"The project called ""Colours of Europe - Migration and its cultural effects on Europe"" was based on close cooperation between schools in Germany, Italy, Turkey, Ireland, Hungary, France and Portugal. All countries and schools face the challenge of migration as a daily circumstance and all schools have migrant pupils or pupils out of migrant families. Our project aimed at establishing intercultural dialogue and promote openness, mutual respect and understanding, combat ignorance, prejudice, racism and xenophobia in order to soothe and/or avoid conflicts in and outside our homeregions. Cooperation with local institutions and authorities had already started before the beginning of the project.First pupils got into contact via emailing and presenting video clips they have filmed to present themselves/school/community. English was the common language.From the very beginning a project website was created, continuously worked on and updated. A logo competition was held to challenge the pupils´ creativity and sense for competing (fairplay). An information board/corner on the Erasmus+ project was put up in the schoolhall.Each partner school created its national flag with school items and filmed this creation. Then each school did research on the history of migration in its homeregion. Timelines on migration of the partner schools were put together on a huge poster which was printed and hung up in each school (also put on website; link: results). Pupils learned that migration is not a new phenomenon but has always existed and influenced our cultures over centuries. The status quo of migration in each school´s homeregion was examined, like types of migrants, reasons for migration, situation of migrants. To transfer the results to the school community, the community was closer looked at. To find out whether schoolmates and teachers have a migration background, an online survey was done in each school. The partner schools compared their results of their surveies and pupils learned that migration varies according to the geographical position within Europe. Certain aspects of the influence of migration were examined in the schools´ districts: architecture, food, music/the arts, fashion. Field trips were organized to actually see the influences in real. Pupils learned that not just in their homeregion migration has taken place and left is cultural traces but all across Europe. Then the current legislation on migration within Europe and in the partner schools´ homeregions was examined. The protection of the borderlines was looked at and reflections made on current measures taken and different forms of initiatives compared. The situations of legal/illegal immigrants were examined, contacts to migrants and local authorities and institutions were established (challenging pupils´ own initiative). The Gymnasium Bad Aibling worked together with responsible authorities, NGOs and the 300 immigrants who were given shelter in the school´s gym at that time. Together with migrants the school organized a rock concert with musicians from migrant countries in the school hall, an art exhibition with a migrant artist and a debate with a representative of migrants/NGOs/authorities. At the last learning/teaching/training activity aspects of migration within Europe were discussed in international groupwork. Recipes typical for the partner schools ´ countries but having actually migrant roots were collected in all the partner schools and put together in a booklet called ""Tastes of Europe"". Pupils filmed the making of one traditional dish and put it on the common website.To learn more about the partner schools´ native languages, typical communication phrases were collected and written down in a language glossary. The language glossary was put on the common website and native speakers saying the phrases were filmed so that the pronunciation of the phrases can be studied by pupils of the partner schools and other interested members of the school community and public.At the last meeting of the partner schools an integrative music workshop took place. A final reception with representatives of neighbouring schools and politicians was given. A big celebration honouring our various roots with activities planned and carried out by international group work finalised the project work.The partner schools decided to cooperate further and started an etwinning project called ""Europe Radio"" for 2017-2018."

This partnership involved seven secondary schools in the project entitled “Skills4life”.Partner countries were chosen under the following consideration: each partner country (coming from different part of Europe) represents different state of economy with various rates of unemployment and different level of the attainment of transversal skills as well – by comparing all the things mentioned we can draw the conclusions and „make” equal European employees. By comparing in Europe these different figures we will be able to make a deep analysis of successful strategies and means to form future European workers, ready to enter the job market with equality of conditions. So the extension of this analysis from North to South of Europe, this overview will afford more data for theproject and the basis for the planning of activities.It was assessed that the partners represent countries with different economic, social and political realities, in order to obtain, as much as possible, a more comprehensive and global treatment of the subject. For the same reason we have tried to involve in it a variety of school types (vocational, private and general education schools). Our project aimed at stimulating a sense of entrepreneurship and creative mindset among Young people as a key factor in their future life linked to their professional and personal development as well. These goals were achieved in 13 smaller steps: These were as follows:1. A digital timeline where there will be references on the history of learning and teaching 2. Portfolio - Me and my learning. Identify your skills – all the students gather information about themselves - to emphasize the connection between learning in school and future adult life; to stress the importance of learning how to learn; to identifystrategies for learning used by students including: know yourself -learning history and motivation, about giving and receiving feedback, skills they have and skills they need culture, 3. A printed book - Back in time - about each partner’ traditions, what is learned from the ancestors. It can help the students develop the understanding of who they are and what they can become, it develops also intercultural competences 4. A library of movies where a person gets into a foreign country for the first time, and encounters culture shock, trying to adapt to the new culture 5. Card gallery- collection of portrayals of intercultural incidents in caricature style to raise awareness of different perspectives on an incident or misunderstanding among different cultures. 6. Documentary – I can help-charity event, students in each country prepare a charity event which will be trying to solve some local problems, answer some needs of people living around, 7. A video Who is who which will present the most prominent entrepreneurs from Europe. 