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Mariangela

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Where the Erasmus+ and the youth policies come

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Where the Erasmus+ and the youth policies come

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The EU Youth Strategy is the framework for EU youth policy cooperation for 2019-2027, based on the Council Resolution of 26 November 2018. EU youth cooperation shall make the most of youth policy's potential. It fosters youth participation in democratic life; it also supports social and civic engagement and aims to ensure that all young people have the necessary resources to take part in society.

11 European Youth Goals

The EU Youth Strategy focuses on three core areas of action, around the three words: Engage, Connect, Empower, while working on joined-up implementation across sectors. During a 2017-2018 dialogue process which involved young people from all over Europe, 11 European Youth Goals were developed. These goals identify cross-sectoral areas that affect young people's lives and point out challenges. The EU Youth Strategy should contribute to realising this vision of young people.

Find out more

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The EU Youth Strategy is the framework for EU youth policy cooperation for 2019-2027, based on the Council Resolution of 26 November 2018. EU youth cooperation shall make the most of youth policy's potential. It fosters youth participation in democratic life; it also supports social and civic engagement and aims to ensure that all young people have the necessary resources to take part in society.

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Council on a framework for European cooperation in the youth field:The European Union Youth Strategy 2019-2027

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Council on a framework for European cooperation in the youth field:The European Union Youth Strategy 2019-2027

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https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL

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Tools to find activities and learning materials

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Tools to find activities and learning materials

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Created to help you find and share useful training Tools, the Toolbox for training is an online catalogue you can browse through freely or even contribute to!

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https://www.euca.eu/activecitizenship

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Active citizenship means people getting involved in their communities and democracy at all levels from local to national and global.

An active citizen promotes the quality of life in a community through both political and non-political process developing a combination of knowledge, skills, values and motivation to work to make a difference in the society.

Other EucA projects where active citizenship is the main actor, is the EU Citizenship Study Visit .

The EU Citizenship Study Visit is an immersive and remarkable experience in Brussels, the heart of the European Union. A selected group of students would have the chance to meet and chat with their local Members of the European Parliament, visit European Institutions and take part in simulations.

Given the nowadays low levels of civic engagement and participation, it is crucial to promote the active citizenship, especially with young people.

EucA supports the democratic participation of the young students and the concept of European citizenship through European projects as Message to Europeans 3.0 and many others initiatives.

In Message to Europeans 3.0 the Student Leaders, the students selected to carry on the project in their countries, have the goal to get people to think, talk, express and debate opinions, ask questions on the causes, solutions.

They organize civic initiatives: events, polls, simulations, campaigns, anything that gets people engaged with European politics and policies.

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Active citizenship means people getting involved in their communities and democracy at all levels from local to national and global. An active citizen promotes the quality of life in a community through both political and non-political process developing a combination of knowledge, skills, values and motivation to work to make a difference in the society.

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Catan
Dixit

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You don't have permission to access "http://www.raiplay.it/film/" on this server.
Reference #18.6c9e2a17.1655467668.92fb411a

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Guarda contenuti di tipologia "Film" in streaming su Raiplay.

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European solidarity project presentation for the kick off meeting 23/10

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European solidarity project presentation for the kick off meeting 23/10

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https://www.canva.com/design/DAEJvSIlaGY/share/preview?token=fIhIIfYESITsN0txoQcmAg&role=EDITOR&utm_content=DAEJvSIlaGY&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton

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Digital tools learned until now: Jamboard, Streamyard, social, Canva, Google word and excel
Active Citizenship
Debate Method
Energizer

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Federica project management

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Develop your tree of problems to find solutions

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Develop your tree of problems to find solutions

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Make your photo booth frame to bring around Viterbo

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A political - monumental itinerary through Viterbo.

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Together we can is a European Solidarity corps project thought to bring a piece of Europe in Viterbo. The main goals are to inform youngsters about Europe using non-formal education methods.

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More free time
Ok the Erasmus+ management part really enjoy the tour with Antonello

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Whats up EU = title

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Call with Carmen about the exchange

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Flyers
Events for FB
Uploading the Youtube Senior

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Call with the schools.
Think about questions for the students and the way to create a draft of a plot online.

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Indicators
How to create your own problem tree
Case studies

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Examples of advertisements for art

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Facebook 1914 - how to engage the users on social.

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Léon Vivien. Mi piace: 59.610 · 16 persone ne parlano. Interesse

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The scuderie del Quirinale Made am exhibition between Santorini and Akroneri underlining the links between these two places in a immersive way.

