Five European countries have decided to launch into a great adventure by inciting students to write a book through a collaborative work.The innovative and interesting aspect of the project is that most of the members of project's teams, teachers or students, have never met before. However, we will become acquainted as the project develops. The understanding of one another will develop as the characters, the plot and the setting of our book will evolve. The characters will be created, will change and grow travelling through each partner's country. The meetings between students for a creative purpose, will enable a wider comprehension of our respective cultures and daily life. It all will be made possible thanks to digital methods: mainly Skype meeting and exchanges in virtual spaces like eTwinning.Of course, mobilities and meetings will be huge opportunities to exchange better, and an exciting way of viewing the gap which exists between fiction and reality.Students will make a progress in literature, discovering manifold literary genders such as short stories, biography, cartoons, plays and why not poetry.The characters or heroes of the stories will become sorts of multiple identity characters because the characters will be a part of each European student in fact. Hopefully, this work will help the students to become tolerant citizens.This work will also be a means of valuing the efforts of our students with special needs.We imagine that teachers will find through this work, an attractive way to make their students work on writing skills. Usually, writing skills are supposed to be difficult but motivation will soften difficulties.Another interesting point will be the growing capacity of working in the context of multiculturalism, exchanging and adapting our educational methods to improve them. No doubt that our students will gain in confidence and pride as the book will evolve and be released finally.The book, as a creation will remain the testimony of our exchanges. We hope that it will be a first stage for future partnership.

CONTEXT OF THE PROJECT The project TOWARDS AN INTEGRATED BILINGUALISM MODEL has three fundamental priorities. One is HORIZONTAL: INNOVATIVE PRACTICES IN A DIGITAL ERA. And the other two concern the HIGHER EDUCATION: Addressing the existing gaps and inadequacies with respect to linguistic accreditation models and rewarding excellence in learning, teaching and skill development. With the objective of REWARDING EXCELLENCE IN LEARNING, TEACHING, AND SKILLS DEVELOPMENT, the project offers an opportunity of academic training based on educational research and innovation. In this way, the specific priority of DEALING WITH EXISITING GAPS AND INADEQUACY OF LINGUISTIC ACCREDITATION is addressed by providing a study of learning outcomes to introduce innovative changes in pedagogies and assessment systems. In addition, the project includes key elements associated to the priority INNOVATIVE POLICIES IN A DIGITAL ERA by incorporating digital technologies and innovative pedagogies in education by means of creating openly accessible digital assessment materials and tools. This project addresses the fact that the implementation of bilingual programmes in schools in Europe is posing a challenge for Higher Education institutions in the training of future teachers.OBJECTIVES • To promote a coordination structure between content specialist teachers and foreign language specialist teachers. • To design collaboration and coordination strategies between the teachers of the schools and the teachers in language schools. • To establish coordination parameters and to define an improved model through pilotage and the definition of satisfaction indicators. • To create new assessment tests to determine specific levels of competence, support and motivation of students in their learning process. • To encourage the creation of specific materials to contextualize and specify the response to the needs of the students of the schools. PARTICIPANTS In order to develop the training activities of the project we will have teachers and management teams, as well as representatives of the School Councils, heads of the Territorial Delegations of Education, Inspectors of Education, management teams of other local schools, institutions and organizations in the educational field at local, regional and national level. We will include students with special educational needs on a regular basis, and the teachers of Therapeutic Pedagogy will receive specific training. ACTIVITIES Some of the planned activities that will be carried out with the help of the requested grant are:1. Project website. 2. Monographic article in a high impact academic journal. 3. Publication of a report that includes the conclusions of a pilot study in Primary and Secondary schools in collaboration with language schools. 4. Publication of a report with the results of the effect of official certifications on the progression of language learning at disciplinary and non-disciplinary levels. 5. Elaboration of a specific test to measure the academic language related to the content subjects. 6. Creation of supplementary material for the effective use of standardized certification tests. 7. Design of a standardized digital tool to enable the coordination of teachers. 8. Creation of digital content material for English-taught areas. 9. International conference at the university level on bilingual education. 10. International workshops on evaluation. 11. National seminars on bilingual methodologies and materials. METHODOLOGY For the proper development of the project we work on two clear parameters: COORDINATION of the activities and CONTINUOUS EVALUATION of the process at 4 levels: - coordination of the different actions. - monitoring their application. - evaluation of their results with quantitative and qualitative tools. - implemention of the necessary changes.RESULTS AND IMPACT The impact of the project is developed at various levels: - Teachers of Primary and Secondary schools and associated language schools. - University Degree students as teachers to be in bilingual schools. - Primary and Secondary school students in bilingual programmes and in language schools. - Educational authorities.- Educational centers and school community.DISSEMINATION AND SUSTAINABILITY OF THE PROJECT A dissemination plan will be established with the objective of sharing the results and encouraging improvements for bilingual programmes, and it is designed for: - Political, social and educational authorities and local and regional advisers. - Associations of Principals/Heads of Primary and Secondary schools and teachers in bilingual programmes. - Teachers of Therapeutic Pedagogy and school counselors.- Teacher training centers.

