The project APPS ASAP devised by common partners, has to be considered in the context of our schools’ ambition to integrate educational Apps and new technologies with the use of English into the teaching practice which is a key factor in developing the European dimension, furthering interculturality and enabling teachers and students to meet new colleagues and students from other countries. The main aim for all participants, is to enhance the digital competence with a deeper understanding of how technologies can be exploited to improve everyday life contributing to widen our knowledge in different subjects while integrating students who come from different cultural backgrounds.We also want more international cooperation, interdisciplinary and innovation through the use of Apps in teaching and learning. Our main objectives are: - increase and enhance the skills of teachers and students in the use of new technologies and strengthen their linguistic and digital competences; - improve and increase skills in organizing, planning and achieving common activities with institutions of other nations;- compare teachers and students work to the work of other teachers and new approaches; -gain practical skills in collecting materials, making presentations and creating web pages; - better understanding of foreign languages and other cultures;-make education more attractive in line with individual needs and expectations;- improve the skills of the staff and strengthen the teaching and learning quality;- prepare and develop assessment tools that provide necessary feedback for the teaching practice and work on social activities that ensure collaborative teaching and learning;- get new experience which we cannot get at our home country such as studying and visiting different Institutions and establish good networks among participants as a basis for future projects;- develop a sense of belonging to the local, national and European community; -have new approaches to better support competiveness and employment at regional and local level;-be satisfied from being part of an international Erasmus+ project team; -gain environmental awareness saving paper, to protect the environmentIn this project will take part 250 participants, students and teachers coming from Italy, Croatia, Macedonia, Lithuania and Romania. Their profile is varied as three schools are vocational (secondary school), one is a gymnasium (secondary school)and one is a primary/lower secondary school.Our main activities are:1.Make our project concrete by choosing activities incorporated in our interdisciplinary learning and discuss with the school staff on how the programme can enhance our curriculum.2.Use of e Twinning to choose structured courses according to the planned objectives3.To work and link up with other European schools online using e- Twinning4.Prepare the mobility activities: trip, accommodation and meals, with the help of the organizers.5.To collect evidence on language skills of EU mobility participants before mobility6. To promote activities during stay abroad aimed at a better teaching and learning. 7.To Take videos and photos to record the teachers’ experiences to showcase their result8. Access online materials to improve the language level9.To disseminate activities at different levels (institutional, local, regional, national and international) Methods: We are planning to use several learner-centered methods and interdisciplinary approaches to achieve our goals.Developing cooperative learning as a method will help students take part in the project while providing them with a wide range of creative activities, tasks and workshops. In a multi-cultural educational program, when students work toward a common goal, cooperative learning approaches are effective in increasing motivation for working together and learning from each other. Students learn how to solve problems, acquire reasoning skills and they can also develop and improve their interpersonal skills. The project tasks are structured so that students need each other to accomplish their common tasks and they also feel some kind of responsibility and independence. Our main approach is to create a natural, interactive, teaching context in which students work together discussing problems, explaining, encouraging and supporting each other to think creatively. The main impact of the partnership on the participating institutions is the ability to build a community of teachers and students from different countries who have a strong commitment and a sense of ownership in the project.The project shall have a positive impact on the local community as well. Parents, local associations and bodies within a wider community will be involved and informed of the project that shall also have a positive impact on the environment because of our measures to counteract paper waste that goes beyond the project itself.