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Romeing | Rome's english magazine, events and exhibitions in Rome

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A unique experience that allows visitors a vivid glimpse of the past

Till January 6th, the Scuderie del Quirinale invites you to visit their new and ambitious exhibition Pompeii and Santorini. Eternity in a Day. Bringing together remarkable archaeological finds from two ancient cities that both suffered volcanic catastrophes - Santorini in 1613 BCE and Pompeii in 79 AD - the exhibition presents itself as a unique experience that allows visitors a vivid glimpse of the past. With the inclusion of modern and contemporary artworks, the Scuderie del Quirinale offers an impressive juxtaposition of the ancient and the modern that covers a span of 3500 years, from the late Bronze Age up until the present day, allowing you to explore the theme of the volcanic eruption throughout time and in different contexts.

With over 300 exhibits that cover more than three millennia, the highlights on display in the large rooms of the Scuderie del Quirinale are many. Thematically, the exhibition covers a variety of topics, ranging from the artistic production of Pompeii and Akrotiri on the island of Santorini, the political and social structure of these two cities, as well as the everyday life and customs, themes which are vividly narrated through the remarkable artefacts that were preserved by the volcanic ashes.

Right before embarking on the exhibition tour, visitors can admire one of the more impressive exhibits, a large plaster cast of a horse lying on its left side, found north of the ancient city of Pompeii. Moving on, visitors will then be met with further finds from both Santorini and Pompeii, such as the wall painting showing three female figures, dated to the late Bronze Age, or the Pompeian bronze pots with rims still covered with lapilli, the rock material that is ejected during volcanic eruptions.

The next rooms, on the other hand, are dedicated to artworks preserved from Pompeii that allow visitors to gain insight into the Roman domestic sphere. Highlights include a wall painting showing Venus on a quadriga drawn by elephants, and a wall painting with satyrs, still lifes and mythological scenes, which also show graffiti made by children in the lower part. The section concludes with a room displaying the wall decorations from the large dining room of the House of the Gold Bracelet, dated to the second quarter of the 1st century BC. Wonderfully preserved, the wall paintings show luxuriant garden scenes with trees, birds, and plants. The presentation of these wall paintings, however, becomes especially intriguing by a painting by Andy Warhol showing the eruption of Vesuvius (1985), which is directly visible through the rectangular window in one of the antique wall paintings.

Upstairs, the immersive exhibition continues with artefacts that explore the ancient city of Akrotiri on Santorini, like Pompeii buried by a volcanic eruption. Visitors can admire vases and vessels of all shapes and sizes produced both for ritual and everyday usage, as well as wall paintings, such as the one showing young fishermen or the " Naked Boy " wall painting. These objects, for the first time on display outside their native Greece, attest to the sophisticated and artistically rich culture of Akrotiri.

The exhibition concludes with a final and evocative section that aims to create a connective view of the volcanic disasters of Akrotiri and Pompeii in juxtaposition with modern artworks. Haunting casts of children and crouching adults, caught in the act of seeking safety, are set against modern interpretations of the theme of the volcanic tragedy and explorations of mortality, such as Damien Hirst's Untitled Black Monochrome (1997), a canvas covered entirely with the dead bodies of flies, and Alan McCollum's The Dog from Pompeii (1991). In addition, the exhibition also tries to delineate the theme of the volcanic eruption as a continuous source of artistic inspiration by showing paintings by several artists, among which Turner (1815) and Renato Guttuso (1933), that deal with the aesthetics of the destructive powers of volcanic eruptions. Under the theme of rediscovery - "Eternity has been found again" - visitors then come to the end of their immersive journey with artworks such as Vesuvius Circle (1984) by Richard Long and Filippo Palizzi's Fanciulla pensierosa negli scavi di Pompeii .
Till January 6th, 2020
Scuderie del Quirinale

Via XXIV Maggio, 16 (Monti)

Opening hours: Sun-Thu 10am-8pm; Fri-Sat 10am-10.30pm

Entry fee: €13 - 15
scuderiequirinale.it

Palazzo Bonaparte opens its doors to the public for the first time with the exhibition "Impressionisti Segreti" - a collection of 50 masterpieces of French Impressionist art.

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"Pompeii and Santorini. Eternity in a Day" Exhibition in Rome - Romeing

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Till January 6th, the Scuderie del Quirinale invites you to visit their new and ambitious exhibition Pompeii and Santorini. Eternity in a Day . Bringing together remarkable archaeological finds from two ancient cities that both suffered volcanic catastrophes - Santorini in 1613 BCE and Pompeii in 79 AD - the exhibition presents itself as a unique experience that allows visitors a vivid glimpse of the past.

