 Objectives of your project;The aim of our proposed school exchange programme is two fold.The first aim is to research the cultural history and heritage of our countries and how that history impacts our position as members of the European Union and the progression of our countries through cultural heritage.The second aim is to develop the participating students language skills, written, oral and aural. The exchange will be bilingual and will be carried out through the languages of French and English. We want to Re emphasise the value of pluralingualism in our students. For there to be a higher uptake in the future by students of the opportunity to study abroad under Erasmus as they have acquired language acquisition,cultural and interpersonal skills. Number and profile of participants;There will be 64 students travelling over the course of the 2 year project. 32 students from Ireland, 16 each mobility and 32 students from Guadeloupe, 16 each mobility. These students will be between the ages of 15-17. The project will be open to all foreign language students which is addressing one of the priorities chosen in our application. Students from all ethnic backgrounds, all socio-economic backgrounds and from learning and physical disability backgrounds will be able to avail of this project. This is the second priority in our application of equity and inclusion. any students who need extra assistance whether academic or financial or social will be provided with this assistance to enable them to travel.120 students from each school, from the French, Spanish and English classes will be involved in evaluating the lessons designed.6 teachers will be actively involved in the primary organisation and carrying out of the project. 5 language teachers and 1 European Studies teacher. The project will be open to all language teachers in our school to participate in. Description of activities;The activities involved throughout the project is the research and design of lesson plans which will be used by the language and European Studies teachers in their lessons over the coming 2 years as a method of evaluating and adjusting them. These lesson plans will be designed during each mobility in 4 groups of six students. 3 students from each country will be in each group. Each group will be formulated based on students ability levels and also their strengths. The students will design a lesson plan using a methodology which links to their strengths and interests.They will use digital media to create flashcards, quizzes, vlogs and animated stories to create lessons on the following topics:History of our ancestorsLiterature & ArtMusic TravelImpact of EU on us as studentsSocial Media Methodology to be used in carrying out the project;The students will use three different methodologies to create their lesson plans. These are:LEARNER-CENTERED METHODSLesson plans will be created that are easily accessible by all levels of students. Students of all levels are creating them so all ability levels will be catered for and therefore inclusion and equity is apparent in them.CONTENT-FOCUSED METHODSLesson plans will be created that are available on the curriculum for both schools. Students of all levels are creating them so all ability levels will be catered for and therefore inclusion and equity is apparent in them.INTERACTIVE/PARTICIPATIVE METHODSAll lesson plans are interactive and involved at least 2 learners to participate. This is the best way to learn a language is by being actively engaged in the language. Results and impact envisagedThe results that will be produced are 16 lessons which are on both schools curriculum. These will be available for use for all teachers in the school and at subject conferences and on our website.Lesson Plan 1-4: Students will produce flashcards, anagrams and crosswords on these topics which will be used in the teaching of these topics on an introductory and revision capacity. This methodology will suit students who are artistic or may be weaker academically or who may struggle with the fluency of a language. Lesson Plan 5-8 Students will produce Quizlets/Kahoot Quiz/Cloze Tests on these topics. Lesson Plan 9-12: Students will create Voxpop/Vlogs on these topics. Lesson Plan 13-16: Students will create Presentations /Animated stories on these topics.  The potential longer term benefitsFor there to be a higher uptake in the future by students of foreign languages.For students to improve their fluency levels and their interest in foreign languages.For students to develop their language skills, written, oral and aural.For students to avail of the opportunity to study abroad under Erasmus.For teachers to enhance their teaching methodologies and become facilitators in the classroom which is student led.For teachers to spread their methodologies to other colleagues in the school, at subject conferences and through personal connections.

