By the bilateral project we would like to enable our students to develop their interests in other European countries in such areas as language, culture, history, geography and others. A vital element of cooperation between schools would be motivation to learn foreign languages, improve the ability to use them in everyday situations. Creation of a song, PowerPoints and a calendar of the project will enable participants to familiarize with school, culture, history and tourist attractions of the partner country. Photographs taken during visits in both countries will be presented in a calendar. For many students the project is the only chance to go abroad and visit another country for the first time in their lives. School and local communities will be informed on all current steps of the project, and students, parents, local authorities will participate in such events as The European Day, The Swedish/Spanish Culture Day, etc.

"The project ""The Saint James Way - the oldest European cultural way - yesterday and today"" is a bilateral Erasmus+ project between IES Benlliure in Valencia, Spain and the Humboldt High School in Trier, Germany. In times of nationalism and anti-European feelings in the media, we consider it important to strengthen the cultural heritage and thus counteract the tendencies that lose sight of the common cultural heritage and the feeling of solidarity in Europe. The Pilgrim's Way to Santiago as Europe's first cultural route and as a link between European countries, people and cultures seems to be the appropriate topic here. The project should thus bring to the fore what we have in common in the past and present and thus lead to a ""tolerance of ambiguity"" in today's Europe.The concrete goal of our project is the creation of a virtual pilgrimage book as part of a website and the planning and implementation of a pilgrimage to conclude the project. These final products will be successively worked towards during the two-year project phase. On the one hand, the core group of participants, i.e. year 9 and 10 students of both schools, will work interdisciplinary in different subjects on topics related to the Way of St James: Landscapes, Climate, Cuisine, Legends, Multilingualism, History (Spanish / History), The Golden Section (Mathematics / Physics / Art), Gothic Cathedrals and Churches (Mathematics / Physics / Art/ English), The Saint James Way in Literature and Film (German / Spanish/ Religion), Geographical Data and Consequences for Pilgrimage (Geography) and many more. We orientate ourselves on the concept of ""problem based learning"", in which questions and problems arising from the lessons are posed by the students of the other country to be solved as a task. In addition to the lessons, the students learn to efficiently use digital media for information procurement and research and the possibilities of TwinSpace for the exchange of ideas and products, i.e. for collaboration as a whole. In terms of teaching, about 150 students will be integrated into the project on the German side, and about the same number of Spanish students. Students that are particularly interested and committed to the project will then be able to participate in the project meetings. On the other hand, the project meetings prepare for the final big pilgrimage on the ""Camino de Levante"". In spring 2020 we want to spend a week in binational groups intensively dealing with the theme of the Way of St James. Among other things, web quests about the Way of St James will be solved in binational teams, ""Spanish-Valencian-German for Beginners"" - courses will be held in groups of three, the Ruta Matemática in Valencia will be passed through, workshops on the topic of orientation in the terrain with maps and compass and the sky as orientation will be held and, in addition, a day on the Levante Way will be pilgrimaged. The method of collaborative work will be introduced and work on the digital book will begin. At the second project meeting in autumn 2020 in Trier, the following workshops are on the agenda: Man as Homo Viator/ Mindfulness, shooting a short commercial about the Way of St. James in Trier, designing one's own cathedral and replica in model size, writing a short play, investigating church architecture in Trier. In addition, the work on the digital book will be continued in binational teams. Finally, the preparation for our final pilgrimage should not be neglected; planning and organisation will be tackled (route, accommodation, equipment, luggage). In this context we want to spend another day together on the Way of St James, this time around Trier.After having spent almost 24 months on the Pilgrim's Way to Santiago, we will conclude the project with a five-day pilgrimage on the Camino de Levante.During the project meetings and the pilgrimage on the Way of St. James, the students develop determination and resilience, having to overcome difficulties and crisis situations. They must be proactive and work independently in a team. They become aware of themselves and develop a strong, self-sufficient self. In summary, the competences aspired to in this project are a prerequisite for young people to develop into independent and tolerant people who feel at home in Europe and connected to one another. For this reason, we will ensure that the project ""works"" beyond the project time by passing on the developed teaching series and continuing to develop them, that the pilgrimage becomes an integral part of our schools and is promoted and supported by external organisations and that the digital book is made available to an online travel agency."

The project CALILIE arise from the will of the institutes that make up the partnership to develop high quality skills and competences in the knowledge and use of the English language, intended as a school discipline and as a vehicular language for the study of other disciplines. The knowledge and the correct use of the English language are today an indispensable skill that the school educational offers cannot afford not to guarantee to their students, as necessary for their future job, as European citizens, to promote inclusion and an understanding of the wide range of opportunities that the European Union offers them. To this end, the partnership has been set up to analyze good practices already in place at partner schools and to devise an innovative strategy for studying and applying the English language to non-linguistic disciplines that makes it, as a vehicular language, a real second language. It is considered an added value the membership of the applicant to the Cambridge network and the next activation of Cambridge courses within it, as this is considered a good practice to be shared within the partnership. Main objective: Improved practices in school education and social inclusion in relation to the study of English as a school discipline and as a vehicular language for the study of other disciplines Specific objectives •Elaborate an innovative joint strategy of teaching English as a school discipline and as a vehicular language for the study of other disciplines •Improved quality of teaching English •Improved learning in English •Inclusion of disadvantaged students Expected results •Application of the jointly identified strategy •Joint study of students in the CLIL (Content and Language Integrated Learning) disciplines •Inclusion of at least 80% of disadvantaged students in project activities Activities •Exchange of good practices among the staff •Training course to teach other disciplines in English •Short-term exchanges of students Methodology: 1. Staff creation and preparation 2. Staff mobility 3. Student mobility 4. Evaluation and dissemination of results. Envisaged impact: •Within schools, the aim is to achieve an improvement in the educational offer aimed at access to the world of work, a better level of inclusion, a greater openness of the school towards the EU. •At local level, project intends to achieve a greater level of social inclusion, especially for disadvantaged people, also facilitated by a greater focus on the importance of knowledge and the correct use of English and inspire other subjects to formulate new project ideas and create of other partnerships for future projects •355/5000 •At the regional and national level the project intends to draw attention to the English language as competence and as an opportunity, in relation to social and work aspects and inclusion, giving particular importance to the aspect of the skills that the school cannot disregard students as tools to access the world of work. •At EU level, we aim to inspire others by showing what can be achieved within the Erasmus Plus Program and how we can benefit from the activities and experiences gained through the program; inform and influence future policies; inspire the creation of new partnerships through Erasmus Plus and in other programs Long-term benefits: •Students and staff: personal growth and benefits in terms of access to the labour market and inclusion •Partner institutions: improved training offer, greater openness to the EU and possibility to continue cooperation for new project ideas •Outside schools: increased attention to the themes of the English language as opportunities and social inclusion related to it

