The project “Women and girls in science, of course!!” had as main objective to favour the participation of women in science and highlight their role in STEM subjects locally as well as at a national and European level. Science and technologies are usually focused through collaborative work and project based methodology from a gender point of view. The project has also tried to get the investigation processes, as well as ICTs (Communication and Information Technologies) to become a routine matter for our students.The main idea was to promote and encourage scientific and technological vocations in our respective educational communities, from an inclusive perspective, especially favouring groups that are currently underrepresented. The project aimed at acquiring key competences and achieving meaningful learning from an interdisciplinary point of view. The participation of three European schools with different languages has promoted multilingualism as a tool to convey the contents and this has helped to deepen the knowledge between the countries in which the participating schools are located. The language of the project was Spanish, and this is the language that has been used the most in the development of the project, but work has also been carried out in Portuguese and Italian, although to a lesser extent.The mobilities have helped to establish the knowledge of the European heritage value, it has helped the dissemination of the activities and contents in our schools and the participation of the whole educational community, teachers, pupils, parents and school staff .Networking on the eTwinning platform has provided a safe environment for communication between pupils and teachers in the participating schools and has been essential for the preparation of the mobilities and the dissemination of the project, as well as acting as a repository of activities, materials and reports, making them available to all interested parties and guaranteeing the sustainability of the project.Approximately 90 pupils between 12 and 16 years old and 30 teachers have taken a direct part in the mobilities, a higher number of participants than initially planned thanks to the generosity of the families for hosting pupils from other countries at their own homes. As a result, the project has had a greater impact on our educational communities.The mobilities have been the soul of the project, without them our project would be meaningless as the underlying purpose was an increase of the international dimension, of tolerance and multiculturalism in order to favour the adaptation of the pupils to the educational environment, to favour their integration as responsible members of society and their adaptation to the profound changes expected in the labour market within the framework of European democratic values.

A sharp decline in the time spent by our students reading works of literary quality has become noticeable in different studies throughout Europe. Nowadays, young people prefer to spend a large part of their time interacting with their peers using social networks and modern technological devices like mobile phones or tablets. This is a sign of our times which has come to stay, and because of that our focus shouldn't be on stopping them from doing so. We'd rather make use of those same gadgets to foster our students' creativity using them while communicating with students with similar interests but from different backgrounds. However, even if we try to incorporate those devices, we will also get our students in touch with quality reading material to improve their linguistic skills while distracting them from the use of their mobiles at the same time. In this way, our students will also get to know the European cultural legacy, comparing the differences and similarities between the different countries. A purpose we have in mind is to develop our students' ICT proficiency by using other platforms like etwinning, youtube, blogs, etc. By means of these tools, our students will have the chance to communicate with students from other countries using English as their language of interaction, but it will also be possible for them to communicate using other languages like French, Portuguese or Spanish, languages which they are studying as a second language at their schools. And this will be so because they will be visiting countries where these languages are the native ones. One of our aims will be to provide our students with access to literary writers and works from different backgrounds and countries, so as to enrich their cultural perspective and knowledge, with a European scope. This knowledge will take place visiting places related to specific writers and literary works, or performing activities together with students from other countries, and thanks to this interaction and cultural exchanges, our students' maturity process will develop. Another important target will be to foster our students' creativity, by asking them to do activities in which they will have to produce a literary-related outcome, either by themselves or with the collaboration of other partners. For instance, they will be asked to:-write a short story about a contemporary topic-draw the front cover of a book-make different presentations: of their town, school, school's library, a bookshop-create a bookmark, or a mascot and a logo for the project-start an international reading club-write a diary pretending to be a famous writer-recommend favourite books for other partners to read-make a personal interpretation of a current event-perform a theatre sketch

