"The project ""DE.M.O.S. - DEbate as innovative MethOd to ​​enhance critical thinking and life skill"" turns around the implementation of the debate methodology as a tool to develop students' key competences and thus foster their employability, socio-educational and professional development, as well as participation in the civil and social life, thus contributing to responding to the main priority of E +. The proposal stems from the cooperation between IISS Dalla Chiesa di Montefiascone and five European schools from Holland, Turkey, Latvia, Portugal and Poland.DE.M.O.S. is addressed to students aged 16-19 and aims to achieve the following goals:- contribute to the development of students' key, transversal and life skills through the innovation of teaching methods- innovate the approach to teaching and learning of foreign languages ​​through the implementation of interactive, proactive methods that privilege interaction and orality- adapt the skills and methodological tools available to teachers to respond more effectively to social challenges, supporting them through training and European comparison in the development of innovative teaching and assessment methodsand the following specific objectives:- structurally introduce the practice of debate in partner schools and share the benefits with other institutions in the various countries represented in the consortium and at EU level- allow the teachers of the partner schools to acquire the pedagogical, methodological and managerial skills necessary to implement the debate in an effective and sustainable manner over time- train the directly involved students, through the international use of the debate, to be active and aware citizens, develop critical thinking, argumentation skills, communication skills and a whole set of transversal skills that will make them more competitive in work and in life- improve pupils' language skills through the activities foreseen in short-term exchangesThese objectives will be achieved through the organization of mobility for students and joint staff training meetings. 20 students and 5 professors per partner will be involved in the mobility, but the expected impact at the institute level will be much greater. During each of the exchanges the students will be able to deepen some specific technical aspects of the debate, which will then be put into practice during sessions where students, organized in international groups, will compete on controversial and wide-ranging topics. DE.M.O.S. makes a predominant stress also on the empowerment of the teaching staff, aimed at the structured integration of the debate as an interdisciplinary teaching methodology in the school curriculum. Two joint staff training events were planned, at the start and at the end of the project, to allow the teachers of the partner schools to discuss the organizational and managerial methods of structural introduction, but also on the pedagogical and didactic functions linked to the evaluation of the skills acquired through this tool. The teachers will be trained to play the role of judges in a debate, to draft a motion according to the criteria of the World Schools debate, to organize a competition, and will reflect on the use of the debate as a cooperative learning method, as a declination of a laboratory approach and so on.The methodology used to conduct the debate sessions is the World School Debate; in general, interactive and engaging formats, cooperative learning and peer education will be used throughout the project.At the end of the project, important concrete products will be developed:- A compendium of the motions discussed during the mobility, with annexed methodological notes and learning outcomes highlighted by the teachers- A booklet that collects the most significant experiences lived by students and teachers that enrich the existing literature on Debate and contribute to the dissemination of the methodology on a national and European scale, highlighting the benefitsas well as learning outcomes related to transversal and life skills such as: knowing how to argue, speaking in public, developing critical thinking, gaining awareness of the rights and duties connected to citizenship.In terms of medium-long term benefits, the creation of a European network of schools, which share the debate as a good didactic practice, both curricular and extracurricular, represent a great asset, supporting the sharing between educational systems and cultures. In fact, our project sustainability plan provides the possibility of exporting the pilot project by extending it to other countries and schools, thus ensuring the maximum impact of the project."

