"Migration is one of the most biased topics within the EU. When starting our project ""Migration-Change-Challenge-Chance“ in 2016 Europe was dealing with an increased numbers of refugees. This situation has been challenging ever since. Back then many Europeans and European countries were facing this problem positively. This positive atmosphere has almost completely changed since many European countries are demanding a legal change within the EU when it comes to dealing with refugees. That´s why united actions in terms of finding solutions for the current refugee crisis seems to be unrealistic. The three participating schools from Lübeck (Germany), Kotka (Finland), and Gdansk (Poland) have in common that all of them aim for a degree which is comparable with the A-Levels in the UK. Hence, all of the school teach senior classes. The German school also teaches senior classes which explains the number of 750 students. Approximately 570 students visit the Polish school and the Finish school is visited by 400 students. From the beginning there were differences in terms of experience with this topic. The German school is an officially certified so called “Europe School” and already dealt with similar topics in the past. Back then this happened with Comenius projects instead of Erasmus+. Furthermore, the German school has been offering many projects to help refugees since 2015 and it also teaches students with a migration or refugee background. The Finish school had been trying to engage in this topic but due to the low number of refugees and immigrants in their country and since this has been their first Erasmus+ project, their experience was not high. When it comes to the Polish school it can be said that from the beginning they were aware of the fact that there are negative attitudes of their students in terms of the topic migration. One of the objectives of the application therefore is the stressed situation of having a united EU. Furthermore, the application points out whether if the positive attitude towards immigration and refugees could be held and if the right winged party in Poland would handicap open discussions. During our project these tendencies definitely evolved. All in all, our project wanted to create and establish more tolerance and acceptance especially because of the negative attitude of the Polish school. That´s why we chose activities that not only ensured a theoretical approach of this dispute (e.g. reasons, history, law) but also left space to reflect the very own opinion about migration, e.g. when it comes to the own family history in this context. Therefore, the students created and acted out a play which deals with their own experience about migration. Furthermore, they did voluntary work in refugee aid agencies or studied the legal background of this topic. The outcome has to be assessed differentiated. On the one hand, most of the planed activities could be executed and only the participating students and teachers but also the rest of the schools found out about this project via homepage or newspapers. Even NGOs or local authorities exchanged information with the schools and could benefit from the project. On the other hand, our fear of a change in the political views got true. While our application focused on an intense and open discussion about how to deal, help and integrate refugees in Europe, it got more and more difficult to exchange ideas and opinions about this topic which was caused by the political changes in Poland. Nevertheless, the project shows its benefits and effects since for example students helped out in refugee aid agencies and experienced the difficulties when it comes to dealing with the refugee crisis within the EU on their own."

<< Objectives >>The project aims to enhance production-based learning skills of students by combining creativity with engineering and technology. Make students to have knowledge and skills in the fields of robotics and coding.To help students think creatively and analytically and develop their problem-solving skills.To learn about different cultures and EUTo help students to improve their English.To increase the institutional and international capacity of our schools and sharing examples of good practice.<< Implementation >>The Project consists of 3 international and monthly local activities, the purposes of these activities are to build the foundations for the success of the whole project. 5-day Robotics and Coding Training activity will be held in Finland between 10/4/2023-14/4/20235-day Body Design activity will be held in Ireland between 6th -10th November 2023.5-day Football RC Competition will be held in Turkey between 04-08 March 2024<< Results >>Students will increase their knowledge, skills and experience in the field of robotics and coding.By learning innovative and creative learning methods and techniques our students will contribute to the solution of real-life problems in robotics and coding.Students will create 12 robots that can play football.Students develop their English and digital skills.Partners schools will increase their institutional and international capacity.Students will learn different cultures and EU.

