"Following two prior projects, in which three of the co-operating schools had already participated, the Erasmus+ partnership named ""Cooperation on Mobility in Europe"" or ""COME!"" set out to raise awareness of the various ways in which all forms of mobility and migration have shaped all European societies for the past few centuries. The project was conducted by four European schools, namely Colexio Compañía de María in Santiago de Compostela (Spain), Spoleczne Gimnazjum Hispaniola in Warsaw, Collège Wilbur Wright in Champagné (France) and Gymnasium Bad Nenndorf (Germany) as the co-ordinating school. Each of these institutions provided a specific perspective on the topic of mobility and migration. Whereas France and Germany have seen a positive net migration rate over the past decades, which has also had an impact on the composition of the student bodies at the two schools involved in the project, Spain and Poland were traditionally countries which lost people because of emigration. Thus, the pupils Colexio Compañía de María and Spoleczne Gimnazjum Hispaniola tend to come from ethnically more homogenous backgrounds than those at the other two schools. Similarly, the schools are located in towns and cities which have all been influenced by mobility in very different ways. Santiago de Compostela, for example, has been a destination for pilgrims for centuries whereas Bad Nenndorf owes much of its development over the past few decades to the nearby motorway which is a main throughway for goods in Europe and also shortens the commute to Hanover substantively. Based on these considerations the project hoped to show that mobility has decisively shaped the lives and the life-styles of people in the four participating nations (and elsewhere) and can thus be considered the foundation of all European societies. On the one hand, the four schools thus carried out numerous activities highlighting the impact of migration in the past which usually took part during regular lessons. Students at all four institutions for example studied the origins of pupils’ last names, French students took a closer look at the slave trade (Check!) and German learners examined the forced relocation of Germans after World War II and conducted interviews with more recent arrivals and people supporting them. In this way students realized that over the centuries people have always moved from country to another where they were first considered as outsiders but – over the years – have seamlessly blended into the majority population. On the other hand, several activities focused on mobility and its importance for society today. All four schools for example conducted surveys to establish the commuting patterns of parents and looked at the distances covered in the production of consumer goods such as clothes or mobile phones. One highlight among these undertakings certainly was the postcard project during the summer breaks 2017. Every school chose two postcards designed by their students which were printed and distributed at all four schools. Students and faculty were then asked to send these back to their respective institutions from their summer holidays and eventually maps were put up showing these postcards and the distances they had covered. In addition to these in-class activities four transnational meetings took place so that each school had the opportunity to host one short-term exchange visit. From each school eight students and two teachers travelled to these gatherings where they participated in activities linked to the partnership’s overall topic. The multinational group for example visited the Jewish Museum in Warsaw, walked around William the Conqueror’s castle in Falaise, hiked along the Way of St James and viewed the production of cars in Wolfsburg. After all these enterprises the learners created files and texts about these places so that central findings were available for all four schools. Eventually, all these endeavours led to project days at all four schools which took place in June 2018 (Check) and can be deemed a huge success. A considerable number of learners were involved in these project days and they could choose from a large variety of activities which covered almost all subjects and ranged from building a model airplane or re-creating the experience at Ellis Island Immigration Centre to learning European dances and making objects for artistic mobiles. These objects, by the way, were then sent to all four schools and the resultant mobiles can serve to commemorate the project in the same way as signposts which were put up at all schools during the short-term exchange visits. Apart from that, the project partners hope to ensure a lasting effect from “COME!” as many activities mentioned above were documented on Instagram, Facebook and TwinSpace where one can find - among other things - a manual with activities for a mobility themed project day as well as a video showing said project days at all four schools."

