Το 2ο Newsletter του erasmus για τον επαγγελματικό προσανατολισμό (TSpace-Talent Space, 2020-2022).

1. THE T-SPACE NEWSLETTER
The newsletter of the Erasmus+ Talent Space Project
SEPTEMBER 2021, VOL. 2
Although the past school year has been highly impacted
by the pandemic, which limited somehow the delivery of
the planned early guidance activity, partners managed to
find creative solutions to keep in touch with their
students, the families and the local stakeholders and to
promote the concept and the importance of early guidance
even at hard times, which make the topic of supporting
young students even of grater interest for all.
From Spain to Poland and from Greece to Italy, the T
Space project delivered early guidance activities to a huge
number of students, both on line (when necessary) and
face to face. The project will proceed regularly also in
2022 until the end of school year and will measure its
impact at the local level as well as the transnational one
thanks to the cooperation made possible by Erasmus+
Guidance at times of pandemic
Erasmus+ KA2 for the exchange of good practices
Why Guidance and
Orientation are important
to us
TALENT SPACE

2. During the 1st year of the project implementation, we used several tools
such as worksheets, self-knowledge games, video creating activities and
interviews with parents as professionals. Most of them were done during
distance learning. Indeed, the long period of the school closure due to the
pandemic limited our choices regarding the number and the type of
activities used and affected the desired quality. Nevertheless, the last
three weeks of the school year, when schools opened again, we focused on
the final products: short videos created by our students to show their
skills and talents and a padlet with a collection of professions with
corresponding videos. As to the latter, we invited parents to present their
professions to our students and show them their workplace. The parents’
response was positive and the whole process turned to be a fruitful
experience for both students and parents. Parents had the chance to
present their work and communicate the passion, the joy and satisfaction
they experience every day at work. They, also, explained how they decided
to follow the certain profession, how the process of decision making
worked for them and the importance of personal preferences, skills, and
talents during that process. Students showed an increasing interest during
the interviews. They were fascinated with the passion and the fulfilment
one can get from his profession. They realized how important is for their
future life to make the right choices, to find what makes them happy in
order to carefully design their professional pathway. They expressed their
desire to invite more parents at school and visit different workplaces as
the best way to gather important information about various professions
and the labor market. Moreover, students whose parents were interviewed
were happy for their contribution to school activities and proud of them
for their profession and their personality in general. Our experience with
the interviews, is that parents can become role models for our students,
an inspiration for them to follow their personal pathway based on what
they like most and can do better rather than to what social stereotypes or
important others indicate. Interviews with parents is, also, an excellent
opportunity to establish a close cooperation with families and create a
cooperation culture, which is currently missing from our school.
Greece
Interviews with parents, a useful tool
… parents can become role models for our students, an inspiration for
them to follow their personal pathway based on what they like most
and can do better rather than to what social stereotypes or important
others indicate.
ΓΝΩΡΙΖΩ ΤΑ ΕΠΑΓΓΕΛΜΑΤΑ –
ΣΥΝΕΝΤΕΥΞΕΙΣ ΜΕ ΓΟΝΕΙΣ
Κατά τον 1ο χρόνο υλοποίησης του προγράμματος οι
μαθητές μας συμμετείχαν σε πολλές δραστηριότητες,
όπως φύλλα εργασίας, παιχνίδια αυτογνωσίας,
δημιουργία βίντεο, συνεντεύξεις με γονείς. Οι
περισσότερες από αυτές έγιναν σε συνθήκες
τηλεκπαίδευσης, γεγονός που δεν μας επέτρεψε να
αξιοποιήσουμε τα διαθέσιμα εργαλεία στο βαθμό που
θα θέλαμε, ώστε να έχουμε το επιθυμητό αποτέλεσμα.
Παρόλα αυτά, μετά τις διακοπές του Πάσχα,
αξιοποιώντας τη φυσική παρουσία των μαθητών μας
εστιάσαμε στα παραγόμενα προϊόντα. Συγκεκριμένα,
οι μαθητές μας δημιούργησαν βιντεάκια για να
παρουσιάσουν δεξιότητες και ταλέντα, έκαναν
μονογραφίες επαγγελμάτων που τους ενδιαφέρουν και
δημιούργησαν ένα διαδραστικό padlet για να τα
παρουσιάσουν. Προσκαλέσαμε, επίσης, γονείς για να
παρουσιάσουν το επάγγελμά τους στους μαθητές μας
μέσω συνεντεύξεων.
