"""Our Shared History - Prehistoric Europe"" is a project which intends to unite all Europeans through their shared heritage. As our small world becomes more and more multicultural each year it is essential for a strong community, be it a city or country, to not focus on how we are different from one another in various ways but to celebrate what we share. As most educators realize, education is key to tackling racism and bringing down cultural barriers, therefore through this educational process of research and team work, the students will enjoy the opportunity to socialize with peers from different cultures than their own. Through this project we hope to merge together students from different backgrounds and cultures so that they may co-operate and collaborate together to discover their shared history. The aim of the project is to examine, investigate and analyse prehistoric Europe, with the focus being on ""our shared history"". To complete this project each partner school will complete a fact-finding quest which will provide an over-all view of the prehistorical history of their country in relation to society, beliefs and culture. Using this data together we will compare and contrast the history of each country and then compile a ""shared history"" of Europe. During the visit to each country the participants will engage in activities such as visiting museums, experiencing an archaeological excavation workshop, speak with real professionals from the historian world and visit numerous numerous UNESCO World Heritage sites such as Newgrange in Ireland. Following the mobility to each partner country a site will be taken as a key case study for which the students will research and use as their basis of evidence for their findings regarding the society, beliefs and culture of each country in prehistoric times. It is intended that the students will develop and improve on numerous skills such as their ICT, language and analysis skills as they collaborate together with the common goal to create a snapshat of prehistoric Europe. As the students unearth their shared history they will understand and appreciate the importance of uniting together to create a stronger Europe. This project will broaden their horizons as they are presented with the opportunity to engage with other cultures and see what careers in the field of history there are available in Europe, a continent with a vast and rich past that is still awaiting to be fully rediscovered by archaeologists and historians. There are five partner schools working together to achieve the aims of ""Our Shared History"". These schools are located in Ireland, Italy, Spain, Greece and Croatia. Together we will work to guide our students through every step of the project and aid them through the process of dissemination which will ensure that our project benefits as much people as possible. All materials generated during ""Our Shared History"", evaluations, minutes of meetings,social media pages, photographs and personal blogs created during the activities will be uploaded to a TwinSpace page which local schools and the greater community will be granted access to. Information nights about Erasmus will be hosted and local teachers will be invited to our progress meetings, the intention behind this is to teach as many people as possible about the opportunities surrounding the Erasmus programme so that more schools feel comfortable applying for projects of their own. The students themselves will create social media pages, brochures, posters, powerpoint presentations, write detailed reports and host talks to other students about ""Our Shared History"" and the results that were generated as well as their overall experience."

The general objectives of the project were to create a link between the world of work and school, to persuade the students to approach the reality of the workplace and understand its opportunities and dynamics. The participants of the project were 140 students, 25 teachers and 10 staff members in total. Throughout the two years up to approximately 1,600 people (students, teachers, member of the staff, experts, members of the local community, members of the associated partners) were involved in the activities organized by the project.The project consisted of a series of activities designed to teach students about the economic scenario facing the next generation and to better evaluate the professional opportunities that such scenarios will provide them with and to be fully aware of the skills required. We focused on the creation of a wide range of resources, lessons and activities to enhance school curricula. These included the areas of skills development, career education, work experience, entrepreneurship as well as the key competences of ICT, language and statistics. Our project addressed several educational policy areas including: • developing basic and transferable skills such as entrepreneurship, digital skills and multilingualism, using innovative and student-centered pedagogical approaches • promoting stronger coherence between different EU and national skill recognition supports, to ensure that skills and qualifications can be easily recognized across borders.The project was structured in three types of activities. The FIRST TYPE included three strands: 1. The analysis of the economic production of each partner country by students, supported by the corporation that represent the labor market2. The identification of professionals and of the skills most in demand in its territory. Reflections on training courses designed to respond to these requests and how the school can provide the tools to undertake such courses and easily integrate them into the labor market.3. Statistical analysis of early school leavers focusing on the problems and reasons for leaving school early and to suggest ways of preventing early school leaving. The students first collected and analyzed information. Next, they worked in international groups and compared their findings and ideas. They finalized all the results in a presentation including all the countries, main findings and suggestions for prevention. The products of this phase were shared on the eTwinning platform and on a website specifically created by the students.The SECOND TYPE involved designing training session to fill gaps in the education system which were identified in the first phase and to provide students with the tools that will facilitate their integration into the labor market. These interventions included: targeted courses, meetings with representatives at various levels of the production world, informational materials, both in hard copies and digital copies. Teachers collaborated with students in the production of teaching materials, in hard copies or digital material, which could be used in all classes of the institutions involved, even in the years to come. At the end of the first two phases of the project, a final presentation and other meetings were scheduled in which the following will be presented: the data from the survey on the socio-economic scenario of each partner country, employment opportunities provided by the geographical areas involved in the project, educational materials developed by teachers and training partners. These materials are shared on the project website.The THIRD TYPE consisted of starting a mini company on a global level during the project. The mini company supported European entrepreneurship, incorporated the drafting and delivery of a business plan, identified sources of support and legal requirements within a European context regarding our schools and regional companies. Students produced a product prototype of an eco-friendly flip pen, designed an advertising campaign to include digital marketing, created materials to promote their product and tried to persuade several local businesspeople to support them. The product was chosen by the participating students during the first international meeting in Gustrow. The chosen product is relevant as it supports environmentally friendly schools. Students kept pictures, video and diaries and received feedback on their team and individual performances by teachers, students and businesspeople. We also asked students to present their internship experiences and collect documentation and feedback. It was of great importance for the students to get to know the different forms of internships in the different counties. The students also understood that internships in one of the participating countries could be a future option for them.