The Erasmus+ project „Flexible Tailored Learning Pathway for Everyone“ (FlexLearn) is the partnership of 4 European VET institutions, whose objective is to contribute by sharing the best practices in the educational field, to improve the skills of the teachers, trainers and the key persons in Inclusive and Tailored Learning process. As a result of this cooperation, they create a web-based Competence Collection of educational approaches and methods and increase the capacity of operating at a transnational level.Period: 24 monthsParticipants: European VET institutions; the Key persons of arranging the teaching/training process, Educators.Aim: To improve the flexibility, accessibility and inclusion in education through tailored pathways, to promote the quality of VET through increasing the skills of the people who are responsible for putting it into practice – educators, education specialists, key-persons in Educational leadership.Necessity: The Project is called into life by Haapsalu Vocational Education and Training Centre. Due to the statistics, about 22% of the students drop out of VET schools in Estonia every year. There are a lot of students whom it is difficult to access and maintain in studies in mainstream ways, especially the risk groups (SEN-students, low-skilled adults and students, who are living in the countryside and are difficult to reach). To find out the ways to make learning more flexible and reachable for these groups, the project concentrates on topics, which are relevant in all of the participating countries. Due to the pre-project communication between the partners, we have found out the strengths of each country, which has been the general base for working out the topics for LTTA meetings. Together created web-based Competence Collection Box will be a necessary working tool for Educators’ in Inclusive and Tailored Learning process. International experiences that the participants gain from the meetings would extend and develop their educators' competences and improve the quality and accessibility of Education in every participating country.Main activities:3 Transnational project meetings, 2 specialists from every country to monitor and evaluate the progress of the project, share feedback and work with the Competence Collection4 Training Activities, 4 participants (Teachers, Education specialists and leaders) from each partner organization. Every partner organizes one LTTA meeting which includes the teaching program for 5 days. Every Training Activity is focused on a certain topic due to the strengths and experiences of the partner organization:Finland - Tailored Learning Pathways for different students. Ireland - RPL - Recognition of Prior Learning and work experiences according to curricula and learning outcomesNetherlands - Learning Methods focused on developing student`s self-management, study and activity skills (project training, simulation, group work)Estonia - Digital approaches and Flexible Long-distance Learning Solutions (e-learning, development of digital competences, digital environments, and digital security).During every activity:The host partner introduces the Educational system and the learning process at their organization and generally in their country. The host institution gives an overview of the focus topic and the approaches implemented in their school and country. Each partner presents the activities and approaches of their school according to the topic. Additional activities according to the choice of the hosting partner, to expand the background of the topic - involving experts, visits to local organizations, practical workshops/teamwork activities to share the best practices in use. As a result of the activities, the best approaches according to the topic are worked out and added to the web-based Competence Collection. Participating teams will evaluate the gained knowledge of LTTA and make conclusions. After the training activity, every participating institution organizes an evaluation activity with the staff (round table forum, discussion, presentation etc) to find out how to implement it. The Coordinator of every participating organisation is responsible for completing the electronic feedback.The main impact of this project will occur in the rise of the quality of teaching and educational management in every participating country. As a result, the participating organizations and the participants have more knowledge and skills in the Inclusive and Tailored Learning process and implementation of necessary approaches, they are experts in every relevant topic the project activities covered. As an additional value, they have created a widely available web-based Competence Collection, which is a freeware tool and will be shared with other VET institutions.

The starting point of the project “Technology Enhanced Science Teaching” (TEST) was that in higher secondary education some complex contexts and relations of the science field were not easily understood by students. For this reason the project TEST aimed to create multimedia-based and interactive teaching materials for science teaching and learning. The focus was laid on complex topics from Physics, Chemistry and Biology, but educational resources for Mathematics or Philosophy were also created. These so-called teaching tools are small software units dedicated to a specific competence. The tools can be used by students during lessons as well as for individual learning at home. As a complete innovation the “Analogous Comparison and Transfer Method” (ACAT) was first used to create the tools. The ACAT method is an innovative approach to science teaching. It was developed in Austria and first published by P. Mazohl at the International Conference for Education, Research, and Innovation (ICERI) in Seville 2017. As a result, 17 teaching tools were created and implemented in standard lessons in the four European countries. They were also published as Open Educational Resources (OERs) in the webpage of the project as examples of best praxis of technology enhanced learning and contributed to the development of active methodologies in the digital age. In close cooperation of the partners, these tools were outlined, developed using common software, translated, implemented in the standard lessons and evaluated. The experience of the implementation of the educational materials into regular lessons was summarized in a document. A Transferability and Evaluation guide was also written. This guide cares for the versatile use of these tools in other contexts or educational fields, and it offers the help and the guidance for other teachers to develop their own tools. The tools were an impact to Technology Enhanced Teaching and Learning (TETL) in Europe as they filled the gap of teaching materials in Europe. They show a versatile and promising approach to science teaching. They also promote the ACAT method, which is an enrichment not only for science teaching but for all subjects. Moreover, the COVID-19 crisis confronted almost all schools in Europe with distance learning. The ACAT tools are ideally suited for learners to independently develop and understand certain learning contents. For this purpose, the tools are accessible online and can be used by students and other interested persons. The consortium partners are well distributed in Europe (Sweden – North, Ireland – West, Spain – South, and Austria in the middle). Three partners are schools with a specific emphasis and skills. The Colegio Internacional Costa Adeje (CICA) is an international private school with students from all European countries and is involved in technological development projects, the Adamstown Community College is a school in the suburbs of Dublin focusing on physics and chemistry; and the Dragonskolan Umea is a school experienced in using virtual labs for science teaching. The Austrian partner EBI/EIE is a teachers’ training institution with its own research department and impacted the project in the field of multimedia content creation and the necessary pedagogical competences. The EBI is associated with an Austrian school in order to implement and evaluate the created teaching tools.Each organisation selected at least three teachers/trainers with the necessary pre-knowledge for the development of the different activities of the project as well as to fulfill the technical requirements to implement the educational resources in regular lessons. Moreover, it was very important that they were interested in the project, in using the ACAT method and in developing innovative teaching material.

