The main goal of the project – Scientific methodology in Biomolecular Sciences – was to share knowledge and pedagogical experiences between schools in Portugal and Sweden based in Biomolecular Science thematic. The result was about as expected, namely that we promoted the interest of students for Biomolecular Science, improved their laboratory skills and competences and prepared them for the university level in a good manner.The background of this project resulted from a previous exchange between the two schools concerning cooperation in science investigation – heavy metals in mackerel. The Biomolecular Science was the choice because it´s one of the most important and promising sciences for the 21st century.The scientific project involved teachers; nature science students (Portugal and Sweden, aged 18-19 years old); PhD´s; University Professors and an eDNA analysis company. We worked together with international partners and universities, prepared and motivated the students for higher education in science. The level of the investigation and the dynamics involved in this project provided the students the ability to participate in laboratory activities at the universities and to communicate with each other in English. To a relatively large extent, the project succeeded in establishing a collaboration between universities and schools that promotes higher education in science.The exchange moments between schools were highly appreciated, with curiosity and a good friendship atmosphere. The schools presented very rich and diverse activity programs and the students had lab classes to perform Biomolecular techniques such as DNA extraction, purification, amplification and electrophoresis. Those were crucial moments in the acquisition of technical skills.The project was designed to contribute for a better knowledge of a world disease – Fasciolosis. In both countries, different freshwater snail species were identified as intermediate host of the liver parasite, Fasciola hepatica. Our main scientific goal was to search for other possible intermediate hosts species (as Physella acuta) besides the ones already known (Galba truncatula). The result that we received of the project will hopefully lead to further development and cooperation between the countries concerning DNA barcoding mapping and detecting species with eDNA technology.Regarding the scientific part of the project, the Escola Secundária de Lagoa has not yet finished the investigation since it intends to consolidate some results in order to submit the study to the 28th National Competition for Young Scientists and Researchers. In this National Competition, the best projects are selected to compete in the National Science Exhibition and EUCYS 2020.Right now, the 2 amplified genes (ITS-2 and COI) of the three studied species: Fasciola hepatica; Galba truncatula and Physella acuta, are sent for sequencing. The results of this stage will be decisive to complete the scientific part of the project.The results of the project are fully related to the project's priorities. The students, teachers and partner entities committed to work together so that everyone contributed to the success of a common investigation, what happened successfully. Despite some setbacks, which is normal in this type of international and long-term project, the work developed has enabled teachers and students to be trained in new scientific skills in an area in which none of the schools has been involved. For the level of secondary education, the scientific value of the results obtained from research on Fasciola hepatica, are innovative and promising and justify their dissemination at the national level (28th Young Scientist and investigators National Contest) later this year.Concrete results to look for the parasitic liver fluke in freshwater snails were mainly achieved in the Azores. The main reason was that the Swedish part couldn´t find both species despite searching for them several times.If the project results indicate that Physella may be a potential secondary host of Fasciola, that’s a new fact with a great social impact because it will increase the knowledge of the transmission of the parasite. However, it will be necessary to design new experimental activities to give strength to this discovery. The contribution of this public health study will benefit society in general and will be properly publicized.The silent partners also showed interest in developing common projects. Between the Azores University and SLU was an interest in formalizing an Erasmus+ project regarding parasitology and between the Azores University and Aquabiota an eDNA project for marine invasive species identification.Finally, during this period of Covid-19 Pandemic, the new equipment acquired under this project will be part of a database in the Azores so that it can be used in the Covid-19 tests if necessary. This project was in fact a major contribution to education and may be so for society in general!

Both IES El Pomar and Escola Secundária de Vila Verde are schools sited in similar cities, regardings aspects such as socio-cultural and economic levels; they are both located in rural areas, and offer the same educational levels.OBJECTIVES REACHED • Start of a bilingual section in the Portuguese school • Improvement of students and techers’ linguistic competence. • Improvement of foreign language teaching methods. • The creation of a feeling of European citizenship in the environment of the partners schools. • Professional and personal excellence, by means of the improvement of personal abilities and competences. • Promotion of European certifications. • Making the project worthwhile by connecting schooling with the students’ professional projection. • Getting the whole social and educational communities involved. • Keeping the project at a transnational level in all instances.The number of participants has been proportional to the number of students and teachers belonging to each school. Students were selected taking into account definite criteria regarding inclusion, avoiding repetition of mobilities, personal involvement and participation in the project, a positive attitude towards foreign language acquisition, and academic records in general. Teachers were selected attending to suitability criteria depending on each activity, mastery of languages when it was a must, and their personal availability depending on the school year.ACTIVITIES • Job- Shadowing in each school. • Congress “Los idiomas, Una Puerta Abierta a Europa” (Languages: An Open Door to Europe) • CLIL Seminar. “Jornadas Bilingües IES El Pomar-Escola de Vila Verde” (Bilingual Workshop IES El Pomar-Escola de Vila Verde) • Congress at Vila Verde School: “Portugal, um país aberto às línguas” (Portugal, A Country Open to Languages) • Educational and ITC Workshops, at both schools. • A Document about common aspects and practices in the teaching of foreign languages. • Internal and external surveys. • Blog, YouTube channel, social media (Facebook, Twitter, Instagram) • Tutorial videos by teachers on how to elaborate audiovisual materials, and on the different discourse types. • Videos by students about their daily lives both in and out of school, in several languages. • Promotional tour guides of both cities. • Rubrics for oral production, written production and written comprehension. • Correspondence via