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Underlying principles
The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation.

While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. The theory may be solid, but questions remain about how theory translates into classroom practice.

Classroom principles
Some of the basic principles of CLIL are that in the CLIL classroom:

Language is used to learn as well as to communicate

It is the subject matter which determines the language needed to learn.

Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum

Communication - Using language to learn whilst learning to use language

Listening is a normal input activity, vital for language learning

Reading, using meaningful material, is the major source of input

Integrate language and skills, and receptive and productive skills

Lessons are often based on reading or listening texts / passages

The language focus in a lesson does not consider structural grading

Listen and label a diagram/picture/map/graph/chart

Listen and fill in a table

Question loops - questions and answers, terms and definitions, halves of sentences

Information gap activities with a question sheet to support

Trivia search - 'things you know' and 'things you want to know'
The BBC and British Council are not responsible for the content of external web sites, neither do we endorse them. These are the recommendations of the writer.
Class surveys using questionnaires

20 Questions - provide language support frame for questions

Students present information from a visual using a language support handout.

Listen and make notes on specific information (dates, figures, times)

Listen and reorder information

Listen and identify location/speakers/places

Listen and label the stages of a process/instructions/sequences of a text

Listen and fill in the gaps in a text

Language is functional and dictated by the context of the subject

Language is approached lexically rather than grammatically

Learner styles are taken into account in task types.

Speaking focuses on fluency. Accuracy is seen as subordinate

Writing is a series of lexical activities through which grammar is recycled.

Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language

Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:

In a CLIL lesson, all four language skills should be combined. The skills are seen thus:

For teachers from an ELT background, CLIL lessons exhibit the following characteristics:

In many ways, then, a CLIL lesson is similar to an ELT integrated skills lesson, except that it includes exploration of language, is delivered by a teacher versed in CLIL methodology and is based on material directly related to a content-based subject. Both content and language are explored in a CLIL lesson. A CLIL 'approach' is not far removed from humanistic, communicative and lexical approaches in ELT, and aims to guide language
processing and supports language production in the same way that an ELT course would by teaching techniques for exploiting reading or listening texts and structures for supporting spoken or written language.

Lesson framework
A CLIL lesson looks at content and language in equal measure, and often follows a four-stage framework.

Processing the text
The best texts are those accompanied by illustrations so that learners can visualise what they are reading. When working in a foreign language, learners need structural markers in texts to help them find their way
through the content. These markers may be linguistic (headings, sub-headings) and/or diagrammatic. Once a 'core knowledge' has been identified, the organisation of the text can be analysed.

Identification and organisation of knowledge
Texts are often represented diagrammatically. These structures are known as 'ideational frameworks' or 'diagrams of thinking', and are used to help learners categorise the ideas and information in a text. Diagram types include tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these. The structure of the text is used to facilitate learning and the creation of activities which focus on both language development and core content knowledge.

Language identification
Learners are expected to be able to reproduce the core of the text in their own words. Since learners will need to use both simple and more complex language, there is no grading of language involved, but it is a good idea for the teacher to highlight useful language in the text and to categorise it according to function. Learners may need the language of comparison and contrast, location or describing a process, but may also need certain discourse markers, adverb phrases or prepositional phrases. Collocations, semi-fixed expressions and set phrases may also be given attention as well as subject-specific and academic vocabulary.

Tasks for students
There is little difference in task-type between a CLIL lesson and a skills-based ELT lesson. A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and do' genre. A menu of listening activities might be:

Tasks designed for production need to be subject-orientated, so that both content and language are recycled. Since content is to be focused on, more language support than usual in an ELT lesson may be required.
Typical speaking activities include:

Conclusion
From a language point of view the CLIL 'approach' contains nothing new to the EL teacher. CLIL aims to guide language processing and 'support language production in the same way as ELT by teaching strategies for
reading and listening and structures and lexis for spoken or written language. What is different is that the language teacher is also the subject teacher, or that the subject teacher is also able to exploit opportunities for
developing language skills. This is the essence of the CLIL teacher training issue.

Further reading
Forum for Across the Curriculum Teaching - www.factworld.info/
Comenius Project TL2L - www.tl2l.nl/
European Centre for Modern Languages - www.ecml.at/
Norwich Institute for Language Education - www.nile-elt.com
Science Across the Curriculum - www.scienceacross.org
EuroCLIC - www.euroclic.org
The National Centre for Languages (CILT) - www.cilt.org.uk
Content and Language Integrated Project (CLIP) - www.cilt.org.uk/clip/

Steve Darn, Izmir University of Economics, Turkey

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Underlying principles The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language ' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP).

