Context: Year 1: A partnership between two classes. A European studies class in France (History and geography taught in English) and a Danish class studying French. Year 2: A partnership between four classes. Two European studies classes in France (History and geography taught in English) and two Danish classes studying French. Objectives:Year 1 Identify and compare what makes young Europeans laugh today. Contrasting with what made their parents or grand-parents laugh and dream yesterday.Year 2: Identify and compare what makes young Europeans dream today. Contrasting with what made their parents or grand-parents laugh and dream yesterday. Participants: Year 1: Around sixty students, aged 16-18 and four teachers. Year 2: Around one hundred students, aged 16-18 and five teachers.The French may be granted a European mention for the baccalaureate. The Danish have made the choice to learn French. Activities: Year 1: Discovering and presenting the two schools, exchanging about school life via etwinning. Working on stereotypes: listing them, confronting them and confirming them with videos. Meeting with the other class, create productions together. Enquiring about the previous generations. What made them laugh? What made them dream?Analysing the results. Year 2:Inquiring about our region's attractivity (Activity #5)Leading an intergenerational survey on young Europeans dreams now and in the 1980s.Preparing a Declaration of our European Dream Methodology: Year 1: Collaborative work and individual work, field investigations, debates in videoconferences, collective productions when together. Year 2: Collaborative work and individual work, field investigations, online group work, online meetings Expected results: Developing transversal abilities Opening on to other ways of thinking Long-terms benefits: More exchanges, more collaborations with or without travelling, more plans to be mobile in Europe. More collaborative moments between our two countries, included in the curricula.

"The school partnership ""Who am I? Who are you? Who are we?"" addresses the topic ""European identity"". Processes like globalisation and digitalisation are currently triggering far-reaching social changes, which are often unsettling because apparently nothing seems to be the way it was before. We are also meeting these challenges in our schools because students are looking for identity and self-esteem due to their lack of orientation. In this school partnership, we set out in search of our identity: Who am I? Who are you? Who are we?We will take the approach of linking four various thematic areas of identity in such a way that all participants experience and learn what common values exist and how these values connect to the lives of pupils and their families; and how we can imagine a common ""European Biography"".For each of the thematic areas, we pursue specific goals:Family & origin: Dealing with our family history, role models and traditionsUrban & rural life: Exploring our living environment; differences and similarities between city and countryLanguage & discourse: Understanding the use of our mother tongue and foreign languages and how it shapes our understanding of the worldLiving in a digital world: Dealing with self-expression in the digital world and differences to pupils' ""real self.""By taking a step-by-step approach and dealing with these four thematic areas, the pupils will explore and question their identity; they will get to know and deal with the identities of their peers. And together they will search for a common identity. They will find out which formative elements influence them in their lives and their identity and develop a clearer understanding of what shapes their and their peers' identities. They will also recognise and acknowledge the similarities and differences in the images of self and others, learn that beyond their own identity, there is a common set of values (""European values"") connected to their lives.For this school partnership four grammar schools from Berlin (Germany), Pons (France, Espergaerde (Denmark) and Jonava (Lithuania) have teamed up. The participating schools and their pupils represent a broad range of urban, rural, migration, economic, cultural and social diversity. In each of the four schools project groups are formed, each involving 25-30 pupils (aged 15-17 years) and five teachers.A total of 5 transnational learning activities are planned during the project period. They are integrated into the ongoing project work. There are concrete work and learning assignments for each learning activity. For the kick-off, there will be short term training for the participating teachers. In a joint workshop, they will learn to develop a common methodology for teaching identity. In the four short-term exchanges of pupil groups, we will focus on the thematic areas FAMILY & ORIGIN, URBAN & RURAL LIFE, LANGUAGE & DISCOURSE and LIVING IN A DIGITAL WORLD.The pupils will work together in project groups in the participating schools and mixed nationality working groups at the meetings. Through specific impulses like work assignments, workshops, fieldwork and excursions, they will focus on the respective thematic areas and, step by step, open the connections with their own identity. All activities are built on existing skills and experience. In this way, we ensure the connection with knowledge already acquired in the classroom.At the end of the project, the pupils will present different imaginary ""European Biographies"" that considers the four topics we worked on during the project. By using creative possibilities like music, rap, poetry, video or games, the result will work as a blueprint for a common European identity. During the project family trees, interviews, newspaper article, video reports, language games, poster, maps of digital footprints, social media videos and teaching methods are created. All these results will be added to a digital pinboard which will be accessible on TwinSpace. All results will also be presented at open days at the participating schools.The networking of the four schools and the linkage of different thematic areas of identity with a set of values will provide impulses for teaching development, input for the further development of school-internal curricula and innovations in subject didactics (e.g. foreign language teaching, digital learning, European education, method diversity, eTwinning). These are essential aspects that go beyond the project work. Finally, the pupils will also benefit from a creative approach to a ""European Biography"". They will develop a clearer understanding of what shapes their and their peers’ identities and get a deeper understanding of European values. Their answers – the main result of the project – might also have an impact beyond the participating schools."

