"Context and background : ""Building Bridges through Games"" was a two-year bilateral project between the Comprehensive School of Lyseon peruskoulu in Joensuu, North Karelia, Finland and IES Miguel de Cervantes in Fuenteálamo, Albacete, Spain. The schools had been cooperating in a non-official way since 2013 interchanging students’ presentations on cultural aspects of both countries. Objectives:Through this project we aimed to: introduce new pedagogical practices, for example by implementing cross-curricular activities, into our curriculum; encourage team work; reinforce the European dimension in our school curriculum; lay the basis for continuous and more extensive cross-border cooperation; increase the motivation for teaching and learning; increase the professional competences of teachers regarding management of international projects, ICT skills, English language skills; improve the digital competence, English language skills and learner motivation of students; promote students' awareness and appreciation of cultural heritage and diversity Number and profile of participating organisationsThe various activities during the different stages of the project involved, in one way or another, the whole student bodies (400 + 290 students aged 13-16) of both schools. As for short-term exchanges of groups of pupils the Finnish school included 24 students and the Spanish school 22 students. As regards teacher mobilities, there were two short-term joint staff training events involving 3-4 teachers from each school.In the Finnish school the project activities were implemented and supervised by three teachers of English, a teacher of History, a teacher of Technical work, a teacher of PE, a teacher of IT, a Teacher of Maths, a teacher of Art and by the deputy head master. In the Spanish school the teachers involved were a Maths teacher (teaching maths in English), two maths teachers (not involved in English classes), two English teachers, three Spanish language teachers, a Classical language teacher and a teacher of Art. /Eva: is this correct?Description of undertaken main activities:The project focused on some popular and traditional indoor and outdoor games in both countries. Students carried out research in various subjects and produced and exchanged presentations on their findings. The games of each country were compared, the background of the games was discussed together with the partner school. New board games were also created. Subject teachers cooperated with language teachers to help students to produce materials in English. Through online sharing and during student mobility events the games of the partner country were learned and played together. The findings, materials and project outcomes were shared online between the two schools but also made public to the whole European educational community.Results and impact attainedTangible results: Extensive blog sites were created, presenting the progress of the project and its outcomes. A great number of different types of games were documented and new board games were created and published online. Students learned to play new games of each other's countries. Intangible results: The project inspired teachers to try out unprecedented pedagogical practices, increased the professional competence and motivation of the teachers involved, increased the students' and teachers' communicative competence in English, encouraged and facilitated continuing and expanding cross-border cooperation, improved the digital competence of both students and teachers, promoted students' awareness and appreciation of cultural heritage and cultural diversity and provided an opportunity to familiarize the whole local community, as well as a wider European public, with different cultures.Longer term benefits:The project has established new pedagogical practices in the schools' curricula, and created a basis for continued international cooperation. It may also attract and inspire a wider European network of schools to engage in future cooperation, increase appreciation of and interest in learning foreign languages, have a lifelong impact on the attitudes towards different cultures and towards language learning of all students and staff involved."

"Through this project we intend to give the opportunity to a group of students who, due to their special characteristics, are less favoured by our educational system, in particular, and society, in general. This project will provide the framework that facilitates students with special educational needs a vital experience that they could not reach elseway. In this sense it is important to mention that we are talking about families that have also a disadvantaged socio-economic situation.There are about 35 students (between 15 and 19 years old), together with their teachers, who will have the opportunity to participate in this project, thus being the first recipients of its benefits. These students will be provided with a series of abilities that could hardly be developed in anothershape. Some of its objectives, coinciding with the ""Europe 2020"" strategy, are:• Greater social insertion.• Acquisition of social skills.• Avoiding school dropouts.• Student motivation towards learning.• Peer learning, promoting collaborative team work.• Learning to cope in a new environment for them.•Attention to diversity.• Inclusive educationIn addition, working with other mates will motivate them to achieve an improvement in their communicative skills. It will also lead to an improvement in their capacity for autonomy and resolution of adverse situations.With this, an integral improvement of the capacities of the students in English is sought, supporting us in the promotion of European citizenship. As a final goal, the achievement of these competences will lead to a very important, which is the goal of an improvement of self-esteem, breaking barriers that are considered pre-established in advance.In addition, the teachers will see covered some important areas for their work :• Greater professional development, greater motivation and satisfaction in their daily work.• Exchange of pedagogical strategies with other teachers.• Obtaining resources to achieve innovative and creative work dynamics.An important aspect is the programmed activities. Thus, mobility activities, in themselves are a source of learning, since students must work innew situations for them (use of public transport, purchase of tickets, ...), should adapt to new cities, customs, languages, ... During the mobilities, in turn, they have programmed activities designed to favor and improve interaction; improve the attention, perception, memory and auditory discrimination; encourage cooperative work; to exercise basic cognitive abilities (perception, memory and discrimination); …encouraging their use of English. The activities, promote equality and inclusion, obtaining better achievements in the learning and equipping them with skills that help them to better integrate. In addition to the activities to be developed during the mobilities, other activities will be carried out during the two years of project, which will help to give continuity to the work of the students, and will serve to give content to an eTwinning project.The methodology will be active, students will be involved taking part in the learning process and acquisition of skills, they will work together with the mates of the other centers, improving their communicative skills and social skills. At the same time, they will be provided with autonomy for their development, thus reinforcing this capacity.Another important activity will be the training seminar in which the professors will take part.This will allow drawing conclusions and developing materials that will help in the formation of special needs students , being very important to ensure the durability of results over time.The programmed activities, and the development thereof, represent an innovative practice in which creativity is given more relevance; they are an incentive for teachers and students allowing the exit of the ""routine"" from day to day.The results and expected objectives will be obtained both in the short and long term. First, will fall on the students, who are expected to achieve the objectives indicated above, as well as those indicated for the teaching staff. In the longer term, the schools involved will be those that will benefit thanks to the methodological innovation and the didactic resources generated. At the same time, through the synergies generated, other schools in the nearby will benefit through diffusion meetings. On the other hand, the use of the eTwinning platform will be deepened throughTwinspace, providing a new experience for students and teachers that will have new future collaborations."

