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Title | Language | Topic / Project
Cooperation with Special Schools and Free Time Organizations: Erasmus+ at the Tähtiniitty School | EN | Erasmus+ project Moving Europe: Moving oneself and each other through sports, art, and culture across borders
Fra fri leg til klar strategi | DA | Erasmus+ project A Peace of Europe and the benefits of international cooperation
Helping St Ronan's College develop digital skills | EN | Erasmus+ projectInnovative Digital European Active Learning - iDEAL
Mokytis kitaip | LT | Erasmus+ projectCreative European School - C.L.I.C.K.
VIDEO: Strategische partnerschappen Erasmus+ - primair en voortgezet onderwijs | NL | Strategic Partnerships in primary and secondary education in practice - De Regenboog and Vossius high school
Three Legged Cross First School - Pupils benefitting from being more aware of the world outside their classrooms and increasing their cultural awareness | EN | Erasmus+ project Once Upon an Erasmus T.A.L.E.
Success story factsheet: Pollution! Find a STEM solution! | EN | Erasmus+ projectPollution! Find a STEM solution!

You can find more Key Action 2 Strategic Partnership Good Practice Examples and Success Stories on the Erasmus+ Project Results Platform.

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The Key Action 1 and Key Action 2 application forms may feel intimidating or complicated; however by dealing with the forms piece by piece you can make a competitive proposal. In this MOOC you have already found practical advice on how to go about planning and filling in your application form. In this chapter you find two tutorials that show how to fill in the Key Action 1 and 2 application forms step-by-step.

Please note that these materials have been prepared by the UK National Agency for a UK audience and are not designed for the 2018 Call applications. This disclaimer applies to the use of these materials.
https://youtu.be/ETVGHpXNXc0

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Tips for posting your own Strategic Partnership announcement

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Tips for posting your own Strategic Partnership announcement

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First, please read the relevant instructions (available in 23 languages).

You need a PIC number to add a listing.

Go to the Create Strategic Partnership request form and fill in the relevant information.

The form has two text fields to fill in:

Project/Partnership proposal: Briefly describe what your KA2 project will be about (i.e. the topic, suggested methodology, etc.). About 100 words is a good length.

Expected partners and their tasks in the project: Briefly describe what kind of partners you are looking for and what you expect them to do in the project.

Please note that if you are aiming for the “School Exchange Partnerships” project, you can post your announcement in the eTwinning forum designed for this purpose (eTwinning account needed).

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Tips for using the Strategic Partnership tool (summarised)

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Tips for using the Strategic Partnership tool (summarised)

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Look for announcements published by other organisations using the search functionality available on the Strategic Partnerships landing page.

Use as many search filters as possible to get a more accurate and specific list of search results.

If you are logged in, you can:

Save your search by clicking the “Save search” button. This way you can rerun the search quickly, anytime you like.

Contact the organisation that has made the announcement; use the Contact button under the organisation’s logo on the detail page.

Use the “Report a problem” function available on announcements’ detail pages in order to flag up any problems or inconsistencies you have spotted there.

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How to look for Strategic Partnership partners

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How to look for Strategic Partnership partners

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The Strategic Partnership tool on School Education Gateway allows you to place an announcement to find partners for future Key Action 2 projects. At the School Education Gateway, your announcement can also be seen by other organisations besides schools, allowing partnership opportunities with all kinds of organisations.

In this chapter, we will explain how to use the tool

https://youtu.be/Kiv-v9XChwg

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Project: Employability- “A challenge for youth- Dreams and Reality”, website

Objectives:

Analyse the labour market situation before and after the economic crisis in the different countries represented in the project.

Consider whether academic preparation is in line with the labour market.

Compare the hopes and desires of young European pupils with the reality of the labour market.

Encourage careers guidance work and develop pupil confidence with regard to the future

For pupils on eTwinning

The pupils introduced themselves on a virtual wall and looked at the presentations of other European pupils.

They answered a quiz following the partner pupil presentations.

They met each other virtually and were able to forge relationships throughout the project.

Constantly involve the pupils: BEFORE THE MOBILITY

Involve all the pupils in the preparatory activities for the mobility by getting them to:

share data

participate in forums

prepare documents for sharing during the mobility.

Constantly involve the pupils: AFTER THE MOBILITY

Share the documents presented by each delegation during the mobility on eTwinning – available to all.

Create quizzes, enable the appropriation of information even when pupils have not physically taken part in mobility (constant pupil involvement).

Make use of the documents in lessons.

Be active between mobilities and prepare them together: BETWEEN MOBILITIES

Create a joint questionnaire (all project pupils).

Use the questionnaire in each country before the mobility (all project pupils).

