It is not the case.

Art Nouveau-Art Renouveau: at the turn of the 19th and 20th Centuries a common artistic movement spread across Europe from the Atlantic Ocean to the Black Sea. Drawing on the philosophical and historical contexts of the Art Nouveau movement, participants learned about our shared European heritage and its local, national and international accents. Through developing an understanding of the beauty and function of design, students applied their knowledge to the creative process and made their own works of art. An emphasis on using recycled materials and the natural form reinforced the theory of sustainability in this project. The objectives of this project were to make young people aware of their joint European heritage and to foster a greater awareness of European citizenship. Emphasis was placed on the development of digital skills, linguistic competence, entrepreneurship and the creative process. The development of soft skills was important with young people learning how to live and work together in a multilingual and multinational environment. Six schools from six countries took part in this project: Bulgaria, France, Germany, Romania, Slovenia and the UK (Scotland). The group includes a wide variety of educational establishments: public and private schools; schools with a religious affiliation and with none; schools for children from 3-18 and those with a narrower age range; day schools and some with boarding facilities; schools with pupils from a wide range of socio-economic backgrounds; schools with pupils with support needs; city schools and semi-rural schools. Art Nouveau was an important movement in these six countries and during the project, participants worked together and discovered common threads and local interpretations of the style. In particular, they learned of the interconnectivity of design and philosophy across Europe in the years leading up to the outbreak of WW1.The main activities fell into two groups: activities undertaken during the school year and those completed during TLAs. Each year, pupils studied elements of the Art Nouveau movement in their own area. They studied Art Nouveau through printed and web-based materials and visited areas of interest. When possible, pupils visited art exhibitions, e.g. Klimt in Paris, Mucha in Glasgow, The Nature of Art Nouveau in Ljubljana. These visits and discussions with experts formed an important part of the preparation for the Town Trails. In their schools, participants undertook a number of creative workshops and produced works for sale at charity events and Christmas fairs. This gave pupils an insight into entrepreneurship and encouraged them to contribute to charities.Each TLA had a specific theme related to Art Nouveau-Art Renouveau. These are described fully in the relevant section of this report. In Scotland, the natural world was to the fore. In Germany, participants learned about Jugendstil architecture in the industrial context and in Ljubljana, the use of new materials and design in the reconstruction of the city after the 1905 earthquake were examined. In Bulgaria and Romania pupils learned that Art Nouveau arrived later. For most participants, a highlight of the project was the chance to work with experienced film producers in France. Students learned about film-making and featured in a short documentary about the French Erasmus mobility. The results of this project are qualitative and quantitative. At the end of each TLA, students presented their work in a final exhibition and during the last TLA, a digital exhibition showed the results of three years’ work. Town Trails are available through local tourist offices and on the web for use by young visitors to the project countries. The homepage provides a comprehensive picture of the work undertaken during TLAs and projects the student voice. The questionnaire confirms the positive impact of the project on pupils’ understanding of Art Nouveau. During the project, participants improved their competences in literacy, numeracy and digital skills. Improvements in soft skills were noted with pupils gaining confidence in their use of other languages, in interpersonal skills and in self-confidence. As one participant said ‘If I can dance in front of strangers at the Eiffel Tower, I can do anything!’ The improvement in soft skills is to the longer-term benefit of participants. Some students revised their future study plans based on their Erasmus experience by choosing to study a creative subject at university, by applying to study at a university abroad or by applying for courses which include an Erasmus year abroad. Pupils set up their own WhatsApp group and are in regular contact with each other. A ‘post-Erasmus’ group meeting organised for Sept 2017 in Paris is testament to the strength of the friendships forged during this project. We believe that the young people who have benefited from this project have an enhanced understanding of their roles as young Europeans today.

