The 3 countries involved in this project are different, in terms of traditions, history, culture, languages and sport, yet similar, we all work in favour of social integration and of the education of all teenagers. By practising traditional sports which are our culturage heritage( Gaelic Footballl, GAA Handball, Korfball, Petanque and Fencing) we can share, learn and understand common European values, such as respect, tolerance, non-discrimination, social inclusion and solidarity. Participation will be open to all motivated students in our schools (about 20 students per school), whatever their gender, physical condition, school studies (vocational, technological or general). An example of this is working with groups non-competitively and not being judged on sporting ability. Students with a disability can be enabled to participate in the project. The students and teachers will help these students to integrate and participate in the project. Before the exchange takes place, each student will be assigned a penfriend that they will communicate with during the project. This will enhance their social and communicational skills. They will research the history and origin of their traditional sport, and they will also exchange videos of them demonstrating the concepts and skills of these traditional sports. There will be free access on the website to all these videos. During the exchange, they will meet their penfriends and interact collaboratively throughout the exchange in order yo have authentic experience . They will be participating in a range of traditional sports and cultural activities. The sport activities will be organised, taught, explained by the students to their fellow partners (techniques, tactics, rules...). The sport activities will be practised in teams mixing boys, girls and nationalities. The students will take on different active roles : coaching, refeering, organising, filming, writing...As regards cultural culinary experience, the students will be experiencing traditional dishes while eating together. In Holland, the students will be able to experience the tradition of cycling to school. Some students will do this for the first time. At the end of the project, we expect our students to be more open-minded (culture) to Europe, to be more aware of their place as European citizens, to have improved in basic skills ( languages; social, physical, knoledge) , to be willing to travel through Europe as European citizens (via individual Erasmus mobilities or internships for example.) We expect them to be able to communicate more easily with foreigners. We expect them to be more interested in international news, in particular about the countries they visited. They should be more aware of the traditional sports in Europe. Their learning and practising of these sports have shown them different rules and techniques and equipment but also similar European values. To conclude, we are dedicated to the Erasmus concept of Unity in Diversity.

The aim of the project 'MaTo' has been to help motivate teachers to a teaching methodology and students in a new approach toward the mathematics and its learningIt included multidisciplinary competences of literacy (the working language is'English) and calculating capacity by facilitating the exchange of knowledge and good practices between 6 European countries: Italy (leading partners); Hungary; Poland; Germany; the United Kingdom and France.The pursued and shared idea was to plan, prepare and conduct a series of recreational mathematics competitions by using ICT in each of the participating countries and to make teachers skillful at' the use of the software and the autonomous management of a race, both to collaborate in the production of problems on topics shared, both to help making use of mathematics fun and interesting.In races during the meetings of project, teams were transnational, each composed of six students of different nationalities, while during the training on-line the teams were formed by students of the same school.Teamwork allowed the opportunities to solve problems with mutual aid of companions, and the type of race by updating the results in real time allowed to come back to study an alternate process of resolution when verifying errors, encouraging students to try and possibly try again, especially those who find the mathematics difficult and boring.Since mathematics is often considered an insurmountable obstacle, our goal was to build a climate of confidence and to demonstrate that errors are an essential part of the learning process.Maths contests are not currently widely used in schools because they are sometimes regarded as a waste of time or a diversion from the formal syllabus, but they contribute significantly to build a cross-curriculum favoring the critical thinking in students and encouraging the use of mathematical skills in other fields.The project has consolidated and extended the acquiring of basic skills as well as offered an opportunity for comparison for teachers and deepening for students.Thanks to the cooperation grown between the teachers participating in the project, the ability to share and compare the basic knowledge of mathematics was developed , as well as similarities and differences between content, share and compare techniques of problem-solving, experiences, methods and comments and other aspects that have helped to achieve positive results.