"Geomythology is the scientific field which interprets mythology in relation to natural environment and climate during the mythological period. During the long pre-historical times geo-environmental changes were numerous and dramatic.Eight primary and low secondary schools from Greece (coordinator), Latvia, Italy, Poland, Turkey, Portugal, Turkey and Hungary followed the adventures of a meteorite, a ROLLING STONE, which fall from space in Latvia in October 2016 and rolled all over Europe, searching for GEO-myths and climate changes. Finally in May 2019 fall in the Atlantic Ocean in Portugal. Over the 3 years pupils, teachers and local communities experienced cultures,languages and ecosystems The ROLLING STONE was a vehicle to motivate and inspire pupils in language - spoken and written - and also be involved in all the activities. Pupils interacted with the RO*STO and shared their experiences on the Project Blog and Pupil's Discussion Board THE MAIN OBJECTIVES were:1)the study of nature and environmental changes, their interpretation with the assistance from mythology.2)the multi disciplinary approach of the subject through various scientific fields, exploring the relation between Myths and geological /climate changes of the past3)the research of the past or contemporary relations in different parts of Europe, such as common river names, city names, local customs similar in many parts of Europe4)the migration and ethnic diversity, answering the question why people were migrating from one place to another and environmental changes that forced them to migrate 5)to improve the practice of foreign languages and ICT for students and teachers and strengthen teachers' profession6)to reduce the early school leavers Through the activities the project:- brought students in contact with nature, found solutions and realized that is constantly changing - familiarized students with Myths, legends, traditions and interpreted the phenomena they were describing in times when natural sciences were unknown- helped exhibit cultural values, cultivated eco-knowledge and increased attractiveness of local and European monuments - designed THEMATIC GEO-mythological parks in eight countries, connecting mythological places where intense environmental changes have left their marks, for sustainable development and Alternative Educational Tourism,- worked in making the Greek Thematic Network world wide and sustainable The project had a Language/Literature theme throughout and encompassed themes like Entrepreneurship, Supporting Disadvantaged Pupils, using ICT across all work.This project was addressed to mainstream and disadvantage learners, teachers, parents, stakeholders/ leaders in local communities, tourism organizations, school heads and youth.The target groups learnt about other nations in the long time history and to realize more deeply the principal idea of mutual rapport and understanding.Students planned and carried out eight project events during three years for the general public and invited guests. The impact was very big for all target groups and local communitiesFollowing RO*STO’s adventures we improved teachers' and pupils' language and digital skills. Management, leadership, planning and organizational skills also improved.Teachers reconnected teaching and learning activities to the natural environment and transferred this to their daily school actions.The project was developed through a variety of subjects: Maths, Language, Geology, Geography, History, Technology, Cultural, Environmental Studies, Art and Physical EducationEight countries introduced STONE from Space and developed concepts of active citizenship (national and European), sustainability and social coherence through engagement with the myths and the history of the sites, their place in the local environment, as markers and continuers of cultural identity.Also produced tangible results as: ""The amazing trip on Earth"" book and e-book, The ""Myth book"", Geomythological paths and maps in eight countries, Calendar, Mini-Geodictionary, activity e-book and local eco-clubs The project used the existence of GEO-myths of different areas of Europe and Asia as a basis for sustainability, developing a strategic approach to strengthening the links between the 8 schools and its local environment. Encouraged communication between schools, historical sites and social/economic partners at local level in order to develop the knowledge of learners.Future generations will have the opportunity to visit, study and discover the places where myths took place as a tool for Alternative Educational Tourism. As a result of close and and fruitful collaborations between partner schools and local communities, plans have been initiated for twin-city schemes, as well as exchange student programs, in order to support language learning and cultural development.All results are uploaded in Twinspace and project's Blog:http://blogs.sch.gr/4dimlamias/"

