Strategy:Each partner brings 25 students (aged 14-17) and a Creative Team (art director, assistant art director, Visual arts teacher and a coordinator). One school brings a Media teacher. Once a year all25 participant meet for 14 days, taking turns in who is the host. (so actually this is a three year cyclus). During this fortnight of the exchange students and teachers work together in 4 multinational teams (2 acting groups, an art factory and a media group) to produce two different plays, based on the same theme. By the end of the secondweek the audience can enjoy the always spectacular live performances, which are also broadcasted on the internet.By jointly producing a stage play pupils are forced to communicate not only by means by speech, but also by gesture, movement and music. This makes it easier to break through the barriers of making contact. The possible lack of fluency in the communication language is, in the beginning, less important for the person's functioning in the group. The need to communicate grows when the ice has been broken. Making theatre also has a strong emotional component which causes contacts with people from other cultures to be even more intense. This helps to gain a growing insight into and understanding of the other person's culture and cultural heritage: a more open, less prejudiced attitude towards other cultures and it enhances a sense of European citizenship.In addition this will be a stimulation of interest in art and culture in general and in those of the participating countries in particular, thus encouraging tolerance and respect for other nations. It will also help to grow awareness of ones own cultural identity. The discussion about the balance between the working process, through which we reach our (intangible) primary aims, and the visible outcome (a performance) have been going on for many years. In our experience there actually is no discrepancy between the two. By aiming at the best possible, ambitious but for the students concrete and motivating results (a performance) the working process is intensified dramatically, and is therefore more effective in reaching our primary intangible aims.Students fluency will improve a lot when forced to speak in a foreign language during a fortnight.YET3.0 helps to create an innovative culture in school. The working method has and still does inspire many participating colleagues and influenced their didactic methods in other projects and lessons. It has and still does, stimulate teachers from different subjects to look for more ways to work together towards a more cross disciplinary approach.CONCEPTAfter years of evaluation a number of success factors were extracted from YET3.0. These ingredients are now the basis for all our international exchanges, also those that have nothing to dowith Theatre. All exchanges are modeled according to this concept. It describes starting points, organisational matters, the working method (pedagogical and didactical), essential and advisableprogram items and evaluation methods. This concepts forms the basis for future collaboration with potential new exchange partners.YET won several prizes: The 2nd prize in the National Education Award (Netherlands 1998) andtwice the European Label Award (Italy 2007, Finland 2008).The effects of the program have been extensively evaluated by Hannu Heikkinen, director of arts anddrama education in the Faculty of Pedagogy at the Universlty of Oulu.The results are also published in English:* Heikkinen.H. 2016. Drama and citizenship. Devised drama for Education JSSE - Journal of Socialscience Education, Volume 15, Number 4, winter 2016, 32-29* Drama Education supports self reflection, Comenius University Publishing House.

Living in Europe is something we all do, but most of the time we take for granted that everybody shares and accepts the same backgrounds, traditions and expectations. Our project aims cater for the coexistence and inclusion of all students in a new context, to open students to intercultural and multicultural learning, to respect for the differences between culture at home and abroad, to encourage students to look for new and creative ways of communication, to avoid early school leaving and disadvantage and to widen scopes towards a European mind and citizenship. The four schools committed to this project have been witnessing dire circumstances that prevent students from achieving a positive academic performance, namely hard economic situations that have forced families to immigrate to other countries, skyrocketing unemployment that has made them have difficulties to make ends meet, or different kinds of impairments which place them in disadvantage in relation to other classmates.Thus, the fist step will be to invite a large number of pupils in all schools to tell us about their experiences, fears, hopes and difficulties at school. Students and teachers will analyse al these situations, will discuss them in assemblies and committees and will learn new ways to solve conflicts. We will hear real testimonies about integration and inclusion at school and will create a protocol on good practices. We will also work on how to become an active and responsible citizen in their school and community. Eventually we will try to reflect on a potential European identity and citizenship. This way in the two years of the project we will try to cover all levels, from local to national and finally to a European dimension, which will lead us to a global identity and diversity. Participants will be students between 14 and 18 years old from the four schools There will be one mobility to each country where students will carry out activities on multiculturalism, early drop-out, better school performance, immigration, integration, inclusion, disabilities and school harmony under the philosophy of learning by doing, that is to say, active performance, reflection and discussion will make students (and teachers) understand situations better and more quickly and find solutions on the spot. Thus, debates, round tables and teamwork will be key concepts in the development of the project. The job will be done as an interdisciplinary curricular activity using English as the language of communication and supervised by the teachers with a particular accent on web based activities and a constant focus on assessment of the desired aims thanks to checklists created ad hoc. In between mobilities we will show what has been done in the mobility and will apply and experiment with the new methods and ideas. At the same time we will prepare materials for the next mobility.By the end of the project we hope to have the