<< Objectives >>The project aims to an empowerment and sharing of our innovative digital practices. This will allow the students toimprove their technology competencies, the digital exchange of resources and to build a technologically reliablearchitecture. Other objectives are based on the enrichment of students' critical approach, through the promotion of socialdiscussions and the knowledge of European citizenship values. A very important scope is also the awareness of historicalpreservation and memory.<< Implementation >>A great attention will be dedicated to dissemination activities, which will have to combine scientific consistency andattractiveness to stimulate interest and discussion. The website www.seasofpeace.eu will be created, which will provideinformation about project's initiatives. The project will include modules of research and history teaching activities such asmeetings with historians, the study of sources, collecting witnesses and the visit to places representative of the historicalevents.<< Results >>The results aim to the sharing of ideas and competencies between schools through digital resources. The study of historywill allow the students to understand in a better way the current events through the knowledge of those of the past and todiscern the truth from the false. They will also acquire a stronger awareness of the European citizenship values, such aspeace, mutual solidarity and inclusion, through an analysis of what happened and what is occurring in the MediterraneanSea.

<< Objectives >>Our goal is to make that the schools will be aware of the role they play in improving the situation of the school neighborhood and the families of their students.Cooperation with local organizations and authorities will contribute to a stronger commitment to upgrade the school neighborhoods and thus improve the living conditions of the pupils. The intention is for partners to develop a number of small-scale projects and put them into practice in their school environments.<< Implementation >>There will be four activities combining a training and jobshadowing. In the training part, the partners learn how to set up successful collaboration initiatives and to monitor and evaluate the projects. During the jobshadowing participants will learn from each others experiences.The Greek partner (an etwinning expert) will help the pupils of the partner schools to start an etwinnig project.Two activities are foreseen to write an inspiration book, make an assessment tool and a webinar.<< Results >>The partnership will write an inspiration book for all schools interested in becoming a Neighborhood Engaged School. The coordinating school and the organisation EtuConsult will organize a webinar with the theme 'Howdo we become a Neighborhood Involved School?'The aim is to inform school boards and teachers all over Europe of the results of the international project.Locally the neighborhood, community, school and pupils will benefit from this project.

Homophobia, biphobia and transphobia are structural problems of our society that the education system must face. Gay teenagers have a rate of suicide attempts three times higher than the average, not in vain in all schools we find effeminate boys who suffer insults, isolation or rejection, in many cases without being homosexual. Something similar happens, although in a less visible way, to lesbian girls and transgender boys and girls. Likewise, a student who lives in a family structure different from the one considered traditional, may feel excluded when his / her classmates and even the teachers themselves convey that their family is not normal. The main reasons that impel us to work in this line is the lack of material resources to work on the affective-sexual and family diversity in the educational field. Therefore, we believe that the development of educational resources that allow working this reality in any educational center of the European Union is a priority.In our center, as in the rest of the Spanish and European educational centers, there are more or less aggressive measures almost daily to students linked to their affective-sexual diversity, gender or family. Therefore, through this project we intend to have an impact on three large dimensions:-The diversity of affective-sexual orientations.-The diversity of gender identities and expressions.The diversity of family models.Faced with this prevailing reality in schools, this project aims to address the following objectives:In relation to teacher training:-Train the participating teachers in the subject of affective-sexual and family diversity.-Increase teacher's empathy towards homophobic or transphobic aggressions that students may suffer.-Improve their skills in relation to the inclusion of affective-sexual and family diversity in teaching practice.In relation to intellectual products:-Develop educational resources that allow teachers to work on education in respect of affective-sexual and family diversity, either in a preventive way or as a solution to possible conflicts arising in the educational center.-Apply the educational tools developed in the classrooms of each of the participating centers and assess their effectiveness.-To disseminate the educational resources elaborated by various means, so that the teachers of other educational centers, in addition to the participants in the project, can know and make use of them.The development of this project of two school courses of duration would have three phases clearly defined in each of them:- Initial phase: The training of the participating teachers. Before embarking on the development of any educational material, it is a priority that the teachers participating in the project receive specific training in terms of affective-sexual and family diversity. This initial training phase, which would take place in the first trimester of each course, would be developed in the country of the coordinating center and would be in charge of speakers specialized in the subject, with whom we have already been able to count in our school on several occasions.