"Our project's name was ""Phoenix"". It symolized a firebird rising from the ashes of educational despair with high aspirations and expectations. We chose that name because it should be a symbol of a huge amount of students taking part in the project whose past was influenced by failures and demotivation at school. With the help of this project we opened new opportunities for disadvantaged, inefficient and especially efficient students. This way they were given the chance to work together in international teams in order to increase their motivation to learn. Thereby we used new media, created new learning strategies and showed them new perspectives for live after school, sharpened their awareness how to take their future in their own hands.We met our objective to increase their self-, social- and media competences/skills. Social skills with cooperating and learning from each other in international teams. Media skills by discovering and trying the 21st century skills. Self competence by increasing the students' self confidence because they had to present their presentations in front of all participants and actively take part in several workshops. In addition they trusted in and improved their English knowledge which was means of communication.All participants widened their knowledge of other cultures, traditions and ways of life and benefited from it. We also felt positively impressed by getting to know other schools systems and exchanging of innovative teaching and learning methods. New media trends were tested, knowledge about them broadened, such as city guides.Six European schools took part in the ""Phoenix"" project. The amount in percentage of students with drop out behaviour was pretty high in the participating schools. The Greek evening school teaches students who try to pass their exams in a second-chance education. During the mobilities we dealt in seminars and workshops with the fllowing aspects: problems and risks for drop out, possibilities of motivating students, how to increase motivation, exchange of innovative teachiing and learning methods, opportunities of technological lessons (digital whiteboard, new media), professional orientation at participating schools, cooperation with parents and local authorities, use of several current online tools for digital presentations/results (website, padlet, ebook, powtoon, learning apps, quizlet and others), effectively sustainable local enterprises.Apart from the mobilities many other students took part in the logo contest, created city guides and their subtitles in English and their mother tongue, produced a rap, learned and used techniques of graffit, created role-plays on the topic integration and presented them in front of an international audience, produced a common picture story on cultural diversity, used eTwinning, made an exhibition about the participating schools and the logo contest, showcases and flyers about the progress of the project, released articles in newspapers and on school homepages, live streaming, tv presentations, completed our youTube channel, websites and evaluations.All participating students, teachers, parents and stakeholders could be fascinated by the Erasmus+ idea in the course of the project. Dissimination was strengthened by publications in local press and on tv. The long-term benefit of the project was and is mainly measured in the increasing willingness of colleagues to run international projects (eTwinning), the more attractive way of teaching lessons by less fear of contact with new media and the sustainable effect of authentic meetings in other countries and partly in other families."

"The main objective of the project is a school exchange partnership. It is entitled ""Specific insular productions, specific culture: how to promote a cultural heritage?"". It involves 3 high schools in Corsica, Guadeloupe and Sardinia who meet the same issues related to insularity, employment, and disappearance of regional dialects (languages) as well as a tendency of closing on oneself and social immobility due to the isolation caused by insularity. This project aims at employment in and out of the islands, the social and economic inclusion of insular populations through the promotion of cultral and traditional heritage, meaning the creation of enterprises based on agricultural productions, the promotion of the cultural heritage ( language and patrimony). this heritage enriches the life of the citizens, and constitutes an important asset in the sectors of economy, culture and creation.It also contributes to the developement of the social capital of Europe. It is an important resource for the economic growth and social cohesion: it also allows to revitalize remote rural aeras and to promote a sustainable way for tourism when islands are vicitms of mass tourism. This project is intended for a high school public aged 15 to 18 in general, technical and/or vocational education. It is also intended for learners with special needs, and aims at an openness towards others , diversity, a general acceptance of cultural, personal and linguistic differences and a european citizenship. It is also intented for teachers through an educational activity on sustainable employment on islands, but also for local enterprises who ignore what their neighbouring high schools offer in terms of vocational education. Eventually, this project is in line with the actions of animation and developement of the territories through the promotion of the cultural heritage and its orientation towards the creation of employments. Finally, this project will allow students to acquire and develop skills in languages, and vocational education thanks to the mastery of the techniques of communication and information."

"<< Objectives >>The objectives of our project B.4C.K. are to impart:- an international dimension to our high schools after the Covid crisis,- a sense of European citizenship to our students as an armed conflict rages on our doorstep,- the will and the power to act for the preservation of the environment to our communities, as the latest IPCC report warns us of the ecological emergency.These objectives are also very present in the chosen themes related to our teaching: arts, language and history-geography.<< Implementation >>A group of students from Carcassonne will travel to Krakow with an artist and teachers in order to initiate an artistic work in cooperation with their Krakow counterparts (Acti1). Once the work of art is completed, a delegation from Carcassonne will return to Krakow and give and unveil this work of art (Acti3).Almost at the same time, the ""twin"" and reciprocal activities 2 and 4 will take place: this time the group, artist and delegation will come from Krakow and travel to Carcassonne.<< Results >>The expected results are embodied by the two works of art that will be exchanged by our two schools. They will symbolize the strength of common European action and the urgency to act for the climate.The power of art and the shared experiences will act on our relations and communities via the participants' role as ambassadors of these values and via the maximum dissemination of the project's results which will be carried out by our students thus becoming the stakeholders in their learning."