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P.A.N.T.A. R.E.I. (promotion ofnaturalistic, turistic, rural areas and richness of international wine andgastronomy)
FunderEuropean Commission
Funder Contribution €150,345.00
Funded underERASMUS+ | Cooperation for innovation and the exchange of good practices | Strategic Partnerships for Schools Only
Project code2017-1-IT02-KA219-036428
Open Access mandatePublications: NoResearch data: No
Identifiers
Description
"From a territorial point of view, the 15 complexes that make up our institute are distributed over a rather large portion of territory (over 500 km2), which affects three municipalities in the province of Grosseto, in southern Tuscany. The environment is mainly rural and the activities of the inhabitants are mostly concentrated in the primary sector, agriculture in particular. Many of our students live on farms located in marginal areas and poorly connected by roads, which is why they are very often forced to spend their free time alone, unlike students who live in more central areas. The area has many interesting but certainly still undervalued resources and also the awareness of this wealth is not very widespread and rooted in the social fabric.At the same time, despite its ""peripheral"" location, for several years our institute has acquired an educational-didactic and organizational connotation at the forefront due to the training opportunities it offers in terms of tools and methodologies used. The project has allowed us to field acquired skills, to experiment with new teaching approaches and to compare them with the experience of foreign partners.Objectives of the project wereconsolidate and deepen the knowledge of one's own territory and stimulate curiosity for realities other than one's ownenhance and promote cooperative learning through PBL (Project Based Learning) and e-toolsencourage the inclusion of pupils with particular difficultiesenhance communication in the mother tongue and in the target language of the projectestablish direct and concrete contact between the school and the world of work and combat early school leavingIn the project activities, carried out over the three years, the following were involved:- 6 classes in the last year of kindergarten (only the first year of activity) for a total of 18 teachers and about 60 children- 5 fourth and 5 fifth classes of primary school (first and second year of the project) for a total of 10 teachers and about 90 pupils in the two years.- 6 third grades of 1st grade secondary school (first, second and third year) for a total of 12 teachers and about 180 students in the three years.The project involved 18 pupils from the third grades of lower secondary school, 9 teachers and the Headmaster in the four mobilities.In the extra-curricular laboratories organized in the three years of the project and in the curricular teaching activity, the expected products were created: research and documentation on the territory, mapping and structuring of tourist routes, creation of information material, creation and implementation of the website, preparation of mobility , contacts and correspondence with foreign partners. The activities were divided among the pupils of the different school levels based on age, skills and interests.Five of the six mobilities planned in the presence were carried out. The latest, scheduled for April 2020, was canceled due to the Covid emergency and replaced by an online mobility in October 2020.The first mobility was dedicated to detailed design and involved only the referring teachers. The other four face-to-face mobilities saw the participation of both teachers and students chosen from the six third grades of the lower secondary school. During these mobilities, the participants gradually experimented with the paths studied and created by the host partner. In the last mobility in online mode, each partner shared with the others ""virtual"" paths to get to know their own territory.From an operational point of view, the following were carried out by the students (also in collaboration with associations, public and private bodies):thematic routestourist reception packages on their own territoryinformative materialdedicated website (http://www.panterasmus.eu/it/) and its implementationThe materials created by each partner were published on the site, created to collect the materials and disseminate the results.The project activities - in particular the design and mapping of the paths and the implementation of the website - provided an opportunity to experiment and verify the validity of the laboratory teaching method for learning environments. This positive experience resulted in the adhesion of two complexes of our institute to the network of DADA schools.In addition, the positive interaction between school and public bodies on the theme of the enhancement of the territory has initiated various tourism promotion projects (creation of new trails in the territory of the municipality of Cinigiano, horse riding and structured rafting on the Ombrone river)."
Partners (6)
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"From a territorial point of view, the 15 complexes that make up our institute are distributed over a rather large portion of territory (over 500 km2), which affects three municipalities in the province of Grosseto, in southern Tuscany. The environment is mainly rural and the activities of the inhabitants are mostly concentrated in the primary sector, agriculture in particular. Many of our students live on farms located in marginal areas and poorly connected by roads, which is why they are very often forced to spend their free time alone, unlike students who live in more central areas. The area has many interesting but certainly still undervalued resources and also the awareness of this wealth is not very widespread and rooted in the social fabric.At the same time, despite its ""peripheral"" location, for several years our institute has acquired an educational-didactic and organizational connotation at the forefront due to the training opportunities it offers in terms of tools and methodologies used. The project has allowed us to field acquired skills, to experiment with new teaching approaches and to compare them with the experience of foreign partners.Objectives of the project wereconsolidate and deepen the knowledge of one's own territory and stimulate curiosity for realities other than one's ownenhance and promote cooperative learning through PBL (Project Based Learning) and e-toolsencourage the inclusion of pupils with particular difficultiesenhance communication in the mother tongue and in the target language of the projectestablish direct and concrete contact between the school and the world of work and combat early school leavingIn the project activities, carried out over the three years, the following were involved:- 6 classes in the last year of kindergarten (only the first year of activity) for a total of 18 teachers and about 60 children- 5 fourth and 5 fifth classes of primary school (first and second year of the project) for a total of 10 teachers and about 90 pupils in the two years.- 6 third grades of 1st grade secondary school (first, second and third year) for a total of 12 teachers and about 180 students in the three years.The project involved 18 pupils from the third grades of lower secondary school, 9 teachers and the Headmaster in the four mobilities.In the extra-curricular laboratories organized in the three years of the project and in the curricular teaching activity, the expected products were created: research and documentation on the territory, mapping and structuring of tourist routes, creation of information material, creation and implementation of the website, preparation of mobility , contacts and correspondence with foreign partners. The activities were divided among the pupils of the different school levels based on age, skills and interests.Five of the six mobilities planned in the presence were carried out. The latest, scheduled for April 2020, was canceled due to the Covid emergency and replaced by an online mobility in October 2020.The first mobility was dedicated to detailed design and involved only the referring teachers. The other four face-to-face mobilities saw the participation of both teachers and students chosen from the six third grades of the lower secondary school. During these mobilities, the participants gradually experimented with the paths studied and created by the host partner. In the last mobility in online mode, each partner shared with the others ""virtual"" paths to get to know their own territory.From an operational point of view, the following were carried out by the students (also in collaboration with associations, public and private bodies):thematic routestourist reception packages on their own territoryinformative materialdedicated website (http://www.panterasmus.eu/it/) and its implementationThe materials created by each partner were published on the site, created to collect the materials and disseminate the results.The project activities - in particular the design and mapping of the paths and the implementation of the website - provided an opportunity to experiment and verify the validity of the laboratory teaching method for learning environments. This positive experience resulted in the adhesion of two complexes of our institute to the network of DADA schools.In addition, the positive interaction between school and public bodies on the theme of the enhancement of the territory has initiated various tourism promotion projects (creation of new trails in the territory of the municipality of Cinigiano, horse riding and structured rafting on the Ombrone river)."