"There were 8 partners schools involved in the project ,, Nature detectives '': Publiczne Gimnazjum im.płk. K. Iranka Osmeckiego in Pstrągowa- Poland ( as a coordinator), Gymnazium Petra Pazmana s vjm-Pazmany Peter Gimnazium in Nove Zamky-Slovakia, SOU ""Ivan Vazov"" in Sopot - Bulgaria, Scoala Gimnaziala ""Samson Bodnarescu"" Galanesti in Siret- Romania, Szazhalombattai Szechenyi Istvan Szakkozepiskola es Gimnazium in Százhalombatta -Hungary, Colegio Santo Ángel de la Guarda in Madrid, Spain , ISA13 Istituto Comprensivo in Sarzana, Italy and Primary School of Kouloura-Greece. Our schools are located in different sites: villages like in Poland and Romania and Greece, small towns in Italy, Bulgaria, Hungary and Slovakia and finishing in big cities like Madrid in Spain, they are of a different size and number of pupils but in general the project involved directly about 150 students aged 10-16 and 30 teachers. So there were students and teachers from primary, lower secondary and even vocational schools which was a big logistic challenge especially during mobilities.The main goal was to increase our pupils' interest in nature fenomena and making discoveries. We focused on investigating invasive alien plants and animals species in local/regional habitat and looking for impact of those species on environment , marking places of their appearance and informing local community about the influence of growing/having such ,,aliens'' around . It has appeared that most investigated animal and plant invasive alien species are common in all partner countries. The project which included science, geography, allowed to develop numerous skills, especially communication , artistic and IT . The project activities were focused on doing research on specific animals, plants in nearby environment like national parks, street, historic sites etc. All our students and teachers learnt a lot about biodiversity of different places located in such different corners, even edges of Europe. What is more, whole school and local communities had a chance to learn about invasive alien species thanks to open lessons, open days, multimedia presentations and media/publications. It was a a great opportunity to show talents and share knowledge for those who were open , creative and hard-working; the results of our work have been published in local / regional magazines, TV, our project blog (https://naturedetectivesblog.wordpress.com), schools websites, e-twinning space, FB also presented and documented in many different ways. It was also a great challenge for travelling students (during educational trips and mobilities and staying with host families during mobilities) and for those with some specific problems ( learning difficulties, social and economical problems) for developing language skills and improving ICT skills.In some cases we managed to find institutions like universities, academies of science, national/regional forestry , biology experts who not only gave us science knowledge support but also helped teachers to prepare fantastic lessons based on given materials. It must be said that the lectures given at schools during mobilities were very professional and informative. However, some of our partner schools faced real difficulties looking for mentioned above specialists ( Spain, Poland at the beginning). The topic of our project and investigations had appeared very crucial and up-to -dated due to the fact that invasive alien species issue has been becoming more and more important nowadays and most cooperating specialists and/or intitutions were impressed by our effort and project results. We do have a feeling that we have done something really important for the environment and that our outcomes can be used in the future. On the other hand, some partner schools, especially school coordinators had to deal with the lack of interest in the project from both students and institutional site and had no support of other teachers at school. That led to situations when the same people were responsible for many tasks. Luckily , all those really interested, created a highly motivated, hard working and responsible team ready to move the mountain."

The aim of “Camouflage and Safety in the Virtual World” was to create awareness about cyberbullying and the need of Internet safety which are the major issues of digital age. We were watching as in our school increases the number of cases of bullying ,especially cyberbullying and we developed a training guide for all teachers, students and parents to help to solve this problem .We tried to prevent bullying and to tackle the cases of bullying effectively because no prevention efforts would make bullying disappear once and for all. Moreover we were constantly monitoring the situation in partner schools and the changes taking place over time .Although cyberbullying appears, according to statistics, not very often in comparison to other Internet dangers, it is proved to be emotionally the most painful Internet danger . Our target was to make aware all stakeholders (children, youngsters, teachers, parents, local society, educational policy makers, local authirities, authorities in partner countries) of how important are ICT nowadays and how to make a conscious and safe use of it. We tried to equip our students with digital skills and competences to learn, live and work in a hyper-connected world. Although most of our students are digital natives they are not digital competent. Most of them use the Internet daily despite not being taught any safety policies or useful tips connected with using it. They tend to download anything, accept whatever and they really don’t understand exactly what every click means. In the future it can have negative impact for them when entering in the working world.We tried to teach children and young people, parents and carers, educators or social care workers, or indeed industry, decision makers, politicians to be competent users of the Social networks, because they are a critical resource for their career and educational futures but the entry to the world can be difficult and rules need to be followed. Teachers, parents must be aware and understand how they can support their students to enter the world safely so that their digital footprint is positive and they are aware of the issues. The project also highlighted ways in which online technology is used for good practices in the education field (eTwinning program,e-learning, blended learning, CERT,Gateway) ,This portrayed a concrete picture of the realities today’s children live in, where computer is part of their life. Contemporary reality and technology have increased the amount of time young people spend on the Internet. Many of the situations that are created in the virtual space are just as real as if they take place in person, because they are related to communication and exchange not only information but also emotions. That's why young people are faced with the task of not only learn how to manage reality, but also for actions in the virtual world. The partners created school policies and procedures in the form of a guide applicable to any primary level school within their countries or even within European territory on the safe use of the Internet and preventing cyberbullying. As the problem is international we exchanged good practise on the topic not only between schools from different countries, different cultures and historical and geographical background but also with international institutions (University of Coimbra,Portugal, Intermedi@kt , Greece). University of Coimbra has enormous experience in the subject of cyberbullying (numerous international research and projects) and was leading organisation in teacher training activities. We have one school from the poorest region of Bulgaria and there we organised one of Teaching/Training/Learning Activities in order to give those community of students and teachers opportunity to understand the diversity of European cultures and languages.Two of project partners haven't had previous experience in international project so they benefitted most from the multicultural experience of others, i.e. University of Coimbra, which differs much from the learning/teaching environment of their home countries. Both our project meetings in reality and in virtual world (blended mobility) were a valuable international pedagogical experience for the teachers and students involved in organisation and implementation of the project. We compared different education systems, test innovative teaching methods, peer-learned and used new gained experience in the project activities and are going to practice them after the end of the project in daily routine.The project strenghtened the capacities of organisations involved benfiting from new perspectives and experience and European dimension in school education, enabled students and teachers to work together in multinational and multidisciplinary groups and so benefit from special learning and teaching conditions not available in a single institution and to gain new perspective on the topis of cyberbullying.