Digital technology is built into our students' life, so it is a good way to involve electronic devices into the learning process and make them part of theirdaily language learning activity. It's teachers' responsibility to search and find effective ways of teaching, because ICTbased educational methodology provides a more attractive way of language learning. Having a better language proficiency, participants in the labour market can obtain greater employment chances as employees of the future Europe. There were six participating secondary schools in the project (applicant: Hungary, partners: Italy, the Netherlands, Poland, Spain and Turkey) and all schools found foreign language proficiency an important focus of the teaching and learning process in their schools. So the project topic announced by Hungary provoked huge interest at each institution showing positive motivation and determination towards innovation and improvements in ICT supported education. Here is a list of software solutions students used at the meetings (partner’s country is in brackets), and later taught their mates at their own schools. They managed to share ideas with Microsoft Publisher (Hungary), Madmagz (The Netherlands and Italy), Flyers (Italy, Poland) and Collage (Spain). They used Google Apps for education with the help of Hungarian teachers and created Apps with the assistance of Turkish teachers. The students and teachers practiced searching for information at the American Corner in Hungary and prepared interesting PPT-s and Prezis about their experiences in different partner countries (Italy, Hungary). Producing Powtoon (the Netherlands), Wevideo (Poland), Youtube, goanimate-4schools, padlet videos (Turkey), audio files and comics, Timeline (Spain) the students studied how to demonstrate interesting topics in a foreign language in a fascinating way. They also studied various assessment and evaluation solutions by creating Redmenta and Kahoot tests for each other (Hungary) Quizlets, Kahoot (Poland) and using Google Drive (Italy, Poland and The Netherlands). They also enjoyed some extra topics like working with lego robots (in Hungary) and taking part in an online competition (with the assistance of Turkey). We also motivated teachers to use more ICT tools made by publishers (OUP, MM Publications, Pearson). During project implementation we could involve professional help (the lecturers of the University of Pannonia), teachers (mostly ICT and language teachers) and learners of foreign languages. Our common activities were launched by a week’s staff training in Hungary with an overview of the recommended fields (for teachers mostly) of possible ICT tools and visiting some classes as samples of ICT supported teaching and learning. The lecturers from the University of Pannonia organised workshops at Bródy Secondary School. Due to technical difficulties it could have been more effective to organise these workshops at the university in Veszprém and transform them to a more practical, “secondary school” level. In the first year of project implementation teams of participants (4 students accompanied by 2 teachers) visited their partners (in The Netherlands and Italy) but in the second year after the students’ exchange in Hungary in early autumn partners decided not to visit Turkey (because of unstable political reasons) and take more students (6) and teachers (3) to other partner countries (Spain, Poland) instead. The Turkish partner conducted the planned workshops at these visited schools and online. The partners studied and continued common practice of the above mentioned particular fields of ICT tools.The main idea for all schools was to become aware of the importance of good command of foreign language proficiency in order to communicate with other nations, to develop a positive approach and tolerance towards different cultures as well. During the students’ exchange all participants were able to take part in cultural events as well. It can be considered the weakness of the project implementation that we couldn’t work out more definite control or instructions for students how to use their Iphones or other smart ICT tools for improving their language proficiency on their own. We also tried to exchange good practices between partner schools mostly at the students’ exchange while visiting classes. Evaluation and dissemination was an evitable process after meetings and project events.

"The project ""Personalized teaching: the Key to success in education - Tools"" has been implemented by the High School ""M. Buratti"" in partnership with 6 schools from the Netherlands, Spain, Turkey, Hungary, Malta and Portugal, to cover a large portion of European territory representing different cultures and educational approaches on which the EU is founded. POCKET was born from the need to share and test new practical tools for individualization and personalization of the learning process. The project met a number of E + priorities:1. Supported schools to tackle early school leaving (ESL) addressing all students from the lowest to the highest level of the academic spectrum, developing methods and creating conditions for personalized teaching and learning in order to support each pupil2. Opened and innovative education embedded in the digital era3. Addressed underachievement in the basic skills of maths, science and literacy through more effective, innovative teaching methods4. Enabled achievements in relevant and high-level basic and transversal skills in a lifelong learning perspective5. Addressed inclusive education6. Strengthened the profile of the teaching professionsGeneral objectives met are:- Contributed to reduce early drop out and educational failure with the personalization of learning- Improved results in basic skill and prepared pupils to face the structured standardized tests- Offered pupils a school curriculum that gives value to each single character and talent, promoted collaboration and communication between students and teachers, among students (with peer education and tutoring) and within the school bodies to build a learning community, improved the internal relation environment and thus contributed to fight early school leaving, demotivation and failure- Created and consolidated networks, increased the capacity to operate at EU level, shared and compared ideas, practices and methodsSpecific objectives met are:- To build modular and graduated learning units (also in e-learning mode) to enable each student to develop his/her own unique intellectual potential- To reach a fast recovery of prerequisites as a form of early prevention of ESL and failure- To train teachers in using innovative teaching methods (i.e. Moodle) POCKET involved 14/15 y.o. pupils, of which half with learning difficulties and poor performance, three teachers and one headmaster per partner in the implementation of 3 activities:Action 1 - ""Educational difficulties and individualization"": application of mastery learning as an individualized learning