e-mail between students from both countries. • Interviews by students of work actors and employers and at different local organizations. • Digital book with all the activities done throughout the project. • Final Event. Cross-border Day with schoolers from diffrerent schools from Spain and Portugal. • Graffiti Workshop; Portuguese language, culture, music and tiling.RESULTS AND ACHIEVEMENTS • Exchanging of work and teaching methods, developing the use of ITC • Creation of a Bilingual Section at Vilaverde School. • Formative seminars. • Congresses:“Los idiomas: una puerta abierta a Europa”, at IES El Pomar, and “Portugal, un país abierto a las lenguas”, at Escola Secundária de Vila Verde. • Development of a conscience of belonging to the EU. • Good Practices Code. • Job-Shadowings, one at each school, for the comprehension and assimilation of methodologies. • Profiles and channels in several social media. • Digital book with the experiences and works done by students during the project. • Europass passport. • Promotional vídeos related to Erasmus+, school life, students’ life and local and regional communities.IMPACT:Both teachers and students at both schools have improved their linguistic compence, due to the fact that they not only had the chance to practice a foreign language during the mobility, but also some of them have acquired a B1 certificate by the Escuela Oficial de Idiomas in Extremadura. Besides, they also improved their cultural awareness of the neighbour country, as well as their digital competence because the had to use different programmes and apps in order to elaborate materials throughout the project.As for the results, we expect a continuity and enhancement of the bilingual section at the Spanish school, and the starting of one at the Portuguese partner’s. We also believe there will be an improvement at language levels, as well as the keeping of a feeling of belonging to Europe in all the participants in the project. Activities such as the blog, the YouTube channel, the e-Twinning will continue in time. Contacts between partners will keep on, with an eye on future exchanges, collaborations or projects.Due to the fact that the platforms where all the materials above mentioned are stored are free to use, without charge, they will continue in use to promote new projects, activities and for the dissemination of news related to Erasmus+ and the opportunities it offers.

The social and cultural post-pandemic crisis has affected the social interaction &expression of feelings of our young people. Considering that not all teenagers have the skills to communicate what they fear, desire or feel and providing that students have to cope more and more with the new forms of expression that have appeared through digital channels, this project aims to give them the necessary resources through ART to overcome this situation. Our program will be based on the analysis and reflection on the traumatic situations that Europe has undergone throughout the 20th century (wars) as well as on the resurgence of a new wave of critical thinking with the vanguards. So, one of the basic objectives of the project will be to use art as a resource to overcome adverse situations and share feelings and findings among the different participants to obtain ethical and aesthetical assets and creative skills, being social inclusion one of our priorities. All the participants will experience, know, experiment, create, enjoy and disseminate art in all its varied forms and manifestations. However, these objectives won't be achieved if we don’t establish a symbiotic relationship with the ARTISTIC AND CREATIVE ENTITIES of our environment that have also been so affected by this pandemic. That’s why artists will be invited to our classrooms leading to an improvement and enhancement in the relationship that students have with art, for they'll truly live it. Likewise, students will also visit museums and attend shows &artistic events. WE'LL CREATE A SYMBIOSIS THAT WILL HELP US AND THEM TO BOUNCE BACK / RESURFACE FROM THE CRISIS. We want our students to become both actors and spectators of artistic practices in the future.Thus, the involvement of creative entities in the project will be essential. With this initiative, we'll also be able to enlarge the skills that reinforce creativity in our young people and contribute to the resilience and reactivation of the cultural and creative sectors affected by the pandemic. The fact that the educational centers establish these relationships will allow the dissemination and subsequent publicity of these values among students, families & local press. We believe that it'll raise our communities’ awareness and interest in the cultural offer and contribute to the reactivation of the local creative sector and the cultural life. The local society will become aware of the project through our dissemination plan where social networks will play an important role. 3 schools in southern Europe(Italy, Portugal &Spain) very affected by the lockdown participate in the project. Since the 3 countries taking part in the project speak Romance languages, we'll have the possibility to work in an environment of intercomprehension. In each school there'll be a promoter and diffuser group of students and teachers, but it's intended that the impact of the project reaches the whole educational community. In total there'll be a hundred students (aged 14-17, artictic profile) involved in leadership of the project (48 in LTTA) and about 20 teachers. But it'll impact directly to more than 600 students. Quarterly activities are planned at each school and they'll be complemented by 3 student meetings (LTTA). We could summarize our methodology as it follows: Firstly, an artistic language and feeling are proposed to the students and an investigation about its relationship with the VANGUARDS is required. Pupils must take into account our common European references as well as the crisis period that the society lived during the vanguard period and the one we are living now. Finally, the result of this research is expressed in the creation of a webinar, video or presentation that will be shared with all the students of the project. After that, our pupils will work with the artistic techniques connected to the quarter, to express that feeling related to pandemic. At the end, the result of the artistic processes will be exhibited physically in each center and will be shared online with all partners. The schools will count on the advice and work of external contemporary artists to help, stimulate and guide artistic practices. Innovation through digitalization will be one of our goals. To enrich the creativity process we will attend cultural events related to the concepts of the quarter. This is the correlation that we’ve planned to work:FEAR-VISUAL ARTS, LONELINESS-LITERATURE, HOPE-DANCE, TEMPORARY CONFUSION-THEATER, VULNERABILITY-FASHION, ENTHUSIAM-VOLUMEOnce the project's finished, it's expected that new methodologies of artistic practices can be introduced in schools, scheduled and systematized course by course. Also, our materials could be used for future generations. Teachers'll have been working for 2years in a new methodological environment hand in hand with experts so it'll shape the daily routine of schools &will surely help PROMOTE THE students’ ACQUISITION OF CREATIVE & ARTISTIC SKILLS.