"Teaching and Learning English in the 21st century is redefined due to the changes that the needs of the new era have brought. Technology, collaborative learning, inquiry-based learning, content and language integration are only a few of the latest advancements. The European Commission has been identified CLIL as very important because: ""It can provide effective opportunities for pupils to use their new language skills now, rather than learn them now for use later. It opens doors on languages for a broader range of learners, nurturing self-confidence in young learners and those who have not responded well to formal language instruction in general education”. The partnership was carried out between 6 technological high schools, with the experience and knowledge required to implement and conduct an European project.The objectives of the project were: -promoting creativity and innovation in learning of contents in specialized disciplines in the fields of tourism and gastronomy and the English language -evaluating the effectiveness of learning a subject in tourism and gastronomy in English in order to improve communication skills and thinking of students, inserting them on the international labour market and acquiring new knowledge in English, presented in an European context-creating and investigating various CLIL implementation models, identifying problems in CLIL implementation at tourism and gastronomy classes and suggesting solutions for developing appropriate teaching materials -improving teachers' CLIL pedagogy by innovating, sharing, discussing and comparing the methodologies used to prepare the students for the project activities in order to give an European dimension to their curriculum content and everyday classroom practices.25 teachers who teach English in secondary schools with tourism and gastronomy profile, 30 teachers who teach specialized subjects in these schools and 500 students studying in the fields of tourism and gastronomy, aged 15-19 years were directly involved in the planned activities during 2 years. Throughout the school years and the mobility meetings, various CLIL implementation models were designed and investigated, problems in CLIL implementation at tourism and gastronomy classes were identified and solutions for developing appropriate teaching materials were suggested. Also, the students had the chance to prove their English language skills in specific situations at the workplace, in school time.To promote creativity and innovation in learning of contents in specialized disciplines in the fields of tourism and gastronomy and the English language, EN4HOSTS project promoted the use in the learning process of the following web 2.0 tools:- webquests, using modern pedagogical considerations and adapting them for tourism and gastronomy classes. Each partner created webquests monthly and made them available online as open resources. - video editing and sharing/embedding: for the filmed lessons, the management of the project's YouTube hosted channel, eTwinning activities, materials for the project dissemination (https://twinspace.etwinning.net/47646/home). EN4HOSTS Multimedia was created, as an YouTube hosted channel, https://www.youtube.com/channel/UCXkhVlrXJue9_tICqoM3C_g, where each school posted once a month CLIL video lessons for both tourism and gastronomy - social networking - the project's Facebook group and the project website http://english4hospitality.esy.es allowed participants the opportunity for just-in-time learning and higher levels of engagement. Each school worked for the intellectual output: Training curriculum ""English for tourism and gastronomy industry"", creating materials about the educational system in the countries involved and about the good practices of each institution in terms of English for gastronomy and tourism.Activities improved teachers' CLIL pedagogy by sharing, discussing and comparing the methodologies used to prepare the students for the project activities in order to give a European dimension to their curriculum content at tourism and gastronomy and everyday classroom practices. Also, students learned to work and to speak English in real-life situations, in multinational environments, valorized the knowledge gained in European context and improved career perspectives, due to the development of communication skills in English during tourism and gastronomy classes.All the tools provided a space that allows engagement, sharing, mentoring, and an opportunity for social interaction. The project's outcomes have a high potential of leaving a long-lasting legacy because represent valuable educational resources for gastronomy and tourism classes and for business classes in vocational schools (a considerable number of the dissemination channels, the International dissemination conference ""Gateway to CLIL"", the project's website, the project corner on eTwinning and the intelectual products) and will be available for the future."

"This partnership includes 6 establishments: 3 professional high schools in Bulgaria (Hotel/Tourism/Economy and Informatics), 1 in Croatia (Hotel/Tourism), 1 in Greece (experimental high school) and 1 in France (Management-Administration, coordinator). The federative idea was born from an observation shared by all. Our classes have a very heterogeneous audience because of the presence of pupils with specific needs: disability falling into the ULIS system or not (or equivalent, depending on the country), belonging to various ethnic groups, whether or not coming from immigration… In addition, there are those with learning disabilities (""dys"" for disorders) and/or who have a default academic orientation, as well as those from families of modest socio-professional categories.Faced with this situation it seemed urgent to find a educational method to overcome these difficulties and meet the needs of a majority of them.The implementation of a European partnership seems to be suitable to achieve most of our objectives: through a game, students will discover and make discover each other’s city or region. During the first year, these exchanges will provide various activities: discovery of the local cultural heritage of each one, preparation of puzzles to present to other partners in order to make them discover one's cultural richness. This first step will make them aware of their adoptive origins or not.It will mobilize a team work respectful of the differences of each one. The use of the language of the country will be developed with a view to its appropriation or deepening. During exchanges, the obligation to communicate with correspondents implies the practice of a foreign language and the overcoming of the fear of the view and judgment of others. These meetings also aim at demystifying what is foreign and opening their minds. All that should help pupils to feel they’re citizens of the wide European community. At the end of the first year, the design of the game in its heritage version will have been tested: degree of difficulty of the questions: level 1,2 ,3 depending on the audience … Its marketing will be considered by all partners.During the second year the exchanges will resume, but this time, based on the gastronomic heritage. A menu including all the local products presented according to their seasonal availability!) will be prepared during the final meeting on May 2022 in order to close the subsidized period for this partnership. The objectives discussed during the first year’s exchanges will be deepened and consolidated.At the same time, still during the second year, we will consider how to make our project sustainable with its marketing. The aim being that each partner sells the game presenting all the versions: being an ambassador of his own region at the beginning, each partner will become the ambassador of all the other partners and, consequently a European citizen.In order to guarantee its impact and influence, such a project requires communication at various levels using various communication channels, from the most traditional to social networks: documents, testimonials, photos and videos of our working sessions will be posted on them. At the local level, each institution will promote and communicate about the partnership: to peers, to the whole educational community, and parents. Our respective educational institutions will also be informed at local, national and European levels. To ensure the promotion of our patrimony, we will need to involve local, national and international actors related to this sector. The resulting partnership will require close communication. Our communications will also be addressed to elected politicians in connection with these associated partners. Finally, participation in specialized fairs and test sessions will be organized to promote our game. Of course, Erasmus+ won’t be forgotten.This dissemination will strengthen our partnership and its sustainability. The benefits of our partnership will be felt in the long term with a change in the view on disability or any difference in a broader sense. The more or less partial achievement of our various objectives will give our students added value in terms of employability and mobility. In addition, creating links with correspondents will strengthen our students' access to European citizenship. Finally, this project is an exchange of good practice between European teachers wishing to respond to similar problems. This shared experience will enable them to familiarize themselves with other European education systems, to better understand the tools to contribute to the pupils ‘motivation and developmentIt will strengthen their links for other partnerships and possibly ""job shadowing""."

