<< Objectives >>By implementing this project, we expect an increase in knowledge of human rights, tolerance and cultural diversity, as well as raising the awareness of project participants in the field of openness to others, regardless of cultural affiliation. Building correct pro-social attitudes, focused on other people. The planned result is the promotion of human rights and tolerance. An important aspect will also be the improvement of linguistic and social competences in peer relations.<< Implementation >>We intend to undertake the following activities enabling the project to be implemented: - information campaign and introduction to the planned project, - recruitment of project participants, - implementation of stationary classes in the field of cultural knowledge (4 stationary meetings at the Kobylany SP, 2 online connections with a partner), - workshops in Italy combined with educational trips, - summary of the project and evaluation, - dissemination of the results.<< Results >>We expect material results in the form of prepared videos on the cultural heritage of Poland and Italy as well as presentations in the field of human rights and tolerance towards diversity. In terms of non-material results, we assume increasing social awareness of openness and tolerance. Increase of social competences in the field of civic responsibility and language competences as well as better results of knowledge tests in subjects of knowledge about society.

"""I type 'what' I am: digital tools for the promotion of our Cultural Heritage"", project aimed at students aged eleven-fourteen, has responded to the need to encourage new generations to the protection and promotion of their cultural identity. Young European citizens have discovered how rich and amazing the cultural heritage at the base of their own identity can be. Italian and Polish students, in the guise of free Argonauts on the Web, have explored their culture in order to represent it to their European friends through the use of digital tools by which they documented language, traditions, customs, architectural and naturalistic sites, without forgetting art, music and actuality, as well as the memory of the two nations. A journey, first virtual then real, towards the culture of another country to be able to capture its beauty and then to fully represent it through the creation of engaging outputs such as, for instance, video-games set in sites of interest to ""live"" the ""deeds"" of those who made history. To draw together two nations once belonging to two geographic areas distant from a political and socio-economic point of view, to study their entry into Europe, the recent past and, above all, the events when the two peoples shared common values, is a further element contributing to grow up better citizens of a better Europe. The two-year project included four short-term exchanges of students, journeys of eight days each, for twelve pupils at a time, useful for enhancing its outcomes in terms of knowledge of cultural heritage, digital and communication skills, civic and social competences. The two other mobilities planned for the project’s second year didn’t take place because of Corona virus emergency, but the activities were carried online to the completion of the expected outputs. The main learning activities, of an experiential and highly interactive kind and managed in first person by participants, were the following: • creation of video tutorials in Italian and Polish languages (exchange of online lessons) • programming and creation of two video-games set in Italian and Polish UNESCO sites (Castel del Monte and the Wawel Castle) • creation of an ""interactive"" Map of each mobility trip (at various points on the map correspond links to videos of guided tours, photos, historical and tourist information in English) • a contest for the digital creation of a project logo • printing of the logo on T-shirts and bags, ""gifts"" for the participants • creation and exchange of videos, padlets, quiz and web quests on their town and country • creation and 3D printing of an artefact as a symbol of the cultural meeting between Poland and Italy• students engaged in the role of tourist guides in the visited World Heritage sites. Learners improved their skills in using video editing softwares and applications (Edpuzzle, Powtoon, Animoto, Slidely), coding (Scratch), for cooperative learning and content presentation (Padlet, Calameo, Coogle e Thinklink), for the creation of tests and surveys (Quizizz e Google), for design of artefacts and 3D printing (Tinkercad)."

