"The Erasmus+ Project Working together: Education through new bridges is formed by a team of three educational centres committed to pedagogical innovation and the use of ICT in the classroom. Portugal - Italy - Spain united to share educational experiences. The strengths of some help the others to grow, and in this way we have found the ideal team to carry out this adventure.The reality of computational thinking, critical thinking gives us a workspace to integrate programming and robotics (scratch 3.0, app-inventor, Lego Education) as tools for a ""learning by playing"" and ""learning by doing"" approach that facilitates an immersion in the new values of pedagogical innovation in the classroom.Gamification and ICT are tools that support project-based work and broaden our educational framework to enrich our school's educational project. Our teaching teams at all three schools work with a passion for education, committed to offering our pupils the educational options they need to fully integrate into society.Our Erasmus+ project is framed to respond and improve our competences in:- Enhancing the digital competence of the whole educational community -Making open education a reality with innovative practices in the digital era. Programming and robotics - CLIL with ICT.- Improving attention to diversity with values of real social inclusion to improve equal access to new technologies for students with SEN. ICT gives us the opportunity to bring equal opportunities to students, and to generate new educational spaces for diversity.We have successfully achieved the following results:-Increased level of digital competence of pupils and teachers.-Enhance the collaboration and networking of the three schools to extend the collaborative work beyond the Erasmus+ project at the level of pupils and teachers.-To complete internal training courses in the schools after the mobilities increasing the number of teachers with ICT competences and facilitating the exchange of good practices.We’ve transformed the classroom, open education and innovative practices in the digital era have been achieved with the results of curriculum integration in the different educational stages with workshops and activities in Primary and Secondary Education in programming and robotics (SCRATCH JR. - SCRATCH 3.0) and CLIL with ICT (PLICKERS - KAHOOT - PADLETS - EDPUZZLE).Finally, we have been able to create a common content library. A repository of the activities carried out during the project, all of which is collected on our project website, where we bring our experience to the entire educational community.Erasmus+ gives us the opportunity to lose our comfort zone, to face the enriching challenges of working cooperatively and in teams between different schools in Europe, which generates options for shared learning and knowledge."

No to early school leaving; yes to perseverance: prepare your professional future in Europe!We are four partners: a French secondary school, a French vocational high school, a Portuguese and an Italian secondary schools. Within our 4 schools, the same observation can be made: for pupils with academic weaknesses, thinking about educational and vocational guidance is complex, either they ignore it and let the adults decide for them or they feel anxious when dealing with choices. Teachers are also helpless and do not always know how to avoid school drop-out and how to help their students.Therefore, according to our common difficulties, we decided to get involved in a European project to tackle early school leaving and foster a selected orientation. We want to develop ambition among the most vulnerable students facing academic learning, remotivate them about their plan for the future, enhance Vocational Education and Training (VET) and promote mobility for students worried about travelling. Our European collaboration will allow us to develop common strategies in order to provide our pupils the most effective support.Each school will choose 6 students between the ages of 13 and 16, who feel insecure in their apprenticeships or dealing with school dropouts mixing boys and girls.The students will implement actions and achieve mobilities (2 mobilities in the first year and 2 in the second year). The students will visit vocational schools and companies to discover the professional families, this should fight gender stereotypes.They will visit various places, they will share about their experiences and create a game that allows them to know the countries of their partners.Thus, they will be able to discover Europe and develop their European citizenship.The professionals will share about teaching actions and methods and enhance innovating teaching practices in order to make a better diagnosis and fight against school drop-out. The different students’ works could be seen on eTwinning Twinspace, the students will add photos and videos that show the different steps of the project as well as the quiz (collaborative game).to discover the three countries’ culture. (France, Italy, Portugal) A steering committee will ensure the coherence and the assessment of the project. Professionals and learners will work together. Coordinators in charge in each country will be in contact regularly by email, at least once a month, and according to the needs. They could also use the Chat in the Twinspace and the sharing space. Each quarter, the coordinator will send to their partner a business plan with the tasks, the topics, the dates and the deadlines of each activity.The coordinators of each school will give all the information about the implementation of their project. Teachers and learners will carry out the activities linked to the project and give the results to the coordinators in order to send them to the main coordinator. The teachers involved in the project will put online the different activities on the schools’websites and on the project Twinspace.All along the project, the coordinators will discuss about the activities, their implementation, the progress of the project.They will share ideas and will suggest new activities. At the end of every year, each coordinator will send a report in which he will describe the activities carried out. The main coordinator will send an annual report to the National Agency. This accurate and regular monitoring will allow to check the progress and to validate the general goals. The expected results for the learners are: - increasing their involvement in their school guidance, - deepening their knowledge about training and professions and,- motivating them to organize their future here or in Europe as European citizens. As far as teachers are concerned, it will reinforce their knowledge about foreign educational systems, it will develop innovative practices in order to fight against school drop-out and promote a selected orientation for the pupils.In the long term, we would like to develop partnerships with vocational schools nearby but also with European schools and build together professional practices in order to help the students plan their orientation project and thus avoid early school leaving.

