"The project aimed at developing students and teachers' knowledge of media and digital devices, which play an essential role in our lives. Thanks to different kinds of activities students were guided to acquire the so called ""digital citizenship skills"" , developing both their abilities to think critically and their reading/writing skills. Pupils increased their awareness of the power that media play in our society and learnt how to deal with them successfully. These objectives involved the use of English as a tool of expression and communication and the mastery of new technologies.66 selected students in the three partner schools worked divided in teams on different ""missions"" which included research activities, analysis information delivery in different countries and preparation of comparing /contrasting presentations, discussions with the following creation of a blog and publishing of a real international magazine. They also reflected on the role of videogames both as free time activity and as a learning tool. Participants were asked to prepare digital games on their countries which were then used to create a real live game during the last mobility to Italy. All activities were realised using different technological tools and enabled students to experience new didactic students-centred methodologies which supported their motivation and their involvement in school life. Mobility learning activities represented an essential step to reach our objectives: students had the opportunity to work together and produced tangible results: surveys, questionnaires interviews , presentations, padlets, blog, magazine, google docs, videos, digital games, which are available on the project website and also on the twinspace, which was used for the every day work of pupils. During the mobilities visits to news agencies (TV, newspaper, radio) and interviews to people who work in the media industry were realised to provide as much information to our students as possible . Collaboration among partners was essential for the success of the project: all activities were planned in detail during transational meetings and supported by exchange of mails, whatsup messages and the organisation of regular videoconferences. The implementation of the project gave teachers the opportunity to really experience an effective professional exchange of good practices together with the development of reciprocal esteem which gave all the activities additional value . Everything was then shared in respective schools where all colleagues could get in touch with materials produced and get inspired for their daily work leading to a general improvement of the quality of education.Thanks to planned dissemination activities not only students but also families, school staff and members of local communities had the opportunity to get in touch with the culture of partner countries improving their identity as awareness as European citizens."

"The need for the implementation of the programme stems from the upsurge of the intolerant nationalism that is nowadays afflicting Europe's states, and from the increase of racist ideologies that awaken the worst nightmares in the Old Continent, as past hatreds are raking up and reviving thus mining peoples' relations. Through the program, we believe that we will contribute to the development of the historical thinking and judgment of the involved parties, which are essential for the preparation of citizens with historical consciousness. But most of all, through communication with citizens from other countries, we seek to create a climate of moderation and respect for the different, at a time when societies tend to be multicultural. 3rd Senior High School of Thiva is the programme coordinator and partners in the project are: a) ISTITUTO DI ISTRUZIONE SUPERIORE LEOPOLDO PIRELLI a secondary school ​​based in Rome, Italy; b) IES Emilio Alarcos, general and vocational high school in Gijón, Asturias, Spain and c) Zespol Szkol Ponadgimnazjalnych nr 1, a secondary school located in Busko-Zdrój, Poland. Through this program, we aim to keep our historical memory alive and to use our European coexistence and envision a school open to the new challenges of the 21st century that will spread the tradition of Erasmus + and expand the idea of ​​international cooperation. By examining the past of the Old Continent, through the historical experiences of each partner country, students will be able to detect their mistakes and their devastating consequences and to understand the value of the Union, creating trust and reciprocal relations between peoples.In all four participating countries, a group of 24 students aged 15-17 will be selected to work on the project, accompanied by two teachers during the TLAs. In Spain, they will prepare a common questionnaire, process the questionnaire answers using graphs and draw up a final report which will measure past and present behaviors and attitudes of the EU. In Poland, they will create an electronic newspaper with articles, interviews, testimonies, puzzles, crossword puzzles, comics, etc. where they will be able not only to reflect on the present and the future of Europe but also to propose solutions to major problems the EU faces. In Italy, they will showcase their artistic talents, creating paintings, sculptures, photography, video, music, poem, short story, novel, collage to express thoughts, concerns and visions inspired by the past for the present and the future. In Greece they will become actors, directors, sound engineers, stage designers, musicians, costumers and will bring up their own theatrical performance inspired by the work of B.Brecht ""Fear and Misery of the Third Reich"". To implement the activities and