<< Objectives >>Objectives of the Dig-Dig project:- increased awareness of green issues/global problems in school and local communities in four partner countries in order to teach students work and focus on green solutions for life sustainability;- improved quality of education by introducing new teaching methods, innovative solutions and digital tools to be used in various classes;- better language skills of 32 students and 24 teachers participating in physical mobilities;- internationalization of schools<< Implementation >>Digital-Dig project will implement 4 main activities:Green Schools: Digital-Dig will study about exchanging good practices, workshops about how to make green school, paperless schoolGreen Citizenship:Dig-Dig will introduce e-citizenship, digital platforms for citizens, digital applications for citizensGreen Minds: Teacher Training: Digital skills will be developed among teaching staffGreen Life: Teacher Training: Learning and Acting for a Better Future - to introduce green actions in schools<< Results >>Tangible results after every students' mobility:-Digital Learning Units-Short movie-e-book-Digital puzzleAfter teacher trainings we will apply new methodologies, digital tools will be introduced to classes, green and digital approaches will be used for green education and life sustainability.Key competences will be acquired and used by participants: students, teachers, parents, local communities.New initiatives, digital solutions, green actions will be introduced for life sustainability.

Education should be a tool to overcome inequalities from which individuals within society set out. This has been our main motivation in our latest international projects in which we have worked on conflict resolution issues. Our aim in this new project is to tackle gender inequality from different perspectives, promoting the integration of women with equal opportunities in all areas of society. To achieve this goal, the project involves four secondary schools from Spain, Turkey, Romania and Poland. It is explained in detail the number of active participants during the whole project, in each mobility and, besides, how the school communities are going to be joined.The motivation of this project arises from a survey on equality conducted by the participating schools. It has been noted in it that the answers were related to the gender of the respondents (choice of school subjects, way of occupying the leisure-time places, choice of extracurricular activities or professional careers). In addition, the partner schools have analysed the lack of visibility in our curricula, in our environments, in the students view of their teachers or the use of language. The conclusions drawn from this survey have made us see that the main priority of this project is Social Inclusion, as we think we must ensure that women can achieve equal opportunities in every realm of society. At the same time, the teachers profiles will be enhanced, improving the training of the participating professionals and, finally, through the activities planned the competences of all the participants will be strengthened.The stated objectives imply creating a Gender Equality Observatory in each school; carrying out training activities that set the grounds of a greater awareness with regard to equality and women visibility, respect and stereotypes; encouraging experiences and opportunities for students close to social exclusion and their teachers; fostering the use of foreign languages; raising the school communities’ awareness of the importance of the chosen subject; collaborating with local institutions that work on gender equality and promoting collaborative methodologies. To get all this a set of activities are suggested; they will begin with a basic training course about equality for teachers -C1- and four mobilities/short-term exchanges with students with these contents: visibility, respect, stereotypes and equality, in such a way as to favour an inclusive and egalitarian education –C2, C3, C4 y C5. Within the previous and subsequent activities as well as those done during the mobilities, workshops for students, families and teacher will be carried out, educational materials which disseminate the contents included and improve the competences of all the participants will be created, and the expected project results will also be disseminated: development of four Equality Plans adapted to the legislation and reality of each school, implementing the four Gender Equality Observatories and creation of teaching material – at least 12 Didactic Units in open format enabling the development of a subject on Equality once the project was finished.To ensure a wider reach of this project in each of the schools, we will develop an eTwinning project with a group of academically disadvantaged students at the same time. Hence, apart from disseminating all the materials developed in Twinspaces, specific workshops with similar contents for both projects will be set.The impact will be registered in the ongoing Quality Plan, with objective quantitative and qualitative indicators that show its real significance. A great impact is expected in the schools as well as locally, regionally and internationally, on the basis of the different actions that will change the functioning of the schools –above all the Observatory and the Equality Plan- and to this aim the training of the students, teachers and families, who are expected to be more involved in the school activities, will be improved. The relations among the schools and institutions nearby will be strengthened, apart from promoting the relation with other schools to disseminate the results through the use of different social networks.To ensure that the project continues, a Sustainability Plan including all the long-term actions will be written: functioning of the Gender Equality Observatories, integration of each Equality Plan and use of the teaching units, either as part of the regular subjects or creating a new specific one on equality or including them into the complementary training carried out in the schools.

