Our project management consisted of a foreign language, science and IT teachers. The project was mainly implemented by the foreign language teacher, as the coordinator, who monitored the project tasks amongst the project partners. Our science and IT teachers supported the students doing their tasks. We met on a regular basis throughout the school year to discuss our progress and to mitigate potential difficulties that might occur eg. being under time pressure, not meeting deadlines. Deadlines had to be postponed a few times because of too much internal school work eg. marking exam papers or sickness of colleagues. We planned our mobilities and activities well in advance.During the process of our project:-Teachers improved their It skills by using and learning about web tool. Digital development has been neglected in Germany for many years.-Our students were guided by teachers managing their learning process and the use of IT tools.Learning at school was more attractive to students by applying modern technologies and new methods of learning. The Erasmus project enriched our school life.Our students achieved outstanding results in completing their IT tasks (e-book, magazines, website, and others) beyond expectations both academically and personally.The teachers took a proactive role in helping the students in IT and drove digital learning forward and fostered a love of learning in general around our school, maximised the opportunities that being part of an international project of schools presented.Concerning financial management, we financed the monthly costs of a website. An external IT web designer supported us to create the website “digischools.net”. We invited local police officers to talk about cyberbullying and addiction. We needed a fair amount of office equipment.The Erasmus project gave us the opportunity to work in a friendly, supportive and forward-looking environment. As a team we look forward to raising the profile of our teachers and students by inspiring an interest in digital media through the week to week project work, external activities, taking part in European projects and trips abroad.

The “S.W.I.T.C.H. – Lifestyles” project was proposed by Furness Academy in partnership with two schools from Italy and Portugal and two expert partners, one tech partner (PONTO PR, from Portugal) and one QA partner (ProMETEUS from Italy). We moved from the data of the National Child Measurement Programme and NHS released in January 2018 which showed that 33% of 10-11 students are obese or overweight: the highest proportion of the country, with Barrow leading the chart. The study identified a strong relationship between poverty and obesity: prevalence for children living in the most deprived areas was more than double that of those living in the least deprived areas. There's obviously healthy eating and exercise to consider, but also poverty, affordability, emotional health and wellbeing: there were many issues in the area that can all have an impact on the weight of children. Partners have identified Students wellbeing and health as Priority 1: benefits of good health in terms of a child's life, from mental wellbeing to physical activity, had an overall impact on students' longer-term life chances. SWITCH pursued the following general objectives: - Support vulnerable students in personal development, promoting resilience and self-esteem through active living and healthy nutrition - improve the education on healthier food choices and physical activities at school, integrating the nutrition education aspects as part of the school curriculum - foster inclusion and healthy habits thanks to ICT and innovative practices and the following specific objectives: - empower educators and develop a tailored training course for P.E., Science/Nutrition teachers available on elearning modules - foster students leadership through the creation of SWITCH Peer Leaders in partner schools 3 Intellectual Outputs were developed: IO1 – SWITCH Curriculum on 3 topics: Physical Education, Nutrition and Mental wellbeing. All the school teachers involved in the proposal researched on those topics, thus increasing their knowledge and exchanging good practices with their international colleagues. 6 Learning Units per branch were developed and equipped with assessment grids, video tutorials, practical exercises, support material. The SWITCH Curriculum included research-based content about the effective methods of changing health behaviours and used web-based methods of knowledge transfer in support of health and physical education programs of study. IO2 – SWITCH App, with gamification components, for improving awareness, knowledge and skills of students on the need of acquiring a healthy lifestyle. The use of the SWITCH App was widespread by the Peer Leaders: these are students with particular leadership skills who were trained during the blended mobility in Portugal to support their classmates in using the App. Training Student Leader developed a targeted leadership programme for our vulnerable students on nutrition and mental wellness was identified as an effective strategy to reach pupils' engagement. ICT, gamification and peer education were the right tools to raise students' interest and motivation. IO3 – SWITCH e-learning platform and training for secondary school teachers, open to non directly involved teachers and teachers coming from other non-partner schools and countries. The platform was interactive and task-based. 6 transnational project meetings were planned and they took place in UK, Portugal and Italy. They had implementation and coordination purposes, quality assurance, and follow up of activities developed and plan for next steps. 3 LTTAs were organized: one joint staff training event in the UK and 2 blended mobilities for the Peer Leaders, one in Italy and one in Portugal. Students aged 13/14 with low socio-economic status, P.E. and Science teachers, as well as staff in charge of personal development, were our main targets. Families and the whole teaching staff as secondary targets, too, applied a whole family and whole-school approach. The project involved 300 students who benefited from the local activities. Among them, 24 participated in the physical part of the blended mobilities. 20 professionals in the field of education participating in the Curriculum methodology and definition and 15 have put into practice the SWITCH training content. 180 students participated in the SWITCH App game while 30 teachers non directly involved in the activities attended our training course on the e-learning platform. Both teachers and organizations acquired several competencies. Apart from the IOs and the tangible outputs, learning outcomes were reached on directly involved teachers, directly involved students who belonged to Year 8 and 9, directly involved students who played the role of Peer Leaders and participants in C2 and C3, partner organizations as a whole, both schools and expert partners, stakeholders and associated partners.