"""Mission: Europe"" project arises from IES Pérez Galdós experience during over six years in carrying our long-term mobilities for students within the frame of different European Projects. Its main aim is to foster the Spanish language as a means of communication in Europe while offering students from other European countries, who are studying Spanish as an L2 or L3, the chance to improve their Spanish language knowledge and to learn about Spanish culture. We also focus on the cultural asset of having this type of mobility in countries where CLIL or EMILE are being implemented, like in our school, and where our students may use Spanish as a lingua franca for communication while improving their level of other foreign languages such as French, Italian or English (or even learn an L3 such as Portuguese or Finnish). Furthermore, we consider that the long-term mobility concept provides per se a huge opportunity for personal growth and learning for both students and teachers who participate in it while having a tremendous impact on the hosting institutions.Within our project our travelling teachers and students will become natives of the target language of the project 8Spanish in this case, for IES Pérez Galdós participants) and they'll be able to share their knowledge of Spanish language and culture.Students and teachers who will visit us for two months will be French and Italian language natives, and in the case of Portugal and Finland, if not native at least they'll have an excellent level of English, either because they've been trained in CLIL or because they've had a good EFL training. Furthermore, we expect students participating in the mobilities to assume the roles of becoming peer trainers, by giving lectures and workshops to students of other educational levels in their mother tongue or in English (Portugal and Finland) about the situation of specific values in their countries. We have chosen the topics of gender equality, environmental awareness, human rights, coexistence and mediation, health education and responsible consumerism. Finally, the long-term teaching mobilities will be carried out simultaneously to the long-term learning mobilities of students."

Contex of the project:The alarming developments have risen up in all about Europe.Populist and extreme political tendencies have strengthened rather than rising of democracy.Therefore,we should defend our democratic values and consolidate social cohesion while rising of social and cultural diversity.We should be engaged with the civic competencies such as communication skills,critical thinking and joining willingly to the social life.Social and civic competencies were defined as one of the important competencies by the Council of Europe and the European Parliament,in 2006.The Charter on Education for Democratic Citizenship and Human Rights Education which asserts the youth should have the right skills,knowledge,and commitment to active democratic participation approved in 2010.Also,2010-2018 the EU Youth Strategy announced that enriching social inclusion,active citizenship,and solidarity are some of its main targets.According to researches,students who have been active in democratic school culture and civic education programs are more activated rather than those who have just known dates or facts about the events.To give citizenship education successfully,we need a school culture in which attendance of democratic principles is supported and students can have a right to make up their minds.Different good practices for active citizenship education have been carried out by European schools.For example,some have it as a subject of their curriculum and some have an extra curriculum for it.We would like to create a model with the help of our project for schools about how their curricula can be useful for students who need to have civic skills.And the competence and project-based approach will be included to focus on students' active learning using learning by doing step: being involved in discussions as a witness to learn past and present violations of democratic principles,being eager to be volunteer and representative of NGOs and attending excursions to places of remembrance.Objectives:*to teach a better and democratic class and school atmosphere through moral values like tolerance,respect,honesty,fairness,*to be more positive attitudes towards the European Union values such as fundamental rights of human,social inclusion,non-discrimination and critical thinking,*to examine the conceptions of citizenship and the extent to which these conceptions accommodate ethnic and religious diversity in today’s schools,*to make the students apprehend moral values,*to enable democratic atmosphere to students in order to regain their self-esteem and sense of security,*to promote cultural diversity, intercultural dialogue and social cohesion,*to strengthen a sense of European identity. Number and Profile of Participants:This project is a result of the collaboration of six European schools from Germany,Turkey,Portugal,Spain and Hungary.*approximately 30 teachers in the given schools assure to provide an understanding of human rights as a part of their educational curriculum and project,*approximately 50 students in each school take an active role during project studies.Each partner school has specific responsibilities to fulfill such as;*Running the project according to the time schedule and plan of the activities,*Preparing the activities held in international meetings properly beforehand,*Disseminating the subject of the project to reach large massesDescription of Activities:*Through the project,we will raise awareness in society concerning the issue of war and its negative effects on children.In the meantime,we will promote positive attitudes towards European Union values,human rights,nondifferentiation and critical thinking.We will focus on activities such as;*organizing campaigns,exhibitions,competitions,*creating pages on social platforms,*creating a webpage of the project,*holding training sessions,seminars and workshops,*producing materials made the project prominent.Methodology:*Guidance for students:With the help of social learning strategies,we will provide awareness about values, equalities, human rights and democracy.*Training for school staff:We will provide preservice and in-service training for staff in terms of teaching strategies for behavioral change.*Family and community:We will involve families and community in every phase of the project by motivating to embrace and disseminate the principals of our project.Description of the results and impact:*We will raise our students as respectful individuals towards human rights,*We will create a school atmosphere in which students feel free to express themselves and put themselves imaginatively in other places and respect one another's' differencesLonger Term Benefits:As a long-term benefit,we aim to promote a policy that supports our curriculum adopting moral values to maintain a positive educational atmosphere and fostering democratic participation and an open,pluralistic culture,based on values of tolerance and moderation.

