"Ours school´s essential need when we contemplated this project was to improve teaching quality. For that reason we thought that it was very important to innovate in methodology. Teaching quality is synonymous of teaching process quality and so, we considered essential the following aspects: cooperative work in the classrooms, key competences development, improvement in the competences evaluation, introducing interdisciplinary projects and all the levels , and integrating in a practical way the use of technologies. From the context we have just introduced, we established the main objective: to apply gamification in the teaching context using ludic activities to learn and applying the rules of the game in the classroom. The objective has been to involve our students offering them new teaching methodologies, fostering effort, determination and collaboration. Learning Mathematics in an active and creative way makes easier the students incorporation to the work world, helping them in fields such as problems resolution, taking decisions and fostering creativity.Having our objectives in mind we selected our partners for this project, five schools from four different countries: Shotton Hall (England), specialized Arts school, Tallina Kesklina Vene Gümnaasium (Estonia) school with great experience in European projects and with great academic results, Discovery School( England)technical school, specialized in STEM subjects, Enrico Fermi(Italy), scientific secondary school which promotes Maths, Physics and Natural Sciences acquisition, Paidos(Spain) this project´s coordinator. All of them share the same educational concerns.The thematic areas worked during the project have been: ""Numbers, ratio and proportion"", “Measure and Geometry”, “Algebra, Graphics and Functions” and “Statistics and Probability”. In each of these areas the eTwinning project has been divided, sharing all the activities and results.The product has been the SMARTMATHS game which has allowed us to unify all the activities carried out during the project. It has been developed in digital version for the computer, mobile application, video game and board game. The type of game selection and the design of the four worlds, each one referred to a Mathematical field, has been the essential activity for the project´s development. The logo´s contest to select the main character, the short story competition (in which students have explained our character´s adventures in the different worlds), the theatre adaptation, the music composing for the game and the final performance, the games creation and questions, have become trials that our character has had to overcome. In each thematic unit a comparison of curriculums of different countries involved has been done to finish with the round table of the closing ceremony. All that activities and products have been elaborated by the partners in an equitable and organized way during the different periods.All these activities have had the purpose of promoting the intereuropean dialogue and the knowledge of other languages, the introduction of cooperative elements in the learning process between nations and respect to diversity. All these have been carried out with the purpose of the creation of European learning networks which will provide expectations and opportunities to all participants.They have not only learnt Mathematics, but they have improved their creativity, autonomy, confidence, responsibility, solidarity, team spirit and leadership. In that sense, the gamification is a perfect tool of collaboration which has let us get closer to Mathematics and develop these abilities.The project´s development, resources and results have been published in eTwinning, in the partner´s web and in the project´s web in order to provide information to everybody. The activities and final products will be accessible at any time , so that any school can use the project results.Our prediction is to produce different versions of the game creating the “SmartMaths junior” for primary students and other versions for different subjects. We will also translate it to different languages.From this academic year on, we want to develop the SmartMaths trial as a school event with all the partners and we want to open it to other schools.The project´s impact has surpassed all our expectations and for that reason it will be sustainable over time."

"This project made it possible to make our students aware of the disintegrating discourses relayed in the public opinion and to make them think about the fundamentals which made it possible to forge the European construction.They realized that the migration of yesterday and today are part of the same story, follow the same path that helped to cement the EU.By focusing on the issue of Spanish Republicans in 1939,they realized that one does not leave one's country with a good heart, that leaving everything behind is not always a choice but a necessity,unfortunately too often the situation of today's migrants.In addition, they realized that over time, all the prejudices, the prejudices that had to face these Spaniards, have fallen today, that their integration is completely acquired, as it will be the case for the current migrants.Our students realized that migrations are both factors and constitutive elements of the European identity, that the European project was built around this idea of openness and that this ""other"",too often pointed out, in the past and today, contributes to enriching the common good.They became aware in turn that everyone can be an immigrant or an emigrant, that many of them were of immigrant background, that the nationalist discourses that are developing today are not without risks for the future and the future. consolidation of the European idea.They were able to reflect on the fundamentals of tolerance, equality, freedom and respect for human dignity, which are at the heart of the EU's values.With regard to French students, it turns out that this project allowed 98% of them to change the ideas they had about immigration, to make them aware of the migratory issue of today. and the problem of integration.Today, 63% of our students say they have better control over the EU migration issue, 92% better understand the difficulties migrants face, 70% say they are ready to help them.This project was also an opportunity for them to better know the EU and to assert themselves better as a full-fledged European citizen. 