“The Future is Real – My FutuRe” stands for young people, between the ages of 14 to 17, creatively learning from each other using innovative ICT-skills. The project involves students and staff-members creating and learning from immersive experiences engaging in augmented reality (AR) and virtual reality (VR). The work-method will show that, in order to make learning content authentic, borders don’t even have to physically be crossed. The motivating and engaging tasks will be done in two years’ time by hundreds of students in The Netherlands, Spain, Italy and Great Britain. The students will be challenged to show their peers where they are from, who they are and what they do. Social inclusion is therefore one of the project’s main focusses. A large number of students will get the opportunity to stay in a host family and truly learn and appreciate the local life of a fellow European and a total of 124 students will join in the student mobilities. Hopefully, this will result in a lifetime long understanding and friendship. During these two years 4 student mobilities will take place according to a certain pattern. One of the keys is that teachers will inspire other teachers during the staff mobilities. The staff mobilities are needed to take the upcoming tasks to the next, higher level. The 124 students will actively work as teachers’ assistants, for the upcoming months after each mobility, creating new lesson plans. Besides being assistants these students are tutors for other students in a peer-to-peer learning setting. Amongst the expected results are: A.Improvement of the student´s abilities to use foreign languages, media and ICT; B.Development of the work in teams' skills, especially focused in project-based tasks and the creation of international teams; C.A list of activities to be developed by students, that can become part of the school´s curricula; D.Creating rings of future cooperation among the partner schools in several ways, including multilateral associations; E.Providing teachers with a real experience in the international educational systems and subjects / school management in every country, creating a wider point of view to discuss and innovate; F.Designing educational materials to let other schools take advantage of the tasks created, the methods used, and the results of the learning activities. The improved competences will be a profit for each student’s career in their coming working lives as well as in their private sector. The companies and organisations the pupils are going to work for in future will profit from those competences too and they will be encouraged to work in other European countries. AR and VR, as a never before used ICT-tool in an Erasmus+ KA2 school’s only project, will have an immense impact on learning and teaching lines within the future. It will increase mobility, ICT and other media skills, intercultural and languages competences. Working with AR and VR in the classroom and literally crossing borders without having to travel is an innovative and unique way of teaching and learning. It is barely used by any other secondary school and it is in its infancy, which makes it a significant tool to be explored and applied. We really would like to share all of this via all kinds of dissemination tools on local, regional, national and even international level. The project’s eTwinning Twinspace, will be the center of My FutuRe. Outcomes and results of all activities to do with My FutuRe will be presented on the project website and best practices will be highlighted. One special dissemination tool is the website containing a database of new lesson materials, new curriculum and evaluation tools. By sharing, learning from and looking at each other, adapting the school’s curriculum and keeping the network alive we believe it has an effect which will last life-long.

Conflicts are related to any human activity, for this reason it is very important to know how to cope with it as the conflict can be something that makes us grow as human beings. This project will give their participants tools to deal with conflicts. Conflicts will be related to different common activities. Improving the environment coexistence is one of the main objectives of each school and improving it will affect directly to any field of our school communities. Learning how to cope with conflicts starts from the school but it will last forever. We truly think that the students need tools to work collaboratively, with respect to the others, with responsibility and with empathy in order to resolve any conflict they can have in their lives.The main objective of this project is to tackle early school leaving and fighting school failure by developing transversal and basic skills through innovative methodologies. These methodologies help students to cope with conflicts and they increase their motivation. Furthermore, the methodologies proposed will help students with fewer conditions and lower basic skills get support from leading students, as far as this project works with methodologies as peer-to-peer mediation. This project reflects on daily life problems of students, such as conflicts on the Internet, conflicts through collaborative work or in the work place.This project has a partnership of five schools. Each partner has a different educational reality. The five schools involved on this project have coexistence problems. Similar problems are solved in different ways and these solutions must be shared to enrich our schools. Furthermore, each school has its own experience in solving conflicts that may be new conflicts in the other schools so, if we share these experiences with others, we will facilitate school work and strengthen professional teaching competences.Teachers from each school live conflicts daily and these situations make our work tougher. Getting to know different possible solutions a conflict has is achieved by learning how to work collaboratively with the rest of the colleagues of our schools; developing long life learning activities; and sharing different conflict resolution strategies with other