"""European City Tour: Imagining Tomorrow's Cityscape in Europe"" was a multinational project, composed of countries from northern Europe (Denmark), southern Europe (France, Italy), eastern and central Europe (Hungary, Germany). Some of these countries acted as founding fathers for the European Union (Germany, France, Italy) while others integrated it more recently, but all with a common European heritage and a shared future. It was meant to make students aware of this common European heritage and shared future. Its very last Learning Activity took place a week before European Elections for the European Parliament. Have we succeeded in making our students feel more European? Are they still that estranged from each other or have they grasped the common ground of our urban architectural heritage? Has teamwork enabled them to feel closer to each other and ready to get involved in what Europe will be tomorrow? For two years, students and teachers have worked together in English, discovering the various strategies at work yesterday and today in cities' urban design. They have met and listened to architects explaining them the key notion of sustainability and living together, in community, no matter your generation or your social class, they have visited different parts of cities across Europe and made a photo exhibition out of these visits, and it led them to imagine what a train station and its neighborhood in Budapest, or anywhere, could look like in a near future. What they have in mind for the future is very similar, no matter their nationality, their origins or their social background."

The need of the Strategic partnership comes from the partners’ belief that education plays a central role in achieving headline targets of the Europe 2020 Strategy. In particular, the partners see a need of engaging each individual to contribute to the development of communities, countries and regions as well as of educational systems, to raise awareness of young citizens upon the necessity for global understanding, respect and responsibility. More specifically, the partners see a need of Global Responsible Education (GRE), both in formal and non-formal sectors and a need of making this concept attractive for educational providers. The objectives in the project were:- To develop a Certification System that mainstreams GRE in their practices- To establish at least 7 Global responsibility routines that institutions inquiring the certification system should incorporate in their organizational management. - A research study upon the national curriculum for secondary schools in the 7 participating countries and identify gaps related to GRE- To develop an additional curriculum with learning objectives related to GRE that covers the gaps identified. - To develop a methods-box in GRE – which ended up having 44 exercises connected to each of the Global Goals- To certify at least 35 institutions (schools and youth NGOs) across the partner countries.- To make a website, containing all the things mentioned above10 organisations participated in the project:FN-forbundet (DK) - Non-governmental organisation, Espergærde Gymnasium og HF (DK) – General Education secondary level, Inter College ApS (DK) – Social Enterprise, HDUN (Croatia) - Non-governmental organisation, Inter College (UK) Social enterprise, Alba Iulia (Romania) – municipality, Stredna odborna skola (Slovakia) – Vocational school, BBBS (Bulgaria) Non-governmental organisation, KPDoNE (Turkey) – Regional Public Body, ADEPT (Romania) Non-governmental organisation.Five meetings with partners were planned and completed as expected. Between the meetings, each partner country made a study of their national curriculums, an additional curriculum based on the gaps found in the curriculum research were developed – and a list of needed global responsible routines was made. An additional curriculum was made with references to EU’s key competences for lifelong learning.A method box consisting of different kinds of teaching activities concerning global responsibility was developed. Once the methods were completed, they were tested on the target group in the participating countries and then adjusted, accordingly. A clarification of the self-assessment form and the criteria for this was made. Afterwards a Global Responsible Label and certificate were developed. A graphic design and logo was also made – and all of this, was gathered on the website made for the project http://globalresponsibility.eu/.Later on, trainings for national coordinators were held in the partner countries. The aim for these activities was to train coordinators from each partner country to be able to administrate the certification system and to get to know the method box. The Multiplier Events were arranged and completed in all the partner countries in order to disseminate the project – and schools and organisations started up registration to become certified. The method box is an open source – and does not require certification in order to use the material.The most important impact of this project is an awareness of global responsibility among the young generation. The target group will modernize their teaching and/or educational approach with innovative pedagogical approaches that respond to current challenges at local, national, European and global levels. In addition to this, the project will strengthen organisations, schools and civil society in their own daily routines and behavior. This will strengthen democracy, global awareness and international qualifications among the populations of Europe.As we chose to gather all of our outputs from the project on a website, the results of this project will have long-term benefits. The partner countries agreed voluntary to keep the website alive for at least 5 more years. At this time interested teachers and youth workers will have incorporated the material they find suitable for their subjects in their own resources. Furthermore, all of the partners have the method box and uses its content every time it is possible. The project is designed to impact mainly young people and pupils, in the age group 13-21 years, on a long-term perspective. The project reached a great number of young people while the material was tested in the different partner countries. The largest target group are the students whose teachers adopt and use the methods in their teaching in the future, and this will lead to new discussions and further interest in our world – and more new active global citizens.