Η ανταπόκριση των γονέων ήταν θετική και η εμπειρία
των συνεντεύξεων αποδείχθηκε επωφελής για γονείς
και μαθητές.
- Οι γονείς μίλησαν για το επάγγελμά τους και
μετέδωσαν στα παιδιά το πάθος και την αγάπη για τη
δουλειά τους. Εξήγησαν, επίσης, τους λόγους για τους
οποίους επέλεξαν το συγκεκριμένο επάγγελμα, τα
βήματα που ακολούθησαν μέχρι να φτάσουν εκεί, τη
σημασία των προσωπικών προτιμήσεων, των
δεξιοτήτων και των ταλέντων στη διαδικασία αυτή.
- Οι μαθητές μας, από την άλλη, συμμετείχαν με
αυξανόμενο ενδιαφέρον στις συνεντεύξεις.
Εντυπωσιάστηκαν από την αγάπη και την ικανοποίηση
που αντλούσαν οι γονείς από τη δουλειά τους,
συνειδητοποίησαν τη σπουδαιότητα του να κάνεις
σωστές κι επιτυχημένες επιλογές, την ανάγκη να βρεις
τι σε κάνει χαρούμενο, ώστε να σχεδιάσεις το
προσωπικό σου μελλοντικό επαγγελματικό μονοπάτι.
Επίσης, δήλωσαν την επιθυμία να προσκαλέσουν κι
άλλους γονείς την επόμενη χρονιά και να επισκεφτούν
ποικίλους χώρους εργασίας, για να αποκτήσουν
γνώσεις κι εμπειρίες. Ακόμα, η χαρά κι υπερηφάνεια
των μαθητών για τους γονείς τους που ήρθαν στο
σχολείο ήταν έκδηλη.
Παρόλο το μικρό αριθμό των συνεντεύξεων,
καταλάβαμε ότι οι γονείς που έχουν κάνει
συνειδητοποιημένες επαγγελματικές επιλογές μπορούν
να αποτελέσουν θετικά πρότυπα και πηγή έμπνευσης
για τους μαθητές μας, ώστε να ακολουθήσουν έναν
επαγγελματικό δρόμο με κριτήριο αυτό που τους
ταιριάζει καλύτερα και όχι τα κοινωνικά στερεότυπα
της εποχής ή τις προσδοκίες των σημαντικών άλλων.
Τέλος, οι συνεντεύξεις με τους γονείς αποτελούν μια
εξαιρετική ευκαιρία να φέρουμε τους γονείς κοντά στο
σχολείο και τις δραστηριότητες που υλοποιούνται,
ώστε να διαμορφωθεί σταδιακά μια κουλτούρα
συνεργασίας με τις οικογένειες των μαθητών μας, η
οποία προς το παρόν λείπει από το σχολείο μας.

3. Il lavoro di squadra - la chiave del
successo
Counselling people means accompanying them along the path of their
educational and professional fulfillment as well as the identification of
their own personal project. For this reason it is an action that requires
the support an entire community that shares the responsibility for the
growth of all people, especially that of the youngsters.
Schools, Teachers, Families and Consellors need to cooperate with
Companies, Local Bodies, Associations and Professionals who are willing
to share their knowledge with young students, explaining their success
stories, their fails and mistakes as well as their growth paths.
Each person who makes up the network becomes co-responsible for the
growth of the children and can be of dramatic help to the educational
system.
The concept of "educating community", often abused and taken for
granted, is fundamental in the guidance and orientation field and must be
correlated deeply to that of "educational alliance" between different actors
and bearers of different experiences, capable of making their knowledge
and skills available.
Some examples of network collaboration between different actors are the
interviews carried out in the classroom by local professionals who tell
their path and describe their professional role.
Another expression of networking was the initiative to propose early
orientation activities during the Exhibition of Artistic Crafts held in
Mondovì from 13 to 16 August. Thanks to the Municipality of Mondovì, La
Funicolare Association and the "City of Talents" initiative by Fondazione
CRC, CFP Cemon and the Caracol Cooperative proposed some activities
aimed at discovering students’ talents during the exhibition so that
children started thinking about their professional future with the support
of their counsellors, their families and the artists who attended the event.
