By the time young people in the EU leave compulsory education most of them have regularly made use of computers and the internet for a variety of activities. While the most common activities of young people using mobile phones are writing through text messaging (“texting”) and reading for information search and entertainment purposes,the 2015 Programme for International Student Assessment (PISA) results showed that one in five pupils in the European Union have insufficient proficiency in reading. Compared to the 2012 PISA results, the 2015 results show that the share of low achievers has increased to 22.2%.In this regard, this proposal draws on the fact that as mobile phones, tablets, and other connected devices become more prevalent and affordable, wireless technology can dramatically improve learning and bring digital content to students.By taking into account the above and being in line with the Strategic framework for European cooperation in education and training (ET 2020), the e-Reading Mysteries project aims to reduce the percentage of 15-year olds that are under-skilled in reading thus contributing to the benchmark that by 2020fewer than 15% of 15-year-olds should be under-skilled in reading at a European level. Specifically, the basic aim of the project is to harness the use of mobile devices so that they can be utilized for educational purposes among upper secondary education students (15-18 year-olds) and Enhance the literacy skills of students through the use of mobile devices by actively engaging them in close reading activities. The specific objectives of the project include the following: •Develop the capacity of teachers working with students (15-18 year-olds) in using digital tools for addressing literacy goals;•Increase students’ motivation to participate to literacy activities through the development of a series of detective stories with alternate endings;•Develop an innovative rich media mobile-device-supported interactive environmentto allow students (15-18 year-olds) to create their own detective stories and share them to their peers;•Provide advice and support to teachers on how to use the e-Reading Mysteries Toolbox and mobile-device-supported interactive environment; •Use technology in creative ways so to enhance literacy practices of students (15-18 year-olds)The e-Reading Mysteries proposal warrants a multiperspective approach to deal with the above issues and achieve a robust solution by providing access to interactive multimedia learning elements to promote reading and writing skills to upper secondary students on the one hand; and to provide teacher training opportunities for utilizing a mobile-device-supported interactive environment in the daily teaching practices of upper secondary school teachers. The participants involved in this project are upper secondary school teachers who are already working in a school and their students (15-18 year-olds) in upper secondary schools. However, other school staff, school leaders, several policy decision makers, researchers, academics, people that work in after-school programs and other relevant stakeholders will be reached and informed about the innovative educational prospects on enhancing literacy of the e-Reading Mysteries project. During the implementation of the project the following activities will take place:IO1 e-reading Mysteries Teacher’s Toolbox. It will include four Modules on how to teach and write detective stories using close reading activities. IO2 e-Reading Mysteries mobile-device-supported interactive environment and teacher training. The mobile environment will be developed by taking use of the powerful qualities offered by software for web-based environments that will allow the creation of detective stories that can be adapted to various characters and plots. Also, teachers will be trained in order to benefit from the educational use of the environment to their teaching practices. IO3: e-Reading Mysteries Pilot Programme Implementations. Upper secondary schools will conduct pilot implementations with students in order to engage them in interactive writing activities. IO4: e-Reading Mysteries Teacher Training MOOC: Upper secondary school teachers and other stakeholders will have the opportunity to access a free MOOC on how to use the e-Reading Mysteries resources in the development of educational content. The project will be beneficial for upper secondary school teachers and students, as it is expected that at least 2000 upper secondary teachers in all XXX partner countries will directly and indirectly be reached by building their capacity on the use of innovative ICT learning tools in literacy education and/or be informed and trained on how to use the e-Reading Mysteries mobile-device-supported interactive environment to their daily teaching practices.

Motto:Know yourself and be open to the difference of othersShort descriptionThis interdisciplinary project proposes to develop a concept for, and implement, innovative teaching modules for 10- to 14-year-old students. It adopts the theoretical perspective of purposive history and interdisciplinary approaches. The modules will be devoted to specific themes, such as the concept of ‘home’ as national, regional and local identity, musical traditions, fashion, cooking and sports, the future educational needs and skills for the future. The idea is to deepen students' political and historical knowledge on Europe in general, and especially on those European countries that are partners in the project, and awaken and/or deepen their interest in Europe and in the European Union as an inclusive space for lifelong learning and work. This goal will be pursued through cross-curricular themes, resources and activities designed to complement the current school curricula, to be tested in schools (formal education) and in libraries (informal educational events). In addition, the planned activities will assist the participating students in developing their personalities, discovering their own abilities and strengths and enhancing their social skills.The project's structure will also offer the opportunity to teachers, librarians and students to become familiar with new educational and professional paths and emergent working conditions in a globalized world and in a unified Europe. Methodologically, the project promotes the localized involvements of teachers and students according to what makes more sense for them to develop in their particular contexts of learning: thus, they will be able to choose the activities and resources that are most interesting for them among the various ones offered. The project will also encourage students' teamwork and distributed learning through fora and the social media. The project will expand the media skills of the students. With a slight adjustment, the project materials will be usable in other countries and other schools in their cooperation and in their efforts to deepen the students’ knowledge on Europe.The consortium consists of nine partners from six EU countries (Estonia, Finland, the UK, Austria, Poland and Portugal). The strength of the consortium’s team is in the diversity of the countries and the participating institutions. Universities and research institutions as well as libraries, associations and schools participate in the project.

