"Through the “Progressing in Inclusion” project, an opportunity is given to a group of students who, due to their special characteristics, tend to be less favored by our educational systems, in particular, and society in general, to feel equal to their peers. This will provide the framework that makes possible for students with special educational needs (ACNEE) take part in a life experience that they would otherwise be unable to achieve. Furthermore, we must mention that we are talking about families that, in many cases, also have a disadvantaged socio-economic situation.There are about 40 students (between 14 and 19 years old), together with their teachers, who, directly, will have the opportunity to participate in this project, thus being the first recipients of its benefits. The participating schools are:- ""IES Villa de Abarán"", Abarán (Spain).- “Magistrale Statale G. Parini Institute”, Seregno (Italy).- ""Colegio Sao José de Bairros"", Lousada (Portugal).These students will be endowed with a series of skills that they could hardly develop otherwise. Some of its objectives, coinciding with the ""Europe 2020"" strategy, are:• Greater social insertion.• Acquisition of social skills.• Avoid dropping out of school.• Motivation of the student towards learning.• Peer learning, promoting collaborative teamwork.• Learn to cope in a new environment for them.•Attention to diversity.• Inclusive educationIn addition to it, working together with other colleagues will motivate them to achieve an improvement in their communication skills, their capacity for autonomy and resolution of adverse situations. A comprehensive improvement of student capacities is sought, supporting us in the promotion of European citizenship. As a final goal, all this will lead to a very important objective, which is the improvement of self-esteem, breaking pre-established barriers (for these students it means the possibility of participating in activities that, until now, they only saw colleagues with brilliant academic records develop).Furthermore, teachers will see some important areas covered in their career as teachers:• Greater professional development, greater motivation and satisfaction in their daily work.• Exchange of pedagogical strategies with other teachers.• Obtaining resources to achieve motivating work dynamics.The activities take 3 themes as axis: Gastronomy, Recycling and Self-esteem. Mobilities, in themselves, are a source of learning, since students must cope in new situations for them (use of public transport, payment in shops, ...), having to adapt to new cities, customs, languages,. .. During the mobilities, activities designed in order to: favor and improve interaction; improve attention, perception, memory and auditory discrimination; promote cooperative work; exercise basic cognitive abilities (perception, memory and discrimination). The activities promote equality and inclusion, attending to Diversity, obtaining better learning achievements and equipping them with skills that help them to better integrate. In addition to the activities during the mobility, others will be carried out in the centers themselves during the two years of the project (they will help to give continuity to the work of the students and will give content to an eTwinning project).The methodology will be active, the students will get involved taking part in the process of learning and acquiring competences, they will work together with the colleagues from the other centers, improving their communication skills and social skills. At the same time, they will be given autonomy for their development, thus reinforcing this capacity.Another activity will be the mobility of personnel in which the teachers will take part. This will allow conclusions to be drawn and materials to be developed that will help in working with ACNEEs, being very important to ensure the durability of results over time.The programmed activities, and the development of the same, suppose an innovative practice in which creativity is given greater relevance; they are an incentive for teachers and students by allowing the exit from the ""routine"" of day to day.The expected results and objectives will be obtained both in the short and long term. In the first place, they will fall on the students, who are expected to achieve the objectives indicated above, as well as those indicated for teachers. In the longer term, it will be the centers involved that will benefit from methodological innovation and management with these students. Likewise, through the synergies generated, other centers in the environment will benefit from dissemination meetings. On the other hand, the use of the eTwinning platform will be deepened through Twinspace, providing a new experience for students and teachers that will result in future collaborations."

