"The High School ""Castillo de la Yedra"" is located in a rural environment in Cazorla, and its economy is primarily based on agriculture. The High School ""André Lurçat"" in Maubeuge, on the contrary, enjoys a urban and multicultural background, ant the teacher who work there use new methodologies which are based on gamification and collaborative tasks so the students can actually learn. These teaching innovations are highly interesting to the Spanish teachers, who would really like to analyze and put into practice with the ultimate goal of reusing the afterwords in their own teaching practice.Both the Spanish and French participants have a great deal of natural and cultural heritage in commom as well as folklore which should be thoroughly appreciated to be shared and taken into account. With this project we would like to be able to mix positive aspects of both places and complement what we might lack by elaborating multilingual touristic leaflets in different formats (in the end they will create a touristic guide covering these main aspects: nature, heritage, folklore and customs).This collaborative work might take the shape of a board game which will be entirely produced by both the Spanish and French students. It goes without saying that this project will undoubtedly be used by future generations when learning foreing languages. It is about sharing and appreciating things in common to build up a single identity coming from two different places having common aspects of their past and leading to a shared future. The objective of thid foreign exchange entails a challenge for both teachers and students, since our intention is to create more innovative and motivational learning environments. Project Based Learning will be fostered, and we will try to develop the ability to work in a participative and collaborative way, focusing as well on the use of new technologies. We also want our students to get involved in the design organisation and development of the proposed activities with this new way of teaching, we hope our students become aware of the importance of having a better human citizen conscience. We want then to learn how to solve issues that might arise in the process of developing the project through cooperation and teamwork.It would be remarkable to mention that with this project our students' communicative competence will definitely improve. Our ultimate goal consist of reinforcing a European dimensions in our sphere, that is to say, education. In the same way, we will try to strengthen a constant transnational cooperation between secondary schools, favouring a personal and professional development as well as reinforcing the learning of European languages, and boosting a multicultural European conscience between students, teachers, parents and society in general."

"*Context“Stand Up to Start Up”was based on a need analysis applied to the teams of teachers and students of all the partners. The present partnership had as main aim to develop the involvement spirit of our students .*ObjectivesOur project was based on 4 main objectives:1. Develop the social consciousness spirit2. Generate social value and social change3. Promote the cultural heritage4. Boost skills of the 21st century (ICT and foreign languages).* Participant organizationsThere were 4 countries and 4 institutions involved in the partnership, from Spain, Poland, Greece and Romania. Unfortunately, the Greek partners dropped.Students (12-15 years old) were the main actors of the partnership.The project was meant to stimulate creativity, sense of initiative and responsibility.The total number of students that benefited directly and indirectly of such a project is of approximately 1.800. There were teams of teachers from different areas. Approximately 70 teachers will be indirectly affected. Families of the students also participated,approximately 50 families.The local community were also involved helping to disseminate the project’s results.The activities of our partnership encouraged students to make a difference in their communities by developing responsibility and the civic spirit.There were organized workshops related to learning skills, literacy skills (ICT literacy) and life skills focusing on flexibility, initiative, and leadership. The impact on participants’ attitude, knowledge and skills has been considerable .The tangible results of the project are being presented on the website of the project. *Description of main activities achievedWe have managed to get many students from different groups involved in working on solidarity issues related to the Project. In general, they have done it in subjects such as Ethical Values, Education for Citizenship or Psychology.Our goal was to select a small group of students as ""ambassadors"" of the ideas and work of their peers. We started at the local level, where the students have verified the solidarity programs in their immediate surroundings. They have done questionnaires, surveys, analysis of both, power -point and video recordings about the issue followed by volunteering work at some institutions in town. The three main topics were: “Social Involvement in our Community” “Why being socially sympathetic” “Hazak, a comic design story”.We have addressed one of the great problems of the moment: the refugees. The students have created a story with comic book designs that have been exposed or dramatized later on and they have even registered an interview with a real refugee from Syria living in our town. They have also attended a demonstration for the rights of refugees, an exhibition and a conference on the same theme, organized by institutions outside their own school .Our students have also taken part in a great number of workshops for discussion, T-shirt and cards designs, games related to enhance solidarity awareness and poster of the project to stay at school for ever.