"The aim of the project was to cooperate and share practice to strengthen the study of L3 (the third language after mother tongue L1 and English L2) at upper secondary school level, the digital skills and employability among students. To strengthen the study of languages the focus was placed on motivation among students, teachers and teacher-trainees.As springboard for the project there was the work of professor Dylan Wiliam, “Assessment for Learning”, which focuses on cooperative learning where teachers and students are resources for learning from each other. This idea was implemented in the project. Teacher - teacher, teacher - student and student - student, to reach the goals of achieving and promoting skills and competences in languages other than English in the digital era.The EU’s multilingualism goals, the “Europe 2020 strategy”, the “UN Sustainable Development Goals for 2030” and “Ten commandments for motivating language learners: results from an empirical study” (Dörnyei and Csizér, Language Teaching Research, 1998) were the overall themes for the project and the activities created. Through the transnational network created and the methods chosen the project participants met in workshops to create, test and evaluate stimulating and motivating activities in L3 learning and teaching. The visiting teachers tested the created activities in language classes at the school organising the workshops before they went home to practice in their own schools. The lessons were also evaluated by the test group to improve the activities. All activities can be found in open access on the website created for the project, in French, German, Spanish, and English, as part of the idea of sustainability in education.Target groups for the project were students, teachers and teacher-training students of L3 French, German and Spanish at upper secondary school level, Common European Framework of Reference for Languages levels A2-B2.Partner organisations were 4 upper secondary schools, in Germany, Italy, Portugal and Sweden, supported by the fifth partner organisation of the Centre for Languages and Literature at Lund University. Selection criteria for the schools were to teach L3 French, German and Spanish at levels A2-B2 and to have a connection with a university and/or a teacher-training school. Lund University was a partner because of the exchange with Gymnasieskolan Spyken in terms of teacher-training students and teacher development, current and possible future research in the fields of language study and educational sciences. Once the project began, the levels of language were set at A2-B1, due to the levels involved in the LTT activities. These are the language levels set in the lesson plans. The students of L3 were involved in the project at different levels. An inventory of what was considered motivating and stimulating activities was made before the beginning of the project by asking the students of their experiences. Students were part of the local project teams and had the possibility to be active participants in the transnational activities sharing an important experience of the implementation of the created activities and their evaluation with the project teams. The Erasmus students held inspirational presentations connected to the project to student groups at their home schools and at the visited schools, all in the languages learned.The project aimed at reaching students who were studying to become teachers and teachers working with teacher training, to inspire them to create networks with schools in other countries and thus continue the idea of this project. Although the systems of teacher education vary between the partner countries, the project reached students in internship at the school, a language assistant, organisers of teacher training and university teachers.The Centre for Languages and Literature of Lund University brought expertise in language study and educational sciences. This partner served as an anchor in current and possible future research and teacher education. As such, it encouraged the process of the project, assisted in the choice of methods and evaluated the process as well as the final result of the project together with the partner organisations.This project lasted for three years and included three transnational project meetings and several more meetings over the internet. 5 transnational workshop/learning activities were organised and the 6th and last had to be cancelled due to the pandemic. Each partner school was responsible for two events, LTT and/or TPM. Collaboration was achieved not only within each target language, but between the languages French, German and Spanish, with the help of English as lingua franca when necessary. Teachers cooperated during the workshops and between the LTTs, over the internet, in practising the created lesson plans in their own schools and over borders in the partner schools. Students were co-working within their school Erasmus teams and during the learning activities with students at the partner schools. Thus, the project has reached at least a 1 000 people during the 3-year-period, and will continue to be disseminated in the future.Results:1/ A website of open access, to be seen as the official site of the project together with the Twinspace on eTwinning, including:- the bank of created lessons- the lectures on motivational strategies - the UN goals 2030- the EU goal 2020- the activities organised by the project- the MadMagz online magazines for each LTT - examples of dissemination activities- a link to the project's TwinSpace on eTwinning- links to the Facebook group, the Youtube channel and the blog created by Italy2/ Madmagz online magazines:- one for each LTT, describing the activities3/ A Facebook group “Multilingualism for a Sustainable Society”:- for teachers to share ideas and tips, and for the project to spread its results 4/ A Youtube channel “Multilingualism for a Sustainable Society”:- for the group to publish films created or used during the project5/ A blog:- newsletters were published with information about activities in the project and the blog evolved into containing a variety of the language lessons, but it is not to be seen as a full coverage of the project.6/ A Twinspace on the eTwinning platform, to be seen as the official site on eTwinning: - served as means of communication through forums and video conferences - the bank of created lessons - the bank of lectures on motivational strategies by Céline Rocher-Hahlin - information about the LTTs / TPMs- a separate TwinSpace for students was created to prepare for the LTTs and during them. It is no longer in use.7/ WhatsApp groups for immediate communication for teachers and students.The project has had the following impact1/ on a local level:- improved cooperation and shared practice within the schools between the language teachers and between students and teachers.- improved collaboration and shared practice between the local upper secondary schools- improved collaboration with local teacher education and universities.- the UN goals for 2030 have been established as an overall agenda for the schools in Italy and Portugal. In Germany, a team for environmental issues has been created. The Swedish school had just launched the overall agenda of implementing the UN goals in all parts of the education when the project was outlined fro the start. Therefore they are cornerstones of this project.