schools.To reach our objectives, the partnership has worked around the next topics, which are related to each school background:• People from different cultures living together: mutual enrichment and solving conflicts. • Peer-to-peer mediation. • Correct uses of Social Networks: how to cope with conflicts in the Internet. • Learn how to work collaboratively: Project method. • Collaborative work in the work place. Entrepreneurship training and conflicts. The activities proposed during these two years are focused on teachers and students. Teachers have participated in different workshops in order to experience the new methodologies proposed in the different schools which are already using them. Students have been active participants in all the process as far as they have worked on different conflict resolution. Students need to experience in different ways coexistence problems and learn the solutions they have. In general, proposed activities are: two transnational meetings, where teachers have designed the general ideas, the Quality Plan and the Sustainability Plan, teachers have made framework protocols during the project to insert the new ideas in their own schools. All these experiences have been possible because of exchanges of students and joints of staff events, but there have also been activities carried out by each school in order to prepare all these exchanges. These activities have been in English and they have been carried out through different ICT tools. They have analysed the situation of each school around all the topics treated.The methodology has been based on the collaborative work. Each partner has had its own main duty and in each school there have been different responsibilities for each member of the work team. There has been a general coordinator of the project in each school who has been helped by colleagues with different responsibilities (Quality, ICT, Communication, Europass and Budget).The general results of this project have beeen the introduction of new methodologies, developing new framework protocols in these schools and the creation of OER by our students. To sum up, the impact has improved the school environment, increased the motivation of the participants, strengthened the relations with local institutions, increased the effective introduction of ICT, encouraged to learn foreign languages and introduced the proper use of Europass.Once the project has finished, the benefits of this project will remain sustainable. The protocols will be used in each school and could be introduced in other schools, the OER will be accessible on the Internet and the partnership will keep on working through other transnational projects.

"In the teacher mobility, which took place in October 2019 in Dej/Romania, 10 teachers from the 5 partner schools met and got to know each other, exchanged information about the project goals and plans and organized the process of the first student mobility. The main topic in Romania was MOVE ON with therapy (mindfulness and therapy with animals). In this regard, 3 trainings (positive psychology, mindfulness training and animal assisted therapy) took place in Dej for the teachers. In November 2019, 24 students from the project schools participated in the trip to Romania. Speaking English as the project language, they tried to communicate and make friends with the support of teachers and mobile devices (cell phones, iPads). Every morning there was a mindfulness exercise led by the Spanish teacher and singing of the project song ""MOVE ON"" (composition of the Spanish school). The students participated in classes and class projects in different classes. Furthermore, cultural excursions took place, to the salt mine ""Turda"", to an animal farm and to the monastery of Nikola. The Romanian hosts organized a traditional evening during which numerous student encounters were possible. In mixed groups, project logos were designed by the students and one chosen to be printed on T-shirts. Mobilities were always evaluated by teachers in Skype conferences. The student mobilities were evaluated by the students in a final round. They described their positive impressions and their challenges. At the end of the digital closing activity, a teacher training session was held digitally, in which the project as a whole was evaluated in the exchange of all. All project activities were prepared and followed up in Skype conferences. Pupils and teachers from all project schools worked together on the eTwinning platform in the Twinspace of MOVE ON. A small Christmas Secret Santa project was carried out. Packages with local specialties and small Christmas gifts were sent to each other. In winter 2020, further travel plans had to be stopped due the Corona pandemic, and the partner schools decided to continue the MOVE ON project nevertheless with digital activities led by each partner school. Latvia (sports): In preparation for the project activity in Latvia, students designed various surveys and posters about their favourite sports and published this on eTwinning. On 4 days, 24 students from all 5 schools met to livestream the respective sports and quiz together (video conference with MSTeams). All of them wore the project T-shirt in their respective colour, so we got to know each school in its diversity. Spain (music/dance): the Spanish school created the MOVE ON song, which all the students in Romania already knew, sang daily and choreographed (gestures). The song was further developed by each school during lockdown/restricted school hours creating lyrics in their local language to the verse melody and singing them. The Spanish school put all the building blocks together into a video song and this was singing along by everyone in the digital activities over the course of the project. Italy (social participation/integration): Italy was hit hard by the pandemic in 2021 and had students at home for a long time. The teachers were in good exchange and described the hard times of crisis in their schools. Therefore, Italy took over the graphic design of the project: PPP and letterhead with