The project “TOLERANCE - OUR COMMON LANGUAGE” has involved 5 schools from 5 European countries: Italy, Romania, Lithuania, Turkey and Portugal. According to the SWOT analysis done by each partner in their institution, the partners have identified a series of common needs that lead to the decision to implement a project about tolerance. Violence, aggression, intolerance, racism, ethnic discrimination are tendencies that can be observed in the behavior of the students from all the partner countries. The World Values Survey shows that Romania, Turkey, and Italy are the least racially tolerant countries, while Lithuania and Portugal seem to be the most tolerant countries. This result along with the diverse educational and cultural background of the partners have facilitated the implementation of a successful project. The project objectives have been: to develop civic competences and increase self-esteem of students from 5 EU schools -to facilitate understanding the concepts “tolerance” and “mutual understanding” at a personal level and in the European context -to equip participants with practical examples for acting as civic-minded citizens -to raise awareness about diversity and cultural identities promoting social cohesion -to boost the feeling of belonging to the EU community In accordance with the Article 2 of the Treaty on the European Union, we envisage that this international cooperation will prepare our students for living in a multicultural society being aware of the EU values, appreciating diversity. Students have interiorized tolerance and mutual understanding as active civic attitudes. For reaching the overall aim of broadening civic-mindedness emphasizing the importance of tolerance and mutual understanding impact in daily life, we decided to use an innovative approach. To reach the project objectives an innovative approach has been used. Combining the advantages of using ICT in education with the Five-Factor Model theory has been tackled the 5 personality dimensions: -openness to experience: students have been encouraged to express their emotions and ideas using Art. They created together videos, digital photos, artistic moments, team building activities, sports competitions and board games that stimulated students’ assertiveness, sociability, and personality. The tangible products they created together were flashcards about the topic, the dictionary of the project, handmade bookmarks and thematic puzzles. The used of ICT during the activities, supported by internal cognitive aspects of learning led to innovative outcomes results in tackling learning abilities. The activities were designed to develop tolerance, mutual understanding, intercultural competences, social and civic spirit. The international cooperation broadened the cross-cultural knowledge and understanding of the countries, cultures, and values strengthening the feeling of belonging to a united Europe. A number of 60 students (aged between 13 and 17 years old) attended the international meetings - LTTAs. Students have been selected before the mobilities, using transparent criteria decided by each project partner taken into consideration: English skills, ICT skills, motivation and involvement in the school-based activities. A huge number of teachers have been directly involved in the project mobilities, and teams have been formed at the school level to facilitate a better implementation of the project. Approximately 2700 students and 120 teachers/adults have been indirectly involved in the project. Other participants who enjoyed the benefits offered by this Erasmus+ project were the administrative staff, students’ families, pedagogical staff, educational advisors, policymakers and representatives of the local authorities. The tangible products of the project were an audio dictionary, photography exhibition, calendar of the project, common movie, ebook, flashcards, thematic puzzles, handmade bookmarks, project webpages, project logo, flyers, DVD of the project, brochure. The intangible results were the development of life skills, key competencies, cultural horizon, intercultural understanding, team working skills and knowledge about the topic. All the project results have been made available on the project website. The dissemination plan reached a large audience and made an impact at local, regional, national and international levels.