Folcloricity (FOLC) is an intercultural project based on the idea that music and dance are a part of the integral heritage of each nation. As such, we believe that these disciplines have the unquantifiable capacity to motivate students, and exposure to them will provide a unique opportunity in their educational process. Hence, Folcloricity has the potential to positively impact students’ personal and professional lives in the future. Furthermore, our project aims to highlight the importance of: Europeanization, modernization, and awareness of democratic values through equal and cooperative work.Our objectives will align with the SMART system (the objectives will be Specific, Measurable, Achievable, Relevant and linked to Time).The specific objectives can be summarized as follows:Improve the relationship of students with their school to alleviate school absenteeism.Use innovative strategies through music to offer holistic teaching.Improve teaching through cooperative work with counterparts.Expand the horizons of students and increase their aspirations through collaborative activities with counterparts from other countries.Instill European democratic values to students.Mitigate the disadvantages of access to education.End stereotypes and improve coexistence.Bring exposure to the folklore of each participating member.Value Nature as an integral part of cultural heritage.Lead change and innovation in the educational field and establish the center as a centre of social dynamism.The coordinating center - IES El Valle in Hinojos - has experience in the eTwinning platform, having participated in the European Culture Olympics projects (ID163065 YEAR 2017/2018) for which it won the Mediterranean Prize demonstrating our ability to tackle a project of this magnitude. Currently, we are involved in the Young Biography Writer eTwinning project (ID18676, Year 2018/2019).Consequentially, an eTwinning project has been created ad hoc, in which there will be a staff forum for the exchange of opinions and audiovisual material. This project will serve to maintain and promote lasting relationships between the partners and accommodate new participants, as well as being a fundamental instrument for the dissemination of FOLC. The eTwinning, School Education Gateway and European Shared Tresure platforms were used to search for partners. The participants have a wide experience that helps us in our first coordination in Erasmus + projects.The associated centers are:IES El Valle in Spain: organizing country with experience in eTwinning.Karstulan Lukio Institute in Finland, a country of educational reference.Liceul Teoretic Henri Konda and Gymnasioum of Livadeia in Romania with disadvantaged students and extensive experience in European projects (Erasmus + and in Comenius multilateral projects).During the planning of the activities, the priorities and objectives, participants, tasks, timing, results and resources necessary to carry them out have all been taken into account. The results of the project will be tangible (presentations, audiovisual material and the Musical Book) and intangible (improvement of the expectations of the students, their perception of the institute and Europeanization).In summary, the activities are: workshops of creation and musical production, cultural visits, talks and conferences, and the finally: the creation of a Musical Book.All activities are related to the traditional dance culture, music and folklore of each nation and are aimed at improving communicative skills, the development of cultural and artistic competence, and education in values. With this methodology, students can go beyond the textbook and explore data, knowledge and experiences directly and immediately, as well as visually and audibly.The evaluation of the expected results, both tangible and intangible, will be useful to adjust the plans and ensure the long-term impact of the project. The evaluation will be carried out through quantitative indicators whenever possible. Certification is included in the management of the project, for which tools such as Europass mobility and Seneca will be used (in addition to other certificates issued by the participants themselves).The project is intended for the benefit of the entire community, including the local community of the municipality. Each country will be responsible for a series of actions to disseminate the project through web pages, blogs, press releases, social networks, eTwinning and Twinspace, School Education Gateway, Erasmus + results platform, Europass mobility certificate signage and an exhibition gallery of project photos. We will pay special attention to the correct use of European official logos as established in the National Agency corporate identity page. This diffusion will cover three areas: local, national and international.The contribution of this project will aid the growth of European citizens.

„A sound mind in a sound body – how to survive the changes in our world and be well” was a three-year-long project which was based on three main components or ‘pillars’ of physical health, mental health and healthy environment. It focused on developing initiatives that would promote young people’s social inclusion and wellbeing, the improvement of physical and psychological condition, the enhancement of healthier living habits as well as the active participation of young people in the society. The project intended to help students cope with the difficult circumstances they had to experience during the global crisis and due to current changes in lifestyles, overcome difficulties, maintain good health and mood, and be better prepared for their future role in the society. Our intention was to approach the subject in a holistic manner, showing the interdependence of all the project components. By means of different activities we were proposing, we would like our students to become the leaders of change in the attitude towards health and healthy living, giving it the right importance and shaping the view of the young generation. We particularly concentrated on mental health as a drive of change and development that makes people find their strengths, build up their self-esteem, take up challenges, start new ventures, develop and be active. It also seemed essential in building active citizenship, the sense of initiative and entrepreneurship. The project intended to integrate participants with physical and intellectual disabilities and learning difficulties, as well as the ones from disadvantaged backgrounds, so they felt included and not left behind, and might be the ones to learn from. The objectives of this project included learning about modern threats to our health as well as ways to be physically and mentally healthy, realizing the importance of mental health, raising the sense of personal responsibility for health and raising public awareness, reflecting on our diets, learning to live in a healthy, ecological, environmentally-friendly manner in order to ensure our safe and healthy future, getting to know each other and making friends in other countries, which we believed would lead to better understanding and responsiveness to European social, linguistic and cultural diversity. The project would also lead to the improvement of linguistic, digital and transversal skills of all the participants.The project would be carried out by the group of five partners who involved two general secondary schools with mixed-ability classes from Poland and Spain as well as three general secondary schools from Turkey, Finland and Italy. The schools’ slightly different profile served genuine integration of our disadvantaged students, among whom there are physically and intellectually disabled pupils, the ones with learning difficulties and special educational needs as well as others from disadvantaged backgrounds. We achieved significant results after the completion of the project, including improving the participants’ knowledge of the countries involved and key components of this project, raising personal and public awareness of health threats, disease prevention, importance of mental condition, wellbeing, diet, environmental problems, improving linguistic and digital competences, raising self-esteem, motivation and satisfaction. We wanted young people to build meaningful friendships based on better understanding and responsiveness to different cultures and values. Our aims were achieved through the promotion of outdoor activities and sports, cultural activities raising both awareness and wellbeing, trips and visits to nature reserves, national parks and other places of natural beauty. The project implemented the research – action methodology, thus “quiet”, scientific or explorative activities were mixed with big project and dissemination events as well as students’ short-term exchangesWe got involved in the whole range of activities, including socializing with our friends from other countries, organizing and participation in sports competitions, trips and visits to museums, galleries and historical sites. Moreover, we involved students and teachers from other schools, parents and local residents, to participate in events such as health picnics, foreign languages and cultures day, talent shows, food fairs and photo exhibitions. We produced questionnaires, surveys, quizzes, leaflets, posters and brochures, videos, a project website, facebook and blog, and a calendar. We also intended to create the curriculum for the school subject of “health”, which were later used in our schools and disseminated among other teachers. We are convinced that the project had a positive impact on its participants, partner schools, persons indirectly involved in it, who would not only gain project-related knowledge, but also develop their awareness, tolerance, and change their image for the better.

