Programme: Erasmus+

KA2 Strategic Partnerships for Schools Only

Main objective of the project: Cooperation for innovation and the exchange of good



Language: English


Project Title: One land, one thousand landscapes

Mapping the experience of living and being in a place


Project Acronym: 1L1000L

Project Start Date: 01-09- 2016

Project Total Duration: 24 months

Project End Date: 31-08- 2018


Applicant Organisation and National Agency:

Institut de Tecnificació Amposta ESPAÑA

Carrer Franca, 19-21, 43870 Amposta (Tarragona)

Tel: 977707849


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Website: http://www.itecnificacio.cat

Contact person: 

Celia Albiol Matamoros

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Telephone: 659 72 82 37


Partner Organisation:


1- III. gimnazija Split


Matice hrvatske 11, 21000 Split Croatia

Tel: +38521558428

Fax: +38521465445

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Website: http://trema.hr

Contact person: 

Danica Bavčević

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Telephone: +38521558424

2- Istituto Comprensivo;Filippo Traina;,Vittoria, Italy


Via Cacciatori delle Alpi, 401 CAP 97019 Vittoria (RG)

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tel. 0932/802071 –Fax 0932/802070

Contact Person:

Daniela Giurdanella Annina

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Telephone: +390932802071




Project Summary

One land, one thousand landscapes; is a project coordinated by ITEC, developed with the high school partners from Italy and Croatia. As a starting point, all the partners agreed to establish the objectives, the methodology, the  activities, the evaluation criteria and the dissemination mechanisms through the eTwinning platform and elaborating a SWOT analysis of the needs and strengths of each high school. Our main priorities are the need to be more in contact with the environament (a natural  resource sometimes forgotten and not fully exploted for learning methodologies), to innovate our methodology and way of teaching by learning other techniques, to improve the oral skills of the students and teachers foreign language and to take advantage of all the  possibilities that the new technologies offer. Taking all into account, our projects objectives are:

1-Discover and share our environment.

2-Learn and discover the environment of the other countries.

3-Adapt other teaching and learning methodologies using ITC and English.

4-Have an impact on our environment creating a closer link between the school and its immediate surroundings.

5-Provide our students the right skills to be autonomous, entrepreneurs and able to solve problems in order to improve their self-motivation and learning abilities. 

Furthermore, to achieve our main goals, we will use the following strategies.

-Internationalise the project through the material published in the eTwinning platform, the high school’s magazine, the projects webside, each high schools webpage..

-Open our projects to teachers, students, families, entities and institutions locally, regionally, nationally and at a European level.

-Create an informative website and magazine in order to update the Erasmus+ project in each high school.

-Cretae a coordinating group (teachers and students) in each school in charge of the planning and develpoment of the project.

-Create an assessment committee (teachers and Management team)in charge of the assessment and Annual Report.

- Adapt the Curriculum and Syllabus of the subjects participating in the project and include them in the school’s Educational Program of each centre.

-Include an optional subject called Erasmus where the project will be carried out.

-Adapt the end-of- year activity week for the projects realisation.

-Create a special language classroom, the Erasmus corner, to facilitate communication among partners where the project will be developed.

Our project lasts for two school years, with the structure of the general methodological sequence in two periods:

Course 2016-17: research, documentation and file management.

Course 2017-18: production, publication and exhibition.

The central concept of the project is art and the environment, to be more precise, artistic practices of the community and natural creation.

Our strategies, whose aim are transforming our close and further environment ,are:

-mapping the multiple landscapes on the territory,what we call the overlapping landscapes.

-transforming the territory, with bats, we call it the batscape initiative.

