The ultimate goal of our Erasmus+ Project is to promote good coexistence in the participating schools and make it extensive to the families, neighbourhoods and cities of the schools involved. The idea is to improve inclusion and cohesion around us, to share our educational model with other EU countries, and to learn and benefit from their coexistence programs as well. Our Erasmus+ Project start is closely connected to the needs of the students in our schools. Their socioeconomic circumstances call for the development of strategies oriented towards their effective social inclusion by promoting equal opportunity among an heterogeneous, socially-disadvantaged, and culturally diverse student population. From an interdisciplinary perspective, our efforts are directed towards eliminating the invisible barriers which prevent students’s social inclusion. This transversal education approach to values promotes a feeling of belonging and a suitable coexistence environment which will enhance the opportunities of our students and help them to complete their studies successfully and thus reduce educational failure and early dropout.Our inclusive work model can only be implemented by educating these students in European Union democratic values, instilling in them a feeling of belonging to this organization and by preventing early dropouts and increasing their opportunities to complete a higher education. This, however, will only be possible if the students’ own experience is taken into account in order to increase their ability for self-learning.We would like to share our inclusive educational approach to all project participants in the sense that it is primarily focused on students with greater support needs. Firstly, as main project participants are our students, who will discover European diversity through the various mobilities in our coexistence tasks and who will disseminate our work methods. Secondly, we, as teachers, will be supporting the students and remaining educational staff involved. Lastly, European partners and various local and regional organizations will also be engaged in the project dissemination and networking.The exchange of work methods should be developed by means of a series of specific activities to include staff training seminars and the exchange of good practices. There will be two (2) staff training seminars, one in September 2020 conducted by our team and another in May 2022 conducted by our Slovenian partner. The idea is to to meet and get to know each other, share views on our respective inclusion programs, and provide training to the staff participating in our daily good practice work at the school. An active methodology and proposal for developing the activities will enable the exchange of views concerning the implementation of the actions required to improve coexistence and inclusion to the benefit of all participants. Additionally, the participants’ own experience and training through the activities proposed will also enhance our knowledge of school cohesion and inclusion.The idea is that the project be the beginning of a collaboration at all possible levels and to be sustainable in the longer term. We will do our best to establish solid and lasting structures in all partner countries involved. We firmly believe in collaboration as a means of growth. All activities to be developed will help involve all students in the project and will relate it to participating partners, regardless of their participation in mobilities. Some activities will be directed to familiarize students with the cultural and linguistic diversity of partner countries, promote awareness of European cultural diversity, and emphasize its positive and enriching value.However, despite the fact that the primary goal is to improve coexistence in our schools and to help build a compendium of common civic values, we also intend to disseminate good practices from within schools walls towards the exterior. The promotion of community values from within the school, neighbourhoods and cities only makes sense if we are capable of taking advantage of the experience of other people and to adapt them to our own needs, identifying and developing common civic values to improve cohesion and inclusion. These values are easily transferable when they are considered within a bigger common framework as the European context.

"This project entitled "" from Columbus to Atlantis"", was not a history project, but a vehicle for students to explore how the world is interconnected and even if we live in different regions and even if we are facing a world where problems seem to be solved by erecting ever more borders we share a common humanity, we wanted to raise a global perspective among our students. By the time the project had finished, this theme of ERECTING BORDERS WHILE SHARING A COMMON HUMANITY became a major and poignant thread. Our project fell victim to covid19, as a result borders which had never been in place for hundreds of years were re-established, students unable to work in school, students unable to travel from town to town never mind from country to country, the words Isolating and distancing became common parlance.....but despite this, this darkness fell upon every one of us regardless of gender, nationality, colour age or creed. The nightmare that was COVID emphasised the common humanity that binds us. And while our project always sought to raise the global horizons of our students through studies of environmental issues, through examining how pollution impacted on us all regardless of the imposition of borders, we did respond to the situation by including COVID as a further illustration of the inter connectness of us all, and we used the covid experience as a means of emphasising the human spirit. The project has four Chapters which collectively led to a progressive focussing of issues, the first meetings continued unchanged. ""View through the window"" was an introduction but concentrated on looking at a world with very limited horizons. However by using this we can introduce ourselves and explore where students see themselves in the world. This represented what we see now, how we saw the world on a daily basis, however the end product is the recognition that we share a lot more than we would expect. And although this was the opening activity, which we really expected only to do once, we revisited this with a photographic exhibition of covid in our towns in the early days of covid. The second chapter "" European Odyssey"" took our students away from their homes and regions but the intellectual and emotional movement is as a tourist, it was designed to allow the students to acquire a superficial impression of their neighbours. In order to address this section our students created tourist brochures depicting their regions. We then progressed to a section called ""The voyage from zero to one."" When Christopher Columbus sailed to Hispaniola, Europe still worked on the Roman number system but by the time he died we had acquired the Arabic Zero, the content here is hung on a framework by which mathematics has evolved from Roman Numerals to the digital age....and the digital age connects us far more closely than ever, the ability to make and maintain friendships across borders, the impact of events in location X now has an instant and observeable result in region Y. Following the meeting in Slovenia we started work on project topics which had technical, scientific issues, this included activities involving the design of model satellites, some elementary programming using an arduino or raspberry pi. Design of an Eco restaurant, Sustainable energy production, harnessing the power of water and eco housing. These objectives were all carried out successfully and the results are visible in the twin space, on the web site, and in the results platform The final part is entitled ""Dear Mir"" We planned to use the model of the space station circling the earth every 45 minutes and the views from space to show how beautiful and fragile our planet is, but critically that we are all citizens of this planet, we cannot stand in splendid isolation. Therefore during the application stage we wanted to illustrate that environmental issues affect us all, so this section was intended to look at recycling, green energy, green transport, sustainable development etc.....and it did include all of these features but we chose to include work chronicling our students' experience of COVID. It was certainly not something we considered during the application but the underlying impact had a direct relevance to our overarching agenda of describing us all as citizens of the planet."

