This project involves four schools from different parts of Europe. The idea is to show the students and the teachers the diversity and in the same time the unity of Europe, and to give them a feeling of how it feels to be a European citizen and not to be limited by borders of their countries. The aim is to open the students and teachers´minds by doing, participation, and by experience. In the same time it shows the necessity of English language as communication means. The idea is to stress each country´s industrial, cultural or historical heritage and present it to others. While staying in host families, the participants will get the feeling what it is like to be a part of a family in another country. In the end the students should be more motivated , more independent, more aware, and have better communication skills in English language. Activities of the project involve a variety of IT tools and basic robotics to support student´s digital competences across school subjects. Using modern technologies, understanding and accepting cultures and English language communication skills are crucial for the students´future lives and careers.

1. CONTEXTa) Albert Einstein Gymnasium in Sankt Augustin is located in the South of the Rhineland near Cologne (Germnany). The school with its 950 students from grade 5-12 and 80 teachers prepares mainly for academic careers („Abitur“). In times of progressing globalization we set great value on intercultural abilities (Europaschule) and sustainable development (Schule der Zukunft): We offer a bilingual branch „English“ (Bilingual Englisch) and special programmes forScience (MINT). This school doesn't have any kind of experience in Erasmus+ projects. b) Fernando III Secondary School is located in the south of Spain in the town of Martos (Jaén). The economy is largely based in agriculture and farming industry; besides plastic and automobile manufactures add to the city’s economy. Our institution has about 650 students and 55 teachers. We have a wide range of training programmes including compulsory secondary education and high school (Bachillerato), as well as an intermediate VET degree and 3 upper VET degrees. Approximately 30% of the students come from a very low economic status neighbourhood and about 1/3 of them belong to disadvantaged families at risk of social exclusion, with high unemployment rate and problems associated with this situation (marginalization, high school drop-out rate, gender inequality, etc). we have a wide experience in Erasmus+ projects: KA101, Ka102, KA103 y KA229 programs. After conducting a thorough analysis of our strengths and weaknesses, we decided to embark on this project to share good practices.2. GOALS- Increase the number of girls in robotics and in the rest of STEM subjects.-Using the new technologies acquired by each of the institutions resulting from this project, participate together in various robotic contests such as Robocup, WRO or FLL.-Improve didactic methodologies associated with bilingualism in the IES Fernando III.-Increase the technological competence of the STEM faculty.-For the Spanish institution improve healthy living habits, specifically those related to sports, dance, among others.-For the German institution to improve eating habits, to achieve a healthy diet.- Decrease the dropout rate in the Spanish school.- Establish policies of social inclusion in IES fernando III3. PARTICIPANTS.IES FERNANDO III: 15 Teachers from technology, art, physics and chemistry, and maths Departments, and the Head teacher and the Accountant. We have estimated that 1/3 of the students of the school will participate.ALBERT EINSTEIN GYMNASIUM: 8 teachers from technology, P.E., physics and chemistry and Biology Departments, and the Head teacher and the Accountant. We have estimated that 20 % of the students of the school will participate.4. ACTIVITIES DESCRIPTION Some of the activities we are going to develop:a) Spanish Teachers teaching in Germany/Preparatory Visit/Job Shadowingb) Exchanging good practice in Robotics - Robocup championshipc) German students participate in WRO Championship.d) German teachers teaching/Job Shadowing in Spain.e) Spanish students participate in Robocup Championship.f) Exchanging knowledge, culture & healthy habits.g) German Students participate in WRO Championship.5. METHODOLOGY- Preparation of administrative documents to be used during the project.(Insurance, European Health Insurance Card, among others)- Selection of the students that will be selected following the scale that have agreed between German and Spanish schools (Same Criteria)- Selection of the teachers / supporting people. We are mainly going to choose those teachers that teach STEAM subjects. The have to be an important support for the students, they must solve their problems that can appear on a daily basis and must do it with ease.- Activities organization. Planning for the students when travelling.- Dissemination within the local, regional and national media and within the School Community.- The School Board will support the project with initial funds.6. EXPECTED RESULTS & IMPACTS.- Increase the number of girls in robotics - Joint participation in robotic competitions.- Increase in the number of students approved in bilingual subjects.- Use of the physics and chemistry laboratories at the IES Fernando III.- Knowledge of the processes of transformation of the plastic as well as elaboration of olive oil.- Decrease the rate of school drop-out in the Spanish school.- At least 10% of the students will belong to families at risk of social exclusion.7. LONG-TERM BENEFITS.- Modification of the center project.- Increase in interest and enrollment in STEM subjects.- A greater experience and preparation in robotics. - respective geographical areas, being able to advise other centers if they so request.- Reduction of school drop-out.- Improvement of healthy habits.- New projects such as KA201.

