"The project, entitled ""At the Crossroads: Renewable Energy and Trails of History"", is scheduled to run for two years. He hired the Collège de Bourbon in Saint-Denis de la Réunion and the IES Eras in Renueva, Spain.Eleven eighth graders from the Collège de Bourbon accompanied by two of their teachers will travel to Leon during the 2019-2020 school year for a period not exceeding two weeks as part of this school exchange. This is the ""one-way"" trip.Eleven third graders from the IES Eras de Renueva accompanied by two of their teachers will travel to Saint-Denis de La Réunion during the 2020-2021 school year for a period not exceeding two weeks as part of this school exchange. This is the ""return"" trip.Our objective is to teach foreign languages by combining non-linguistic subjects, for example mathematics. This is an open and innovative practice.We wish to enhance the respective local heritage with a common entry point: roads.Indeed, the city of Leon is at the crossroads of multiple paths that have been migration routes. Reunion Island is also crossed by a multitude of paths crossing the entire island that allow you to understand it. Reunion Island is also, by its history, on a maritime migration route.The discovery of local heritage resources will raise the question of how these same resources will be passed on to future generations.Having addressed the issue of climate change this year, we want to raise awareness of the need for an energy transition for the future of our planet and our respective regions.Each group will prepare a short presentation on its own current climate, in its own region, to be presented during the visit to the other centre.We will use eTwinning to carry out virtual exchanges beforehand, before face-to-face exchanges.During this remote work using digital tools, we will study and enhance the cultural imprint of population movements throughout history.We will compare different energy production technologies in different natural environments.We will highlight the importance of mastering different languages in cultural, scientific and technological exchange.At the end of this work, we hope that our students and their families will become aware of the need for a sustainable civic commitment to limit the foreseeable rise in temperatures and thus protect our common living space, The Earth.For the first time, students will often find themselves at a great distance from their homes. This will be a step towards autonomy for them.During school exchanges, educational outings highlighting local heritage will be scheduled, visits to energy production and recycling companies or part of a sustainable development project may be scheduled. The cooperation of all, parents, students, teachers and institutions will be necessary to introduce guests to the cultural and environmental riches of each region and their particularities.The students will be welcomed by the families.At the end of this exchange, we expect a significant improvement in the level of foreign language skills of our students. We hope that lasting links will be established between the different people involved in this project, students, families and staff."

"Based on contemporary researches (Jacobs 1989; Lipson, et al. 1993; Cromwell 1989), European projects and surveys addressing the literacy issues (EU HGHGL, 2012, PISA 2018, PIRLS 2016, ADORE 2009, Eurydice 2011; EU HLGEL, 2012) as well as teachers' own records of successful linking subject areas, all project partners agreed on urgent need to tackle this issue when deciding to initiate Erasmus+ Integrated Literacy in Action project. For the last decade teachers and students have been faced with radical changes in the educational processes. The ""explosion"" of knowledge, fragmented teaching schedules, concerns about curriculum relevancy, and a lack of connections and relationships among disciplines have all been cited as reasons for a move towards an integration of knowledge. Young people’s ability to make connections, to solve problems by looking at them through multiple perspectives, and to incorporate information from different fields, will be an essential prerequisite for their success in the future. An enduring argument for integration is that it represents a way to avoid the fragmented and irrelevant acquisition of isolated facts thus transforming knowledge into personal useful tools for learning new information and finally to achieve comprehensive literacy skills. One of the key project objectives is to open the possibilities for enhancement of student’s ability to see skills multiple times. Instead of teaching comprehension strategies in just one subject, teaching those strategies across multiple disciplines will give students an opportunity to see and implement them more often. Making connections within different areas of study by cutting across subject-matter lines and emphasizing unifying concepts, integration will focus on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life. Ultimately, this will create students’ higher level of understanding and retention of information and subsequently lead to the improvement of their literacy competences and increase of their intrinsic motivation. To address teachers’ most frequently asked questions, the project expert-teachers will, during the exchange of good practice and LTTA activities, turn toward integrated curriculum that is situated in a real-life context. In process of creating challenging, fun and meaningful tasks that help students connect to information, the participating teachers will be presented with the opportunity to learn about various areas of interest, exactly where their expertise is little or modest. Teachers, as well as students, will seize the opportunity to grow, reflect and be exposed to the richness that different perspectives offer, finally leading to the reinforcement of their teaching role and profession. During its life time, the project will include 32 students and 3 teachers per mobility (4). Many other participants (school staff, management, principles, parents, educational stakeholders etc.) will be included in various supporting activities and dissemination so that project can accomplish its goals and purposes.Our experience, culture and society have shaped our minds, and this cannot be disconnected from the learning environment. The cross-curricular instruction of integrated curriculum will encourage students to continue to make these relevant connections. The integrated curriculum approach is an ideal environment for valuable instructional methodology of cooperative learning and the concept of interdisciplinary classroom. While working together as a team, students will solve problems, construct knowledge, make connections within the existing curricula, dissolve the boundaries among the disciplines and finally become more aware of content area connections. Such learning environment will support academic and social needs and foster stronger student/teacher relationships. Tangible results of the project activities will be presented within The Case Study containing LTTA activities and mutual Integrated curriculum as the results of Expert-Teachers Open Class encompassing 4 subject areas: Media, Finance, Science and Mathematics. Intangible results will be reflected in the change of social and educational ethos whenever the benefits of integration teachings come into the focus of the educational policy decision makers."