"There is a growing interest in Science, Technology, Engineering and Maths, combined with Art. This should result in national strategies in teaching/learning and lead to an international cooperation to boost quality and exchange of good practices. Society should be involved, in order to have citizens able to meet the requirements of a continuosly changing world.The STEAM approach could be used in cultural, environmental, economic, managerial contexts, with the involvment of many other subjects.A new pedagogy and a new evaluation system could strengthen the idea of cooperation and mutual trust among European citiziens and governments.An integrated approach will favour all stakeholders.The project has main roots in the ""Mega-Trends, Catalysts and Game Changers"" described in the ""Global Trends to 2030. Challenges and Choices for Europe"" by ESPAS (European Strategy and Policy Analysis System), a Report issued in April 2019 thanks to the cooperation between the main EU institutions.STEAMFUL is based on the partnership among six European countries ( Italy, Estonia, Spain, Portugal, Greece and Croatia ) with students aged 16-19 and will have practical results, as well as moments of discussion using STEAM in a global approach, with the involvement of over 100 participants.Its activities are characterised by a very innovative methodology, based on the following steps: a challenge is launched, followed by braistorming, research, hackathon (digital marathon)/discussion in multicultural teams, assessment by the teachers, production of STEAMFUL possible solutions and improvement of the present situation.The five challenges to face are:- Climate change and Saving the planet- Demography, Migration, Improving Ageing- Connectivity, Artificial intelligence and Transportation- Economic growth and International trade- Position of Europe in the world: How to protect democracy and Manage conflict and terrorismBoth teachers and learners are encouraged to develop a stronger sense of commitment to dealing with global issues, while creating tangible results by working together.The project will enhance the STEAM process, based on investigating, discovering, connecting, reating, reflecting, imagining, planning, designing and improving.This will enhance transversal skills, such as ""learning to learn"".STEAMFUL will :- Identify STEM in everyday life and learn how to integrate real-world STEM problems in classes- Build confidence in trying out new methods in the classroom, thans to an interdisciplinary approach- Explore a range of resources, tools and strategies for activities that enhance STEAM in real life- Enable to learn about 21st-century skills and how to address them.- Reduce gender biased stereotypes regarding both science/technical and care activities. by proposing challenges that require a solution obtained combining both technical and social aspects. Furthermore it will increase:- Knowledge and understanding of the differences, by encouraging tolerance and respect for other cultures;- the European dimension of education as well as the importance of a European heritage;- the promotion of equal opportunities, regardless of gender, social background, ethnic origins, educational special needs;- cooperative learning and lifelong learning; - learning-by-doing and teamwork;- cross curricular involvement of different departments at school.STEAMFUL will generate an attitude of research, investigation and commitment which can produce long term benefits and a strong impact on all stakeholders."

This parnership includes 5 schools – ES,IT,BG,PLTR. It addresses a target group of students aged 12-17 and teachers English, ICT, Humanities. It involved 3 essential dimensions - cultural, educational and professional. AIM: to improve digital competences and language skills through movie-making, it also intents on tackling social issues, highlighting differences and similarities and putting emphasis on fundamental values , it was the starting point of the Project , We were able to enhance our students and teachers in the making of a nice video about violence and inequality gender , because it was our objective , to use and learn new ways to produce a film entitled EUROPE UNITES USThe originality was the step by step on the production of the FILM¨. First in Bulgaria, we were able to wriye the outline of the stories and we shoe our ideas abiut the themes to be dealt with , we all decided to work on GENDER INEQUALITY. The originality was the step by step on the production of the FILM¨. First in Bulgaria, we were able to wriye the outline of the stories and we shoe our ideas abiut the themes to be dealt with , we all decided to work on GENDER INEQUALITYI think our project has made our dream to become true, you will have all the information and examples in our blog. First , our pupils have learnt how to make a short film, just little by little, through the different mobilities, in Bulgaria, our coordinator prepared for us a framework of topics to work on related to the problems and issues ,which worry Europe as a whole, teachers and pupils describe and think about European issues, each team select one topic INEQUALITY between women and men. Later, each team work on the topic to create their own SCRIPTS. Then in Italy, the coordinator prepares a POWER POINT about how to make a good script using language and tools of film making, and l in OUR MOBILITY TO Poland , all of us together were shown how TO UNITE EVERY SHORT FILM FROM EACH COUNTRY BY MEANS OF NEW TECHNOLOGIES, even more we were shown a palace ,where pupils watch how a rich polish bussiness men had built a museum about the making of films, the photos are amazing and all of us were overwhelmed about the fact that our partner not only were excellent and really good at film making in terms of technology ,but also in term of historical experience in this art .In Poland , some expert taught us to introduce special effects, how to highlight a special scene, or to focus attention on a character or the movement of some characters. We were taken to a place where two experts used different examples about to get this objective and give special effects and at the school, the pupils and participants of each country were given a short course to use the programm recommended to make the script.Therefore, the first objective to enhance practical skills related to film -making has really achieved little by little , working together to learn how to make a film, from the very beginning our project was selected not because of the topic- MAKING A VIDEO.