Technical schools from Sweden - Vaggeryd, Czech Republic - Pardubice and Slovakia - Prešov are focused on teaching IT subjects notably 3D programming, modelling, electronics, robotics. They are also well equipped with needed 3D equipment. Partners decided to exploit these conditions and create rehabilitation aids for handicapped children which became the main objective of the Erasmus KA 229+ project. Students´ teams made not only 9 planned but 14 aids (SK 6, SE 3, CZ 5). Involved students learned/practised needed knowledge not only in school IT subjects but they became highly motivated to make aids on the best level and studied new programmes on their own. This approach became decisive factor during SARS CoV epidemic when schools were closed and students could get methodical teachers help online only. Even in this period teams completed highly sophisticated electronic aids above the plan. Since all participants intensively communicated via digital means, personally during LTTAs, studied English materials they deepened English language skills well. During LTTAs they also learned basic expressions of partners´ languages. LTTAs belong to the most intensive tool of cooperation, exchange of professional experience, learning partners´ culture, lifestyle. Students cooperated in transnational teams, completed planned aids, underwent lectures and practiced work with 3D programmes, 3D printer, Arduino, sensors and others. They also made quality videos about the mobility, about an aid making and projected presentations about their countries, the previous mobility. Hosts prepared excursions to companies with robotic production (SE, CZ), sightseeing, ethnographic trips.Unfortunately, the last mobility prepared in CZ had to be cancelled because of epidemic and could not be arranged even if the project implementation was extended by one year. Partners used project extension for making aids above the plan, they communicated online, delivered aids to sanatorium in their country only but the whole programme of the last mobility was impossible to complete.Between mobility students deepened knowledge needed for aids completing, created prototypes of planned aids and verified them in sanatoriums, improved them in compliance with doctors suggestions. Attention was devoted to dissemination. Participants made presentations, videos about the mobility and projected them in school classes, at parents meeting, at school Open Door, in case they were arranged. Articles were published on school websites, school news, local press (CZ, SE). You tube, also roll ups were displayed in schools. RESULTSAll planned results were completed. Each team made labyrinths operated by hands, by legs and sophisticated electronic aids run by programmes - robotic glove, tractor reacting on the wrist movement (CZ), 3D labyrinth (SK). This demanded deep students´ knowledge of electrical circuits, programming, 3D modelling, 3D printing, assembling, use of Bluetooth communication. Description of made aids has been published on the web https://3dschoolaids.eu/models.Participating students created electronic, also speaking dictionary in the programming language Java. It can be used by mobile phones. Teachers made E-L introduction to Arduino. Dissemination means were created by students as well: instruction video about an aid creating, videos and presentations about each LTTA, roll up.All project results, its implementation is recorded on the project web made by the student: http://www.3daidsforhandicappedchildren.eu LONGER TERM BENEFITSMade aids will be used for rehabilitation in sanatoriums in partners towns which is going to offer them to similar institutions. Web with aids can be used as the instruction how to complete other aids. Students who made aids improved their knowledge which was evaluated well while passing maturita exam. They successfully passed entrance exam to university and they are well prepared for the following studies. Younger team members have made the core of students realizing the following Erasmus project “Visual Aids to Make Learning/Teaching Easier”.