COVID-19 pandemic has shown many severe problems worldwide in both educative and socio-economic sectors, making it very difficult to produce an effective response to online education. What seemed to be a non-formal or Higher Education option, it is now a real challenge when it includes millions of students in compulsory education from 3 to 16 years old. E-DUCATION: TEACHING AND LEARNING AFTER 2020 focuses on three important items: new active online methodologies, online assessment and school coordination (headteachers, counsellors, teachers, families… ) when we talk about students in need of special attention due to the so-called digital divide.Therefore, our main object groups are: - SCHOOL TEACHERS (including counsellors teams), in order to give them there types of fundamental tools: new active online methodologies, proper assessment instruments for online envirronments and protocols for a better coordination when facing students in situations of digital divide. - HEADTEACHERS, in order to provide them with strategies to introduce processes of educational digital transition and encourage them to control and mantain the necessary eduaction quality of their schools. - STUDENTS, FAMILIES AND SOCIAL AND EDUCATION MEMBERS, in order to help them with a tool to identify and intervene in cases of digital divide together with teachers, headteachers and social authorities.Our project is base don very clear needs that we have identified among school teachers and headteachers. This group of professionals has had to deal with a very fast change in their realities and the way they have had to adapt their methologies and assessment in a digital environment. This situation has caused many difficulties in different stages: teaching, communicating with students and families, evaluating the learning process, taking care of students with special needs…For that reason, this project aims at giving specific answers to tackle the main problems we have identified. So, we are going to produce a sound report called CHALLENGES AND PROPOSALS IN DIGITAL EDUCATION IN THE 21ST CENTURY and the interactive e-book CHECK&ACT.A specific training on active online methodologies will be created in a digital platform called MOBILE LEARNING. It is also essential for us to provide techniques and tools for a proper online assessment that is in line with digital methodologies. This way, teachers and headteachers can control students´ progress. For this reason, we will design the digital tool E-TESTING, where teachers will learn how to use them and also will be able to produce their tests thanks to a TEST GENERATOR application. With the clear aim to amplify the impact and sostenibility of the project, we have designed different multiplying events such as the International Congres on digital education and digital divide, the International Conference on digital methologies and evaluation and also National Seminars to present the project results in the different members´ schools (from Pre-Primary to Primary and Secondary education in formal and non-formal environments).Our partners are: - In Spain: The schools group Fundación Santos Mártires de Córdoba, Universidad de Córdoba, Universidad Internacional de La Rioja (UNIR) and Conecta 13- In Italy: CREATIV, Istituto Istruzione A. Lincoln and Eurolingue Schools- In Portugal: Dr. Joaquim Gomes Ferreira Galves High School and the schools group Agrupamento de Escolas Rainha Santa Isabel. Member universities and educational research institutions will give us the necessary scentific support in developing the intelectual products. The schools in Spain, Italy and Portugal are basic in our project because, thanks to them, we will have Access to the reality of more than 10.000 students and their families and 800 teachers. For this reason, this association has the required capacity to carry out the previous research and investigation and, then, try out the different digital tools. Also, being such an ample group of members allows us to disseminate the results of our project not only locally or regionally but also in a national and international dimension.