"Specific training is needed to participate efficiently in the Digital Society. Students should be prepared for a new context that includes new problems, new information sources, new devices and even new concepts. New learning approaches are required to help students to better understand and be prepared for the digital society. This society needs skilled professionals for ICT (Information and Communication Technologies) and there are high unemployment rates when this requirement is not satisfied.Given this context, it is especially important for students to learn computer programming from an early age. This knowledge together with other technical skills make possible the development of what is known as ""Computational Thinking"". In this way, they need to develop skills like critical thinking, problem-solving, collaboration, communication and creativity. In the specific field of school education, students need to see how these problems are solved and to ""touch"" the solution. In this sense Physical Devices and Robotics (PD&R) application is a popular and very valued option.RoboSTEAM project aims to experiment with STEAM integration projects that help learners to develop computational thinking by using/programming PD&R in pre-university education environments. To this end, the present project has included the exchange in the European context of experiences related to this topic. This would allow training of in-service and future teachers in such a way that they can apply this knowledge in class. This project has defined a set of challenges and tools to address them. Two pilot cycles have been carried out exchanging these challenges and tools between institutions so it is possible to analyze the impact of the context where they are used. The main objective of this project is the definition of a knowledge base to facilitate integrating STEAM and computational thinking by using robots. This has been carried out by developing pilot programs, gathering good practices and tools, and defining learning actions and educational resources for teachers. In order to achieve this objective some sub-objectives were defined:- Analyze the different existing activities that deal with STEAM integration- Define some challenges and instruments to facilitate STEAM integration and computational thinking development- Define metrics to evaluate both the integration and the competence development- Establish guides for the definition of integration STEAM challenges by using PD&R- Define educational resources for in-service teachers and future teachers- Establish ways of collaboration between robotic companies and educational institutions- Publish the obtained results in order to involve other educational institutions of the same and different contextsRoboSTEAM project had to be carried out transnationally in order to prove to which extent the proposed methodology and the ICT environment were able to identify patterns and offer different action plans fitted to the potentially very different needs of students from different cultures, in different schools systems, etc. In order to do so, the project was developed by a consortium of eight organizations, including five Higher education Institutions and three schools. The universities are: Universidad de León (ULE), Instituto Politécnico de Bragança (IPB), Karlsruher Institut Fuer Technologie (KIT), University of Eastern Finland University (UEF); and Universidad de Salamanca (USAL). The schools are: Colégio Internato dos Carvalhos (CIC); Agrupamento de Escolas Emídio Garcia (AEEG); and IES - Eras de Renueva (IER). The partnership has worked to produce the following results (taking into account the final grant of the proposal and the outcomes not granted):1. Analysis of the application of PD&R in educational contexts and sample PD&R toolkits for integrating STEAM. 2. Design and implementation of training actions. 3. Guides for defining integrating STEAM challenges that use PD&R in different contexts. 4. ICT tools (questionnaires, rubrics, learning analytics tools) to track how STEAM integrating is carried out and gather evidence that later facilitates making decisions and assessing the acquisition of specific competences. These results have been articulated in two outcomes, two pilots, six LTTA activities and four multiplier events. All the activities were completed and, due to COVID restrictions, the outcomes work was extended to facilitate the application of the project methodology online. The dissemination of results has been important, the feedback obtained from the stakeholders was positive and the participation accomplished almost the expected numbers, even in the pandemic situation."

