"Historically, people have changed where they live due to different reasons such as war, marriage, education, etc... According to 2015 data*, 4,7 million people have migrated to 28 EU member states. This number is substantially increased when we add EU candidate countries like Turkey. In our partnership which include 6 different countries, it is stated that in Turkey the number of refugees reached 2,6 million. Germany is the country with the highest number of immigrants among EU member states with 1,5 million. It is followed by the United Kingdom 0,4 million, France 0,6 million, Spain 0,3 million. As you can see, our partners are the countries with the highest density of refugee / immigration issues. The biggest problem in these countries was social harmony. The host society was concerned about foreigners coming to their country, while refugees and immigrants are fearful of exclusion. Our project originally had started on the eTwinning platform, as a social responsibility Project with the partnership of Turkey-Germany-Slovenia. During our 2017 eTwinning Project, our high school students had participated in activities with school-age children of refugees, immigrants / in order to facilitate the integration of children into their communities. All of our participants had been rewarded with a travel ticket in the category of Move2learn competition. Also had won the best eTwinning award ""zlatikabel” of the year in Slovenia. This motivation led to the development of our project as the Erasmus + Project. The fact that 2018 was a European cultural heritage year had also guided our project idea. We believe that the students and teachers of 6 different countries were able to produce common solutions for our common issue. Five different types of events had been planned for this purpose. 1. Creation of the European immigration map: The countries in the project prepared maps, graphics etc. especially including immigrant demographics of the last century. 2. Language game activities: All students involved in the project taught vocabulary from their mother tongue to each other. This event, which consisted of words that could be used frequently throughout the project, was initially part of the work of warm up and It turned into a game that was repeated daily. 3. Sports Activities: We preferred the games based on cooperation, communication and trust. To achieve this objective, mixed teams were created. The differences in society were reflected on the teams. The winning team was the team that best benefited from their differences. 4. Food culture events: Eating is a social symbol, part of socializing. At least one of the dishes belogned to the immigrant / refugee culture. While preparing the meal, they experienced the collaborative working and the pleasure of enjoying different tastes. 5. Art Activities: Especially non-verbal activities such as painting, music, and photo were the biggest means of expressing feelings. We created a joint exhibition. We studied universal values such as tolerance, cooperation, solidarity, respect, love, responsibility, empathy with mixed teams. As a result of these activities, we planned to achieve the following objectives: - To facilitate the adaptation of school children, who have had to leave their country of origin, to the new country's cultures and customs - To help our pupils and the refugee / immigrant children we work with to acquire some skills such as expressing themselves, effective communicating, working together and problem solving skills - To provide geographical awareness - To discover and embrace the diversity by conserving the cultural heritage. - To create awareness about universal values such as cooperation, tolerance, solidarity, respect, love, responsibility, empathy Our participants consisted of students, teachers, school support staff and administrators. We have also involved participants with fewer opportunities such as economic difficulties, and disability. The age group of our students was 15-17. Short-term exchanges of groups of pupils were attended by 4 students from each school and 24 students in total. A lot of immigrant / refugee students in the host society were included in the studies. The refugee/migrant students of the host community were able to communicate effectively with their peers through the work accomplished. Teachers were selected from the fields required for the activities to be carried out. Support staff and administrators turned their observations into action plans. In addition, pre-activity needs of participants such as ticketing, health, culture were covered.We wanted to make our project spread on national and international platforms Our dissemination activities: - An eTwinning project ""Together we are Stronger"" - Transferring experience through eTwinning events - Creating brochures to present our project - Preparing a web page and an e-magazine"

All the European educational systems include long courses about their national history in their curricula. Knowing about our past isessential for anybody’s proper education, just as it is the satisfying acquisition of basic skills and the necessary learning of foreign languages as the basis of international communication with our European partners. This project focuses on learning history through a cross-curricular point of view, where the basic skills and foreign languages play a decisive role and students become the main characters in the learning process. The global world our teenagers live in makes them the object of their training process and newmethodologies are needed to promote this.Our project intends students to learn history through the everyday images of the 20th century inherited from their ancestors. Onone hand, these pictures will provide us with the little details of the common people’s workaday, which have been excluded from history books and which can help us get the big picture of what happened in Europe at the time. On the other hand, this local and national point of view is going to give way to recreating a united European history where common people and their lives are going to be the real protagonists. By doing this, a European perspective, which