In the first place our project was focused on interaction and cultural exchange of youth from different countries around the Baltic Sea. Young people from our four schools already met before the project started. In workshops and during free time activities they gained experience, swapped ideas and discovered more common sense than differences. Our project supported children to develop personal initiative and a sense of commitment and responsibility, to reduce prejudices and fears of “otherness” and to strengthen tolerance towards different cultures. The participating schools were: Spoleczne Gimnazjum Jezykowe in Lebork, Poland (language oriented school, which encourages and supports talents, creative powers and social commitment of its students), Porin suomalaisen yhteislyseon koulu in Pori, Finland (art oriented school with special classes in music and art, language oriented with an international class), Ventspils Secondary School nr.2 (Ventspils 2. Vidusskola) in Ventpils, Latvia (natural science and language oriented school that teaches a Russian speaking minority; encourages and supports tolerance and liberal-minded thinking) and Regionale Schule”Adolph Diesterweg” in Stralsund, Germany (European school , which promotes the European idea and thinking among its students and which lives social integration, openness and tolerance). In the course of the project work we organized four internatio transnational project meetings that we used to work on various products and to carry out activities and excursions to learn more about the host country. In the course of the last two years the following products were completed: - pictures and stories for the Baltic Sea album were created - word collection and matching artworks for the Baltic Sea Dictionary were arranged - making of the film about fishermen in Leba - Baltic Sea Song ”Save entire world” composed, produced and performed - the NABU Crane centre in Groß Mohrdorf provided 2 cranes with transmitters in Latvia, data is given to our project - recorded crane data was analysed and a crane diary was written - a book with fish recipes was arranged - thousands of cranes were folded and provided with wishes for luck - the action “Promise through a stone” was carried out - a column in the building of RegS “Adolph Diesterweg” was decorated with crane motives - a common Baltic Sea Calendar with photos from all participating countries was arranged - music festivals in all four countries were collected and describedSo the project could offer the participants long-running skills and qualifications on communicative and personal level. This enables our young people to treat our environment with respect and to show tolerance towards other people. One of our most important goals was to support children to develop individual initiative and willingness to work on long-term projects. We believe that we could achieve this aim according to a group of students at our school. The involved students were able to reduce prejudices and fears of “otherness” and learned about other cultures. They made friends and are still in contact with them. Even former students remember the experiences they had. They had a great impact on their school life. In addition to the development of language skills our project was always focused on the environmental aspect, according to the Baltic Sea as the linking ocean. So the Erasmus project played an essential part on our students’ way from school to professional life. We are convinced that they will handle nature more respectfully and that they will act open-minded and tolerant.

Six European schools brought their youth to broaden their minds into the amazing world of Science. This project was designed to enable our students to encounter the pleasure of knowing more about our Universe and better understand our environment. It also allowed students the acquisition of key skills that help making one successful in an ever changing world.Five of those skills are : Maths and Science skills, Foreign Languages, Using OER sources,Digital skills as well as Social and civic qualities.Partners had the possibility to learn much about the Universe : elementary particles provide clues to past from which certain conclusions can be drawn and predictions can be made.Coached by 40 physics, Polish, French, history ,geography , art, Science, Maths and English teachers, 250 students embarked on a worldwide journey to make experiments on their own, analyse and criticize their results, solve the problems encountered and devise new experiments to go into Science in depth. Participants used mathematical theorem in everyday life, observed sky, objects on sky, auroras, the Sun, sunspots and made radiation measurements. They benefited from the expertise of research centers to guarantee the access to efficient and reliable instruments for measurements as well as a high quality knowledge and guidance provided by scientists. Partners collaborated through web 2.0 tools, software and apps to share their acquisition of science knowledge. The language of communication was English. Meanwhile, they got initiated to the basic and scientific words from their peers' mother tongues so as to gain awareness of the richness of the countries that form Europe.Their findings were uploaded to an etwinning platform, that offer a variety of material that make the project accessible to all and attractive (videos, photos, reports, forums, ...). Through exhibitions and festivals, the ERASMUS + program was disseminated among the local community.This project helped pupils improve their skills in Science, in ICT and in Foreign languages. It also enhanced transversal skills and endowed students with a greater awareness of European citizenship. Teachers had a chance to share various practices and to acquire expertise in the new ERASMUS+ program. This helped them with accompanying other teachers and schools who wished to broaden their teaching methods through European Partnerships. Schools improved their image by enriching their curriculum and educational offer. Cooperation with research centers to promote Science was one of the sources of this enrichment.Scientists had a great opportunity to convince pupils of the gratification and empowerment that scientific research can provide.We believe that the publication of results and reports from project activities will make the public more aware of what Europe is and how people from many different places in the world can work together to tackle challenges that have no boundaries.