Italy
CFP Cemon - Networking and cooperation with local
stakeholders - the key to success
Il lavoro di rete e la collaborazione con gli
stakeholders del territorio … la chiave del
successo di un orientamento efficace!
Orientare le persone significa
accompagnare le persone nella ricerca della
loro realizzazione professionale e nella
costruzione del proprio progetto personale.
Per questa ragione è un’azione che richiede
il sostegno ed il supporto di una comunità
che condivida la responsabilità della
crescita e della realizzazione di tutte le
persone, ma soprattutto delle giovani
generazioni.
Scuole, Insegnanti, Famiglie e Orientatori
hanno bisogno di Imprese, Enti locali,
Associazioni e Professionisti che siano
pronti a condividere le loro conoscenze con
i giovani, proponendo le loro storie di
successo, gli errori ed i percorsi di crescita.
Ogni soggetto che compone la rete diventa
così corresponsabile della crescita dei
ragazzi e può essere di aiuto al sistema
educativo. Il concetto di “comunità
educante”, spesso abusato e dato per
scontato, in orientamento è fondamentale e
va correlato in maniera profonda a quello
di “alleanza educativa” tra soggetti diversi e
portatori di esperienze differenti, capaci di
mettere a disposizione le loro conoscenze e
competenze. Alcuni esempi di
collaborazione in rete tra soggetti diversi
sono le interviste realizzate nelle classe da
professionisti del territorio che raccontano
il loro percorso e descrivono il loro ruolo
professionale. Altra espressione di lavoro in
rete è stata l’iniziativa di proporre attività
di Orientamento precoce durante la Mostra
dell’Artigianato Artistico svolta a Mondovì
dal 13 al 16 agosto. Grazie al Comune di
Mondovì e all’Associazione La Funicolare
in sinergia con il progetto “Città dei
Talenti”, il CFP Cemon e la Cooperativa
Caracol hanno proposto alcune attività di
scoperta del Talento proprio durante i
giorni della Mostra.
Ed i bambini hanno sognato il loro futuro
professionale accompagnati dagli
orientatori, dalle loro famiglie e dagli
artisti presenti alla manifestazione.

4. Working together is the key.
This may be considered obvious, or rhetorical, but it is real and we had
the opportunity to test and have evidence on the reality that with the
connection with other it is possible to activate our own resources and give
the best! Most vocational and guidance activities, carried out by Tspace
Partners during this first year of the project, were amazing. While
instability was all around and influenced most of the general activities in
schools, Tspace project went on with energy and passion. To connect all
Tspace activity and give identity and strength to all partners in Spain,
Greece, Poland and Italy, we produced an emotional video to introduce
vocational and guidance activities.
The video is in English with subtitles in partners' languages.
This is a way to involve stakeholders and demonstrate that we can work
together and go in the same direction even when we live so far away.
This video has been released during a summer webinar and we’d like to
spread this message around and reach as many organisations as possible
to reinforce the spirit on the orientations and vocational guidance as a
process to discover youth talents:
“CHOOSING IS IMPORTANT. Learning how to choose is even more
important. An educational path, A training path, A job, A craft.
Choosing: To improve your autonomy, To build your future, To make your
dreams come true In your life you will be asked to choose several times…
And to make Constant adjustments. In a world which is constantly
evolving, learning how to choose, handle changes and transitions is
dramatically important. Counselling (Guidance and Orientation) can be
useful to you to star your own choices and your life. Counselling is sort
of a «training» that helps you to discover yourself, your talentand the
world around you. Throughout this path, you are not alone, these
supporters are beside you: Parents, friends, teachers, and Talent Space…
which provides you several experts, such as counsellors, orientators,
companies. And it supplies initiatives and activities to you, your parents
and your teachers. You too can participate!”
Italy
Fondazione CRC
IL LAVORO DI SQUADRA E' LA CHIAVE
Può essere ovvio, o retorico, ma è reale e
abbiamo sperimentato nella nostra realtà che
con la connessione con l'altro è possibile
attivare le proprie risorse e dare il meglio!
La maggior parte delle attività professionali e
di orientamento, svolte dai partners del
progetto Tspace durante questo primo anno di
lavoro, sono state sorprendenti. Mentre
l'instabilità era ovunque e influenzava la
maggior parte delle attività generali nelle
scuole, il progetto Tspace è andato avanti con
energia e passione. Per collegare tutte le
attività di Tspace e dare identità e forza a tutti
i partner in Spagna, Grecia, Polonia e Italia,
abbiamo prodotto un video emozionante per
introdurre attività professionali e di
orientamento. Il video è in inglese , con
sottotitoli in tutte le lingue del progetto
E’ uno strumento per coinvolgere gli
stakeholder e dimostrare che possiamo
lavorare insieme e andare nella stessa
direzione anche quando viviamo così lontani.
