Our school, IES Bachiller Diego Sánchez, is a public high school located in Talavera la Real, a municipality in the province of Badajoz with about 5,500 inhabitants. Agricultural activity is deeply rooted in the area, and there is a high level of unemployment, especially among women, young people and the most vulnerable groups. About 70% of the parents of our students have primary education, and only 0, 7%, higher education. In our school ESO, Baccalaureate, and a Middle Degree Cycle of Administrative Management are taught.The behavior of the students is correct in general lines, and the relationship with the teachers is good, as well as the degree of conformity with the teaching they receive. However, there is a lack of motivation and interest in the classes and activities of the school, which directly affects school dropout and failure, since we have a very low number of ESO graduates in relation to the number of students who enrolled. For example, in the 2014/2015 academic year, 89 students enrolled in the first year of ESO, of whose promotion only 45 obtained the title of ESO, 50.5%.This made us think about the need to promote a change in our school, redirecting the behavior of the students, seeking more active and dynamic behaviors, reinforcing the cultural and artistic dimension of education. We have tried to take advantage of the opportunities we have had to achieve this objective, and being a young school, we have participated in various programs to respond to the needs of our students: the network of entrepreneurial schools, with the support of the social and educational agents of their community, launching a program of educational, creative, playful and community activities; the Librarium project, educational radio ... 53% of the teaching staff have joined these initiatives. The most immediate antecedent of our project is the KA1 project, “Culture in education: learning from Europe”, understood as one more step in the improvement of our teaching practice, and as the beginning of the internationalization of our school. Since then we thought that we should look to Europe to become aware of new teaching methodologies and good educational practices.To do this, we looked for a partner who had the same needs as us and who would like to use folklore to achieve the same goal: the N. J. Vaptsarov school offers Secondary Education and a Certificate of Professional Qualification. It offers its students the opportunity to visit commercial companies, participating in the work process. These activities are part of his vision to foster flexible, creative and knowledgeable students of their future work lives. The school's specialties are: Systems Programming, Computer Techniques and Technology, Electronics, Automotive Mechatronics and CNC Machines. Students have the opportunity to participate in activities and competitions organized at the school, regional and national levels.In this project we jointly planned activities divided into 4 content topics: music, dance, gastronomy, crafts, which we worked in parallel, making a sharing that culminated in four exchanges that we had designed, in which we combined reflection on what has been worked with different workshops and joint activities. Only the first meeting could be carried out in the planned way, with a great impact on the students of the two educational schools. The emergence of the covid made us have to rethink the activities, holding two virtual meetings that, although we consider satisfactory, do not have the same impact on students as real immersion in another country. We have used cultural and artistic competence as the backbone of all subjects, to help our students to express themselves and to appreciate the different manifestations of culture and art, in addition to roots and identity and a respectful attitude towards diversity. We consider that our main objective, to use folklore as a common thread so that our students learn to value cultural diversity, to work in a respectful and multicultural way with other European students, thus giving our school an international character and a European conscience, has been successfully achieved.

