The aim of our project is to develop mindset and mindfulness. Both of the partner schools work on a multitude of projects which complement both our curriculum and each other. One school is more experienced in mindset whilst the other is more experienced in mindfulness. This has allowed this mutually beneficial project to develop as a result of our deeper understanding of one-another's strengths, issues and constraints. The project was developed whilst on a KA1 training course on mindfulness that both coordinators attended. This meant that both schools were already committed to this area and planning on developing practice. Based on this experience, our project can be both innovative whilst we find even better ways to deliver our aims, whilst also complimenting the work we have already undertaken. We plan to do this by developing a number of projects and resources which require a range of defined skills linked to mindfulness and mindset. We intend on sharing the outcomes through Twinspace, newsletters and other online and marketing methodologies such as links with other schools and teacher training providers in our local areas. Students will work in intercultural groups wherever possible. In doing so, our project leads to a better understanding of European identity, the link between languages and future employment, and the diverse and changing nature of the common education and employment market of Europe. Moreover, by actively looking for the common European identity, we will promote and consolidate acceptance and encourage students to examine identity and culture, and the role of language within that. Students will have a chance to get to know their European peers from across the globe and keep in touch with them through ICT and planned exchange trips. As well as developing pupil's skills, we also wish to share best practice amongst staff so that all partners can provide training and resources for the partners in their strengths, and access support to help them with any areas they wish to develop. This will ensure the project is as cross-curricular and embedded as possible, but will also lead to developed resources and experience that can be shared with stakeholders outside of the partnership through open access websites such as Twinspace, and eventually training and conferences that can encourage KA1 projects. Project activities are going to include active teaching methods including new technologies, school trips and workshops. These aim to encourage our students to participate in the project and develop their sense of citizenship, literacy, and language as well as stimulating their interests in the cultural and linguistic diversity of Europe. Our schools all support students from disadvantaged backgrounds who for various reasons face social exclusion and challenges in finding further and higher education, training and employment opportunities. We will predominantly be focusing on our older students (aged between 15 and 19) due to the nature of the IBCP qualification, and supporting these students with careers and skills development guidance to help reduce the number of students at risk of early school leaving, and instead broaden their horizons to the opportunities for training and education in the common European marketplace. Activities include: 1. Questionnaires - an initial questionnaire will be carried out to identify the following: - Students needs regarding mindfulness, the form they want the mindfulness group to take and potential barriers to them attending the mindfulness group. - Their current vision, effort, systems, practice and attitude towards learning. A mid-point questionnaire will be completed to monitor progress and make adjustments where necessary. A final questionnaire will be completed to give us measurable outcomes. 2. Mindfulness group - based upon the feedback from the questionnaires, a drop-in mindfulness group will be established in both schools. Students and staff will be given the opportunity to practice breathing exercises, guided meditation and light yoga which they can then implement outside of the group. 3. Mindfulness mobility workbook - workbook for student visits locally and exchanges to encourage students to engage in their surroundings in a mindful way. 4. Mindset scheme of work and resources - development of activities to encourage students to be more resilient, independent and engaged in their learning, supported by their practice of mindfulness. This will focus on developing the five key skills identified by Griffin and Oakes - vision, effort, systems, practice and attitude. This will allow mindset to be taught as a discreet course or embedded within the curriculum, either over the course of a programme or as a series of focus days all depending on the needs of the school. We hope to develop the skills our students and staff through this project, as well as have a lasting impact through developing close connections with our lo

Our project will focus on developing pupil's desire to learn a foreign language by showing the opportunities for future employment that language learning can unlock. We aim to do this whilst developing the skills pupils need for learning, as well as those needed for future employment opportunities. By linking with schools so far apart, we can challenge pupil perceptions that foreign languages only have a limited scope and broaden their horizons by being multilingual in two of the most widely spoken languages.We plan to do this by developing a number of projects and resources which require a range of defined skills, and then sharing the outcomes through Twinspace, newsletters and other online and marketing methodologies such as transnational mobilities and links with other schools and teacher training providers in our local areas. Students will work in intercultural groups wherever possible. In doing so, our project leads to a better understanding of European identity, the link between languages and future employment, and the diverse and changing nature of the common education and employment market of Europe. Moreover, by actively looking for the common European identity, we will promote and consolidate acceptance and encourage students to examine identity and culture, and the role of language within that. Students will have a chance to get to know their European peers from across the globe and keep in touch with them through ICT and planned exchange trips. As well as developing pupil's skills, we also wish to share best practice amongst staff so that all partners can provide training and resources for the partners in their strengths, and access support to help them with any areas they wish to develop. This will ensure the project is as cross-curricular and embedded as possible, but will also lead to developed resources and experience that can be shared with stakeholders outside of the partnership through open access websites such as Twinspace, and eventually training and conferences that can encourage KA1 projects.Project activities are going to include active teaching methods including new technologies, school trips and workshops. These aim to encourage our students to participate in the project and develop their sense of citizenship, literacy, and language as well as stimulating their interests in the cultural and linguistic diversity of Europe.Our schools all support students from disadvantaged backgrounds who for various reasons face social exclusion and challenges in finding further and higher education, training and employment opportunities. The partners have worked on a project of a similar nature which has been very successful. The intention of this project is to build further on this success and refine our resources so that we can eventually develop this into future KA1 and KA2 projects. We will predominantly be focusing on our older students (aged between 14 and 19) with careers and skills development guidance to help reduce the number of students at risk of early school leaving, and instead broaden their horizons to the opportunities for training and education in the common European marketplace. Activities include: 1. Intercultural Communication: in this scheme of work, students consider the nature of culture; the impact of colonialism on culture; how humans communicate; the origins and diversity of language; the link between language and culture; the negative use of language and how repeatedly in history the control of language has been sought. 2. Languages for future employment: in this scheme of work students will look at how multilingualism can contribute to future job prospects. 3. Careers: in this scheme of work students will focus on developing skills and resources for future careers. 4. Skills record Log: this will be in the form of a booklet, with examples of ways students can show and develop the skills targeted by this project. 5. Mobility blogs to help with the dissemination and marketing process as well as encourage students to develop their digital literacy.We hope to develop the skills our students and staff through this project, as well as have a lasting impact through developing close connections with our local community and businesses.