8. A collection of digital work sheets and evaluation sheets designed with the web2.0 tools which can be used by teachers in the classroom. 9. A vocabulary booklet - Alphabet of entrepreneurship – (digital and printed) of the most common terms connected with entrepreneurship 10. A digital file with the titles, trailers and a short description of movies with great lessons for entrepreneurs, 11. A booklet and ppt presentation -An Unemployment factfile – with data concerning the unemployment rates in each partners’ countries,12. A guidebook - Preparing for employment – tips about job interview, covering letter, CV, 13. “European Skills for Life Handbook” – it’s a collection of the most important information gathered/learned through 3 years project, made up with the results of the 12 questions survey done to each company when students visited them, 14. Diary ofvisiting local companies with the data the students found out, the problems and successes, marketing, employment issues aand working conditions. 15. Brochures and posters for the promotion and dissemination of the project. 16. Blog about the project where the activities carried out in each school , photos , as well as the information on the meetings , were constantly updated.Thanks to these activities, their participants were stimulated to develop and to assess of key competencies including basic skills and transversal skills particularly entrepreneurship, languages and digital skills as well as their artistic, creative abilities, communicative, organizational and social skills. ICT skills, research skills were practiced while preparing project products: leaflets, multimedia presentations, films, interviews, DVDs but not only: also to contact other teachers and students. Self-involvement, active European citizenship and European solidarity were the values we shared. Exploring how the countries work , finding the best things despite differences among them helped us promote intercultural dialogue in our schools and local communities and made the pupils realise the importance of mutual understanding within European Union.

"This project has been developed due to the actions taken by young people all over Europe to speak out for the protection of the environment. The movement ""Fridays For Future"" is a serious claim of the young. The youth is more than ever willing to support environmental beneficial activities. As political and social/environmental decisions are taken and influence the life of the young, this project helps the youth to get into contact with political institutions, authorities, groups of interest and individual citizens to state their opinion and take influence. Students are willed to take on responsibility/make changes for a more sustainable life. It´s their claim and energy for sustainable practices which needs to be supported. It´s not enough for the young to just talk. They want to take action, too. This goes in line with the goal set by the EU to be the first climate neutral continent by 2050. The European Green Deal set by the European Comission in 12-2019 is an integral part to implement the United Nation´s 2030 Agenda and the sustainable development goals for which education is a central element.There are six partner schools (Germany, Spain, Greece, Sweden, Croatia, France) participating. Most pupils taking part in the project actively are between 14 and 18. Those with financial and social obstacles are given priority.To achieve the project´s objectives art functions as the fundamental common tool. The students set a sign/warning by creating together impressive pieces of art out of waste. This will allow them to be heard even once the voices get silent i.e. the project is finished. With upcycling products and artefacts out of used material students take action. The artifacts are sold at events held in school/the community and the money is donated to charities to complete the three dimensions of sustainability. Additionally the making of all upcycling products are put as video tutorials on the common project website so that the idea of the project is spread and that there is the opportunity for everybody to learn and reproduce. Creating the video tutorials on the upcycling products and the film documentaries on the impressive pieces of art students improve their IT skills. Throughout the project students learn how to make use of technological/digital tools responsibly and creatively and work with the potentials of digitalisation. BYOD (Bring your own device) is used where meaningful and bound up in the IT-systems of schools to support the learning experience. Participants try out new digital applications and gain hands-on experience. Media literacy and media skills are focused on when the Street Art event is planned, organized and started (action learning) . With the use of social media platforms the idea is spread widely. Students enhance their media appearance, learn about dangers, to reflect and think critically but also train their communication capabilities in order to strengthen and add value to their communication style (constructivist learning).Right from the beginning pupils of all nations create a common website and a logo for the project. There is a logo competition done in each school and the winning logo is digitalized (competitive learning). The logo is used for all dissemination processes. Two surveys are done among the international participants to examine their attitudes towards the environment/their CO2 footprint. In the discussions following the results are examined and solutions for a more sustainable friendly living collected. The ideas are noted down in an ebooklet on ""50 easy things you CAN do to save the environment"". Therein included is an agenda on plastic free event management, a list of ""climate recipes"" and sustainable foods and practical tips on how to get new clothes by setting up a textile market. To get backgound knowledge on the topic presentations are done on the more abstract term of sustainability, the use of plastic in Europe, on sustainable textile industry and on the link of food and climate change (peer education). Podcasts including interviews done (inquiry based learning) on sustainable clothing, the use of plastic and sustainable living in the Alps are also put on the common website as all the other results are. When doing the project´s activities the students enhance their language skills and learn intercultural competences. Collaboration with professional artists, cooperatives, art galleries, municipalities and further authorities take place and support the students´ work on the project (cooperative learning) as professional advice is given. Additionally the participants investigate on cultural aspects of all the cultures involved when contributing to a photo exhibition, an exhibition on national artists, visiting museums and taking part in guided tours on Street Art.As all the results are available on the common website and the eTwinning platform a wide range of people learn about the project´s idea and can get inspired to live a more sustainable life."