strategy to assess initial skills and ensuring a fast recovery for students from the lowest academic spectrum. Several learning units has been produced, using the methodologies of mastery learning and peer tutoringAction 2 - ""Basic Skills and standardized structured tests"": we focused on basic skills (logical-mathematical skills and literacy) and transversal skills, always moving from the centrality of the learner, using problem-based and inquiry-based learning, cross curricular approach, LABs and cooperative learning methodsAction 3 - ""Excellencies and personalization: creation of modular and graduated learning units in e-learning"": we used the personalized e-learning methodologies, thanks to the Google and the flipped classroom, to support excellences and talents. Teachers of the international team developed learning units in mathematics, English and mother tongue.At the end of each action a blended Mobility between students in Spain, Holland and Malta has been implemented; a joint staff training event took place too before the start of action 1 to train teacher on personalization methods. All LTT activities brought an added value to the project itself.Headteachers have been actively involved in the activities as individualization / personalization of learning/teaching processes implies an organizational and spaces restructuring: the support of the leadership has been essential to achieve the objectives.At the end of the activities, expected results have both been tangible output products and learning outcomes: coherently with the individualized/personalized approach of the project as a whole, minimum goals and results have been set, all partners have achieved more ambitious objectives and results. Tangible results have been, other than communication tools (website www.pockettools.weebly.com), 9 learning units in mathematics, mother tongue and English, built up in the form of OER in the Moodle e-learning platform and uploaded on the European Dissemination platform. The intangible results consisted in hard and soft skills acquired by the target groups (pupils, teachers, institutions as a whole) that generated long-term benefits."

"The project ""Digital and VIrtual music tools to Become an Experimental School - Digi.V.I.B.E.S."" is proposed by the IC De Filis of Terni, in partnership with 5 European schools located in the Netherlands, Turkey, France, Malta, Bulgaria. DigiVIBES is based on the shared analysis that sees, in the respective partner institutes, a growing disinterest in musical subjects, the cause of which is unanimously identified in an approach that is too old-fashioned, based on frontal and ""mainstream"" teaching.The partners are aware that the introduction of an innovative digital, transversal and inclusive teaching method of the musical subject, as well as interdisciplinary teachings that use music as a common thread, will stimulate the acquisition of key competences, with a significant impact on the learning styles. Not only that: the project also responds to the priorities of:- digitization and innovation of educational systems, through a massive use of softwares, tools and mobile Apps for learning; - inclusion of pupils with special educational needs, foreseeing their participation in mobility and adapting the didactic modules developed to all learning styles; - empowerment of teachers' skills, with the creation of two dedicated joint staff training events and continuous professional growth thanks to the international comparison during the development of the DigiVIBES Toolkit; - dissemination of the common values ​​and identity of the EU, as, through the various musical activities, emphasis will be placed on the musical traditions of the countries represented, allowing pupils to reflect on the social, cultural and historical heritage of the different musical genres.The aims are:- achieve a significant impact on pupils' learning styles, stimulating interest and motivation thanks to the inclusion of ICT in the teaching of music education- contribute to the development of key, transversal and life skills of pupils through the innovation of teaching methodologies and renewed approaches to teaching music disciplines in an interdisciplinary way and with a massive use of ICT- adapt the skills and methodological tools available to teachers to respond more effectively to social challenges, supporting them through continous training and European comparison in the development of innovative teaching and assessment methods in music education.The specific objectives are:- To experiment the implementation of specific software and digital technologies for music education, alongside the multimedia textbook, aimed at enhancing teaching strategies and, consequently, triggering positive effects on learning.- Develop innovative teaching materials that include:o interdisciplinary connections, through the involvement of teachers of musical disciplines but also artistic-literary and mathematical-scientific ones in the elaboration and experimentation phase of DigiVIBESo the use of digital tools, software and mobile applications for learning music and acquiring key skillso an inclusive approach, which provides for the adaptability of teaching items to all learning styles and different skills to be tested on international pilot classes, which will also include children with SEN, during international mobility.The main tangible result consists in the ""DigiVIBES Toolkit"", a compendium of good practices where the digital, interdisciplinary and inclusive learning units submitted to students during mobility and tested in international classrooms will be collated, which will cover 6 different musical styles in European history: Classical, Folk, Rock, Jazz, Electronic and Musical Music.Two joint staff training events are planned (Italy - October 2020 and Holland - May 2022) in which directly involved teachers will participate, to allow them to discuss the organizational and managerial methods of the musical teaching in their respective schools, but also on the pedagogical and didactic functions linked to the assessment of the skills acquired. The project foresees six short term exchanges of pupils, too, one in each partner country, for a total of 20 pupils of 11/13 years old directly involved in the mobility, during which they will be able to deepen musical genres generally little explored in the school and to experiment the transversal, digital and inclusive didactic modules elaborated by the teachers.DigiVIBES also shines a light on the empowerment of teachers, aimed at acquiring skills to teach music through new digital tools and softwares and at reaching the structured integration of digital, interdisciplinary and inclusive teaching units that have music as a common thread in the school curriculum.It is therefore clear how DigiVIBES aims to achieve a lasting and profound impact in the educational communities involved and, thanks to the careful dissemination plan, at local and European level."

