"""Speak up, even if your voice shakes"" was aimed at the students and teachers of Zespół Szkół Ogólnokształcących nr 6 in Bydgoszcz (Poland), Istituto di Istruzione Superiore don Lorenzo Milani in Gragnano (Italy), Hebbelschule Kiel (Germany) and Gimnazija Bežigrad in Ljubljana (Slovenia).The aims of the project were to increase students' competence in soft skills, enhance skills connected with self-presentation, increase competence in social skills and team building. The pupils enhanced linguistic competence and increased motivation to learn foreign languages. They developed skills connected with ITC (using multimedia tools, searching for information). Last but not least, they raised their awareness about the refugee crisis in Europe.Our Mission is to prepare students to be enthusiastic, caring, self-motivated life-long learners and active inquirers who respect different cultures and values. We aimed to develop critical thinking, effective communication and creativity so that our students could become responsible, active and compassionate world citizens. We believe that each student should strive to understand people with their differences and develop empathy and respect. The teachers involved got acquainted with new methods of teaching and learning and exchanged ideas and experience. All the participants learned about the cultural heritage of partner countries and increased tolerance towards other cultures and citizens of other nations. We strengthened the European dimension of participating schools.During the twenty-four months of the project there were four international exchanges, each partner hosted the participants of the project once. In total, there were 109 international mobilities, with 81 student and 28 staff mobilities. Moreover, there were two meetings for the coordinators of the project. Formal and informal methods of work were used in the project. The activities included: IT classes, workshops on intercultural communication and refugee crisis, meetings with Syrian refugees, Cultural Heritage activities, workshops on public speaking and self-presentation, meetings with representatives of city councils and diplomats, a round-table discussion on diplomacy and its role in the 21st century, a series of lectures and workshops on debating (the introduction to Oxford-style debate, argument building and team strategy) culminating in a debate competition, dissemination activities. In between meetings all the participants used the eTwinning Platform for communication and cooperation. The results of our work are available on two Twinspaces: ""Speak up, even if your voice shakes"" and ""Speak Up Debating Society.""As a result, the students increased linguistic and interpersonal competences. They overcame the barrier of speaking in English and enhanced their vocabulary. They practiced speaking, writing and translating. They learned how to be a professional public-speaker and how to prepare an effective self-presentation. They acquired skills valuable not only during graduation exams but also in the job market. All the effects and products resulting from the project have been shared and made available to the communities of participating schools. Due to experience exchange in the field of methodology, the teachers developed their teaching skills and by this increased the level of education in their respective workplaces.Potential long-term profits are as follows: boosting the level of education and educational offer of the schools, increasing the quality of international cooperation, strengthening tolerance, openness and respect amongst employees and students."

The project entitled “Art & Literature in Education's Nature! Is it an A.Li.E.N.?” is to be implemented by six schools: Turkey,Lithuania,Croatia,Spain,Italy and Greece(school applicant). We are all experienced and full of enthusiasm schools with a serous Etwinning and Erasmus footprint so far. Our school and local communities are looking forward to this project with great interest. Giving children access to all varieties of literature is extremely important for their success. It provides students with opportunities to respond to literature; it gives students appreciation about their own cultural heritage as well as those of others; it helps students develop emotional intelligence and creativity; it nurtures growth and development of the student’s personality and social skills;Developing positive attitudes toward our own culture and the cultures of others we help for both social and personal development.Exposing children to quality literature can contribute to the creation of responsible, successful, and caring individuals. In this way future leaders will be nurtured by developing students' social and emotional skills, communicating internationally in the arts. Arts education on the other hand is often said to be a means of developing critical and creative thinking by developing skills that enhance performance in non-arts academic subjects.Emphasis on both Literature and Arts education can have a positive impact on the three subsets of skills that we define as “skills for innovation”: technical skills; skills in thinking and creativity;behavioural and social skills.It is crucial to empower our young generation to tackle with future challenges and to be competent enough for the future world where they will be leading the society and economy as adults. Our objectives are A) to improve -students competence of Learning to Learn – identifying and leveraging personal strengths and preferences in a way that enables subsequent learning -competence of Multi-literacy -communication competence (meaningfully exchanging ideas with others) make up the rest of these learning tools-cultural competence when students successfully navigate different values, ideals, and traditions interacting and cooperating with others- work and Entrepreneurship competence collaborating and negotiating with others to create new solutions at school and in the broader community- creativity competence- multilingual & digital competencesB) to share, pass on and construct Collective MemoryC) to tackle early school leaving and disadvantageD) to include innovative learning approaches E) to enable cross-curricular collaborationF) to promote the STEAM approach through interdisciplinary teaching with the involvement of all academic disciplines (coordinating school awarded the Label Etwinning school was recently selected as STEM Greek school)to promote inclusive education.A rich variety of activities is planned to take place before, during and after the LTTAs: workshops, logo, poster, even sonnet creations, museum visits, cultural events, tales & legends are to immerge everyone into European linguistic, literature and art background and history. A creative combination of evaluation and dissemination activities, drama and short play presentations, mini films, seminar events, website designing and administrating, storytelling and meet the author (either virtually or metaphorically) sessions, even transforming school walls to “art galleries” will be presented in our S.H.AR.E. ending festival hosted by the project coordinating school in Greece.The methodology to be used is the student centred approach, inquiry based and cooperative learning, tailoring instruction to meet individual student needs (inclusive education methodology). Also the Project-Based and game-based learning with challenging activities, the Museum and gallery pedagogic strategies and the experiential education learning. During public speaking sessions (National oral literature, Art on the walls, My Erasmus story) we focus on integrating intensive experience and skill-building into the fabric of education. This approach to teaching and learning is centered on our belief that education should place equal emphasis on development of character and the intellect.The results and impact of our project envisaged is to be disseminated on regular basis via our website, the Erasmus and Etwinning Platforms. In situ diffusion activities in all countries will highlight the potential impact of our efforts and reinforce longer terms benefits. The A.Li.E.N. project footprint will inspire our school and neighbour school communities and create a school atmosphere with more attractive education and training implementations, in line with nowadays individual needs and expectations. The increased competence in transversal skills (like social, civic, intercultural and language competences, critical thinking, digital skills and media literacy) will be the long lasting benefits of our Project.

This project aims to establish a School Exchange Partnership to cooperate in the training of students in terms of their English language skills and in ICT use. These are two essential competences to exercise full citizenship in today's societies and also to access the labour market. Updating in these areas is especially difficult for adult students. In addition to these two objectives, it is hoped to achieve other non-strictly academic benefits, such as increasing the student's academic self-esteem and understanding/consolidating the personal learning project. To achieve this, the project envisages combining virtual cooperation (integrated into the usual development of classes) with short-term exchanges of groups of English-speaking adult students. A member of the management team will coordinate the activities, with the support of the English language specialists, who will be responsible for the conduct of classroom activities and the preparation of students participating in the mobility. The results obtained will be shared with other public educational centres of adults of the same geographical area to which the participating centres belong, in order to improve the teaching and learning processes in all of them.