It has been widely understood that participation in sporting activities supports the processes of inclusion among young people in many ways: through bringing together individuals from different and various economic backgrounds, offering them a sense of belonging to a bigger group, facilitating development of positive social behaviour and improving physical health and mental well-being. The project “Facilitating Inclusion Through Sports” was a partnership of 3 secondary schools from Poland, Bulgaria and Slovakia, located in smaller towns in the least developed regions of their countries, areas directly affected by economic and demographical difficulties. The project aimed at combating exclusion and obstacles many of our students face (poor economic conditions, limited social skills, antisocial behaviour, poor academic performance, health problems, discrimination, cultural differences etc.), and facilitating inclusion and equal opportunities for disadvantaged participants through sports and physical activity.In order to achieve our objectives we organised 4 LTT events: 3 short-term exchanges of groups of pupils: in Slovakia (01.2018 – Everyone Can Play - Floor Hockey!), Bulgaria (11.2018 – Everyone Can Do It - Cheerleading and modern dance!) and Poland (03.2019 – Everyone Can Play – Rugby!), during which we introduced our students (aged 14-19, predominantly those facing various types of exclusions, obstacles and disadvantages) to frameworks of the sports, developed and practiced their sports and social skills, promoted teamwork and physical activity in general, encouraged and supported participants in their involvement in sports activities, showed them sports as a way of overcoming obstacles. During the final LTT event in Poland we organized a large, international sporting event with performances of project sports and trainings, and competitions for invited spectators – students and teachers from other local schools, educational organizations, local authorities etc.We also organized 1 short-term joint staff training event in Poland (06.2018), to introduce teachers to new methods and good practices of working with disadvantaged students and fighting different types of exclusion, as well as to familiarize them with new sports and using modern technologies on P.E. lessons, thus improving their professional workshop. There were also 2 Transnational Project Meetings (10.2017, Slovakia and 06.2019, Bulgaria) for project coordinators to monitor and manage project’s overall implementation. Between LTT events, to disseminate the project and its results, FITS participants, associated in FITS Clubs, conducted training sessions and workshops in project sports for their peers from partner schools not participating directly in LTT events, as well as students and teachers from other local schools and organizations. Partner schools organized new and joined already existing events (FITS/Sports days, open days, fairs etc.) to promote and disseminate project and its results among school and local communities. Altogether we organized at least 23 such events, reaching at least 2450 people. The tangible results of the project were: A digital Sports Guidebook devoted to project sports, lesson plans on project topics, presentations, posters etc. Partner schools also created previously non-existent teams in project sports that will function in schools long-term.As evidenced by our impact assessment, the project helped our students overcome their exclusions through building their self-confidence, social and personal skills, improving their self-development, fostering economic and gender equality (providing all participants with the same equipment and kits, creating co-educational teams in all project sports). We promoted and developed involvement in physical activity and physical competence among young people through encouraging and supporting students in their participation in sports activities and introducing them to framework of 3 – mostly new to them - project sports. Through international cooperation we also raised students’ and teachers’ cultural awareness and improved their English language skills. The teachers involved in the project also acquired good practices and innovative teaching methods in the area of developing social inclusion with the use of physical education and helping their students develop their interpersonal communication, assertiveness, ability to cooperate in a group, motivation and other social competences. They shared the learning and teaching knowledge and experiences and created teaching materials and methods that were used not only during project activities, but also added to schools’ educational practices. All the partner schools started and/or strengthened cooperation with various stakeholders: other local schools, various sports associations and experts, local and regional policy makers, media representatives, etc., who became actively involved in the project.

"Renewable energy, sustainable housing practices in Northern, Southern and Eastern Europe. Objectives: -help students put theory into the practice effectively about energy saving, recycling, and green energy (at home and in community)-to rise student scientific knowledge and to develop entrepreneurial skills, numeracy skills, digital abilities, and multilingualism for them.-to exchange ideas and practical experience through short-term exchanges;-to make students and teachers gain and reduce consumerist attitudes towards life and environment;-to expand their critical and creative thinking skills like problem solving independently through international team work.-to make them gain European awareness and common European heritage regardless of cultural diversities -to help them get new and improve their existing ICT skills;-to deepen knowledge on importance of energy and protecting environment in European countries-to be able to analyze the problem and find innovative solutions.-develop skills of teachers from European schools for using innovative approaches in learning, based on using ICT and focused on creating a more active learning environment.-enhance the quality of education and enrich the school-offer of the European schools, by developing innovative didactical materials based on interdisciplinary approachesStudents will exercise themselves to use technical programmes to design energy efficiency house, they will be able to explore in an experiential and empirical way all the theoreticalknowledge they earned all these years.When this target is achieved, we can bring to the fore the aspect of reducing CO2. Next priority of the learning process would be to orientate students to discover our environment that impressed them. In addition to our objectives during the activities in our project, our results will be a project logo, Project website, A Facebook group, an eTwinning group, eTwinning online events, A summary video after each short-term exchange, A YouTube channel, A photo gallery, practical objects made of recyclables. Also our main concrete result will be a model of energy efficiency house which will be designed via autocat programme by the students.Profile and number of the participants: Pupils, teachers and other school staff will take part in the project activities. At least two teachers from each school, 12 in total, will take part in LTT activities.Our teacher’s age range is 26 -60 with abilities in using ICT in teaching and been worked