88% say they have a better knowledge of the EU, 90% feel that they are truly European citizens.As a result, 100% of students now want to travel to the EU and 78% plan to study in one of the EU countries under an ERASMUS.In addition, they were able to consolidate cross-curricular competencies and validate formal and informal learning, develop their autonomy, intellectual curiosity, critical thinking, ability to synthesize, better open-mindedness and become accustomed to working in team.Our students were able to develop their self-esteem. 80% of the project participants feel more persevering in the face of difficulties, 54% think they have a better creative capacity, 98% have a better ability to explain things, 96% feel more comfortable expressing their ideas, 85% feel have better ability to make choices, 90% better ability to express their tastes and 80% better ability to communicate more easily with others.71% feel better at sharing and helping others, 78% better at suggesting ideas within a group, and 81% showing better ability to adapt to others.This project has allowed us to make more use of ICT in our teaching: They have been used many times, to deal with various aspects of the theme.Partnerships with the various institutions have been maintained, notably by writing a new Erasmus + project, by launching an eTwinning project with Romania and signing a partnership with the Italian establishment.The project has thus strengthened the international opening of our establishment.It has also helped to improve the practice of foreign languages (especially English): most students feel more comfortable (98%), understand better and can more easily communicate with their peers. partners.He showed them the importance of fluency in English and made them want to continue their efforts to better understand this language.The academic success of our students has also been improved because the project has allowed them to develop skills that are poorly understood: ability to adapt (towards the other, in a context of interculturality, with respect to unforeseen circumstances). in the realization of the project ...), to work in autonomy, to listen to the other.This project has also helped to give a dynamic to the class and helped create a better school climate: the mutual help between students was favored by the need to work in workshops."

Context of the project:This project arises after the series of earthquakes registered in Lorca (Spain) in 2011, a town near the coordinating center and where material damage was also suffered. The majority of personal injuries would have been avoided with an adequate reaction from the public, as a result of good scientific knowledge and adequate measures of prevention and action assimilated in schools.Objectives and Results:The basic and transversal competences of 66 European baccalaureate students, belonging to four European regions, have been developed, starting from the execution of multidisciplinary and interdisciplinary tasks centered on the scientific-geological knowledge and whose main RESULT has been the development of Pedagogical Routes -Scientific of each European region studied and a proposed protocol for prevention and action against seismic and volcanic risks through a video and posters in five languages ​​to help the European Educational Community in its task of promoting prevention and action against These natural risks.No. and profile of the participating organizations:The IES José Marín de Vélez Rubio (Andalusia, Spain) that in its recent history has suffered earthquakes; the Lycée Polyvalent of Pointe Noire on the Island of Guadaloupe (France) located in an active seismic and volcanic zone close to the volcano De la Soufrière; the High School of Pelopio in Ancient Olympia (Greece), which is near the Aegean seismic fault that generates a large number of earthquakes; and the IIS Enrico Fermi de Montesarchio. Campania (Italy) next to the Vesuvius volcano, active and famous for its eruption in 79 AD, in which the Roman cities of Pompeii and Herculaneum were buried.The Andalusian University Institute of Geophysics and Prevention of Seismic Disasters (University of Granada) has collaborated in the COURSE OF TRAINING FOR THE TEACHER OF SHORT DURATION.Each working group has been led by two teachers in virtual contact through the digital platforms (project WEB, email, WhatsApp, Facebook and eTwinning). There have been four confrontations and expansion of the data in situ, with the mobility of 5, 6 or 7 students from each visiting country.Description of the main activities:The coordination of Transnational Meetings in Spain, Greece and Italy with the participation of 2 professors responsible for the project in each country.Student competition to design the project logo.WEB project guide. Also on FACEBOOK and eTwinning.The participating students have done preparatory tasks before, during and after the mobilities.TRAINING COURSE FOR THE SHORT-TERM TEACHER in Spain on the updating of volcanic and seismic phenomena in which a professor from each country has participated, coordinated by the Andalusian University Institute of Geophysics and Prevention of Seismic Disasters (University of Granada) and the IES José Marín.A mobility of students and teachers to the four countries that make up the project.Annually in the IES José Marín the Week of Science where the results of the project have been exposed.Dissemination, impact and long-term benefits:The project has had extensive coverage by the media of the four countries, occupying covers of regional newspapers and reports on regional television.The experience of the project has led to a better preparation of the students to face the challenges as future professionals of the EU. In the educational field, the work in the virtual classroom and the stay in foreign countries have helped to strengthen the knowledge of languages ​​(usually English). On the other hand, they have been exposed to new forms of study, customs and school regulations, improving their adaptability, autonomy and ability to function in different training environments.Two Science Week have been held at the IES José Marín in April 2017 and 2018, exposing all the material and products obtained on the geological risk areas studied, with impact on the rest of the students of the center and all the centers of the Region that have participated in the days.The qualitative evaluation carried out in the four centers among the participating students, the teachers of the centers and the families testifies to the great impact that the project has generated in the school community.The students' eBook is also significant about the acceptance and impact of the project, with its stories about personal and academic experience.The long-term benefits will be the Pedagogical-Scientific Routes in the four regions studied that can be used by future groups of schoolchildren and the protocol of action before an earthquake that can be used in any center located in a seismic area of ​​Europe.More information on the project's website: www.cuandolatierratiembla.com