"“Literature - a Framework for Social and Emotional Learning” is an Erasmus+ strategic partnership, exchange of good practices between schools from Greece, Italy, Portugal, Spain and coordinated by a Romanian school.Each year, the partner schools realize different analyses about the school progress of the pupils, their state of well-being and academic results, about their problems of integration in the school environment due to the socio-economic problems, family problems or of other types of problems.All the partner schools from Greece, Italy, Portugal, Spain and Romania identified similar problems among their pupils in the last two years:- insufficient school programmes dealing with the acquisition of the 21st century skills;- lack of new motivating teaching-learning strategies and methods centred on pupils’ needs;- too much theory provided, not skills or practice.- pupils’ social, civic and intercultural skills, the well-being, are at a low level. 30% of the pupils (the target group) in all partner schools come to high school from different social backgrounds: rural areas, different economically disadvantaged areas, single parent families, immigrants, different ethnic groups. They do not know how to react in the new educational environment and they do not feel integrated, they become bored, hot-tempered stubborn, even aggressive, low emotional well-being. Some of them present symptoms of stress or isolation. All these lead to poor academic results and early leaving school.Being a European issue, a European approach is needed, so we chose to develop an Erasmus+ project on this issue.The general objective of the project is to create a preventive intervention strategy based on the acquisition of the 21st-century skills through literature in a non-formal, interdisciplinary and European context.Specific objectives:O1. The creation of a preventive strategy based on social and emotional learning with impact on the social, civic, intercultural, the soft skills of the pupils from the 5 partner schools by the end of August 2020, and its implementation during the project and in the 3-year sustainability period.O2. The improvement of pupils’ well-being, social and emotional, civic and intercultural skills, motivation and active participation, for at least 40% of 810 pupils (the target group) in the partner schools by the end of 2020.O3. Teacher training in social, civic and emotional learning for 8 teachers from the 5 partner schools in 5 short-term joint staff training events by the end of the project.The pupils involved in the project count 810. That is 30% from the total number of pupils from the partner schools, aged 12-18.They are from heterogeneous groups, learning in schools with different profiles and specializations: theoretical high school specializations and profiles, VET specialization and profiles. This situation gives us the opportunity to combine different expertise of teachers from different domains and specializations.This project proposes to be:1. active-participative. It will provide needs-based interactive forms of learning to help our pupils acquire new skills;2. focused on personal development for teachers and pupils (self-awareness) and social, civic and intercultural skills and competences, social awareness;3. explicit. The target is represented by specific social-emotional skills.The prevention strategy is correlated with the planned activities of the project which address to universal interventions and selective interventions, subgroups with risk factors, poor academic achievement etc.The dissemination of the strategy of prevention and acquisition of social and emotional skills in the partner schools and communities will have as a result a targeted example of good practice at the European level with positive effects on pupils’ well-beingThe use of literature as an instrument provides pupils with insights into their own life situations; the literary texts will initiate and stimulate debates and conflict resolutions; they will reduce anxiety and risky behaviours.Concrete results and final products of the project: “The Living Story of Cultural Identity”. Each partner country writes a chapter of the book, “Bibliotherapy. Didactic Resources for Mind and Soul”, a collection of texts from the literature of the partner countries with lesson plans, videos, non-formal methods and examples of good practice for the acquisition of social, civic, intercultural and emotional skills and competences through literature and as a prevention strategy for risky behaviours, inadaptability and social exclusion, “e-Dictionary of Positive Language"". The short-term joint staff training events and the teachers collaboration contribute to the creation of strategy of prevention and acquisition of new social, civic and intercultural skills and competences, its application in the projects partner schools and its sustainability on long term through activities and Erasmus+ projects."

