The Biblio-Tic project will be carried out between IES Joaquín Artiles from Agüimes (Gran Canaria) that will act as coordinator, and the Athénée Royal Nestor Outer, from Virton (Bélgium). Both schools have been working together for some years in the search of new uses of the school library and in activities of promotion of reading. IES Joaquín Artiles has taken part previously in several projects focused on this matter (Comenius and ARCE) and the Athénée Royal Nestor Outer is carrying out an interesting experience related to encouraging to reading and the varied use of the school library.It is worth emphasizing that, although it includes activities between the departments of French and Spanish languages aimed to the improvement of the competence in these languages, it is really a school project, since the main topic is directed to all departments. On the other hand, the project is directed to all students in both schools.The big aims of the project are: - The conversion of the school library in a revitalizing space of the educational, cultural and social life of the school. - The promotion of investigation, documentation and any other activity related to the competence “Learning to learn” and to the development of the autonomy of the pupil in his process of formation. - The promotion of reading and creative writing.- The use of ICT (New Technologies) in the processes of creation, investigation and communication. - To open for the students ways of contact with other European countries, and therefore with other cultures. - To promote the use of foreign languages. - To promote the participation of the families in the school life.- To provide our schools with documents agreed by the teachers that regulate and promote the new uses of the school library, especially in the field of school investigation, documentation, access to information and cultural dynamization.- To provide the project with a European added value in the sense of promoting the conscience of belonging to the European Community and the identity that it involves.In order to achieve these aims, different activities, (of which we mention the most important), will be carried out:-Drafting and approval at each school of a School Plan for the use of the school library; This Plan must be agreed by consensus and implemented by all departments, including activities of documentation and research integrated in the school curriculum.-Clubs to carry out common activities between both schools: reading, cinema and audiovisual production.-Opening of lines of communication between students of the mentioned schools for the activities of the project: Facebook group, blog, moodle platform.-Creation and educational activities related to ICT: interactive book, digital comics, videos, TV programs, serious games, literary contests, elaboration of logo and poster...-Dissemination activities: preparation of TV and radio programs by students, interviews, reports, dissemination of results through a network of European schools.-Programme of cultural activities to be developed in the school library with the participation of parents, pupils and teachers-Foreign languages competence improvement activities: communication among students, shared activities in class, serious games linked to a topic...-Preparation of a Handbook of good practices-Training courses.-Activities linked to campaigns: logo, posters and campaigns of promotion of reading...- Activities aimed at strengthening the European identity.To develop the project, we will design a methodology that has:-Collegiate purpose: teams will be formed to face the challenges of the project. Those teams and not only one person will be responsible for the work: coordination team, evaluation team, and technician team.-Collaborative character: both schools will collaborate in the development of the project, assuming specific obligations but working in common.-Participatory nature: stimulate the participation of all educational departments, students and families. Strategies and ways of participation to make it effective will be designed.-Character of consensus: the actions related to the school curriculum will be agreed by consensus with the departments.We believe that the impact on workplaces will be important and long-lasting. It is important because it will make the school library an educational, cultural and participative resource, extracting from it its enormous and numerous potentialities. Long-lasting, because the project will serve to set up a dynamic that will continue to grow with the time, well beyond the funding period . All this will bring huge benefits for the school and the school community, making it more participatory and thus contributing to its cohesion.