-talking to the other territories, through the exchange of landscapes with the partners, named 1m2 of landscape. The evaluation criteria will be carried out internally in each school by the students through self and peer evaluation and by the teachers through the creation of a special promoting team in charge of monitoring the whole project at the end of each term and coordinating it with the other partners assessment team every term. All the information gathered from the meetings and the evaluation results will be collected in a written report and uploaded on the website. Moreover, at the end of each school year, the Headmaster will make an annual report of the projects development in their high schools. The aim of these evaluation measures is to be able to achieve a successful project adapting it to the needs and changes it can face throughout the process and to solve any difficulties or problems. Moreover, a dissemination plan is created to promote the visibility of the project’s results. Thus, an internal project working group will manage the project work and provide an effective mechanism for a good project dissemination. The desired impact of the project is, on the one hand , the whole educative community (students, teachers, high schools, PRC, Educative Administrations, parents) and ,on the other, the different institutions in the territory including the cultural centres, Town Halls, museums, libraries…All the material created in this project will have an open access so that anyone in any part of Europe can consult it and use it as a useful tool. To sum up, having the chance of participating in this type of projects will improve the future of our students because it will open their world to new academic, professional and personalopportunities that will make them better citizens.

Background and Experience of schools:

1- Institut de Tecnificació Amposta ESPAÑA

The Tecnificació High School is a newly created secondary school that is located in Amposta next to the sportive area, the residence for the students of the high performance physical training (the High Performance Centre) and a few metres away from the other two high schools in the city. Although it is a new high school, we have already received a highly satisfactory recognisition from the Strategic Plan Analysis. It started working in the course 2012-13 as a state Secondary school that belongs to the Educative Department of the Generalitat of Catalonia. It aims to give educative services to students of ESO and Batxillerat (from 12 to 18 year-old- students, priorising those who practise physical training in the high performance training program (in the High Performance Centre or, in Catalan, Centre d’Alt Rendiment Esportiu de Catalunya). It also provides authorised courses by the Special Sports Regulation and from the Physical and Sportive Professional Activities Family. This high performance sportive training is taught from 3rd of ESO on. Together with this type of students, the Tecnificació High School has students who do not follow any sportive program. With both types, we have to work to achieve the same academic success. In this high school, there are 43 teachers and 394 students and the internal and external language used is Catalan, although Spanish is also taught and spoken. Our main objective is to educate, to guide and to provide the students with the acquisition of the established capacities in the Curriculum and Syllabus of the different cycles and educative stages. This will contribute to their family, social and labour integration and to create a participative and motivating environment among the people working in the high school and therefore, making the functioning of the high school easier. Our aim is to educate our students to be able to be competent, balanced and responsible citizens in a plural diverse and changing society. The Tecnificació High School is an innovative centre that focuses its strength in sport, teamwork and solidarity. It is a cosy and inclusive school able to provide the students with high quality assistance, considering all their educative needs and learning styles. It is a high school where all the students can enjoy from a positive emotional experience that gives them the chance to grow up and learn in a beneficial context for their development as people and citizens, with the collaboration of the families. It favours positive conditions for the teachers and other professionals in order for them to develop high quality work. At the same time, it impulses the sensitivity towards the diversity, increases the students interest for new knowledge and it provides a feeling of belonging to the centre to all the members of the educative community. It is a centre that promotes rigorous work, teamwork and cooperation. Furthermore, it collaborates with other schools and organisations from the same territory in order to join forces and provide a consistent education. Regarding the educational field, the centre has the basic principle of providing attention to the social diversity and educational and social needs of the students, and the students’ achievement of all the skills that enable their personal and academic growth. The families’ support gives this centre the opportunity to display the students’ talent and make the suitable teaching initiatives viable through the school’s management team. The centre has also the responsibility in teaching the students a set of values and attitudes that represent a democratic society. For this reason, it wants to ensure that the provided teaching gathers all the comprehensive education for a person, like the sportive and the academic dimension that are inseparable. The Tecnificació High School wants to be an educative organisation that aims to acquire the excellence through thecontinuous improvement.

2- III. gimnazija Split

III. gimnazija Split is mathematical gymnasium. It has 676 students/pupils in 24 class departments. Because of the space limitations, classes are held during two (day) shifts. There are 52 teachers working in the school. Only pupils with the highest elementary school grades enrol the school, mostly from the city of Split and its nearby places. The classrooms are well-equipped as well as teacher's cabinets. Every classroom has a computer and a projector with solid Internet connections. Every room has air-conditioning. We have also introduced e-registry since 2013./2014. The priority of our school is to achieve the best education and knowledge of all students. All senior students pass the mature exam and nearly 90% of them enrol the university of their first choice, which is the best result in Croatia every year. We regularly participate in competitions organised by AZOO, in all education areas, from regional to international levels, achieving great results (e.g. a bronze medal in Physics on the Olympics in 2014, silver medal in Chemistry on the Olympics in 2012. etc.) Our school has also received numerous awards and certificates such as Minister of Education recognition, in 2000, and 2003 and 2010. We have also been chosen as a place where students of University of Physics and Mathematics s as well as those of Philosophy can practice and pass national exams in Maths, Physics, Chemistry, Croatian and History. So far we have participated in the following projects:

