School, school life and the teaching methods barely changed within the last few years. Comparing this with the technical and digital developments in other areas (e.g. the automobile industry), it is recognizable that this development had barely reached the school buildings. While economic markets connected and a global trade established, connections between European schools were hardly formed. Our concern is to eradicate this shortcoming by enabling an exchange for students between six European countries. Requirements in daily routine and business life changed because of the global and industrial developments. Together, we want to search for new ways of learning and living in schools which satisfy the upcoming European challenges with the goal to prepare teachers for these requirements. We want to dare the attempt to anticipate the future development and to gain a vision of a school with a European profile. Therefore, we originate from the needs of young people in a European society and the requirements of the future business world in the European economic sphere. Political developments with a special attention to the upcoming populism and xenophobic attitudes are considered as well. The new intercultural competences which have to be developed during the project, train the competence in dealing with students from different cultural backgrounds, both for teachers and students. They will become aware of European commonalities and diversity and come to appreciate them. We pursue a strengthening of the personality of every participant by the planned intercultural activities. The personal competences of each individual will operate applicatory in the broader flexibility and security in international contact first in the tuition and school climate and later on in the private and business life of the participants. The project will be initiated by the Gebhard-Müller-Schule, a vocational school with a business profile located in Biberach, Germany. The partner schools are: ITET “E.Fermi (Barcelona, Spain), Pozzo di Gotto (Sicily, Italy), St. PCVO Nijverdal-Rijssen CSG Reggesteyn (Nijverdal, Netherlands), Escola secundaria de Palmela (Palmela, Portugal), 2 Geniko Lykeio (Rethymno, Greece) and IES La Madraza (Granada, Spain).Students at the age of 15 and 18 years will attend in the project. All partner schools are operating in the upper secondary education (advanced level). The focus of all schools lays in general education and cover the areas tourism, financial and marketing administration, information systems, international relations, environmental and territory buildings, economics and business management and law.Seven meetings are planned during the term of the project of two years. The first meeting will be a strategic teacher´s meeting with a characterization of an advanced training in which the current state of the attending schools should be determined and the concept or script for the following six student-teacher meetings is planned together. The focus of the six student-teacher meetings will be: sustainability, digitalization, virtual tuition and the relationship between students and teachers. All partial results will be summarized in an education short movie. The movie informs the audience by picture and video footage, interviews, moderation and text modules about the design ideas for the foundation of a European school of the future. The movie which illustrates the concepts for modernize the classic school routine, developed by the students. The visual processing of the results by a movie enables different interest groups to get fast and easy access to the gained results. In this way, the previously stated problematic addressed fast and straightforward and therefore can start a discussion.

In the project: “European legends-national literary heroes” a Hungarian, a Transylvanian (Romanian), Portuguese and two Italian schools participate, 6 students from each with 4 teachers/ mobilities. The main motivation of our project is to promote reading literacy among students aged between 15-18 via personalized, informal and collaborative learning methods, focusing on the development of reading, analyzing, critical thinking, IT, musical, creative and publishing skills, with the help of the chosen national legends. The project is built up on two cornerstones: 1. Students deal with the textual and artistic interpretation of legends, through reading comprehension tasks, cooperative and dramatic technics, using ICT devices, focusing on the development of text processing and productive skills and on the enrichment of students’ knowledge on media and creativity. Contemporary authors will also participate in some of the workshops as mentors to help students reinterpret the legends. 2. Teachers will be able to learn about new methods about reading promotion and to improve the quality of their teaching methods that can be built in the every days’ practices. In every school, teachers and students project team will be formed. They will work on project activities during the 2 years. Students for mobilities will be chosen on the basis of a measurable work submitted that tests their literary knowledge, language and computer skills. Students will complete a reading comprehension test about the 5 legends and they also have to complete online reading comprehension and civilization tests based on the 5 legends and write a motivation letter. During the selection procedure, we will keep in mind the inclusion of disadvantaged but talented students as well. The teacher staff consists of teachers of different subjects who consider the promotion of reading literacy and the spreading of common European values to be a cross-disciplinary duty. Expected long term benefits include the maintenance of professional relationship among institutions, teachers and students and the spread of our good practice to other countries and schools. The project can serve as a sample for other projects in other topics (folk tales, contemporary literature). The project will increase interest of young people towards other nations’ past, present and cultural values. Through the boundless language of art that helps bridging linguistic and geographical gaps, the project enhances solidarity, tolerance and dialogue between cultures. Students will become part of an international community, which shapes their perception on their and on other nations’ values. The products of the project, presentations, films, texts, photos, illustrations, musical pieces, booktrailers, recordings of theatrical plays, will be available on the partner schools’ website, on a commonly developed site and will appear in local media too. In the long run, our aim is to increase the number of those young people who enjoy reading within and outside the partner schools, and to educate students to become competent readers as they are the ones who will become parents to teach their kids to read. Also, our students will set themselves apart from the others on the labor market if - besides being professionally and linguistically qualified - they become “thinking adults” through reading. Cooperating partners are expected to continue their relationship in a way that they become each others’ consultants and source of inspiration and motivation in maintaining reading promotion. They can recommend national literary works to each other as well. The coordinating school has been organising a competition for 11 years on reading comprehension and promotion („Read more”). By bringing the concept of the „Read more” competition to an international level, it can serve as a good practice to our Sicilian, Calabrian, Transilvanian and Portugese partners.

