With ICT World an enormous team of willful teachers and students from Spain, Germany, France, Latvia, Czech. Rep and Finland have worked together side by side to try to image real life with software tools like GIMP, GEOGEBRA or SKETCHUP and to code and transform situations by using SCRATCH and ARDUINO. These materials are drafted student-centred and facilitate also cooperative work offering different paths through the learning topics. Tasks are also tested by already experienced students in all the countries. Apart of the mentioned software we have worked other as Freecad, TinkerCad, Cura, Appinventor, Herramientas de google, Mblock, herramientas 2.0, visualino, bitblock,...The general concept of ICT World is easy. The whole international team visit two of the six countries twice a year. In every meeting we have:transnational meeting to organize and plan the next meeting, the teaching training activities and to set every single detail of every between meetings activities that we call Work in International Teams.teaching/training activities: where the hosting institution organize several workshops on the ICT tools they are experimented in.in the meantime we interchange skilled students in a particular ICT tool in long-term mobility that will cope for a period of three months with the hosting institution to help to deal with other software.we devote our twinspace as the mirror where to reflect all the productions and methodologies carried out.Under this format we have achieved interesting collaborative productions which have been worthy of awards and recognition. At the same time, we have had good time and enriched ourselves with the knowledge of six top institutions.

"Project “Let’s share our small worlds” has 4 main objectives: •To promote European values through national heritage and build European citizens of the future•To update teaching and learning resources in the classroom by making them linked to demands of labour market and future needs (STEM, interdisciplinary learning, CLIL, PBL) to engage students in the learning process and raise their motivation to learn•To enhance soft skills needed in the labour market such as collaborative learning and teamwork•To environmental awarenessTeachers of all four schools noticed the need to connect learning process with everyday life so as to make students more motivated and engaged. Today’s students must be ready for the fast changing future labour market that is why we decided to share experience and ideas of innovative teaching from four different countries to build in partner schools new learning environments. We want to rise in students awareness of taking responsibility for their learning as well as to look for innovative ways for possible educational solutions while exchanging experiences and good practices that would be impossible to do in one country environment. The participants will be carrying out activities related to topics closely connected with the school curriculum in languages, maths, ICT, geography and connect them with everyday life, ecology as well as national heritage with hands-on activities encouraging them to be innovative and creative. Activities will inspire youths to think and get to grips with problems connected with interweaving subjects. We want to make students aware and understanding of other cultures and own cultural heritage to make them open to people from other countries and less afraid of welcoming them. The tasks during the year and exchange visits are all built around project work designed to promote teamwork, leadership skills, new friendships and develop intercultural and social competencies. The increasement of level of inclusion in European society will be achieved by short time mobilities of students with Special needs. The project has also planned 10 long term mobilities between partner countries what makes it quite unique and attractive.During the partnership students will learn in detail about their partners’ lives and culture. First period will be devoted to learning about school systems with such activities as:•Quizzes from favorite subjects •Presentation of school system with good and bad points•Perfect school discussion panel•Designing a perfect school and classroom •Teacher training event: ""School of the future""Second period will be devoted to sharing local area. Planned activities include:• “My favourite destination” etwinning activity •“Tourist destinations of my country” presentation• PBL project of a week to a World Heritage city of partner countries •Teacher training event: ""Innovative teaching tools. Use of Augmented Reality in Education and BreakoutEDU""During third period we will share music and cuisine with activities:•Multinational cookery book •Song sharing eTwinning activity•Educational Escape Room•Master Chef contest•Let’s sing together contest•Escape Room activity final•Teacher training event: “Project at work”Final stage of the project will be devoted to literature and art and will include:•Collaborative book writing•Animated films of local legends•Collaborative script writing •Theatre play contest•Teacher training event “CLIL in the bilingual classroom”All activities and results produced during the partnership will promote acquisition of skill and competences needed on the labour market. They will also lead to acquiring and working upon such employability skills like responsibility, leadership, oral communication. The tasks are designed to promote teamwork, leadership skills, build new friendships as well as intercultural and social competencies. The innovation will be the use of PBL method in solving problems during the students mobility meetings as well as working with ICT tools. Teachers will share innovative language teaching methods and work on integration CLIL into curriculum to promote multilingualism. Teachers will also produce following concrete results:1.Lesson scenarios of the activities during project meetings2.Data base of applications, websites and other teaching resources. 3.Written procedures of longterm mobility"