following results:- a manual or protocol including goals, contents and process about how to cope with the problems described in the second paragraph, which will allow us to improve coexistence and social harmony in the schools and will prevent future failure and early drop out due to disabilities, integration or inclusion issues. This protocol will be included in the General Annual Planning of the four schools and will be used to welcome and integrate all new students. All participants (teachers and students) will help the Guidance Department to implement the measures described in the manual, which of course is open to adaptations in case new circumstances may arise. (all project throughout, finishing it in the mobility in Italy)- presentations made by students about the situation of their schools at the beginning of the project (mobility in Spain)- presentations about regional identities and how totalitarisms tried to undermine them (mobility in Poland)- presentations about historical events in each country that had to do with social exclusion and radicalism (mobility in Poland)- presentations about landmarks that have catered for inclusion and integration (mobility in Greece)- videos (vlogs, movies, documentaries) including performances made by students about potential cases of school exclusion and ways to solve them (all project throughout)- creation of a TV news programme about how our students see Europe and their personal position in Europe in the future. These results will be uploaded in the E-Twinning platform as well as on the website of the project, so that they will be accessible and available for any school that would like to deal with these matters. Hopefully by the end of the project we will also have raised our students' awareness about identities that everybody may share, no matter their origin, background, language, impairments, race, gender or religion. This awareness may also be the starting point for future cooperation.

"The need to make new generations aware about environmental problems and the risks deriving from harmful emissions into the atmosphere, the excessive production of waste and its incorrect disposal has led our school to start a series of activities to increase environmental awareness among young people. The project ""Ready, start, click: walk around the city and help the planet"" was born from the idea of ​​encouraging students to look for concrete solutions to environmental problems and at the same time discouraging incorrect habits to adopt, instead, sustainable lifestyles. By using the digital skills owned by our students, we thought about developing an app for mobile devices capable of providing the users a series of walking routes in their own city and in the surrounding areas which will be implemented with multimedia content based on the artistic-cultural heritage of the territory; this will be enhanced and made accesible through sustainable mobility in the form of what we might call an ""urban trekking"" experience. The project aims to educate children to respect the environment starting from their daily habits: why using private means of transport if you can move around your city on foot or using means with low environmental impact? Why not using your cell phones to make them a tool for knowledge and enhancement of the territory?The project will focus on three main axes: sustainable mobility, ICT and enhancement of the artistic and cultural heritage.The objectives can be grouped into three macro areas:a. environmental and climatic goals to facilitate the discussion between European partners about environmental issues and the sharing of good practices capable of changing habits harmful to the environment;b. Creativity and culture to educate and motivate young people and the community to the importance of safeguarding and enhancing the European cultural heritage;c. ICT - new technologies - digital skills to contribute to the development, transfer and dissemination of innovative technologies to develop transversal skills among students from different countries and socio-economic contexts.Six mobilities will be arranged: five 6-day mobilities involving 5 students (aged between 14 and 18 and chosen on the basis of the criteria established by the project team and management) for each partner school with two accompanying teachers and 1 mobility at the beginning of the project at the headquarters of the Liceo De Sanctis in Salerno in which all the representatives of each partner school will participate. Students will stay in host families, teachers in local accommodation facilities.The activities will include:- the activation of the eTwinning project ""Ready, steady, click: I walk around my city and help the planet"";- the development of the app by the Italian team;- a conference on environmental issues and presentation of the Citytrekk app; -the presentation of the planned activities with objectives, schedule, expected results in all partner schools;- seminar meetings on environmental and climatic problems;- the development of urban trekking itineraries and elaboration of the multimedia contents of the app;- the development of the skills necessary for the realization of the final products (photographic exhibition, interactive posters, booklets, videos, radio programs);- the creation of an "" Erasmus garden"" in each partner school.The methodologies used to carry out the project are:- small group teaching and peer to peer education;- cooperative learning;- problem solving;- laboratory teaching to develop learner autonomy and self-confidence;- interdisciplinarity.Expected results:- to motivate students and their families to adopt more environmentally responsible lifestyles starting from sustainable mobility;- to encourage discussion on environmental issues between European partners and the sharing of good practices capable of concretely changing habits harmful to the environment;- to promote knowledge and enhancement of the European territory;- to encourage conscious learning in informal contexts;- to contribute to the development, transfer and dissemination of innovative technologies in a pedagogical context;- acquisition of a set of standardized and reusable procedures in different contexts; - to improve language skills.The content of the project activities will offer a precious opportunity for in-depth study and discussion with partners on fundamental issues, which in the medium and long term, will allow the growth of a new environmental awareness in the future European citizens, pushing them to implement the search for concrete solutions capable of safeguarding our planet for future generations."