Our project Erasmus CSI (“Climate Scenes Investigation” deliberately related to “Crime Scene Investigation”) deals with the issue of climate change and wants to promote a better understanding of the human footprint. Climate change is our main global problem and deeply concerns all generations - especially our students' generation as shown by the environmental movement “Fridays for Future”As schools from our four partner countries we want to analyse current and future scenarios of climate change whereby we will not only look at global developments but also observe how this issue already affects our local surroundings. CSI will motivate students to work together to uncover challenges as well as discover solutions –both politically but also on a personal level (eco-friendly behaviour).Erasmus CSI is scheduled to last for three years. In the first year we will only have short term meetings while in the second and third year some of our students will also participate in long term mobilities of up to three months. Prepared for this by online language courses, they will fully integrate in their partner school's everyday life and make valuable cultural experiences that only a longer stay in another country can provideAround 12 teachers and 90 students aged 13 to 18 will participate in CSI on a regular basis. The project will help inclusion by integrating students in a cooperative project and giving students from low income families the opportunity to travel abroadStudents will be asked to present their findings to their peers and to the public. Hereby, they will produce many different kinds of works:-written: articles, questionnaires, presentations-creative: logos, leaflets, posters-audio or video: documentaries, podcastsErasmus CSI will apply the same methodology to each meeting and include:1-Introductory plenary session2-Workshops3-Excursions4-Closing plenary session (presenting the week's results)5-“Homework” (mainly, to prepare for the following meeting)Due to its demanding subject matter, CSI will greatly improve our students' oral and written expertise in English. On top of that, the ones involved in long term mobilities will also improve their language skills in German, Italian, Portuguese and Spanish. All this progress will be registered in their Passport of Languages for Europass.Our students' IT skills will improve through the application of various software tools (blogs, presentations, survey analyses, video- and audio editing, photos, layout software)The project will have both intangible results (knowledge and skills acquisition by the participants) and tangible results (material products). Reports, podcasts, videos, presentations will be shared on Twinspace and also at a final public exhibition in Rho, Italy. We will use these outcomes to measure the success of our project – especially in relation to the three priorities we selected for this project:-Environmental and climate change-Civic engagement / responsible citizenship-Teaching and learning foreign languagesThe project will have a significant long-term impact on its participants whereby the impact on students is expected to be the most significant. The first-hand experience of partners, and activities based on critical thinking and innovative methods will highly influence our students. By working in groups and collaborating with each other, they will gain competence in various areas and improve many social skills (negotiating, problem-solving, decision-making). The perception of our environment will also be changed since participants will gain a greater understanding of climate change based on analysis at the levels of biology, chemistry, demographics, philosophy, politics, economics, and social scienceThe teachers will also improve their knowledge on CSI-related aspects. The knowledge and experience of cross-curricular teaching, acquiring new methods and materials, and social skills and cooperation techniques will be improved. The ability to communicate better in English and competence in using ICT will be improved for all participants by the end of the project as wellThe partnership will have a positive impact on the participating institutions by building a community of teachers and students who have a strong commitment to and sense of ownership in the project, and by creating and carrying out several creative dissemination techniques and activities. It will also enable a broader community (parents, school authorities, local authorities, associations) to benefit from our partnership in the long term.The best practices of the project will be disseminated by sharing our experiences and products not only in our schools and local communities but also at conferences and workshops organized for schools interested in Erasmus+ projects by our national agencies. As a result, a wider audience will be reached and benefit in the long-term.We hope that our project will be an example of good practice in the lifelong learning community

Background:Our students' needs and motivation are changing, some drop out, others lack interest. To tackle this problem, fight against their parents' reserve or indifference and the increasing rudeness, we have decided to make our students actors in their studies by offering them to discover four emblematic people together with the students from three other European countries : Poland, Spain and Hungary. IN MEMORIAM is a strategic partnership between for European schools. It highlights people, events that made European history:Miguel Hernandez, Jean Moulin, Kertèsz Imre and Marek Edelman, a poet, a resistant, a writer who witnessed the holocaust and a doctor who initiated Warsaw ghetto uprising. Objectives :The aim was to arouse the cultural interest of the participants not for their own history but for the history of other countries, therefore for the history of Europe. This was an original way to pass on essential European values like courage, respect, tolerance. They were in a position to exchange, research, write, create for or together with their partners in French, English and Spanish while largely using the new information technologies (eTwinning, social networkds, various presentation software...) or in face to face communication during mobilities. We aimed first at making them feel more responsible, open-minded, motivated, proud of themselves while increasing their linguistic, multicultural and IT skills, secondly our purpose was to get their parents involved in their studies and proud of their children. Number of participants :120 students were directly involved, they were often from a working class background, not to say underprivileged. 