Use and analyse the results together during the mobility.

Write together a section of the end product to which all the participants will have contributed. In the case of this project, it involved writing “The Manifesto of the Young European”.

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Excerpts from the assessment grid: “The application explains if and how the eTwinning platform will be used to facilitate the dissemination of the project’s results” and “The application explains if and how the eTwinning platform will be used to promote the sustainability of the project”.

Use eTwinning as a free digital showcase by publishing the project.

Use the free digital tools to add value to your project, such as the blog tool, document sharing, video production, creation of digital magazines, etc.

Apply for a national quality label. It is a guarantee of quality and provides access to the national eTwinning competition, the European quality label and the European eTwinning competition.

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Quality of the project team and cooperation arrangements

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Quality of the project team and cooperation arrangements

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Excerpts from the assessment grid: “The application explains if and how the eTwinning platform will be used to facilitate the implementation of the project”.

Look for reliable partners on the eTwinning platform.

For an initial experience via a short-term project with the partners, get acquainted and develop ways of working remotely.

Maintain regular contact among the teachers to steer the project and share key documents in the TwinSpace. Publish the stages, productions and activities of the project in the TwinSpace.

Participate in exchanges between European pupils, including those who are not taking part in a mobility:

from becoming acquainted to sharing knowledge of both culture and language, undertaking remote collaborative activities, etc.

sharing activities undertaken by pupils during the mobilities with the pupils who stayed in their own school.

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How to use eTwinning in Key Action 2 projects

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How to use eTwinning in Key Action 2 projects

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some tips provided by the publication How to Develop the European and International Dimension of your School by the Agence Erasmus+ France / Education Formation (available in French and English).

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1.Mindstorm to brainstorm. Lego, robotics, programming" at the Carr's Glen Primary School, Northern Ireland, combines Strategic Partnership and eTwinning.
2.Jo Silverwood from Meadowhead School Academy Trust (UK) discusses their Erasmus+ Key Action 2 Strategic Partnership project, ‘Passport to your future’. The school is working with partner schools in Slovenia, Spain and Finland to improve employability skills of European teenagers.
3.eTwinning project led to Erasmus+ KA2 funding: "Who do you think you are - come trace your roots with us" project at Tendring Technology College, Essex, England

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Strategic Partnership activity could include (source: UK National Agency):

developing, testing and implementing innovative approaches and practices for pupils, staff and organisations;

cross-sectoral co-operation between schools and other organisations leading to curricular development, reinforcing basic skills, and combating violence in schools, to name a few examples;

local consortia between local/regional authorities and schools to improve the educational offer for young people;

facilitating the recognition and certification of skills and competences;

short-term exchanges of groups of pupils in study/training periods within a project, aiming to promote linguistic skills and intercultural awareness, as two examples;

the encouragement of active citizenship and entrepreneurship;

the use of eTwinning for online collaboration between partners and/or students and for teacher, student teacher and teacher educator professional development.

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Webinar on Key Action 2

Watch our webinar from 2 November for an explanation of Key Action 2 by the Austrian National Agency.

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Key Action 2 Strategic Partnerships in a nutshell

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Key Action 2 Strategic Partnerships in a nutshell

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Project duration: 12-36 months

Project starting date: 1 September – 31 December 2018

Partners: Minimum three organisations from three different Programme Countries. All participating organisations must be identified at the time of applying for a grant. Organisations from Partner Countries can be involved in a Strategic Partnership, as partners (not as applicants), if their participation brings an essential added value to the project. Exception: School Exchange Partnerships must involve a minimum of two and a maximum of six schools from at least two different Programme countries.

Funding can cover:

Project Management

Transnational project meeting (not for School Exchange Partnerships)

Learning, Teaching & Training activities

Intellectual outputs (Cooperation for Innovation only)

Multiplier events (Cooperation for Innovation only)

Special needs support

Exceptional costs

Priorities: The Strategic Partnership project must address at least one horizontal priority or at least one specific priority relevant to school education (see Programme Guide page 105-107).

Award criteria: Projects will be assessed against the following criteria:

Relevance of the project (maximum 30 points)

Quality of the project design and implementation (maximum 20 points)

Quality of the project team and the cooperation arrangements (maximum 20 points)

Impact and dissemination (maximum 30 points)

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Different types of Strategic Partnerships

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Different types of Strategic Partnerships

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Strategic Partnerships supporting innovation: This type of partnership offers the chance to develop, test and transfer innovative products or methods. To achieve these ambitious goals, projects may request grants for work on specific outputs, plus additional funding to promote the results.

