"Culture has always been an important part of our European identity. In this project we want to highlight the importance of our European cultural heritage and its ability to create social cohesion. Broader topics that will be dealt with are history, architecture, music, museums and intercultural learning. Schools from three different geographical areas are involved in this project (south: Spain, middle: Germany and east: Poland) and thus different working and living mentalities can get to know each other. By employing innovative approaches and practices, digital competence is increased and language skills are improved. Intercultural and self-guided learning are promoted and one of the aims is to enable the acquisition of intercultural sensitivity (Milton Bennett's model) as another key aspect of life-long learning.The project will be implemented in various classes and students, mainly aged between 15 and 16, will work on the project in History, Art and English lessons; about 60 students will be involved in the project. Other subjects and classes will contribute products as well and thereby increase the overall cooperation among teachers and students within our schools. There is a fixed Erasmus+ project team and these students will further participate in the short-term exchanges. Cooperation within in the tri-national teams will be done via a TwinSpace platform. Not only the students, but also several teachers (around 10 to 12) and parents are involved in planning and implementing the project. Finally, the whole school community should be actively involved or influenced by this project.Three short-term exchanges take place (one to each area): Heidenheim, Częstochowa and Pinto. During these exchanges, there will be several excursions to cultural points-of-interest and students work on their project in international teams. In these excursions and prior to them, students reflect upon their European identity and discuss similarities and differences with the other students. They get to know other cultures and tolerance is highly promoted. Eventually, every student should come to understand and appreciate our European cultural heritage. The end product will be an app as an intercultural travel guide for our regions highlighting our European cultural heritage. For this, students focus on larger topics in different phases of the project: history, architecture, music, museums and intercultural learning. Students stay closely in touch with their international partners in-between exchanges, share and work on their products and give feedback via TwinSpace. In general, the products that will be created include a mind map, a cartoon, a project logo, a presentation, an audio tour on our cities, role plays, posters, podcasts, a wall newspaper, a website, a flyer, a survey, a virtual reality expedition, a collage, a video, a leaflet and QR codes. Material for teachers (e.g. worksheets on various topics such as ""How to create an app"") will also be prepared and made available for everyone. All results will be shared within our school community and thus influence students and teachers who do not participate as well.The participation in this project will contribute to a positive development of the involved schools in the long-term. Students will benefit from the project as they acquire necessary academic skills and digital competences which are part of the process of life-long learning; they gain a confidence in their abilities, for instance in terms of language skills. Students increase their overall motivation for languages and foreign exchanges; they will get a Euro-Pass that confirms their participation and they can use it for their future applications; the teachers will be enriched due to the contact with new digital tools and methods (e.g. working on the app).Our results will be made accessible to a wider public via our homepages, TwinSpace, our project site, Youtube and the Erasmus+ Project Result Platform. Our app will be promoted by the tourist information of our city. Articles will be published in our local and our school's newspaper and thus awareness is created within our region. The teachers that are not actively involved in the project will be informed of results in various teacher's conferences and also parents and students will be updated on a regular basis. In the ""Open Day"" potential new students of our school will learn about the project by means of a leaflet and a wall newspaper. The outcomes of the project can be accessed in the future and the app allows further updates. Developing the app continues in the future and students will work on this assignment in projects. Every teacher and student can actively contribute something to this project which increases unity and cohesion within our schools. Therefore, the whole school and the community benefit from this project."

