Sport with no borders (spobord) comes from the need to introduce activities in the curriculum that work on gender equality, equity and inclusion. The project aims at working equality of gender and social inclusion through sport. We will work on introducing new sports into the curriculum which aim at getting more students involved in sport and in practising it together with others, no matter the gender they are. To work on this objective, we will have to work CLIL through different subjects which may vary from English and PE to Geography and Maths, creating a cross curricular activity on orienteering and introducing another sport from each country which is new for the others. We will study the rules of these sports and try to modify them to make sports more equal.The number of students participating directly in this project will be 144, 36 from each of the four schools involved in the project, with ages that go from 14 to 16. However, we expect that the project will have an impact on the rest of the students in the different schools, at least in the long run when we introduce our results in the schools curriculum.The activities that we propose for this project include studying and practising the different sports proposed by the different schools during the students' flows so that afterwards, they can analyse the different rules and adapt them to make them more equal. At the same time, they will work on orienteering and see that it is not only sport but it also needs of other subjects like Maths and Geography. All this work will have to be carried out in English and in mixed groups: sex and nationality won't be a barrier. Students will have to create a logbook on their activities so that teachers and embassadors can afterwards use them to prepare the final tournament we will organise and to create cross curricular material on orienteering. Assignments will be set up before, during and after the flows. Evaluation will be also carried out after them.We expect that the project has an impact on students, families and teachers participating directly in the project: on students as it will change the way they understand the teaching-learning process, as they will be teaching their counterparts, it will open their minds to new cultures, it will improve their English skills and their sense of responsibility. On the host families as they will have to share their lives with students from other countries. On teachers as their skills in organizing big projects and cooperating in an international context will improve as well as their English skills. But not only will the project have an impact on people, but also on the institutions: at schools the European dimension will come forward, because the results of the exchange will be visible for all pupils and will become part of the curriculum of schools involved in the future. As for the local and regional authorities they can implement the sport offer in the areas our schools are set up, thus giving all the citizens the chance to practise new sports. At a European level, we intend to include the cross curricular materials created on orienteering, as well as the different sports in our curriculums and offer them to other schools interested, so that the material can reach as many people as possible using all digital possibilities.We expect that, in the long run, the impact of the materials created in the project will stay in all the schools and the sports offer we will provide will remain in the schools and the areas where they are set up and extended to as many European schools as possible.

The motto of the European Union is United in Diversity. According to the EU, to educate students in the knowledge of other languages and the understanding of different ways of life for the shared purpose is essential. This project will bring together students of diverse origin and culture around a common figure, Emperor Charles V (Emperor of the Holy Roman Empire, 1519). It gathers four crucial territories in the Emperor’s life (absolute lord over Spain and the Netherlands, Rex Utriusque Siciliae and England ally in international strategy.)The project can contribute to raising awareness of future adults who, without forgetting their idiosyncrasy, develop an internationalist/Europeanist mentality which allows them to find a common benefit, forgetting local disagreements. The role that educational institutions have and can play becomes increasingly important in the search for those common historical roots that can make the sense of belonging to a stronger Europe. Thanks to learning about Charles V, our students will understand how the Emperor personifies those qualities: polyglot, well-travelled and Europeanist, protected the union and interconnection of its territories, favouring the expansion of Humanism and Renaissance and therefore, contributing to European cultural splendour. Charles V was a “man for Europe” (Fernández Álvarez, 1999), respecting both ideas of peace and unity. Let’s make our students one generation for a Europe in peace.If in the 16th century the printing press of Gutenberg was the key invention which modified the way of thinking and working, in our 21st century this revolution is lead by social networks and new technologies that our students will use during the project. The objectives that the project intends to achieve are:- To know the common European roots, to reinforce the sense of belonging to Europe and improve their European citizenship.-To motivate and encourage students from participating schools to communicate in a foreign language.- To improve students ability to work in a team.-To give each student the opportunity to participate according to their abilities, allowing them to take initiatives and be responsible.- To Improve ICT skills, introducing new apps into the project.- To enhance critical thinking through creating and analysing materials.Participants from each school will be, at least, the headteacher, the international coordinator, a History teacher, an English teacher, a financial controller and a staff member, pupils aged 14-17 (at least 32 from each school on short term exchanges) interested in the project and parents. Local authorities and experts will also be part of the project.Four short-term exchanges with participants from all schools (selected with clear and impartial criteria, 8 students and two teachers from each school in each exchange) will be organised, one in each country with a clear activity program including geocaching. There will be three international meetings: September 2020 in Spain (short-term joint staff training event) to prepare all the necessary assignments, evaluation documents, to get acquainted with geocaching and plan all project activities; October 2021 in Sicily to evaluate the project so far; June 2022 in Spain to work on the final report. Constant contact will be established through social networks in and between the four schools. We will use eTwinning and the project website to report all the activities carried out, for information, dissemination and impact and to upload all the materials.Every assignment given to students, before, during and after the mobilities, will have a clear program of requirements to ensure the quality of the products. They will be elaborated in English and mother tongues, through research in teams and using ICT. Students, teachers and parents will evaluate the project through questionnaires and will participate in dissemination inside and outside school. A digital guide on the places of Charles V will be created.The final products can be used by the participants in the project but also by other schools. The guide on the places of Charles V will have an impact in the areas for the purpose of cultural development of the territory. The geocachings will continue active for use. Through participation in the project, each school will create and improve a motivating school environment, introduce new learning methods and practices, gain experience in collaborating with other schools, acquire knowledge about the educational systems of other European countries, create and reinforce collaboration experience in Erasmus+ and eTwinning, encourage participation in other international projects, improve students skills in ICT and English, find spaces for collaboration between students, teachers, families and the local community. But, above all, we expect to enhance the social and educational value of European cultural heritage and to create European citizens for the future.