- Intermediate phase: Elaboration of intellectual products. This phase would be developed during the second quarter of each school year. There would be two intellectual resources or products that would be designed and developed throughout the development of the project:Trans-educate: It would be an educational tool that would allow students to compose and decompose different characters from a base figure. By choosing elements of different categories: hair, eyes, genitals, gender identity, clothes or accessories, students could create both cisexual characters (people who identify with the sex assigned at birth) and transsexuals (people who do not identify themselves with the sex assigned at birth). Likewise, the resource would allow them to choose a name for the character, according to their identity, as well as the gender expression they consider.Diver-families: Through this computer tool, students could compose different models of families, either following the instructions of their teacher or independently. Thus, combining different characters could form a traditional family (with a father, a mother and children), single parent (with a father or a mother and a son / daughter), homoparental (with two parents or mothers and children) ), extensive (with grandparents, grandmothers, uncles, aunts, etc), intercultural, multifunctional, couple or unipersonal.-Final phase: Application and dissemination of intellectual products: Once the educational resource is designed and developed, teachers will begin to apply it in their classroom, thus evaluating its impact on students. When we obtain the definitive version of the educational tools, we will proceed to promote their diffusion and sustainability.

"The project idea arose during an Erasmus trip to Italy with children. While in Florence, we stumbled upon an exhibition that was showing a major retrospective by Bill Viola. The children were fascinated and we saw the potential of the Bill Viola Method for a future project. Bill Viola is one of the leading contemporary video artists and is internationally known. Among other things, he shoots short videos about paintings, he lets actors re-enact the scenes and so feels his way to the moments before and after the actual picture. These videos are shot in slow motion and without sound and offer the viewer the opportunity to deal with the interpretation of works of art in an action-oriented way.We started the partner search via eTwinning but included one Italian and one Turkish school from the previous project. In the end, we were six schools from Germany, Italy, Turkey, Bulgaria, Greece,e, and Romania. The project application agreements were very binding and detailed, so that all participants got to know each other before the start of the project. The children and parents were also included in the planning. We decided for the name ""Rembrandt's Movie Camera"" to make it clear that we will deal with paintings by the Old Masters and that this concern should take place through the cinematic discussion. We also established contacts with the museums in advance to ensure that this work with children is even possible.The “Rembrandt's Movie Camera” project started in September 2018. Erasmus groups were formed in the partner schools and the public was informed about the projec and its development over newspaper and social media platforms. The first teachers' meeting took place in Istanbul. Here we had the opportunity to get to know each other personally. We dealt intensively with Bill Viola and explained our options for putting the subgoals into practice in the future.In November each school set up an Erasmus wall newspaper, which was constantly updated. A logo competition was carried out in the individual schools and the first evaluation questionnaire was drawn up. The questions were then filled out online in the schools and the Greek partners collected and evaluated the results. In addition, each school produced a Powerpoint or a short film so that the pupils could get to know the partner schools virtually. Many children took part in these presentations, so a large number of children were involved in the project. The visit to Germany took place in November 2018. The work in Germany was very successful, because each partner school immediately started at home with the production of the short film ""Our Artwork"" using the Bill Viola method and made the results available to everyone on eTwinning. The search for national old masters was not so easy in Romania and Bulgaria and broadened our view of European art history. In Schwerin we couldn't find a Dürer or Grünewald either, but a Caspar Netscher, who could be found in the collection of Baroque painting. On May 9, 2019, on the schools celebrated the european day. Collages and drawings were made and the exchange of results via Skype and eTwinning brought the children closer together despite thedistances.The third trip to Italy with students took place in April 2019. The Italian team even managed to get in touch with Bill Viola. Many partner schools have tried this and waited in vain for an answer. Now we had the appreciative answer from America. The trip to Bulgaria in September has clearly shown that our method is successful. In the National Gallery in Sofia, through which the children would normally have strolled listlessly, groups spontaneously found each other to recreate the scenes in the paintings. All children knew the Bill Viola Method and were able to interact with one another in this way.The corona pandemic forced us to cancel the following trips and we also had to cancel our graduation film on Rembrandt's ""Night Watch"". Schools remained closed and attempts were made everywhere to continue education with distance learning (homeschooling). This created a lot of problems, especially because not all children have the technical capabilities to zoom in, skype, or stay in touch on social media. Despite homeschooling, we were able to include another challenge in our program: Based on Bill Viola, the task should be mastered by the children at home alone or with the support of the family. The children were asked to choose a painting from a number of given examples or to look for a painting on the Internet. You should recreate this painting and, if possible, photograph it so that the image detail and lighting conditions come close to the original painting. The photos could be quickly exchanged via Whatsapp and initiated a small competition. So the children stayed in contact with each other despite the school being closed. The secondnewsletter was also sent by email and kept all children, parents and teachers up to date."