8 teachers were responsible for the project and the estimated impact amounts to 6,000 people (people from the school community, local and regional responsible people, audience at large, partners, press)Methodology :2 preliminary meetings attended by school directors and two teachers from each country in Oct. 2015 and Jan; 2016 to set up the basic organisation of this project. Since these meetings, regular emails and what'sApp messages between the teachers in charge of the programme.Three transnational meetings allowed teachers to confirm the chosen objectives, improve assessment tools, control budget and confirm the impact and the diffusion (meeting 1 in France), half-way assessment (meeting 2 in Alicance) and final assessment (real impact and difffusion) (meeting 3 in Budapest). Activities :The four learning mobilities were preceeded by a preparatory period to enable the students of the four classes to learn about the symbolic person of the country they were to visit, the historical background of the time, the European values he embodied and get the requested activities ready. During the mobilities (one per country), the students made presentations, a quiz, sketches, roleplays, designed posters, leaflets, discussed the films already watched in class, attended the conferences given by a former camp prisoner, a writer, members of the Résistance, association in favour of Historical Memory. The students wiere in charge of the trilingual site of the project (eTwinning). They preprared the final exhibition, which was held in each partner school in June 2018. As a consequence they were always in a position to practice English, Spanish and French and improve their master of IT. Dissemination:Parents, members of the school community, local, regional and national administration respresentatives regularly attended the various steps of this project (launching, meetings before and after mobilities, interviews on web radio2B, conferences, preview of the final exhibition). This experience together with the final exhibition were and will be on display during Open Days in 2017, 2018 and 2019, it will be lent to local Alicante European high school, local primary schools (form 6), Alicante teachers'collective, Franco-Hungarian Foundation for Youth, local libraries, especially during the International Francophonie Week, Alicante University. We set up a twinning agreement with our Hungarian and Spanish partners and regular exchanges with Poland. This project will provide our students preparing a two-year degree or a technical school certificate in sales, tourism, catering... with better opportunities for work placements abroad. It is available on the school internet sites, the regional education authority for European and International Relations sites of the four countries, the European platforms School Education Gateway and eTwinning and social networks.

"Initial project planning was condemned in the following circumstances:- the refusal of the Italian partner school to work on a project due to the departure of the teacher involved in the project and the inability to find one instead. It is not necessary to note the S3 mobility to Italy and redistribute planning activities among the other partners and mobility.- The Covid-19 pandemic makes it impossible to verify C5 mobility to Portugal. As compensation, in the most difficult months of the unknown / May-June 2020 /, in case of maintained contact through regular virtual meetings. At the end of the planned 24 months, the Spanish school decided to include the project. The Bulgarian and Portuguese schools are looking for an extension of another 12 months, provides a condition for epidemic establishment is not checked mobility C5, providing for the participation of students. Replacement with virtual mobility in the last months of the school year also proved impossible, as the students were twelfth graders.In these circumstances, maximum efforts were made to realize the planned activities. We work together, in close communication through the eTwinning platform and social networks. Project activities were integrated into learning journals through design-based learning methods and collaborative learning. The implemented 2 mobility for staff training / C1 in Seville and C6 in Sofia / and 2 mobilities with student exchange / C2 in Seville and C4 in Sofia / were the result of good communication, joint planning and streamlined organization. The meetings were held in the spirit of friendship and hospitality. The students joined with interest and enthusiasm and as a result of the results of the efforts they achieved significant results, among which we will mention the musical ""The Man from La Mancha"", a performance on stage at NATFA in front of a full hall of parents, teachers and students; videos with excerpts from ""Don Quixote"", shot with participants from three countries; presentations on the life of Cervantes and collections of works inspired by his novel Don Quixote; special issues of the ""Small School Gazette"" of 164 GPIE; videos and presentations used to disseminate the results.The benefits of the project for all participants are indispensable and are highly appreciated by them and their families. Actions are recommended to interest students and their similar interdisciplinary and personal competencies. Teachers working on the project reporting the benefits of professional development and improving the quality of teaching in an innovative way. The project helped to establish lasting links between partner teachers with a view to future initiatives."