The background to this project is the need to introduce continuous educational innovations to keep motivated teachers and students increasingly exposed to ICT. One school from Spain and two from Germany were involved in this project, in which we continued our previous experience with our iPad classes, in which we already started to implement the improvement of the use of ICT, the enhancement of skills and key competences, the fight against school drop-out and the support to disadvantaged pupils, and thanks to this project it will be further improved. Despite the withdrawal of the German partner (Aichach) from the project, all members of the partnership are of the opinion that the objectives of the project were absolutely fulfilled under the circumstances (Covid 19). The participants, 35 teachers from Germany and Spanish as well as pupils aged 12 to 14, have increased their digital competences and are able to use and design their own apps in class. At the same time, the apps have enabled them to deepen their knowledge of the topics in the curriculum, encouraging other students to consider different educational opportunities when they finish school, such as in Spain in vocational training programmes. In addition, thanks to the gamification and project-based learning methods implemented in the schools, the participating students have developed an entrepreneurial mindset, their creativity, ability to organise ideas, self-improvement and logical thinking have been improved. The activities implemented ensured that the teachers and students were able to build social relationships with other teachers and students from the partner school, work in a foreign language and significantly improve their linguistic competence in English/Spanish.The newly acquired knowledge from the job shadowing and workshops was first rehearsed in the project through the development of activities in the Twinspace platform. We initiated eTwinning projects, teachers and pupils tried out the acquired apps and then we integrated them into the lessons. In doing so, we were able to establish innovative and motivating offers, attract pupils and combat school failure and dropout, as shown by the evaluations carried out throughout the project. In this sense of implementing innovative methods, it is also noteworthy that the professional profile of the teachers has been highlighted, also thanks to the development of their digital literacy, the sharing of good practices and the promotion of their linguistic competence in English and Spanish.Gamification methodology was implemented as a focus, thanks to the use of different educational apps for iPads. The students developed a research paper on the possibilities of ICT tools in face-to-face, distance teaching, not only in the educational context but also in the workplace, making them aware of the digital world we live in and the importance of these tools. The second part of the project involved multimedia content creation and introduction to computer programming with a grade 6 class (eTwinning project -Digital Creations -https://twinspace.etwinning.net/176833). In the penultimate phase of the project, we developed a common digital catalogue of apps and programmes for iPad classes as well as a practical handout for teaching the necessary media skills. Unfortunately, the pandemic made it impossible to carry out the last activity in person, which was to take place in Spain in May 2020. We extended the project until January 2021 with the hope of continuing the activities, but the severity of the Corona wave caused our schools to close. We continued to work virtually or in distance learning and discovered that our catalogue was a real treasure for all school partners.An active and dynamic methodology was used in all phases and activities of the project, where pupils participated in group activities of pupils of different nationalities thanks to tools such as TwinSpace, Padlet and videoconferencing. The methodology of project-based learning, where real problems were presented for them to solve by designing their own computer tools, proved to be very positive and enabled the pupils to learn how to learn and develop their entrepreneurial spirit. We are currently working together again to adapt our catalogue to the new forms of distance and hybrid teaching.

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"Climate change and the way how humans have been destroying the planet for example by overusing its resources call for action, which is why students should be informed better. They already take part in events like the “Fridays for Future” demonstrations, however, the students are often believed to know too little about the actual matter.We want to inspire students to be more aware of how they’re contributing to the destruction of our planet and consequently, how they can help to better the situation. In our project they are supposed to learn how every individual can make a difference. There are lots of concepts or ways of behaving in daily life and school life, a change or improvement of which can effect change.Having undertaken the exchange between or three schools multiple times, we already know that cultural exchange widens one’s horizon. Especially the method of working on a shared project helps to communicate across state boundaries and emphasizes the “European Idea”. Since the students’ working language is English they also improve their English, which is a useful side effect and secondary objective.The aim of the project is to implement doable, practical concepts of raising the awareness of the need to protect the environment and to live more sustainably.Therefore, we’re planning to establish new student projects and to make practical changes at our schools in order to effect a flow of information about sustainableliving. By sharing our innovations via social media, we’re aiming at making a difference on a European level.The project is voluntary for students and teachers. At least 40 students per schoolyear, 15 to 17 years old, will participate. At the start of the project, we will inform students about it. To join, students will send in an application form. Selection will be based on a student’s written motivation. The motivation will have to include interest in the project’s theme and in other people's living schemes and the will to share one's own. The selected students will have to be welcoming hosts and well-behaved guests during the exchanges. Besides the coordinator and two or three accompanying teachers when traveling, interested teachers will be invited to join the project to teach classes or accompany excursions. For some activities, especially during the exchanges, experts will be invited to assist.During the exchange we will undertake all kinds of activities that will raise an awareness of one’s role in the climate change. All activities aim to make students think of ways to change their behaviour in the context of climate change and to minimize their share in pollution in their own environment: at school and in their homes. The first exchange in a cycle of three will be held in Alkmaar. Increasing awareness regarding the state of the earth is a first step towards behavioral change. The focus will be on raising awareness on pollution, waste generation and waste management. In the Darmstadt meetings the focus will be on “waste”. Students will learn about toxic sideeffects and the pollution caused by the use ofplastic. The focus will also be on how to reduce and/or recycle plastic waste. In Troyes the focus will be on the topic of eco-construction and greenbuilding. One of the tasks the students will have to fulfil is to imagine their ideal school in terms of ecological transition. Therefore the precious work of school’s eco-delegates will be inspiring. Historically, Troyes is also the city of knitting. Therefore part of the activities taking place during the meeting in Troyes will be linked to textile and clothing.Methodology to be used during the activities will includ:-icebreaker games (like milling around to talk about change of behaviour in use of water, transport... or cooperative sportgames and the empowerment activity called ""cross the line"") -research, evaluation, survreys, interviews (i.e. about plastics use, pollution, health hazards...interview professionals of clothing facturay and students of the EPF university) -measure the ecological footprint/plastic footprint -group discussions and debate (i.e. about pollution) -teamwork (in every activity) -create films and vlogs (i.e. to promote a plastic free lifestyle) -art projects -presentation or exhibitionResults will take different forms : documentary research, production of slideshows and videos, oral presentations, interviews of professionals, creation of models, production of a handbag and a piece of art/masquottes with recycled material that will constitute a leitmotif during the meetings.We hope that what will be learnt and understood during the project work will help changing minds and habits concerning waste. Indeed, involving students and their families, but also schools, our twin cities and partners outside school will spread an awareness towards more and more people. Collaboration with the city halls, but also local press and professionals will have an impact on many behaviors around us."