"The IES Eras de Renueva, coordinator of this Erasmus project has extensive experience in this field having organised multiple activitiesOur center participated, together with twenty-five other European schools from nineteen countries, in the sessions in which the document ""The European Charter for Democratic Schools without Violence"" was written, in Strasbourg in 2004, organised by the Council of Europe. The ""Peace Day"" has been celebrated every year, with literary, musical and artistic activities in which the protagonists have always been the students.Through this project, attempts have been made to raise awareness about the importance of Human Rights and democratic values ​​to promote tolerance and fight hate speech. It has been intended to favor social inclusion and the development of ICT skills. The objectives set were the following:Learn about democracy and human rights, learn through democracy and human rights and learn for democracy and human rights developing the critical skills necessary to participate in a democratic society.All partners have previously worked on this issue, trying to prepare their students for their future lives, encouraging them to discover their own identity and making them responsible European citizens.There is no doubt that cooperation and collaboration among students from different countries create the right space for human interaction.Regarding the activities carried out, six meetings were organised, four LTT meetings and two transnational meetings (TM) with the aim of organising the entire project. LTT meetings were held in Slovakia, Turkey, Italy and Spain, while TM meetings took place in Slovakia and Italy.A calendar was needed to sequence the planned activities for the two years of the project, which were the following:Creation of Erasmus teams of teachers and students.Websites, email accounts and social networks (whatsapp, Facebook, Instagram) to interact and disseminate project products.Information panel (Erasmus Wall) for activities.E Twinning project to work and share.Survey on Human Rights. It was passed to students, teachers, families and citizens. analysing them in each country. Collection of final resultsProject logo competition. Publication of finalists on Facebook and Twinspace. Voting through Google. The winning logo appears on all project documents.Triptych about the objectives of our project.Activities in different subjects to raise awareness about human rights. They were shared on eTwinning.Calendars (2018-2019) and Posters with Human Rights based design.International Women's Day: exhibitions, conferences and workshops.Presentations of the sociocultural context of each centre and on the specific topic of each mobility.Specific topics of each LTT:1 LTT: “Sociocultural reality of my region”2 LTT: “Violation of human rights”3 LTT: ""Rights of refugees and vulnerable groups"".4 LTT: ""Human rights through art"".Results and impact achievedParticipating in this project, students have developed their social and civic competences through active participation in the workshops and proposed activities on Human Rights and Democratic Values. All this has contributed to the development of the critical spirit and the ability to work in a team.The sharing of their work has been an opportunity to put democratic values ​​into practice in a suitable atmosphere. It has also been the occasion to respect the ideas of others and learn to collaborate with colleagues from different countries.Students have used workshops to create materials in order to disseminate the project using ICT tools. These meetings improved respect and sociability, reduced xenophobia, improved oral skills in English and expanded knowledge about other countries.Longer term benefits. Some teachers participated in courses related to the awareness of students in Human Rights during the summer of 2019 to continue working on this topic in their classes"

"“DEARS” is a Project which has been created within the framework of the Erasmus + Strategic Partnership for School Education, aiming at achieving cooperation for innovation and the Exchange of good practices between schools from different countries across Europe.Having created a database for the drop out rate , the partners will assess and evaluate their teaching techniques; promote healthy lifestyles; build a sense of student success; document the current state of affairs where the drop out rate is concerned; promote the students’ professional profile by means of ICT; raise parents’ and local community services’ awareness of early school drop out rate and write proposals to law makers.The partners involved in the project are countries in which the drop-out rate varies from a very low level to a very high level, for example, two countries have a medium level of school DROP OUTS (Spain, Portugal and Lithuania), while the drop out rate in another country varies from region to region (Turkey). All school-partners have dealt with drop out rates and are experienced with previous and ongoing European programs.A number of activities and events to be carried out through teleconferences and on-line platforms will be used during the Project and collaborative work in the mobilities. Preparation will be effected through teleconferences while the first mobility in Lithuania will initiate the first network platform and an eTwinning platform learning community. A training meeting will also be held on innovative approaches.The production of educational materials concerning drop out “DEARS Guidebook and a leaflet will be created. Besides , a learning program entitled ""Promotion of healthy lifestyles and development of students’ social skills through physical education and environmental activities"" will contribute to combatting student drop out in the participating partners as well as implement effective teaching approaches within their curriculum.At the end , mobilities and training events during the final stage of the Project and multiplier events and activities will allow the project results to disseminate on local ,regional and national scale as well as on a European level.Educational material as a natural consequence of the project will be presented as instant materials for teachers and school principals including written reports and proposals. At the same time, the participating teachers will have the opportunity to develop and improve their pedagogical skills and expertise within European projects as the participating students will be a part of the teamwork, organizing events, inspiring creativity, communicating with their peers abroad and analysing the drop out problem in the participating organizations. Also parents and local community services will become informed on drop out rates and law makers will receive suggestions on how to deal with the problemDEARS is a project dealing with collaborative work within the participation of various institutions which have different backgrounds , cultures and understandings, which have come together for innovation and the exchange of good practices between schools on the matter of early school drop- out rates. The project includes a variety of titles ranging from labour market problems ,to career coaching , unemployment of youngsters; early school leaving, direct failure in education; entrepreneurial understanding and entrepreneurship training.Promoting the practice of entrepreneurial experiences in education, training and youth work, young people's social inclusion and well-being , in addition to the most relevant priorities addressed by the project are:-Job shadowing as well as interviews are the best way to lead students to improve quality via career counseling and self- evaluating tools.-To raise students’ awareness of European labour market in terms of necessities , offers and problems .-To have better communication skills using their language skills.-To raise self esteem to develop their abilities to assess their suitability for a particular job.A closely-knit network of schools trying to cope with drop- out rates effectively in the long term, can be a sustainable event, an open access site with relevant educational material and follow-up events and long-distance collaboration will continue even after the project has officially ended"