The central idea of the project aims to fight the lack of scientific-mathematical skills in children between 9 and 12 years, through the approach to the study of astronomy and observation of the sky. The direct observation of celestial phenomena, the collection of data and the related analysis in order to formulate hypotheses to be verified on the field will all be elements that will bring pupils very close to the scientific method and the history of scientific discoveries.Through the various mobilities in the five European countries belonging to the partnership (Italy, Finland, United Kingdom, Spain, Greece) there will be the opportunity to observe the celestial vault from places located at different latitudes in Europe, specifically chosen during the design phase in locations of particular geographic and scientific interest, which possess structures dedicated to astronomical observation. This will allow us to experience that each observation point offers a different perspective of the celestial vault although it is one and one for all. Thanks to the possibility of visiting very distant places on the global grid, children will also be able to see how the latitude and the consequent different solar irradiation influences many aspects of life on earth, from duration of daylight to climate, from landscape to human settlements.In addition to acquiring essential knowledge related to the celestial sphere, it will be possible to let the students retrace the history of scientific and technological observations and inquiries that brought the human being from rock paintings to the discovery of the globe and the conquest of space. Particular attention will also be directed to the humanistic-philosophical and anthropological approach through the examination of myths, literary, artistic and religious works related to the knowledge of the sky. The project activities will allow to use innovative teaching methods and new technologies, experimenting with new pedagogical approaches to learning and teaching, developing interdisciplinary programs based on reality tasks, promoting basic skills as well as interpersonal skills and European citizenship's ones.Total mobility is foreseen for 100 pupils and around 60 teachers.The expected results will therefore be - in extreme synthesis - the followings:FOR THE STUDENTS- raising the key competences in the scientific-mathematical field, but also linguistic, relational and citizenship awareness ones;- raising the propensity to go on learning about Science;FOR PARTICIPATING ORGANIZATIONS AND TERRITORIAL STAKEHOLDERS- raising the teaching and disciplinary skills of the teachers of all the schools involved;- raising the propensity of teachers and students to plan and participate in future international projects;- production of already tested thematic teaching materials that can become part of the school curricula permanently;- setting up of 'basic astronomical laboratories', located both within schools and in the surrounding areas, with 'widespread' installations meant to remain a heritage of both educational institutions and communities.The vehicular language will be English, studied in every nation involved, although there will be a way to reflect on how and why the various languages interface with the astronomical and scientific terminology.The project management will be based on close collaboration between the partners and on strict compliance with procedures, timing and instruments agreed at an early stage both at a distance and during a first fundamental meeting in presence to take place by the coordinating school.In the medium and long term the impact of the project will be found in the permanent presence of educational tools and lesson plans aimed at promoting scientific culture within each of the participating institutions (and school communities).The partner schools will also increase the propensity of their staff and their users towards international relations and openness to Europe and the world.

"""Art and ICT against bullying and cyberbullying"" (A & ABC) is a project of Strategic Partnerships of cooperation for innovation and the exchange of good practices carried out during 24 months from 2017 to 2019. Its most important horizontal priority has been the social inclusion to which the achievement of high quality skills and competences is added as well as the development of innovative practices in the digital age.The theoretical principle on which the project has been based considers that educational institutions must guarantee the biopsychosocial well-being of the students. This principle is contradictory with the verification of the reality of bullying, and with its new version, cyberbullying, as one of the most serious problems affecting schools. It is necessary, therefore, the creation and maintenance of an institutional culture of respect for personal dignity and diversity in all its expressions.The coordinating institution of the project, based on previous experiences, confirmed how art, given its potential in the creation of a sense of community, constitutes itself as the best possible tool for the consolidation of such a culture. In addition, during the gestation of the project, it was considered that such a sense of community and