"The project ""innovative film methodology in lessons - and yet it moves"" transmitted the method of the seminar course FILM (education across the board/interdisciplinary level), developed in Evangelisches Gymnasium Hermannswerder, on advanced, interdisciplinary courses in Vienna and Alatri – and even modified them. The supervising teachers are teaching English, theatre, art, maths, physics, philosophy, sport, German and Latin in an interdisciplinary manner. The project manager Anna C. Naumann is teaching English and theatre and is experienced in professional film and theatre directing and writing. Our methodology was practice-oriented and phenomenon-based, i.e. we borrowed methods from the real professionell filmproduction and worked on an interdisciplinary level. The result of our two years project was the short fiction film “and yet it moves”. During this time, the participants gained increasing competencies in the key skills teamwork, practical relevance and outlining complex, feature-rich, contents. There had been reached a new quality, by the cooperation between schools of other European countries (Austria, Italy, Germany), which would have hardly been possible on a pure national level. The competences of the participants were multiplied. Italian art and design with Viennese charm and choreografie and Potsdam flair and production knowledge merged seamlessly into a European synthesis of the arts. During the whole project duration we were working together on the creation of the movie - with the help of the online platform Edmodo. The specific activities were action-orientated. During the introduction seminar of all participants in Vienna, all were working phenomenon based on the themes Galileo Galilei, script writing and the first conception of the parts, costumes and setting. The seminar, carrying on, in Alatri dealt with the development of first specific results out of the concept of the first seminar – in an open artistical process. During the next meeting in Potsdam (December 2019) , the movie shooting took place, which was the aim of all earlier meetings. The actual film was created, in an interaction of practical relevance, best teamwork, exact planning and artistic creativity. Sightseeing in Berlin and Potsdam was integrated into the recherché activities. In cooperation with our associative partner Hauptstadt TV (television), the movie was technical prepared for the cinema presentation and DVD-production. The planned collective cinema premiere in May 2020 in Thalia cinema in Potsdam could not take place because of the corona pandemic. We managed to organize a TV premiere on Hauptstadt TV. And then the conclusion of the project was realized – the film TV-premiere AND YET IT MOVES , shown at Hauptstadt TV in September 2020, 5.9.2020. It was very impressive to see, how the students improved their key competences during the project. This time it was even raised to a higher power by cross-border operation. The film premiere was a celebration – even celebrate feasts is a gain in competence, which stimulates students to create projects with full commitment in future times. This could be a similar filmproject, or smaller moviemaking in interdisciplinary lessons.We recorded the established methodology (DVD and booklet), which were and will be provided to several teacher training institutes etc., because film is currently implemented in many school curricula. Young people are especially interested in the medium film and are learning more sustainably and effectively with a filmrelated methodology – in all subjects. FILM is the narrative guiding medium of young people. In addition, we created a DVD of the short fiction movie - in cooperation with our associative partner Hauptstadt TV. We distribute it and put the film online on our website www.seminarkursfilm.de . We intend to present the movie on the congress VISION KINO - November 2020. This is a congress across Germany, where filmmakers and teachers of different schools get together, to debate about filmmethodology in lessons. We plan to do some recherche on a possible European congress of similar nature, where we can present our movie too. If that is not the case – we can perhaps stimulate the founding of such a congress, by using blended mobility, ."

"Europe and the world at large are going through a period of rapid change. The various economic, political and social crises and the new migratory flows test the results of sixty years of hard work for the construction of the European Union. Two different tendencies oppose, those who want to strengthen European unity and those who question the legitimacy of the Union and want to leave it (Brexit e.g.).Our project is aimed at rediscovering the initial values ​​of the EU and at promoting the development of the key competences of citizenship. By closely studying European issues, by discussing these issues, our students developed skills that will allow them to deal with complex situations, to understand them and to analyze them from different angles, in order to make appropriate decisions, respecting humanistic and democratic values. They learnt to avoid simplistic solutions, to give in to dangerous stereotypes or new forms of racism and xenophobia. This project cut through most of the key skills needed to flexibly address the political, economic and social evolution of Europe and beyond. The theme of the project aimed in particular at promoting social and civic skills (such as respect for other cultures, open-mindedness, curiosity in considering the difference as an opportunity for learning, discovery, socio-linguistic awareness, the feeling of empathy) that allowed everyone to acquire a culture of peaceful and harmonious coexistence, in the respect of democratic values ​​and within the framework of a European and world citizenship.Our project also aimed at promoting the development of foreign language communication, digital skills, social and civic responsibility, creativity, and also learning to learn, develop personal fulfilment, self-confidence and autonomy, as well as reinforcing the European dimension of our schools. During the two years, participating students explored the migratory phenomena through different perspectives, such as institutional, historical, artistic and human ones. They met migrants, listened to them, exchanged ideas, created together, to better understand their background, their history and thus developed their sense of empathy. They also screened in migration situations during playful experiences (role plays) and creative activities (creation of short stories, poems, songs, short films). They compared different integration strategies both in their own country and in countries whose integration model is well known (France, U.K., Germany), in order to better understand the institutional mechanisms.Through a simulation of a session of the Junior Parliament, they discussed new strategies to improve the integration of students from migrant families into their own schools. Finally, they drafted a charter for newly arrived pupils on European soil, which will be ratified and used in all the schools of the partnership and, hopefully, beyond. This charter has been drafted in accordance with the European founding values ​​of democracy, education, justice, equality, citizenship and civil rights, in consultation with the Council of Europe, which has agreed to lend us a hand.​Visits and exchanges Each time, seven students and two teachers visited one of the partner institutions to participate in training activities related to the project: meetings, workshops, visits, etc. Students were welcomed in the families of participating students.- LTTA 1: Spain, January 2018- LTTA 2: Bulgaria, May 2018- LTTA 3: Italy, November 2018- LTTA 4: France, March 2019The last exchange, which took place in France was completed in Strasbourg, where all the participants visited the European Parliament and the Council of Europe in order to present the ""Charter of Welcome"". Seven MEPs signed our Charter."