The context in which we developed this project is based on escalating the violence and the aggression in schools, on the very rapid appearance and development of bullying and discrimination, on the complication and amplification of all these phenomena by the internet that gives bullying and discrimination other dimensions. In the same context, teachers and parents have to put up with situations for which they do not have a repertoire of approaches, they do not recognize bullying and cannot build strategies for prevention and control. Creating an integrated framework against bullying at European level and a network in each of the partner countries involves making internal structures of receiving it. And in this context, the most important aspect is the preparation of human resources, the only one able to develop and implement anti-bullying strategies.The project Anti-bullying and Anti-discrimination Strategies (SABAD) aims through strategic partnership, to identify innovative integrated approaches of diversity, to develop social and civic skills of 100 students, 20 teachers and 20 parents from each school participating in the project in order to recognize and prevent the bullying phenomenon.Specific objectivesThe project aims to:1. Develop an anti-bulling school policy, depending on the problems they confront themselves with,2. Increase the degree of awareness among students, teachers and parents about bullying and discrimination phenomena 3. Provide information, help and support for teachers, counselors, principals of each school participating in the project to respond appropriately to bullying,4. Provide psycho-emotional support for actor students involved in types of bully behavior (bullies, victims or witnesses) 5. Develop model activities in order to prevent all kinds of bully behaviorsThe project lasts for a period of two years (2017-2019) and has as partners Álfhólsskóli School from Kópavogur ,Iceland, Colegio Cooperativa Mirasur from Pinto, Spain, Ogólnokształcące Liceum im. Zygmunt Krasinskiego, W Ciechanow – Poland, Koropiou Gel School from Greece and Erdem Bayazit Anadolu Lisesi from Ankara, Turkey.The activities that will help us achieve the objectives of this project will include current and former victims of bullying (either in the role of aggressor, victim or witness) in order to give them a chance to regain self-esteem and become sources of disseminating pro-social behaviors. Contact with students from other countries will allow them to observe and analyze how they behave, learn, how they relate to both discrimination and aggression, that will have a positive impact on their lives. These students could become a group of cohesion, being able to share ideas, experiences and concerns in a group online that they will create it themselves.The impact we expect concerns over 4,500 people in 6 countries. There are 4215 students in all 6 schools and 450 teachers. Impact is materialized in 10 information sessions, 6 workshops anti-bullying for pupils, teachers and parents, six training sessions for teachers, 500 students in the school informed on the bullying phenomenon, 30 students trained and prepared to get involved as mediators and cyber-bullying mentors, 20 teachers trained to deploy activities for bullying prevention, 30 parents taught to develop their communication skills in the relationship with their children, 5 activity -events in the Anti-bullying Week, 900 students from the schools in the community informed on the opportunity of Erasmus+, on the objectives and results of the project in the Anti-bullying Relay, 20 CDs distributed to our colleagues from other schools, containing all developed materials concerning the project, one informative campaign in the community (flash mob and Forum Theater), a launching conference and a final conference, 4 press releases, 6 press articles, one elaborated informational brochure, 200 distributed leaflets, 100 posters with anti-bullying messages, 50 T-shirts, printed with anti-bullying messages, 4 significant partnerships at the level of the community whose main aim is the preparation of the multi-professional teams preventing and combating the bullying phenomenon. All this will increase the degree of awareness of students, teachers, parents and the community about the negative effects of bullying for psycho-emotional development of children in the long term and will change attitudes and practices in the school and community. The procedures, practices and materials developed in the project could be turned into policies at the level of several schools in the countries involved in the project.

"The origin of the projectThe ""Art & Apprentissage"" project is the result of two facts : - the increase in school failure - the low importance given to artistic practices in education - for example, music. However, it is scientifically proven that music has a beneficial effect on brain structure and that musical activities have a positive impact on students, especially in case of learning difficulties. So, music at school, yes, but how and why?The objective of the project was to answer these questions. The partners Three countries are involved: Spain, France and Belgium. The University of Granada (Es) brings its expertise and commitment to music education policy in Spain and Europe. The teams at Résodys (Marseille) and Mélodys (Nice) provide their scientific expertise and are specifically interested in ""dys"" children. They are active in the medical and educational fields. Four schools are committed to applying the tools created: el Colegio Mirasur (Madrid), L’Ecole du Centre (Brussels), Ecole de Chôdes (Malmédy) and St-Michel (Tournai). The Educ'Art (BE) team, with its experience of networking, coordinates the entire project.The originality of the projectThe objective was to co-create concrete tools, applicable in class and in consultation, by teachers, music teachers and remediation professionals. This has been possible thanks to the decompartmentalization of the scientific, therapeutic and pedagogical sectors, around the artistic field as a unifying element. Teachers and therapists: a privileged audienceThey have been very much in demand because, to put music at the service of learners, it goes through the school, teachers and therapists /logopedists.MultidisciplinarityValuing music as a full-fledged academic discipline is a political matter. The challenge of music in schools is therefore multidisciplinary and our approach is multiple: to make the arts a political priority, to inform and train teachers in musical activities, to provide a robust scientific framework concerning the links between music and learning disabilities. Main activities The result of extensive joint reflection over the three years, various productions were produced: an audio-visual documentary, 3 books, 5 publications in specialized books. A portfolio in which we find - a theoretical framework based on recent neuroscientific studies, which gives meaning to the proposed musical activities - descriptions of musical activities, didactic sheets, illustrated with soundtracks, and videos.Activity outlines have been implemented in classrooms in all three countries, evaluated and adapted to enable teachers with little musical training to use them. An Assessment Tool was co-constructed with 11 observation grids concerning cognitive, instrumental and socio-affective skills, created or taken from existing resources. This system has been tested in the classes. Communication and dissemination: a blog and website in French and Spanish, playlists on youtube have been created so that partners can share their contributions, comments and resources. 