Across education, it is accepted that an approach which supports both boys and girls to grow and learn beyond the traditional limits of their gender is best. Some even feel that gender, in part at least, is a construct which can limit the progression of individuals as they develop throughout their school life. Approaches that remove such limitations are inconsistent, (in relation to practices which expand the chances for girls to develop analytical skills and do well in STEM subjects and for boys to develop good communication and emotional intelligence.) Cultural aspects and traditional educational styles need challenging. Specific policies or cultural attitudes need further development and learning. Sometimes, change is evident in one EU country or one education sector but not in others. Our project allows a mix of partners from different sectors in different EU countries, with different cultures and different approaches, to share their experience and propose better ways for introducing practice that supports any and every gender. Our cross sectoral approach allows 6 partners from early nursery years through secondary education from 4 countries to examine and share their practice and polices around topics like gender neutral education through to supporting girls into traditionally male career paths (and vice versa). We don’t believe this topic can be limited to only nursery years education or to only secondary school and above-- by which time gender roles and learned preferences can be ingrained. We think that looking at the issue at every level is important and our choice of partners reflects this.However, all 6 schools we have chosed to collaborate on this project have a commitment to equality and ensuring we have an equal playing field for all students to succeed, whatever their gender. We will share our experiences and train each other in good practices we already have in this area, while also evaluating and comparing them so that a new, comprehensive approach can be developed to support pupils to have the widest possible aspirations and opportunities throughout their educational life, regardless of gender. Our 2 year partnership project will develop around 2 Short Term Training Events each year (-- 4 gatherings in all over the life of the project.) One Event will take place in each country so that every partner has the chance to contribute to hosting the others. We expect a core group of learning leaders from every school (5 per school) to attend each meeting and develop work during the exchanges that they then share with their full teaching team on their return home for the benefit of their entire schools. Some senior representative from each school will take part each time.Our partnership will be led by the UK Nursery School which initiated linking this consortium and collaborates with London local governement in areas relating to our project theme... along with a local primary they have collaborated with previously. A Swedish upper secondary which contributed to hosting both UK schools for a Key Action 1 course on Inclusion a year ago will also take part. We have found 2 additional partner regions dedicated to nurturing more positive education practice around the theme of gender. The French territory of La Reunion is in the early stages of this exploration and have provided a nursery and a secondary school who believe positive change will result from this exchange. Meanwhile, our final partner (from Gran Canaria) is a leading school that works with their local authority to promote diversity and gender equality. The Authority have developed an outstanding program for all schools and train them to value diversity and reduce gender inequality and and they can inspire us with their success. In year 1, we will audit existing practice in all 6 institutions and compare what works and what might be improved. We will assess the training available in each of our regions around our project theme and share it. In year 2, we will also work with outside partners such as our local in-service training centres and local authorities to disseminate good practice. We will develop a set of guidelines applicable to schools of all levels to inform and support them to improve and launch these at a conference during our final Training Event. Throughout, our work will be documented on ETwinning and we will evaluate progress together in an ongoing way and at the end of the project to measure improvements we develop.Our coordinating school will be responsible for achieving the goals of the project and keeping to schedule, but we will share the management roles required for the project to maintain momentum.We are excited about the possibilities for exchanges on this theme between each other and for others outside our partnership, which will potentially widen opportunity and remove barriers for our pupils to learn and develop throughout their time in school.