"""Languages in MOV(I)E"" is intended to support the different School Projects which want to help students become responsible young adults and all the school members to find motivation in their working and learning environment. Our project gathers three partners : Norway, Spain and Belgium. Approximately 24 European teachers and 50 students collaborate. Their goal : a deeper reflection on the question of racism/tolerance and a joint construction of short films. During two years (2019-2021) strengths and skills of all the partners are mobilized and three stages are planned : Belgium supervises the reflective and collaborative writing stage, Spain the theatrical stage and Norway shares its technical skills in media development. Three physical meetings will be hold but at the upstream and downstream ends of the project, it's thanks to the eTwinning platform that we build the project together and share our common work. The Belgian contribution will be devoted to raise awareness among the different partners in order to get a clearer and dubious insight into the thematics and the collaborative writing process. A first training in Belgium is organized for the teachers in order to secure solid and lasting foundations for a successful two-year collaborative working process. Tools will be taught to the teachers to ensure the quality, trustworthiness and credibility of the project, namely philosophical thinking and collaborative writing methods. After this first training, philisophical debates on the selected issues will be hold in the different schools. The students will also get to know each other virtually and will share their reflections and proposals of synopsis. Finally teachers and students gather in Belgium to start the collaborative writing process of the storyline and to create the storyboard. The second stage will take place in Spain where two important activities will occur : the theatrical training and the preparation of the technical stage. Spain is in charge of the theatrical training and its main goal is to develop oral skills in order to let the students train on the storyline. The Norwegian students and teachers coordinate the technical preparation of the project, namely the shooting and editing process. They will teach the other European partners how to use the new technologies and how to film the productions easily thanks to the use of a mobile phone. The selected students for this second stage will meet physically in order to prepare the final working stage and will have to master the different tools in the forthcoming weeks by working online. The third stage will be in Norway and is dedicated to the fulfillment of the different short films. Rehearsals are organized and the different scenes are filmed and shot thanks to the technical means proposed by Norway. At the end of the work, everybody gathers to watch the different short films. The partners who couldn't travel to Norway will be able to watch it thanks to an ""internet-happening"", namely the projection of the different short films in each country. A public viewing will also be organized to show the final draft to all the school members : headmasters, teachers, students, ONP's, politics, etc. Everybody will be invited to celebrate this project based on important European values. The key words, values and objectives of this project are : collaborative working, philosophical thinking, banishing prejudices, sharing opinions and skills, spirit of initiative, increasing motivation, discovering new cultures, meeting new persons, developing communicational strategies, practicing languages, upgrade language level, practicing oral skills, using new technologies, discovering new teaching methods, encouraging creativity, sharing European values such a tolerance, openness and diversity. At the end of the project a final assessment will be realized to consider whether the project achieved its original objectives. It will give us the opportunity to draw up a report of the implementation of the project and important personal and institutional lessons might also been learned from this experience. Which will help us while organizing other future projects."

The project is aiming at making students aware of their own cultural and historical roots to foster their cultural identity. The implementation and realization of the project is ideally integrated into the curricula of year 9 and year 10 students who will have to design and develop on their own how customs and traditions can be implemented into daily school life e.g.: including the German -Sorb cultural origins and relationship and with topical importance that of migrant students families. The project is divided into three stages: discover – practice – disseminate. The project will also have its impact on students of various different school years and will extend up to extracurricular project activities including visits, guided tours and workshops with local/regional craftsmen, partners and local/regional authorities. All activities will be appropriate to the skills and capabilities of each age group. Among others, arts, music presentations, foreign languages and homestay in local families will be an imminent part of the project. All activities will be closely coordinated with all participating schools via Twin-Space tools of eTwinning. The basis of our successful cooperation is a well-designed timetable with stages, responsibilities of students and teachers alike, deadlines and expected results for each stage. Follow-up scenarios are included such as: in reach, out-reach and monitoring. Last but not least, the international cooperation between the participating schools (from student to administrative levels), local/regional partners, authorities and student homestay families will surely help develop and foster a European consciousness and togetherness in a time of populist, nationalist trends all across Europe.