For higher education (HE) to better prepare graduates for jobs in the increasingly mobile international labour market and further European integration, communication barriers such as cultural stereotypes, identity conflict, language deficiency and the lack of interactive skills must be addressed. This two-year project established a pool of 18 experts in the field of intercultural communicative competence (ICC) and language training who developed,piloted and implemented innovative ICC educational materials and methodology guidelines which can be adopted by further educators. The project benefited 120 students directly in the first year, 820 students in the second year and about 1700 new language students are expected to benefit in multiplier effects after the project's completion. Responding to the EU language policy need, 4 partner institutions from the Czech Republic, Hungary, Portugal and Spain collaborated in the project. Each partner is a recognised HE institution or ICC training specialist with long-standing expertise in foreign language and ICC teaching, methodology and/or telecollaboration.The main objective of the project was to increase ICC competences and skills (the multiple abilities to interact effectively and appropriately across cultures) in HE for global employability; while the specific objective was to enhance and innovate ICC language teaching and learning in HE by gathering and disseminating best practices and through the integration of an information communication technology (ICT) platform of telecollaboration; to boost both students’ and teachers’ virtual mobility; to implement innovative ICC formats into the HE curricula; and to support the concept of English/Spanish as a Lingua Franca in the context of internationalisation of European HE system. Important components of the project were telecollaboration, a survey on ICC best practice, innovative educational materials and case studies. Journal articles, a specialist seminar and an international conference were used to widely disseminate project results while the produced teaching materials have been available for HE educators post project in the form of open education resources as a long term benefit for all target groups.This project was developed in close consultation and cooperation with the partners and stakeholders. Regular virtual as well as physical transnational meetings were held for project monitoring of all activities and outputs as well as communication via e-mail. The key people involved in the project were experienced HE educators and ICC trainers with long-standing expertise in the areas mentioned above. The legacy of this project is the project website with the key ICC resources for other educators (http://iccageproject.wixsite.com/presentation/about-the-project), increased human capital in a group of experts who share their knowledge and train others, influencing students and future teachers in lifelong learning programmes, and finally the HE students who are more employable and knowledgeable of the need to truly become internationally aware if they wish to succeed.

According to the Council Recommendation of 22 May 2018 (2018 / C 189/01), Member States should promote the acquisition of skills in science, technology, engineering and mathematics (STEM), taking into account the links with arts, creativity and innovation, and motivate young people more. However, international surveys such as the PISA or the OECD PIAAC indicate that a constantly high proportion of adolescents and adults have insufficient basic skills.This project's main objective is not only to improve the scientific expertise of the teacher and the pupil, but also to provide an educational tool of high pedagogical value that is versatile and able to satisfy the requirements of the teacher. This requires not only stimulating the discussion of scientific topics, which are often difficult to convey in the classroom, but also encouraging schools to reinvigorate how they organise the teaching of the natural sciences, using inclusive and integrative didactic strategies to actively involve all pupils and to improve the quality of the lessons.To achieve this goal, teaching aids have been prepared to help primary school teachers to design and implement Wild Gardens where pupils can experiment, observe, and become directly acquainted with the mechanisms that regulate natural ecosystems. The plants and animals in the small ecosystem of a Wild Garden achieve a balance similar to that found in nature: these living things carry out their lifecycles under the curious gaze of the young pupils, giving teachers the opportunity to make learning about the natural sciences more engaging.The project foresees the development of four Intellectual Outputs:1. The Wild Garden and Science Education: the State of the Art. An analysis of the state of the art in raising primary school pupils' awareness of environmental and scientific issues, with particular reference to the Wild Garden. It will report the results of the extensive research that will be carried out relating to both environmental education and pedagogy.2. Teaching in the Wild Garden. A comprehensive 100-page training manual to enable teachers to approach teaching activities in the Wild Garden more effectively, divided into two sections:- Teaching the Natural Sciences;- Nature Pedagogy.3. Educational Proposals for the Wild Garden: a Handbook for Teachers. This handbook will be a practical guide and a solid basis of support for the teacher who uses the Wild Garden as a teaching tool. The handbook will outline the basic principles of the project, and provide step-by-step instructions for the implementation of the Wild Garden, detailing strategies and opportunities to encourage pupil engagement and involvement.4. E-course for Teachers. An e-learning training course aimed at teachers, to be created using the Moodle platform, providing a virtual classroom for teachers who want to start a Wild Garden project with their class. The training will go over the sections and topics covered by IO 01, IO 02, and IO 03, using established distance learning techniques.Preliminary versions of the Intellectual Outputs will be prepared for initial trials in partner schools, involving some 400 pupils and 40 teachers, following which the final versions will be produced.All the results of the research and trials, as well as the Intellectual Outputs themselves, will be uploaded to the project website. The site will be accessible and monitored throughout the