<< Objectives >>The Project will be guided by the general objectives of the EU environmental policy as set out in the EU treaty (Article 191) whose aim is to:– preserve, protect and improve the quality of the environment,– protect human health,– promote the prudent and rational utilisation of natural resources,– promote measures at international level to deal with regional or worldwide environmental problems, and in particular climate change.<< Implementation >>All partners will search and analyse their local problems about global warming. We need to take part in local meetings,questionnaires, internet searches, group discussions, brainstorms and short public interviews by partners and students.Afterwards, depending on the main problems selected, we will be able to start educating teachers, coordinators, studentsand parents about them. We will be able to use workshops, seminars, etc.<< Results >>Children and young people are the key to long-term changes of behaviour. Our pupils must learn about the consequencesclimate change will have for us, that we all are responsible for our common future and that there is a lot we can do.

"Due to the increase in the unemployment rate, a consequent number of disadvantaged families, a growing number of foreign families, there is a need to make the school a place to prevent disease, build a confident and collaborative mood, enhance the students' resources in order to avoid early school leaving. In this context we think that our project can meet these needs. Furthermore, it is shared with our partners because it provides the implementation of creativity, activities and subjects and the awareness of being the part of the European community. Last but not least, the project greatly innovates teaching. The main theme of this project is music because we are sure that music is a really effective way to connect people from the whole world and that it encourages people to communicate in foreign languages and to improve their social and cultural skills.This project consists of the cooperation of five countries and it is aimed at realizing the international Erasmus+ CHOIR AND ORCHESTRA . All the schools already have an experience of partnerships and most of them have already worked together. As a matter of fact, the project was precisely outlined thanks to a previous experience of three partners from an Erasmus+ music project called „Together to Enjoy, Join to Learn”. 20 students from each country at the ages of nine to sixteen will take part in foreign mobilities to become a part of an international choir and orchestra. They will rehearse together, play concerts, learn more about author rights in each country, experience different culture, way of living and other aspects of spending one week in a host family abroad. On the other hand, groups of students of each school will be involved in the project without participating directly in the students mobility. There will be hundreds of students engaged in the partnership. The partners will choose songs on which the pupils will work and produce materials. These songs will be used for the international concerts with all the involved students and teachers singing and playing their musical instruments side by side. The students will work on these songs, discus the themes, research information about authors, biography, curiosities, music genres and they will record and make special videos of their national folk songs. The inspiration to do these videos comes from a worldwide project called ""Playing for Change"" (you can see an example of the way we would like to do the videos here: https://www.youtube.com/watch?v=Us-TVg40ExM).The outcomes and results of this students’ activity will not only be a “songbook”, five ""Play for Chance"" musical videos and other learning and teaching materials but also the implementation of English language and the development of ICT, music and European citizenship skills. There will be a continuous action of preparation and evaluation of all materials, and the analysis of the results covering all the aspects. We will measure the process, outcomes, musical competence, digital competence, language competence and European competence. The expected impact on the students will also be visible in the improvement of emotional competences and other capabilities concerning life-competences, such as cooperation, integration and contribution to mutual respect to fight prejudices. Moreover, teachers will greatly benefit from the activity because they will enrich and innovate their teaching and will definitely learn to communicate in foreign language better. The authentic experience created in international classes, the cooperation and preparation of music and singing together will allow everyone to adopt a holistic approach. As a result, it will facilitate the learning process in the students, increase their motivation by making them be part of an educational and inclusive project. All the activities, documents, learning/teaching materials will be published in a project website, twinspace, facebook page and Erasmus + Project result platform."