On the BACKGROUND of the current topic ENERGY students aged 13-18 from three schools with different preconditions worked for two years on the project “EEE (Energy-Efficiency-Empowerment) – acquirement of KEY SKILLS for a reflective assessment of complex contexts”. The SILVERBERG-GYMNASIUM (Bedburg, Germany), the IES JOAQUIN RODRIGO (Madrid, Spain) and the ST.ST. KIRIL & METODIY” school (Velingrad, Bulgaria) enriched each other through their regional conditions (Bedburg: open brown coal field; Velingrad: mineral springs; Madrid: wind and solar energy) and their different need of OPTIMIZING students’ SKILLS. Students at Silverberg-Gymnasium increasingly show mental stress. Due to the high youth unemployment in Spain, the students in Madrid suffer from enormous fears of the future which put their school careers at risk and lead to school dropout. The students at St. St. Kiril & Metodiy miss practical connections to possible future professions in their school system. Thus, we started by identifying already available skills (social, media, practical skills&professional expertise) of the participants using self-assessment forms. In order to mutually benefit from each other, we worked with students who have deficits, as well as students who already have got profound skills. Teachers of different fields of expertise (e.g. foreign languages, social studies, natural sciences) and non-school related partners (e.g. the energy supplier RWE in the area of Bedburg, the ECO-Camp in Velingrad or the non-profit company ECOO in Madrid) also contributed to our project. Besides our MAIN GOAL to IMPROVE SKILLS to guarantee a successful school career, we aimed at raising the AWARENESS of being an ACTIVE EUROPEAN CITIZEN.In order to realize these goals, we organized different activities. In extracurricular activities (Bedburg &Velingrad) and during regular lessons respectively (Madrid) about 30 students of each school could assess, train & apply their skills in increasingly complex contexts. The following ACTIVITIES served our goals: development and update of questionnaires & feedback forms; measuring and documenting the energy consumption at schools; creating models of energy resources of the different countries; workshops on energy production & usage; field trips (e.g. RWE open coal pit, ECO Camp, EDO house); planning & implementing of DAYS OF ACTION (e.g. a project week with experiments in Germany); short FILMS (e.g. videos to introduce partner schools, instructional films about experiments, tutorial about applying for a job); investigating, testing&evaluating alternative energy resources; preparation, implementation&documentation of the four international MEETINGS. During the first interim period the schools created introductory films and transferred their results from the analysis of energy resources to a country-specific model. In the second period the energy consumption of the schools was calculated & visualised by charts. In Bedburg students explored where energy is produced and how it is used (block heat&power plant, electric cars, wind park). The product of the third phase was a country-specific film about energy-reduced schools. In the last period our focus was on applying for jobs in international contexts. The Bulgarian school composed an overview of all skills gained during the project, whereas the Spanish & German school had a close look at the actual procedure of applications, e.g. in Bedburg students created a tutorial giving advice on how to behave in job interviews.The project’s methods and topics helped students to strengthen their INDIVIDUAL PERSONALITY by gaining/improving skills like: responsibility for their own learning and actions, finding alternatives to traditional learning at school and drawing consequences for their own learning process, increasing the frustration tolerance & the ability to respond positively to criticism, accepting challenges, transferring new skills to everyday and learning situations, strengthening their self-confidence, identifying with their own school and projects, intercultural exchange (esp. in host families).RESULTS and PRODUCTS will stay available for all people interested in them (project and school homepages, PEP). TRANSFERABILITY/SUSTAINABILITY: manual for creating an (energy) model, explanatory videos with worksheets, questionnaires and feedback forms, model (family) profiles, glossary on energy in four languages, travel journal, integrating aspects into curricula (e.g. Natural Sciences/Technics; experiments for Physics lessons and for a “research day”), contacts to non-school related partners & personal contacts to exchange students, contacts between teachers, project homepage with materials created. The students participating in our project EEE enhanced their expert knowledge and social skills as ACTIVE EUROPEAN CITIZENS so that they have become stronger personalities with better professional perspectives which they will be able to BENEFIT from in their FUTURE.