- BUT FOR THE ORIGINALITY on the way to get it. It means to get the necessary skills to produce a short script, step by step bymeans of a hard work in each mobility : 1. ELABORATE STORYLINES, 2. CREATE SCRIPTS AND LEARN HOW TO MAKE THE SCRIPTS, 3, THE ART OF THE USAGE OF NEW TECHNOLOGIES AND THE ART OF CINEMA TO IMPROVE THE PRODUCT , AND FINALLY 4, customes and artists FROM CORDOBA help the students and participants to learn HOW SMALL DETAILS OF MAKE- UPS AND AND MOVEMENTS WOULD IMPROVE HOW TO PRODUCE A PERFECT FILM.In this way CREATIVITY was also achieved, as we can see in our short film.However ,our sucessful point of our project has been how participants have had to think critically about every thing carried out to get the objetive of the project. Our storylines have been involved in the reality of our countries. Our puplis had developed a great sense of problems and social concerns of our Europe and had aproached to them by means of their own social reality. As clear examples are the topics selected to make the films:Poland team worked on the topic on inequality taking as scenary the reality of their own school, they have boys as pupils , the majority of them are male , the topic of the film is how the arrival of a girl who is much much better than the rest of pupils, most of them male, leads to violent situations where this girl suffers from harrassement just because of being female.Turkish group worked on the injustice in Turkey, the storyline is about one brother and a sister. The sister will be married and the brother will study and go to university , only the boy will have the chance to travel and get a good education NUMBER AND PROFILE OF PARTICIPANTS Direct participants 64 students (aged 15-18 from general secondary education), some of whom come from challenged social and economic backgrounds and 36 teachers (English, ICT, Social Sciences/Humanities) attend the LTTAs; Indirect participants: 1400 students and 280 teachers from the partner schools. Each school started a film club in the year after the end of the project. They cooperated and organised online common actions and attract new schools in their areas.. but the biggest aim has been to developed a desire to keep using the new technologies to créate new films videos with different topics among students and teachers. We have stated sworking on a new Project : storytelling in a digital way to encourage and motivate our pupils.Students are now more aware of social problems and they work better in teams and we are more concious of the interculturality.We are really proud of our didactic unit based on interculturality , It is on the web.we gave students questionaries about interculturality and we described cities and our experiences on the mobilities, It was an excuse to enrich and took advantage of the Project to make our students learnt about cultures and learn about other countries customs and the educational systems, creating presentations about the different countries.So, we have reach many objectives and we have even got more tan it was expected.We have learnt to mangae the making of films and technologies , but we got many materials to work on social themes related to social problems. Now our school has more material, very peculiar materials related to cultural aspects of the countries involved in the Project .We are really proud of the many parents and institutions working with us along the Project. For example one of the parents told us that our Little cities would be known all over the world , not only for the festivities ,but also for the effort of our studentas and the invovement in cultural activities.Our page of Facebook has been the work of Good journalists working together, our Bulgarian coordinator desbribed Word by Word all the events in all the mobilities and I also tried to comment everything on the web.Our web has been visited by thousands of people in the world , even by people of United Stated and southern America.Some instititions like Literature magazines have used some of the topics to write about and many TV channels have talked about the impact of the Project on all communities.We dealt with the main TOPIC OF GENDER VIOLENCE and some of the films , for example Turkish one spoke of the real inequality of women in some societies where women are sacrified , not getting a degree at university,but being married at an early age , while their brothers has the chance to go to university .

"This was a socially responsibe project that put the focus on ""Refugees and immigration"" and especially on refugees minors.All of the partner countries involved have to deal with streams of refugees and thus all affected by this issue. Above all Greece,Turkey and Italy due to their geographical position and political agreements have the highest numbers of refugees.The main aim of this project was to increase social awareness in terms of understanding these people and helping them in their difficult situation. We wanted to show our respect to these people and being educational institutions we couldn't solve this problem but could at least contribute to integrate them better.This project examined the following issues: -forced immigrants -the causes and consequences of forced migration -the impact of immigration detention on children -insufficient sensitivity towards immigrants It also promoted and developed: -increasing social responsibility campaigns for migrants -social consciousness, social awareness , social sensitivity, tolerance, empathy for the immigrants and refugees -destroying stereotypes -volunteering skills of our students The project activities were applied at five schools, the schools in the neighbourhood, NGOs in a local area, local community. Students, teenagers, parents, people in local community were the main actors. There were five stages of the project: - Research on background of immigration -Why do immigrants and refugees move to Europe in search for a happy life? -Getting familiar with refugees and immigrants (taking videos and preparing documentaries of them) -Organising social volunteering activities for them including as many people as possible -Disseminating project activities effectively in local, national and international areas to create spreading waves in Europe and across the world NUMBER AND PROFILE OF THE PARTICIPANTS Teenagers: 500 active+ 500 indirect : 1000 Teachers: 50 direct + 50 indirect : 100 Administrative staff: 20 direct + 20 indirect: 40 Parents: 300 direct + 300 indirect: 600 Local community : 300 Total number of beneficiaries : Direct:870 Indirect: 1170 : 2040 RESULTS AND IMPACTS Through our project the five partners intended to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact to future projects and policy processes such as leading students to overcome lack of social skills, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform non-specialist audience about the project background and the main results, communication, and cognitive skills of students, cultivating effective partnerships between trainers, educators and community organizations so as to amplify our collective impact on the students."