Key features: Specific funding for Intellectual outputs and Multiplier events

Who can take part: Any education, training or youth organisation

Project size: Minimum 3 organisations, no maximum

Duration: 1 to 3 years

Budget: Maximum EUR 450 000

Strategic Partnerships supporting exchange of good practices: Strategic Partnerships supporting Exchange of Good Practices allow schools to expand their international networks through cooperation with diverse partners such as youth organisations, universities and businesses – as well as other schools.

Key features: Cooperation with different organisations & Larger budget

Who can take part: Any organisation active in education, training and youth

Project size: Minimum 3 organisations, no maximum

Duration: 1 to 3 years

Budget: Maximum EUR 450 000

[New in 2018] School Exchange Partnerships: Only schools may participate in this type of Strategic Partnership. The projects can use mobility opportunities for pupils and staff to help the participating schools develop as organisations and increase their ability to work on international projects.

School Exchange Partnerships replace the “school-to-school” Strategic Partnership projects with some changes in the rules. The application will be shorter and simpler. School Exchange Partnerships allow four different activity types (see Programme Guide page 116):

Short-term exchanges of groups of pupils (3 days to 2 months)

Long-term study mobility of pupils (2 to 12 months)

Short-term joint staff training events (3 days to 2 months)

Long-term teaching or training assignments (2 to 12 months)

Key features: Focus on mobility activities & An easier application process

Who can take part: Only schools

Project size: 2-6 schools from at least two different Programme Countries

Duration: 1 to 2 years (or 1 to 3 years for projects organising long-term pupil mobility)

Budget: Maximum EUR 99 000 per year in total (maximum of EUR 16 500 per year and per participating school)

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Projects funded under Key Action 2 offer project partners the chance to exchange staff and pupils – or to develop a new and innovative product. Projects can cover a range of issues that are important to European school education, such as social inclusion, language learning or reducing early school leaving. Priority topics are published every year as part of the Erasmus+ call for proposals.

The Strategic Partnerships offer a unique opportunity for pupils of any age to visit partner schools in other countries. Options cover short group stays (3 days to 2 months) or longer exchange periods for individual pupils in secondary education (2 to 12 months). In addition to funding for specific activities, all Strategic Partnerships are provided with a flat-rate grant to cover organisational costs and other project-related expenses.

Under Key Action 2, organisations can apply for funding to work in partnership with organisations from other participating countries.

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Key Action 2 Strategic partnership project led by Jervoise School in Birmingham.
Jervoise School is working with schools in Spain and Finland. Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides the students as they apply concepts and engage creatively in the subject matter. The project has enabled all teaching staff at the school to go abroad on educational trips to meet with other practitioners and learn how to apply flipped learning in their own classrooms.

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Here you will find Erasmus+ Key Action 1 projects that received a Good Practice label. These constitute only a few examples; you can find more on the Erasmus+ Project Results Platform.

Results explained:

Bilingual education beyond borders (The Netherlands)

Teachers for Quality Education (Hungary)

Learning from other cultures with a focus on creativity (UK)

Learning teachers (Latvia)

Learning More To Teach Better (Portugal)

European Staff Development Project (Ireland)

Beni Ben Yapan Farkliliklarim, Yaratici Dramayla Ben de Varim (Turkey)

Examples of KA1 project websites

Towards a Real International School

Project website

Erasmus+ Projects Results

Digitális tanulás - digitális tanítás (Hungary)

Project website

Erasmus+ Projects Results

Razvoj internacionalizacije i kvalitetnih programa u djecjem vrticu

Project website

Erasmus+ Projects Results

Robotik (a challenge)

Project website

Erasmus+ Projects Results

Improving Leadership, Teaching Methods and Learning Opportunities for our Children

Project website

Erasmus+ Projects Results

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Read the full case study in the publication How to Develop the European and International Dimension of your School

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Tips for filling in your European Development Plan

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Tips for filling in your European Development Plan

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Have a look at the template prepared by Leargas, the Irish National Agency, as it gives you an indication which points to include in the plan.

Avoid using general information originating e.g. from course providers. This could make your application too generic and too similar to those of other applicants using the same source. The EDP has to be based on the school’s needs and plans, and external people rarely have this sort of information.

One common misconception is that the requested budget has to be substantial so that the project can have impact. However, the size of the project budget does not matter, and even a project with a small budget can achieve its desired objectives.

You may find that some course organisers and job-shadowing providers offer pre-filled application forms; we recommend you do not use these sorts of pre-filled applications, as this can have an impact on the quality of your European Development Plan. After all, these pre-filled applications do not correspond to the reality of your school / consortium needs.

We can't provide you with a standard text to add into your application because every application has to be unique. Remember to look back to other modules and chapters of this MOOC where you have already a lot of information on the Erasmus+ application process, whole-school approach, how to use eTwinning in your project, or tips for the KA1 application!

