This project is linked to recent questions in social geography : are our towns made by male for male ? Are their public spaces fairly shared between male and female ? Is there a social inequality favouring a gender and discriminating against the other one ? « Invisible walls » would prevent female from living freely in their town : are they real ? Can we find the same walls in different countries in Europe ?The project had several objectives: improving social skills (fight against gender stereotypes and discrimination, male-and-female equality and parity, respect for others, tolerance, team working), digital, scientific, langague (native language and English) and researching skills.French, Italian and Polish schools worked together on these questions by studying the situation in their own towns and regions. Searching activities, surveys and final outputs were drawn up by the partners teachers. Then in each school the 13-15-years old pupils compared how the streets names are shared between male and female in their towns, which jobs and responsabilities male and female are in charge of in city councils. They also made surveys about the way male and female live in their town. They created exhibitions and slideshows to spread what they found and their comments about it.

This project was based on a common acknowledgment in the three involved schools : pupils’ vocational choices are widely influenced by their stereotypes about male and female social duties and skills. Many of them think that there are jobs for men and jobs for women : male would fit jobs with logical and technical skills ; female would fit jobs with psychological skills, sensibility, care for others. That is why most of male pupils choose first scientifical and technical trainings, and females choose artistic, health or social trainings. These choices have serious consequences on career advancement : males will reach a well-paid job with responsability, though females will get badly-paid, insecure and junior job, without promotion possibility.The main goals of this project are- to limit the effects of gender stereotypes on vocational choices by making pupils aware that jobs can be both for male or female and get equality and mixity in the different trainings.- to make pupils aware of the gender stereotypes in their daily life and their representations in workplaces.- to improve skills in English- to improve digital skills- to improve oral skills- to improve skills in collaborative works- to deepen knowledges about Europe and partners’way of liveActivitiesTeachers from partner schools organized, prepared and wrote together teaching documents in English and native langages, including descriptions of activities for teachers and instructions for learners. All these documents are available on the project web site www.createyourownway.frLearners’ activities are shared and organized according three skills : oral communication (shows, accounts), writing communication (accounts, analysis), pictures creations (exhibitions, posters). Most of them needed digital skills.Results :The results are available on the project website, in English or native language with a summary in English.Teachers’ results :- project logo and slogan- website to load teaching documents and pupils’works- descriptions of activities in English and native languages (French, Italian, Polish)- instructions for learners’ activities ( English and native langages)- assessment grids (for learners and teachers)Learners’results :- survey results (charts) with comments- exhibitions- studies of novels and paintings- studies of schoolbooks- shows- pictures creations : advertisements, photographs- course observation reports- reports of company visitsImpacts :- taking in account gender stereotypes in teaching practise- Using teaching documents available for teachers in and out of the partners schools- loading new teaching documents and pupils’ works on the website- increasing mixity in vocational choices

"This project focusing on the subject of ""EFFECTIVE COMMUNICATION - COMMUNICATION SKILLS” will unite 5 European schools from Poland, Croatia, Macedonia, Romania and Turkey.Good communication is at the heart of our social relationships and leads to an increased tendency towards acts of kindness and consideration, making people more inclined to offer their help and support.Communication skills are also a prerequisite for the successful inclusion of teenagers of different ages and from different socio-cultural backgrounds. It is becoming increasingly important that students are familiar with how, when and where to express opinions and address people of differing social standings in varying circumstances. A strong grasp of these key skills will prove to be essential in their search for fulfilling employment in a century where human connections are becoming increasingly vital.The project team acknowledges the value of providing students with an education that places a high value on the development of good communication skills as a means to vastly improve their employment opportunities. The main aim of this project is to significantly contribute to this process.The specific project objectives are: - to raise awareness about communication and its problems among 250 students coming from 5 EUschools over a two-year period- to observe the communication process among students from 5 EU schools- to enhance students communication skills through the exchange of personal and cultural experiences in a variety of key areas. Such as presentation skills, cross-cultural communication, public speaking, and inter-cultural communication- to encourage students to use ICT to increase the impact and reach of their communications.The project was designed to incorporate the following four sub-stages: - Verbal & Non-verbal Communication- Barriers to Communication- Visual Communication- Digital Communication.These sub-stages will help us produce the following concrete results: - questionnaires- Erasmus+ corners- logo of the project- presentations of the project partners- 1 silent theatre play- 1 e-booklet- 5 Time Capsule Messages Boxes- 5 presentations “Communicating for Understanding”- 1 common song- 1 common calendar- 1 exhibition “Create to Communicate”- 5 digital stories “My country’s contribution to the European cultural heritage”- 1 travel manual- 2 webpages for the project- promotional materials such as flyers and bookmarks- A DVD of the projectThe project will run for two school years and there will be one short-term joint staff training event in the PL and four short-term exchanges of groups of pupils in HR, RO, MK and TR.The project will involve students between the ages of 12 and 15 years, teachers, the local community, stakeholders and the local media. A total number of 250 students, 50 students per school, will be directly involved in the project, attending activities organised at a local level, from which 120 students (24 students per school) will attend the international meetings along with 40 teachers (8 teachers per school).Students will participate in a variety of team building activities such as city games, blindfolded games and problem-solving tasks which will help participants to realize how they currently express themselves and the importance of accuracy and clarity when communicating.This direct interaction with fellow EU students along with the production of presentations, group activities, artistic moments (prepared for the official openings), and intercultural activities will help participants to understand more fully how people communicate differently in other EU schools. All students communication skills will be enhanced as they will be given the opportunity to exchange personal and cultural experiences, develop their presentation skills, become more competent and confident whilst public speaking and develop both cross and inter- cultural communication skills.We cannot ignore the long-term benefits of this partnership on the development of our schools. It should be mentioned that the school curricula will be more international for all schools and all generations of students to follow, the quality of the educational process will be enhanced, the schools individual development plans will be advanced and the image of all schools as forward thinking international institutions will be improved at a local, regional and national level.Cooperation between five EU countries will contribute to the appreciation of each other’s national values and the educational importance of promoting the EU’s strong cultural heritage."