Our public secondary school in La Unión is near a marginal zone. A high percentage of our students are in risk of social exclusion. The economical crisis has hit harder in all the countries in the project, so there is a high percentage of youth unemployment. All the schools in the project have many students with fewer opportunities. Our objectives are: to reduce disparities between students from different backgrounds by making education more appealing and interesting; for schools: improve the transition between primary and secondary schools, updating schools, good practices exchange, reducing discrimination, widespread the Erasmus projects among other schools, etc. Objectives for students and teachers:development of social, intercultural and language, skills, European Awareness community;motivation(through the use of ITC), awareness of the importance of social inclusion and equality.This project has been planned to involve students who are 11 to 12 years old.We wanted schools with previous experience in Erasmus and also schools with little or no experience at all.Spain, IES María Cegarra Saucedo, coordinator. Secondary, Upper secondary, Vocational Studies. Bilingual and Digital learning program.Wide experience in E-twinning, Comenius, Erasmus + KA 2(as coordinators), Erasmus + KA 1, exchanges. Spain, CEIP Herrerías: primary school. They have never worked in Erasmus or E-twinning.Bilingual programme. 508 students. 19% are migrants and 19% are Special Educational Needs. 35 teachers.Italy: I.C. Perugia 3 has 1,225 pupils and 104 teachers. Kindergarten, primary school and secondary school. Different social backgrounds, including immigrant families, gypsy students,special need students (including blind and deaf students). They have some experience in Erasmus and E-twining.Greece: 1st Gymnasio Volou (Volos). 382 students, 15% are immigrants, 12% are Special Education Needs and a 10% more are in risk of social exclusion. 50 teachers. Some experience with E-twinning, Erasmus and exchanges.Portugal. Group of Schools of Gavião: Kindergarten, 1st 2nd and 3rd cycles, of CEF (Education and training course).276 students(30 are of Special Education Needs) and 45 teachers. They have participated in some e-Twinning projects, and two Erasmus + KA 1. The activities are a means to achieve the objectives of the project. There will be a meeting in each of the participating schools. For each meeting the activities will deal with a different type of inclusion or discrimination and ways to promote or avoid them. -Spain, IES Maria Cegarra Salcedo: Role models. People who have achieved their objectives in life in spite of the difficulties that they may have found. -Greece: Integration of refugees-migrants. Respect towards other people´s cultures.-Spain, CEIP Herrerias: Inclusion of people with special needs.Italy: Gender equality: Great women who made a difference-Portugal: Preventing discrimination, violence and cyberbullying.Every school will develop activities before and after the mobilities apart from the ones planned during the meetings.Before meetings there will also be activities on research of the topic, designing presentations, editing videos, creating material to be used in the meetings, exhibitions, e-guide, dissemination, etc.The students will work with e-groups and etwinning.During the meetings, there will be presentations on the subtopic in each country,workshops,formative activities and cultural visits.Our methodology promotes cooperation and active inclusion of students who are consistently absent from school, students with cultural difference, disadvantaged for socio-economic reasons: we will give them the opportunity to work in an international team ant to feel part of a motivating project.Students will work in mixed nationality groups formed with students with fewer opportunities and less advantaged ones, primary and secondary students.Some results will be tangible, direct products: adapted games for blind people, website, an international e-guide for inclusion,reports,articles,interviews,videos,leaflets.Some others will be intangible: Europass as recognition and certification, exchange of ideas and good practice, knowledge, dialogue about inclusion, increase of motivation, improvement of communication, social skills, team work, foreign language skills and digital and cultural competences.Regarding the potential longer term benefits: the students will develop digital competences, the use of English as a foreign language and team work, problem solving skills, research skills, social, civic and intercultural skills,which will prepare them to be successful candidates in the European labour market. Moreover, participation in this project may lead the students to learn other European languages. This project will help also to involve parents and local associations, strengthening collaboration.Another long term effect will be to improve the transition between different stages of education.