"We pursue with the model of a ""European School"", the importance of the European Community for the security of its people and their peaceful coexistence. Educational priorities should be: the inner-school coexistence, conflict management, teamwork and common shaping of the future.Together, we wanted to find new ways to projectively explore school life and learning in terms of anticipated European challenges as well as to prepare both students and teachers for future need at school and work life.We have started the project with a questionnaire where we found out that students are very positive at school. Students wand to be prepared for life, they want to use new technology and are totally interested in new learning methods, also in new subjects. We have done a lot of workshops with students from different countries. They discussed about better ways of teaching and found common standards and ideas. We created a platform to exchange current school life. We found many differences but the logo of the European School and the values, which were created by students at the beginning of the project, were always the identity to stick together. In the workshops, we focused on timetables, subjects, roles of teachers and students, on skills and digital movements. As am example, results from the workshop about values were, that students agree on basics as tolerance, respect, freedom, integration, democracy, fairness, honesty, safety, equality. If we are going to build a European School of the Future it is important to have the same European values. The project offers the possibility to get open minded, to accept different ways of living and shows that we are all human being in a European Union but are still all individuals. This expectancy of the values got transparent in daily school life, which is the biggest result and one big goal of Erasmus+, I am proud of. The project was initiated by the Gebhard-Müller-School (Biberach, Germany), a vocational school with a commercial profile. Our partner schools were: ITET ""E. Fermi"" (Barcellona Pozzo di Gotto, Sicily, Italy); PCVO Nijverdal-Rijssen CSG Reggesteyn (Nijverdal, Netherlands); Agrupamento de Escolas da Maia (Maia, Portugal); 2 Geniko Lykeio Rethymnou (Rethymno, Greece); Borgarskolan Gävle (Gävle, Sweden). The project involved students between the ages of 15-18 years. All partner schools are active in the upper secondary level. The focus of each school is on general education as well as tourism, finance and marketing administration, information systems, international relationships, environmental and territorial buildings, economics and business management and law. The shared benefits of these international relations created a long-term cooperation and intercultural exchange for other projects with some partners. The new intercultural competences that were acquired in the project, both for the students and the teachers, train the ability to act in dealing with pupils from other cultural backgrounds. Both students and teachers became aware of European commonalities and diversities and recognize their value. Through the planned intercultural activities, we were pursuing an extension of the personality development of each participant. The personal competence of the individual that results in a greater flexibility and security in the intercultural approach had an impact on the classroom and school climate and on the participants’ private and professional life."

PROJECT CONTEXT AND OBJECTIVES:The teachers in the partnership tried to adjust their teaching methods to the new challenges of the digital era where our students were born. We also introduced content-based language teaching and included some materials of different subjects (Biology, Geography, Maths, History, Literature, PE and Economics) in the foreign language lessons.ACTIVITIES1) Three teachers from each partner school took part in the joint-staff training organised by the Spanish partner, IES Hispanidad. We learnt about several useful applications, ICT tools for communicative competence improvement: video, image, podcast, cartoons, digital books, presentations, posters, mindmaps, infographics and gamification. 2) We tried a lot of them in our lessons and our students got used to them easily and were much more motivated and active in the lessons. The most popular activity was the Kahoot quizzes and students still keep asking the teachers to do them. They even created their own Kahoot quizzes and conducted them with their peers. A lot of students who were involved in the project work learnt how to edit videos and made their own project work with that. 3) Students also appreciated when they learnt some materials in Biology, Geography, History, wrote Haikus or did Pilates exercise in the French lessons. They carried out biology experiments in English, learnt Economics in French, Geography in Spanish, ITC in English. We have changed our methodology and techniques a lot. Although we still use course books, the students use their mobile phones or the school tablets in the lessons. By the end of the project, it has become routine to use ITC in the lessons both for teachers and students. 4) We had mobilities in Hungary, Poland and Italy, but we had to cancel the fourth mobility in Spain due to the coronavirus pandemic. The most enjoyable and popular activities were during the mobilities, where students were working with their foreign partners. For some students, it was the first time to go abroad and travel by plane. They were sent their boarding passes to their phones which they used at the airports. They learnt about the history and the sights of the visited towns in Hungary, Poland and Sicily and did their project work at the schools with great enthusiasm. Students who made friends with their Spanish partners were very disappointed that they couldn't meet in Santa Fe. 5) The Spanish partner organised virtual mobility activities, which attracted the most students at the schools. This kind of mobility can also be regarded as the dissemination of our project, as in each school, there were a lot of students involved in the project work and whole classes followed the programmes. They took part in the book trailer and photography contest. Creating book trailers and Kahoot quizzes also provided a great opportunity for them to improve their cooperative skills and digital competencies. RESULTS:The partners created videos and other project work - presentations and quizzes - which can be seen on Youtube, the schools' websites, TwinSpace and in the Erasmus+ Project Results Platform.LONGER-TERM BENEFITSTeachers at the partner schools regularly use ITC and several useful applications to improve the efficiency of their work and motivate their students who can achieve higher academic results. They are also convinced that it is worth teaching some materials from other subjects in the future and regard foreign languages as a tool of acquisition. This is the magic role of languages: obtaining knowledge, spreading and exchanging ideas.