- improved knowledge about motivation to study languages thanks to the involvement of students and their input on what motivating language lessons are, and the lectures and guidance of Lund University - Céline Rocher Hahlin - through the motivational strategies of Dörnyei and Csizér.- increased interest in studying the L3 on higher levels at our schools has been identified.2/ on a national level:- a research project by the team member in Sweden, Lena Osvaldsson, who has published, presented and will present, during 2020-21, at conferences, a report from a survey among students of French, German and Spanish at Gymnasieskolan Spyken regarding motivation in language learning. It has been distributed to all school leaders in the municipality and will soon be available to anyone via www.lund.se.- the project has been invited to inspire teachers in Sweden on a national level, at the conference of ""School Ambassadors for the EU"" and on the platform for the Swedish National Agency, UHR.- the partners of the project have been invited to the Didactic seminars of Lund University, where research and experience in language learning served as a hub for students who will be language teachers met experienced language teachers for discussions about didactics, during LTT Lund 2019 and the Swedish team will hold a lecture about the project on November 11, 2020.3/ on a European level:- initiation of new networks, to cooperate and share practice, between the teachers of German, Spanish and French of the project. - the project has given Lund University the valuable opportunity to spread internationally results from research with regard to language teachers’ work and interest in the upper secondary school.- the researcher at Lund University, Céline Rocher-Hahlin, has in the project worked closely with the international teacher teams and thus implemented the results of her research in several European classrooms.- the TwinSpace project applied for the Quality Label on eTwinning and was granted the label in Portugal.- the project has applied for a European Quality Label for Language Teaching.- cooperation through working together in a project is part of the European idea to support understanding and to prevent war.- opening the possibility to work over borders and learn from each other thanks to the exchange experience and knowledge of languages.- the contacts may lead to new cooperations, where there are concrete plans for and ICT project between the German and Swedish partners, and future research projects, which would be beneficial for the schools as well as the universities.The overall impact of the project can be summarized in the words of a student: “Never could I imagine being taught French by a Portuguese teacher in Germany. It was possible and was an interesting experience”."

"The main objective of the project ""On the spur of myths in the d@rkness of history"" is to enrich learning and increase motivation among 150 students of 15-18 years of age from sixth partner schools in the area of second language learning based on mythology topic within 24 months of the project’s duration. The project aims at enriching teaching methods by implementation of IT techniques, developing digital skills, improving linguistic competences in the area of oral and written skills, increasing the level of knowledge on various mythologies and preserving its cultural heritage as well as internationalising the partner schools by forming long-lasting cooperation. To meet the objectives of the project we planned 7 LTT activities and local activities in our schools and in the local areas that will be carried on within the duration of the whole project. Taking part in different activities students come in contact with a variety of mythologies and cultures, they will be examining ancient times and their effect on the modern world. Activities will cover a range of skills, starting from creating various tasks using digital tools such as creating genealogical tree of the gods using Popplet application, creating mythology comic using Flipgrid or Toondoo platform, graphical representation of hero's events or processes using RWT Timeline app, presenting the events from the God’s life using MindVector app, writing a diary of mythological character’s or making biograms of modern mythological figures. Those activities will enrich the teaching in class and develop student's reading comprehension, oral and written production in Spanish/English language. During LTT activities students are going to get acquainted with Roman, Norse, Lusitan, Galoroman and Slavic mythologies. There will be educational visits to local sights that have a mythological background. The students will also get to know the idea of digital storytelling and go through various phases of preparing a digital story starting with pre-production phase including development of the story, setting and characters, writing the script and a storyboard, following to the production phase that brings the story to live by using various techniques such as tableau vivant, one stop motion, theatrical performance and finishing with the post production phase that compromises completing film stories with sounds effects, voice, music and final editing using available film editing programmes. After each LTT, the students working in groups are going to prepare digital story on the basis of the myth they learned during the mobility. Participating in workshops, laboratories, interactive tutorials on filming with specialists will require interaction with peers, common discussing and cooperation to achieve the results of the task. The project will have a positive long-lasting effect on all participating institutions; the teachers will benefit from the project by improvement of methodologies, flexibility of the pedagogical framework and modernization of the resources. The project will serve as a reference of the integration of information and communication technologies in the teaching of foreign languages and cultural and historical heritage. This will allow for an increase of the high schools’ popularity and make them attractive for young people who would like to participate in European programmes which ensure cooperation among the schools, which will provide the possibility of sharing problems, good practices and solutions, and will include good knowledge and exchange of ideas on different aspects of educational work The project results will be disseminated at the local, regional and European levels and they will address various recipients."