"""Transition Fairs"" is a partnership of four secondary schools in Belgium, Spain, Italy and Norway whose aim was to develop some ""good practices"" that promote students' academic motivation and their involvement. in the study of subjects taught (in science, history and geography, economics and social sciences) and, from there, which improve their disciplinary and transversal skills (use of digital, spirit of research and creativity, team spirit, entrepreneurial spirit). The project consisted of two lines of reflection:1. Contents of subjects taught in school curricula: how to make them more interesting to pupils? The chosen track was to link them to some big questions of the news about the changes of our European societies declined in four workshops of reflection called ""Salons of transitions"". The first entitled ""Being a citizen"" took place in Norway and was dedicated to the issues of living together in a multicultural environment. The students produced a play highlighting the stereotypes of each partner and the way citizenship was lived in schools. The second ""Facing the migration crisis"" was planned in Italy. He studied how migration (emigration and immigration) has shaped the history of the four partner countries and how their country has responded to the refugee crisis in Europe today. The purpose of the fair was to meet immigrants in a reception center and especially to discuss and discuss their situation. The third exhibition took place in Spain and addressed issues related to climate change and energy management. Students and teachers were able to visit a solar power plant and especially the evolution of the processes used. The fourth Salon entitled ""What job to perform later? ""Took place in Belgium and was interested in questions that young people ask about their professional future in relation to the economic development situation of their country. Visits by different local and regional companies helped to illustrate the theme of the meeting.2. Teaching and learning methods: which ones lead students to become involved in their learning and to invest fully in it? The project experimented with a series of learning and teaching activities aimed at achieving this goal. These activities were varied and varied (presentations, role plays, interviews ...) and were carried out with the participation and active involvement of students in the preparatory work in the four partner schools and in transnational activities. Each of the ""Transition Salons"" has resulted in the highlighting by the teacher-partners of a series of ""good practices"" that promote students' motivation to learn.Through this project, the greatest benefit is the openness of young people to Europe and the motivation to participate in other projects."

The main idea of the programme “Ceci n’ est pas une ecole, C’est notre ecole!” is that prevention of school dropouts and non-discriminating integration of all students in the school community can be achieved with the development of a positive, creative, welcoming and friendly school environment; an environment which contributes to the equal development of creativity and uniqueness of each student, and the improvement of their self-esteem. The purpose of the programme, as described above, will be implemented with the use of various forms of art and technology. Art belongs to all, pupils, teachers, schools. In front of art all borders disappear and it can show what you really are and what you want to share. Five partners, the Music School of Arta from Greece (co-ordinator), Athenee Royal de Ganshoren from Belgium, Instituto de Educacion Secundaria La Flota from Spain, Istituto Di Istruzione Superiore “Enrico Fermi”from Italy and Agrupamento de Escolas de Nisa from Portugal, will work together on the implementation of a two-year programme .The students involved are 14-17 years of age. All activities realized during the programme derive from five fields; new technologies, drama, visual arts, photography and music. Five learning-teaching-training activities will take place in all partners’ schools and they will include creative-artistic workshops with the above topics covered, presentation of the results of the workshops, presentation of each country’s special features in each of the fields chosen, a joint exhibition of works of art and photography, a joint theatrical performance and a joint music event. The methodology used for the implementation of the activities entails team-working, active participation of every student, creative work, use of new technologies, visiting local authorities. The methodology used for the implementation of the programme entails goal-setting, activity scheduling, constant communication and collaboration among partners and activity evaluation through questionnaires. During the programme, the students are expected to develop communication and collaboration skills, express their creative side, realize the importance of art in the educational process, accept difference, improve their self-esteem, improve foreign language skills and experience a different educational system and a new cultural environment. Moreover, teachers are expected to work together and exchange educational practices and methods. Last but not least, students, teachers, families and local communities will take part in a unique experience and bonds of friendship among participating countries will be strengthened.