*Results and Impact The mutual engagement of students and teachers in planning, doing and revising partnership activity has been a fundamental characteristic of our project therefore the impact on participants have been considerable.The project has had an impact on attitude, knowledge and skills. The students have enhanced their communication skills ICT skills and sensitiveness.We also expect to extend relations with schools from abroad and to anchor the network of school working together on an international level.We think all the target groups involved in this project have become motivated to get involved in socio-cultural actions and to improve foreign languages abilities. we have:- achieved a broad understanding of social involvement- increased learning in the topics of the project - fostered relationships between school, students, families and the local community- improved the school curriculum by introducing activities related to the topic of our project- understood that there is a set of values that are universal in all the societies*Long-term benefits We expect:-to raise interest for organizing activities about social involvement-to increase awareness of the key skills of the 21st century-to stimulate interest for cross-curricular activities-to increase the possibility of involvement in international cooperation-to strengthen the European citizenship"

Our project is called SOS - Soul of Science. The aim of the project is multilayered and symbolic. SOS means providing help and social inclusion for pupils with socioeconomic disadvantages, behavioural and learning problems and minority pupils. Another project objective is to reduce early school leave that as a consequence has a high risk of being unemployed and socially marginalized. With better education, inclusive teaching and using new methods, especially in the STE(A)M fields (at an early age) our project is increasing pupils’ motivation for taking part in the future education preparing them to handle the modern civilization challenges better. This project aims to use STE(A)M activities to help pupils learn in new environments and through non-formal learning activities developing their skills and competences, it will improve their language skills and foreign lg competences, as English will primarily be used in all project activities. It will help them get more integrated by collaboration with different partners and it will have a positive impact on their self-esteem. Throughout the project, teachers will improve their intercultural competences and understanding of social and cultural diversity. By exchanging ideas and collaboration, sharing experiences and inventing new methods, the project will improve the quality of teaching and the capacity to handle the needs of the disadvantaged. The involvement of all pupils in school activities will be improved and enhance their intercultural awareness. The pupils will feel enthusiastic and creative about STE(A)M activities and they will gain skills: thinking and problem-solving; self-direction and learning; collaboration; information and research; organization and planning. The project will lead to new curricula in all partner schools that will be enriched with intercultural access in teaching. The intercultural aspect will help all our pupils develop competences, it will contribute to their openness, a better understanding of other cultures, solidarity, communication and better chances on the labour market.Teachers will learn how to incorporate STE(A)M into English language classes, to give the disadvantaged pupils significant intercultural experience, enhance their intercultural understanding, improve their lg skills by using English, to contribute to their social inclusion and support them to stay in the school system for as long as they need to overcome the challenges in learning, disabilities and socio-economic disadvantages. For teachers as a result of dissemination projects, it will be a process of modernizing the teaching methods and learning process, improvement of competences, collaborating with other teachers locally and internationally to exchange good practices. For schools, the whole idea of collaborating with international partners and teacher and pupil exchanges in the long-term will result in the modernization and internationalization of schools, thus we will achieve better results in competitions and we will create a better, more relaxed, open and high-quality learning atmosphere to all participants in the educational process.The project will promote social inclusion, non-discrimination through education and different activities, exchange of good practices among the 5 partners by using non-formal methods of learning on different topics, with an emphasis on project-based learning and ICT, in order to integrate them into the organization after the mobility period, to achieve a modern, dynamic and innovative environment in partner schools, to create an e-book on the good practices, digital tools, PBL and benefits of STE(A)M.The direct participants are 25 pupils from 5 different countries and 25 teachers, and the indirect participants are school leaders, school teachers and school staff, pupils in partners’ schools, other local schools involved in activities, colleagues, new potential users and participants in mobility programs, other stakeholders: local community, professional assets, youth offices, the business sector, tourist agencies, NGOs, decision-makers, the media and general public - the number of all involved is a few thousand.The connection with all partners long after the completion of the project will be continued through eTwinning projects. The good partnerships will have positive effects and results for each partner school and other schools we plan to share our experience with.This project will involve the communities in partner countries ensuring that the project reflects local needs, finding people/experts who can bring new skills, knowledge and experience to the project, encouraging volunteering providing an opportunity for volunteers to use their existing skills and experience and develop new ones. Participating schools will create stronger links with the community giving their community, local authorities, funders and other organizations confidence that this project is rooted in community needs and has its support.