communication of pupils and the program, eTwinning will be used at all stages and in a variety of ways.The quality assurance, monitoring and evaluation of the project activities will be carried out at multiple levels and with an evaluation of activities and self-evaluation. The material to be created can be used in the future in the classroom: worksheets for the use of Excel for analysis and the drawing of conclusions, the theatrical performance in History, Sociology, Literature, and the artistic creations as a source of inspiration for humanities. All partners seek to continue the electronic newspaper as a result of the project beyond its end. The students in the countries will continue working together to post articles, views, ideas for the present and the future of the European Union by adding further partner countries and even more students every year.Various channels will be used to promote the results of the project to students, the local community, the educational community, staff and parents within the school community, such as school websites, Facebook, Linkedin, local press. Also, after 2021, Erasmus + students will share their experiences with future students and their parents at the annual Open Days School. Thanks to this dissemination, parents will be informed about Erasmus + first hand, making our schools more attractive, more open to internationalization and increasing the European dimension of education.Education is the most important factor in shaping the ideology and worldview of young people. Its effective contribution to bringing the nations together provides a guarantee of the coexistence of the next generations in a society of peace, cooperation and the progress of civilization. Therefore, through the program, we aspire to bring our pupils in touch with the cultural achievements of other nations, thus eliminating stereotypical perceptions and nationalist prejudices and teach them humanity and peace, values ​​which must be primary goals of each education system."

"CONTEXT and OBJECTIVES:When preparing the project, we wanted our students to learn from our national inventors and innovators and implement those ideas in their own future. The intention wasn't to create inventors since we are not schools which educate in that field, but to teach students that it's not impossible and give them guidelines if they do venture in this field. Also, we wanted to show students that in the digital era innovators are not necessarily people with engineering background, but people with an idea, who are also creative and brave. We wanted to motivate students to learn certain skills that would help them in their professional choices. And we believe we succeeded in this respect.Our key OBJECTIVE was to give students insight into our history and heritage through learning about inventors and innovators in history and nowadays, and then use this newly found knowledge in creating their own idea which would be an innovation on the market and the basis of a business endeavour.We wanted to teach our students how to recognize a possible innovation by exposing them to examples of national and European inventors and innovators, taking them to school trips where they would experience similar stories first-hand, teaching them basics of entrepreneurship and marketing, and developing their critical-thinking skills.PARTICIPANTS:Secondary school students and teachers from 5 EU countries (Croatia, Greece, Sweden, Poland, Germany) from different types of schools (1 experimental, 1 real schule and 3 vocational schools). We realized more than 100 mobilities over the 2 years as planned in the application, and the number of students and teachers participating in project activities is estimated at around 400, which is more than we planned.ACTIVITIES:- 2 transnational meetings in Croatia and Greece, and 4 short-term exchanges of groups of pupils (Croatia, Germany , Sweden and Poland).- 11 workshops - during mobilities and in respective schools throughout the 2 years- Erasmus corner - an information corner in all schools with updated information- International Inventors’ Day – on Nov 9, thematic days in schools with lectures and games - visits to local institutions/factories and local inventors’ associations and museums during mobilities- guest lectures by inventors and innovators and other professionals- presentations and posters – of chosen inventors and innovators- evaluation surveys - ""My invention"" - model companies- ""the Handbook for teachers: teaching inventiveness with our inventors and innovators""- Wikipedia articles on inventors - instead of a planned Android mobile application which proved to be very difficult to create just with students so we decided to try to realize the objectives this wayRESULTS AND IMPACT (students)- students expanded their foreign language level and skills (English and German mostly, but they were also exposed to national languages) and also developed presentation skills in English language- students developed new digital and entrepreneurial skills and competences- their abilities to work in international teams increased and they managed really well- students learned about foreign students' culture, their own ideas and plans for the future, which also raised their awareness of their own culture and the need to combat stereotypes and xenophobia- students improved their social skills, self-confidence and self-esteem- we worked really hard on developing skills of critical thinking, organizing and producing something new and we got great results and feedback- we also wanted to raise awareness in the context of vocational training and entrepreneurship and tried to make that training more popular among students- studens had the chance to