about the project topic, who demonstrate openness in using competence strategies in teaching, use English and ability in working in multicultural groups 3 students from each partner school will be involved in LTT activities. Our partner schools will be asked to deploy different students for each mobility abroad. In addition, the balance of girls and boys will be asked to be taken into consideration. Thus, a total of 54 students will take an active role during the project.Description of activities:The main activities in project are :Training teachers and the students about sustainable energy and its implementation in houses; STEM Fairs, building smart houses course integration into science lessons, Seminars regarding environment and the problems faced in sera effect; Online interaction through web 2.0 technologies and experience sharing through videos, booklet, reports; Drawing a model of smart house with the programmes of autocat and sketchup.Methodology:Through discussions on pedagogical, ethical, behavioral problems, inclusive topics, and common concerns on sustainable energy, we will enlarge our perspective, working on students' creativity. We are sure the impact and benefits of European cooperation will increase motivation and capacity in our students. They will raise the importance of learning and will enrich our pupils' creativity. “Imagine. Create. Innovate”. These three ideas will also sustain our project, in which creativity will be the driver for innovation, and the most important key factor for the development of personal and social competence and the""well-being of all the individuals in society. Results: Students will be able to discover the importance of sustainable development, usage of renewable energy as a measure for the protection of the environment and climate change and at the same time experience other cultures and understand the world better. They will learn the importance and techniques of effective international team work and create their own future house design. Improved ICT skills, problem solving and critical thinking. Long term benefits and sustainability: Our students will understand the importance of the environment we live in more. They will also begin to see themselves as part of this nature. Thus, they will comprehend the importance of sustainable energy while building the world of the future. Our project will have longer effect with the integration of designing smart house into the curriculum"

"“Enhancing the possibilities of the future with a Mentoring Programme"" has been a project intended to increase the possibilities for the participating students to be better prepared for business life after finishing school and the project. By developing relevant and high quality skills and key competences such as networking, communicative and language skills, ICT skills and entrepreneurial skills among many others, the project has aimed to foster employability, socio-educational and personal development. The students then get more employable meeting the EY Youth Guarantee. Our first objective was to have our students gain self-confidence, thus enhancing their possibilities for a better future. Our students have increased their self-confidence through a better knowledge of business and mentoring as well as through a focused and active work around the building of a so-called growth mindset. In addition to the important objective of giving the students skills which aim in giving them self-confidence, we have also worked with different types of equality in this project. By taking part in the project the students have seen that the economic and social situations some of them live in is not necessarily a hindrance for development. Through the project the students have learned about the different challenges a person can encounter depending on gender, age, financial situation, nationality or e.g education by working together in workshops, creating a digital manual and starting a mentoring programme at each school. In the project we have carried out 5 activities with 1 staff training event (Sweden, December 2018) during which the planning, communication platforms, pedagogy and project management were decided upon and then 4 LTT activities. The LTTs were all focused on building a mentoring programme: starting in Sweden (February 2019) “Working in a Mentoring Programme - history, experience and definitions”, then Italy (March 2019) “Setting the rules of a local mentoring programme; adept, mentor and the different roles”, Croatia (November 2019) “Recruiting mentors - matching with adepts; how do we do that?” and finally Bulgaria (virtual mobility: November 2020) “The mentoring programme at work”. Between each LTT activity the schools worked with assignments in order to create mentoring programmes in our schools. To every mobility we send 7-9 students in the ages of 14-19 years who (together with 2 teachers from every country) have learned about mentoring, have taken part in discussions and workshops and created a digital manual. The digital manual has aimed to describe the different workshops, students' reflections and knowledge gained thus disseminating the knowledge on how to work entrepreneurially with the link between the school and the business sector and starting a mentoring programme. Due to the pandemic the final LTT activity that was to be held in Bulgaria was changed to a 5 day digital mobility during which the students and teachers carried out presentations, listened to digital lectures, took part in digital workshops and together wrote texts to the digital manual. This particularly enhanced their entrepreneurial, social and ICT competence. The results of this project and the impact that can be seen is on individual and partly on organizational level. The students who have participated have improved their English, entrepreneurial, ICT and communicative skills. Through visiting other countries, collaborating in English, meeting and learning from people from schools and business sectors the understanding and knowledge on business, mentoring, networking, culture and entrepreneurship have given the students enhanced possibilities for a better future thus making them more employable.The digital manual is a result that we are very proud of and which we hope will inspire other schools to start a mentoring programme. The results can also be partly noticeable in our organizations through all of us now running a mentoring programme, thus strengthening the status of our schools. The different workshops and activities have also to some extent been integrated in the education and the mobilities have been disseminated at each school thus influencing other students but also other teachers and staff. The long term benefits for the students are that their improved skills, enhanced self awareness, growth mindset and knowledge of mentoring will have made them more prepared for life after school. Through the European dimension and gaining a more positive and strong belief in themselves they are now more inclined to seek other educations or jobs (both nationally & internationally) than before taking part in the project. The network created through this European project will also be a long term benefit from the project for not only the individuals but also for the schools, through which we can keep the mentoring programmes and its objectives active but most also keep in contact and keep learning from each other."

