...THE CULTURESTEPS FROM PAST TO FUTURE

- We aimed to teach how to spend productive time with digital tools such as phones, tablets and computers. - We aimed to prevent obesity caused by spending a long time in a static posture indoors,...

- We aimed to teach how to spend productive time with digital tools such as phones, tablets and computers. - We aimed to prevent obesity caused by spending a long time in a static posture indoors, caused by digital addiction, negative effects such as bad posture and antisociality. - We aimed to improve students' skills in research, communication, creativity, teamwork, digital literacy and critical thinking through cultural heritage products; - We wanted our students to gain awareness about cultural heritage products in national and transnational places. - We wanted them to take an active role in social life by developing their sense of cultural/social belonging; -We aimed to make them recognize firstly the cultural heritage materials around the places they live and the ones secondly in different countries where the paths crossed in the past culturally; - We wanted to make them become aware of their responsabilities in transferring cultural heritage materials to the next generations; - We wanted to develop students and teachers foreign language skills trough cross cultural collaboration and shared activities.

We organized city, museum tours. - Basically, we got to know the heritage products in the region visited by focusing on 2 tangible and 2 intangible cultural heritage themed products. - We used student-centered demonstration method in promotions. - We presented our dishes that are complementary to our culture by making a cultural kitchen workshop. - We organized conferences with experts in context of the using of technology, museum education, UNESCO, and cultural history. - We explored local cultures, visited historic cities, engaged in creative workshops and shared traditions; - we used innovative tools to create digital posters or virtual reality ( VR glasses) to explore and experience the intangible cultural heritage in a modern context; - We created educational materials and activities that connect intangible cultural heritage to the school curriculum across subjects; - The dramatization of the legend about the Portuguese hero "O Lidador" , based on the book of Alexandre Herculano,which embodies the origins of the Portuguese nation is a form of appreciation of intangible cultural heritage. - We made collaboratively the "flag of the project" from specific fabrics from every partner country.

Our students reduced the time they spend on the internet by using digital tools and equipment efficiently, - they are now aware of the fact that they will form the society of the future, to protect the tangible and intangible values that are the common heritage of the world and they created 4 digital collaborative posters with the tangible and intangible cultural heritage of the 4 countries of the project as one of the final products and tool for dissemination and promotion of the project; - they are individuals who know the requirements of being a European and world citizen while being loyal to national values, - learnt different languages contributing to general language skills, - made a positive career plan Regarding general language skills, it was seen that our project raised awareness about the importance of multilingualism. Because our students were both the receiver and producer of the language, and since the tasks were active (group work with European peers, conversations, forums, collaborative tasks, etc.), they took on different roles. - Social and Civic Competence (SCC): Tasks in the activities enabled students to interpret social and cultural values in different contexts and made decisions.