<< Objectives >>In a sustainable environmental education, we aim to raise individuals who reflect environmental activities as a value in their lives by doing, living, knowing, discovering, loving the environment, developing the responsibility and awareness of protecting the environment. We want to create a behavioral change in our students with activities to be held against their environment and environmental problems. In this context, we want to mobilize out-of-school institutions and their target groups.<< Implementation >>We will strengthen the feasibility of continuing the project with an effective and high-quality cooperation with 2 (TPM) activities within the scope of the project.We also have 3 LTT Events:GERMANY/ NGO: Workshops on waste recycling, compost production and reflection on educationSCHOOL IN SPAIN: Recognition of biodiversity, educational dimension of conservationQuestioning environmental protection education through the integration of Turkey (school) digital practices<< Results >>To gain corporate identity with environmental corporate capacity building. To obtain curriculum-integrated gains for environmental content in environmental education. Completing the eco-school process, creating digital kits to get to know the environment, changing consumer behavior with recycling, creating a regional digital biodiversity kit, adopting an environmentalist approach with digital tools, raising awareness about environmental problems at the local level

"We have opted for the study of the sky and the air, as we envision it metaphorically, since it implies a limitless open range freed from the constraints of the borders put up by men and thus conveys an image of unity for Europe. Looking up or looking around you means you acknowledge you bearings and and you are able to fit in this environment. Looking up to the sky may also be viewed as a way to reach for the stars in terms of social upward mobility. This can be achieved through the acquisition of basic skills first and then more complex ones which will be applicable to the job market. They will be able to interact constructively with the social context and seize professional opportunities in a much wider job market, now set against the backdrop of the European Union.The team is made of 4 countries: Greece, Spain, Italy and France. All these schools have different backgrounds and pathways: general studies, vocational courses, economics, agriculture. Our students are aged between 15 and 18 years old and come from varied social backgrounds. As a consequence, they will have the same goals and will partake in the same activities. We aim at enhancing skills and competences - from basic to more complex. We will cater to their specific needs through customized teaching methods relying on small groups using ICT to share the instructions, organize the work sessions and create products. The student is at the core of the learning experience as he will work in groups and choose a role to carry out in order to reach objectives.The project is split in 4 parts. The 1st part will be dedicated to arts like literature, painting, music which have been inspired by our topic over the centuries and throughout Europe. It will be entitled ""Let's learn about the sky and air"". The pupils will be able to write poems or texts. We will also work on mythology and the air and sky transportation devices throughout history.The 2nd part will deal with ""Let's investigate the sky and air and experiment"". We will explore the sky and air thanks to sciences (definition and identification of similarities and differences by doing and observing scientific experiments, atmospheric phenomena, the climate). We will study astronomy and weather measurement tools. We will produce a glossary about all the different sorts of wind in each language, a weather station and we will assemble a telescope.Over the course of the 2nd year of the project and through the study of the air, environmental issues will be dealt with.A hundred years ago, everybody could enjoy a stunning starry night. Nowadays, unfortunately, millions of children will never get the chance to see the Milky Way from their vantage point because of artificial light pollution and our overconsumption of energy which is harmful to the planet and our health. We picked the sky and the air because we want our pupils to face topical questions in order to raise their awareness and foster critical thinking in order to reflect on the situation and as a consequence we aim at promoting participation and increasing environmentally-friendly behaviors on their part. In Italy, we discussed the ""living with the air under the sky, studying the air we breathe which will raise awareness about the future of planet Earth."" A guide to good environmental conduct was developed. We attended a conference on pollution in Veneto and we watched film excerpts (an inconvenient Truth from Al Gore and the Power of planet before participating in a World Cafe on the protection of our skies.) They also created and played a game about the sky and art.In the last part, we observed the clouds with the application Seecloud, we build a weather station as part of a TP created by a professor of the award winning Moscow high school Valencian. Students developed geometric figures with Geogebra on the solar system. Finally, we have awakened entrepreneurial skills among our young people that they can reinvest in their professional lives. This part is summed up in ""taking up the challenge of the future without losing sight of the origins by taking an interest in companies"". They worked on the future and new energies. They created an ecological product or service using tools such as an Empathy Card, Canvas, Canvizer. The preparations were made in each country and the realization was realized during the meeting in ValenciaApart from this essential step that is the development of our students' skills and their accomplishment, this project will enable young students from different educational backgrounds to come together and discover new subjects. Our main wish is for our students to keep in touch with their European partners/hosts so as to reach out to them later on either to visit them, study abroad or to settle abroad.We hope this project will seem attractive to other staff members so they can seize the opportunites to teach differently and realize how the Commission can help them along the way to take advantage of them."