Questo video è stato pubblicato durante un
webinar estivo e vorremmo diffondere questo
messaggio e raggiungere quante più
organizzazioni possibili per rafforzare lo
spirito sugli orientamenti e l'orientamento
professionale come processo per scoprire i
talenti dei giovani:
“SCEGLIERE È IMPORTANTE. Imparare a
scegliere è ancora più importante.
Un percorso d’istruzione, un percorso
formativo, un lavoro, un mestiere.
Scegliere: Per migliorare la tua autonomia,
Per costruire il tuo futuro, Per realizzare i tuoi
sogni
Nella tua vita ti verrà chiesto di scegliere più
volte...
…E per apportare modifiche costanti. In un
mondo in continua evoluzione, imparare a
scegliere, gestire i cambiamenti e le
transizioni è estremamente importante.
L’Orientamento può esserti utile per dare il via
alle tue scelte e alla tua vita perchè è una
specie di «formazione» che ti aiuta a scoprire
te stesso, il tuo talento e il mondo che ti
circonda.
In questo percorso, non sei solo, questi
sostenitori sono accanto
tu: Genitori, amici, insegnanti e Talent
Space… che ti mette a disposizione diversi
esperti, come consulenti, orientatori, aziende.
E fornisce iniziative e attività a te, ai tuoi
genitori e ai tuoi insegnanti. Partecipa anche
tu!”
links al video
English
https://www.youtube.com/watchv=zjeds5aMeH
s
Polish
https://www.youtube.com/watchv=bkt8DBW4H
y4
Greek
https://www.youtube.com/watchv=Xw_qZdXrrI
Spanish
https://www.youtube.com/watchv=IjwdIdT6WB
k
Italian
https://www.youtube.com/watchv=AjaFou5kFW
I

5. Our students attend school systematically and achieve satisfactory learning results.
All of them continue their education in secondary schools at various levels: in
general secondary schools, technical secondary schools and trade schools. Most
students choose to study in high schools and technical schools with the possibility
of passing the matura exam - the maturity exam, which is a condition for higher
education - at bachelor's or master's studies.
Students' aspirations result from social tendencies and are related to the parents'
educational experiences and their efforts to ensure that children have a good loss
in adulthood. The quality of life is very often associated with obtaining high
professional qualifications. Currently, in Poland, this means that a young adult
with higher education has a chance for a better paid job, development and good
living conditions. There is also a huge demand in Poland for industry and service
specialists. Thus, a qualified mechanic, carpenter, cook, hairdresser will also have
a chance for development and decent living conditions.
Our students have access to educational activities resulting from the core
curriculum, they take advantage of additional activities - developing their interests
and classes to compensate for educational deficiencies. They eagerly take part in
subject competitions and competitions that develop their passions or
predispositions, as well as subject and interdisciplinary knowledge. Parents spend a
lot of time and resources for their children to additionally learn languages ​
​
after
school, and to develop sports and artistic development. They invest time and
financial resources in children, which is why our students willingly choose such
development directions as to be able to optimally benefit from good-quality
education, very often at universities. It is also important that Długołęka is the most
developing village in the Wrocław district, which gives many opportunities to use
the resources of the nearby large city of Wrocław and the commune. There are 27
universities (public and private) in Wrocław. Full-time education in public
universities is free.
In grades 7 and 8 (14,15 years) there are vocational counseling classes, which have
a minimum duration of 20 hours in total over two years. Vocational counseling at
individual stages of education includes: vocational pre-orientation - pre-school
education; vocational orientation - grades 1-6 of primary school, vocational
counseling classes - grades 7-8 of primary school, 1st degree industry school,
general secondary school, technical secondary school. From kindergarten, children
and then young people develop their predispositions and build awareness of
education and development as a path to lifelong learning and setting themselves
ambitious goals.
Poland
Guiding students with high expectations
The quality of life is very often
associated with obtaining high
professional qualifications. Currently,
in Poland, this means that a young
adult with higher education has a
chance for a better paid job,
Uczniowie naszej szkoły uczęszczają do szkoły
systematycznie i osiągają zadawalające wyniki w nauce.