<< Background >>The four partner structures welcome special-needs pupils, within a medical institution or through inclusion units inside standard schools. These students are hindered on their educational path by various challenges (somatic or psychiatric issues, social anxiety, school phobia.) Through this Erasmus + project we have the ambition to raise awareness on these impediments and trigger a collective work around the following issue : BODY, LANGUAGE, ABSTRACTION : TOWARDS A BETTER UNDERSTANDING OF COMMUNICATION PROCESSES BY SPECIAL NEEDS PUPILS TO ENSURE MORE INCLUSIVE EDUCATIONAL PATHWAYS.We've singled out three fields of language – thought / speech / body - that encompass all possible subjects we teach and all students' profiles possible :- How can we help students with a mental situation or suffering acute anxiety grasp abstraction better and a more conceptual mode of thinking ?- How can we help them use their voice and say out loud their opinion - How can we integrate more boby language and physical exercise in our teaching ?<< Objectives >>This project will be fruitful ground for exchanging on our institutions, on our practices and our strategies regarding these issues. The European dimension appears as an ideal boost as the contrasted approaches from our partners will bring a dynamic working context to tackle these issues. The resulting material will help us take a critical critical look on our teaching. The outputs will pave the way for innovation and better opportunities to ensure better school achievements in a more inclusive environment.<< Implementation >>The main activities that we are going to implement are job shadowings in all the institutions involved. Each of our structures will send three teachers to visit and observe the way every partner school works, how the pupils are taken care of, where teaching innovations reside, and these events will nurture the overall questioning of the issue we've decided to tackle. Welcoming our European colleagues will be a chance to organise an output event in the form of a conference (with key speakers and workshops) on a local or national scale.The job shadowing periods, along with the transnational meetings will unable each partner organisation to set up meetings with pupils within a class context or round-table discussions so as to reinforce thair European sensitivity.<< Results >>The project results and outcomes will take various forms. Each organisation will be in charge of setting up a conference and workshops based on the issues that brought us together in this project. They will result in written productions (brochures, reports or published material) so that all the relevant leads and interesting intellectual outputs will benefit to all parties involved.During each job-shadowing session all visiting teams will be appointed to write down an observation report in various forms (poster, slideshow, leaflet) in order to submit it to all partners. The target here is to provide a feedback on our practices and make it available to all members of staff. This material will widen the perspective we have on our practices.

"""The health of ecosystems is deteriorating faster than ever. Humans are at risk of becoming the cause of the sixth mass extinction,"" UN experts are warning.Accordingly, the preservation of biological diversity always serves as the preservation based on human life – both, globally and locally.International collaboration is needed to stop the decline of biodiversity. For this reason, in our project, our students are supposed to experience biodiversity in their region as well as in partner countries, but also experience the ever-increasing extinction of species. The aim of the project is to use precise examples, actions and measures that are suitable for everyday use to show pupils that there are actual opportunities everybody can do for the protection of species.Above all, nature protection works where it occurs together with the local population and where it also benefits them. In the long-term, local people benefit from protected areas and sustainable development because their survival and wellbeing depend directly on the preservation of their homeland and natural resources.There are many ways of becoming active in the protection of species. Protection affects everyone.Teachers and students of grade 1-12 from Hungary, Italy, Lithuania, the Czech Republic and Germany want to face this challenge together and tackle contemporary nature issues mentioned above.The main goal is to raise the awareness of students and their living environment for this topic. We want to point out the problems, introduce options for action and develop new perspectives and solutions. In a creative, playful, and motivating way, students should engage with biodiversity, species extinction, species protection and the associated very fragile ecosystems. The view beyond national borders into other European countries is very helpful, interesting and necessary."