A number of projects and resources which require a range of defined skills, namely the IB Learner Profile were developed and created. All three schools deliver the IBCP (International Baccalaureate Career-related Programme) and were all fairly new in the implementation of this within their local context. We intended on sharing the outcomes through Twinspace, newsletters and other online and marketing methodologies such as links with other schools and teacher training providers in our local areas. Some of these elements were more successful than others. Students worked in intercultural groups throughout the project. In doing so, our project led to a better understanding of European identity, the link between languages and future employment, and the diverse and changing nature of the common education and employment market of Europe. Moreover, by actively looking for the common European identity, we were able to promote and consolidate acceptance and encourage students to examine identity and culture, and the role of language within that. Students had a chance to get to know their European peers from across the globe and keep in touch with them through ICT and planned exchange trips. As well as developing pupil's skills, we were able to share best practice amongst staff, particularly in reference to the IBCP, so that all partners can provide training and resources for the partners in their strengths, and access support to help them with any areas they wish to develop. This meant that the project was cross-curricular and embedded as possible, but will also lead to developed resources and experience that can be shared with stakeholders outside of the partnership through open access websites such as Twinspace, and eventually training and conferences that can encourage KA1 projects. Project activities included active teaching methods including new technologies, school trips and workshops. These went someway to encourage our students to participate in the project and develop their sense of citizenship, literacy, and language as well as stimulating their interests in the cultural and linguistic diversity of Europe. Our schools all support students from disadvantaged backgrounds who for various reasons face social exclusion and challenges in finding further and higher education, training and employment opportunities. We were predominantly focused on our older students (aged between 15 and 19) due to the nature of the IBCP qualification, and supporting these students with careers and skills development guidance to help reduce the number of students at risk of early school leaving, and instead broaden their horizons to the opportunities for training and education in the common European marketplace. Activities included: 1. Personal and Professional Skills: in this scheme of work students the five themes were identified by the IB: personal development, intercultural understanding, effective communication, thinking processes and applied ethics. This element of the project focused on developing skills as well as international mindedness to prepare students for a globalised career marketplace. 2. Language Development: in this scheme of work students investigated at how multilingualism can contribute to future job prospects. They study a foreign language to a 'survival' level as a minimum as part of the IBCP Language, but the project gave them inputus to explore elements of the culture linked to the language they are studying. 3. Service Learning and Careers: in this scheme of work students were focused on developing skills and resources for future careers. Students got vital work experience by identifying a need within their community and developing a active citizenship project to support with this need. 4. Learner Profile record Log: this written output completed by students showed ways students can show and develop the skills targeted by this project. Namely the 10 Learner Profile attributes: open-minded, risk-taking, balance, knowledgeable, thinkers, principled, communicator, inquirer, reflective, and caring. The booklet forms evidence for the development of these skills, and will have a space to allow students to reflect on each skill and the methods they used, as well as the challenges they faced whilst developing it. Number and type of participants were selected via the IBCP programme in place in each school. In order for participants to be active they must have to be enrolled on the IBCP and this project would serve to develop the necessary skills required to pass this qualification (some elements) Through the project the skills were developed with the aim of a long lasting impact, developing connections with local communities and businesses.

