The Placements in Environmental, Archaeological and Traditional Skills project (PEATS) brought together a consortium of 11 UK VET colleges and training institutions led by Grampus Heritage and Training Ltd. The project provided 181 vocational inspiring and educational 4-week work placements with our partnership of 20 experienced European host partners in 13 countries. The project also funded 64 VET tutors to undertake 8-day staff training visits to European host partners, to learn from their training methods, share experience and form lasting mutually beneficial partnerships. 26 Accompanying persons ensured that each flow of VET learners was visited, supported and monitored to ensure safeguarding, maximum impact and realistic and comprehensive evaluation of placement outcomes was achieved. This project benefited from over 12 years of promoting environmental, archaeological and traditional skills and craft placements through the Leonardo da Vinci programme. The application and consortium combined the experience of delivering five certified LdV projects per year between 2009 and 2013 which provided European placements for a total of 1180 participants in environmental, archaeological and traditional craft skills. (mobility certificate UK/09/LLP-LdV/MC/Z007). The PEATS project further built on the successful 2014 Erasmus+ ‘PETS’ consortium project (2014-1-UK01-KA10200265). Host countries represented in the consortium were Slovakia, Romania, Germany, Cyprus, Slovenia, Iceland, Portugal, Italy, Bulgaria, Finland, Ireland and Turkey. VET participants were accredited through the Green Village Sustainable Rural Development (SRD) ECVET curriculum, developed through the EU ‘Green Village’ DOI project. The achievements of all VET participants was also recorded through the Europass mobility document. Participants were recruited from consortium colleges and students undertaking Sustainable Rural Development modules at Grampus Heritage. The ECVET accreditation assisted in parallel UK accreditation within their own courses of study in the UK (e.g through work placement modules) and through the archaeology skills passport. VET participants developed a higher degree of self confidence, put theory into practice, gained new skills, improved existing skills and competencies, gained a renewed interest in their chosen subject, achieved new language skills and completed a CV enhancing placement which will improve employment prospects and/or enable an informed progression to higher level study in the future.Participating staff benefitted from placing their own training in a wider European context. Travelling tutors not only explored new skills, methods, approaches and techniques but were also able to share their own experiences with host organisations. This gave staff access to new ideas and approaches to training which will have a positive impact on their own delivery. The objectives of the project were to: 1 Provide a period of ‘real work’ experience for beneficiaries studying environmental, archaeological and craft courses in the UK at VET level. 2. To ensure that this period of European experience is of relevance to the participant’s course of study and can be accredited as such. 3. To increase cultural awareness in beneficiaries. 4. To increase competencies in key skills being used on the placement. These include: Environmental Skills: planting, coppicing, footpath design and construction, biodiversity assessments and species identification, habitat management. Archaeological Skills: Excavation techniques, site recording (planning, photography, context sheets), surveying (levelling/total station), post excavation finds processing. Craft Skills: weaving, embroidery, silversmithing, blacksmithing, ceramics, wood carving, green wood construction, traditional building techniques (natural materials), 5. To boost the skills and employability of our primarily young participants through gaining real-work experience and laying the foundation for language skills 6. To enhance UK VET training provision for young people by providing 8-day staff placements for tutors with relevant European hosts. The project management methodology for the PETS consortium was consistent with the ten principles set out in in the European Quality Charter for Mobility. Host partners provided a minimum of four language lessons with professional tuition. All staff mobilities were recognised within an agreed CPD plan with their own organisations. Host partners also provided certification and a record of achievement in their own format as additional evidence of achievement. Detailed learning agreements were drawn up prior to placement through discussion between participants, hosts and UK colleges. These provided a realistic benchmark against which the success of the project and placements has been evaluated.