"The project entitled ""Pandemic and changes in the education system of education in various European countries"" willl be implemeted by three European schools, from Poland, Turkey and Portugal.Remote education has appeared quite a long time ago in the form of correspondence education. Over time, other forms, such as educational television, also began to appear. However, it was only the development of the Internet that contributed to the popularization of distance education. This situation obviously raises many positive phenomena, such as broad access to knowledge, individuality or focusing on solving problems, however, it is also associated with threats resulting from technological barriers (e.g. insufficient computer skills) for students and teachers, as well as with a false assumption of identity remote and traditional education. In most cases, the teacher and student work in the distance and traditional education process is similar, but the communication tools change. Nowadays, it has become necessary to adapt our teaching methods to the requirements imposed not only by the rapid development we experience, but also to the requirements of the remote teaching that we experience during the pandemic.An area requiring improvement is therefore the enrichment of the teacher's workshop and the exchange of experience in this field between European schools.Education requires constant development of both substantive knowledge and practical teaching staff. Modern technologies require constant evaluation and adaptation of program content to changing market conditions, as well as in the era of fighting a pandemic, which is what education is experiencing. It is therefore very important to increase the attractiveness and quality of education by introducing new teaching techniques, mainly based on electronic methods, which will actually interest and encourage the student's work. The current situation shows that teachers need to be educated in this field and adapt their work workshop to online learning, which can be used in future classroom education.With this in mind, we decided to share experience in this field among teachers of 2 European schools, discover the possibilities of remote teaching and transfer experience to full-time teaching with particular emphasis on e-learning methods used during remote work.The purpose of teacher training meetings is:- practical application of skills acquired during distance learning- exchange of experiences (regarding e.g. computer hardware and ICT tools) between teachers,- sharing good practices in the use of ICT used during distance teaching in everyday teaching.- trying out ICT proven by other tools and learning good practices of using the equipment owned in school.The most valuable in the meetings will be sharing insights and best practices from the school yard, mutual learning and showing solutions that are worth imitating, and those that still require reflection."

"The project ""My values, your values, our values"" was planned and realised against the background of a discussion on values which took place in all three partner schools in England, Germany and Portugal. Part of this discussion was the topic to what extent the values of the European Union are known to the students and how values can be taught. In order to reach this rather abstract goal this basic question was split up into the following topics: What are our values? What are common values? How do we show the values? Which global importance do values have? Each school had a different focus, i.e. the German school concentrated on the refugees, the English school on inclusive education and the Portuguese school on economically deprived students. These topics were arranged and planned in modules which the students worked on during two years project. At the beginning of the project the students did a survey at their schools to find out which values the students regard as important. During the first meeting the students compared the results and discussed what their common values are. Respect was considered the most important one. The basic method, which was introduced in this week and which can be regarded as the basis of all the projects, is ISL (International Service Learning), which is an innovative method to teach students to take responsibility by being committed to a social project in an international learning setting. A further important method the students learned was project management and linguistic and cultural mediation. During the first meeting the students then practised these methods by interviewing representatives of institutions which stand for certain values, e.g. a judge, a doctor, a priest and a representative of a home for elderly people.The second meeting, which took also place in Germany, was dedicated to the question how values are shown. In order to discuss this question the students visited the following organisations and had interviews with the respective representatives: Misereor in Aachen, Europe Direct in Cologne, the Archbishopric in Cologne. The results were discussed, visualized and the school communities were informed.During the third meeting in Portugal the students focused on the question what they can do to show values. They prepared their visit to and their work for different charity organisations, e.g. Refood. The ISL method was quite relevant in this context because the students learned in an international setting what it means to help other people. The different jobs they had to do were well prepared and evaluated afterwards.In order to prepare for the last meeting in England the students discussed the question to what extent values are also important on a global scale. They prepared a final conference which took place in the House of Commons in London and also discussed with members of the conservative party. This final conference can be regarded as the climax of the whole project since the students could show what they had learned about the topic, linguistically and methodologically in the last two years.The Erasmus+ project has had a deep and positive impact on all schools and it will be continued."