Strategy:Each partner brings 25 students (aged 14-17) and a Creative Team (art director, assistant art director, Visual arts teacher and a coordinator). One school brings a Media teacher. Once a year all25 participant meet for 14 days, taking turns in who is the host. (so actually this is a three year cyclus). During this fortnight of the exchange students and teachers work together in 4 multinational teams (2 acting groups, an art factory and a media group) to produce two different plays, based on the same theme. By the end of the secondweek the audience can enjoy the always spectacular live performances, which are also broadcasted on the internet.By jointly producing a stage play pupils are forced to communicate not only by means by speech, but also by gesture, movement and music. This makes it easier to break through the barriers of making contact. The possible lack of fluency in the communication language is, in the beginning, less important for the person's functioning in the group. The need to communicate grows when the ice has been broken. Making theatre also has a strong emotional component which causes contacts with people from other cultures to be even more intense. This helps to gain a growing insight into and understanding of the other person's culture and cultural heritage: a more open, less prejudiced attitude towards other cultures and it enhances a sense of European citizenship.In addition this will be a stimulation of interest in art and culture in general and in those of the participating countries in particular, thus encouraging tolerance and respect for other nations. It will also help to grow awareness of ones own cultural identity. The discussion about the balance between the working process, through which we reach our (intangible) primary aims, and the visible outcome (a performance) have been going on for many years. In our experience there actually is no discrepancy between the two. By aiming at the best possible, ambitious but for the students concrete and motivating results (a performance) the working process is intensified dramatically, and is therefore more effective in reaching our primary intangible aims.Students fluency will improve a lot when forced to speak in a foreign language during a fortnight.YET3.0 helps to create an innovative culture in school. The working method has and still does inspire many participating colleagues and influenced their didactic methods in other projects and lessons. It has and still does, stimulate teachers from different subjects to look for more ways to work together towards a more cross disciplinary approach.CONCEPTAfter years of evaluation a number of success factors were extracted from YET3.0. These ingredients are now the basis for all our international exchanges, also those that have nothing to dowith Theatre. All exchanges are modeled according to this concept. It describes starting points, organisational matters, the working method (pedagogical and didactical), essential and advisableprogram items and evaluation methods. This concepts forms the basis for future collaboration with potential new exchange partners.YET won several prizes: The 2nd prize in the National Education Award (Netherlands 1998) andtwice the European Label Award (Italy 2007, Finland 2008).The effects of the program have been extensively evaluated by Hannu Heikkinen, director of arts anddrama education in the Faculty of Pedagogy at the Universlty of Oulu.The results are also published in English:* Heikkinen.H. 2016. Drama and citizenship. Devised drama for Education JSSE - Journal of Socialscience Education, Volume 15, Number 4, winter 2016, 32-29* Drama Education supports self reflection, Comenius University Publishing House.