"The project ""WE! -World of Emotions"" was able to offer a balance to the predominantly cognitive education system. In the project, the young people dealt with the demands of social interaction holistically and creatively in the form of a theater play. The approximately 60-90 students, aged 14 - 18 years, from a Spanish, a Bulgarian & a German school got here the opportunity to express themselves & their feelings creatively. The project was supervised by about 15 teachers.In all participating countries, the students faced similar challenges. With this in mind, the nations had additionally identified special needs ahead of time. The German school provided a platform for creative expression that could simultaneously integrate shy outsiders into the school community. The Bulgarian school also aimed to increase students' academic performance, increase attendance & decrease dropout. The Spanish school wanted to teach students to live together without prejudice & create projects from which they could draw knowledge/experience. The Spanish were particularly keen on innovation in teaching processes & trying out new methods, here also to promote self-confidence. All three schools were looking forward to a broadening of their horizons on a cultural, social, medial & theater-specific professional level - all hopes & wishes regarding the project could be achieved to the previously mentioned extent, even if under unforeseen circumstances (cf. Corona pandemic).The holistic approach in the form of a theater play dedicated to the themes of equality & community spirit offered the students many opportunities to expand their social & intercultural skills. They were thus encouraged to think critically and reflect on their own ways of acting. Especially through the different fields of action (acting, theater technique, creative writing, etc.), students who had deficits in the cognitive area & experienced failure were also addressed. Here they were offered new ways of developing individual talents & motivating feedback, which will increase self-confidence & motivation & in the best case will have a positive impact on other school areas in the future.All four project phases were to deal with a thematic focus (e.g. storyline, stage design) each. Unfortunately, the planned last meeting in Germany could not take place due to the ongoing Corona pandemic. Nevertheless, it was possible to work on thematic tasks related to the project within the other phases. The respective short-term exchange was considered to be the highlight of these work phases, as the previous work results were compared and further developed in direct exchange in internationally mixed groups. In the last phase, the students switched to digital communication channels, which nevertheless proved to be profitable and unifying. Between the meetings, the students exchanged their work progress digitally. During the project phases, topic-related workshops were held. Existing talents of the students could thus be further developed. The resulting sense of achievement boosted the participants' self-confidence. The final result should have been an internationally cast theater play, which shows the technical, creative & personal skills of the students. Due to the worldwide Corona pandemic, however, the planned final product could not be realized to the extent envisioned. Improvisation was done at all ends & efforts were made to make the best of the situation. We were granted a project extension, which we were able to use profitably, since the project ""WE! - World of Emotions"" was a great change of pace for the students, even under the circumstances, to temporarily escape the dreary everyday life - often in lockdown. The digital realization of the piece could be initiated & will provide a connecting point for the new project. Participants' experiences during the project were collected through questionnaires. The results were used to optimize further work in subsequent phases. In parallel, the students recorded the results in short thematic tutorials (e.g. ""How to build a suspense?"", ""How to overcome my fear of speaking in front of a large audience?""), which were published on public digital platforms (Youtube). Dissemination of the results beyond the school also took place through the school homepages as well as the Erasmus+ homepage, which were regularly updated with the progress made. In this way, various information channels were created that offered interested parties the opportunity to participate in the project work."

"In the project ""Big problems go mini"", about 20 students (SuS) each from Silverberg-Gymnasium in Bedburg, from IES Joaquin Rodrigo in Madrid and from St. St. Kyril and Metodiy School in Velingrad, Bulgaria, are dealing with problems and challenges of our time. In order to provide a holistic approach to the SuS and to activate and motivate them, the young people, aged about 14-18 years, develop several short plays. The choice of 5-15 minute performances in limited space, e.g. classrooms, allows for a more intimate setting with an audience limited to a relatively small number of spectators.The background to the idea for this project was the discussions following the visit to the Microtheatre at our last meeting in Madrid. The SuS developed the idea of using a similar approach in a new project as a method to illuminate a common topical issue from different national perspectives and to suggest common solution strategies from a European perspective.The aim of the project is to identify one's own concern in dealing with global problems and to develop individual competence to act in one's personal environment.For this purpose, the implementation of the so-called ""mini theatre"" in the classroom (MTK) is planned. The SuS should create short plays of 10-15 minutes in international small groups about socio-cultural/economic/political problems, which will be performed at the meetings. The plays contain short episodes of everyday life, which are known to all spectators and whose backgrounds are otherwise all too easily overlooked or dismissed as unchangeable. The SuS can write short scenes in which they are ""accidentally"" confronted with one of the topics and thus talk about the problem from their national perspective. Example: Young people meet at a bus stop, see a beggar or homeless person, talk about economic problems, poverty/wealth or common/different developments in their own countries. Other possible topics include violence at school, violence in families, war and flight, income levels, inequality, gender equality, racism, discrimination, fanaticism, different educational opportunities, democratic values, participation in politics, position and reputation of the individual in society, media consumption and criticism. These topics affect everyone and are therefore of interest to a broad audience.The given thematic framework for each of the 4 phases and meetings is the basis for a regular project work. Thus the young people deal with cultural differences and points of friction in the first part, socio-economic problems in the second part, political issues in the third and aspects of sustainability in the last phase. The common element of the activities is the elaboration and performance of the plays with subsequent feedback from the audience. Discussions about the content of the plays are directly connected. For each thematic focus, a methodological focus is also chosen in the preparation (Phase 1: research and narrative interviews, Phase 2: data collection and analysis, Phase 3: interviews and expert discussions, Phase 4: media presentation including feedback). The results will be available for presentations in selected specialist teaching sequences (possibly supported by project participants as ""experts"") as well as in the form of working documentations accompanying the performances of the plays. Since work results have to be continuously adapted and exchanged, it is necessary to use interactive forms of cooperation and communication (such as padlet, homepage etc.). A review of the achievement of objectives is given on several levels. As feedback after the plays by using a digital platform (Edkimo), by discussions and observations during the work phases and the mobilities, by the presentations of the research and work results.The SuS benefit from this project on various levels. Their intercultural, linguistic, emotional and media skills are promoted. They develop an awareness of their own role in the social and political environment and recognise opportunities to influence situations positively, even on a small scale. The Mini-Theater contributes to all these developments in a concrete form. The young people overcome inhibitions in private and public situations through the change of perspective within the theatre work and the associated personality development. In this way, they gain self-confidence and can share their experiences with others based on sound background knowledge, and express their opinions in a well-founded way."