Although our students are provided with quite high quality formal education, we often find they are not adequately prepared to handle and solve the challenges of nowadays because the skills relevant to the demands of our society aren‘t often covered by the traditional lessons and classes. Sometimes there is a significant “skills mismatch“ between the competences the students need to succeed for the personal and professional success in the future life and those they actually possess. All the partners of our Project, five schools from Lithuania, Latvia, Turkey, Portugal and Poland, are focused on the growing active and productive members of their communities and providing them with the supportive atmosphere. We, teachers and educators, look for the new attractive teaching methods and techniques which would help us to meet the students‘ needs and build their key skills and competences. The main goal of this project is to provide appropriate opportunities for the students, their families and other community members to experience and practice life skills, to inculcate them into day to day practice so that it can last with them for their life time. The activities of our Project combine improving the life skills with the learning through the Arts. We focus on such arts areas as music, drama, painting and photography asserting that practices in those fields lead and support most interpersonal skills and deal with the conflicts, provide self-confidence and social tolerance, and show positive effects on other processes. Learning through the arts involves children and adults from the different social and cultural backgrounds and creates equal opportunities for all students including those from the disadvantaged groups. We believe that the general effects of such a Project mention a development of cognitive, social and personal competences for all the participants. We‘ll use a wide range of the methods and approaches such as peer and group learning, classes for the students of mixed ages, experimenting, guided, focused and free exploration, modeling, simulation and visualization, role play, discussions, and conferences. Carrying out the activities of the Project we expect to create and prepare the brochures related to the teaching life skills through four fields of our project: music, drawing, painting and crafts, drama and creative dramatics,and photography and video making. They will contain the descriptions of the teaching techniques, lesson plans, practical exercises, scripts and photos of the students’ works. The brochures will be prepared in paper and digital formal and spread among the learning community on local, regional, national and international levels sharing the best practices and experiences. One of the outputs of our project will also be the photo album “The world seen through the children eyes.” containing the social, street and nature photographies taken by the students . We expect that our students will develop a wide range of leadership skills. The students will improve the skills and abilities to work well with others and step forward to lead with the new ideas and initiatives. In a long time perspective our students will take on big issues and address them in a meaningful way that will have an impact on the world outside the classroom. The students as well as other participants will develop healthy work habits of doing the job in time, respecting the contribution of others and putting the efforts into the success of the final piece. Because most arts disciplines are collaborative in nature , the participants practice working together, sharing responsibilities and compromising with others to accomplish a common goal. The students will learn that a constructive feedback is a part of learning and it isn‘t anything to be offended by or to be taken personally. The evaluation is incorporated in every step of the process in the learning through the arts ensuring that critique is a valuable experience and greatly contributes to the success of the final piece.We believe that our Project matches the real needs of the teaching staff as well as needs of the students and other educators on local, national and international levels, and its results and outputs such as practical guidelines for the workshops and trainings, teaching techniques, lesson plans, descriptions of the exercises to teach and learn life skills through the arts, will be used and exploited continuously after the end of the Project.

"The project was built on the basic concept of European integration, which is richness in diversity. The general objective of the project was using modern technology and methods of students and teachers’ teamwork from different European countries to recognize cultural differences in the context of the unique history of each country and the common history of Europe. This also reflected the choice of partner countries and specific schools. The participants were students at the age 14-18; from each school at least 15 ones who participated directly at activities and 60 others, 5 teachers from each school who directly participated and other school stuff who participated at local activities, invited experts and local authorities. The specific objective was realization of four activities. The main goal of activities was recognizing the open air museums of national history – ethnographic museums in partners´ countries, meeting original crafts, seeing how the national heritage was kept for the future in each country, learning national traditions etc. The main method used in the project activities was Experiential Education. This method enabled support of creative approaches, active negotiations, creating better informal relations and particularly intense learning from experience. Research shows that students who joined “learning outside the classroom programs” have significantly improved early career outcomes over those who do in-class studies only. Experience education gave all participants of Erasmus+ projects unforgettable experiences. That is why we used the method “workshops” for our project. During workshops students worked in international teams, they had different roles in the team. Teachers were also parts of the teams in the role of a team member or mentor. During workshops we implemented methods of teamwork, collaborative learning, learning from each other. Because the teams were international so students and teachers had to communicate in English so they developed their communication and social skills. The workshops were led either by invited experts or school teachers, sometimes both. During workshops participants got new knowledge and skills which they shared later with their schoolmates and other teachers but also with their friends and family members. It was very valuable experience also for invited experts and quests because for most of them it was the first time to lead the workshop like that. We managed to organise following workshops during the activities in the Czech Republic, Romania, Poland and Spain: wooden toys, pottery, carpenter´s techniques, corn husk decorations, soaps, herb bags, cinnamon rings, knitting, embroidery, lavender wreath, willow tree whistle, bread making, pottery, painting pottery and shoemaking.Outputs are: presentations and description of all learning activities, description of visited open air museums of national history and village life, description of workshops where participants learnt and tried original crafts, cookery book with original recipes from all participating countries, description of some national traditions, description and comparing national educational systems. photographs, project web, creating ""interactive map"". Each of the participating schools processed outputs with emphasis on the area in which the school is unique and contacted to competent experts and institutions in this area and therefore there was potential for the transfer of these unique skills. These outputs were dealt with in advance of relevant learning activities and interactive way then presented to participants from other countries, lectures, workshops, exhibitions, sightseeing tours and excursions. Based on feedback from these events the outputs where processed to their final form. The important part was also dissemination of the project at all schools during project days, open days for public, parents meetings, at local institutions, local media. Students created noticeboards at the main entrances to schools so each school visitor can meet the Erasmus project. The project has impact on the whole schools - teachers, students and staff, parents and families – participants shared with them their experiences, new skills and knowledge; local institutions which where involved to the project. During the activities we were welcomed by authorities at local institutions and regional school departments where we had opportunity to introduce the project. The authorities could speak to all participants from different schools. We wanted and we mean we managed to show all participants and other users of created outputs that the history, culture and traditions of individual countries are vital part of society. They can be known by a fun and interactive way to contribute understanding and development of cooperation between European nations. Participants got known different culture and customs, but also they learnt to think about their own culture and traditions in a broader context."