"Our project had three main objectives or special areas of interest:* Consume reduction*The fostering of employability skills in students* Update of teaching and learning resources in the foreign language classroom to make them linked to demands of labour marketThe participating school were the following:IES Enrique Nieto, in Melilla (Spain) as coordinatorEuropagymnasium Salzburg Nonntal, in Salzburg (Austria)College Les Eyquems, in Merignac, (France)Havukosken Koulu, in Vantaa (Finland)Gimnazjum nr44 im. Genarala Pawla Chrzanowskiego w Warszawie, in Warsaw (Poland)As for the first aim, our pupils have been educated to critically filter messages from the advertising sector and be aware of the differences between realand perceived needs.With such aim in mind the students carried out different research showing consumerist habits in school and family context. With these results theydesigned presentations to show the participating schools and after debates on the best tips to reduce consumerism, the students created somemultilingual leaflets on consumerist tips that were distributed around not only the participating schools but also local ones. Those tips were put intopractice in both contexts, school and families and new consumerism results were gathered that showed our improvement in the matter.As for the second aim, we paid special attention to the ""soft skills"" (oral communicative ability in at least two languages, creativity, innovation, competivity,flexibility, motivation, ability to influence other people and ability to take risks). These are linked to the entrepreneurship key competence that is commonto all of us according to the European Strategy 2020 but which ,unfortunatelly, none of the associated schools tackled in their curriculums in an efficientway.With such an aim in mind the students worked on those soft skills in many subject in each of the schools and afterwards they were introduced byteachers into the business world. Closely linked to this aim is the visit that local businessmen and women paid to each school where students could askthem different questions about setting up their own mini enterprises. The experts gave them tips on how to proceed and finally the pupils thought andcreated a product for which they designed an advertisement. They showed the ad and product in each school and the best ones were selected for thecreation of mini businesses. For that creation each ""inventor"" had to carry out job interviews to select the different responsible posts in his/her business.Products started to be created. The best three businesses in each country were selected and they started creating a fixed amount of units that were latersold in a market held in Melilla (Spain) and which was advertised on local press and radio and which proved to be a real success.As for the last of our objectives, students were made aware of the importance that learning foreign languages have so as to broaden their ownopportunities in the labour market. In order to motivate pupils, teachers implemented innovative teaching and learning resources and methods in theforeign language classrooms integrating the use of of ITC tools in their everyday practice and exchanging good practices between foreign languageteachers in all participating schools, in which better links to a more practical use of language skills required by the labour market were speciallydeveloped.Therefore, FL teachers exchanged methods, resources, tests and books and all FL departments in the participating schools could compare what is donein other countries and imported those things that could be easily transferred to other systems, which proved to be the vast majority.Activities in the project have been done by mixed international groups of students who were encouraged to work using as many foreign languages aspossible in their interaction.This multilingual interaction has obviously extended the European dimension of the partner schools and cooperation between students and teachers. Inconsequence, knowledge about the partner countries and the European Union has been increased and many stereotypes have been broken.Closely linked to this European dimension is the long term mobility of students we carried out along these three years, In order to make the evaluation ofLTM easier we designed a common evaluation rubric based on the key competences."

In this beautiful project we aspire to achieve two objetives. On the one hand, we wanted to improve our practices, both, in our schools in in our own teaching staff through comparison of educative systems of the participating countries. We also believe that involving students in the improvement of school management and practices is of prime importance in order to make them part of the teaching and learning process and for the development of key competences. Students have always been the object of our teaching and have never had a word in important things dealing with general school policies, teachers´resources and of course in school management. We really want this to change and strongly believe that it is going to work for everybody´s sake. Five countries with very different environments are participating: an Austrian school specialized in languages ​​with a long tradition in European projects, a Swedish school focused on teaching through ICT, a Polish school with previous experience in European projects and the Finnish center with experience in immigrant students and collaborating partner in previous Erasmus + projects.On the other hand, it is our aim to make students and teachers have a first hand knowledge of the problems that the refugees recently arrived to our towns and countries have (what made them leave their homelands and relatives, what do they seek, ...) and the way we can help them have an easier access to our countries and cultures. We would like our educative communities to feel more empathic towards people with less opportunities and contribute to their future.The students have participated in the elaboration European immigration maps , of each country, they have voted for the best and worst policies and school rules, they also have valued the performance of teachers as well as they debated the causes of immigration in their respective countries Likewise, they developed different materials to facilitate knowledge of the contexts of immigrants in our countries and greater knowledge of our countries for immigrants that coming for seeking a better life.Training activities were carried out to improve teachers' capacities to use ICT in the classroom, We also learn how to use active methodologies and attend to diversity in their classes. As for the first aim, three of the participating schools have already been associated in a previous ERASMUS + project. We know each other by now and know what our assets are. However, we haven´t had the opportunity to deeply observe our teaching practice and school running policies. This is what we have planned to do along the three years of the project. During transnational meetings participating teachers will give lessons in English of the subject they teach at home. They will be observed by the subject department members in the hosting school and pupils . Best resources will be imported in each department. We wanted as an important aspect that the largest number of students in our school had the opportunity to participate in the different short and long term mobility, this is an aspect that enhances the possibilities of expanding their vital and educational experiences, enhancing the vision of change that raises our center. We have also observed in all participating schools that students are utterly unconnected to their own school´improvement policies. We strongly believe that by making kids participate actively in their own school improvement we will not only get better students and qualified people for any job they do in their future but also that the measures each school decides to import will be respected and backed by all sectors of the educative community. As for the second aim, we have to mention that in our previous strategic partnership we got to visit the refugee centre in Melilla. Another of the objectives, partially achieved, is to get closer to the reality of the CETI (temporary detention center for immigrants)The really hard situation of migrants and their harsh living conditions until they reach European borders , They really know nothing about the European culture , habits and norms that make integration difficult for them. Our students tried to close this gap by making a series of guides from different countries, forming a European cultural information guide with the aim of integrating them into host countries. With this cultural guide we will have a simple tool to provide basic information about Europe and its customs.Unfortunately, the failure to carry out the last key mobility in Melilla limited or prevented some of our activities. Dissemination activities, international craft market, African cooking activities ... we are still satisfied with the work done

<< Objectives >>“ECO-FUTURE” intends to promote an innovative educational approach based on tinkering and Non-Formal education that aims to develop students, schools and communities with the values and the motivation to act for sustainability – in their personal lives, within their community and at a global scale, now and in the future.<< Implementation >>- Development of Manual and Training Format for teachers- International Training of Teachers- Co-design of Cartoons for children and NDE/Tinkering activities- Local programmes to test the activities with young pupils (6-13)- Multipliers events<< Results >>- ECO-FUTURE Manual- ECO-FUTURE Cartoons- ECO-FUTURE Toolkit- primary school teacher provided with competences and tools to foster circular economy education in young pupils (6-13)- young pupils (6-13) provided with entry-level knowledge on circular economy