5 Colloquia were organized. 3 study trips to Granada, Marseille and Belgium provided opportunities for training and exchange. https://www.aaerasmus.educart.be/Results: This multidisciplinary project answered the basic question: why and how to make music in school? It leaves researchers, teachers, music teachers, therapists, politicians: practical tools such as frameworks of musical activities with their cognitive, socio-emotional, instrumental and scientific objectives; observation grids to assess their impact; framed by theoretical tools: neuroscientific studies, accompanied by strong political arguments in favour of music education. The initial specifications of the project were respected and largely exceeded: 5 symposia instead of 4 planned, 3 books instead of 1, training for more than 500 teachers, more than 500 contacts, an interest of political leaders in France and Belgium, the wide dissemination of an advocacy campaign (the ""Marseille Declaration"") and the most moving testimonies: those of children.Sustainability: collaborations are being launched, training planned, agreements signed between international and national partners (IMEP/Université de Laval - MusAlpha), resources are being disseminated in the Hautes Ecoles, the framework for musical activities is already being adopted by music teachers and professors; ongoing work is being carried out on the basis of this project. The feedback is already very positive."

"This project “healthy, active lifestyle” (HEAL) aims to increase the well-being of all people connected to the project - pupils, school staff, parents, and local communities. The main goal is to raise positive attitudes towards healthy lifestyle, and to help the participants to grow into well-being European citizens. The idea for the project started when the partner schools stated a mutual concern about the decreasing well-being of the pupils. The problems in well-being include various aspects, such as poor eating habits, lack of exercising, issues in mental health, and lack of sleeping. Many of these problems are also linked to today's more challenging and overloading way of life. All partner schools had already started to work with the issues, but the hardest task seemed to be to change the attitudes towards well-being, both at school and at home. Therefore, the participants want to work together and create mutual, good practices and tools they can share with all the participating communities. The project group decided to divide the project into four main themes 1) balanced nutrition, 2) physical well-being, 3) mental well-being, and 4) overall well-being which combines all the themes. The two-year-project is divided into periods between the themes:- Autumn 2019: overall well-being - Spring 2020: physical well-being- Autumn 2020: balanced, healthy nutrition - Spring 2021: mental well-being - Autumn 2021: overall well-being Each theme will be in main role for a longer period of time, and one partner school at time will be leading the activities concerning the theme, including the LTTs in the leading organisation. The project includes versatile activities, such as surveys, workshops, practical training, videos, diaries, projects on eTwinning, guests and visits, individual projects concerning personal well-being, collaboration with homes, local communities and other organisations. A well-being survey will be conducted in the beginning of the project to find out the current state of well-being. Both pupils and homes will take part in the survey. The results will guide the planning of the activities, in order to concentrate on the main concerns. The same survey will be conducted again in the end of the project. This will give us concrete results of how the well-being of the participants has improved during the project. It will also motivate the participants to maintain the healthy lifestyle. The good practices will be part of the everyday life both at schools and at homes. The main objective of our project is ""Supporting individuals in acquiring and developing basic skills and key competences"". The project aims to show and teach the participants skills of how to improve their overall well-being in long-term. During the project the participants will acquire and develop following competences: - Language skills and cultural awareness- Social and civic competences: the participants will learn to work with people from different backgrounds. - Learn to learn: project will develop the participants' learning and working skills, as it offers the participants both individual and collaborative learning activities. - Digital competence: the participants will use different technological devises and communication channels (f.ex. eTwinning, websites, YouTube) during the project. The pupils are taught how information flow through media affects their well-being, and how to handle it critically.- Creativity and innovativity.There are six participating organisations (Finland, Lithuania, Spain, Portugal, Italy, Turkey), with about 4,800 pupils and 480 workers. All pupils and workers will participate in the project and activities locally. Three to four pupils from the age group 7-13 years, and two teachers from each country will take part in all LTTs. Altogether, about 100 pupils and several teachers will have the opportunity to visit the participating organisations. The pupils who join the LTTs should be eager to learn new skills and to share their experiences, as their main task is work as ""well-being ambassadors"" at their home schools. These ambassadors will disseminate the good practices on local and national level after each mobility. All pupils in participating schools will design together a ""Handbook of well-being"" which includes chapters for each of the project's main themes. The good practices and everyday tools will be collected in the handbook which ensure the easy usage of the produced learning material also in the future. The result and impact of the project will be an improved well-being of the participants and a change in their attitudes towards healthy lifestyle.They will have the tools of how to make good choices and stay healthy also after the project. The benefits may also be seen among the future generations when the good practices will spread from pupil to pupil, and therefore the project will improve the well-being of the participating communities in a long term."