project logo and design, design of the project logo and poster printing with project photos as a means of dissemination. Germany (vocational preparation): Finally, the 3-day digital project on ""preparation for the world of work"" from Germany took place. On the first day, all countries created a typical Bavarian snack in livestream (video conference). For this, a package of ingredients was sent to the schools, on the second day the students created a bird out of wood (sawing, filing, painting) in a joint videoconference and on the 3rd day there was a joint conclusion by sending gas-filled project balloons with postcards as a reminder to the partner countries. The whole project was accompanied by the weekly Erasmus lessons where students learned simple English and were prepared for the project activities and country trips. The geographical location of all participating countries was elaborated and their specific peculiarities. As a project result/memory, a European menu was created in a recipe book, in which each partner school entered a dish of its country for re-cooking. This can also be viewed digitally on eTwinning."

Horizon to the Future -project has been a guidance process which included important areas of human personal skills. The coordinating school was Joutsa High School from Finland and we had 5 partner schools, who has always had a strong international focus and they all have their own field of expertise: IIS ”Stendhal-Baccelli” Italy (entrepreneurial skills), INS Montmélo Catalonia Spain (socioemotional learning), Europagymnasium Walther Rathenau Germany (soft- and self presentation skills), IES Afonso X O Sabio Cambre Spain (peer mediation and conflict resolution skills), Joutsa Upper primary school was our partner because there same teachers are working in both of Joutsa´s schools and Joutsa High School´s strength are the counselling methods used.The innovative content of our project was the process -perspective for the student's career developmental process. Our project focused in all areas of personality growth: 1. The emotional area is the key of all learning processes, 2. Social relationships are extremely important both in work- and student lives and it is necessary to have conflict resolution skills, 3. Guidance for academic journey, practical skills to do that and life long learning perspective, 4. Help the students to plan their future professional careers according to their personality and interests. Develop participants’ ICT skills. This project allows us to consolidate as European citizens. We had 6 different activities in our project:1. Workshops (WS) for students formed a continuing process. One has to got to: a) know oneself and where one´s emotions comes from and how one is able to cope with them. WS in Montmélo in Autumn 2015, with 40 students and 16 teachers, b) know one’s strong and weak points, to find out how to study efficiently and what kinds of careers would be suitable for oneself. WS in Joutsa in Spring 2016, with 55 students and 17 teachers, c) learn how to get along with other and different people, how to presents and make one´s opinions out to others. WS in Bitterfeld in Autumn 2016, with 54 students and 12 teachers, d) have skills of mediation and the knowledge how to solve disagreements, because people are constantly interacting with each others. WS in Cambre in Spring 2017, with 72 students and 18 teachers and,e) start to plan one's own future career. Being an entrepreneur is nowadays a good way to provide oneself and one needs to learn skills for that. WS in Civitavecchia in Autumn 2017, with 58 students and 23 teachers.2. Seminars for teachers were held 5 times at the same time as the student´s workshop. Two teachers from each country travelled with the students participated in them. The aim was to deepen teachers´ knowledge of the WS’s topic, they had an opportunity to observe the methods used and enhance their teacherhood.3. There were pre-tasks in between the weeks. Some of these exercises were also done with other groups of students in our partner schools. See details in eGuide.4. Our main product is a ”Guidance Toolbox for future orientation” called “eGuide”. All our methods and exercises are collected in it: https://horizontothefuture.eu/ The site is linked with the project´s official homepage: https://peda.net/joutsa/lukio/projektit/horizon In homepage we have documented all our reports, assessments etc. These pages are provided by Joutsa municipality and they will stay there in the future.5. Transnational meetings were held 5 times before each workshop, in each TN there were 1-3 participants from each country. ”Project team” met and discussed the plans for next event, evaluated the former one and monitored the project’s development. Each team wrote a report after their WS which were evaluated in TNs.6. The final event 10.-12.4.2018 summarised the Project as 15 teachers from partner schools gathered to Joutsa for the final evaluations. All outputs, video greetings from each partner school and the eGuide were presented to public in the final ceremonies in 12.4.2018.The students and teachers have had the possibility to develop new skills and attitudes: problem solving- and debating skills. Teachers also learnt ICT- and project management skills and new methods. Sustainability ideas are already working. Dissemination of our results was done mainly through project´s website, the eGuide, various information leaflets and the final event. All materials and results developed are to been found at all times in our project´s website. We want that everyone who is interested of our project´s topics and methods will be able to read details of it and gain practical material. Information has been given openly to different media. The most important results will be the immaterial and long-term results, which will be seen in our students future career choices and lives and in quality of our teachers work. We hope students will become good European citizen with a strong self esteem and efficient skills to cope with different situations and with different cultures.

