"Vue Belle Vocational High School is situated in a rural area with students who live in disadvantaged neighborhoods. Our school is confronted with a lot of dropouts. So our first priority is to reduce the number of students who want to leave school and to help them succeed. It was an innovative multidisciplinary project on a European scale whose primary objective was to make students succeed in their exams. Thanks to this project the students had the opportunity to develop and validate general and professional skills in concrete situations.Firstly we wanted to reduce school dropouts through a motivating project, to ensure that students become active participants in their education, to help them understand what it means to be a European citizen, to develop their general, professional and intercultural skills, in collaborating with european partners. On the other hand we would not only like to develop and exchange our professional and educational practices but also to increase interdisciplinary work with our European colleagues. We decided to involve parents in this project in order to create links with them. So the three countries have worked together over one year to develop a collaborative exhibition ""Traditional houses and gardens of Reunion Island, Spain and Macedonia"". All the spanish, french and macedonian students took part in this exhibition for the languages week in April on Reunion Island.Our spanish partner is IES Cartuja of Granada. As this school has similar features to Vue Belle vocational school, we could exchange and compare our educational pratices. The city of Granada is rich in architecture so we were able to compare it to the architecture of Reunion Island. Our macedonian partner is Lycée Broz Tito of Bitola. It is one of the best high schools in Macedonia. This partnership brought diversity to the exchange because the students were different and came from different origins. So we wanted to learn from their practices in order to find the keys to success for our students especially through ensuring that parents are more involved in their education.The first collaborative work was designing the logos and then voting to choose an appropriate logo for the project. The first contact between the students was the collaboration on the twinspace. The first transnational meeting took place on Reunion Island. During this meeting we had the opportunity to communicate with our european colleagues about the project and its organisation. We created a twinspace named ""Traditional houses and gardens of Reunion Island, Spain and Macedonia"".When they met in Macedonia, the partners took notice of the different activities set up by Lycée Broz Tito and the important involvement of parents in education. The second transnational meeting took place in Spain. We had the opportunity to visit IES Cartuja and to know more about our spanish colleagues way to work. We also have followed up on the project. The training on Reunion Island in February was about dropout. We compared the structures and the actions that exist to fight school dropout on each school. Our students went to Spain on March to work with the spanish students for the exhibition and for the brochure to make aware of saving our heritage. During the third transnational meeting in Spain the partners finalized the preparation for the last mobility on Reunion Island during which we were going to celebrate the week of languages and to share our work and culture.This project resulted in several productions : a training report about educational practices by Lycée Broz Tito, games about plants and traditional houses, a logo, an exhibition, travel books, an awareness brochure to save our heritage, videos, online intercultural journals, Twinspaces. This project resulted in partnerships on upcoming european projects, in learning new TIC, and acquiring new professional linguistic and intercultural skills. 93 % of french students succeeded in their exams.Thanks to this project, the students gained maturity autonomy and responsability. They were able to communicate into several languages. They have overcome the fear of mobility. They have become rich with these different cultures and have gained self esteem. They have realized that they are European citizens. They are now more ambitious. The teachers want to keep in collaborate and to learn more about educational practices. The schools were be able to improve their attractiveness and they plan to work together on other projects."