"Partnership includes rural schools from Poland, Romania, Spain and Portugal which share the common interest in removing school dropout, improving exam results and to create an atmosphere of positive education for all students and inclusion through good exchange practices in a European context.The Polish School did not benefit from Erasmus + funding, but is aware of it’s benefits, School ""V.I. Murgescu "", Romania, Mirasur school-Spain and Agrupamento by Escolas de Castro Marim have the experience of Erasmus projects, but with horizontal priorities. The motivation of choosing digital art as the theme is that is that through depth message, art, shapes and gives soul’s shape, teaches students with civilized, cultivated behavior moral feelings, and digitization motivates students to learn, so we can reduce abandonment and increases learning outcomes. Multiculturalism requires us to create strategies that promote intercultural respect and change. We think this project is innovative through integration cross-disciplinary disciplines, various ways of working and activities that give the project pedagogical value. Objectives are in line with European, national and local priorities promoting diversity, sharing common values, equality and inclusion, and priorities specific education that supports schools in combating abandonment, improving school outcomes and the educational atmosphere. The aim is to strengthen the relations between 4 European schools in development of the ability to work transnationally, through the exchange of good practices and methods for combating the school dropout of students in the target group. Specific objectives: O1.Improving school performance by engaging in art activities in virtual dimension.O2.Reducing school drop-outs by stimulating learning motivation by developing competencies literacy, ICT and the promotion of inclusion in local, transnational activities and on the Etwinning platform.O3.Develop an innovative curriculum on virtual arts as an adapted pedagogical resource for students with risk of abandonment.O4.Improving communication, management skills, interpersonal relationships, critical thinking and problem solving, so that educators can be trained for life and responsible for their own wellbeing. O5.Development of didactic skills by using innovative teaching strategies to promote inclusion and learning.The target group: 12 pupils aged 11-14 (6 girls, 6 boys, with low opportunities, belonging to group of minorities /educational difficulties, abandonment risk, pupils with special needs. Activities centered on learners will educate empathy, accepting diversity, will reduce risk behaviors, include literacy skills, communication, digital competences, social, cultural, how to learn.It will have a positive emotional impact on students from the 3 short-term exchanges groups of 4 pupils in Poland, Spain and Portugal or 250 people in the 10 local activities and 6 activities on the eTwinning platform. Teachers in Romania will offer experiences sharing good practices and international learning to enable them to develop strategies for integrating teaching methods for an open curriculum of diversity. Pupil-teacher communication will focus on positive thinking.Students of the target group will improve their school results with 70% through the development of literacy, communication, intercultural, digital, interpersonal, social and arts; Students and teachers will use the Etwinning platform to create synergies between Etwinning and Erasmus +, improving skills with 80% in the field of virtual art and work in transnational teams and the use of IT; 80% of pupils involved in mobility or local people are more motivated to continue their studies, more prepared for life and responsible for their own wellness; developing interpersonal relationships management, critical thinking and solving problems with 90% .School environment is positive and inclusive. Students manifest tolerance, understanding, acceptance versus those with whom they interact. Teachers have been interacting with students from different cultures, which will allow recognition of similarities and differences,create connections with peers in the partnership,and cultivate mutual respectTangible results E-twinning Project ""Art in virtual dimension"" 4 brochures, website, online dictionary, my maps with street art elements, optional curriculum for the use of art in virtual dimension, 7-8 articles / releases, album / CD photo, virtual exhibition; posters; 3spectacles / contests; Erasmus project information corner; Collaborative art collections; 3 plastic creation workshops; exhibition, ""Story mosaic"", strategy for integrating methods and teaching instruments for open curriculum, teacher workshops, interactive lessons, theater club. Upon completion, the schools will use the project as a resource in the long - term development of the school; activities on the E-twinning platform."