"Each of the three schools brought specific competencies to this project: The secondary school ""Lernhaus im Campus"" already had many years of experience in using dance projects to support students with a migration background and to support educationally disadvantaged students. The ""Colegio Juan Comenius"" from Valencia had already been organizing activities and lessons for some time in such a way that young people with different disabilities could also participate. The ""Escola de Dança Lugar Presente"" from Viseu was and is specialized in the cooperation with artists and teachers. The numbers of participants in the three schools were as follows: 180 students aged 13 to 18 (36 of them also in the mobilities), 21 teachers (of them also in the mobilities) and two dance choreographers. Activities and methodology There have been a total of five international meetings: - introductory workshop with the theme ""learning through movement"" with the teachers and the dance choreographers - three international meetings with the students of the three schools, during which the students carried out a five-day dance project on the theme of ""children's rights - a final workshop with the teachers and the dance choreographers on the topic of ""Integrating dance pedagogical methods into regular classes"". In the context of these dance projects, the three most important aspects of children's rights were touched upon: Fundamental rights, violence against children and young people, democracy/participation. Together with the choreographers and teachers, the students developed a choreography on these subtopics within four days. On the fifth day, there was a public performance. The topics on children's rights and the dance project were prepared and followed up by the students in their learning groups and classes. Results and long-term considerations Based on the results of the workshops and the experiences from the dance workshops, the teachers planned a manual on the introduction of dance pedagogical methods for regular classes. This manual should contain recommendations, instructions and video examples. The manual should serve as a basis for transferring the results from the workshops of the teachers of the three schools and other schools. The manual is currently unfinished. Overall, this project contributed to a stronger implementation of dance pedagogical methods, especially for educationally disadvantaged students, thus offering them a new holistic approach to learning. Each of the three schools thoroughly evaluated the content of their examination of the topic of ""children's rights."" Students continued to work on a single subtopic, depending on their focus. Among other things, this led to awareness and appropriate measures to enforce children's rights in the schools (promoting participation in very many areas of the respective schools). Furthermore, an awareness was created among the young people to stand up against discrimination and exclusion, at school and in general in society."

"Context:Just like many other schools in the EU our schools are dealing with a growing diversity of pupils. We are facing many challenges like the prevention of discrimination, the inclusion of people with a different cultural background and the inclusion of people with disabilities. We also try to encourage our pupils as much as possible to study and not to drop out of school too early. All of our schools have made great strides with dance education within our all-day school offers. Dancing offers, no matter what nationality, social background or intellectual skills, the possibility to develop specific skills and to work together.The “Lernhaus im Campus”, the “Colegio Juan Comenius” and the “Escola de Danca Lugar Presente” work together in the Erasmus plus-project “Learning through dance” since 2018. We profited from this project in many ways. With our “learning through dance” methods, we were able to improve the intercultural competences and the inclusion of pupils with learning disabilities. However pupils and teachers who were directly involved in the project benefitted the most. To transfer the project into our regular lessons, we are currently developing a handout for teachers. But we can already see that the handout will not be enough to integrate the methods for our classes on a regular basis.This is the reason why we want to keep working with our partner schools. In addition to the handout, we want to make a film for the better understanding. Furthermore, we want to involve our pupils in the implementation of the dance project even more. Aims:Our three schools would like to learn from the specific experiences of their partner school by performing the dance project with the topic of basic needs of people. Together we want to achieve the following aims:- improving the participation of learners with fewer opportunities by developing methods of dance pedagogy in regular classes: implementation of the handout in addition with the film- fighting against early school leavers and discrimination with the possibility of success for all learners including the ones with a migration background by strengthening the collaboration between teachers and artists- Support in the development of social and cultural competences through the development choreographies and the preparation of dance presentationsParticipants:Each of the schools offer specific competences for this project: The secondary school “Lernhaus im Campus” has gained years of experience in using dance projects for the promotion of pupils with migration background and for the promotion of educationally disadvantaged pupils. The “Colegio Juan Comenius” from Valencia organizes activities and classes in a way that teenagers with different disabilities can participate. The “Escola de Danca Lugar Presente” from Viseu is specialized in the cooperation of artists and teachers. The secondary school “Stad & Esch” has specific experiences to link projects and regular classes. The number of participants from each of the three schools are as follows: 240 pupils aged 13 – 18 (therefrom 144 also in the mobilities), 28 teachers (therefrom 8 also in the mobilities) and two dance choreographers.Activities and Methodology:Five international meetings are planned. An introductory workshop for teachers with the topic “motivation” as well as four international meetings with the pupils where the pupils will perform dance projects with the topic “Basic needs of humans"": Freedom – home, work – recreation, equal rights and protection, love and creativity. The pupils develop a dance choreography together with the teachers and dance choreographs and rehearse them. On the fifth day, the pupils present their performance in public. In between the meetings, the pupils will work independently on their parts of the choreography. Results and long-term considerationsThe planned film documents the central steps in the development of the choreography and the rehearsal as well as parts of the performance. This film includes recommendations, instructions and examples of how to implement “learning through dance” and motivates other teachers and schools. The film will be used as a basis for transferring the result from the workshops into the teaching staffs and further schools. Therefore, this project contributes to a greater implementation of methods of dance pedagogy and offers a new integral access to learning especially for disadvantages pupils.With regards to the discussions about the topic “basic needs for humans“, the results will be evaluated by each of the schools thoroughly. If necessary, measures will be taken to enforce basic needs of humans at the schools."