"Six partner schools (Germany, Italy, Turkey, Portugal, Hungary, France) participated in the project ""Europe on Air"". Most pupils who took part were between 16 and 19. All six partner schools worked on a one-year eTwinning Project to prepare this Erasmus+ Project ""Europe on Air"". The results of the eTwinning Project were used as work base in the first LTTA. The eTwinning Project ran all through 2018 and most of the results were on cultural aspects of each country. It was our contribution to the celebration of the European Year of Cultural Heritage 2018. The main aim of the project was to establish school radios in each partner school. Each partner school collaborated in varying intensity with a local Radio Station which gave technical /digital support and also professional advice. There were broadcasts for the School Radios in which the projects activities and results were reported on. The local radio station of the German partner planned to report on the project once the delegations of the partner schools would have came to visit the station. However, due to Covid 19, the final meeting and the final common radio show did not take place.Pupils of all nations created a logo for the project. There was a logo competition done in each school. The winning logo of each school took part in a final competition at the first LTTA. There the best logo was voted for in a democratic way.The results and activities (podcasts, videoreports, surveys, etc) were put on the common project website. Each school was responsible for its own website, however the layout was identical so that it was easy to explore the partners´websites, too. The Portuguese partner school missed out the first LTTA at which the design of the common layout was decided on. So the design of the Portuguese website was different to the other websites.Pupils learnt how to make use of technical, digital tools responsibly and creatively and worked with the potentials of digitalisation. BYOD (Bring your own device) was used where meaningful and bound up in the IT-systems of schools to support the learning experience. Participants tried out new digital applications, like Padlet, and gained hands-on experience. Media literacy and media skills were focused on. Pupils learnt about dangers but also trained their communication capabilities in order to strengthen and add value to their communication style.The participants investigated on specific aspects of all the cultures involved, they got to know them and understand them better. Tolerance and understanding of different cultures were implemented. In doing so they also reflected on their own identity. In the project national and European holidays were remembered and explained when our common digital intercultural calender was created. There most important dates of all partner countries and Europe were fixed. Additionally pupils were asked to reflect about what Europe means to them. This was done with a survey called ""Europe and Me"" investigating on European values. A podcast was created on the survey. Education on democracy was achieved when pupils reflected on European values. Street Art was examined in all partner schools and then specifically with a Street Art Tour in Lisbon. There pupils were confronted with pieces of art that focused on European identity. With the help of interviews they were encouraged to reflect about the art and their own identities. A wall at the Portuguese partner school (10 x 2,20 metres) was given to the pupils to create a Street Art Project themselves. Two film documentaries were done to document the Street Art Tour and the interviews and the creation of the wall. The partner schools each recorded core scenes of one very popular national fairy tale. As podcasts they were put on the websites and a quiz motivated young and old in the school community to do some research to find the title of the fairy tale. An audioguide with the most common and useful conversation phrases of all the languages of the project partners was created. Pupils spoke the phrases of the language glossary in their own language for pronunciation purposes. An Ebook on the traditional recipes which are consumed on special holidays (reference to intercultural calender) in the partners´countries was created. Each nation created a two course meal at the French partner school in Vitrolles. In doing so the pupils of each partner school taught their peers how to cook a traditional dish of their country and finally they shared the food together. Then they visited places to investigate the different cultural influences on French cooking. The Ebook with the recipes, a film documentary and a podcast on the cooking event summarized this exciting result. The Hungarian pupils explained the working of a radio and set up the hardware of a radio together with their international partners. Throughout the project pupils improved their foreign language skillls and learnt international competences when cooperating/working in international teams."

Finally, the time machine has been built. It’s enough to press the red button and it takes you wherever you want…First it will take students to the past – to great and infamous moments in history, science and culture allow them to learn firsthand about them. Not only learn but also to valuate, assess, criticise, praise, draw conclusions…And after that they will choose the facts worth remembering, brilliant ones, the glory of human brains, the ones which can be a lesson for the future generations…After that the students will go forward in time- 1000 years in the future. They will meet completely new world, new race of people with their own problems and threats. They will familiarise them with the facts and values from the past which they found essential to the people anytime, anywhere.The main objective of this project is to develop critical thinking, to learn how to make connections between ideas and evaluate information critically. In this project students will actively and skillfully conceptualize, apply, analyze, synthesize, and/or evaluate information gathered from, or generated by observation, experience, reflection, reasoning, or communication. In the proces of the project key competences will be developed as well: especially digital ones, creativity, literacy, multilingualism, cultural awareness and expression competence, personal, social and learning to learn competence, entrepreneurship.During the projects the following results will be prepared:-Back in time – it will be completed during first year, students will have an insight into our world achievements and failures and choose the most representative ones, according to the following steps: great and infamous moments in history, science and culture. The calendar, ppt/film, exhibition (also virtual one) will be made.- In the future - it will be completed during second year, students will try to imagine what life may look like in 1000 years time and then select the most appropiate and useful facts and values from the past, the ones which they find vital to the people in the future Guide/manifesto for future generations). The effects of the work will be collected in digital file, film, script, life commentary and guide for future generations .- Project webpage - for dissemination of the project and its results.