The Erasmus+ project “Generation EU: Shaping the future of Europe” focuses on various aspects of the European Union and our own cultures and traditions. The motivation behind our project is to raise the participants' awareness for the history, the making, the values, the challenges and the visions for the future of this great union. Hence, the participants will deal with a range of political as well as economic topics. In addition, they will have the opportunity to meet those people involved in the decision-making process at European level. The project will also explore at regional level how our own history as well as cultural heritage are part of European construction and their importance in shaping a common European identity. In doing so, the participants will be able to (re-)discover the common values we share and how vital they are for the idea of the further development of the European Union.Finally, we aim to foster the spirit of entrepreneurship, encourage the openness of schools to the public in general and also celebrate innovation in education in the 21st century. Thus, the project will encourage the participants to create own their project results, interact with stakeholders, and include the use of new media and innovative working methods. The project will be conducted on a transnational level by establishing a strategic school partnership between two schools in Ireland and Germany, namely The King's Hospital School in Dublin and the Albertus-Magnus-Gymnasium in Ettlingen. Around 40 students are involved in this new endeavour. They are aged between 14 and 16 years and will be working together for a period of 18 months. About 10 staff members (teaching Modern Languages, Irish Language, History, Natural Sciences, Maths, Arts, Music, Physical Education) are part of the project, too. The working language of the project is English, however, the participants will also benefit from German and Irish language classes. The students will meet either in weekly sessions in the Erasmus+ club at the Albertus-Magnus-Gymnasium or in European Studies classes at The King's Hospital school. They will be in constant contact via eTwinning. The Twinspace will be a major asset for the project since the entire project content and results will be uploaded, discussed and edited on the platform. The participants will learn how to work with the essential ICT-based methodologies such as digital media and tools. The project will offer a set of lessons focusing on European topics. Indeed, the students will be taught together in certain subjects such as History, European Studies or Geography. They also will deepen their knowledge thanks to the study trips to various EU-institutions in Brussels and Strasbourg and meetings with political stakeholders at local, official and European institutions. The participants will create a variety of products. First, they will document the entire project content and outcomes, will complete project-related tasks and will have a project diary in their own “European Journal”. Additionally, a booklet will showcase excerpts from the participants' journal at the end of the project. Furthermore, lesson units based on the several topics taught in international classes will be made available to staff and will be available online for the general public. An official project logo, a project flyer and an official project plaque will be produced by the participants and further products will be used to promote the project during official events. The project will include activities reflecting the variety of the project itself and all its participants. The students will organise official and international events for instance project exhibitions and information points. They will record interviews with the stakeholders who will be involved in the project. They will experience full immersion into a new culture, traditions and language by spending time in host families during the learning, teaching and training activities. All the above mentioned activities and products will enhance the students’ transversal skills such as creativity, initiative, decision taking and further basic skills such as entrepreneurship and interculturality. A dissemination and evaluation process will take place during the entire period of the project which will allow a constant visibility and a continuous assessment of the project activities. On the one hand, the project will have an impact on the entire school community which fosters the corporate identity within both schools. On the other hand, the different stakeholders will benefit from the opportunity to work with teaching staff and students from diverse cultural and traditional backgrounds. In the long run, the project aims to increase the European dimension of both schools and to raise awareness of the benefits of intercultural and linguistic exchange by offering all participants an innovative and motivating educational approach.

"Context/background of the projectThis project came as the result of two preparatory meetings. The first was held at Albertus-Magnus Gymnasium, Bensberg, Nordrhein-Westfalen, Germany, 23 and 24 January -14; the second at Lycee Jeanne d'Arc, Normandie, France, 10-11 December -14. Representatives from the Lycée Jeanne d’Arc, Bayeux, Basse Normandie, France, and Eikeli videregående skole, Hosle, Akershus, Norway, were present at both meetings. Together with BRG and BORG 15, Vienna, Austria, we wanted to formalize a three-year Erasmus+ partnership under the title “European Ideas and Identities”; acronym ""MY EU-ID"". Project start-up date was 1 September 2015.ObjectivesWe wanted to establish a strong and binding European school partnership, and to encourage professional and personal relationships at all levels in our school communities. Our main aim, though, was to foster personal development for our students through identity building. With a strong focus on the negative aspects og nationalism, we also wanted to contribute to further development and strengthening of the European Union. Number and profile of participantsAll four schools are upper secondary school of general education. Each school has had a team of 3-4 teachers involved in running the project locally, and each team has had its own local coordinator. Eikeli videregående skole has been overall coordinator. About 20 students, aged 15-16, from each school were directly involved each year. 8 students from each school met at four transnational meetings.Description of undertaken main activitiesOur students have been working with personal, local, national and European aspects of their own identity, and throughout the project they have also actively reflected on their future as Europeans. We have run a different sub-project each year. The first year, we focused on local and European history. The second year we wanted our students to work with their present day local and European identities. The third year our students explored their future as citizens of Europe. Key words have been labour market, educational possibilities, and a possible common identity. Depending on the actual need, eTwinning, e-mails, and Facebook have been used as tools of communication.Result and impact attainedA strong sense of Europen identity among participating students.Longer term benefitsLasting professional and personal contact, between head masters, teachers and students."