"Learning to live together in peace and harmony is a dynamic, holistic and lifelong process which develops understanding, mutual respect, social’ responsibility, caring and sharing and compassion.Harmony, tolerance and acceptance of diversity among individuals and groups (ethnic, social,cultural, religious, national and regional) are personalized and applied together to solve problems and to work towards a just and free, peaceful and democratic society.Quality of relationships at all levels is required for learning to live together in peace and harmony for peace. This process begins with the development of inner peace in the hearts and minds of individuals involved in the pursuit of the truth, knowledge and tolerance for each other’s cultures.The slogan of the European Union is “Unity in diversity”. Mutual understanding - tolerance towards each other and for everybody is the milestone to promote a European identity. A great opportunity is offered to students by our multilateral project to learn and embrace the differences between differentcultures. It will let them become aware of both their own values and the ones belonging to the partner countries.The main goal of the project is to educate individuals, integrated to the cultural identity of our age at all, approaching with respect and tolerance to different cultures, owing and recognizing cultural richness and diversity, seeing culture as area for creating not demanding resources, and believing inthe necessity of creating economic and social sustainability.More specifically, the following goals have been outlined:To share visions of the world, to understand and learn from those that do not see the world with thesame perspective we do;To identify similarities and differences between different cultural traditions and perceptions;To achieve a consensus that disputes should not be resolved by violence;To help manage cultural diversity in a democratic manner, by making the necessary adjustments to all types of existing social and political arrangements;To bridge the divide between those who perceive diversity as a threat and those who view it as an enrichment;To share best practices particularly in the areas of intercultural dialogue, the democratic management of social diversity and the promotion of social cohesion;Learning about identity and cultural diversity will help young people live and work together in diverse communities, both in their country and the wider world. It can also help them develop their identity and sense of belonging which are fundamental to personal well-being and the achievements of aflourishing and cohesive society.The main target group of this project is students that are the owners of future.That is why all our activities are students oriented and can be only accomplished with their participation. The aim of the these activities is to enable the students gain knowledge and abilities that they can use in future.Pupils will become more open-minded and interested in other cultures through the experiences gained in the project. We hope that they will make use of the good opportunities offered by the European Union and become mature ""European"" citizens with and understanding of European and global issues.In addition to this, the project expected results will be;• To develop in individuals the skills of interpersonal communication in order to promote understanding, acceptance and tolerance;• To create an awareness of the solidarity of humankind irrespective of race, religion, creed and culture;• To enhance the quality of human relationships through a sense of dignity and equality, mutual trust, and an appreciation of others’ beliefs and cultures;• To develop effective democratic decision making that will lead to equity, justice and peace;• To promote active participation in all aspects of social life, and to ensure freedom of expression.belief, and worship."

Our project was based on the belief that a common challenge for the European countries is striving for a Europe where the diversity of cultures and cultural heritage are essential to the development of a genuine openness of mind and basic rights, where open and interactive processes and practices of culture combine to help us deal with the complexities of living with ourselves and one another. At the core of the project we put cultural heritage, multicultural understanding and cultural traditions as resources for the future to promote diversity and dialogue and foster a sense of identity, collective memory and mutual respect within and between communities. Our project developed as a journey through partner countries’ cultures to raise awareness of our own traditions and identify the common values which unite us. In this context, intercultural dialogue was essential to exchange views and opinions and establish linkages between different cultures, communities, and people, promoting understanding and interaction for avoiding bias, racism, conflict and marginalisation of people on the basis of their cultural identity, Therefore, through intercultural dialogue pupils were trained to democratic and civic participation. To develop this attitude and key life-competence we used methodologies that involved learners actively in their own learning. With our project we wanted to get support to develop conducive and supportive learning environments focusing on the needs of individual pupils, especially the disadvantaged and migrant ones. The extra-curricular activities could not only help students to catch up their interest in learning, but also help them to build a positive relationship with the school and its staff, as well as providing fulfilling activities which could boost self-esteem and reduce frustration. Mobilities of both students and teachers across Europe constituted an integral part of our approach, along with the use of information and communication technologies. Our students participated in activities in multinational teams and acquire active, hands-on experiences by engaging with exploring, evaluating, mapping, meeting volunteer teams, music, dance and art.In a united Europe students and teachers greatly benefited from working together with partners from other European countries, thus they could learn to understand and accept other cultures and their traditions. Furthermore, they raised their cultural awareness, broadened their horizon and learnt a lot about working on projects in teams. With this project we mainly addressed to 100 pupils in the age of 14-18 who benefited directly from the mobilities. At every participating school there was a group of pupils who worked on the topics with various subject teachers. Through the activities the joy about learning was supported in a long-term way. The students involved in the project could use languages, ICT, theatre, music, photo, arts, culture, local dances, traditions and local customs, as vehicles for research and to communicate the results of their work.