness with people in the field)TRAINING ACTIVITIES (e.g. Joint Staff Training and Train the Trainer events to test and finalize the outcomes of the case studies)MULTIPLIER EVENTS (e.g. local multiplier event and a final conference to share the results of this project with trainers, teachers and other stakeholders)PROJECT MEETINGS (for project management, sharing knowledge, creating tools and evaluation)<< Results >>* a toolkit with civic participation and integration exercises, using storytelling and other non-formal learning methods for (new) refugees as well as guidelines for teachers that work in civic integration teaching* a (digital)self-assessment tool to assess the acquired skills and level of integration in an encouraging and fun way* a blueprint on how to provide trainings using the tools * an interactive digital platform with the tools, guidelines, project information, reports on case studie

Showcasing Self-regulated Learning Implemented through Data-driven Education (SLIDEshow) Self-regulated learning (SRL) skills involve all kinds of strategies students can use to uplift or maintain their motivation and positive emotions towards learning, as well as strategies that allow students to effectively plan, monitor and evaluate their work. Research evidence indicates overwhelmingly the importance of SRL during learning with a positive impact on students’ cognitive and social competence, academic achievement, motivation, well-being and engagement in lifelong learning. Moreover, it is believed that developing SRL skills in the early years of education may equip students with the necessary skills to guard them against early school leaving in secondary education. However, different barriers at policy, teacher education, and teacher level still impede accurate translation of policies into practice. Therefore, this strategic partnership aspires to support the introduction of SRL in primary education across Europe. The partnership will therefore adopt a holistic, multi-stakeholder approach to enable effective systemic impact in primary and lower secondary education. In addition, the partnership will exploit the opportunities offered by the emergent field of learning analytics to allow teachers and teacher educators to personalize their instructional practices to the actual needs of pupils and teachers respectively. Our unique holistic and personalized approach should facilitate more effective integration of SRL in education across Europe (and ultimately beyond). The project’s main aim therefore is to: 1) Support the introduction of self-regulated learning in primary education by (1) adopting a multi stakeholder approach and (2) by using the affordances of data-evidenced learning and teaching 2) Build the professional capacity of teachers and teacher educators to use learner information for enhancing and personalising student learning and teacher professional development respectively Building upon the innovative experience and expertise of the project partners this project will produce the following outputs: An SRL teacher assessment toolkit Objectively identifying and monitoring students’ individual SRL level is crucial in order to offer effective and personalised support in the classroom. The project will translate existing validated research instruments into practical high-quality assessment instruments for teachers. Implementing SRL teacher training course across Europe The assessment instruments will be integrated in a teacher training course developed in the tMAIL project (www.tmailproject.eu). SLIDEshow will extend the mobile SRL training with the crucial SRL assessment instruments, and support its wider implementation. The training can be followed by teachers individually or in group. Individual teachers can follow the training on their mobile device and connect to other teachers through eTwinning. Teachers in group can be guided by a teacher educator and come together physically. Personalised data-driven SRL practice frameworks The project will more clearly define the competences necessary: 1) to support student SRL 2) to use learner data and learning analytics, and 3) to personalise instruction to students’ individual (SRL) levels The frameworks will be closely linked to the European Qualifications Framework and the DigComp Framework. A training for teacher educators The project will develop a training for teacher educators to: 1) train (student) teachers’ competences necessary to support SRL, use learner data, and personalise instruction; and 2) develop themselves the necessary competences to support (student) teacher SRL, use learner data, and personalise instruction Good practices and evidence-based reports The project will study the implementation of the mobile SRL training in schools and teacher education practice, as well as the integration of SRL in primary education. This will result in a list of good practices that should help future organisations to implement the mobile SRL training and/or successfully support students’ SRL. Moreover, the collection and analysis of good implementation practices will result in recommendations for policy makers at micro, meso, and macro level to create policies that support the development of students’ SRL and associated teacher instructional competences. SRL online community of practice The project will develop an online platform for establishing and supporting a European multi-stakeholder network on SRL. The mobile app containing the teacher SRL training and SRL assessment toolkit will be available in Dutch, English, German, Finnish, Greek, Spanish, Italian, and Macedonian.