P.A.N.T.A. R.E.I. (promotion of naturalistic, turistic, rural areas and richness of international wine and gastronomy) Erasmus Project

Project Title

P.A.N.T.A. R.E.I. (promotion of
naturalistic, turistic, rural areas and richness of international wine and
gastronomy)

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Inclusion – equity; Intercultural/intergenerational education and (lifelong)learning; Integration of refugees

Project Summary

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 were
consolidate and deepen the knowledge of one’s own territory and stimulate curiosity for realities other than one’s own
enhance and promote cooperative learning through PBL (Project Based Learning) and e-tools
encourage the inclusion of pupils with particular difficulties
enhance communication in the mother tongue and in the target language of the project
establish direct and concrete contact between the school and the world of work and combat early school leaving

In 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 routes
tourist reception packages on their own territory
informative material
dedicated website (http://www.panterasmus.eu/it/) and its implementation
The 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).

EU Grant (Eur)

Funding of the project from EU: 150345,25 Eur

Project Coordinator

I.C. Civitella-Paganico & Country: IT

Project Partners

• IES Miraflores
• Agrupamento de Escolas de Tondela Cândido de Figueiredo
• L.I.T.C. RUSSIAN – ENGLISH PRIVATE SCHOOL
• Bicskei Csokonai Vitéz Mihály Általános Iskola
• ISIS Leopoldo II di Lorena