The context of the project lies on the importance of caring and learning about the European heritage which is unquestionablly important for every European citizen, especially for the young generations who soon will be fully responsible and mature members of the European society. As being part of the educational system and playing the important role in transferring the knowledge, this project gives great opportunity to the teaching stuff and the students as participants who will explore the national heritage and goods of their own country with the aim to connect that with the European heritage and values by learning and comparing the ideas and work of various European schools representing their countries through several topics revealing national heritage. The target groups of the project are students and professional school stuff (total number 186), the local communities of each country and web visitors as an possible audience. During 5 mobilities, participants from Croatia, Italy, Spain, Bulgaria and Portugal will participate in the activities about natural, cultural, musical, sports, industrial and human heritage. The students who will participate will improve their social skills and English language. Visiting other countries and communicating with other students from different cultures will provide the European dimension. This will also strengthen the teaching professions by exchanging different teaching methods and experiences. All partners will benefit from the European dimension of the project and they will spread that to their schools and local population, especially through presenting their results on eTwinning at the end of every exchange, having a virtual meeting with one school which has never been part of the Erasmus exchange.At each school there will be a special place to put the information about the project: a ‘Project Board’ or ‘Erasmus+ Corner’ to disseminate the project materials in schools. Classes can visit these boards to study the displayed materials. The activities and results of each mobility will be shown on eTwinning, school website, project Facebook page and Instagram, such as teen tourguide from every country, cooking book, cultural,musical, ecological and sports presentations and posts which will be presented to touristic centres.The results expected for the students and teachers during the project and longer benefits are:-to develop a sense of belonging to the national and European community-improving the skills of foreign languages for students and teachers-to practice digital skills for communication and education-developing more organisational, social and life skills through travelling and hosting-exploring and more appreciation of national heritage -exploring and valuing European heritage through arts, culture, ecological and natural treasures and costumes of partner countries-taking active role in the society through planning and organizing workshops, field trips and presenting the project and its results-expanding the knowledge and observing different educational styles and teaching methods-making education more attractive and dynamic-strenghtening teaching professions through international cooperation-empowering young population for international exchanges or studying and working in the EU countries-including the students of lower socioeconomic status to take a part in the international exchange We plan to continue using the results of the project after the project's end to demonstrate the importance of the heritage learned during the exchanges.We will have workshops for attendants for each school involved, we will create annually events under the form of a students conference showing the results achieved in different fields of our educational system. We`ll encourage participants to stay connected on eTwinning and keep doing eTwinning projects in the long terms choosing different topics. Students will be motivated to attend meetings with their skills and competence, they will spread project idea in their family and among their friends, enlarging the project impact. We will also establish sessions to inform local community about the project stages and its contribution to educational process in schools involved. Those sessions will include press articles, short presentations to parents meetings, announcements on media and Internet channels, attendance to local educational events such as book fairs, and cultural evenings. Local schools community will be informed and invited to attend using meetings with other teachers. At international level we will use eTwinning platform to invite schools which haven`t been part of the Erasmus exchange, in this way other schools will take part to our activities. The participation in this project will contribute to the development of the schools involved since we want to improve teaching and management skills of school staff and ensure active students involvement in each stage of the project.