"It is paradoxical that in the current era, dominated by the media and information resources, students are unaware of much of the cultural legacy and European traditions (and, in many cases, their own ones). Through ""Music and cultural heritage"" we will go in depth about traditions and culture of the participating countries. The participants will deepen, using music and other cultural manifestations, about the roots that form the current European cultural framework. This is a project, which allows a tour of the cities, works of art and cultural events that have shaped the character and traditions that, over the centuries, have defined the variety of characters and characteristics of each civilization, and which at the same time are the basis of a common European society. The project is also related to the improvement of the professional development of the teaching staff; Europe provides the ideal framework for lifelong learning, formal and informal, through the exchange of experiences and knowledge.The participating students in the training mobilities, about 20 per school, are between 14 and 16 years old; however, some activities are aimed at all the students of the centers. The teachers involved teach various subjects (Music, Art, Technology, Literature, ...) to give a wide view of cultures and traditions. Among these, we have teachers with great experience in European projects and members of Management Teams at their respective centers, which ensures a good quality in the implementation and management of the project.The main objectives are:Student body:- Develop critical thinking and creativity.- Know the cultural heritage that shapes the European environment (music, folklore, monuments).- Improve digital skills.-Close the reality of the social, ethnic, linguistic and cultural diversity that surrounds us.Teachers:- Exchange of good practices and pedagogical strategies (to get innovative and creative dynamics).- Achieve greater motivation and satisfaction in their daily work. Institutions:- Enhance internationalization by generating new synergies.- Modernize and energize the work environment.A general level:- Raise awareness about the EU as a benchmark for learning, and increase awareness of the values it conveys.- Improve digital skills (introduction of new computer applications in activities).- Improve linguistic skills and raise awareness of their importance.The results are achieved through the stated objectives, being of two types: Tangible: they are specified in the didactic schedules of the departments and in the center documents; In addition, each activity will generate a series of audiovisual resources. Intangibles: they affect the integral formation of students and teachers as an active member of the EU (attention to socio-cultural and linguistic diversity, awareness of a common European area of lifelong learning, ...).The expected impact is multiplier: in the short term it will affect the direct participants and, in the medium term, in the organizational and methodological systems of their centers (through innovation and assimilated teaching resources), as well as the greater interest towards languages. In the longer term, it will reach everyone who is interested thanks to the tangible generated, and shared through eTwinning, E + PRP, Blogs, ..., which will allow them to endure and be available to the entire European educational community.Regarding the activities, it is necessary to differentiate between inter-mobility (in the centers) and during the mobilities:Inter-mobility periods: there are a total of 10 activities throughout the project, whose results will be shared by eTwinning and uploaded to the project Blog: ""Musical stereotypes"", ""Our places and monuments"", ""Music and traditional parties"", "" Our map of folkloric music"", …Activities during the mobilities: The results of the activities which have been described above, will be presented, debating about them; these and their evaluations will be uploaded to eTwinning. Workshops and visits are developed with the theme of the project.The methodology will be active. The students will work through projects; through their investigations they will be formed by themselves, producing shared results through new technologies; the students will learn among equals (peer education), from the different projects developed by their counterparts. Each activity will produce a tangible result in the form of interactive audiovisual maps and/or presentations through augmented reality. Through the exhibitions, they will be the ones that transmit their own conclusions (with the guidance of the teaching staff). This reinforces self-learning and collaborative work, seeking an empowerment of self-esteem through work."

<< Objectives >>We would like to join our forces in achieving a goal which is: sharing experience and examples of good practices how to teach about the Second World War and how to nurture the Culture of remembrance among youngsters. Besides that we wish to1.foster school stuff in 21st century teaching skills2.meet students needs for high quality teaching of certain content of WW2 and culture of remembrance, side by side certain skills and values, attitudes3. perform international benchmarking<< Implementation >>Project one year activities are to be divided in 2 phases: -1st online phase conducting E Twinning project ,, Getting closer: Cyprus, North Macedonia and Serbia; culture and culture of remembrance’’ and- 2nd phase conducting on site activities including•Teachers preparatory meeting • Culture of remembrance week in Cyprus• Culture of remembrance week in Serbia• Culture of remembrance week in North Macedonia• Teachers evaluating evaluating meeting • Reflection and dissemination<< Results >>We expect to be able to deliver a Manuel of good examples on how to teach about the Second World War and how to nurture the Culture of remembrance. Contribution of all 3 partners in delivering Manuel is to be equal. Manuel should be inspiring for further implementation in teaching and learning in wider community. We do hope it will be inspiring example which others can and will follow in dealing with this topic.