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To create your own documentary about a community, it is very helpful to let the elderly speak freely, asking them, even bringing pictures, of the places when they were young.
In the video we saw:
-the relationship with the past
-the poetry and the cultural traditions linked to music and the main typical sounds of the past,
-we saw the relationship there was between the communities and the places there they were living (The madonnina that was also a land point for the people walking and coming back from a place)
-we saw the societies compared through the jobs in the different ages
-the relationship between the inhabitants of a place and their lives
-the connection with loves
-the ancient names of people and how they were chosen. In general to analyse a place we can use the:
-love
-religion
-the traditions
-the families / the houseworks
-the jobs.
Something studied direct from the sources can be narrated by people that also contributes, with personal statements.

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How a toolkit looks like,
Brainstorming of the activities that we can do

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Sofia for the heating system,
Doctors

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https://europa.eu/citizens-initiative/news_en

https://www.salto-youth.net/downloads/toolbox_tool_download-file-2367/IO2-03_MyStoryMap_EN.pdf

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Teach students to recognize phishing and scams

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The ESCO skills pillar distinguishes between i) skill/competence concepts and ii) knowledge concepts by indicating the skill type. There is however no distinction between skills and competences. Each of these concepts comes with one preferred term and a number of non-preferred terms in each of the 27 ESCO languages. Every concept also includes an explanation in the form of description.

The skills pillar of ESCO contains 13,485 concepts structured in a hierarchy which contains four sub-classifications. Each sub-classification targets different types of knowledge and skill/competence concepts:
* Knowledge
* Skills
* Attitudes and values
* Language skills and knowledge

In addition to the hierarchy, subsets of skills can be accessed through:
* A transversal skill hierarchy
* A collection of languages
* A collection of digital skills

The ESCO skill hierarchy is in a continuous process of improvement. Please share your feedback regarding the quality of the skills and skill groups through our contact page.
Copyright notice: The ESCO skill hierarchy is partially based on elements of the existing classification of O*Net and the Canadian skill and knowledge glossary. For more information click here. O*NET OnLine is provided by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA). Used under the CC BY 4.0 license. O*NET® is a trademark of USDOL/ETA. The Skills and Knowledge Checklist is provided by the Government of Canada. The Government of Canada is currently developing frameworks and products to better define and describe competencies, of which the Skills and Competencies Taxonomy is the first publicly available piece.

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ESCO - Skills/competences - European Commission

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The ESCO skills pillar distinguishes between i) skill/competence concepts and ii) knowledge concepts by indicating the skill type. There is however no distinction between skills and competences. Each of these concepts comes with one preferred term and a number of non-preferred terms in each of the 27 ESCO languages.

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The Erasmus+ Programme aims at promoting equity and inclusion by facilitating the access to participants with disadvantaged backgrounds and fewer opportunities compared to their peers whenever disadvantage limits or prevents participation in transnational activities for reasons such as:
 disability (i.e. participants with special needs): people with mental (intellectual, cognitive, learning), physical, sensory or other disabilities;  educational difficulties: young people with learning difficulties; early school leavers; low qualified adults; young people with poor school performance;  economic obstacles: people with a low standard of living, low income, dependence on social welfare system or homeless; young people in long term unemployment or poverty; people in debt or with financial problems;  cultural differences: immigrants or refugees or descendants from immigrant or refugee families; people belonging to a national or ethnic minority; people with linguistic adaptation and cultural inclusion difficulties;  health problems: people with chronic health problems, severe illnesses or psychiatric conditions;  social obstacles: people facing discrimination because of gender, age, ethnicity, religion, sexual orientation, disability, etc.; people with limited social skills or anti social or risky behaviours; people in a precarious situation; (ex--)offenders, (ex--)drug or alcohol abusers; young and/or single parents; orphans;  geographical obstacles: people from remote or rural areas; people living in small islands or in peripheral regions; people from urban problem zones; people from less serviced areas (limited public transport, poor facilities).