Have you already worked with European Development Plan? Do you have some tips yourself? Or maybe you have questions that some course colleagues can help with. Write them into this Padlet!

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The European Development Plan (part D of the application form) has the following concrete questions:

What are the needs of the consortium (school) in terms of quality development and internationalisation? Please specify for each consortium member, identifying the main areas for improvement (for example management competences, staff competences, new teaching methods or tools, European dimension, language competences, curriculum, the organisation of teaching and learning).

Please outline the consortium’s (school’s) plans for European mobility and cooperation activities, and explain how these activities will contribute to meeting the identified needs of each consortium member.

Please explain how the competences and experiences acquired by staff participating in the project will be integrated into the strategic development of each consortium member and of the consortium as a whole.

Will your organisation use one of the following tools in connection with your mobility project?

1. eTwinning (www.etwinning.net)

2. The School Education Gateway (www.schooleducationgateway.eu)

3. EPALE (e-Platform for Adult Learning in Europe) (http://ec.europa.eu/epale/)

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Tips for the KA1 application: European Development Plan

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Tips for the KA1 application: European Development Plan

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Ideas on how to use eTwinning in a staff mobility project

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Ideas on how to use eTwinning in a staff mobility project

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ource: How to Develop the European and International Dimension of your School publication by the Agence Erasmus+ France / Education Formation (available in French and English)

You can use eTwinning:

to contribute to the linguistic and cultural preparation via virtual discussions on the forums

to identify one or more European schools with a view to preparing an Erasmus+ school partnership with pupil exchanges, etc.

to communicate with the host school for shadowing placements, using the video conferencing facility provided free of charge

as a ‘reporting’ tool, whereby one or all of the teachers keep a personal diary during the mobilities

for exchanges among European teachers on the same training programme after the mobility

for dissemination of practices/methods/resources to other teachers in your country and Europe

for development/application of the knowledge acquired in a virtual eTwinning project

Example project

Project title: Raising nursery school pupils’ awareness of spoken English and discovering a different European culture, through nursery rhymes, games and exchanges between classes, thanks to a travelling puppet and her mysterious suitcase (Project description at the Erasmus+ Project Results Platform)

OBJECTIVES

Broaden the school’s European outreach.

Improve  the  teachers’  language  skills  and  teaching  practices  in  non-language  disciplines.

(Re)-motivate pupils thanks to innovative learning methods (project mode) to prevent early school leaving.

The teachers’ mobility was a defining feature of a more global project, itself part of an eTwinning project and which involved all of the educational community. The teachers  benefited from training in how to use eTwinning, which enabled them to develop their digital skills. By the end of the eTwinning project, they had acquired new linguistic, professional, digital and cultural skills.

Read the full case study in the publication How to Develop the European and International Dimension of your School

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eTwinning is a free platform for all school staff in the 38 participating countries.
Since being part of eTwinning is about communicating, collaborating, developing projects and sharing experiences, it can be a stepping stone to Erasmus+-funded projects. Several well-organised Erasmus+ projects have their roots in collaborative eTwinning projects developed by dedicated teachers. On the other hand, successful activities from funded projects can be transformed into eTwinning projects to prolong their lifespan after the project funding has ended.

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Tips to publish your own Mobility Opportunity or request

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Tips to publish your own Mobility Opportunity or request

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First, please read the relevant instructions (available in 23 languages). A PIC number is required to do this.

In the Add Mobility Opportunity form:

If you want to announce an OFFER, please choose the option “Organisation: I would like to offer a mobility opportunity”

If you want to post a REQUEST, please choose the option “Individual: I would like to find a mobility opportunity for myself”

How much information should you provide? The more accurate information you provide, the better matches you'll get. Try to keep your text simple but effective, between 150-300 words. Include only relevant information, and avoid long background explanations.

Plan how you will handle the feedback generated by your announcement in advance, in case you get a lot of it. For example, should you have a list of points to be answered, so you can gather more information on their counterparts?

After you have formed an idea of the mobility OFFER or REQUEST, just post it! We look forward to seeing your announcement online!

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3.2 How to use the Mobility Opportunities tool

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3.2 How to use the Mobility Opportunities tool

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o summarise, here are the key points we would like you to remember from this chapter:

The directory includes two types of announcements:

Mobility opportunity offers posted by organisations

Requests posted by individuals looking for mobility opportunities

To get started, first select which type you want to see: in the search field, use filters to get precise search results.

If you have logged in, you can also:

Save your search by clicking the “Save search” button

Contact the organisation that has published an announcement, by clicking the “Contact” button available on the announcement page under the organisation’s logo. Please do not use the “Review and rate” function to contact the organisation

Use the “report a problem” function to flag up any problems or inconsistencies you may spot there.

