The aim of this project is to encourage and inspire pupils and teaching staff through positive outdoor experiences and therefore raise the standard of the education at school. The outdoor education is on the rise in Europe and we can observe the trend to incorporate the outdoor activities to formal education. Due to changes in society and the rise in the use of technology, many children do not make the most of the world outside of their classrooms and homes. By participating in engaging, motivating and achievable tasks and activities outside of the classroom each participant has an opportunity to develop intrinsic motivation, sound emotional and social skills. This project was a way to further develop these skills with our students, preparing them for the future career market but it also offered valuable opportunities to expand pedagogical practice and professional competences of the teachers. As part of a staff meeting and through discussion with colleagues we have identified as a school that we are not using the outdoors to its fullest effect and that we want to develop staff confidence in using the outdoors more creatively across a range of subjects. The main objective of this project was to support the professional development of the school teachers (including improving the knowledge of the foreign language) in order to modernize and innovate teaching, thereby enhance the quality of education and increase the international dimension of our school.The project was managed by a two-member management team consisting of the deputy head teacher for primary education and the project coordinator. The project activities were attended by a total of 8 pedagogical staff, including 3 English language teachers, 2 primary teachers and math teacher The project was also attended by the school head the deputy head teacher for primary education as a representative of the management.The project participants are full-qualified teachers in their field, with a teaching experience of between 6 and 20 years and experience with organizing activities for pupils. They to improve their knowledge of foreign languages, to learn and then introduce innovative practices in their work, to use ICT effectively in teaching, to gain experience in education abroad so as to achieve a higher quality of their work for the benefit of students.Within the project there was eight mobilities realized: six job shadowings in primary schools in Great Britain, Italy, Spain, Portugal, Romania and Greece and two structured courses. Out from Classroom Course in Fínland and course Environmental and Outdoor Education in Non-formal settings in Cyprus. Teachers from the school in Great Britain came for a week job shadowing to our school in the second year of the project. All mobility participants rated courses and experience from the job shadowing very positively, appreciating its contribution to their career as well as personal development, significantly increasing their motivation for their own pedagogical work. The acquired skills, knowledge and experience have been applied not only in their own teaching but also handed over to their colleagues. The participants highlighted the benefit of the exchange of the experiences not only in the field of educational proscess but also in the field of management and organization of the school. In addition to the mobilities there were outdoor activities carried out during the project in our school - e.g. Enchanted woodland, apple trees, herb spiral, buterfly garden, the secret life of a bee, lavander field, math outdoors, etc. - and they were incorporated into the school curriculum. Dissemination of the project:The project has also been successfully presented in the regional press, as well as on the school website and the Facebook social network the website of the project, have prepared a printed version in booklet form and information panels in the school hall. The project participants prepared presentations, sample lessons, discussed new methods in the methodological panels of individual subjects, and also prepared a seminar with sample lessons for colleagues from other schools in the region, The project was also presented at the meeting of the Information days Erasmus + KA1 projects, Call 2019, /Bratislava , November 2018/ Based on the results achieved and in order to further promote positive attitudes towards outdoor education, the teachers of the school decided to join the Call 2019 in the KA2 - with the intention sharing good practices. The grant application was successful and in a follow-up project in years 2019-2021, the school will strive to further deepen the changes and ensure long-term benefits.Thanks to the implementation of the Erasmus + project, the school has significantly expanded its portfolio, and its participation in this program is also helping to create a positive image of the school in the public.