<< Background >>The project was submitted to address and improve school teaching methods. The aim of this project is to obtain a product that would be useful for teaching, for the local community and for improving the tourist offer of the cities involved. The time of the pandemic also revealed how people can be prevented from moving and traveling freely for a variety of reasons. With the help of this application and digital content, they will get the feeling that they are free and will be able to see the sights of the included cities as if they were really there. Looking at what our cities need, we have established that the application is a new modern way of accessing tourists and that this is exactly what we need to make our cities more competitive in the tourism market. All the countries involved in this project have most of their GDP from the tourism industry and that is what they really need. It was also determined during the pandemic how little digital material we had. If the project is accepted and the goals of the project are realized, we will get valuable digital content that will be publicly available to all interested teachers and students from the local and state environment. They will be able to use this and thus improve the quality of their teaching. Students who cannot travel due to their poor financial situation and various reasons, will at least be able to virtually experience the beautiful cities and sights of important European cities. In addition to these products that we will receive, a very important item is the participation of students in European projects. Thanks to the projects, our students have the opportunity to travel to new countries, work closely with students from other countries to improve their English language skills, get to know other cultures, acquire knowledge and skills that will enrich them and improve their later life.<< Objectives >>By implementing the project, we want to get new products: Mobile application - tourist guide to the cities of Schiedam, Reykjavik, Dublin, Nafpaktos Swieqi and Split, and digital content that would contain the cultural sights of these cities. The obtained products would improve the tourist offer of cities, and would improve the teaching of teaching contents in our schools. In addition, by participating in the project, students would improve their computer science, cultural and historical knowledge and English language skills, because each product will be translated into English in addition to their mother tongue. The working language of the project is also English, and students will acquire communication skills in English by constantly communicating with peers from other countries and working on products.In addition, students will participate in mobilities where they will be able to meet new people, new cultures and gain new knowledge about the history and sights of other cities. For teachers, this will be an opportunity to work on their IT skills and the products themselves will serve them in processing new teaching units. Instead of just showing pictures, they will have videos made with state-of-the-art 3D techniques available. For all project participants as well as other students in the school who will not be directly involved in the mobilities this will be a way out into the world, the freedom to virtually enjoy the beauties of the cultivated cities and sights. For the local community, this will be a great way to learn some new things about their city and, with the help of an expert virtual guide, tour their city and notice and learn new things about important monuments of their city for the first time.<< Implementation >>The activities that will be implemented in the project are as follows:1. A transnational project meeting will be held at the beginning of the project in Schiedam. At this meeting, experts from Nefinia will hold a three-day course for computer science professors, coordinators and professors of English or History from partner countries. In three days, colleagues from the Netherlands will show how to use a 3d camera, collect materials and create an application.2. MobilityDuring the mobility, students will be accompanied by their teachers to participate in five-day workshops in the host countries. Workshops will focus on students working together in order to obtain the final product. Students will photograph and record monuments and sights of cities together, and will then digitally process them and insert them into the application together with written data.3. DisseminationDissemination will be carried out in all cities through school sessions, class lectures, through public media. Project participants will be part of the twinning space on the ETwinning portal and there will be regular dissemination and evaluation of the project as well as project tasks before, after each mobility and for the entire duration of the project. Dissemination will also be during various events. The events will be held separately in each city during Erasmus days, school open days, and two events are planned that will unite all partners. One event will be organized in Split with the help of the Split Tourist Board. In addition to local participants, which will consist of all partners from the city involved in the project (representatives of tourist boards, city administration, museums), there will also be virtual participants from all partner countries. The second event will be the participation of the partner coordinator in the annual eTwinning conference. The main coordinator of the event will be a school from Nafpaktos that has the status of an eTwinning school.<< Results >>As a result of the project, we expect to receive a mobile application and digital content. The outcome of these our products will be the participation of students of different background experiences and life stories involved together in creating a new product. By working on the products of the project, students will enrich their knowledge of informatics, their knowledge of the English language and will also enrich their social and communication skills. Students who do not normally have the opportunity to communicate outside their circle of people will be able to meet some new thoughts, new cultures and will understand that, regardless of the different backgrounds their colleagues come from, they all have common interests and are in fact very similar. Working on products will improve their self-confidence, their faith in themselves and they will realize that they are equal with all their peers from the European Union.