• PISA project: in 2009 we were ranked as followed:

-1st place in Maths

-2nd place in Science

-6st place in Reading skills, as well as in 2012 with the 2nd place in all above mentioned

• EQUIZ (three times awarded with trips to Strasbourg, London, and Austria)

• Project Euroscola (trip to Strasbourg)

• English in Action and The Crocus Project

We haven't participated in any Comenius and Erasmus programmes. Last year, our school team applied with its KA2 project (Emperor-Palace- City-Web- portal) but the project wasn't granted. We have been cooperating with the student’s organisation AIESEC in their project `The World at the palm of the hand´, with 4 workshops held in our school every year for the 3rd year students. We also issue school papers TREMA (Mathematics Grammar School). There is a variety of extra-curricular activities such as web group, Biology group, Debating. A team who each year conducts a survey on the quality of school, based on the results, makes plans for the future development of the school. Over the last couple of years, teachers have been facing with changes and increased demands in youth education, greater ICT use in education, new curricular and working methods. Through the European development plan, we are going to search for as many ways as possible to achieve better adjustments and preparation for educating young people in the future. We haven’t ever participated in any of Comenius and Erasmus+ projects. We want to be the part of this project because it develops in students’ creativity and imagination, which differs from traditional ways of learning. Our wish is to cooperate with youth from other countries and to broader our horizons about partner’s ways of education, lifestyle and habits. We also want to improve our knowledge about cultural heritage and natural values of all countries that are involved in this project. Students of our school are excellent in theoretical knowledge and always achieve remarkable results on State Exam. But, unfortunately, our school system does not allow them to develop their creativity, innovation, critical thinking and entrepreneurship, skills that are in modern Europe considered of key importance. Our priority goals are raising the quality level of education and introducing creative innovations in school curriculum. They would increase motivation for learning and satisfaction with school program. We want our school to follow European standards by being involved in international projects and beginning the process of school internationalization. Our school’s project team counts six teachers: English language teacher, History teacher, Computer science teacher, Mathematics teacher, Psychic teacher, School psychologist and coordinator They have proved to be the most motivated for lifelong learning, starting changes towards the modernisation of education and international cooperation. Their work speaks for itself: they aim to develop consciousness about importance of learning foreign languages, meeting new cultures and exploring possibilities which are offered to youth from all over Europe. With their improvements they gain competence and ensure that their students participate in high-quality and modern ways of learning. Ways of learning are constantly changing and our school is going to adapt to all new challenges emerged from the process of modernization of young people’s education.

3- Istituto Comprensivo ;Filippo Traina;,Vittoria

Comprehensive School " Filippo Traina " offers pre-primary, primary and lower secondary education, which ecompasses the first cycle of compulsory education. The comprehensive school is the result of a recent school size process that from 1 September 2012, has merged pre-existing school institutions bearing each its own consolidated identity in the territory . The forced aggregation process - whether in a first phase has understandably presented aspects of discomfort and lack of mutual recognition - is gradually representing a good opportunity for integration of resources, skills and strengths from the different institutions aggregation . The educational offer of our school- the result of this integration process - tries to give answers to the new emerging complexity , both on the socio-economic- cultural ground and on the one of new emerging educational needs. Compulsory education implies the presence of the most varied educational needs, ranging from multiehnicity, to Special Learning difficulties to disabilities. The consolidated experience of teachers, accompanied by a high sense of belonging to this school , has encouraged the development of specific strategies designed to give adequate answers to the heterogeneous composition of our users , turning complexity into a strength of our educational work. The school has set up a process of internal self assessment to check how and to what extent the teaching and the organization system meets students, families and stakeholders expectations and to plan enhancement actions.