According to a report of the European Commission, an increase of one percentage point of apprenticeship has as a consequence an increase of 0.95% of the youth employment rate and a reduction of the unemployment rate of 0.8% (See. European Commission, Apprenticeship and Traineeship Schemes in the EU27: Key Success Factors, december 2013, p. 11). Nine schools:1) I.I.S.S “Ettore Majorana”, a general school located in Scordia, Italy, involved in lots of international project, coordinator. 2) Classical and artistic Liceo “Celio-Roccati” of Rovigo Italy. 2) Zespol Szkol nr. 4 w Leszniein in Leszno, Poland, vocational school. 3) IES Urola Ikastola Azkoitia-Azpeitia BHI, a general school in the Basque Country, Spain. 4) IES Santa Maria La Real a general school located in an old monastery in Castilla y León, Spain.5) MTÜ 21 Sajandil Kool in Tallin, Estonia, an innovative smart Country. 6) Charlemagne College, General secondary school in Landgraaf, The Netherlands.8) Tornion Yhteislyseon Lukio located in the administrative and business centre of the City of Tornio, Finland, right on the Swedish border. 9) Joyce Frankland Newport Academy, a co-educational mixed state school situated in rural Essex with over 1000 students aged 11-18. The schools involved in the project, in agreement with the provisions of their institutional educational projects promoted the spirit of entrepreneurship as in the Entrepreneurship 2020 Action, communication of the European commission adopted in January 2013. In our project, every school group of students, investigated about the possibilities available at national, regional and local level in apprenticeship, in training, in higher apprenticeship (after graduation instead of the usual university) and University. The groups built relationships with local authorities, and local companies interested in partnerships with the school for apprenticeships or work-study projects. Every school organized a seminar with experts, entrepreneurs and local authorities to orientate the students for the transition from school to work and to encourage the spirit of self-employment and culture of enterprise in young people in accordance with the objectives of the EU. Each of the 9 schools chose a different topic for these conferences in order to widen our students' knowledge.Another aim of this project was to make our students aware of the importance of a well-informed decisions about apprenticeship and their post-graduate education. All schools already have career guidance for their pupils. However, we wanted to give this counselling an international dimension. As educational systems differ from one country to another, it is important for the prospective students to know about the different opportunities that are offered to them within Europe. These possibilities were not very well known to the pupils before the project.The website http://www.ka2erasmus.net/ has not only collected all the materials processed but has been, is, and will be a guide for anyone wishing to make training experiences in apprenticeships or internships or alternating school work in the areas where the schools involved are located; for this motivation in every short term exchange the host school has presented the educational system of the country, made visits to companies and universities and organized conferences and activities to enhance the culture of enterprise and self- entrepreneurship. All visits to companies, public or private, were an excellent way to get to know the areas in which students could find opportunities for internship courses, internships, alternating training and apprenticeship training before or after graduation and also during and after the university courses. All organized conferences have been made with the presence of experts, managers and public authorities.Before each mobility the involved students did already research on the legislation governing apprenticeships and training processes in alternating training in the country to visit. They also tried to know as much as possible on creating and management of enterprises and on recruitment procedures. After every short term exchange each group of students has created a storyboard and a report of the activities to be included on the website (www.ka2erasmus.net). The reports on the activities that have taken place in the areas in which each school is situated, have been published on a site dedicated, on the websites of each school and advertised through local media. Evaluations through questionnaires have been filled in by host families, host students, hosted students and teachers after each short term exchange (and transnational project meeting).Last but not least during the students exchanges, the participants have been working together intensely after distributing the tasks related to the project. Since English is the lingua franca, practising this language was of course an important objective of the activities. Given the fact that