The project arises from the vital importance of healthy habits among teenagers, as many of them prefer staying at home just playing computer games instead of spending time with friends in move outside. We have also observed the problem of overweighing and even obesity among students. We need to show them that they can solve these problem working together with teachers and parents.Our objectives are:- to encourage students to spend more time outside doing sports- to discuss healthy diet (new food pyramid) and show them how the diet can influence our health- to promote board games and traditional games outdoors;- to provide the opportunity for students to reflect on the way they learn better and achieve success ;- to help students to analyze and deal with emotions;- to illustrate the students how children spent time 20/30/60 years ago and what they still can do now- to develop key competences - to motivate children learning English- to motivate children to know new cultures, not to be afraid of foreigners, to show children must respect other cultures.- to increase teachers´ language skills- to share ideas, methodology for teaching art, PE, music and English.The main actors in the project will be the children (aged 11-15, about 550 students) and their teachers (35), but we hope whole school communities will benefit too. Children as a subject of learning, and teachers as mentors, friends who guide and support planning. The parent-child relationship will be on the basis of friendship and trust. The teacher as a pedagogue will encourage, plan, motivate and organize children, and they will be the main interactive players in lessons and activities. Parents will be an important part of this line - with all their activities, especially those outdoors, will be realized. Very important is the support of local authorities and the media, which will create a positive attitude in the community. Important for this project are the leisure ans sports centres workers, sports instructors, dietitians, mountain guides and others who could help us make the project activities more interesting, useful, attractive, entertaining and challenging for students.The project is divided into 6 parts - challenges and students will have to face the challenges working in groups at schools and in international groups using Twinspace and other safe tools and finally during live meetings in each school.The Challenges are:1. Let's know each other school life. How the school lives are similar and different in our countries?2. Nature in our life. Do we really take advantage of natural wealth nearby?3. Free time. How do we spent our free time at home after school?4. Healthy diet. Do we pay attention to what and how we eat?5. Let’s Move. Do we like being in move?6. Emotions in our daily life. Can we cope with our emotions? How important is it in teenager's life?During the project it is expected that in most of the activities the “inverted classroom model” is applied, it means that students will have an active role in their learning processes, they will be able to choose the learning path that suits each of them individually and in groups, working cooperatively, the teachers will assume, mostly, a “facilitator role”, they will guide the students during their learning processes. During the whole process students will have also the opportunity to reflect on the ways each one of them learns better, so that they can get to know themselves better as active learners and achieve conclusions in order to be more successful at school and in their daily lives. The project is aimed to widen the children’s horizons by learning about themselves , partner schools , their cultures and countries. They will get the chance to improve their skills and broaden their interests including their attitude to their health and lifestyle. We hope that children will benefit from sharing ideas, experiences, teaching material with partner colleagues. They will be able to improve professionally by meeting and interacting with teachers from partner schools and being inspired to innovate and taking advantage of different educational systems.The institutions will gain innovative and modern image sharing different approaches with children, various teaching methods, educational innovations, to get a real European dimension in each educational institution. We want to focus on student-activating teaching methods, for example: project, brainstorming, peer-to-peer learning, group work (in real life during mobilities and online on project Twinspace and using different ICT tools)Erasmus+ corners and displays will appear in all institutions. The project will become an integral part of the planned curriculum in each school.The work and the end products will be adapted in order to meet the needs and interests of the target group.We also aim to spread the most meaningfull experiences to a larger target audience through local , regional, national authorities.

This project aims to develop a collaborative methodology between several partners and give teachers the tools to improve the delivery of digital learning and teaching in secondary schools across Europe.We want individual countries to implement their own solutions that best fit their curriculum but it is also then a key aim for this project for each partner to bring their own skills and experiences to a collaborative forum and to share successes with their partners, this will achieve even bigger gains across the whole project. We also aim to have collaboration and cooperation between groups of pupils and teachers from all partners involved in this project.With more and more businesses adopting digital ways of working and undergoing digital transformation there is a transformation taking place in the jobs market. Digital literacy is increasingly demanded as a skill amongst the workforces of Europe and the rest of the world. Many businesses are adopting new digital ecosystems and are breaking down the geographical boundaries with the use of technology. It is situations like this that inspired our team to produce this project proposal. In a Lloyds bank survey in 2017 it was estimated 11 million people in the UK do not have basic digital skills. We aim to give the teachers in the partner countries the skills to be able to deliver an 21st century, high quality education with digital skills as a main cornerstone in a child's skillset. We are doing this with cyber safety as a key prerequisite of any training as this is one of the biggest dangers of children increasing their online activity.The House of Lords in a report published also in 2017 sought to suggest that digital literacy should be the fourth pillar of a children's education alongside literacy and numeracy skills.Through training given by high quality external providers we aim to upskill the teachers of Europe, utilizing new found confidence and skill through collaboration and information sharing, to enhance the education they give to their pupils and give them the confidence and skills to be the digital innovators and skilled practitioners of the 21st century.We have educational partners in 4 European countries and initially 8 secondary schools taking part in the project over three years. The plan is to create centres of excellence within these schools. Then in phase two use these skilled practitioners to role out the training and involve other schools within their local area and create a snowball affect of improving digital skills amongst teachers and pupils.Another aim of the project should it be possible in a post Covid world is to give pupils involved in this project experience and exposure to collaborative on-line and face to face team working with other students of the same age from a different country. This will give them confidence and skills to place them in a strong position within an external job market as these kinds of skills will be sought after.