we think is missing form today’s educational system, can be reached. Once both these educational goals are achieved, students should be able to share their experience with other students just like them, with similar backgrounds and common interests. As a result of this process, students have to become their own leaders and reproduce these everyday scenes using their own cameras. This is the only way they will be able to compare their lives to the ones their ancestors lived. Not only will they analyze their countrymen’s lives, but also the lives of other European inhabitants experiencing a similar reality. Furthermore, this new teenager look is going to be crucial in the learning process because it is going to be used to analyse, contrast and study the historical and cultural legacy European countries all share. This is why the basic group is composed by six schools from six countries which have been considered as they provide a diversity of features: Germany, Cyprus, Lithuania and Spain. All of the four schools have formerly participated in the old Comenius projects and they are vastly experienced in the field of international exchanges. In all ofthem, the departments of Social Science and History aim at the idea of beginning new pedagogical experiences which may bring animportant and powerful educational methodology for the students.The educational communities have from 500 to 1000 students each, all of them potential receptors and initial assessors of this work.Transnational meetings are going to be organised where, not only are they going to get to know first hand the local historical legacy,but also will they share and present their insights and the historical collection of visual and written documents by participating indebates and assessing the progress of the project.All of this is going to contribute with basically three products which will prove to be very useful in the long term, both for theeducational interest as well as the cultural impact. In the first place, all the photographic material will belong in a unique databasewhich will have an open licence to be used by public in general. Secondly, the best images will be shown in a photo exhibition whichwill disseminate this experience as much as possible. Finally, this pedagogical innovation will be embodied in the publication ofseveral didactic units in different languages so that they can be used in schools anywhere in Europe. Therefore the estimated impactis not just limited to tackle the pedagogical lines in the participant schools but it also aims to provide a contemporary look to historyfor the record. Besides, these new lines of work will get consolidated by the search for new contacts on the e-twinning websitewanting to collaborate as guests, so that we could gather a common historical photographic legacy to work with and we could keepon producing new materials never collected before.

As Europe is facing many challenges related to integrating immigrants and facing the current refugee crisis, we felt the need to offer our students a chance to explore the different facets of cultural diversity in the modern day Europe. We found our partners on eTwinning and noticed we share similar goals. That is how the project partners from Germany, Holland, Turkey and Italy were found. The aim of the project was to cooperate with other schools to create innovations and to exchange good practices. In terms of exploring the key concepts of the project, our students were encouraged to share their views and create such trust and enthusiasm that made it possible to give space for innovative thinking and creative solutions. The approach in the workshops and everything we did was dialogical, which means that we discussed the topics with the students and encouraged them to find their own view and voice. Through these meetings and discussions, we believe that the students were able to share, contrast, change and modify their ideas with the others. We believe that such interaction helped the students to have positive engagement with other cultures. They reported that they had gained societal knowledge and insight into the central themes. They told us that talking about multiculturalism, European identity and common European values, breaking down prejudices, not to mention having a view about immigration, integration and the current refugee crisis, is more natural now, and that they have grown more sensitivity towards the displaced people. We had three LTTA meetings where the students worked on the themes with us teachers and sometimes with lecturers or visitors. After each meeting we asked the teachers and the students to fill in a feedback form, which gave us more specific information about their learning results. Most students reported that they had learned a lot about the topics. They had found the interaction with other teenagers of their age a very useful way to brainstorm, to compare their views and to discuss and discover new ways to approach the topics. We believe that these genuine encounters helped them to gain more emotional competence and intercultural sensitivity. Intercultural competence was a sub-theme that was brought up in each meeting, and we believe that the dialogical approach helped the students to understand each other's views and background better. In the workshops we offered them arts, making presentations, opened the floor for discussion and encouraged them to form their own opinions about the challenging themes of the project. We watched them learn and widen their perspectives by sharing their views and we saw fruitful conversations where we believe true tolerance and mutual understanding took place and where the feeling of strangeness or otherness were broken down. The first transnational meeting took place in Holland, C1 was held in Italy, C2 in Germany, and C3 was held in Finland. The final transnational meeting was held in Turkey. We followed the objectives described in the application carefully, which required a lot of planning, preparation and cooperation between the partners. We had a good pedagogical understanding on how to organise the meetings and we decided to have workshops, where the