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Presentation of the results: Research report (PDF)

The report summary: Highlights and conclusions. Report in brief (PDF)

The full study report: Research report (PDF)

Recommendations for schools: Recommendations for schools on how to participate in the Erasmus+ Programme KA1 Learning mobility of individuals, Mobility projects for school education staff in the most effective way (PDF)

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more key results of the study

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the benefits of the professional development of teachers abroad for the whole school community

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the benefits of the professional development of teachers abroad for the whole school community

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Impact and sustainability of the Erasmus+ Programme Key Action 1 mobility projects for school education staff
The survey was coordinated by the Erasmus+ National Agency of Lithuania, and the partner countries were Poland, Germany, Finland and Estonia.
he results show that:

Teachers who participated in job shadowing or made the combination of job shadowing and teaching activities were more satisfied (than the ones who took part in only courses).

Intercultural competence is successfully developed through job shadowing, and relatively less successfully developed through courses.

A higher level of didactical competence is gained by combining courses and job shadowing.

The most notable changes in teachers’ competences after the Erasmus+ KA1 mobility, as reported by themselves, were:

Deepened my understanding of other cultures: 94%

Expanded my knowledge and understanding of the education system in other countries: 92,2%

Made me more open to changes and innovations: 89,8%

Improved my practical use of foreign languages: 87,2%

Helped me acquire new teaching methods: 85,6%

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Renata Sawa describes her experience as a Special Educational Needs (SEN) teacher in Tarnobrzeg, Poland. Renata did a job shadowing programme at the Oathall Community College in the United Kingdom.

Through that programme, she learnt new art techniques such as papier-mâché, decoupage, ceramics and jewellery-making in a workshop. Once back in Poland, Renata shared that knowledge and organised micro-teaching sessions, workshops and newsletters with her colleagues, who were really interested in these new techniques. Throughout that experience, she realised the important role of art in educating disabled people, as it allows them to express their feelings, show their mind and sometimes their thoughts. The Erasmus+ programme has allowed Renata to open up, accept new opportunities, and become stronger and more confident while using new teaching techniques.

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What do different Mobility Opportunity types mean?

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What do different Mobility Opportunity types mean?

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Job shadowing is for students, recent graduates, teachers and other members of the school staff. It offers participants the chance to work at a host school/organisation abroad, alongside professionals who have specific knowledge about an occupation or career in which the participants may be interested.

Long-term teaching assignments are suitable for students, recent graduates, and teachers. They offer participants the chance to undertake teaching assignments focused on their area of expertise or interest at a host school/organisation abroad, for a period of 5 months or longer.

Short-term teaching assignments correspond to a period of 5 or fewer months.

Placement and assistantship for students is aimed at students and recent graduates. This type of opportunity offers participants the chance to undertake a placement or assistantship.

Teaching/classroom assistant is a position for teachers and other members of the school staff, allowing the participants to undertake a teaching/classroom assistantship.

Other mobility opportunities contain miscellaneous offers, e.g. observation visits or seminars.

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Here you find articles on interesting Erasmus+ Key Action 1 projects. The articles are available in the original language. For more examples of Key Action 1, please check the website of your National Agency and the Erasmus+ Project Results Platform.

Title | Language | Topic / Project
Satura un valodas integrētā apguve – drošs solis pretī panākumiem | LV | Erasmus+ project Implementing Content and Language Integrated Learning (CLIL) in Project Work
Mokytis kitaip - Learn Otherwise
| LT | Erasmus+ project Learn otherwise - "Creative European School: CLICK"
„Aukštyn kojom“ darželis skina kelią demokratiniam ikimokyklinukų ugdymui | LT | Erasmus+ project Pirmasis demokratinis darželis Lietuvoje
W świat dzięki językom obcym | PL | Erasmus+ project Języki obce otwierają drzwi do wiedzy, przyjaźni i świata / Languages open the door to knowledge, friendship and the world.
Angielski inaczej | PL | Erasmus+ project Rozwój metodologii nauczania języka angielskiego dwujęzyczne(Development of methodology of teaching English bilingual)
Olé- a big thumbs-up for Erasmus+ enhancing and developing language skills and sharing best practice,Spanish lessons take digital turn for William Patten Primary School linguists | EN | Erasmus+ project CPD for Staff to Enhance and Develop Language Skills and Share Best Practice
Bringing the outside in for schools in South East Wales | EN | Erasmus+ project Inspiring Outdoor Learning - A Vision for Schools in South Wales
Erasmus+ School Education: The Kindling of a flame | EN | Erasmus+ project Staff Mobility - St Kevin's College, Finglas, Dublin
Erasmus+ permet d’ouvrir le lycée sur le monde | FR | Testimony of staff who utilised a mobility opportunity
Mange gevinster ved europæiske partnerskaber mellem børnehaver | DA | How a kindergarten can benefit from European cooperation - from an eTwinning project to a KA1 project
Fra fri leg til klar strategi(From free play to clear strategy) | DA | Describes the different steps and benefits of international coooperation for this school which has had several KA1 and KA2 projects (including advice to schools that want to engage in international projects)