We walk along our cities where we live in our everyday life and, imperciptibly, we do not realize that many men and women made the history of these places. We take these walks either as a means of escape or as an ordinary activity to do our daily duties, but we have to be mindful of the fact that the streets of our cities are more than buildings ans sculptures; they are part of our cultural roots, which are linked to different historical periods. Aim 1: ensure that our students know the historical heritage of the cities by a playful way and through the development of curriculum content. Our students will see why these sculptures are in the streets of our cities and will understand why they are set there by means of varied activities and of the acquaintance with different personalities who made our history. Not only the students will know the biography of these characters, but also the reasons why they deserved an urban spot, fact that will be linked to a learning area (Literature, Music, Science, Sports, Arts…). Therefore, the students will be able to get their own historical reality by a new way. Aim 2: use ICTs throughout the whole process and for the implementation of the final result. We will use these tools as a way of communication to prepare varied activities with the students. Also, they will be used by the teachers to design the project and specify the needed final details for all the meetings. Furthermore, at the teachers training session, the eTwinning platform will be shown to capture the different steps that the project is having.Aim 3: adquire better communication skills throughout a working language, different to the first one. This aim wil be got by the interaction that the students and the teachers from the different countries must have to cowork and to share the experiences during the meetings. In addition, it will be the way of relating towards the students in the encounters in the different countries. Spanish will be spoken when the students are in Spain and Portugal and English when they are in France and Serbia. Aim 4: design a cooperative working, normally used methodology at Siervas de San José School, and it takes a greater significance in a European project. The fact that you can be in constant contact by forums, chats and audio texts, gives the opportunity to have a close and steady colaboration among the participating schools. This idea of cooperative and collaborative work helps and encourages the learning of all participants. The teachers will ensure the good atmosphere and will facilitate the learning of the students by the discovery of new teaching ways while the experiences of the other teachers and students will be learnt. The project also involves the student’s families, the whole school community and the local authorities through the assignment of different spots where some of the activities will be carried out during the scholarly meetings. The activities that will be held throughout the course of the project will be advised on the school web-based platform. In this way, all of them will be known by the whole school community and will be part of the school curriculum. This idea means that all the activities will be assessed because some learning aims will be worked throughout the project. The mentioned aims will get some public final results in the expectation that they will be the start of imcoming projects. In adittion, the project will be open to the settings of the involved cities throughout the implication of the school community and the publication and the announcement in the local press. The project incorporates four countries (Portugal, Serbia, France and Spain). It is intended for 12-15 year old students (four mobilities will be held in the course of the two academic years) and the sharing of good teaching works, with an initial mobility in which the coordination, the establishment of timetables, the working methodology and the specification of evaluation intem will be worked. Finally, there will be another mobility in which the project will be assessed and the results will be disseminated. The mobilities will be done with the company of seven students of the different schools and the carrying out of varied activities will be overseen. Some of the activities are:-Virtual activities by Twinspace platform throughout the use of ICTs.-Classroom activities during the different student exchanges.-Targeted activities to know the history and the heritage of the involved cities throughout the different characters statues and sculptures.