CONTEXT: The project engaged students in the use of modern, innovative technology. The idea was to turn them into creators and inventors by challenging them to build their own applications for smart devices with the use of open educational programming tools. They were encouraged to realize the potentials of these means and redefine their own way of learning by developing reflective thinking, problem solving, communicative and cooperative learning skills. OBJECTIVES: Our aim was to spread the need for more creativity and digital competence in the classroom with the use of non-formal approaches to promote open-mindedness, critical thinking, personalized knowledge, participatory work, improvement of linguistic and social skills and the exchange of good practice. NUMBER/PROFILE OF PARTICIPATING ORGANIZATIONS: 6 secondary schools from 6 countries took part in the project. The Greek school is an evening Vocational Institution providing general education and vocational training in different vocational fields. The Turkish school is a Vocational and Technical High School with vocational curriculum. The Hungarian school offers training in secondary technical education. The Italian school offers scientific, social, economic and linguistic studies. The Spanish school has A-levels with different specializations, and vocational education with two different training professional courses.The Portuguese school offers general and vocational courses in different fields. ACTIVITIES: The participants developed apps of educational content for Android devices. Each school organized learning activities to create and introduce their developments. Every learning activity was presented in short term instruction of approximately one week to the partners, followed by an implementation, trial and evaluation period in the classrooms of each organization. These activities formed a resource teaching material both in paper and digital form.METHODOLOGY: During the mobility weeks teachers and learners developed, instructed, implemented and tested the outcomes. The host organization compiled a step by step instruction manual introducing the app and how to build it with the help of the App Inventor tool. During the workshops students recreated the application. After returning home the manuals were spread to least 30 students who followed the same procedure. All participants provided feedback and evaluation for improvements. Multiplier activities and events were organized to disseminate them. UNDERTAKEN MAIN ACTIVITIES: Groups of 30 people in each school worked in close cooperation in order to be taught, create and evaluate the deliverable products. The students participating in the mobility weeks were selected from the teams above to exchange their experiences and become multipliers for the rest. There were two transnational meetings in Greece, one at the beginning of the project with a tutorial workshop and demonstration of the programming tool that would develop our outcomes and a final one in the end, for the general inspection and evaluation of the project progress. During the five short-term exchange meetings 11 apps were produced, tested, presented and taught to the partners who in turn reconstructed them in their own classrooms with the rest of the working team members, evaluated them and disseminated them. Each school undertook certain responsibilities: organization of a logo competition, creation and maintenance of the official website, reports of our meetings, online newsletters, a social media page, creation and maintenance of the project eTwinning space, online evaluation questionnaires for our products, a webpage with the outcomes and short evaluation questionnaires that was promoted to a number of schools throughout Europe for dissemination and the exchange of good practice, compilation of all the teaching material in paper and digital files and finally an overall evaluation deriving from the online questionnaires. RESULTS, IMPACT AND POTENTIAL LONG TERM BENEFITS: We created 11 mobile phone applications with their detailed instruction manuals touching certain fields of study: IT, Healthy Life, Foreign languages, Art, Geography, History of Art, History, Biology, Physical Education, Math, Biochemistry. Further improvement of the apps was achieved with the help of online evaluation forms. During the mobility weeks the students developed language skills, cooperative skills, creativity, IT skills, critical and logical thinking skills and autonomy in learning.Teachers upgraded their previously acquired knowledge, linguistic and digital competence and programming skills. Working with foreign colleagues was a challenge for social interaction, intercultural knowledge and dialogue. The expected long-term impact is the promotion of the need for innovative education by empowering our schools in their effort to proceed to more attractive and motivated learner-centered educational practices in pace with the modern needs and demands.

Our municipality is receiving a large number of immigrants and refugees. Many of these newly arrived foreigners, due to their age, start up their social activity in our upper secondary school. The local government implements a series of measures for their everyday life in school and in the community. School stuff is also offered participation at conferences, courses, meetings related to refugees and immigrants situation. Through this project we struggle to focus on the ordinary students, either native, already integrated immigrants or second generation ones. What we are focusing to achieve through this project will lead to a better encounter between these ones and the newly arrived. Having in view the environmental, economic, political, humanitarian crises and wars, ongoing in the world, we need to focus on the maintenance and further development of our democratic societies. The situation is furthermore compounded by a crisis of vision and values. We need to educate our students to the democratic values, promoting equity, social cohesion and active citizenship. The teachers involved in the project have been selected according to their linguistic competences, cultural background, coordination skills and curricula. We all have to be aware of our European citizenship and to be sensitive to the above issues.The fundamental idea of the project is for students and teachers to experimentally and interdisciplinary approach the identity of the immigrant and refugee and to realize that we allpotentially are refugees or immigrants. The objective is to welcome cultural diversity and to remove discrimination and segregation within the school and the wider social environment.There are six teachers, one headmaster and six groups of students involved in the mobilities. We intend to use different methodologies for carrying out the planned activities, like making documentary podcast, having exhibitions, creating games, writing note-books, having oral presentations on the thematic topics.Students will get a valuable management experience in the project and will require transverse competence such as planning, problem solving, creativity, critical thinking and innovation. They will also use and improve their knowledge of foreign languages as well as information and communication technologies. When it comes to long-terms benefits we can mention that the mobility results will be integrated in the curriculum so that all students in school will approach them, the concrete material will be published on the website to everybody's access. The school representatives, both adults and youngsters will continue the cooperation with other schools, local organisation but also national and international ones.