<< Background >>The project was submitted to address and improve school teaching methods. The aim of this project is to obtain a product that would be useful for teaching, for the local community and for improving the tourist offer of the cities involved. The time of the pandemic also revealed how people can be prevented from moving and traveling freely for a variety of reasons. With the help of this application and digital content, they will get the feeling that they are free and will be able to see the sights of the included cities as if they were really there. Looking at what our cities need, we have established that the application is a new modern way of accessing tourists and that this is exactly what we need to make our cities more competitive in the tourism market. All the countries involved in this project have most of their GDP from the tourism industry and that is what they really need. It was also determined during the pandemic how little digital material we had. If the project is accepted and the goals of the project are realized, we will get valuable digital content that will be publicly available to all interested teachers and students from the local and state environment. They will be able to use this and thus improve the quality of their teaching. Students who cannot travel due to their poor financial situation and various reasons, will at least be able to virtually experience the beautiful cities and sights of important European cities. In addition to these products that we will receive, a very important item is the participation of students in European projects. Thanks to the projects, our students have the opportunity to travel to new countries, work closely with students from other countries to improve their English language skills, get to know other cultures, acquire knowledge and skills that will enrich them and improve their later life.<< Objectives >>By implementing the project, we want to get new products: Mobile application - tourist guide to the cities of Schiedam, Reykjavik, Dublin, Nafpaktos Swieqi and Split, and digital content that would contain the cultural sights of these cities. The obtained products would improve the tourist offer of cities, and would improve the teaching of teaching contents in our schools. In addition, by participating in the project, students would improve their computer science, cultural and historical knowledge and English language skills, because each product will be translated into English in addition to their mother tongue. The working language of the project is also English, and students will acquire communication skills in English by constantly communicating with peers from other countries and working on products.In addition, students will participate in mobilities where they will be able to meet new people, new cultures and gain new knowledge about the history and sights of other cities. For teachers, this will be an opportunity to work on their IT skills and the products themselves will serve them in processing new teaching units. Instead of just showing pictures, they will have videos made with state-of-the-art 3D techniques available. For all project participants as well as other students in the school who will not be directly involved in the mobilities this will be a way out into the world, the freedom to virtually enjoy the beauties of the cultivated cities and sights. For the local community, this will be a great way to learn some new things about their city and, with the help of an expert virtual guide, tour their city and notice and learn new things about important monuments of their city for the first time.<< Implementation >>The activities that will be implemented in the project are as follows:1. A transnational project meeting will be held at the beginning of the project in Schiedam. At this meeting, experts from Nefinia will hold a three-day course for computer science professors, coordinators and professors of English or History from partner countries. In three days, colleagues from the Netherlands will show how to use a 3d camera, collect materials and create an application.2. MobilityDuring the mobility, students will be accompanied by their teachers to participate in five-day workshops in the host countries. Workshops will focus on students working together in order to obtain the final product. Students will photograph and record monuments and sights of cities together, and will then digitally process them and insert them into the application together with written data.3. DisseminationDissemination will be carried out in all cities through school sessions, class lectures, through public media. Project participants will be part of the twinning space on the ETwinning portal and there will be regular dissemination and evaluation of the project as well as project tasks before, after each mobility and for the entire duration of the project. Dissemination will also be during various events. The events will be held separately in each city during Erasmus days, school open days, and two events are planned that will unite all partners. One event will be organized in Split with the help of the Split Tourist Board. In addition to local participants, which will consist of all partners from the city involved in the project (representatives of tourist boards, city administration, museums), there will also be virtual participants from all partner countries. The second event will be the participation of the partner coordinator in the annual eTwinning conference. The main coordinator of the event will be a school from Nafpaktos that has the status of an eTwinning school.<< Results >>As a result of the project, we expect to receive a mobile application and digital content. The outcome of these our products will be the participation of students of different background experiences and life stories involved together in creating a new product. By working on the products of the project, students will enrich their knowledge of informatics, their knowledge of the English language and will also enrich their social and communication skills. Students who do not normally have the opportunity to communicate outside their circle of people will be able to meet some new thoughts, new cultures and will understand that, regardless of the different backgrounds their colleagues come from, they all have common interests and are in fact very similar. Working on products will improve their self-confidence, their faith in themselves and they will realize that they are equal with all their peers from the European Union.