"SUMMARY OF THE PROJECT ""sing against harassment"" The project was led by students and teachers from CPEIP San Babil de Ablitas (SPAIN), GBS Rodgau (Germany) and Collège Gaston Jollet de Salbris (FRANCE).Based on an EPI (Interdisciplinary Practical Teaching) combining Spanish, musical education and visual arts, the objective was to create, in collaboration, an album of Slam songs on bullying. Its funding by ERASMUS + has enabled it to go beyond virtual exchanges, by allowing it to meet real students and teachers.The collaborative work has increased the sensitivity towards European citizenship and the prevention of harassment due to the work in international teams to carry out the different activities via the eTwinning platform.The use of a multidisciplinary pedagogy has led the teams to promote multiple, material, collective and quantifiable achievements through the practice of digital technology in an innovative way (forums, emails, chats, videoconferences, videos, etc.) and the promotion of a coherent learning of the Spanish language which was the language of communication between the participating partners.School bullying has been worked on in the different centers with the help of specialists:- In France, with the support of the Principal Education Advisor, the nurse and the social worker, in order to work on inclusion.- In Spain, with the interview with the Civil Guard, the visit to the Navarre Ministry of Education with the ""Laguntza"" program against bullying at school.- In Germany, internal workshops were organized for 7th grade students, and among the various theater workshops, one of the most popular was the one against harassment and discrimination, in which a group of refugee students was involved. from Syria and Afghanistan. Mobilizing students in the fight against bullying made them actors through their participation in various events (national poster competition against bullying, international day against bullying) which reinforced their civic engagement.In the second year we wanted to go further and we worked on ""the difference"" (one of the priorities of the EU), where the pupils reflected, debated and mobilized against the different forms of discrimination and strengthened their citizenship. European by their actions and achievements in various competitions: Hippocrene Prize for Education in Europe, Prize for the best Virtual Mobility ...In particular, we should underline the inclusive participation of all pupils: in Germany pupils with disabilities were able to participate and in France pupils from the Localized Unit for School Inclusion were an integral part of the project.In addition, this project, which is also part of the PEAC (Artistic and Cultural Education Plan), has offered our students, who live in small towns far from the main cultural structures, an international opening thanks to eTwinning and Erasmus. +, as well as a greater openness to others."

"The school exchange ""Being a pupil in Europe preparing its future"""", organized in the framework of Erasmus +, united five schools : Arthur Rimbaud secondary school and Saint-Exupéry high school , located in the northern districts of Marseille and part of the same education and learning network ; G. Pascoli secondary school which is located in Aversa, a small italian city between Napoli and Caserta ; Georg-Büchner-Schule secondary school in Stadtallendorf, in northwestern Germany and the EBI of Ginetes, a secondary school on Sao Miguel island in the Portuguese archipelago of the Azores, a ultraperipheral european region. All share the same problems: majority of underprivileged students, little cultural openness, lack of willingness and ambition of young people to go as far as possible in their studies and lack of knowledge of European arrangements to support them and help them succeed. They decided to work together to fight against these determinants and to go beyond proposing a collective work on the competences that they all have all in common in their respective formations to reach their objective of orientation, study, and to term, professional by discovering new professional streams and deepening the wishes of orientation ; then, the strengths of each system and pedagogy to achieve the goals of each ; and finally, the opportunities offered by the European framework for academic success and further studies. They throught about the grade level chosen to do this work. This is the one at the junction between the middle and high school so that the participants will simultaneously progress in their studies and the completion of the project : they will start in middle school and continue in high school, a time when they will have to start a serious reflection on their future and their orientation. The project will last two years. The first year will be for exchanges to get to know each other better. This step will be done through a common website and a Twinspace. The partner teachers will prepare these exchanges through quizzes and fun discovery sessions. Social networks will be used to create more personal links between participants. These exchanges will allow us to begin the activity of comparing each group scholl system. This activity will continue and will end in the second year in which a file on the issue will be jointly developed. Travel in each of the four countries of the partner institutions will punctuate the work. The overall goal is to push up the young people who will participate in projects, offer them a broader view, opportunities and perspectives that go beyond the local framework. The ultimate goal is to break the inevitability that some people feel towards their living conditions, take them out of their community, a reassuring but often closed place, push them into their studies and open up the European horizon with all the possibilities it offers them. In the long term, the partner teachers hope that some of the young people they will work with will participate in other Erasmus projects, notably to continue their studies elsewhere in Europe."