Project »Let's Talk About Soil« deals with environmental, ecological and cultural European heritage. Pedology, a study which defines the meaning of soil as a natural source in the frame of ecosystems, is the main subject of the project and through it we aim to emphasize the importance of the soil in the context of every-day endeavours for protecting the enovironment and continual development, the aim is also encouraging young people to learn about the topics in the field of natural science and making them aware of the soil's significance for human activity, directing them into further education in the field of soil, enhancing their critical thinking, language and ICT skills and forming a suitable and respectful attitude towards cultural and environmental heritage of European nations. We are also oriented towards strengthening of the teaching profession, for we wish to improve the teachers' professional and language competency. All aims are in accordance with the goals of »Europe 2020« strategy. Official languages of the project are the languages of partnering countries and English. Soil was chosen because it is poorly represented in the learning process. The soil is important, for it performs services crucial for the function of land ecosystems and the existence of life on land. The diversity of geological materials, hydrosphere, biosphere and atmosphere in consequence creates different kinds of soil. That is why areas in Europe different in their geographical, climate and lithological aspects have been included in the project. This will make learning and comparison of different sorts of soil and their significance for people possible. The project includes five schools from five countries. Slovenia, the project manager, Poland, Italy, Spain and the Netherlands. They are all situated in rural areas, where the local population is closely connected to the environment, the soil and agriculture. The project is intended for students between the ages of 13 and 17, who are interested in the set scientific topics and wish to continue their education in programmes connected with soil. Participating students will be those exhibiting talent in science, of diverse cultural background, economically challenged and exhibiting high language abilities. One focus group consists also of teachers, headmasters and technical personnel, who want to enhance their work methods and improve their ICS, language and organizational skills. Because of the international cooperation we will develop forms and manners of work, which will consequently affect the science teaching efficiency. We are planning to have cca. five hundred students participating in the project. One hundred of them will take part in five international meetings. The students will be organized into smaller interest groups, which will be devided according to topic - culture, ICT and science-ecology. They will participate in pedology and laboratory workshops, field work, professional lectures, preparation of multimedia materials, etc. Consequently, they will enhance their knowledge in the field of natural science and also acquire independence, creativity and understanding for solving intercultural problems, which requires team work, fast response and adaptation to new situations. By participating in use of computer programmes for soil data analysis, web site management, FB profile, etc. they will improve their ICT competence. By integrating art, culture and natural science they will deepen their understanding of and relations between different field areas on the same subject. The participants of international meetings will develop their language and communiacation skills. Alongside this they will get to know other European cultures and learn to respect their heritage. We expect the project activity and result effects will be reflected in the local population, which is active in farming or gardening. We will expand awareness among the local population by preparing school and municipal exhibitions, presentations and events with polution, soil use and healthy food production, the meaning of self-supply, natural farming etc. as the main themes. Results will be disseminated through newspapers, tv, school and project web sites, FB profile and YouTube channel. We will share the project results with teachers across Europe on eTwinningu and Erasmus+ Project Results portals. We expect the use of extra teaching materials in the field of pedology will benefit the rise in quality of educational activities in partnering schools also after the project activities have finished. The teaching methods with emphasis on field work, advanced computer tools and interdisciplinary connection of natural science topics, are expected to enhance students' motivation for study of natural science and increase the interest in continuing their education in natural science programmes. International cooperation of schools is also expected to enhance their promotion, the promotion of the Euro