Wszyscy kontynuują naukę w szkołach
ponadpodstawowych na różnych poziomach: w liceach
ogólnokształcących, technikach oraz szkołach
branżowych. Większość uczniów wybiera naukę w liceach
i technikach z możliwością zdania matury – egzaminu
dojrzałość, który stanowi warunek edukacji na poziomie
wyższym – na studiach licencjackich lub magisterskich.
Aspiracje uczniów wynikają z tendencji społecznych i są
związane z doświadczeniami edukacyjnymi rodziców, ich
dążeń, by dzieci miały zapewniony dobry strat w dorosłe
życie. Jakość życia bardzo często jest związana z
uzyskaniem wysokich kwalifikacji zawodowych. Aktualnie
w Polsce oznacza to, że młody dorosły z wyższym
wyksztalceniem ma szansę na lepiej płatną pracę, rozwój
i dobre warunki do życia. Ogromne zapotrzebowanie w
Polsce jest również na specjalistów branżowych oraz
pracy w usługach. Zatem wykwalifikowany mechanik,
stolarz, kucharka, fryzjer również będą mieli szansę na
rozwój i godne warunki życia.
Nasi uczniowie mają dostęp do zajęć edukacyjnych
wynikających z podstawy programowej, korzystają z zajęć
dodatkowych – rozwijających zainteresowania oraz zajęć
wyrównujących braki edukacyjne. Bardzo chętnie biorą
udział w konkursach przedmiotowych i tych rozwijających
ich pasje, czy predyspozycje, wiedzę przedmiotową i
interdyscyplinarną. Rodzice poświęcają wiele czasu i
środków na to, by dzieci dodatkowo po lekcjach uczyły
się języków, rozwijały się sportowo czy artystycznie.
Inwestują w dzieci czas i środki finansowe, dlatego nasi
uczniowie chętnie wybierają takie kierunki rozwoju, by
móc optymalnie korzystać z nauki na dobrym poziomie,
bardzo często na uczelniach wyższych. Nie bez
znaczenia zostaje również fakt, że Długołęka to wieś
najbardziej rozwijająca się w powiecie wrocławskim, co
daje wiele możliwości do korzystania z zasobów
pobliskiego, dużego miasta Wrocławia i gminy. We
Wrocławiu znajduje się 27 uczelni wyższych (publicznych
i niepublicznych). Nauka w publicznych uczelniach na
studiach dziennych jest bezpłatna.
W klasach 7 i 8 (14,15 lat) prowadzone są zajęcia z
doradztwa zawodowego, które mają wymiar minimum 20
godzin łącznie w ciągu dwóch lat. Doradztwo zawodowe
na poszczególnych etapach edukacji to: preorientacja
zawodowa – edukacja przedszkolna; orientacja zawodowa
– klasy I-VI szkoły podstawowej, zajęcia z zakresu
doradztwa zawodowego - klasy VII-VIII szkoły
podstawowej, szkoła branżowa I stopnia, liceum
ogólnokształcące, technikum. Już od przedszkola dzieci,
a potem młodzież rozwijają swoje predyspozycje i budują
świadomość edukacji i rozwoju, jako drogi do uczenia się
przez całe życia i stawianie sobie ambitnych celów.

6. Scientific research has shown that the interactions of students with the rest of the
social agents involved in their education directly influence their school
performance. Therefore, involving families and other members of the community is
essential for a successful educational experience.
Most of our students belong to the Spanish gypsy community, involving this
community in school has been traditionally challenging. For the past years we have
made an effort in order to open our school to the neighbourhood and the families
so they can see themselves as part of the school. Families and community members
are invited to participate in student learning activities, both during school hours
and outside. In turn, their participation in school life also takes the form of
decision-making in everything that concerns the education of their sons and
daughters. Through their representative participation in decision-making bodies, as
well as their direct participation in the organizational life of the centre,
community members are invited to participate in decision-making processes. This
democratic participation helps to promote cultural acceptance and improve the
educational performance of children belonging to cultural minorities like the gipsy
community. During the past year the pandemic situation forced us to close our
school to the community, but this year we will finally be able to let families come
back to school and get more actively involved in the Talent Space Project. For that
purpose, we met with different social agents like Social Services, local associations
and the Foundation for the Gypsy Secretariat. Together we looked for positive
Gypsy role models inside and outside the neighbourhood, so we can invite them to
our school to share their experience with our students or visit their job places. We
also contact families with professions related to traditional and cultural aspects
such musicians and flamenco dancers because we want our students to feel their
culture is valued and appreciated. With these activities we provide positive role
models they can identify with and we keep discovering professions, one of the
phases of the T-Space project.