"The project Closer Together aims at developing a European identity among the participating students, since many of them feel strongly connected to parental or national roots. Only 66% of them perceives himself / herself as a responsible-minded European citizen which initially has been proved by survey. Therefore the students will focus on typically European traditions, values and common steps in history which through the ages lead to the development of a European Identity. Based on collaborative research and trips to museums, places of European cultural heritage and important institutions of the European Union the students will write an Online-Blog about their travel experiences. They will create audios, photos and videos to add them to the blog. To promote the project and to motivate students to engage in European policy, the students will also create a multi-lingual ""commercial spot"" which will be presented to student and staff assemblies, can also be shared with other schools and the city councils, etc. Moreover, the project will promote common goals towards the future sustainability by travelling only by bus or train. Closer Together establishes a link between schools in the Netherlands, Germany and Italy, who share common experiences and priorities. All partner schools are motivated to establish a project based on innovations in digital educational technology and the skills that accompany collaborative work on global scale, with a view to broadening students’ outlook, skills and develop a European identity. All schools involved are located in the proximity of an urban setting and they share similar experiences concerning cultural, social and economic diversity, as well as comparable environmental concerns. Moreover, our schools uphold an international and multicultural ethos, and owing to the diversity of our school cohorts, many of our students share common languages and educational experiences.The objectives of our project are:-To develop students’ skills in ICT by producing an Online-Blog and a multi-lingual (inclusive) commercial spot.-To qualify students to become responsible-minded European citizens who actively engage in European issues and know about the worth of democracy.-To develop students’ research and presentation skills by investigating and presenting the results about European values, traditions and history.-To develop students’ skills in cooperation and diplomacy to agree on blog contents.-To promote cross-curricular learning and to provide students with a broader skills set, including foreign language skills, which are relevant to global concerns and careers of the future.-To promote European cultural heritage as common thread for European social coexistence.- To elaborate the principles of European unity and diversity and create tolerance and acceptance.The project will run over twenty-three months and will include a week-long movement to each participating country and to Strasbourg / Brussels. At the beginning of the project, there will be a series of collaborative workshops on ICT and the implementation of an Online-Blog, delivered by video conference and eTwinning. During the project there will be face-to-face and video staff-planning meetings before each movement where clear aims, objectives and an itinerary for the movement will be agreed. Following each staff meeting, student participants from the partner schools will carry out directed research on values, traditions and history, which will be addressed next.During the project, students will engage in the following:-Team-building activities to support the development of a sense of togetherness among the project participants.- A series of workshops to develop necessary skills in the implementation of Online-blogs and commercial spots.-A series of workshops to investigate the rights and responsibilities of European citizens in the safeguarding of our cultural heritage.-Workshops and visits to local sights, museums, institutions of the European Union in Strasbourg and Brussels, places of cultural heritage to develop their awareness of significant European principles. -The delivery of assemblies to the wider school cohort to raise awareness of the project and its objectives.The results of the project will be advertised widely across the partnership using digital resources, eTwinning site, school websites, press and the Online-blog, which will be kept in business after the end of the project. Digital resources, produced by the project participants, will be promoted and disseminated to each of the partner schools, as well as other institutions, with whom the schools may have established links. In addition, the results and resources produced will be incorporated into a range of school project days and subject lessons, promoting cross-curricular teaching and learning and inspiring future areas of study within our educational settings and beyond into further education."