As part of the project, both the students' need for advice and the differences and similarities in the teachers' theoretical advisory skills in terms of career choice were examined. A focus was also placed on the respective support programs at the different schools. The main necessity of the project was to strengthen one's own competencies in this area and to generate incentives for improvements. Up until now it was completely unclear which counselling methods and instruments were used in the different schools. It was clear, however, that there was a need for improvement at all schools, as the previous consulting was little used, although there was an increased demand for advice. Therefore, even before the start of the project, it was assumed that restructuring as well as a change in methods and instruments would lead to the desired success. Initially, it was unclear how the teachers would react to factors such as a migration background, cognitive performance or counselling behaviour in the event of failure. A scientific analysis has not existed. Therefore, even before the start of the project, it was expected that knowledge would be gained regarding the development of advisory skills and a revision of the respective internal school standards. The following partners took part in the project, involving both students and teachers from various fields: - Commercial school in Lörrach (Germany) with a focus on business and economics, administration and health; - IIS Stendhal (Italy) with a focus on science, languages, economics and land surveying; - Anna Gironella de Mundet (Spain) as a full-time general and vocational school with a focus on fashion, (electrical) engineering, maintenance; The activities of the project were structured in such a way that the project phases were precisely tailored to the achievement of objectives. All schools were involved over the whole period of the project. Particular emphasis was placed on applying the “best practice approach”. In phase 1, an analysis of the current situation was carried out at the schools using self-created questionnaires. By evaluating the results, the identification of potential for improvement was already given in this phase. Furthermore, through the exchange between the schools and the presentation of the advisory instruments of the KS Lörrach the generation of ideas for new instruments was stimulated. Since the partner schools have already recognized in this phase that the individual school systems are so different, it was decided to establish a presentation of the school systems in the next phase. In phase 2, a target analysis was carried out using a SWOT analysis and then a target / actual comparison was carried out. Again, there are initial aspects for the need of optimization. The target / actual analysis identifies the reasons for the discrepancies between the advice offered and the demand for advice. Proposed solutions for the described mismatch problem arise. In phase 3, advisory standards and a measuring instrument were developed. Factors such as migration background, lack of ideas, lack of perspective and heterogeneity of the students were examined. In phase 4, the optimization was implemented at the individual schools. On the one hand, phase 5 was used to further implement optimizations and on the other hand to evaluate the implemented consulting standards.Shortly before the end of phase 5, about 2 weeks before the planned project meeting, the meeting was cancelled due to Covid 19. The partners decided that the project should not be extended but should be continued online. In terms of content, the partners initially decided to postpone the presentation of the project results from the fifth phase and to exchange experiences on the pandemic with the pupils involved. The main aim was to further develop the social skills of the pupils by allowing mutual empathy. Thus, the focus was initially placed on a personal exchange of experience with regard to private challenges, digital learning and professional future prospects. In phase 6, a scorecard was used in order to derive school internal measures and interactions between all those involved were shown. At the end of the project, specific action results are now available for all partner schools, some of which have already been established in the schools and which should continue to be used in the future.