Edugaming project was started in response to students’ lack of interest in lessons and school in general, which leads to early school leaving or to poor achievements in learning. The underlying assumption was that traditional teaching methods do not allow students to have control over their learning and they are ever more remote from the way young people learn in their experience outside school. Outside school students learn by doing and sharing with others, particularly while using video-games, which occupy a large part of young people's free time. While playing the game they learn new skills and solve different types of problems and puzzles in order to level up. Video-games are now available through many platforms and also on mobile devices, they can be played collaboratively and players create successful online communities. Furthermore, games can be easily created using free platforms allowing for graphic design as well as as for coding of game behaviour, sound and effects to follow the game storyline. That is why they have become interesting as a learning strategy in education. The project was targeted both to teachers and to students at the partner schools and in the local communities where the schools operate. . For students, the objective was to increase their motivation and consequently success in learning through the application of video games using different approaches in lesson design: exploitation of commercially available videogames; development of video games by students; use of gamification platforms . For the three partner schools in Italy, Sweden and Portugal and their teachers the objective was to experiment game based approaches applicable to lesson and possibly curriculum planning which could be transferred to any learning activity in any subject with the aim to engage students more and prevent educational failure and drop-out.In the project teacher mobilities usually preceded student mobilities. Teachers met to share and develop their knowledge on a specific topic related to video games in education and consequently plan activities and prepare the needed material to be used in their lessons or in the next student mobility. These meetings were a good occasion to involve other stakeholders in the project, such as universities, publishers and teachers from other schools. Experts were invited to share their experience and field of research related to video games and learning. We also tried to connect to other European project on video games such as theTriseum project focussing on learning Maths or the Guinevere project to use virtual worlds for language learning. eTwinning platform was used to stimulate student interest in the project, get them to know better one another and start collaboration in transnational groups before the mobilities. During the mobilities students were involved both in playing games developed by the teachers and to creating their own group game. The final aim was to involve more students than those who could actually travel in the project. During the exchange meetings and the online activities, teachers filled in observation grids and rubrics to assess activities. Eventually, the students’ transnational teams managed to develop each one a game.At the end of the project we have collected a lot of material: lesson plans, worksheets, assessment grids, rubrics which cover different subject areas as well as some articles we wrote about the pedagogy behind video games in education as we learnt from personal readings and from exchange with experts in the field. All this material has been collected in an ebook which is freely available both on the Facebook page we created and from the website of the project www.erasmusedugaming.eu. Both the Facebook page and the site will continue to be updated in order to grow the community of educators interested in video games and learning since the game based activities will continue at the partner school as a follow-up of the project.

<< Objectives >>We mainly want to enhance in both, students and teachers, but also in participants and involved in the multiplier events, the awareness to belong to a common area (the Mediterranean sea), to overcome differences among people and find common element.Partners will get new methodological tools to answer the pupils' needs and plan further activities.<< Implementation >>Activity 1: Projet ManagementActivity 2: Music beyond borders (mobility in Italy)Activity 3: The rhythm of the Mediterranean sea Activity 4: Mediterranean popular melodiesActivity 5: Planning meeting in Malta<< Results >>We expect a meaningful impact on school and local communities, acquisition of best practices of inclusion and teaching, empowerment of the different local cultures in order to build a common identity.

Our schools cater for pupils who generally leave school at the age of sixteen and begin an apprenticeship. We were however aware, that they were often not well prepared for the world of work awaiting them and were not always well equipped to make wise career choices. During past joint projects, we had noticed that each of our schools has a level of expertise in some area related to careers education. In this project we exchanged best practice in order to learn from each other. Our schools in Germany, Italy, Finland and the UK cater for 10-16 year olds of mixed ability. The Finish school has excellent practical training facilities. The German school has an extensive system of careers education. The UK school regularly carries out an entrepreneurial challenge. The Italian school emphasizes soft skills. In the first phase of the project, we created an online compendium of job portraits (artwork, interviews, reports, videos, etc.) This work was integrated into regular lessons and involved research conducted amongst families, friends and local businesses. We shared our work on the Twinspace. Our aim was to broaden our pupils horizons concerning the job opportunities available to them. We considered the practical skills needed in the workplace. At our meeting in Finland pupils had the opportunity to discover where their own practical skills and interests lie. The second phase concentrated on developing soft skills. We worked on this topic in our lessons and created an online compendium of soft skills on the Twinspace. At our meeting in Italy we carried out activities designed to establish and deepen such skills. Our results were published online and in print. The second half of the project took a closer look at teamwork and entrepreneurial skills. At our meeting in the UK, we considered how people work together in the world of work, the different roles they assume, and the stages leading to the sale of a product or service. Forming small teams, our pupils planned and designed products within our schools. They intended to produce, advertise and market the products, but this was not entirely possible due to Corona. The completed stages were shared on the Twinspace and the teams were judged on their performance. The products were to be sold within our schools and communities - and at a Spring Festival during our meeting in Germany. This has now been postponed to the coming year. By the end of the project, our Twinspace has become a learning resource which can be used beyond the end of the project. It contains a compendium of careers and a compendium of skills. It also contains surveys designed to help pupils recognise their own skills and aptitudes and methods to help them develop their skills. Finally, it contains examples of best practice gathered from all partner schools. The brochure which we produced present the content and results of our project to a wider audience in our local communities and beyond. Throughout the project we worked together with local businesses and strengthened our links with them. By sharing with and learning from our European partners, our institutions are now better equipped and motivated to prepare our pupils for the world of work. Our pupils have developed their key skills and are able to make wiser career choices. Both online in the Twinspace and face to face at our meetings they have developed friendships across Europe and thereby broadened their horizons and increased their knowledge and understanding of their European partners.