respect should be projected to a European dimension given the geopolitical trends that are causing a crisis of European identity.With this background, four secondary schools in Spain, Italy, Greece and Latvia, committed to social inclusion and the culture of respect, came together to shape and develop the project. These commitments have been established as a fundamental strategic line in their respective educational projects.A & ABC has adopted a situational approach, in which many agents are usually involved, and advocates a paradigm shift in the treatment of bullying, from a punitive model to a proactive model.With all this, the project has pursued as an objective to know and understand the bullying and cyberbullying problem and to be able to attack it from different perspectives. In this way, the activities carried out have made it possible to achieve the proposed objectives fundamentally related to the culture of knowledge and respect.Such activities belong to different artistic fields: musical, visual, audiovisual, literary and photographic. The students have made a short film, an illustrated text, a video clip and a photo. Through such artistic expressions students have expressed their vision of the problem of bullying and cyberbullying and have shared their work with the entire school community, thus allowing the problem to be placed in the center of attention.Each one of the artistic manifestations has been shared by the project partners during the four learning activities meeting carried out in the respective countries and disseminated through the multiple channels that the project has used. Such dissemination has been part of the key objectives of the project given its theme.For the preparation of all the artistic productions, previous workshops were organized with expert professionals in each of the disciplines. These workshops guaranteed the quality of the productions produced by the students.In addition, during each of the mobilities with students, work sessions and reflection on the theme of the project were organized as well as cultural activities that fostered mutual knowledge, a necessary condition of the proactive approach.The participants were students selected from their participation in the workshops and the realization of artistic productions between 14 and 19 years of the four partner educational centers. Such productions have been a first tangible result with a quantitative scope. To this result has been added a register of cases of harassment and the creation of a permanent observatory of the school emotional climate. This will be articulated through the Tutorial Action Plan of the centers.There has been a direct impact for the learning of social, civic, intercultural competences, sense of initiative and critical thinking. The project has allowed all participants knowledge, appreciation and enjoyment of diversity, both individual and cultural.A more horizontal treatment of the problem of bullying has taken effect in which all the public involved act interconnected. As a result of this treatment, a new methodological approach has been introduced in schools that avoids hierarchical decision-making regarding bullying.In the medium and long term the collaboration and permanent exchange with our partners of educational experiences is guaranteed. In addition, the experience and results obtained will be used in the planning of training plans for all educational sectors."

S.T.A.R (Screening, Testing, Activities and Research) stands out as a real social benefit. The idea of the project and of the strategic partnership made up of the University of Parma, three European Schools and a state school in England, addresses the need to create standardized tools for bilingual individuals with the aim of identifying suspected cases of Specific Learning Disorders and to activate shared procedures of intervention to ensure all students achieve educational success. In plurilingual school contexts, language disorders can be mistaken simply for difficulty in learning the language. Viceversa, it can also be that these small disorders can hinder language learning, impeding the learning process. All the partners will be involved in research activities, formulation and educational measures for an inclusive, innovative and social school environment. The S.T.A.R. project is innovative because it refers to a context based on an institutionalised form of bilingual education. Its intention is to create a self sustaining protocol applying an approach based on results and on a concerted, participatory and inclusive technique. In a multicultural society, characterised by massive migration flows, the phenomenon of multilingualism is an ever more widespread condition which sees mainly school aged or pre-school children involved. The presence of multiple cultures, and hence more languages, is a consolidated reality in European Schools and, above all, a resource. The impact will be of real social benefit which will reach an audience of recipients at all levels. A self sustaining mechanism accessible to all will be activated. The transferable results can be used by third parties in formal and non formal school contexts that operate in multilingual and multiracial areas; the schools of tomorrow.