"Project ""Warmia-Masuria, Umbria, Dalmatia- flavours of regions” lasted for 21 months. In the project took part the total of 33 students from 3 partner schools and 15 teachers. The undertaking included the representatives of Zespół Szkół nr 2 im. Jędrzeja Śniadeckiego w Szczytnie, the Italian school Istituto Professionale di Stato Enogastronomia - Ospitalita Alberghiera - Servizi Commerciali ""Giancarlo De Carolis"" in Spoleto and the Croatian school Turisticko - Ugostiteljska Skola, A. G. Matosa 60 from Split.In choosing participants, the schools were guided by the vocational skills, the motivation for staying in the profession and the principle of gender equality. The mutual aim of the partner schools was ensuring easier acquiring and recognition of skills and vocational qualifications in the specific countries and abroad regardless of the way of acquiring them – formal or informal. The project activities were focused on ensuring fulfilling the objectives of the Strategy Europe 2020 which are also included in the Strategy of Regions Development. The completed project ""Warmia-Masuria, Umbria, Dalmatia- flavour of the regions"" was focused on the development of vocational training of students and teachers and on acquiring practical skills connected with preparing dishes from fish and seafood. The project was a response to the ensuing need to improve the quality of catering services in Europe. It was aimed at improving the quality of fish and seafood served in local restaurants in Warmia-Masuria, Umbria and Dalmatia regions. The improvement has been done by raising the professional competence and practical skills of both teachers and students gained through the preparation and drawing up of the dishes made of sea fish, freshwater fish, snails, crabs, molluscs and seafood. In each of the partner schools there were prepared regional dishes typical for a specific country. In Poland they worked on freshwater fish from Masurian lakes and also from the Baltic sea. They also used native crabs and snails. In Croatia and Italy they improved their skills by working on fresh, easily available for the home country freshwater fish, sea fish and sea food.The goals were acquired by the mentioned three gastronomic schools. They have built a strategic partnership for vocational education. Within the project there took place the exchange of experiences of good practice by organizing cooking workshops. They took place partially in local restaurants and partly at schools, which were prepared to conduct this kind of activities – Agrotourism – Tusinek (Poland), Premijer Gaz (Croatia), CirceoPesca (Italy), and also in Pomeranian Culinary Academy in Gdańsk. Taking into consideration the different profiles of the activities of the mentioned companies, the participants of the project worked on the fresh, regional fish food. During the project activities the participants created and shared in virtual space the following results: Cookbook containing descriptions of regional dishes of the above mentioned regions and Dictionary of regional cuisine. The two products are the results of the acquired experience and knowledge of both students and teachers and were created during project visits in Szczytno, Spoleto and Split.The main aim of the project - to improve the qualifications of the students by preparing them in a practical way to perform in the future the profession of cook and related occupations in the field of regional cuisine and improving the qualifications of the teachers was accomplished. In order to acquire this goal the experience of the partner schools in improving the skills of the gastronomic workers was used. The participants also learnt new tools and teaching methods.Thanks to the international cooperation, by working under the guidance of professional coaches, the participants were able to learn specific techniques during working on regional products, they were able to choose a fresh product of the highest quality and prepare it in a professional way, being able not to waste it. The added value to the project was the raising of participants' awareness about the traditions, culture and culinary heritage of the above mentioned regions, which has increased the attractiveness of their gastronomic offer. Thanks to the project the participants gained new practical skills, built European identity. Also, the linguistic qualifications of the participants were improved. The project has influenced improving vocational training in the three partner schools in a positive way. There were introduced innovative pedagogical solutions, and above all there were introduced changes to the modular programs for the profession of waiter and technician of nutrition and gastronomic services. In a positive way there has been developed the cooperation with local community and gastronomic organisations. The skills acquired during the project, confirmed with the certificates, increase the participants’ chances on the labor market."