"Five European secondary schools from Denmark,France, Poland, Italy and Spain with very different realities:”Kerteminde 10. klasse center” in Denmark is a 10th grade center (KTM10) part of a youth center and has four main classrooms and also a range of different classrooms such as a school kitchen for cooking class , a physics room, a crafting room and a music studio. They have about 76 students of 15 – 18 years of age (12 of them are refugees) and the number of permanent teaching staff is 7. “Lycée Jean Aicard” in France is a state secondary school located in the south of France, with one section of CLIL in the subject area of History in the Spanish language. It is called the Euro section. The Lycée Jean Aicard welcomes 1,350 pupils and students in general sections like Sciences, Humanities and Economics and also in technological sections such as Management, or Health and Social Studies. There are about 100 teachers.” Istituti Vinci of Ateneo Group” in Italy is an upper secondary education school (14-19 years old) in the region of Lombardy with two study fields: a technical school of transport and logistics (founded in 1992), specializing in airplane conduction (aviation), and a linguistic high school (founded in 1988). The institute has two branches, one in Gallarate and the other in Varese, with a total number of 29 teachers and about 220 students. “Gminne Centrum Edukacji in Wawrzeńczyce” in Poland is a secondary school situated in a rural area, 25 km from Cracow. There are 120 students aged 13-16 and 20 teachers. The school is a part of a group of schools which also include a kindergarten and a primary school, they are all managed by the same headmistress. The school provides general education, the languages taught are English as first foreign language and German, the second. English is taught from the kindergarten and German is introduced in the secondary school, at the age of 13. “Instituto de Educación Secundaria Profesor Juan Pulido Castro” is the coordinator country and is a state secondary school which offers compulsory secondary education, baccalaureate and vocational training, located in the downtown of Telde, a region of 100 Km2 and 100000 inhabitants in the east of the island of Gran Canaria (The Canary Islands, Spain). The centre has got 740 students from 12 to 18 years old, 58 teachers and 4 non-teaching staff. We teach English as the first foreign language and French as second foreign language .These five countries joined to make a two-year project as a strategic partnerships for the exchange of good practices related to the use of ICT tools (tablets, digital books) and ICT supported learning applications and the name of the proyect was ""MY DIGITAL SCHOOL BAG”.The main objectives were to promote the European awareness increase for the secondary school and its whole community: teachers, students and parents, to promote the developing of the cross-curricular key competences (learning to learn, entrepreneurship, learning autonomy), particularly in the first (English) and second (French) foreign language competence in a European learning context, to improve the professional competences of the teachers in the field of ICT and bilingual teaching (CLIL project) in order to face the growing demand for a more innovate methodology, to know other european educational systems and their experiences as regards the integration of ICT tools and resources in their contents and to promote the implementation of innovate teaching strategies, especially focused on foreign language learning and bilingual projects, intended to improve the motivation and marks of the students. The number of students participated in this proyect were 64 aged of 15-16 years old.We decided this ages because they had some experience regarding the CLIL project and a more mature use of new technologies. Besides, they were less dependent from their parents. The number of teachers involved in this proyect were 30. They were profil were teachers engaged in various educational projects and interested in collaborate in the international opening of their centers. Some of them were key persons with an extensive career and in charge of demanding responsibilities, but still willing to learn and share.The activities were mainly based on the chance to have a real encounter with other European students and teachers in a different and more stimulating learning environment in order to work together. On the other hand, they promoted the cultural exchange, they shared experiences and knowledge, the self-confidence of pupils and the possibility of making new friends. For teachers, was a chance to strengthen links between colleagues and other European secondary schools. The activities also promoted the real exchange of good practices and teaching skills. Through the attendance of teaching in English in mixed classes during mobilities, studentsl experienced the value of CLIL method in an international educational environment."