Creative Teens project is about bringing Art into the lives of high school students. Why? Firstly, there is growing evidence that learning arts does improve academic achievement. Studies have shown that when STEM approach is combined with teaching Art, students tend to achieve better results in general because arts cultivate cognitive abilities. Furthermore, arts also develop a more positive attitude towards school, nurture positive character traits, and foster critical thinking. STEAM education in schools provides students with the opportunity to learn creatively, using 21st century skills such as problem solving and critical thinking. These general capabilities are crucial to growing a future-ready workforce. Secondly, we want to emphasize that the purpose of the Arts Education is not to simply boost academic results. Immersed in arts, students experience the world and themselves in a different way. They often discover a lifelong passion, develop a sense of self and identity, grow in confidence, and envision a world beyond their immediate environment. To sum up, art helps create creative, self-confident, emphatic individuals who can view the world in a critical way and who will bring value to their workplace. But it also helps people appreciate culture, understand their national and global identity and open up to the world. Investment in art is investment in creative industry, individual cognitive development and in the quality of life. Therefore we decided to start a project which will focus on art, precisely on Literature and Drama, and combine it with IT and design. The idea is to present the students with two challenging tasks: writing a book and creating a theater play based on the book. It will be a two-year process, divided into two modules and many smaller steps that will help the students to achieve the goals with the help of their mentors. The first year of the project will be focused on the book. The students will write the book, design its visual identity and turn it into an e-book and audio book. During the first students' exchange in France they will attend courses in creative writing, IT and design to gain the required knowledge to complete their tasks. The second exchange in Turkey will be the time to present the books, analyse and discuss them. After the first module, the teachers will attend training in production of a theater play, organized by the UK partner. The goal of the second module is to turn the book into a play and perform it on stage. Again, the students will gain the required knowledge for this endeavor during the exchange of students in Italy and they will present and further analyse their final products during the final exchange in Croatia. The emphasis throughout the whole process will be on giving students the tools to tackle the problems on their own and to come up with creative solutions to the given challenges. Arts will be combined with IT and hands-on approach. Instead of only listening and reading about something, students will do it: they will plan the process, manage their time, work in a team, find solutions for the tasks, write a book, design its covers, prepare it for printing, turn it into a digital and an audio version, present it to the public, adapt it for stage, create the costumes, design the stage and promote their products. All activities will develop students' creativity, problem solving skills and critical thinking. Another goal is to create a meaningful link with a finished Erasmus+ project IMAGINE. That will be achieved by partly employing the method of educational workshops in part of the students' training and by promoting the same values: tolerance, equality and human rights. Each partner school will choose one humane value and work on it through the content of their book and theater play. Additional benefits of the project will be improving the students' communication and language skills due to the opportunity of using them in real life situations, building IT skills, developing understanding of other cultures, strengthening their self-confidence and social skills and strengthening the international character of partner schools.There are five different schools that will take part in the project: Gimnazija Dr.Ivana Kranjceva, a small rural high school from Croatia, with an academic curriculum; Lycée International Charles De Gaulle, a large French school with the curriculum focused on languages and a strong international dimension; Nezihe Derya Baltali Bilim ve Sanat Merkezi, peer science and art center in Turkey that provides supplementary education to the gifted; I.S. TRAMELLO - CASSINARI, an Art school from Italy that fosters the practical approach in teaching; The Abbey School, a high school with an integrated Autism unit and History, Media Studies and Performing Arts at the heart of their curriculum. Each school will involve 20 high school students in the exchanges, some of which come from rural areas or are economically disadvantaged.

The EU is regarded as a union of developed countries, once established to build a strong economy so that a good standard of life would reduce inequality and agression in the society. However, schools within the EU are still facing different forms of inequality and problematics - many of the problems being similar across countries, and some being of local nature. However, the objective of schools across Europe is the same - to provide equal opportunities and support to all children in schools. Each country has its own standard tools to tackle inequality and support disadvantaged students, but a joint cooperation of schools across Europe provides a much wider perspective and also a much greater selection of inclusion and support methods, mechanisms and approaches. The participating schools will be able to learn about issues such as 1) refugee inclusion in schools; 2) methods in a school specialised in special needs students;3) tackling social problems in rural areas; 4) implementation of alternative teaching methods in support of special educational needs, etc.EU funding will provide opportunities of growth, building of self-confidence and language skills to students from disadvantaged backgrounds, starting from children with difficult financial background to students under the risk of early school leaving and social exclusion. The Project mainly focuses on disadvantaged students, but mobilities may include mixed groups so that the students with special needs will have peer support. Initiatives such as this one can have a huge impact on the motivation and self-confidence of disadvantaged students who may otherwise be neglected from projects in favour of their more accomplished peers.The project mobilities focus on different kinds of recreational, creative and artistic activities which may support disadvantaged students, covering areas such as recreational use of nature, supporting role of literature and story-telling, therapeutic aspects of music and movement, and the use of photography and design in building the self-confidence of disadvantaged children. The students participating in the mobilities will experience these approaches and benefit from the experience first-hand. The mobilities will result in a booklet of best practices available for dissemination in English as well as other local languages so that the practices can be continued in the future by the participating institutions as well as other educational establishments.The project also includes a staff training event at a school specialised in children with special needs. The staff training event will result in another information booklet about the modern-day best practices available in this field.