BACKGROUND OF THE PROJECTLa Salle is an educational Institution present in 82 countries. In Spain there are 120 educational centres and in 27 of them Vocational Training is taught in its different levels and fields. In 13 of them there is Higher Grade of Vocational Training. From the course 2015-2016 there is the legal figure of Vocational Training General Secretary, who has the mission of manage common projects for the whole network of Vocational Training centres of La Salle in Spain.The development of consortiums allow the schools to focus in common projects is one of the main objectives for La Salle Vocational Training, and within this context we highlight the Project 2016-1-ES01-KA103-023464, where four centres of La Salle Vocational Training were involved: Mollerussa, Arcos de la Frontera, Almería and Antequera (Málaga).OBJECTIVESWe have fullfilled the following proposed objectives:1. Formation of the Mobility Group La Salle España.2. Standardised the processes inherit in the mobility strategy management.3. Application of Sallenet and our own Intranet as an IT tool to give support.4. Enhance the communication and on-line work among the different centres.5. Growth of the relationships with companies, centres and institutions from other countries.6. Our students have benefited from the profesional, technical, cultural and personal experience in an european and international context.7. We have encouraged the interest of our students for other cultures and countries.8. We have contributed to increase the employability of our students.PATICIPANTSA) STUDENTS12 students have taken part in the project. 11 students from La Salle Virlecha.1 student from La Salle Mollerussa.Country allocation,5 students have carried out their Internship in Germany.5 students have carried out their Internship in France.2 students have carried out their Internship in ItalyVocational field,8 students of Higher Grade of Car Industry.3 students of Higher Grade of Sales and Commerce.1 student of Higher Grade of Marketing and Advertisement.Students profile,Eleven students from second course have developed their Workplace Training module in different companies One student from La Salle Mollerussa has developed his Internship after graduating as a High-Level Technician in Marketing and Adertisement.B) PERSONAL.The three participants are Vocational Training teachers in La Salle Virlecha centre.Two teachers have taken part in job-shadowing programs in Germany and another teacher in Polland.The teachers who have visited Germany are Automotive teachers.The teacher who has visited Polland belong to the Administrative sector.ACTIVITIES DEVELOPED.There have been 12 meeting where the mobility team has taken part.The students’ mobilities have taken part in the planned datesWe have reduced the duration of the mobilities from 3 to 2 months, which has allowed us to increase the number of mobilities from 10 to 12.Among the teachers mobilities, we have done three instead of two, what were the inicial assigned. We have fullfilled all the documentational process from the mobilities.The project has allowed us to increase our field of work and our professional relationships in countries such as Polland, Croatia, Lithuania and Belgium. RESULTS AND IMPACT ACHIEVEDGeneral satisfaction of the mobility participants: 10/10General satisfaction of the mobility students: 9,25/10Rate of employability: 5/12 = 41,67%Increasement among the popularity of the centres.Continuity of the Project by the creation of a second consortium with the participation of 10 school centres, which represents the 76,92% of the total amount of schools where Higher Vocational Training is taught in La Salle Centres in Spain.Intragration of the Quality System in the centres that have taken part in the mobility processes.Creation of the ERASMUS+ area in the web page www.lasallefp.comIntegration of the centres of the consortium in the paltform www.lasallianexchanges.orgLONG TERM BENEFITSIncrease the number of centres included in the consortium.Develop other projects such as KA2 and AMIF.

The aim of this project is to encourage and inspire pupils and teaching staff through positive outdoor experiences. By participating in engaging, motivating and achievable tasks and activities outside of the classroom each participant has an opportunity to develop intrinsic motivation, sound emotional and social skills. Due to changes in society and the rise in the use of technology, many children do not make the most of the world outside of their classrooms and homes. This project is a way to further develop these skills with our students, preparing them for the future career market but it also offers valuable opportunities to expand our pedagogical practice and our own professional competences. As part of a staff meeting and through discussion with our locality colleagues we have identified as a school that we are not using the outdoors to its fullest effect and that we want to develop staff confidence in using the outdoors more creatively across a range of subjects. Over the two years, training and job shadowing will be targeted so members of staff who will have most impact from their training and members of staff who would most benefit from the training will be selected. Groups of participating staff will be carefully selected so that there is a balance of experience and language skills. The selection process will be clear and transparent so that all members of staff are clear why and how successful staff are selected.The opportunity to collaborate and learn from our European partners, will help us improve our future cooperation both as teachers and as future workers, using our languages in a meaningful way and developing our understanding of the huge potential the outdoor curriculum can develop in children's lives.The project partners in England, Greece, Spain, Portugal, Slovakia, Romania and Italy are keen to develop our skills, knowledge and understanding together. All partners are new except for England and Greece. We would like to work together again as during