course of the project, and for at least three years following its conclusion.Furthermore, information, materials and links will be published and publicized on the websites of partner organisations and through their distribution channels. This will ensure a good spread of the project, offering constant support and making sure the materials continue to be made available.After the conclusion of the project training, seminars will be organized for teachers, where the project will be exhibited and all the materials produced will be made available to participants.The Wild Garden offers an opportunity to promote practical activities that allow for total individual involvement, encompassing the heart, the senses and the mind. The project provides a firm foundation for the development of good citizenship, encouraging sensitivity to environmental issues and a wider knowledge of how to engage with nature more sensitively and consciously.This project aims to create an educational tool that can facilitate the teaching and socialization of pupils. Beyond this, the Wild Garden project has the potential to have a 360° impact, galvanizing a sense of civic duty and respect for nature in general, and for public green spaces in particular, not only among pupils, but throughout the community as a whole. For this reason, the activities will be diffuse and on-going, encouraging the involvement of parents and local residents, eventually establishing international connections that will potentially evolve into a European network of best practi

"The main aim of the ""CLIL for Young European Citizens"" (CLIL4YEC) Project is to promote the use of Content and Language Integrated Learning (CLIL) in Primary School, in order to develop European citizenship, Environment Preservation, Basic Financial Education, three relevant issues for a better european integration and wellness. In this project, CLIL moves a step forward, from integration of language learning and curricular subjects to cross-curricular and intercultural education for European Citizenship and the development of key competences and basic skills. There are broad, universally relevant topics that are closely tied to the intercultural dimension. In this field CLIL can open up new possibilities for Primary Education, e.g. virtual exchanges and on line peer-to-peer collaboration across countries and cultural spaces, monitored by teachers and families.CLIL4YEC is deeply linked to the enhancement of digital skills. In fact the project will: i) enable teachers to find, share, and reuse Open Educational Resources using a dedicated original online OER repository concerning European citizenship, Environment Preservation, Basic Financial Education; ii) help teachers to adopt innovative practices - designing original lesson plans - that will involve both schoolchildren and parents in the learning process. Several analyses underline that CLIL leads to greater intercultural awareness (Coyle, D., Hood, P., and Marsh, D. 2010, CLIL, Cambridge, CUP; Coyle, D. Holmes. B. and King, L. 2009, Towards an integrated curriculum: CLIL national statement and guidelines, London, The Languages Company.) and is “a tool to explore and construct meaning” in a “a meaningful context”. With CLIL “learners can engage in deeper learning about themselves and others, and, at the same time, experience the process from the perspective of their counterparts” (Ena Harrop, Content and Language Integrated Learning (CLIL): Limitations and possibilities, Encuentro, 21, 2012; Coffey, S. 2005 Content-based learning, in Cerezal, F. (ed.) De la Práctica a la Teoría: Reflexiones sobre la enseñanza y el aprendizaje de inglés. pp.49-62. Alcalá de Henares: Universidad de Alcalá). CLIL4YEC adopts CLIL to support and enhance cross-curricular education on three topics linked to each other and correlated with wellness and growing in the EU: educate schoolchildren to become European Citizens, help them become aware of the main Environmental issues (using a an international language to describe enviromental issues: it is not irrilevant that Greta Thunberg is a Swedish young girl using english to promote her ideas), and develop basic financial skills (important to make schoolchildren aware of the elements necessary to create and produce work). To reach its goal, the project produces seven IOs in direct connection with European priorities (Promoting a comprehensive approach to language teaching and learning; Open education and innovative practices in a digital era; Supporting individuals in acquiring and developing basic skills and key competences): 1) CLIL and Young European Citizens. How to use Content and Language Integrated Learning to develop European Citizenship, Environmental awareness, and Basic Financial Education in Primary Schoolchildren – A Report on the State of the Art; 2) Census of OERs to be used for CLIL in Primary Schools for Cross-Curricular Activities on the Topics of European Citizenship, Environment preservation, and Basic Financial Education; 3) Development of a CLIL OER Repository with Sharing & Rating Functions; 4)A Guide Addressed to Teachers on how to Use CLIL in Primary Schools for Innovative Activities on Cross-Curricular Topics: European, Intercultural and Global Citizenship, Environment preservation, Basic Financial Education; 5) A Guide Addressed to Teachers on How to Involve Pupils’ Families in CLIL Activities for European Citizenship, Environmental awareness, and Basic Financial Education; 6) e-Course(s) Addressed to Teachers and Families on How to Use CLIL to develop European Citizenship, Environmental awareness, and Basic Financial Education in Primary Schoolchildren; 7) CLIL Materials for Teaching on Cross-Curricular Topics: 18 lesson plans on European, Intercultural and Global Citizenship, Environment, Basic Financial Education.The project’s target groups are: Primary School's Teachers; Primary Schools; Primary School's Pupils; Parents & Families of Primary School's Pupils; Trainers of Primary School's Teachers; Universities, Language Schools and other organization that specialize in training Primary School's Teachers.The project has been defined by the already established partnership between Applicant Organisation, 7 organisations that participated to the previous Erasmus+ Project ""CLIL for European Children"" (2015-2018), 2 new partners from Spain, a country where CLIL has been used since a long time. The partners are representative of both primary and tertiary education in four countries (IT, PT, RO, ES)."