The project ”Music and Language” aimed at educating students at secondary level to be globally engaged citizens and to prepare them for the 21st Century. Learning together we wanted to develop new teaching material, review our global strategies at the schools, collaborate on continuous professional development of teachers and provide an opportunity for our students to use and evolve their 21st Century competencies in order to prepare them for a rapidly changing society. In the project, we used music as an international language as a kickstarter for intercultural exchange. The participants will be selected students from the school with a particular interest in music and their teachers from the subjects Music and English. The project took place in five phases (Explore, Curiosity, Production, Celebrate and Sense Making) which will included two mobilities. We mainly worked with rhythmic music in the Music lessons and intercultural competencies through a focus on culture and language in the English lessons. The content was structured around the three antitheses 1) Old vs. New 2) Local vs. Global and 3) Urban vs. Rural which the participants investigated together during the five phases of the project. The results of the project were gathered in a Project Presentation that showcase how schools can work with Global Citizenship and 21st Century Competencies and suggest methods and content for other teachers to use. The project was a pilot project for the participating institutions and we aim at using the results to build a long-term partnership focusing on Music and Language.

This is a strategic partnership of five European High Schools to achieve best practices in the usage of social media, especially within an educational context. Furthermore, it aims at avoiding a misuse of them.Students will develop a critical view on social media and realize the effects which a misuse might provoke.The project will offer help to not only the students but also to their families, creating the same awareness for them.In the long term, it will strengthen the media literacy of our students enabling them to participate actively in a democratic society.Besides this multilingual skills and intercultural awareness will be reinforced.Social learning will be fostered through a positive use of social media at the same time that violence in schools is avoided.Ninety-six high school students (aged 11-16, though the target group is 13-14) and more than 30 teachers will be taking part in short term exchanges, while more than 500 students and more than 75 teachers will be participating in the rest of activities .The following are some of the more relevant activities:A preliminary survey about using media at school and outside school was conducted to know about the differences and similarities between the five schools. Different accounts in the best known social networks will be created.A Logo Competition will be held at each school. The winning entry will be our project logo and thus give us a corporate identity. There will be an International evening with the participation of families in every short term exchange.Conferences with Police representatives to discuss the dangers of social media misuse, their experience, the way they work will be held in Jaén and Dreieich. Students will make photo stories, find films about cyberbullying, provide subtitles and share them. They will also make their own films about the risks. There will be workshops on positive use of mobile phones in the classroom.Students will review the apps they use and create their own app with the help of experts while teachers will participate in a workshop on educational apps.There will be a virtual exhibition of the materials produced, which will be available online sine die.Students will create a booklet, which will be published at the final event, summarizing all the achievements and findings of the project.General methodology used in in carrying out the project includes collaborative work, task centred activities, learning through discovery, hands on activities... using the possibilities that non-formal and informal education offer. An initial survey was conducted on students to learn about their habits on the use of social media.The students´ expertise in the field will be taken into account.Fluent communication is the key to successful partnerships and collaborative working, thus, whenever it is needed video conferences with the rest of partners will be held. e-Twinning will be the main platform used in the project as well as those free tools and resources now available on the Internet i.e. instant messaging platforms such as WhatsApp, Line or Telegram, social networking services such as Facebook, Twitter, Hangouts or Skype, social learning platforms such as Edmodo or Moodle, and web services for publishing blogs or websites, such as Blogger or Jimdo.Short term exchanges (every three months) are crucial for the success of the planned activities in the project. The more communication there is, the better the project outcomes will be.We had two transnational meetings (January 2015 and April 2016) to control the quality of the project and to evaluate it.The project has had a positive impact on the participants' attitudes. It broadened their cultural awareness of others and provide important experiences, not least resulting from mobilities. Moreover, it gave them the opportunity to use and improve their foreign language, ICT, research and presentation skills.Students learnt to avoid leaving traces of their personal life on the Internet, which could be problem-causing when it comes for example to their future job search. Good communication prior to, during and the feed back after the exchanges allowed us to stay on task and ensure the project objectives were continuously met. Teachers got opportunities to rethink the integration of media in their classrooms and learn from good practice examples of the partner schools.There were also many longer term benefits such as helping students to prepare for the European job market, encouraging friendships and personal contacts via modern communication platforms and social networking beyond the project boundaries.Not only students benefited from this project but also teachers, who acquired skills in the areas of international work experience and project management.