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If i am offering on-site courses for school staff, i can add my courses to the Course Catalogue. I need to read the relevant instructions first (available in 23 languages). A PIC number is required to do this.

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following:

If you are interested in a specific type of courses, save your search and you can easily rerun it as often as you like.

You can also sign up to receive an alert when new courses matching your saved search criteria are added to the Catalogue.

If you attended a course that is listed in the Catalogue, rate and review it!

If you see anything unsuitable or irrelevant in the Catalogue, please report it.

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when using the Course Catalogue we recommend the following:

Actively use the search filters. They will allow you to narrow down the search results.

If you receive a large number of results, you can apply more filters from the menus on the right-hand side of the page to narrow down the search results.

Use the free text field for specific keywords, such as “robotics” or “CLIL”. Very common terms, such as “English” or “ICT”, will yield too many results.

The search results are listed in chronological order by default (i.e. the courses coming up first appear first). You can change the display order to see which courses have been reviewed most frequently.

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http://ec.europa.eu/programmes/erasmus-plus/contact_en

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Other important points to make into account

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Other important points to make into account

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While the Course Catalogue is there to help you find interesting and relevant courses, we would like to remind you that:

The on-site courses in the catalogue are not pre-approved or authenticated by the European Commission, National Agencies or the School Education Gateway administrators.

The on-site courses are offered by independent course providers, for example NGOs, universities, private academies, companies, etc. The European Commission does not accredit, certify, endorse, register, promote or in any other way discriminate in favour of any course provider or specific training course over others.

The schools need to communicate directly with the course providers for any details about the courses (programme, dates, registration, payment, etc.). This course doesn't cover questions regarding any individual course.

You are advised to use critical judgment when selecting courses or planning other activities.

You can select a course for your KA1 project that is NOT mentioned in the Course Catalogue.

Choosing a course from the Course Catalogue does not guarantee that your school will be awarded an Erasmus+ grant.

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https://www.schooleducationgateway.eu/en/pub/teacher_academy/catalogue.cfm

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2.1 How to select a training course abroad

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2.1 How to select a training course abroad

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1.Course content location and duration.What is important for me:
*does the available information give a clear overview of the:course content,objectives,target group and cost?
*is thecourse run in line with the Erasmus +programme"s eligibility rules?
*Does the course provide the participants with innovative and practical professional skills?
*does the course support the objectives of the school s European Development Plan?
*Does the course have participant from more than 1 country?
*Does the course allow and encourage sharing and exchange of practices between participants from diffrent countries?
*how does the course support contact buiding and networking among participants also beyond the course?
*what kind of certification can the course provider issue for me (Europsss Mobility,etc)
*are special needs taken into account(if required?)
*is the training available equipment in line with promised content?
*what have previous participants said about the course?
*is the application process for the course easy and straight forward?
*is there any social or cultural programme organised for the participants?
*Is t possible for the course to be cancelled or rescheduled?
Tips:Some schools are using the organisational support budget to visit course providers beforehand,in order to ascertain that the school is making the right choice.

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http://www.leargas.ie/blog/whole-school-benefits-from-erasmus/

http://theredcard.ie/

https://soundcloud.com/l-argas-communications/kieran-brosnan-ted-talk

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overall requirements for Key Action 1:

Duration of the project: 12-24 months (starting on 1 June 2018 at the earliest and 31 December 2018 at the latest)

Duration of the mobility periods (courses, job shadowing or teaching assignments): 2 days – 2 months

The application is made by a school or a consortium leader established in one of theProgramme countries

A PIC number (Participant Identification Code) is obligatory when applying

For further details, please see the Programme Guide and consult your Erasmus+ National Agency

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A whole-school approach builds on an inclusive vision of education, where all learners can reach their full potential for growth irrespective of individual and family-related factors, socio-economic status and life experiences. Schools should be safe and welcoming learning environments, in which children and young people can grow and develop as individuals and members of the community, and feel respected, valued and recognised in their specific talents and needs.

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Why is the Whole-School Approach important?

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Why is the Whole-School Approach important?