This project arose from the expanding digitalised learning development of our European schools. The more students learn digitally, the more conspicuous is the necessity of ensuring a clear ethical guideline (compliance) communicated by students and teachers for the use of digital means at school so as to initiate a reflexive consciousness and behavior of digital media, especially convergent media as smartphones, for everyday life of the students, too. Thus, the objective of our project is to promote the awareness of ethical aspects of digital learning and use of digital media by developing and implementing it in the media curriculum at our schools based on European humanistic and religious values. Being interdisciplinary this project aims at objectives relevant to IThics in various subjects (IT, ethics, religion, music, fine arts, sciences, environmental issues, economy and social studies). Firstly, our participating schools are committed to do surveys on existing good practices to share and to establish a pool of IThics workshops as a base for our project. In the same period the staff will get social, psychological and pedagogical information on the very important part of digital media and communication in the students‘ everyday life as their singular instrument to construct, present and test drafts of their individuality to their peers, e.g. in social networks. This will enable teachers to understand and emphasize the actual digital behavior of their students and youth cultures in a deepened way.Secondly, an optimising process shall take place in class and in workshops at the participating schools and transnational meetings focusing on various ethical aspects. Experts of media ethics will be also invited from external institutes for lectures at our conferences to train all participants. But the expertise of the students as peers will be used extensively, too. As a result of this curriculum development, the didactical and methodological output shall be disseminated at conferences and during transregional training workshops to share results in practice and on our project platform to transform it in reliable outcome. Thirdly, the last phase will be implementation of this enriched media curriculum simultaneously and obligatorily at our schools in different European countries. This implementation will be finally evaluated after a certain time of practice to get information about effect, impact and sustainability of the projects results in school and everyday life of all participants with a special focus on the students and at a broad European scale.

"The 6 participating schools (Bulgarian, French, Italian, Greek, Maltese and Polish) were both qualified and beginner partners, which allowed collaboration through the transfer of past experiences to help implement the planned activities. The agreed working theme ""Sport and diversity"" allowed the transmission of universal messages of tolerance and friendship. It allowed also for the development of team spirit and teamwork, with students working together on European heritage and sports-related issues. Our collaboration has helped to promote the values and benefits of sport, to develop personal links through creative workshops, to enrich the participants with cultural diversity and contacts between European countries.The planned activities on cultural diversity and sport helped participants to :-promote awareness of the European Union, -learnt to apprehend cultural and linguistic differences,-attain the set learning objectives, -collaborate on workshop activities, -deepen their knowledge of the language, culture and sports of the host country. LTTAs also allowed European teachers to exchange good practices and points of view (e.g. on existing facilities, lesson planning, student supervision), compare their career paths, discover different working methods, work instructions, warm-up sessions, techniques (collective and/or individual).All partners have developed the physical activities of participating students by implementing innovative outdoor activities (e.g. climbing and hiking). They were innovative because outdoor activities are never taught in urban schools and have never been practiced internationally.The fruits of our work were beneficial for the students, as we all contributed to raising awareness of a European culture of interactive collaboration through workshops and sports practices.Non-traditional sports events (outdoor physical activity, local sports competition, sightseeing and orienteering) allowed the students to identify local sports habits. The workshops were an opportunity for students to reflect and exchange views on sports issues among participants such as disability, equal opportunities, gender equality, managing safety measures, bad behaviour, doping and cheating."