students could work on different aspects of the same theme or where they could apply different methods, such as arts, when producing their videos, articles, PP presentations and artworks on the project website. According to the dialogical approach, we teachers encouraged genuine discussion and created a learning environment that made sharing ideas and views possible to build mutual respect. We complemented our program with expert lectures and encounters with immigrants and refugees. We taught the key vocabulary and concepts to the students in English, so that it was easier to talk about complex topics with the others. In this way they improved their competence in English. We also taught them IT skills, because some of the students were not so familiar with using PCs or tablets or producing digital presentations, and they needed more counseling how to use different software. We also recorded short videos. The benefits and impact of the project to our schools and students are measured by their products and their feedback. They reported that they had learned more about immigration and refugees in Europe and are now better prepared to build a truly integrated, tolerant and multicultural community and world. We believe this has a positive long-term effect on our students, their families and our schools, who have experienced cultural diversity in their encounters with other project partners with diverse cultural and ethnic backgrounds. We presented the project in our morning assemblies at school and articles were published in a local newspaper. We also set up an exhibition and printed a magazine to give an overview of the project to local schools. This way we have ensured there is a local effect a

"The Project ""Our Heritage: Where the Past Meets the Future"" was implemented by a partnership consisting of five secondary schools from different European countries: Estonia, Turkey, Holland, Crotia and Czech Republic. All of them are state general education schools. Most of them are UNESCO associated schools and experts in implementing art and culture in general education. 2018 is the European Year of Cultural Heritage (EYCH). Cultural heritage became an EU priority with the European Agenda for Culture in 2007. By means of this special year, we wanted to carry out this project to increase the importance of art and culture education at schools, to draw attention to cultural heritage that brings communities together. Our project's context is art-culture, cultural heritage, the implementation of 21st century students' skills into general, art and culture education at schools. The project was community-centered. By collaboration with various local institutions and informal groups of people, we tried to enhance the local social capital in our city and make it a better place to live. The project offered an extremely stimulating and developing experience for the students that can change their attitudes and perception of the world, influence their life choices, give them the drive to pursue their aims, bring out their hidden skills, help them to become active and conscious members of their local communities, nations and truly European citizens. It was a two-year project. We carried out 4 LTT activities. We had to deal with various forms of art and culture such as traditional dance, songs, poetry, cuision, drama, film, photo, ceremony, clothing, customs, visual arts and using them to trigger and develop artistic-cultural perspective of students, to help them enriching and bringing out their hidden 21st Century skills. By using non-academic activities of artistic creation we wanted to attract the high intelligence students who don't have time to bring out their skills or the students who don't want to participate in social activities or who see art and culture unnecessary because of the technological development, who are marginalised at school , who have domestic-economic problems and give them a chance to feel important, build their personality and self-confidence. Moreover, working together with representatives of other nations' art and culture institutions we tried to raise awareness of linguistic, artistic and cultural diversity of Europe. We have created joint end products: the logo of the project, the project anthem, a cookbook, a film showing students of all partner schools folk or modern dances, a photo album presenting cultural heritage music instruments and DVD accompanied with their music, a photo album showing different culture feature, an art album. To achieve objectives of our project, we did various kinds of activities, such as workshops, competitions, exhibitions, evaluations... that other institutions like other schools in our localities, art and culture centres, music schools, cinemas, amateur theatres, dance groups, music bands, children homes, old people homes could also take part in. The activities are aimed not only to create the end products, but also to form attitudes of entrepreneurship and leadership, teach teamwork skills, perform well in new situations, cooperate with people of different backgrounds, develop 21st century students skills, develop foreign language skill, form resources for UNESCO, learn new teaching methods, form a sense of national identity by attending lessons in museums, art galleries and other cultural institutions. Project-based learning, live and learn (learning through experience model), individual model, social interaction model, Evaluation methods, Enquiry-based learning approach, Question-answer, Discussion, Brainstorming, Hands-on method, Place-based education to ensure active involvement of the students in the activities are methodologies while we were implementing the project. The project is student-centered, the students took an active part in all project activities at all stages from preparation to evaluation, dissemination of its results and teachers only guided them . We have uploaded all the tangible project results to the school websites, the joint project website and to the European database - in national languages and English, so that people all over the world interested in them can download them and use them free of charge."