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A whole-school approach will help schools tackle a wide range of complex issues, which schools are increasingly confronted with. Challenges associated with the growing diversity, inequalities and social exclusion in society, and with the recent increase in migration flows, place new demands on schools and call for systemic, collaborative responses².

The whole-school approach is beneficial to all learners, not only to those at risk of underachievement or dropout. It can improve the motivation, engagement and social inclusion of all learners. As schools cannot address educational disadvantage, disengagement and early school leaving alone, they have to collaborate and integrate efforts with different stakeholders and services, inside and outside the school. The school is the logical site to initiate such community collaboration.

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A Whole-School Approach to ensure school success for all

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A Whole-School Approach to ensure school success for all

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What is a Whole-School Approach?

In a whole-school approach¹, all members of the school community (school leaders, middle management, teaching and non-teaching staff, learners, parents and families) feel responsible for – and play an active role in – improving the learning experiences for all learners. The entire school community engages in a cohesive, collective and collaborative action, based on multidisciplinarity and cooperation.

A cross-sectoral approach and strong cooperation with a wide range of partners (social services, youth services, psychologists, nurses, speech therapists, guidance specialists, local authorities, universities and research, NGOs, businesses, unions, volunteers, etc.) and the community at large is necessary to deal with issues which schools do not (and cannot) have the relevant expertise for.

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you would rather read than watch, you can simply download a transcript of the video.

Related links and further information:

Erasmus+ Programme Guide 2018

How to obtain PIC number: Register an Organisation

Erasmus+ - Documents for applicants

Erasmus+ Guide for Experts on Quality Assessment, 2017 (the 2018 guide will be published in due course)

List of the Erasmus+ National Agencies

References:

How to prepare a competitive proposal (Higher Education)

Erasmus+: A practical guide for school leaders

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1.1 Overview of Erasmus+ opportunities for schools and ‘who's who’

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1.1 Overview of Erasmus+ opportunities for schools and ‘who's who’

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MODULE 1.1 INTRODUCTION TO ERASMUS+ Welcome to the tutorial for the basics of the Erasmus+ programme and the opportunities it grants to schools across Europe. Let’s get started! Erasmus+ Programme overview You may already know that Erasmus+ is the EU's programme for supporting education, training, youth and sport in Europe. Its budget of €14.7 billion provides opportunities for over 4 million Europeans to study, train, gain experience, and volunteer abroad. Here we will look at the opportunities specific to school education. The main objectives of schools in the programme are common priorities related to the Europe 2020 strategy and the Education & Training 2020 framework, in particular:  Reducing early school leaving  Improving attainment in basic skills  Reinforcing quality in early childhood education and care The main activities offered to schools within the programme are:  Learning mobility for pre-school and school staff – this is the so-called Key Action 1.  Strategic partnerships for cooperation between schools, local or regional authorities and other sectors – this is the so-called Key Action 2.  eTwinning: Online community offering services to teachers, pupils and school leaders, teacher educators and student teachers. The School Education Gateway is an initiative of the European Union and funded by Erasmus+, the European programme for Education, Training, Youth and Sport. Neither the European Union institutions and bodies nor any person acting on their behalf may be held responsible for the use which may be made of the information contained herein. In this course we will focus on the staff mobility (Key Action 1) and the strategic partnerships (Key Action 2). The third cited opportunity, eTwinning, is an online community of schools. It provides a forum for school staff and pupils to collaborate across borders, and can be used on its own or to enhance other Erasmus+ projects. On this course we don’t specifically focus on eTwinning, but we will show you how to find more information about it yourself. The Key Action 1 entails staff mobility activities for professional development. Within this Key Action, teachers (including student teachers) and other school staff can attend training or job shadowing in another country, or deliver lessons at a school abroad. It also allows schools and other organisations to provide these activities for visiting teachers. The Key Action 2 is about developing strategic partnerships, projects devised with other schools and organisations to improve teaching and learning approaches, as well as the quality and relevance of education and training. Generally, this Key Action aims to foster cooperation for more innovation in education, and for the exchange of good practices. In this presentation we don’t yet go into details about each Key Action, since we will do this in the next modules, but in the following slides we would like to give you an overview of ‘who is who’ in the Erasmus+ world! First of all, we will look at the role played by the European Commission, which created the programme. The European Commission is ultimately responsible for the running of the Erasmus+ programme. It manages the budget and sets priorities, targets and criteria for the programme on an ongoing basis. Furthermore, it guides and monitors the general implementation, follow-up and evaluation of the programme at the European level. The European Commission also bears the overall responsibility for the supervision and coordination of the structures in charge of implementing the programme at the national level. The European Commission therefore organises the calls for proposals, publishes the programme guide, provides the centralised project results platform, and offers general resources and tools. The School Education Gateway is an initiative of the European Union and funded by Erasmus+, the European programme for Education, Training, Youth and Sport. Neither the European Union institutions and bodies nor any person acting on their behalf may be held responsible for the use which may be made of t

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And what happens when you create your own material? Would you like to share it with other fellow colleagues but protect it from any misuse? Take a look at Creative Commons, which can help you answer these questions. It is a non-profit organisation that enables the sharing and use of materials and resources through free legal tools. Learn more about the different licenses and what they mean. Their website also features a simple tool that will help you choose the type of license you need. Once you have picked the appropriate license, you can download it in high quality and different formats here.