CONTEXT AND BACKGROUND:The project “Fablab Schools EU: Towards Digital Smart, Entrepreneurial and Innovative Pupils” addresses a need to develop common methodological principles for educational digital fabrication visible across Europe. In many European countries, we see digital manufacturing environments and workshops (FabLab ) shoot up, but there is a need to clarify the pedagogical principles behind educational digital fabrication. Digital fabrication includes technologies such as tools for programming (e.g. 3D programming), 3D printers and laser cutters, which allows students to design and fabricate physical products. The project will promote digital fabrication as a way to the future -- enabling students to visualize their projects in an instant -- whatever their projects may be, be it a city of the future, an idea for a product, or reconstruction of history. Moreover, this strengthens their entrepreneurial spirit -- two main focus of the EU's Education 2020 strategy, and the Erasmus+ program's goals. The project will develop innovative approaches and cutting-edge ICT-based methodologies to motivate students to learn more and to prepare them for the labor market of the future. Digital fabrication is a vision of “next generations ICT” with the potential to capture the requirements for the 21st century. But it is required that schools, municipalities, regions and ressource centers work closely together to show how it should be understood and carried out. Experiments with different pedagogical methods for digital fabrication, will be conducted in the project. OBJECTIVE:- To increase teachers’ competences and pedagogical skills in educational digital fabrication; - To provide pupils with innovative skills and digital competences required in the 21st century;- To develop methodological principles for educational digital fabrication; and - To develop EU recommendations and policy formulation adaption of educational digital fabrication in EU.NUMBER AND PROFILE OF PARTICIPANTS:The primary target group in the project is teachers in elementary schools across Europe. Approx. 38 teachers will be directly involved in the project activities, such as data collection and testing of methodological principles in classes. Approx. 300 students will be involved in the testing. Municipalities, managers and other stakeholders will also be involved throughout the project. Additionally, researchers and a professor from Aarhus University will be in charge of developing methodological principles for educational digital fabrication. In total the project will involve 1048 participants (see E.1.). ACTIVITIES:- 5 partner meetings- Development of methodological principles for educational digital fabrication - Collection of good practices in educational digital fabrication- Testing of methods in schools- Production of manual- Production of policy recommendations - Final conference + online streaming METHODOLOGY:Through a strong partnership the project aims to exchange, develop and test methods for educational digital fabrication. This will result in a manual of methodological principles for educational digital fabrication and policy recommendations for a common EU approach for educational digital fabrication.RESULTS AND IMPACT:Results in the project are development and testing of methodological principles for educational digital fabrication in schools in the partner countries. This framework will enable teachers to organize and include educational digital fabrication in their teaching. Moreover, pupils in schools will be equipped with digital competences, which provide them with innovative skills for the 21st century. The project also develops policy recommendations on how to adapt this approach and formulate policy recommendations with the purpose a common European strategy for Fablab education in schools.POTENTIAL LONGER TERM BENEFITS: The project develops a manual of methodological principles for educational digital fabrication targeted teachers and stakeholders such as municipalities and educational institutions working with elementary schools. Furthermore, the project will make policy recommendations for principles in school education including digital fabrication targeted politicians and decision-makers. Since the phenomenon digital fabrication is a new, huge trend across Europe, we expect that the manual and recommendations will serve as inspiration – not only for countries participating in the project - but for all European countries after the EU funding period. An effective dissemination strategy will secure that the project results will be widespread to adult educational institutions, municipalities, politicians etc.

"During the draft of the present document, we have considered that, in a world which is ruled by high technology, only the best trained students, those with the specific qualification in technology demanded in the European market, will have good opportunities of work. Most companies strongly demand a high preparation both technical and of languages. Therefore, the best route for students to be trained in this respect begins in projects like this one. The pupils who have taken part in the project have benefited enormously, particularly in terms of their motivation. In addition, their enterprising character already spotted in the selection processes, has been strongly developed. Many of them have continued the exchanges and trips with the students who have met thanks to the project. Besides this, we have insisted on teamwork, social and emotional skills, analysis and resolution of everyday problems as well as control of the international perspective.The general aims that appear in the project (see ""Resumen del proyecto"", ABOVE) have been fully obtained, especially targets A, C, and D.As for the specific aims which follow the criteria ""SMART"": specific, measurable, attainable, relevant for the proposed, specific time bound purposes (see Resumen del proyecto"", ABOVE), they all have been reached to a really satisfactory extent. Even those ones whose main responsibility belongs to the Turkish partner, have been made possible thanks to the applied measures of contingency (development of their activities in other exchanges, extra activities at the end of the conferences, pooling of the local Turkish activities in the rest of the exchanges, change of place of the last transnational meeting).Each of the schools participants in the project have contributed their experience in different areas:* 2College Durendael: programming of robots, artificial intelligence, worry for the sustainability in general, knowledge on the control of floods and follow-up of the pupils after finishing their studies.* The Whitby High School (technological specialized college): experience in CAD/CAM's areas, impression (printing) 3D, CNC milling, laser cut, digitalization of images and design and innovation.* ABC College: clubs of high technology, writing of IT code, spatial models, laser cut equipment, experience in the areas of 3D impression, creation of operative models in 3D.* Lyceum G. V. Catullo: Works for heritage conservation with CNR.* IES Santa Catalina: Experience in project coordination Erasmus +, experience in linguistics, experience in workshops of robotics and programming.The main target groups of pupils were those of ages in the range of 16 and 17 Some students aged 18 have also been included but none below 15. All of them are students of Baccalaureate or its European equivalents.Even though all activities programmed have been paramount, all participants will bear in mind some notable activities that stand out from the rest, like the ones carried out in the National Center of Accelerators of U. of Seville, the visit to the dikes of Delta Park Neeltje Jansen the Netherlands, the workshops in the Daresbury Laboratory, near Liverpool, the practices with drones in the Campus of the CNR near Rome and the magnificent laboratories of the ABC College in Ankara, just to mention the most relevant events of every country.Of all the expected results in the drafting of the project, the ones which we are most proud of have been our pupils’ performance in the external tests of Access to the University, the best in the history of our institute, the grateful thanks received from parents and pupils of all the partners, the number of teachers who have taken part indirectly in the project and the desire expressed by a higher number of them to collaborate in the following ones, the selfless participation of universities and town halls (only in our centre, those of Seville, Granada and Jaen), and appreciation of educational local authorities. Informal learning has been promoted, workshops of robotics have been created and channels of communication have been opened as well as establishment of relations by institutions and universities that surely will produce future activities of collaboration for our school.In short, the level of impact foreseen in the project has been achieved and even overcome in numerous aspects, most of them are intangible, a great number are measurable however: Our high school is involved in three Erasmus projects + at the moment and it has a wide faculty team dedicated to them. Finally, five more exchange activities financed with resources external to the CE, have been established with the Netherlands, Germany, Italy, France and Sweden. Our school has acquired quite a good reputation locally mainly thanks to its European and international activities."