The project “Digitalization goes Schools” focuses on the steadily rising importance of digitalization in the 21st century. European companies have been using digitalization as an indispensable tool in their daily work. This means that the next generation is expected to have respective skills in this area. What is more, as companies often work internationally, the workforce should have intercultural skills in order to perform well at an international level.In this project, our goal is to enhance our students´ competences in these fields. Thus, the overall aim is to prepare them for the current challenges in today`s and in the future world of work. This will be implemented in our project by the exchange of experiences, learning activities, research, practical work and workshops. All these types of activities focus on the three main areas school, culture and social life. The main focus lies on the digitalization of different contents. With the help of this project, we would like to use various digital tools - among them are apps, VR (Virtual Reality), AR (Augmented Reality). Moreover, we would like to improve our knowledge of Industry 4.0, which is becoming more important in today`s world of work. All in all, in this project we would like to connect cultural competences, language competences and digital competences. Apart from enhancing our students´ skills in these fields, the project also refers to teachers. Without doubt, students at school learn what they are being taught. Hence, it is essential that teachers improve their skills in the areas mentioned above as well in order to guarantee a well-founded base for education at our schools. This can be implemented by adopting new methods and tools. The participants in this project are teachers and students from six technical schools with IT departments. The partner schools are located in urban and rural areas in five European countries (Austria, Croatia, Italy, Portugal, Las Palmas and Valencia). Hence, different cultural backgrounds are involved in our project. Each school`s project team consists of a teachers` team and a students` team that cooperate with each other and work on the products. The students are all in their upper level of secondary education, while the teachers` team consists of experts for either IT., civics and foreign languages. This way, we believe to have the necessary variety and know-how in each team.The activities in the project “Digitalization goes Schools” include six core areas:1. Two transnational teachers meetings which at the beginning and at the end of the project, to agree on the implementation and the evaluation of project goals.2. Six learning activities where each partner school is the host of the other project members. In these learning activities we will have workshops focusing on the development of the products.3. In each learning activity a company visit is planned (digitalization of companies). The purpose is to investigate where the theoretical knowledge can be applied practically. 4. All activities in the project are evaluated. Our goal is to measure the participants` individual progress and to find out what competences are acquired.5. Another part of the activities is dissemination with the purpose of informing a broader audience about the current state of our international project.6. The development of products that can be used at all participating schools and their partner for school lessons, open days, guided tours etc.Our tangible products are based on digital know-how. We are planning to exchange our knowledge with all project participants before the development of the products. The necessary skills will be taught through e-learning platforms and learning activities. This will guarantee that each partner can be supported, no matter if certain programs are new for a specific partner school.In our project the following results are expected: TANGIBLE1. creation of a project logo2. creation of a reliable, digital evaluation survey in order to assess the results3. digitalization of a humanoid robot 4. virtual city guide through all partner cities with the help of a mobile device and an app5. virtual traditional dish and menu of each partner country6. digital brochure showing the details and results of the project 7. virtual instruction guide for the developed productsNON TANGIBLE8. development of skills in using virtual technology such as (MS HoloLens, virtual apps)9. knowledge of how to plan e-learning sessions and transmitting interactive contents10. improvement of linguistic competences11. improvement of cultural awareness and cultural understanding12. improvement of multimedia skills13. understanding how modern applications, software and Industry 4.0 are integrated in today`s world of work14. enhancement of students` employabilityDuring the project, all participants will have acquired relevant skills in these areas, and passing them on to other students is an important objective.