our Comenius project together, which finished 2 years ago, we identified these skills as a priority for both of our schools. We are planning a 2 year project including teacher training and job shadowing.During the first year of the project (2017/2018) there will be a focus area each term. In the first year we will also participate in two 'Outdoor Curriculum' courses which will focus on different skills. On returning from the courses the teachers will develop 'Outdoor Curriculum' guides that can be used as a training tool with staff and that can be shared on our etwinning space. This can ultimately be shared with a wider audience when we publish the space as a website. In the first year we will also develop literacy skills during an 'Enchanted Woodland' project, develop a health and wellbeing project and there will also be a Science focus.During the second year of the project (2018/2019) we will review all the training we have received in the Spring and Summer term of the first year and ensure that we incorporate the skills and practices into our projects. Our focus areas will be Maths in the Outdoors, Art in the Outdoors and caring for our Environment.Assessment and dissemination are two of our main concerns whilst carrying out the project. All of the people involved, meaning parents, teachers and pupils will evaluate and disseminate what has been done through different media. We will also carry out a clear audit of current skills/expertise across staff and pupils before the project begins and complete the same audit at the end of the project so we have a clear measure for impact.The impact will also be visible on the work published on the etwinning space and the 'Outdoor Curriculum' guides produced for staff training. We will review our curriculum during the project to ensure skills acquired whilst we are collaborating with our partners are embedded as part of our ongoing curriculum. This will ensure that these skills continue to be taught and developed long after the project has finished. Longer term benefits are the increased confidence of staff and pupils to be creative and imaginative in their use of the 'Outdoor Curriculum'. There should be an increased use of the outdoors for teaching and learning and a tangible improvement in teachers' confidence levels. We should also see an improvement in the childrens' confidence when outdoors and a child centred approach to teaching the outdoor curriculum where pupil voice is strong.We are currently participating in a KA1 project 'Enhancing the curriculum through ICT' and we would use the opportunities provided in a second round of funding to extend our current project so that it enhances our new project. There would by many opportunities to extend the 'outdoor curriculum' with ICT and so we feel these projects complement each other.

"In the Erasmus project ""Come Closer - Overcoming Boundaries Instead of Limiting"", 5 partner schools from Germany, Italy, Spain, Cyprus and France with the common focus on ""Inter and transcultural learning"", ""Culture and school"", ""Living in Diversity "" and"" Inclusion ""united.The Erasmus project ""Come Closer - Overcoming Borders rather than Limitations Together"" was the work of improving equality of opportunity and focusing on living together in diversity in a transcultural context, through the formation of international classes in their respective contexts Meeting point and partner countries (Germany, Italy, Spain, Cyprus and France) and through the common cultural task of producing a dance film in public places in all countries. ""Reflection on Europe (Brexit, fair Europe, digital Europe, climate change, etc.) , about their own culture (dance, language, proverbs, memories and pre-understandings, etc.), about and about the future ideas about Europe (cohesion, for each other - against each other, etc.) was a masterful confrontation (museum visits, dance events, workshops , Discussions, etc.) of all participants, and the song ""Co me closer ""sung in all five languages ​​by the children. The text was from the o.g. Translations in English from key words, single sentences or important words written and transmitted in song form and in all languages.The interim results were presented in-house at all opportunities, but also at local events and digitally on the school's homepages. The traveling students were ambassadors of their schools and reported to the students in their countries. For this purpose, a first trailer to Dortmund, Marseille and Valladolid was produced and the schools exchanged the experience and learning in the form of ""Europanews"" and thus participated in the experiences of other students.Through joint learning activities in schools, through project weeks in international classes, joint presentations and exhibitions, Europe gained an intense status from the changed perspectives of all those involved.The music clip ""Come closer"" is a wonderful result of transcultural cultural work, it shows the art and culture a way to education is: to take responsibility for the contents of the song, to ensure the success of the performance, to persevere, the discipline always to improve again, to have the courage to present and to report, to find common consensus discussions, to unite perspectives, to get to know the languages, to understand the traditions, to focus on important aspects, etc. characterized both the students and students, parents and teachers.All of this combined the five partner schools from DE, ZY, FR, ES, IT in the project ""Come Closer - Overcoming Borders rather than Being Limited"" for equality of opportunity for the student body, for a transcultural contribution in the local and global community, for one emotional proximity to Europe and the world.By working together in this project, the partner schools met and strengthened the current European challenges of the future and will continue to guide students into the life of diversity, into a world of mindfulness, into a future of appreciation, curiosity and respect and as multipliers for ours Shape society."