"The project ""We are all children of ancient Greeks and Romans"" has been implemented since September 2016 up til August 2018 in 4 schools: Dębinka Junior High School from Poznań, ICA2 from Santa Maria degli Angeli, ICA3 from Petrignano di Assisi and IES Costa del Sol from Torremolinos. The project responded to the diagnosed needs of students and teachers related to arousing cognitive passion and creativity, the need to learn and acquire new experiences and skills. It was addressed to students aged 10-16. It focused on discovering the sources of contemporary civilization and European culture in the legacy of antiquity. These activities had the value integrating and strengthening the sense of bond of nations that formed the European community.Project goals:- modernization of learning techniques through the use of modern information technologies, active teaching methods, problem and interdisciplinary approach;- improving the results of students achieving below-average scores in basic skills through the use of more effective and innovative teaching methods;- integration of students' partner schools by identifying the common roots of European culture above religious, political and ethnic divisions;- students' interest in learning thanks to an innovative approach to the topics discussed;- developing critical thinking skills by considering the cultural and / or environmental context in the course of teaching science and the humanities;- exchange of experience and dissemination of examples of good practices, especially in the context of the use of new technologies, work planning including support groups (people with special - educational needs, children of economic emigrants and refugees), combating stereotypes and prejudices;- shaping the attitude of openness and tolerance towards representatives of other nations, ethnic and religious communities.The most important activities and results of the project:- conducting a series of workshops and seminars on history, culture, philosophy and antique art as well as a two-stage knowledge contest on antiquity, including the final in the form of a Trivial board game;- conducting workshops and a two-stage photo competition, culminating in an exhibition of the best works in Malaga;- conducting a series of theater workshops (in each school and during short-term exchanges of groups of students C2, C3 and C4), school theater festival (C2), international review of school theaters (C4) and theatrical experiment (C2); all performances referred to the common European heritage or were inspired by antiques;- building an international project website;- preparation of films documenting the course of the project - each of the schools has made min. 5 films published on the international project website, YouTube channels, eTwinning platform;- building a project website on eTwinning, where students and teachers exchanged experiences, insights, Christmas wishes, and conducted voting;- pupils created games based on knowledge of natural sciences and heritage of antiquity, models of functional antique inventions used today, designs of antique-inspired costumes, took part in the international fashion show in Assisi, they made logo designs, t-shirts promoting the project, they learned to use graphic programs ;- the students prepared newsletters, guidebooks about cities and partner regions, quest, field play in English, among other used during a partner visit in Poland.To achieve the intended goals, 4 short-term student group exchanges and 2 international project meetings were organized.During the project implementation, students acquired knowledge and skills that go beyond the core curriculum in history, computer science, English. They have perfected their language skills. Teachers raised their language competences, ICT skills, exchanged experiences and ideas on methods of implementing educational projects, including those related to the integration of minorities (immigrants and refugees). At each stage, the results of the project were disseminated in the school community, which raised the awareness of community, European identity and its roots among the local community. The knowledge and experience gained by teachers enriched their work skills, inspired them to modify and improve their qualifications. This applies to all teachers, not just those directly involved in project activities. The materials developed, for example educational games, will be used in further educational work at school. Created teams of students who document the work of the school creating film and photographic materials. Theater complexes operate in schools, and theater classes have become permanent in the curriculum. Teachers have gained experience in the implementation and coordination of European projects, international cooperation."