"The “Primary International schools together for the exChaNge of Interactive CLIL training – P.I.C.N.I.C.” project is proposed by CREATE Partnership Trust together with four other schools from Portugal, Bulgaria, Italy and Czech Republic. The project is aimed at spreading knowledge of CLIL (Content Integrated Language Learning) and train educators and teachers of non-linguistic disciplines, in particular those working in rural or province areas, to implement bilingual teaching in their classrooms, with different game-based and informal activities. Experiment CLIL to teach English in an EAL context is a urgent issue. Moreover, we want to use CLIL to teach Spanish as foreign language; in partner countries, CLIL will be used to teach English in an MFL context. Objectives to be pursued act at different levels and scope. General systemic objectives are to: -Develop new pedagogical frameworks in bilingual teaching for EFL and EAL -Spread the practice of integrating bilingual and CLIL teaching in primary schools -Promote the access to ICT-based learning through innovative OERs -Enhance digital integration in learning and teaching and improve the use of ICT for both teachers and pupils learning Specific systemic objectives are to: -Develop 2 methodological and mentoring guides for implementing CLIL&theatre-based and CLIL&Outdoor-based learning activities for primary school (conceptual approach + 2 yearly plans and the corresponding monthly and weekly planning along with model lesson plan, adapted to the national curricula and practices of each country) -Create a basis of theme-structured, teacher-designed examples of CLIL learning activities available as OERs on Moodle where training will be provided and that will complete and further develop the methodological guides General teachers-oriented objectives are to: -Strengthen the profile of primary teaching profession, supporting teachers to deliver high quality teaching and adopt new methods and tools Specific teachers-oriented objectives are to: -Provide web-based training to 200 teachers all over Europe -Provide face-to-face training to 75 teachers in partner countries General learner-oriented objectives are to: -Develop language competences thanks to innovative and learner-centred pedagogical approach Specific learner-oriented objectives are to: - Benefit from a multimodal teaching approach that includes ICT, Drama, outdor activities and other varied forms, inter and transdisciplinarity, applications in practical life - Enhance motivation and child-participation by increasing the number of play-based, child-initiated activities and practical experiences within the CLIL based learning for both EFL and EAL PICNIC is structured in Work Streams: WS0 - Project Management A1 – Preparation A2 – Implementation A2 - WS1 - Methodological research to produce the methodological guide on CLIL&Drama following C2 A2 - WS2 - Methodological research to produce the methodological guide on CLIL&Outdoor activities following C4 A2 – WS3 – 3 class-room projects work with learners about “Who we are"", ""Sharing the planet"" and ""How we express ourselves"", following C1, C3 and C5. A2 – WS4 - LTT activities C1-C2-C3-C4-C5, with 3 teachers participating from each partner country. C1 in UK focuses on main foreign language delivery in primary schools, with the integration of ICT best practiced exchange and practical introduction web tools. CLIL for EFL and EAL. C2 in Bulgaria focuses on CLIL on Drama and inclusive and innovative teaching methodologies C3 in Portugal focuses on CLIL on science subjects, ICT and technology teaching methodologies C4 in Italy focuses on CLIL in P.E. and healthy lifestyles using Outdoor activities and methods C5 in Czech Republic focuses on CLIL on personal development, soft-skills, cognitive skills teaching methodologies and will be given the knowledge to structure a CLIL learning unit. A3 - Evaluation/Dissemination/Follow up (see Follow up section). Overall, the project will directly involve 75 teachers with different background. 200 will receive the web-based training on Moodle. Around 1000 pupils will be involved in the activities, too: they will participate in the classroom projects and will be the primary recipients of the LUs developed by the teachers during their pedagogical research. Our success benchmarks are: 50% teachers using CLIL + outdoor and/or theatre on a regular basis in partner schools with bilingual teaching background 20% teachers using CLIL + outdoor and/or theatre on a regular basis in partner schools without bilingual teaching background +10% improvement in EAD and EFL skills for target group of pupils within 2 years after the end of the project. Since PICNIC has its main focus on teachers' training and methodological, holistic research, the project has the highest possible sustainability by itself."