Welcome to our Erasmus project focused on education for inclusion, providing equal opportunities for all students.
We identified the need to develop strategies to promote inclusion and offer equal development opportunities, diversifying teaching methods to reduce segregation and discrimination in our school community.
Our objectives include assimilating new working strategies, improving school well-being, and developing strategies to combat segregation and discrimination, especially for vulnerable groups.
Activities include training courses in Portugal and Finland, job shadowing in Greece, and student exchanges in Turkey.
The 'Harmony and Learning' course in Finland aims to support students at risk of school dropout by developing innovative teaching methods and social skills.
Activities included dance instruction, cultural presentations, and interactive games, fostering a collaborative and inclusive environment.
Teachers learned new teaching techniques and innovative approaches to inclusive education, applicable in both formal and non-formal settings.
The student mobility program in Turkey focused on developing inclusive practices in schools, with activities designed to embrace diversity and foster teamwork.
Students participated in ice-breaking activities, team-building exercises, and creative workshops, promoting inclusion and collaboration.
Students shared their experiences, highlighting the cultural discoveries, new friendships, and personal growth they achieved through the Erasmus project.
More testimonials from students emphasize the impact of the project on their understanding of different cultures and the development of empathy and tolerance.
The job-shadowing program in Greece allowed teachers to observe and learn new educational techniques to improve school inclusion and student behavior.
Activities included a welcome ceremony, excursions, family day events, and participation in classes, enhancing cultural exchange and learning.
The 'Non-formal for Inclusion' course in Portugal focused on applying non-formal education methods to improve student motivation and share best practices.
Activities included creative and problem-solving workshops, fostering teamwork and innovative thinking among participants.
Participants identified non-formal activities and techniques to improve student motivation and confidence, enhancing their collective intelligence and guiding the evaluation process.
The Erasmus project has shown that students can feel heard, understood, and valued by their peers and teachers, leading to a positive school environment.
The eTwinning project 'Can school make me feel better?' aims to find partners to collaborate on improving school well-being for students aged 12-18.
This project addresses the need for students and teachers to adapt to daily stress, promoting a positive, inclusive attitude and developing empathy and tolerance.
Our main objectives include fostering student creativity, encouraging initiative, developing transdisciplinary skills, maintaining an open mind towards international projects, and nurturing empathy and tolerance.
When starting an eTwinning project, it's crucial to analyze the potential for curriculum integration, collaboration between partner schools, the ability to integrate technology, and the documentation of results and impact.
To apply for the National Quality Label, it's essential to prepare answers in advance, provide exact evidence supporting your answers, demonstrate the use of web2tools, integrate the curriculum, and show collaboration between schools.
Here is an example of a National Quality Label certificate awarded for the project 'Can School Make Me Feel Better?'
The conclusions and recommendations highlight the project's impact, the use of digital tools, and the active involvement of students in the project.