The KA229 partnership I'M SAFE AT SCHOOL! brings together 6 highschools from different corners of Europe trying to tackle a problem,bullying, and its effects on our school life and the school progress of the bullied:loss of interest in school;reluctance to attend school;low grades;limited social contact and the bullies:low grades;anti-social behavior,drop out of school.This partnership was suggested by the Romanian highschool after analyzing the cases of bullying in their unit(reports of the previous 3 school years of the discipline committee)and observing an increase in number of bullying situations despite local initiative.The solution is an exchange of experience at European level.After a call for partners on eTwinning, the responses from Italy, Poland, Greece, UK and Turkey showed that the problem is also present in other countries.After applying surveys in January 2018(Psychological Sense of School Membership and the Rosenberg self-esteem scales and a set of psychosocial questions)and analysing our school discipline reports we established 4 objectives:O1. BY THE END OF THE PROJECT, THERE WILL BE AN AVERAGE INCREASE OF 40% IN THE NUMBER OF STUDENTS WHO RESPOND FAVORABLY TO A SCHOOL SURVEY FOCUSED ON SELF-ESTEEM, THE FEELING OF BELONGING TO THEIR SCHOOL AND TO THE EUROPEAN COMMUNITY (AS SEEN IN THE PROGRESS OF RESULTS OF A SURVEY APPLIED AT THE BEGINNING AND AT THE END OF THE PARTNERSHIP).O2.BY THE END OF THE PROJECT, THERE WILL BE AN AVERAGE INCREASE OF 60% IN THE NUMBER OF STUDENTS WHO WILL KNOW HOW TO RESPOND OR REACT TO BULLYING AND CYBERBULLYING(AS SEEN IN THE PROGRESS OF RESULTS OF A PSYCHOSOCIAL SURVEY APPLIED AT THE BEGINNING AND AT THE END OF THE PARTNERSHIP).O3. BY THE END OF THE PROJECT, IN OUR UNITS,THE NUMBER OF BULLYING INCIDENTS WILL DECREASE(AS SEEN IN THE OFFICIAL SCHOOL REPORTS AND COMPARED TO THE PREVIOUS REPORTS).O4.BY THE END OF THE PARTNERSHIP, PARTNERS WILL DEVELOP A COMMON BULLYING PREVENTION AND INTERVENTION ACTION PLAN.Activities for O1:Knowing our partners, understanding their life;presentations of other countries in the partnership;Workshops with a psychologist-building self esteem;My daily life as a young person in my country-video of daily activities;Communication through Facebook, Twinspace or Skype-Communicating with students from our partner countries;videos made in front of important buildings in each city in the partnership presenting their importance;Traditions and way of life-presentations, videos;LTT activities.These activities will build our students' self-esteem: the work methodology implies presentations,videos,conversation,demonstrations(students will leave their confort zone and surpass barriers);they will feel as part of a team;learn that teenagers do the same things everywhere;feel as part of a big European family;students will build their cultural identity;the positive feed-back of teachers and other students will increase self-esteem;students will socialize with other teenagers.Activities for O2,O3-cyberbullying:Avoid being vulnerable online-Analysis of the habits of children through an online questionnaire;Seminar-Knowledge of the laws that regulate behavior on the net;Workshop-Simulations of communication online;Workshop-Use of rules when posting photos and videos;communicating with students from partner countries.These activities are meant to inform students about the proper behaviour online.Students post photos and make comments,make their personal data public without knowing the risks.They also ignore that showing too much of their lives online can make them a victim of bullying.What is posted online is seen by everyone and it remains there to serious consequences for the bullied.Activities for O2,O3-bullying:workshop with psychologists and parents(what bullying is, how to see the signs of being bullied in my child,my child is a bully,how to approach the topic),the creation of a Facebook photo frame against bullying,of a common video against bullying,whole-school anti-bullying poem,a “travelling” story about bullying,theatre on the topic of bullying,creating a brochure on students’ rights and where to go for help,workshops “Aggression destroys us and our feelings” prepared by teenage students and carried out in schools.These activities:target at turning bullies and bullied into active anti-bullying promoters;are non-formal and informal,thus having a greater impact;are very open to society,students will feel they contribute to the life of their community and they will become advocates of a good behaviour.Activities for O4:round table-taking action against bullying-teachers,police representatives,local authorities;seminars for teachers in other schools-The importance of a comprehensive strategy against bullying- what we have learnt from our partners;LTT activities.There will be a very beneficial exchange of experience to find the best strategies and create an official school document.