#EUjoy involved five schools: the coordinating school from Piacenza(Italy) and 4 partner schools from Austria, Romania, Spain and Greece which were contacted through Etwinning and chosen because they represented countries whose history and present situation could enrich the overall implementation of the project: young Europeans were allowed to compare situations, attitudes and feelings towards the same topics in different countries in different geographical areas of Europe and therefore enlarge their perspective . Through an initial survey among students all five schools devised a general lack of interest of pupils in EU issues and agreed that this is often a result of ignorance; for this reason teachers developed this project with the aim to generally enhance their knowledge of the historical motivation for the creation of the European Union, of its political structures and its social functions and duties. Moreover our project aimed at raising awareness of European issues as well as to engage young people to become politically and socially active: these objectives were achieved through a common work leading to the acquisition of a set of high quality skills. The development of solid media competences allowed them to understand and interpret various forms of media input and to reorganize information using different digital tools; the use of the English language to fulfil tasks, present works and as general means of communication improved their language proficiency. Mastering these skills led to the improvement of their social, educational and vocational prospects and their civil competence. The project gave a concrete opportunity to future European citizens to develop their critical thinking concerning issues of evident importance for them. Participants were selected through a transparent and fair process: after a public announcement on schools websites students aged 15-18 applied to participate and the involved teachers in each school formed the national delegations. The project was divided into five different steps and each step included a first phase of work on Etwinnning, in which students worked in national groups on specific tasks and a second phase during a learning activity in one of the member schools. During their mobility students were hosted by their partners and this also represented an opportunity for their social and civil development. The 5 foreseen steps were: 1 THE DREAM OF A UNITED EUROPE FROM PAST TO PRESENT 2 FREE CIRCULATION OF PEOPLE: MEETING OTHERS TO EXPERIENCE TOLERANCE AND INTEGRATION 3 - BEING EUROPEAN CITIZENS BETWEEN SENSE OF BELONGING AND URGE TO SEPARATION 4. EU: FOR OR AGAINST? LET'S DEBATE! 5. WE ARE EUROPEAN CITIZENS: OUR HERITAGE FOR THE FUTUREMany types of activities were realized: searching, selecting, understanding and assembling contents, comparing and discussing ideas, producing and presenting materials, production of products (informative magazine, public flash mob on the theme of integration, video manifesto pro EU, open debate session, production of works of art and ebooks) . To fulfil all these tasks participants developed relevant and high-quality skills and competences. Although some changes had to be made to the initial program due to the Covid-19 pandemic (the Italian team could not join the physical mobility to Romania in February 2020 and the last mobility was a virtual one) the target group broadened their horizon in a manner that could not have been realized by working autonomously at home, feeling a stronger sense of belonging and a higher motivation in becoming active European citizens. The partners agreed on a common dissemination plan to share information and results after the participation in all learning activities. The plan included the spread of information concerning the quality, relevance and effectiveness of the project not only inside the partner schools but also in local communities by organizing special dissemination events such as public conferences, exhibitions, school open days and publication of articles in local newspapers. The participation in this project contributed to the development of the involved schools in the long-term, as thanks to the excellent cooperation among partners new activities will be planned (international debate sessions, further cooperation on Erasmus, use of materials and contents available to plan CLIL History, Social Studies or law lessons in each school).

"Project „Save the life on our planet"" is designed for students aged 11 -15 years, who at this time form the opinions and attitudes towards everything.5 countries are involved in this project: Slovakia - the coordinator and partners - Italy - Sicily, Greece, Spain and Turkey. The project is focused on the recognition and protection of the life, our planet, the human relationship to the nature and life. Students are engaged in the project fundamental global problems and learn how their own effort can contribute to saving the life on the Earth via 5 main topics: the Universe, Global problems, Protection of environment, Relationships and Life in the past. Our goal is to affect students, teachers, parents and local community and show to all how important it is to protect our planet and contribute to the protection with different activities such as to separate waste, save energy, help to the poor, to respect older people with their experiences, to communicate properly in families, to have good relationship to animals, nature, people, etc. One important aim of the project is to motivate students to better outcomes in education, we focus mainly on the science subjects.During international meetings teachers and students were involved into educational process at hosting schools and directly observed and learnt the use of various innovative teaching methods practical examples using information technology. As the lessons were held in English and maybe some words in native languages and discussion of the impact was maintained in English, we noticed participants improvement in English communication and also in other foreign languages. This attractive activity had a positive impact on pupils of participating schools as well as schools in other regions.Project activities were realized at local and international level, they all were published on project website: http://savethelifeonourplanet.blogspot.sk/. Some of them were realized and published in eTwinning program: https://twinspace.etwinning.net/4712/homeWe created a lot of international results: ""Brochure of innovative teaching methods of Scientific subjects in European countries"" and DVD, e - book documented all activities, international cookery book of healthy meals, international collage and international programs during meetings in Slovakia and in Sicily, in which students showed to parents and local community their relationship to our planet and traditions in short dramas, songs, dances. Each school organized a lot of local activities to all topics such as separation of waste, collection of material - paper, battery, planting trees, cleaning seasides, talks with experts, Sport Days, Vegetable and Fruit days, charity activities, meeting with older people,...Important part of our cooperation were dissemination activities - Project Days, Erasmus Days, exhibitions at schools and public places to publicize all project results. Each school realized 5 Project Days, 2 Erasmus Days, exhibitions and bulletin boards, created promotional material - posters, brochure, invitation cards , which had positive impact to wide community. This project was very useful for students, teachers and parents because we all got great experiences, students improved the attitude to education, to foreign languages, they obtained better relationship to the life and our planet. Teachers knew better school system and exchanged teaching methods. Students knew better the natural treasure, protected areas, the cultural heritage, history and traditions of their own countries and partnership countries. National awareness of students and their self-esteem increased especially those with special needs and from poorer social backgrounds. Project had positive impact also in regions, influenced parents and wide community, many of them found the importance of protection of our environment and took part in local and international activities. Relationships in schools and families are better now, also between schools in regions. Pupils and teachers created good relationships with partnership schools, what more, students made great relationships with parents of pupils from European countries. Pupils have learnt to work in an international team and respect the cultures and lifestyles in other European countries. We all understood what the European identity means and students knew now the importance of the inter-cultural education for them and their future."