CONTEXTEU schools play a vital role for creating inclusive and resilient societies as they are the starting point for professional development of young people and play important part in the lifelong learning process. However, they face a number of common challenges:+high share of students underperform in general school subjects. According to the latest OECD PISA survey and Education and Training Monitor 2018 the share of underperforming school students (15 years old) in science is 20.6% and in maths-22.2% meaning that 1 in 5 students in the EU has insufficient proficiency in these subjects which is serious lag compared to the ET 2020 target of less than 15 % of 15 years olds to be under-skilled in these subjects. +increased skills gap arising from the advent of new technologies. According to the Strengthening European Identity through Education and Culture(COM(2017)673) 90% of the jobs in the future will require at least some level of digital skills and at the same time many young people lack adequate digital skills. Even though the use of digital technologies for social activities and mobile internet access has significantly increased in the recent years, the use of digital technologies for educational purposes lags behind. Only ¼ of EU school students are taught by digitally confident educators which questions the ability of educating systems to ensure the necessary skills supply for the jobs of the future.The rapid digitalisation of all areas of life impasses the need of re-shaping educational processes with regards to nurturing new skills and key competences in learners. Among the key factors contributing to aligning education with these challenges are:+improving the quality of teaching/teachers+ Introducing ICT for teaching purposesAIMS & OBJECTIVESsCOOL-IT main goal is to create an innovative ICT challenge-based training approach aimed at supporting educators in the process of conveying knowledge, promoting the development of key competences (digital, science, mathematical, etc.) among their students with regards to boosting their performance in these fields and enhancing their digital skills. The specific objectives of the project are:+promoting high school students’ digital skills through application of challenge-based digital training approach in general school subjects +equipping secondary school teachers with innovative ICT challenge-based training materials to enrich their pedagogic approach+creating prerequisites for educators to create own innovative challenge-based teaching resources through the use of ICT TARGET GROUPSsCOOL-IT addresses the needs of the following target groups:+Secondary school teachers & headmasters+Secondary school students INTELLECTUAL OUTPUTSThe project employs life-cycle methodology, which implies a sequence of activities for planning, executing and disseminating the project results. In the lifetime of the project, the following intellectual outputs will be developed:O1. sCOOL-IT Web Adventure PortalO2. sCOOL-IT Comprehensive training programmeO3. sCOOL-IT Web Adventure Development ToolkitTRANSNATIONAL DIMESIONThe sCOOL-IT IOs will be developed under EU cooperation between schools, training center and consulting and IT companies from 5 EU countries. They will be freely available in 6 languages, and because of their nature (web tool/methodologies/guidelines) may serve as a basis for further development and adaptation to various contexts. Hence an unlimited number of school teachers, headmasters, educators across Europe can apply and benefit from the project results, creating conditions for improving young students’ performance in general school subjects and boosting key competencies to better prepare them for the 21st century challenges. IMPACTSecondary schools which adopt the sCOOL-IT training approach will strengthened their images as modern educational institutions open to the application of innovative teaching methods with regards to ensuring high-quality educational service for their students. Students engaged in learning by WebQuests in these schools will be more devoted and motivated in the learning process in general school subjects which will lead to improved performance. Teachers in schools utilising the sCOOL-IT approach will increase their confidence in applying constructivist teaching methodologies and using ICT for teaching purposes which will result in desire to further enrich their pedagogic approach with new teaching and assessment methods and thus multiplying the project impact. The cumulative impact of the aforementioned will be expressed by boosting the educational service offered by secondary schools applying the sCOOL-IT challenge based approach.