It’s not only since the “Fridays for Future“ protest marches that our students at HRS Secondary School Ritterhude got seriously involved in mitigating climate change. A very successful project day 2019 with interesting workshops and vivid lectures set off an overwhelming commitment to climate protection in our school community. Many questions obviously remained unanswered but fortunately these “knowledge gaps” motivated our students to look into the matter more curiously. On the roof of our school building we have been using a photovoltaic system for a couple of years now. Hence resulting in our idea to make this technology the key focus of our Erasmus project. Our primary objective is to achieve a sustainably acting industrialized society. For this purpose we aim to considerably reduce carbon dioxide emissions coming from fossil fuels such as coal and natural gas. In our Erasmus project we offer a unique opportunity to both our school‘s and our partner schools‘ students over a period of two years. They will be researching the effects of the technological use of photovoltaic cells and hopefully will be creating new ideas for a continued development of these cells. All this will take place both in and outside the classroom. In cooperation with our school partners from Poland, Lithuania and Italy we will be examining various possibilities to increase the efficiency of photovoltaic cells designed to track the position of the sun. In the project we intend to devise the corresponding necessary mechanic components or parts which are supposed to align the cells according to the sunlight. By means of a programmed tracking unit activating electric motors the tracking towards the sunlight will actually be carried out. The participating students of all partner countries involved will publish a comprehensive collection of material including construction plans and test results. All this will be translated in the different required languages on the e-twinning platform. Our publications are intended to arouse the curiosity of future student generations and encourage their pioneering spirit of research. Using our ideas and results packed in an ‘experimental case’, they will be able to continue research and create new sustainable Erasmus projects on their own and with their personal commitment. These are the targets that we set ourselves as a project partner.

Our project «Realizing Excluded Students By Smart Strategies» motivated by the need to advance social inclusion went well with 5 schools: Italy, Poland, Romania, Turkey, and we France, the coordinating country.For us, it was about achieving inclusion goals through the practice of new methods and educational, co-operative and inclusive strategies, in schools and during leisure activities.This project focused on students with special needs from each partner school, based on common issues that have a major impact on academic success, disability in social inclusion; disability in basic skills; lack of parental support; poor socio-economic conditions.The needs analysis was carried out in these schools, taking into account the teachers' point of view and applying a basic study that assesses these four barriers. It was for us to promote the inclusion of students from the ULIS (Local Unit for School Inclusion), and secondary school students who have gaps in basic skills, risk of dropping out, who have special needs, helping them integrate into mainstream education and society; applying new strategies to overcome social exclusion, basic skills deficiencies and drop-out; use new methods in the field of social and emotional development as part of the special needs program helping them integrate into mainstream education and society; applying new strategies to overcome social exclusion, basic skills deficiencies and drop-out; use new methods in the field of social and emotional development as part of the special needs program. The ultimate goal is to provide teachers with different teaching methods and share innovative practices.We defined 5 new methods to use in our project. We were able to experience only 4. Cooperative learning in Turkey in February 2019, Peer Tutoring in Italy in May 2019, Team Teaching in October 2019 in Poland, and Personalization in France in February 2020. Given the pandemic, we were not able to travel to Romania to experiment with project learning. However, each in isolation was able to work on it and we briefly discussed it during our video meeting in June 2021.Each partner applied one of these methods in their school environment, observed and evaluated the results. During the meetings, these results were observed, discussed by all partners and communicated to all.At the end of our project: 4 strategies were applied and evaluated. Based on observations and indicators of success, partners continued to use these strategies and methods in their schools.We were able to develop these new strategies for these schools in order to increase their capacity to prevent school dropout through an international collaborative partnership based on different innovative practices in each school. The project has been able to find methods to encourage the inclusion of disadvantaged students in school projects too often reserved for good college students, their inclusion in community activities and we hope in the labour market.We have used new links between formal and informal learning to offer our students solutions to problems of departure and real opportunities for their behavior.Therefore, despite the strikes and the pandemic that disrupted our project, every effort has been made to ensure that the expected results are effective.Through our project, we planned to create both short-term and long-term results, tangible and intangible. This is to have the greatest possible impact on future projects and decision-making processes:Encourage students to overcome the lack of self-esteem, the establishment of the website that will allow for continuous access to general information about project activities, progress and results, writing reports in journals, on-site signage or brochures to inform others about the project history and key results. It also has an impact on the arrangement of an event multiplier, communication, cognitive skills of at-risk students, and the effective culture of a partnership between educators, coaches, and community organizations. Only a few countries were able to implement everything.