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Your online reputation is the “perception, estimation and opinion that is formed when you are encountered online". Learn more about online reputation here. What can you do to protect your personal data and online reputation? The golden rule is “think before you post”. Is the content you are about to share online going to affect your or someone else’s privacy? Can you be friends with pupils on social networking services? What should you do if other people post inappropriate images of you online? Or if you fall victim to cyberbullying? Take a look at this guide, which includes advice and interesting questions to reflect on regarding your online reputation.

For more information about eSafety, as well as lots of resources to use with your students, check out the following links:

1. eTwinning Featured Group: Bringing eSafety into eTwinning projects (you need to be a member of eTwinning to join the group)

2. Better Internet for Kids

3. Web We Want

4. eSafety Label

5. Safer Internet Day

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ive webinar: Thursday, 2 November 17:00h (CET)
Erasmus+ programme KA1 and KA2 for schools: overview

Link: https://eun2.adobeconnect.com/tools-mooc/

Before the actual webinar you can do a test session at any time

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Main points to remember

1 - Modules & Activities

The course lasts 5.5 weeks and is divided into 4 modules, one module per week with an extra 1.5 week to complete all work at the end. We will be opening up a new module every Monday. Once open, the modules will remain so until the end of the course, so you can still catch up at a later time.

Each module consists of

Main content (reading and videos)

Further material

Module quiz

2 - Duration & Workload

The course will last 5.5 weeks in total, from 30 October to 6 December 2017.

All the course content will remain accessible after that.

Each module lasts one week but remains open for completion until 6 December. This leaves you with enough flexibility, should you be very busy during one week and need to catch up at a later date.

We estimate the workload to be around 2-4 hours per week, depending on your level of engagement.

3 - Discussions & Exchanges

As part of the activities, you have some opportunities to interact and converse with the other course participants. One of the tools used is Padlet. For an introduction on how to post on Padlet, check out this FAQ.

If you like, you can also share your ideas and thoughts on Twitter using #EplusMOOC.

4 - Assessment & Certification

Upon completing a module you will receive a digital badge. After completing all the modules (i.e. the whole course), you will receive the course badge. Please note there is no certificate for completing this course.

5 - How to get help

If you have a question on the course or if you experience technical issues, please always check the course FAQ section first. There you will find common questions and answers; if you cannot find the answer you seek, please post the question in the relevant forum category.

Please only email us or contact us on social media in case of a real emergency. We are a very small team and cannot respond immediately if you contact us via these channels.

Would you like to know who is behind this course?

This course is based on the Erasmus+ official documentations and input received from the European Commission (DG Education and Culture, and the Education and Culture Executive Agency) and the Erasmus+ National Agencies, as well as the eTwinning National Support Services. The course is put together by European Schoolnet, which is running the School Education Gateway platform on the Commission’s behalf. We have tried to provide references and sources whenever possible, and offer links so the participants can find further information.

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The course looks into Erasmus+ funding opportunities for schools from pre-school to secondary education.

This covers two activities:

1. Staff Mobility, so-called Key Action 1, allows teachers (including student teachers) and other school staff to attend training, engage in job shadowing, or carry out teaching assignments in another country.

2. Strategic Partnerships, so-called Key Action 2, allows schools to work with other schools and organisations to improve teaching and learning approaches, and the quality and relevance of education and training.

You may know that eTwinning, the online community of schools, is also an Erasmus+-funded activity for schools. In this course, we refer to eTwinning in connection to Key Actions 1 and 2, but we don’t focus on it. However, we provide you with links so you can explore eTwinning by yourself.

What is NOT part of this course

This course does not address other sectors, i.e. Higher education, Adult education, Vocational education and training, Youth and Sport. If you are looking for opportunities in those fields, please see the Erasmus+ website and/or contact your National Agency.

You can’t receive individual guidance and advice for your application from this course.

Please note also that:

The course does not replace the official information provided by the Erasmus+ website and Erasmus+ National Agencies. These sources always take precedence over this course.

Completing this course does not guarantee the approval of your project application.