Our project ' who wants to be a refugee', with the five project partners officially started on the 21st of November, 2017 in Denmark, after months of preparation, partner searches and promotion. The innovative methods and techniques of teaching and learning in this field yielded strong results. By using innovative, strategic approach in the following system: from modern tools to assess the skills and professional qualifications, by creating on the basis of innovative methods of teaching and learning techniques using multimedia technology and ICT learning materials developed subjects, including foreign language training, the creation of innovative learning programs and subject competency (refugees, politics, geography etc.) .The idea of the project was based on observation and studies of the refugee situation by partners. The project manifested itself in the way of the introduction and development results. It is a specific strategy which consists of a number of smaller elements in the form of development tools to investigate the qualifications, then on its basis of modern methods that had not been necessarily adapted by the partners, we created a program for the project.In fact , it is worth mentioning that, the whole project took place in the international area, though travel, using modern methods of communication (video chat, whatsApp etc), student exchange and community action. All four areas generated each other and are mutually complementary, which further demonstrates the synergies in the design and perfectly fits the idea of international strategic partnership.Objectives inside the project are as follows:– Cooperation for innovation and the exchange of good practices, increasing social inclusion- Causes and effects of forced immigrants- Destroying stereotypes- Focus on immigrants- Universal Declaration of Human RightsOur international partnership consisted of the five upper primary schools mentioned above. The profile of participants varied from country to country, but in general were of similar socio-economic background attending/working at public/semi private schools. There was a very limited number of participants with special needs or limitations.The activities as prescribed took place over two transnational meeting, four students exchanges and the on going work of the project during project period. These activities included but were not limited to: M1 Denmark Introduction of partners to each other Understanding the institution involved Learning and sharing common knowledge about the topic of “refugee” Identifying Erasmus Mundus project regulations Develop a plan and schedules and deadlines Project ideas and planning students exchanges Cooperation for innovation and the exchange of good practices, increasing social inclusion Causes and effects of forced immigrants Students and Teachers mobility Host Families and social inclusion C1 Italy “Recognise Immigrants”We studied the European law and the procedures of Dublin, the Italiangovernment attitude towards refugees and asylum seekers.Our students have been involved in the following activities: Meeting with local institutions Exchange of good practices with the use of website and social such as FB Visiting centers for refugee and asylum seekers refugees: how they spend their time, the daily activities, their stories, the reasons Disseminate to teachers and student families, contact the local pressC2 Poland “Introducing Immigrants”Shared their experiences creating friendships and destroying stereotypesworkshop with and parents and teachersSearch students inside the school who had stories of immigrationDissemination activities:Doing some activities with music with refugeesArticles in local newspapersC3 Bulgaria “Organising social volunteering activities for forcedimmigrants”Dissemination activities: Visiting the SPRAR center Doing some activities with art and music with refugees Articles in local newspapers C4 Denmark “Disseminating project activities”'Meeting with local institutionsWriting poems and songs with refugeesvisiting language for refugeesseeing refugee situation in Copenhagen cultural exchange night Disseminate to teachers and student families, contact the local pressM2 Final Project Meeting: Turkeysummary of project activities, final reportThe impact and ways to further disseminate information The goals achievedThe main aim of the project is to improve the quality and understanding of the refugee situation, this we achieved . Naturally, the dissemination of the project results will play a vital role in achieving this goal in a European dimension. Partners carefully prepared strategy for dissemination to adequately match the intended actions and provide for adequate reach the target groups. Dissemination of the project will be a dynamic process, continuous, continued even after the completion of the project.