Consumption and Energy Sources in Modern Education was a multidisciplinary project, in which, students and teachers investigated their own energy consumption habits. They also undertook experiments in physics, mathematics and natural science, in general, involved in power production. Students compared various types of energy sources and ways in which to make them sustainable. We focused on hydroelectric power, nuclear power, wind and alternative sources of power and electric power extracted from coal. The participants used problem based and blended learning in this project and they used different technology devices in their investigations. Teachers from four European countries, teaching in secondary schools, (ZST Technical College Mikolow, Poland Numedal videregaende skole Nore, Norway, Lyseonpuiston lukio Rovaniemi, Finland, Gymnazium Teplice, Czech Republic) were able to share ideas on different pedagogical approaches, traditions, and knowledge of different education structures and systems.Both students and teachers explored various types of energy consumption in their everyday life usage. They also studied the methods of power production; attended many specialized visits to scientific centers and museums. Students and teachers visited at least one power station in each country and had a guided tour in each power plant. In the Czech Republic the project participants visited a nuclear power plant, and a coal power plant, in Poland a coal power plant and a coal mine, in Norway a hydro-electric power plant and the artificial dam which are used as a water reservoir for one of the power plants and in Finland a wind power plant and a meteorological observatory. The students compiled and presented summaries of the visits they made as international teams. The participants worked in groups, each focusing on factors affecting the power output. The students made physics experiments that were connected to the different sources of energy. The groups processed the data using mathematical and physics software and presented, shared and combined their results. All students collected and processed data from their own mobile phones to estimate their energy consumption and presented this to the rest of the students and teachers. The outcomes of which were checked and validated. Six bilateral webinars were conducted during the second project year. Students presented information about their school, city, country and educational system to a different class in the school of the project partners. Programmes Appear.in and Adobe Connect were used as the means of communication.The project made natural sciences a more exciting subject and motivated students in this field. It supported student-centered and problem-based active learning using multidisciplinary and environmental context in teaching science. The students and teachers got a better understanding of their own energy consumption habits and in everyday life, and the important role of science and mathematics in the development in power production. Participants may be more responsible in environmental issues regarding energy sources in the future. All participants used English as their working language and also learned about the cultures in our partner countries.

<< Objectives >>The ACTproject will promote active European citizenship in four upper-secondary schools in Belgium, Italy, Norway and Sweden. Students will acquire knowledge about important European issues: Democracy, Sustainability and Human Rights. They will improve their existing communication and digital skills needed to participate in democratic processes.The project will guide students to widen their social and cultural horizons and to treat peers from different cultures with respect and an open-mind.<< Implementation >>The implemented activities will mirror a blended learning structure with online, eTwinning-based activities, in-person meetings through three student mobilities, and classroom activities.The activities are based on the three major topical issues: Democracy, Sustainability and Human Rights. Each activity has been designed so that the students work on active citizenship through the lens of one European issue on three levels: acquiring knowledge, developing skills and building a positive attitude.<< Results >>We expect students to gain knowledge and skills in mechanisms of democratic participation, while developing a respectful, friendly and open-minded attitude towards all cultures. The project will result in a series of material saved on digital platforms (Twinspace and project website), and the results and experience will be shared within each participating organization and beyond.

<< Objectives >>As project partners, we want to raise culturally rich and digitally literate individuals and have good foreign language skills, aware of European Citizenship who can produce solutions to problems through engineering design can associate with Science and Mathematics all areas of life especially environmental and climate change problems. We also want to increase our success in Science and Mathematics courses by 20% in 3 years, thanks to STEM.<< Implementation >>We will do 4 mobility activities in our project. These activities are:1) STEM Lesson Plan Preparation Process - Norway2) Smart Home System with Arduino - Poland3) Environmental Problem Solving Game with Minecraft Education - Turkey4) 3D Ecological House Design - GreeceIn addition, many activities will be carried out locally during our project too. These activities will be educational preparations, cultural and language preparations, and dissemination and evaluation activities.<< Results >>The results we expect from our project,* To raise awareness of STEM education in partner schools,* Increasing the success of our students in Science and Mathematics courses,* To enable our students to solve solutions to environmental and climate problems,* Developing the professional knowledge and skills of our teachers,* Developing the institutional capacities of our schools and creating new international strategic networks,* Developing our students' cultural and foreign language skills.