learn how to recognize an innovative idea, and work on its realization and market placementRESULTS AND IMPACT (teachers/staff)- enhanced the quality and European dimension of teacher training- raised awareness of the similarities and differences between other cultures- developed new skills and competences - both experienced and inexperienced teachers- learned how to motivate and inspire students to be innovative and persistent and be innovative themselves - with the help of guest lecturers and foreign teachers- created new tools and materials to work with young people- supported the prevention of dropping out of school by young people and fighting uneployment by motivating students to try self-employment - Erasmus project has been very popular among students and we emphasised the idea and need of lifelong learning RESULTS AND IMPACT (participating schools)- our schools continued to work together in the 2019 Call too- gained new insights into national and local culture, as well as examples of good managerial work and entrepreneurial spirit- strengthened cooperation with local authorities, businesses, various institutions, schools and social organizations"

"CONTEXTThe project was initiated to respond to the needs of our students to acquire and improve their know-how in terms of developing mobile applications, a skill which they will use even after the school years, no matter what careers they may choose to follow. We wanted to make students break the barrier between passive consumption of mobile apps to the active usage of mobile development tools.TARGET GROUPThe project addressed the age group of 14-18 year olds in our schools (400 students), who are old enough to process this type and amount of information and to use it creatively in order to develop apps. The students come from a variety of cultural backgrounds and a significant percentage of them are faced with and strive to overcome all kinds of obstacles - economic, cultural, financial etc. The participants were chosen from this target group based on their digital skills, language skills, school results. Additional support wase given to students facing mentioned obstacles. The project also addressed teachers of IT who thus improved their material base and ensure the sustainability of the project results. The teachers who attend meetings were IT and English but this wasn`t a must as long as they met the selection criteria . Each meeting included the participation of 8 teachers, so a number of 32 teacher mobilities were involved.OBJECTIVESThe aim of the project was to provide the necessary framework for teachers and students to work together, share ideasand good practices and learn how to develop mobile applications. By providing this framework, we intended to achieve a number oftopic-related objectives as well as objectives related to the intercultural dialogue that the project presupposes:O1: at least 70 percent of the students in the target group become familiar with the requirements of mobile app developmentO2: at least 50 percent of students contribute to the creation of new mobile apps activelyO3: at least 90 percent of students participating in transnational meetings improve digital skillsO4: at least 80 percent of participants improve knowledge of foreign culturesO5: at least 70 percent of participants improve communication skills in English and other languages of the partnersO6: all participants develop tolerance, mutual respect and intercultural understandingO7: all project team members and students improve organisational, team work and data manipulation skills.MAIN ACTIVITIESC1 - Poland - Feb 2018 - Basics of Android studio and Java scriptC2 - Romania - May 2018 - 12 steps in creating and releasing a mobile appC3 - Turkey- Oct 2018 - Mobile apps for school purposesC4 - Geece - Mar 2019 - Mobile apps on the topic of ""Being European""M1 - Dec 2017 (Romania) - Planning the projectM2 - May 2019 (Turkey) - Evaluating the projectMETHODOLOGYThe project involved 5 main stages: initiation (identification of needs and partners), planning (action plan, methodologies, resources), implementation (organisation of activities before, during and after the transnational events), evaluation (throughout the entire project, in steps, but also at the end of the project), finalisation (reporting, elaboration of impact study, sustainability plan).RESULTS- 1 coursebook entitled ""Mobile apps for schools""- mobile apps developed by students- initial and final questionnaires based on which we will elaborate the impact study- impact study- website, Facebook page, eTwinning account, Facebook discussion group, Whatsapp group- LTTA minutes and evaluation reports- TM minutes and evaluation reports- Europass mobility documents, CVs, language portfolios- certificates of attendance- intermediary and final reports- improvement of students' and teachers' skillsIMPACTOn students - acquired mobile app development skills, improved professional and language skills, communication, interaction, intecultural dialogueOn teachers - improved leadership skills, organisational skills and problem-solving abilities, level of English and professional skillsOn target group - acquired knowledge about the requirements of mobile app development, desire to start their own mobile app projectsOn institutions - better cohesion among members of staff, positive image at local level, improvement of human and material resources, improvement of Erasmus+ project management skillsLONG-TERM BENEFITS- institutions become connected in a network of mobile app clubs, which will extend in future years- IT teachers will use the project results in regular class work or in optional classes- partners may develop future Erasmus+ initiatives together."