"Context/BackgroundThis project grew out of an earlier Comenius project called ""Spirit of Hope"", the partner schools have remained largely the same. We have lost a partner school from Denmark and Turkey, but acquired a partner from Slovenia. This project grew out of a wish to sustain the earlier project, to maintain a partnership which collectively, institutionally and personally was characterised by a warmth and sense of collaboration between us. We extended our earlier project to start looking at topics which interested us and excited our students. ObjectivesOur proposed project had three primary aims;1) To encourage disaffected students to remain in school 2) To provide project activities which stretch the most able3) To promote girls' awareness of opportunities beyond school and it had three secondary aims:•To promote a sense of European citizenship and an awareness of European institutions,•To holistically develop the participant's lifelong learning prospects through building a range of transferable skills such as entrepreneurship, communication skills, engagement in mobility, self-organising, independent and collaborative learning and a healthy lifestyle,•To strengthen the academic achievement of all participants.The vehicle through which these diverse and ambitious objectives was realised was by linking them by through the creation of a series of magazines. The partnership agreed to produce 9 editions of the newspaper during the lifetime of the project but we added 3 supplements which focus on the following: society, science and change.Eurocity: this was to a project which placed the emphasis on designing a new European city, although largely a town planning geography project it was to examine the linguistic diversity of Europe, European institutions and study what made a city a place to live as opposed to a collection of buildings.Science in Europe: This supplement was planned to look at the scientific development of Europe from Al-Murad to the CERN, each partner was to focus on one scientist/mathematician from their own region and one from a partner regionRevolution in Europe; The emphasis on revolution was to be less associated with the overthrow of kings and tyrants and more concerned with the development of thought, commerce, technology, science and culture.The remaining ""newspapers"" were planned to follow a format that would see each school assuming overall editorial control for that edition of the newspaper and would be dated to embrace a key period from that country's History. The UK would edit the 11th century edition, a date which would include the Norman Conquest of England. The headlines regarding the lead up to, the event itself and the aftermath would be reported by the UK school as headline domestic news. Simultaneously, all other partners would create an article about the events in their countries, during the 11th century.Topics which were covered were Art, Culture, Science, Belief Cookery, Technology. The first edition of the newspaper was originally planned to introduce the partnership and spotlight each the schools within the partnership including links to the school website. It was also intended to feature the results of the project logo designs competition.We wanted the newspapers to represent as far as possible, the format of most modern newspapers and some or all to include the following sections The newspapers would include sport. previews and reports of mini Olympics, It was planned that our students would form an Olympic committee which would devise sports that catered for everybody through changing rules to embrace mixed ages and mixed abilities and to include a ""fair play"" award. The participation in the sports event would include students who would either be competitors or journalists. Cuisine: Each newspaper was to have a recipe section where students from the one country would deliver the recipes from their country. Business News; It was planned that the magazines would report on Young Enterprise schemes in various schools. Obituaries; Puzzles/fun corner, climate studies, education, Competitions;We planned to stage a series of events such as:Art Exhibition Mock Parliamentary DebateSimulation of competitive tender for buildings for EurocityDrama ShowMusic ShowSporting CompetitionCookery eventPhotographic exhibitionCreation of school Euro parliamentEducational WorkshopsWriting for publicationCLILWeather Analysis and data recordingStar school at Kielder observatoryVisnjan observatory School for gifted and talentedDocumentary resultsRecording weather dataHydrology issues in each regionE books featuring cuisinePublication describing best practice for CLILPublication of sporting coaching manualsRecords of parliamentary debate and conclusionsScripts and analysis of drama showsGood practice guides for young enterprise in schoolsInformation pack"