The five partners of this project are the European Schools of Strasbourg, Parma, Helsinki, Heraklion, and Tallinn. These fairly new schools, which go from pre-school to high school, are public schools connected administratively to the education ministry in their respective countries but with a pedagogical program common to all the European Schools. These schools promote the learning of European languages and each is made up of at least two language sections in which classes are taught by native speakers. In general, there is one class per grade in each language section. The project targets all students and teachers in the elementary and secondary schools, with all sections blended together. The learning of a minimum of three languages combined with a common educational program constitutes an asset that hasn’t yet been fully exploited; pedagogic exchanges between schools are rare, communication between students inside this European school network is almost non-existent, and the notion of a European identity is still vague, since students define themselves first by their national identity and then by their affiliation to a linguistic section. What’s more, it appears that after obtaining a European baccalaureate, graduates limit their choice of schools for advanced degrees to the countries where they did their secondary studies or to the countries of their linguistic section. The objectives of this project are therefore numerous:• To reinforce the European identity in students by steering them towards a discovery of a collective memory and common character in the cultures of European countries• To promote and benefit from the richness of the multilingual educational collaboration among primary and secondary students and among teachers in the European School network• To encourage teachers and students to regularly take advantage of and use the ITC, starting in primary school• To teach students to communicate and work efficiently in a multilingual, multinational, and multicultural environment in order to prepare them for a wider range of options professionally or for post-baccalaureate trainingTo achieve these objectives, the five schools have chosen as their theme “Heroes in youth literature in Europe, from Hercules to Harry Potter.” Three main project outputs will form the structure of all reading, writing, translation, oral presentation, and onstage activities:• Creation of a database and a timeline, in the form of a slide show, in which the major characters of European youth literature will appear, according to the period in which their adventures occur• Invention of a modern European tale in five chapters, in multiple versions and multiple languages, all following a common thread• Presentation of a multilingual European show on the art of storytelling in Europe, staging in various forms the tales and other European stories as well as original compositions inspired by the heroes of European youth literatureThese three main outputs will bring about tangible results: • the database of European heroes and the timeline, which could serve other establishments working on the collective European memory• the European multilingual show in Strasbourg, for the Festival of Europe in 2016, a result made possible by working closely together • The modern tale, conceived as a travelling book, will be edited in digital format. The other tangible results are: films presenting the schools and cities, filmed performances of the students, and the Portfolio.The intangible results will be: • A better use by the students of their linguistic skills in other than an education context• More natural practice reading and writing in different languages• Creation of a permanent exchange of best practices in language teaching at the primary and secondary levels in the European Schools• The acquisition of experience in collaboration and cooperation, not only among primary and secondary teachers, but also among teachers in the same discipline from different schools, and among students• Improvement in the use of ITC in different disciplinesThe impact will be of different types:• Increased autonomy and self-evaluation among students• Greater mobility geographically for students after graduation, for post-baccalaureate training, internships/work placements, or job hunting• Improved language skills for teachers and students• Improved proficiency in using ITC for students and teachers• Ability to get involved with and communicate easily in a multicultural team.In the long run, the potential advantages will be:More frequent long- and short-term exchanges among students, and even teachers, at the European Schools, with the possibility for the latter of teaching classes in tandem.The building of a multilingual European platform of pedagogical resources and tools created thanks to these exchanges.

We come from very different cultures and cultures, we have different ways of living and learning, even different beliefs but we are united by the same desire: to broaden our horizont and devellop the skills so necessary for ensuring our chances of succeeding in general not only in our countries but in Europe, our bigger home.We come together in order to grow by learning from each-other and with each other, sharing best practices and creating best practices, learning or develloping leanguage learning skills while playing, dancing, singing, while learning about different subjects together. The new language learned will only be a bridge bringing us together and helping us become friends but it will also be a purpose, one not so visible because it will be presented more as a required skill in the project. All the project is meant to be a way of encouraging and supporting the acquiring of the absolutely necessary language skill but will also help more students benefit from the extraordinary benefits of a cultural exchange.Languages are an inspiration and it's very interesting to learn about countries other than your own. Language is not only part of how we define culture, it also reflects culture. Thus, the culture associated with a language cannot be learned in a few lessons about celebrations, folk songs, or costumes of the area in which the language is spoken. Culture is a much broader concept that is inherently tied to many of the linguistic concepts taught in second language classes. It is, first and foremost, crucial to emphasize that learning a language is not simply tantamount to studying syntactic structures or memorizing new vocabularies and expressions. Language learning is comprised of grammatical competence, language proficiency, as well as culture competence, and so its intention is, or should be, to communicate effectively and minimize cross-cultural misunderstandings. From all above, it is evident that, much as culture learning has gained insights into effective communication, we should undergirding and inspire students' interests in culture learn. We have already done correspondence projects which is an e-twinning project with European friends for two years. Now it’s time to carry out a strategic partnership in order to know our European friends closer and to enable our students communicate in basic level with them using all languages as well as improving their English. This project is essential not only for students but also for the teachers. Teachers will have experience of having lessons with pupils who do not know their instructor's mother language and eventually, this will improve and diversify our teaching methods which we are used to do traditionally. Teachers will also practice ICT techniques to perform more effective language teaching during lesson.