The main motivation for this KA2 project Visualisation of Emotions of Classical Drama (VECDRA) is an intention to improve reading skills and classical drama knowledge of our pupils as well as English language skills in a non-traditional way. As the year 2018 is the European Year of Cultural Heritage with the slogan for the year- Our heritage: where the past meets the future, we have chosen the most famous playwright, William Shakespeare, to introduce beauty and wisdom of classical European literature and have chosen the best partners to fulfil all our targets.While realizing this project we would like to motivate our pupils to read classical Shakespeare's dramas, discuss the main ideas with their literature teachers, take part in lectures of Shakespeare's dramas, learn about nonverbal communication (which is not only an important part of acting but as well a part of common communication and interaction), encourage our pupils to visit different Shakespeare's plays performances and realize their own theatre performance, shoot a film about it, make a TV shot about it and provide their work with an illustration book of main emotions of the characters in key situations.2nd Grammar School of Xanthi, Greece is a secondary school, which has got long experience with realizing theatre plays, even plays in English language. 35% of their pupils are pupils with special needs, members of the Muslim minority of Thrace. Many of these pupils come from families whose parents are practically illiterate and thus are somehow handicapped when compared with other pupils. In general, most pupils come from low income families and have very few or no opportunities to visit other countries. The project might help these pupils to get involved into an international cooperation and increase their employability and chances to become adequate members of the local community. Stredna priemyselna skola Josefa Murgasa, Banska Bystrica, the Slovak Republic, provides students with full secondary vocational education and prepares them for the pursuit of professions and activities and for study at universities in the following fields of study: Electrical Engineering - (EQF 4), Information and Network Technologies - (EQF 4) and Multimedia - (EQF 4). They are skilled and specialized in shooting films and making TV shots. There is a modern school TV studio at their school. The school teachers have excellent technical expertise in the field of television and multimedia production, which they will surely use in this project.Vyssi odborna skola informacnich studii a Stredni skola elektrotechniky, multimedii a informatiky, Prague, the Czech Republic prepares students in Information technology and security systems (EQF 4), Electrotechnics (EQF 3-4) and Multimedia (EQF). The school teachers are professional photographs and experts on book layout and design.During the project periods we will work to rehearse and shoot two Shakespeare's plays on a real stage in Greek and English, make a TV shot about it and provide our work with an illustration book of main emotions of the characters in key situations.At least 120 of illustrations will form two project books of illustrations. Much more of them will be presented on web pages and offered to our social partners (theatres) as a part of their programme guides. The published illustrations will show us how the project works and meetings with our partners, realized workshops and plays in English will show how the knowledge of English is improving.During the long term mobilities our pupils will extend their school education in 4 ECVET UNITS each and their knowledge will be assessed by the receiving organization an accepted by the sending organization.The project should educate the main workgroup teams, school pupils not fully involved in creative activities including pupils (many of them with special needs), participants from another schools or public not involved in creative activities. We suppose the number of people who will participate in some parts of education will exceed 200. We would like to involve as many pupils and other interested people as we can. We are planning to offer free access to the workshops that will be organized by our schools at our schools to other participants. If the workshop or a lecture will be organized by our possible social partner, e.g. the local British Council office, we can offer some free tickets to the event to some of active pupils, who are not fully involved in our project and offer the participation on the event to another pupils or adults (parents of our pupils, teachers of our school who would be interested in it).We hope that this work will involve not only our main teams, but will attract most of our pupils and even the general public, as we have already discussed possible cooperation with Prague British Council representative, who is ready to cooperate with us as the social partner.

The project was aimed at the students of secondary schools. The purpose of the project was to raise their interest in history, esp. the events which influenced the development of Europe and the whole world in 20th century. We focused on the history of two wars (WWI and WWII). The awareness of the war horrors is quite poor among the youngest generation. Therefore, we made students aware of iniquity of the wars through experience pedagogy. We tried to give the students some insight into totalitarian systems in the 20th century and their consequences for the world. The participants of the project could learn more about a destructive power of nationalism, racism, xenophobia and discrimination. The main contents of the project was to organize (together with a Polish partner school ZSE Gorlice and a Slovakian school SPŠ Bardejov) special excursions to the places associated with world wars (e.g. the former battlefields, army cemeteries and monuments reminding the fights during WWI in Gorlice and its surroundings; the battlefields on the Polish-Slovak borders, esp. the Carpathians region). We composed and evaluated the gained information and knowledge. We made a database of photos as a source of information for subsequent exhibitions. The other topic of the project was to show cultural and historical differences (or similarities) between different regions, esp. between