"*Context“Stand Up to Start Up”was based on a need analysis applied to the teams of teachers and students of all the partners. The present partnership had as main aim to develop the involvement spirit of our students .*ObjectivesOur project was based on 4 main objectives:1. Develop the social consciousness spirit2. Generate social value and social change3. Promote the cultural heritage4. Boost skills of the 21st century (ICT and foreign languages).* Participant organizationsThere were 4 countries and 4 institutions involved in the partnership, from Spain, Poland, Greece and Romania. Unfortunately, the Greek partners dropped.Students (12-15 years old) were the main actors of the partnership.The project was meant to stimulate creativity, sense of initiative and responsibility.The total number of students that benefited directly and indirectly of such a project is of approximately 1.800. There were teams of teachers from different areas. Approximately 70 teachers will be indirectly affected. Families of the students also participated,approximately 50 families.The local community were also involved helping to disseminate the project’s results.The activities of our partnership encouraged students to make a difference in their communities by developing responsibility and the civic spirit.There were organized workshops related to learning skills, literacy skills (ICT literacy) and life skills focusing on flexibility, initiative, and leadership. The impact on participants’ attitude, knowledge and skills has been considerable .The tangible results of the project are being presented on the website of the project. *Description of main activities achievedWe have managed to get many students from different groups involved in working on solidarity issues related to the Project. In general, they have done it in subjects such as Ethical Values, Education for Citizenship or Psychology.Our goal was to select a small group of students as ""ambassadors"" of the ideas and work of their peers. We started at the local level, where the students have verified the solidarity programs in their immediate surroundings. They have done questionnaires, surveys, analysis of both, power -point and video recordings about the issue followed by volunteering work at some institutions in town. The three main topics were: “Social Involvement in our Community” “Why being socially sympathetic” “Hazak, a comic design story”.We have addressed one of the great problems of the moment: the refugees. The students have created a story with comic book designs that have been exposed or dramatized later on and they have even registered an interview with a real refugee from Syria living in our town. They have also attended a demonstration for the rights of refugees, an exhibition and a conference on the same theme, organized by institutions outside their own school .Our students have also taken part in a great number of workshops for discussion, T-shirt and cards designs, games related to enhance solidarity awareness and poster of the project to stay at school for ever.*Results and Impact The mutual engagement of students and teachers in planning, doing and revising partnership activity has been a fundamental characteristic of our project therefore the impact on participants have been considerable.The project has had an impact on attitude, knowledge and skills. The students have enhanced their communication skills ICT skills and sensitiveness.We also expect to extend relations with schools from abroad and to anchor the network of school working together on an international level.We think all the target groups involved in this project have become motivated to get involved in socio-cultural actions and to improve foreign languages abilities. we have:- achieved a broad understanding of social involvement- increased learning in the topics of the project - fostered relationships between school, students, families and the local community- improved the school curriculum by introducing activities related to the topic of our project- understood that there is a set of values that are universal in all the societies*Long-term benefits We expect:-to raise interest for organizing activities about social involvement-to increase awareness of the key skills of the 21st century-to stimulate interest for cross-curricular activities-to increase the possibility of involvement in international cooperation-to strengthen the European citizenship"