In collaboration with local Social Services, we are planning a family training
program to involved them into the Talent Space spirit, and with the collaboration
of the local Educational Authorities and the counselling of our Talent Space
partners we are going to propose to all the local Educational Community the
creation of a forum to address the challenge of school drop-out, especially in the
gypsy community.
Spain
CEIP Salvador Andrés
La investigación científica ha demostrado que
las interacciones de los estudiantes con el resto
de agentes sociales involucrados en su
educación influyen directamente en su
desempeño escolar. Por lo tanto, involucrar a
las familias y otros miembros de la comunidad
es esencial para una experiencia educativa
exitosa. La mayoría de nuestros estudiantes
pertenecen a la comunidad gitana española,
hacer partícipe a esta comunidad en la escuela
ha sido tradicionalmente un desafío. Por eso en
los últimos años nos hemos esforzado en abrir
nuestra escuela al barrio y a las familias para
que sientan que son parte de la escuela.
Invitamos a las familias y a los miembros de la
comunidad a participar en las actividades de
aprendizaje de los estudiantes, tanto durante el
horario lectivo como fuera de éste. A su vez,
su participación en la vida escolar también se
concreta en la toma de decisiones en todo lo
que concierne a la educación de sus hijos e
hijas. A través de su participación
representativa en los órganos de toma de
decisiones, así como su participación directa
en la vida organizativa del centro, se invita a
los miembros de la comunidad a participar en
los procesos de toma de decisiones. Esta
participación democrática ayuda a promover la
aceptación cultural y mejorar el desempeño
educativo de los niños pertenecientes a
minorías culturales como la comunidad gitana.
Durante el año pasado, la situación de
pandemia nos obligó a cerrar nuestra escuela a
la comunidad, pero este año finalmente
podremos permitir que las familias regresen a
la escuela y se involucren más activamente en
el Proyecto Talent Space. Para ello nos
reunimos con diferentes agentes sociales como
Servicios Sociales, asociaciones locales y la
Fundación para el Secretariado Gitano. Juntos
buscamos modelos positivos gitanos dentro y
fuera del vecindario, para poder invitarlos a
nuestra escuela y así compartir su experiencia
con nuestros estudiantes o visitar sus lugares
de trabajo. También contactamos a familias
con profesiones relacionadas con aspectos
tradicionales y culturales como músicos y
bailaores de flamenco ya que queremos que
nuestros alumnos sientan que su cultura es
valorada y apreciada. Con estas actividades
proporcionamos modelos positivos con los que
se pueden identificar y seguimos descubriendo
profesiones, otra de las fases del proyecto T-
Space. En colaboración con los Servicios
Sociales locales estamos planificando un
programa de formación familiar para
involucrarlos en el espíritu de Talent Space, y
con la colaboración de las Autoridades
Educativas locales y el asesoramiento de
nuestros socios de Talent Space vamos a
proponer a toda la Comunidad Educativa local
la creación de un foro para abordar el desafío
del abandono escolar, especialmente en la
comunidad gitana.
involving families and other members of the community is essential for a successful
educational experience.

7. DO YOU WANT TO KNOW MORE ABOUT THE
T-SPACE PROJECT?
Get in touch with your national contact point
CONTACTS
Greece - 12th Gymnasium Peristeri
Konstantina Katirtzi - Coordinator of the Greek Team
ntinakatirtzi@gmail.com
Italy - CFP Cemon
Simonetta Bruno - Project Coordinator
progettazione@cfpcemon.it
Italy - Fondazione CRC
Irene Miletto - Local Coordinator
irene.miletto@fondazionecrc.it
Poland - Szkoła Podstawowa w Długołęce
Monika Kurzynoga - Coordinator of the Polish Team
emku@vp.pl
Spain - CEIP Salvador Andrés
Marta Lacomba - Coordinator of the Spanish Team
martalacomba@hotmail.com
This publication is made possible by the With the support of the
Erasmus+ programme of the European Union
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and
the Commission cannot be held responsible for any use which may be made of the information contained therein