"We have established contacts between our five schools and old people’s homes as well as other partners (theaters ...) to motivate students to do better at school. The partnership betweenthe generations was a starting point to diversify educational activities that stimulate the desire to learn in our students as well as in teachers and the elderly.BACKGROUND AND OBJECTIVES:Our goals were to find responses to early school leaving problems, lack of interest in the French language and the lack of student motivation in general by:- using IT and communication technology as well as the creativity of our students to enable them to express themselves (films, texts, theater ...)- developing diverse educational approaches- opening the school to its social environment through retirement homes and theaters- strengthening social ties for the benefit of both generations, including seniors and students- developing intercultural social, digital, technical, artistic, literary and linguistic competences of our students and also our teachersNUMBER AND PROFILE OF PARTICIPANTS :There were about 30-32 students per school, with 16 to participate in the different trips. The total number of students was between 150 and 160 for the 5 schools. Between 30 and 40 teacherswere involved in the project, thus between 4-8 teachers per school. We involve as many students with learning difficulties as well as academically average or good students in order to havediverse and complementary profiles at the same time. We pay special attention to the weakest students including the 20 students with fewer opportunities. The same principle of ""diversity""applies to the teachers, covering different disciplines, involving members experienced with European projects as well as those who participate for the first time.Other people were necessary for the successful completion of our project, such as management and accounting officers in schools as well as the elderly and nursing home staff.DESCRIPTION OF THE ACTIVITIES:Almost all activities involving students and nearly all the results are in French:- exchange between seniors and students: interviews, surveys, designing ""e-books""- training activities involving transnational mobility: filmmaking (Luxembourg), reflecting on the ""intergenerational"" experience with creative writing (Spain), writing plays scenarios inspired bysuch personal reflections of the students about their contact with old people (France), making costumes with professional help and publishing practical guides about this work (Bulgaria),staging and performing theatrical plays with theater professionals (Italy)- intercultural exchange and meetings during the mobility- communication activities: establishing Erasmus+ corners in each school, writing articles for the websites of the schools and the press, creating a website giving access to all documents andproject results (REL), Etwinning (TwinSpace) and YouTube (films on activities,) designing a logo of the project, plays presented to a wide audience, writing invitations to these shows- assessment was made through an evaluation sheet covering all aspects of the project and allowing the various participants to express themselvesMETHODOLOGY:The local coordinators, assisted by a team, have coordinated the project at their own school and the Luxembourgian coordinator did the same at his school and at transnational level. Twomeetings were scheduled at the beginning and end of the project and five training activities were organized by schools (one per school). A feedback sheet for assessing the project'sprogress and reacting to potential problems throughout the two years was provided. Students are at the heart of the project and actively involved. All participants are likely to be ""multipliers"" inorder to transmit the acquired skills.IMPACTS AND EXPECTED RESULTS:-among students: strengthening the commitment and motivation for school, the development of basic and overall skills, improving performance at school including French, open-mindedness(intergenerational, European).-among teachers: adopting diversified teaching methods, improving teamwork, openness, interest in ""European"" projects.-in schools: opening to the social, cultural and local environment, creating a system of schools at the European level, improving project management skills.LONG-TERM BENEFITS:The activities and results are sufficiently interdisciplinary and comprehensive to allow many students and teachers to participate. Partnerships between schools and retirement homes caneasily be perpetuated by similar projects. Partnerships between schools can be continued by the projects, specific activities and mobilities."