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EQUITY AND INCLUSION The Erasmus+ Programme aims at promoting equity and inclusion by facilitating the access to participants with disadvantaged backgrounds and fewer opportunities compared to their peers whenever disadvantage limits or prevents participation in transnational activities for reasons such as:
 disability (i.e. participants with special needs): people with mental (intellectual, cognitive, learning), physical, sensory or other disabilities;  educational difficulties: young people with learning difficulties; early school leavers; low qualified adults; young people with poor school performance;  economic obstacles: people with a low standard of living, low income, dependence on social welfare system or homeless; young people in long term unemployment or poverty; people in debt or with financial problems;  cultural differences: immigrants or refugees or descendants from immigrant or refugee families; people belonging to a national or ethnic minority; people with linguistic adaptation and cultural inclusion difficulties;  health problems: people with chronic health problems, severe illnesses or psychiatric conditions;  social obstacles: people facing discrimination because of gender, age, ethnicity, religion, sexual orientation, disability, etc.; people with limited social skills or anti social or risky behaviours; people in a precarious situation; (ex--)offenders, (ex--)drug or alcohol abusers; young and/or single parents; orphans;  geographical obstacles: people from remote or rural areas; people living in small islands or in peripheral regions; people from urban problem zones; people from less serviced areas (limited public transport, poor facilities).

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Erasmus+ Programme Guide 2020 - Erasmus+ - European Commission

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Ninja:
adapt to change
make an effort

work independently

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Uploaded the 3rd video or SENIOR Projects (Youtube, Insta, FB)

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Uploaded the 3rd video or SENIOR Projects (Youtube, Insta, FB)

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Uploaded the 1st video of SENIOR Project (YT, FB, Insta)

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Uploaded the 1st video of SENIOR Project (YT, FB, Insta)

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Uploaded the 2nd video of SENIOR Project (YT, FB, Insta)

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Uploaded the 2nd video of SENIOR Project (YT, FB, Insta)

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Facebook post about The Bookfest in viterbo

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Facebook post about The Bookfest in viterbo

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Facebook post about the Murales trip + pictures

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Facebook post about the Murales trip + pictures

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Attitudes, Skills, Knowledge and Behavior with Frederica

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Attitudes, Skills, Knowledge and Behavior with Frederica

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By telling us your country of residence we are able to provide you with the most relevant travel insurance information.

Please note that not all content is translated or available to residents of all countries. Contact us for full details.

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By telling us your country of residence we are able to provide you with the most relevant travel insurance information. Please note that not all content is translated or available to residents of all countries. Contact us for full details.

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I am a young person

Find more information about how to take part, register, and access your personal account

More info

I am from an organisation

Find more information about how to take part and access the Organisation Portal

More info

Network that promotes opportunities for young people to go abroad to study, learn and become active European citizens across the continent.

It consists of national coordinators, connected to over 1,600 local information providers in 36 European countries.

A family of 6 centres in various EU countries that promote and support youth work by offering training, tools and state-of-art strategies. Each centre focuses on a specific topic or region:

Provides support for National Agencies, SALTOs and grant beneficiaries on practical issues relating to the Corps.

A tool that allows you to gain official recognition for any non-formal & informal learning, from your involvement in youth projects ( more info).

Network of young people who already have some European experience under their belt, through the EU's youth programme (Erasmus+ and European Solidarity Corps), and want to share what they learnt with you, their peers.

The European Solidarity Network (EuSN) is a young community dating back to spring 2019. They are united through a shared interest and vision to create a European network in which everybody works together to improve the experience of young Corps participants.

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I am a young person Find more information about how to take part, register, and access your personal account More info I am from an organisation Find more information about how to take part and access the Organisation Portal More info Network that promotes opportunities for young people to go abroad to study, learn and become active European citizens across the continent.

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Download and Edited the Videos of What's Up EU

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Download and Edited the Videos of What's Up EU

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Going around to shoot the video for "1 minute of Tuscia"

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Going around to shoot the video for "1 minute of Tuscia"

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+

Try to edit it

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Map of Viterbo, path for the SENIOR Project

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Map of Viterbo, path for the SENIOR Project

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Post about Erasmus+ (Youth Exchanges and Training courses)

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Post about Erasmus+ (Youth Exchanges and Training courses)

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https://www.youtube.com/watch?v=OpF51k32rMs&t=95s&ab_channel=AssociazioneCulturaleProMETEUS

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Debade by Daria
Energizer and Name game by Ele

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WhatsUpEU found the guests and create the post

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WhatsUpEU found the guests and create the post

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Schedule post for international migrants day

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Schedule post for international migrants day

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Schedule WhatsUpEU to be uploaded on Monday

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Schedule WhatsUpEU to be uploaded on Monday

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Secure internet // phising // fake news 

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Secure internet // phising // fake news 

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WhatsUpEU 2nd meeting's video post, posted on FB/Insta

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WhatsUpEU 2nd meeting's video post, posted on FB/Insta