Our project Schengen 2.0 – Life without frontiers in Europe – can be considered an answer to the current needs as well as the problems and demands of the European Union. Due to our geopolitical situation in Europe we agreed on this topic. So our aim was to convince young people that everybody deserves understanding, openness and friendship regardless of ethnic origin, race and nationality. Furthermore our aim is to evoke a certain responsibility for the European idea. The aim of our project is to reduce the number of high school dropouts and to limit the disadvantages by getting to know the good practical experience that we have in Germany. At school there is the offer of careers advisory service and professional job preparation for the step into the world of work. It was shown that kids with a migratory background can also be successful. Due to the factory tours we made in the participating countries we were able to link the schools and the local companies. Before and during the first meeting in Hungary, the participants learned a lot about the history of Europe before and after “Schengen”. The information was provided by History and Social Studies teachers as well as history research institutions like the museum Emlekpont. As the students collected documents, passports, permits, visa and texts they became aware of the tendencies of national freedom on one hand and the unification of the national states throughout Europe on the other hand. After that the results were evaluated and compared to current facts. The results are on display in our showcases. At our visit of the popular fence at the Serbian border the students got the possibility to look at the refugee crisis from a different perspective. The first tour of a company led us to Villeroy&Boch where interviews with the employees became a practical insight into the world of work. At our meeting in Poland students got to know the history of the Carpathian foreshore and the national varieties there. The students also worked together on a calendar (with national holidays and celebrations) for the participating countries. Diversity became also obvious when the kids had a workshop where each country performed their own national dance and students from all counties learned and performed a Polish dance on stage together. At the visit of the center of glas manufacturing students were able to discover their own skills in this handcraft and widen their knowledge of the job market. The next meeting in Germany was also concerned with exchanging practical knowledge. Students gained key competences to stand up to the challenges of the job market in a workshop called “careers advice”. It was highly important to include the group of immigrant students to the tour of the Villeroy and Boch company to show that, education - not the ethnic origin - is relevant for the job market. In the conference “Job perspectives in a Europe without borders” considerable experts of economy and politics took part. The administrator Mrs Daniela Schlegel-Friedrich even gave a lecture on the topic. At the European Parliament in Luxembourg and at the European museum in Schengen we got various information about the European Union. The tradition of music and its transnational function was the topic for our fourth meeting in Romania. At home the students had translated the chorus of the song “Stand by me” from Ben E. King in their own language. At our stay in Romania they had to perform the song together on stage. Furthermore the students and teachers took part in a flash mob, that was recorded and published. Our connection to the job market in Romania was the inspection of a violin factory. The cultural highlight of our visit certainly was the mutual attendance of a concert at the palace of culture of the city. These musical activities aimed in the realization that music has a certain uniqueness and can function as link between different cultures. Participating colleagues were either experts in the field of careers advice or specialist teachers who supported the students in the preparation. The participating students were suggested by teachers. We aimed in teaching the students to collaborate, to solve problems and to develop a personal opinion. Our activities have aroused a European Thinking and have led to acceptance and tolerance. On a national and international basis we have contributed to the decline of prejudice and consolidation of the European Idea.