All the participating Partners in the Connect-for-Change Project have identified the need for a more personalised approach to learners to harness the motivation that comes from a relevant and engaging learning programme. Dublin and Dun Laoghaire Education and Training Board are joining forces with Big Picture Learning (Italy, the Netherlands and the UK) to create sustainable, supportive transnational relationships of professional development and learning.The motto of Big Picture Learning is 'one-student-at-a-time' and this personalised model has been astoundingly successful in engaging learners, especially those who present with a range of social and personal difficulties and a history of low educational attainment. Started in the USA in 1996, Big Picture Learning (BPL) has become one of the most significant and successful innovative educational movements in the world with over 100 schools spread across the U.S. and over 70 internationally, from Australia to India, Kenya to Kazakhstan. In Europe, there are 15 Big Picture vocational training schools in the Netherlands, a social entrepreneurship centre in Biella, Italy and a new centre in Doncaster in the UK. Some of the key distinguishers of BPL are personalised learning (one-student-at-a-time) built around student interests and real world learning through internships. The BPL digital platform, ImBlaze, is a unique resource allowing internships for learners to be curated with features for searches, attendance and compliance . DDLETB has been developing more personalised VET approaches and wants to improve upon this, especially with disadvantaged learners. The CforC Project will establish sustainable cooperation between the VET Partners, generate and expand new and innovative curricula and methodologies AND will build on digital competences and their applications for teaching and learning. All the VET Partners have learners engaged in work experience, internships and/or apprenticeships. All have a need to better resource their learners with these opportunities, to have better methods of monitoring and supervision, and to have a great variety of these opportunities available, not only locally but transnationally. BPL has developed the digital platform ImBlaze for this very purpose but it has not been used in Europe. CforC Partners would have a unique opportunity to test out this technology and adapt it to local needs. ImBlaze has the potential to be used across Europe and to transform the way learners access and experience work-based learning. The target group for the CforC Project is VET educators - the directors and instructional leaders in each of the Partner participating centres. These are Baldoyle Training Centre, Grange Community College, Blanchardstown Youthreach Centre, Sallynoggin Youthreach Centre (Ireland), BPL Academy - Futura College and Gooise Praktijkschool (the Netherlands), BPL Italia - Scuola HNK (Italy), and BPL-UK Doncaster (UK). We are targeting this group because of the VET principles they share, the common needs amongst them, the innovative practices they bring to the partnership and the high potential for up-scaling and sustainability. We also have Associated Partners - educators from Bulgaria and Romania - who are interested particularly in Big Picture Learning principles and practices for VET

"The motivation for this project is the increasing significance of promoting ‘Wellbeing’ in the second level education system. Emotional well-being is about how young people cope with stress on a day to day basis and having the ability to ask for help and support. It’s about linking and embracing the systems which are innovative for today but also are tried and tested for years gone by. The motivation for this project is to highlight and make aware the importance of positive mental health, the need to be socially responsible, to use communication in a positive healthy way and promote links to our communities through appreciation of our unique national and European culture. Issues related to social media use include anxiety and depression. This is an issue that needs to be tackled amongst young people due to their reliance on social media. It is a part of their everyday lives and while an excellent tool for communication, it needs to be used in a socially responsible way. Our project will look at how this can be achieved. Our project will focus on developing positive relationships, we feel that relationships are key to a persons wellbeing. Our project will promote positive relationships with the self, Ireland will focus on mental health and strategies which students already use as well as some new tools.This will be done initially through surveys, discussions and debates around the topic of well-being. Students will work towards gaining an understanding of the problem and use this to develop a lesson promoting an aspect of wellbeing to a younger year group. They will present their findings following an evaluation of the lesson. All results will be complied in a basic app which students can turn to in times of stress. Germany will look at social and civic responsibility in relation to well-being, they will look at the relationship between students and their societies. They will focus on building relationships between a wide variety of the community and how this impacts on students and their well-being. The Netherlands will focus on communication and the impact social media has on relationships which in turn impacts on wellbeing. The hope is that students will understand the role social media has in their lives and be educated about the importance of using it appropriately. Latvia will focus on culture and well-being. They will combine the project with Latvia's 100 year anniversary since it became an independent state. The students will organise and participate in a photo and song/poetry competition which will then be showcased for the local community celebrating Latvian culture as well as the cultures from the visiting countries. The aim is to educate students about the importance of connecting in life especially in their local cultures as well as at a European level. It is the aim of all involved that the entire school body will be affected by the Erasmus + project. About 30/40 students in each country will access the exchange program but the entire school will have access to the lessons and resources learned on all of the trips. Across the four countries there will be a variety of students from different backgrounds making this an extremely diverse project. Each student will be given an equal opportunity to become involved. It was the aim that all resources be shared with the entire school body through ""A day in Europe"" dissemination day at the finale of the visits. This was to be an opportunity to showcase all the hard work and outcomes reached through the two years. During this day the local communities, school body, parents and any wider groups would be invited into the schools however this was unable to happen due to the Covid-19 pandemic. It is envisaged that the results from each of the visits will have a lasting effect on the students and continue to impact in a positive way as they go through life. Equipping them with the necessary tools in ensuring they are resilient, independent and adventurous individuals. At the end of this project, we hope that we can use the students’ ideas and best projects not only to implement them at our school but make them a regular event in the school’s calendar, thus fostering the status of our school as a community builder and providing students with possibilities to experience meaningful exchanges with their community."