INTERMOVE FOR TRAINERS aims to extend and transfer the INTERMOVE model developed by the previous project to other organisations active in mobility programmes in Italy, Portugal, France, Ireland and Spain. Taking into account the previous INTERMOVE project (2015-1-ES01-KA202-015884), which addressed 2 of the main barriers to educational mobility: intercultural issues and foreign language skills, by developing and implementing a new training pathway to prepare participants in mobility projects including intercomprehension as a tool for intercultural preparation, INTERMOVE for TRAINERS was devised to extend and transfer the results.INTERMOVE FOR TRAINERS goes a step further by developing an innovative specialised training programme for trainers which has not only enabled partner organisations to train their participants in mobility, but also to train third party organisations in the INTERMOVE Model and to certify them with the INTERMOVE Label, becoming INTERMOVE experts and multipliers of this model.The consortium is composed of 11 organisations active in mobility projects and has 2 type of partners: the 5 partners that have participated in INTERMOVE: INCOMA (ES), IFOA (IT), UCP (PT), CU (FR) and ITT, now MTU, (IE) who have brought their experience with the INTERMOVE model to the project; and the new partners who have joined: La Salle and Sopeña (ES), IPV (PT), ENAIP VENETO (IT), AO (FR) and UL (IE).Throughout its 30 months (initial 24 months and 6 months of extension by COVID-19), the partners have managed to meet all the objectives. Thus, the contents of the training programme on intercomprehension and interculturality (INTERMOVE Model) have been prepared and adapted to the online format due to the pandemic. The structure of the programme and its implementation and evaluation methodology, addressed to trainers and facilitators working with participants in mobility programmes for training and education, have been realised. These contents are available in all project languages on the following platform: http://intermove-training.eu/.A training for trainers has been developed in 2 parts, a 1st one organised by UCP and ITT in Viseu (PT) and a 2nd one organised by INCOMA, IFOA and CU in Seville (ES). This training was attended by participants from the new partners of the project, having trained a total of 15 professionals working in the management of mobilities in this 1st phase, who have the necessary skills to deliver the INTERMOVE training to other professionals from other entities equally active in this field, achieving a great multiplier effect. These new partners were awarded the INTERMOVE Label which recognises the capacity of organisations active in training mobilities to follow the INTERMOVE methodology for the preparation of participants.These entities have replicated the training with new entities that have become part of the INTERMOVE Network and have obtained their INTERMOVE Label. A total of 83 facilitators, teachers and trainers participated in the training and 48 new institutions were awarded the INTERMOVE Label.On the other hand, the INTERMOVE Network has been developed and given a great boost thanks to the commitment of the partners, ratified by signing a Memorandum of Understanding with the commitment of all partners to maintain the Network and to carry out new editions of the training, as well as the conditions for new members to join and to obtain the INTERMOVE Label is expressed. These issues are reflected in this section of the website: http://inter-move.eu/about/intermove_network/. This will increase the ability of institutions to work to the same quality standards as their counterparts, who will be entitled to follow the same system.Dissemination has been another strong point of this project, as one of the objectives was to provide a multiplier effect for the INTERMOVE Model. All partner countries have organised information sessions (more than 350 people). Biannual Newsletters have been sent out (more than 110 interested parties), the website http://inter-move.eu/ has been promoted, viewed by more than 1000 people, a Facebook profile has been kept active, with more than 135 followers and 7319 views. INTERMOVE for TRAINERS has been presented in 2 International Conferences: abstract extended by IPV in INVTUR in May 2021, and participation of INCOMA in the EFVET International Conference in June 2021, where the project was analysed as an example of good practice.We cannot forget the resilience of the consortium and the adaptation of the project to the circumstances of the global pandemic, making adjustments to continue executing all the activities virtually, when it has not been possible to carry them out in person.