Our goal is to prepare our students to become responsible activists involved in the protection of biodiversity and especially the conservation of local species.In order to achieve this goal we may work on the 4 following objectives : to train, to get involved, to communicate , to take part in research work1- to trainThe multiple resources on environmental protection are often misunderstood by our young students who do not know how to accurately handle these different sources. Indeed they have very little knowledge about the animal and plant species in their immediate environment. We aim at making our students aware of environmental issues and develop a better understanding of nature through different means .-In the classroom in different subjects ( Not only biology but also foreign languages, history, geography..)-In the high school during extra-curricular activities (club membership , exhibitions )-by inviting specialists to give lectures (beekeepers , organisations involved in environmental protection )2 To get involved Nowadays young people feel all the more helpless and distressed by environmental issues since they can’t see how they might be able to positively impact the enviroment. It is therefore important for them to be able to get involved in real actions which will bring visible, clear and quantifiable results .Thanks to the structure of each high school the students will be able to :- participate in a better vegetalisation of our school premises so as to create a safer environment for wild insects.- plant in and around high school endangered species so as to help them persist over timeDepending on each biotope, we can also :- cultivate species in vitro during the last year of high school with the specific purpose of growing rare or endangered plants- get involved with the upkeep of a beehive sheltering an endangered species of bee:the black bee (apis mellifera)- watch birds and maybe feed them during winterThese actions could be continued outside school ( harvesting seeds from the high school and dissemination in the students’ homes or in other areas ).3- to communicate - inside the school : thanks to poster campaigns and electronic display- communicate to other schools : in primary schools for example.- in each town : : we ‘ll contact the townhall- create a youtube channel -gather our examples of our work in a small catalogue or calendar - organise a small open-air market in the high school : selling seeds or plant cuttings …- communicate our actions through different artistic forms -sculptures in recycled material, decorate bus -stops with herbariums, green walls ..4- participating in the research workFrench hign School can continue being involved in such projects organised by France's Museum of Natural History .For instance :-wild plants in my streets - numbering earthworms - taking photos of pollinating insects It will be able to take part in new projects :- birdwatching- monitoring air pollution through observation of lichens (moss)This is the probable work schedule with its major highlights :During the first year of the project we'll put the accent on making a presentation of the natural habitat of each country -near high school and in the surrounding areaEach time there is a mobility -an exchange -the guest country brings required material to participate in the building of protection tools ( trap for invasive Asian hornet, nesting box…). Together The students and their correspondents will establish a new protection area.During the year, we'll put the stres on how to present results and diffuse them. Some of these activities would be choosen :- design a catalogue (videos, articles ) - plant collection (seed library, cutting )- exchange results and solutions -exchange our environment protection practices and improve them-designing a calendar with tips easy to do at homeThis second year will be used to measure and assess the impact of involved pupils on the other pupils ,on the community. We could also question government authorities and give them proposal from our work.

<< Objectives >>Our objectives in this project are:1)to equip teachers with tools and methods in order to promote and assess language and digital skills and competences;2)to improve students awareness and knowledge about the importance of learning English and developing digital skills;3)to develop students language and digital skills and competences;<< Implementation >>We will organize 4 mobilities: in Romania, Turkey, Portugal and Spain. The purpose is to test different activities and create relevant materials for the optional course, for teachers handbook and for the website. During these activities, teacher and students will present themselves, work together, learn about partners traditions, meet specialist in different areas, test new tools and methods. Another activity will consists in having a transnational meeting to establish the project plan.<< Results >>Our project results will be: creating an optional course meant to help partner teachers and increase motivation for learning English language in participant students, writing a handbook for other English teachers in need of relevant materials and innovative methods, designing a website where we present types of relevant activities performed during the project. We also plan to create a Facebook page for our project, a blog and an e-Twinning project to expand all the results of our project.

The present project united the schools of 5 European countries, which developed the mediation system at schools for the purpose of students' support in the educational process. School mediation supports those students who are at risk of dropping out from school due to conflicts, their cultural background, disadvantaged positions, etc. The pilot program for mediators was launched in Estonia and then the efforts and experience of different countries were combined for the primary purpose of the new project: create a free systematic methodical resource book (a model ) for motivation, training and practical work of school mediators, based on the experience of European countries, as well as the subsequent implementation of the model of mediation in the European Union as an alternative method of conflict solving in the educational institutions. The model and materials of the resource group were tested in all partner institutions: Narva Kesklinna Gümnaasium (Estonia), Escola Secundária Dr. Joaquim Gomes Ferreira Alves, Valadares, Vila Nova de Gaia (Portugal), Gimnazija Brezice (Slovenia), Bundesgymnasium und Realgymnasium Wien 21 (Austria), Kozgazdasagi Politechnikum Alternativ Gimnazium es Szakkozepiskola (Hungary).The participants were 3-4 adult specialists (teachers, management, social workers) and 10-12 students from each country who prepared meetings, actively implemented the project program in the schools, worked out materials, analyzed mistakes and best practices, organised seminars. Apart from the local work the project included 2 transnational partner meetings and 3 international short-term training activities. Indirect project participants were children from Form 2 to 7, their class teachers, who were interested in promoting mediation system, were in contact with their parents, received assistance in creating friendly classroom atmosphere, assistance in solving quarrels, and the parents of these children, who were notified and gave their agreement for their children's interaction with the mediators.The main result of the project is the logical culmination of the primary purpose - the creation of a manual (a model) for professionals on the preparation of school mediators and subsequent dissemination and implementation of the model n the EU.