the regions of Galicia, eastern Slovakia and South Bohemia. We concentrated on folk architecture and craft (South Bohemian folk Baroque and works of anonymous artists in all regions). For example, we compared South Bohemian sacred brick buildings with the architecture of wooden churches in Galicia and eastern parts of Slovakia. Finally, learning more about the regions of EU without tourists’ interest was also our intention of the project. State governments poorly supported these regions. On the other hand, it caused neglect and difficult living conditions that has preserved a relatively good level of folk traditions and folk culture among the population of these regions. We could mention Ruthenians living with Slovaks and Poles on both sides of the border and Č. Budějovice where Germans had a great influence on the local population. We also tended to raise students’ awareness of them and make them feel respect to our ancestors and their heritage. We realized the project with a Polish school and a Slovakian school. They are technical schools. The age of students was from 15 to 19. It was our third project and our cooperation was again on a good level. Moreover, the partnership has lasted for more than 10 years. Both schools are located in socio-disadvantaged regions of EU with a high rate of unemployment and number of Roma inhabitants and minorities. The project lasted 24 months and we had 10 meetings. The partner schools always prepared a very detailed programme. The aim of these meetings was to gather materials and work with the sources from the war battlefields and monuments. We also prepared for interviews with those who remember the fights of WWII, e.g. the school from Č. Budějovice is in contact with Mrs Tvrská who is the only living victim of the South Bohemian Jewish transport to Terezín and further to Auschwitz and other Nazi extermination camps in Poland. We made essays and photos based on the topic of war, genocide, xenophobia, racism, and a film.WWI: we used the information systems and a large number of sources of our partner school in Gorlice where the front passed in 1915, and the soldiers almost destroyed it. At present, there are about 40 military cemeteries from WWI. There are many Czechs buried among the victims here so our students could learn about young Czechs’ fate during the final period of the Austro-Hungarian Monarchy. We took trips around the city and to other places and monuments of the WWI battles. All these places emphasised the absurdity of wars and unnecessary destruction of young lives, often far from their homeland. Project outputs: As in the first part of the project, the outcome of the 2nd part of the project (WWII, the Holocaust and the visit to Auschwitz) were a bilingual information panels presented at exhibitions in both countries. The project made a significant use of information and ICT (mainly used in creating a magazine, DVD movies and posters focusing on the Holocaust and the wars) which ensure the sustainability of the project and the overall high level of the visualization of presented project outputs (often highly emotional content – the Holocaust). 2. The conservation of folk traditions was the background of our goals. We wanted to educate our students about a positive attitude to the world cultural heritage. This goal was included in our activities, such as singing folk songs and learning folk dances. Moreover, we practised these skills and presented them in the context of public folklore events. We visited our partners’ regions and documented their folk architecture with photos.

"The Earth is a watery place, about 71 percent of the Earth's surface is water-covered, and the oceans hold about 96.5 percent of all Earth's water. Water is never sitting still. Thanks to the water cycle, our planet's water supply is constantly moving from one place to another and from one form to another. This was the reason why we decided to connect our partner schools from different parts of Europe to deal with the topic of WATER.Every day we witness irresponsible approach to the water issues: wasting and polluting of drinking water, ecological disasters caused by careless attituded of people. Water seems to be a very simple stuff but at the same time it is very complex. It is connected with the human history from the very beginning. Especially young people, who always take everything for granted, not always realize the value of common things like water. School is not only the place for education but also for upbringing students. As it follows from the title of the project itself, water, as a significant natural element, not only divides nations (for example the rivers as a border between countries), but primarily connects them (for example shared water resources, transport between countries, etc.). Water is a common heritage of the whole mankind. There is no country in Europe that wouldn´t have any positive attitute to water as their national heritage. The history of each country is connected with water and it is necessary to educate the young generation not only to realize this fact but also to act in favor of preserving this commodity for future generations. Our project is aimed to carry out activities that will create such awareness not only at the project participants but also at the whole school communities and wider public. Water is not only joining us, but it has its own specific features in every country. As part of the project we will examine not only the common characteristics of this element but also its diversity and unique uses and manifestations. This is how we will learn from each other new ways how to protect water and how to use it.Four partner schools are involved in the project: Stredná priemyselná škola Poprad, SlovakiaMERYEM ABDURRAHIM GIZER ORTA OKULU, Adana, TurkeyI.S.I.S.S. Majorana, Santa Maria a Vica, Italy,Agrupamento de Escolas de Albufeira, PortugalDuring two years of the project implementation they will work on many activities to achieve the main objective: To raise the awareness of the participants and the entire community about the need to preserve the European cultural heritage, which includes natural resources, as well as to achieve following specific objectives:1. to perceive the subject of the project (water) with a new look as an exhaustible resource that needs to be treated responsibly and to extend the knowledge of the participants in this field2. to raise awareness among participants of their own cultural heritage, to familiarize themselves with cultures and traditions in the field, to accept it and to overcome prejudice against other cultures within Europe3. to learn from history - in the cultural heritage of individual participants find references to water and its importance for individuals and society, to form a new literary-dramatic forms and then process them in digital form.For the sustainable continuation of the project pupils patrols called ""Stream"" will be set up at each participating school to provide reasonable use of water in the school building and its surroundings. The members of the patrols will oversee water conservation, promote drinking water as a healthy alternative to sweetened drinks that are among pupils in love.The participants prepare interactive presentations about their own cultural heritage and traditions associated with the use of water, which will be presented during a short exchange of students and subsequently published in the platform e-twinning to be available for all those interested in the subject and also served as a teaching material for dating to the European cultural heritage.In the context of closer acquaintance with their own cultural history, pupils will analyze the theme of water in their fairy tales, stories, songs, customs and traditions. The actual dramatization of the selected literary work will be edited into a short feature film in English. This helps pupils to improve their acting skills, use of ICT and modern digital technologies.Within the project, short-term student exchanges will be organized, one exchange in each participating country. The outcome will be a meeting of the partners, in which pupils and teachers will improve their organizational, communication and English language skills. Analyzes will be carried out in collaboration with organizations dealing with the use of water in everyday life. The Calendar ""In the footsteps of water"" will contain 12 pictures taken by students during, after and before the mobilities. Of course, the theme of the calendar will be ""water""."

From a European collective memory of the two World Wars to a shared citizenship and commemoration.This Erasmus project revolved around the collective memory and commemoration of the two World Wars. It was carried out over two school years with the study of the Great War in the first instance (in 2016-2017), followed by the Second world conflict (in 2017-2018).The aim of the project was to link yesterday and today, not only as far as collective memory is concerned, but also to set up an intergenerational and European commemorative practice .The objective was also to compare the French memorial posture and vision of these two founding events of our history with the ones held in the Eastern European countries, the different ways in which the Winners and the Losers view both wars, and to propose a new European and public-spirited commemorative scheme.Twenty-two students in 3èmes at our school who were studying English as a first foreign language and German or Spanish as a second foreign language took an active part in this project (two hours a week). They exchanged in English with their correspondents in secondary school and travelled to our partner countries - namely Germany (Linden), Poland (Gorlice),and Slovakia (Bardejov), and our correspondents came to Chabeuil.During their trips abroad and trips to places in their own countries, the students worked in groups and went on guided tours in English (in Verdun, Paris, Meaux, Vassieux, Dora-Mithelbaum, Berlin, Auschwitz-Birkeknau, Cracovie, Gorlice, Bardejov... ). Their work on-site enabled the emergence of shared technical and interpersonal skills: mutual reflection, consolidation of knowledge, a real cohesion of the group, and a lived experience of what it means to be a European entity. The aim was to develop our students’ competences as well as their creativity and at the same time to train them to become tolerant citizens, open-minded, open to other cultures, and aware of their past. Taking part in local commemorations in our partner countries also brought life and meaning to our project.This project revealed differences in approach to these historical events, the Germans undeniably showing restraint, and it enabled the students to discover a history of the Eastern and Western fronts.Beside the four countries involved and the classrooms, the project benefited from the involvement of high quality local partners : town councils, veteran associations, members of the resistance, as well as meetings with artists, schools, and of course the students' families.In each school, the project was given a museographic space housing objects from the period, different historical records and testimonies, and students' works. These sites whether they be Polish, German, Slovak or French, try to faifhfully transpose what was done and the trips taken in the course of this Erasmus+ project. French website : site français : https://pafs1618.wixsite.com/in-memoriam.Different indicators lead us to think that the project has achieved its main objective (that of European collective memory of the two World Wars and shared citizenship and commemoration): the students attended commemorative ceremonies together with their ancestors and the seniors, other students were involved with some veteran associations such as “Le Souvenir français”, students spread their knowledge in their families and with their friends, friendships were formed among the youth and maintained beyond school, the students' commitment to think up a new commemorative scheme which was proven by the high-quality of the closing ceremony.In the short term, the benefits deriving from this project can already be seen as it moves forward with the preparation of the ceremonies of the centenary of the Armistice of 11th November 1918, in France and in the other partner countries. In the long term, with spaces for commemmoration being permanently implanted in each country, the project will live on and constitute a proud and lasting legacy for the schools involved.