"Context : The project was initiated by 4 long-standing European partner schools in a project called ""International Education"" (I.E.) This network of schools has existed for 20 years and the number of partner schools has fluctuated but the ""core"" of the founding schools still includes schools in Barcelona (6),Germany (2), Italy (2), Belgium (1).This network of schools has been organizing cultural exchanges around the theme ""European Citizenship: Identity and Democracy"". These exchanges are the culmination of a comprehensive curriculum, a European citizenship course, which was developed by a group of representatives from each school 15 years ago.These courses are given in English and raise pupils' awareness of the European reality. Each school integrates them into its curriculum in its own way, but all the students participating in the exchanges worked on the theme ""Identity and Democracy"" before the exchange.Objectives: The aim of this Erasmus+ project is to renew the ""European Citizenship"" curriculum, creating new course sequences in the form of 6 interactive modules, each of which will address a European theme, namely:- European Institutions- Geography and History of the E.U.- Art in the E.U.- Climate change- Migration- Everyday life in the E.U. and its impact on young peopleP.S. These modules will also be offered in mooc form.Participants: 6 schools will be partners in this project: 3 schools (Barcelona, Wavre, Göttingen) which founded the I.E. Group and developed together the ""original"" curriculum, 1 school (Torino) which has been participating in the exchanges for several years and two ""new"" schools that will bring new life to the group, a different sensitivity, a different pedagogical experience (Finland and Turkey).These are all secondary schools which, for 4 of them, have a habit of working together and which trust each other. (The ""new schools"" were brought into the project by the Turin school which has already worked on other projects with them.) In each school, in addition to the teachers chosen for their motivation and competence, a group of 20 students will be ""selected"" to be at the heart of the project, work for 2 years and participate in the activities.These students will be considered as full teachers' collaborators.Activities: 6 activities are planned, one per school. This will be a week of exchange, during which the school will host the 5 partners and where 20 local students + 20 ""student partners"" will test the activities planned for the 6 modules. Each school has its own theme. The 6 schools will prepare the theme that will be dealt with during the exchange in advance of the exchange on the basis of the instructions provided by the organizing school. Of course, the content of each exchange week can be adapted according to the evaluation that follows the exchange.Methodology :-Each school will recruit a team of teachers and students who are motivated and willing to be involved in the project for two years.-Each school will reflect on how best to address the pedagogical and innovative theme of addressing the theme assigned to it.-Each school will send its instructions to the partners concerning the week of activities (material to be brought, presentations to be made....) while within the partner schools the team will prepare for the week of activity.-During the exchange weeks, in addition to the activities planned to test the modules, the teachers will work on the coordination of the project to solve various aspects: schedule, budget, evaluation, problems to be solved, report to be written...-Cultural and festive activities are also planned to allow everyone to meet different European realities, improve in English and to bring the teams together.-After evaluation of the activities, they will be modified if necessary, if possible tested in schools with a ""normal"" school audience and after approval of the whole group, the modules will be converted into mooc, made available to as many people as possibleResults: The schools of the I.E. group will now have at their disposal new sequences of updated courses with pedagogy adapted to the teaching needs of our time.The contents will obviously be renewed later, according to current events. It will be a working base that can be useful to many teachers, outside the International Education group.Impact: The students who will now participate in the cultural exchanges of the I.E. Group will have a better vision of Europe after having taken these sequences of courses. Teachers will have had the chance to experiment with new things for their courses and will be all the more motivated and competent in English. They will also be the spokespersons for the project in their respective schools.Long term benefit: This project will no doubt allow the I.E. group to expand with new partners and allow more schools to get involved in European partnerships (even without financial support from the E.U.). It also puts more Europe into school."