The purpose of the MULTIlingual curriculum for imroving KEY competences through CLIL (MultiKey) project is to explore and compare varying models of bilingual teaching that have developed in Europe and through reciprocal learning exchange ideas of best practices in various models of education. Multikey project is designed to address key competences which will help pupils gain skills needed to obtain a tertiary degree in education in line with the goals of Europa 2020 strategy. All partners have an interest in working with Content and Language Integrated Learning. Most partners have expertise in CLIL courses and others have a genuine interest in trialling the CLIL curriculum, particularly with disadvantaged learners and continue to use the materials produced as an integral part of their own school curricula. The project partners will survey their national approaches to CLIL in order to identify key areas for development. Two most important outputs of the project are a comparative analyses/survey of CLIL in partner countries and teaching materials integrated in a single curriculum- MultiKey- which will be used in all partner schools. Based on the need to increase key competences in pupils' target group the partners will make appropriate adaptations and develop materials for use in all parter schools. The project targets 29 teachers and 377 pupils in 6 partner schools who are going to participate in activities related to the project.The project will have 3 transnational meetings for implementation and coordination purposes, 9 learning activities in order to achieve the objectives and results of the project with the goal of developing an innovative curriculum which will be evaluated thoroughly before the completion of the project. The MultiKey curriculum is going to become an open educational resource, available to all secondary education institutions through project website, and realized in English, Italian and Spanish/Catalan with special attention to linking the linguistic competences of learners to outcomes of the curriculum. MultiKey has a great potential for creating a more positive attitude towards CLIL at local, regional and national levels in all countries involved in the project, but will also serve as an idea how to produce joint transnational CLIL curricula in future.

"The PACTEs project concerned a territory where social contrasts are very strong: the city of Deauville and the Normandy coastline welcome tourists from all over the world, the historical heritage is very rich and linked to European history. At the same time, a large part of the local youth, coming from underprivileged backgrounds, are excluded from this dynamism: their families work in seasonal and/or unskilled jobs linked to tourist activities, young people are not very mobile in their own territory, they are not familiar with the heritage of their region and do not take advantage of the opportunities for intercultural encounters that are present on the coastline. Their openness to the world is limited and their academic ambitions are not very developed: the choice of studies is made according to the geographic location closest to the home and early school dropout is frequent to avoid a possible mobility linked to the choice of a training. the actors of the territory, schools, local authorities, associations, have decided to work together so that young people, from elementary school to the baccalaureate, can : - discover and appropriate a local heritage that they do not know - be able to promote this territory and this heritage abroad in a European citizenship approach - learn to work in interaction with European partners in order to live an intercultural experience - experience mobility abroad while being prepared to develop the autonomy and self-esteem necessary for a successful personal and professional life. It was planned that 980 young people from 8 European territories, all located either on a coastline or in a river area, would work together for 3 years thanks to digital communication tools on a theme common to all the partners. The project was about ""European territories along the water"" with, according to the choices of each one, a work on the problems of the protection of the environment and the littorals, the economic, tourist and leisure activities related to the sea or to the rivers, the historical and cultural heritage of these territories in connection with water. The interactions between the schools, colleges and high schools of all the partners, the collaborative work via e-twinning should lead to productions and common events in inter-degree and international and mobilities that will bring lasting links between young people and founding experiences for them. The expected results of this ambitious project have been strongly impacted by the health situation which has stopped the whole project from February 2020 to June 2021.While year 1 of the project allowed for digital exchanges between schools and production work by each shared with all the project partners, as described in the interim report of the project validated in 2020, the exchange activities between schools were mostly stopped until the end of the project: the simultaneous closure of European institutions during the first containment period in the spring of 2020 and until the start of the 2021 school year for some partners, and then the closures that were still ongoing in some countries while the institutions were reopening in France did not allow for the installation of perennial digital relationships. The schools, which educate students from disadvantaged backgrounds, have not succeeded in mobilizing their students remotely due to the lack of computer equipment in the families. The digital divide in rural areas took on its full meaning: Teachers were unable to conduct remote work with their students, they first ensured the continuum of basic teachings for their students using paper mailings. The project activities were abandoned due to the imperatives. Two French schools succeeded in mobilizing the pupils on productions which were made available to all the partners on the twinspace of the project which was not invested by the participants in the project, for lack of easy access to Internet during the successive confinements. The mobilities planned in the project were to take place mainly between spring 2020 and spring 2021. They did not take place because of the travel restrictions in force in all the partner countries. The expected results can therefore only be measured in the first year of the project through the interim report that has been validated."