"The Project ""THE RIGHT CONNECTION"" dealt with several aspects of human and social rights. Diverse stakeholders from the humanitarian, social, professional, governmental and non-governmental fields were part of the project. The project considered the different aspects by focussing on institutions and legal texts. The project contents and lesson units took into account the ""European Convention on Human Rights"" and the ""Universal Declaration of Human Rights"". The involved participants had direct contact with the responsible stakeholders, for instance at the European Court of Human Rights in Strasbourg (France) and the Commission of Children's Rights in Nicosia (Cyprus). The students took part in lectures with professionals from the humanitarian fields for example at the Institute of Human Rights at the University of Valecia (Spain) as well as the Antidiscrimiation office at the Human Rights Center in Kalrsruhe (Germany). Our aim was to increase the European dimension of our schools and to raise awareness about ""EU Citizens' Rights and Human Rights"", entrepreneurship, openness to the public in general and innovation of school in the 21st century. Indeed, the students promoted and dessiminated their knowledge on local, regional, national and European level by organizing public events, exhbitions, information days, a survey involving the general public, concerts, celebrations of the Human Rights Day, etc. They informed several target groups – peers and adults - about human rights. They also gained access to the working world thanks to meetings with specific stakeholders such as the Svenska Kullagerfabriken in Gothenburg (Sweden) and others. The participants consisted of students and teachers of the Albertus-Magnus-Gymnasium Ettlingen (Germany), the Polemidia Gymnasium Limassol (Cyprus), Lexby Skola Partille (Sweden) and IES Tirant lo Blanc Gandia (Spain). The number of students amounts to 90 students aged 14 to 17. In each school, students were assigned operational, organisational and communicative tasks and met in weekly sessions in the Erasmus+ Club. The eTwinning platform was used to acces a range of presentations generated by students. Such a working method provided a way to remain in constant contact and closely work together. Finally, the students attended lessons units on human rights which were taught in team-teaching during four different “learning, teaching and training actvitities”. The whole project and the lesson units were supervised by a team of teachers from subjects such as Modern Languages, Social Studies, Natural Sciences, Religious Education, History, Arts, Geography or Computer Science.The project results and products added value to the entire project. To begin with, the students and the teachers acted as representatives of the project called ""THE RIGHT CONNECTION"". They were able to feel part of a single community and organization by mastering tasks in international teams. In addition, elements of corporate identity fostered such feelings for example by wearing the same T-shirt during the various events or by creating a common official logo and plaque to commemorate the project. The project website was the focal and reference point. Furthermore, the participants met with members of the press and attended offcial ceremonies. Finally, the participants took part in evaluations in order to have a feedback on their work. The final event of the project will consist of an exhibition during the celebration of the Human Rights Day 2017. Students will be handed out their europasses as well as the project booklet. By doing so, we contribute to the sustainabilty of our project even after completion. The participants explored new fields since it involved a wide range of tasks. They acquired a better understanding of European culture, diverse working methods and problem solving. They worked on topics related to human, social, historical and political issues in an international project. As a result, they integrated the project content on an interdisciplinary level and applied it to several subjects. Thanks to the varitey of institutions and stakeholders introduced to the project, they have broadened their academic and professional career. Students have improved their ICT, language, communicative and entrepreneurial skills. The project has improved teachers' professional and organizational skills and has had an impact on the entire school community and hence will reinforce the connection between the members and foster corporate identity within the school. The different stakeholders have benefited of the opportunity to work with teaching staff and students from diverse cultural and traditional backgrounds, to make their work and aims public thanks to the different activities and the dissemination of the project results in traditional and digital media. Finally, in the long run, students might be interested to start a professional career in one of the fields dealt with during the project."

The Erasmus+ project “Making Europe Count Everywhere” focused on the aspects as well as the benefits of twinning and intercultural exchange on European level by establishing a strategic school partnership between three different schools from three European towns - namely Clevedon, Ettlingen and Middelkerke - which have been twinned with each other for decades. As a result, the collaboration between the three schools is the first project of such grand scale within the educational framework of the twinning history of the three towns. The project consists of students and teachers of the Albertus-Magnus-Gymnasium in Germany, Clevedon School in the United Kingdom and the Royal Atheneum Centrum Ostend in Belgium. The main products which have been elaborated are a project website, a Twinspace and the issues of the magazine „TWINFO+“ - primarily in a digital version. A print version will be distributed after project completion. Over 70 students– aged between 13 and 18 years - have been involved in this innovative endeavour and worked together in the various areas during two years. The project was conducted by three coordinators at each school who were supported by 10 teachers and the school principals. The main content of the magazine consists of the activities held during the learning, teaching and training sessions which took place in Belgium, Germany and the UK. In addition, a close cooperation took place with the three towns’ administrations as well as twinning associations. The working language of the project was English, however, the magazine has multilingual sections (Flemish and German). The students met in weekly sessions in the Erasmus+ club or extra meeting sessions had to be arranged – depending on the school. The students took part in different workshops dealing with journalistic working for instance. Additionally, they learned how to work with essential ICT-based methodologies by preparing digital presentations. The project has also focused on fostering EU awareness and democracy thanks to lessons on European institutions and history. Besides, two field trips took place: one to the European Parliament in Brussels and one to the Council of Europe in Strasbourg. Furthermore, the celebration of “Europe Day” on May 9th took place at each school in order to commemorate this special day. The project has also featured several activities reflecting the variety of the project itself and all its participants. The students organised events for instance project exhibitions, conducted interviews and informed the general public about the project content and its outcomes. Furthermore, the project has definitely improved teachers’ professional skills and involved the school community which again fostered the corporate identity within the school. The different stakeholders have benefited from the opportunity to work with teaching staff and students from diverse cultural and traditional backgrounds, to make their work and scope public thanks to the multitude of activities and the dissemination of the project results. In the future, students might be interested to start a professional career in one of the sectors explored during the project and have access to the world of work. To conclude, our project’s aimed at increasing the European dimension of schools and to raise awareness about the importance and the benefits of twinning and exchange between Europeans by providing to our students a new and attractive educational approach and methods. In the long run and based on the positive feedback received within and outside the communities, the project “Making Europe Count Everywhere” has proved to have a greater potential as well as impact than expected and has fostered the twinning spirit among young people.

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.