„Heads up! Young TechnoLingua Emphatic Minds“ is a Strategic Partnership for Schools formed by the coordinating „Gesamtschule der Gemeinde Rödinghausen“, Germany, „IES Blas Infante“, Spain, and „Kabatas Erkek Lisesi“, Turkey. All three schools are schools in secondary education and teach between 850 and 1000 students. In an ever changing world, a world being connected through globalization and digitalization, with new technologies and modified means of social interaction, this project focuses on teaching a sensible use of modern media while at the same time valuing empathy and social skills, also in terms of intercultural understanding across countries. Especially in the aftermaths of the Corona pandemic these aspects have become increasingly important, on the one hand in terms of switching from personal to digital contact, but on the other hand in terms of a heightened need for family and togetherness in general.Thus, the project will follow these objectives: Innovative practices in a digital era + New technologies - digital competences + Supporting individuals in acquiring and developing basic skills and key competences + Social and educational value of European cultural heritageThese project objectives and goals have an effect on the whole school community, but foremost up to 24 students from each school will participate most actively. These students are around 15 years of age. They will learn a great deal from each other, from students in other countries with different knowledge about media and with a different set of cultural values guiding their social interaction. To achieve these goals, students will work on the following activities: Exchange of experiences, feelings and activities during Corona lockdown; discussion of internet safety and devising Do’s and Don’ts; role- plays on (cyber-)bullying to raise awareness and empathy of an increasing problem among youths; class discussions about sensible school rules; creating a game (such as Kahoot! or Trivia) about respectful word usages; writing emails to the exchange partners about school rules and means of punishment; workshops at project meetings focusing on e-safety, school rules and coexistence; conducting interviews with the elderly, professionals in their field of work and other role models about the change their (work) lives have undergone. The methods used throughout the project are clearly task-based. Students will be presented with challenges to solve. This process requires collaborative and team work within the project group of each country, but also between the partners in the other countries. Highlight of shared ideas and experiences will be the three project meetings at which the teenagers traveling can work with their partners face to face. Thus, the activities and methods emphasize creativity as well as product and activity orientation.As more concrete results, we expect the following: A video showing featuring experiences, activities and other related scenes from the time of strictest Corona restrictions in the three countries.A video featuring a typical digital day in the life of a teenager in Córdoba, Istanbul or Rödinghausen.A video about „European“ school rules and politeness, featuring again shared ideas from the three partner schools.An exchange booklet keeping track of the project meetingsAn exhibition after completing the project.In conclusion, this partnership will foster development in the area of digital skills as well as communicative skills needed in personal social interaction. Additionally, students will improve their creativity and further knowledge about digital media on the one hand, but maybe even more importantly on empathy and cultural understanding, especially when it comes to sensible topics such as cyberbullying or interaction across countries all over Europe. As the results will be shared with the participants' peers, for example when discussing e-safety, or with the rest of the school community, including other students, teachers and parents, the impact of the project is a great one. Outside of school, local companies and the whole community will be involved and made aware of ongoing changes with the help of broadcasting results on local radio or TV stations. As disseminating activities, students will also prepare exhibitions to present the project results to a wider audience; examples are the Entrepreneur May Fair in Córdoba or a presentation at a University Conference in Istanbul. German students will also be embassadors to younger students at elementary school and teach them about e-safety, for instance. Last but not least, teachers’ centres, local and regional educational authorities, local governments such as councillors and mayors, will be involved by either inviting them or presenting ideas to them. Going beyond the three cities which are part of the project, many results, such as parts of the exchange booklet, will be uploaded to our Erasmus+ webpage for everybody to use wherever suitable.

This is a project in which partner schools staff engage with each other, focusing on teaching strategies and methods related to sport, healthy lifestyles, physical education and outdoor learning to enhance communiccation and language skills. Staff will network with their fellow teachers in a cross curricular and supportive manner. Careful monitoring of progress with a robus, fair and equitable eward system will ensure that all pupils will make progress regardless of their gender, background, disability or special need. The principal objectives include; encouraging children to use physical education, sport and cross curricular outdoor learning as a tool to motivate them to express themselves and be more confident and competent with speaking, reading and writing, Strategies will be put in place to encourage greater engagement from boys, particularly in writing. It will also provide many opportunities for pupils to be encouraged to follow an active lifestyle, promoting their language and celebrate their own partnership member's sporting culture and heritage and share it with partner countries developing skills in creative cross curricular ways with particular focus on ICT and also to build bridges, and break down barriers between European partners. This project will have a major impact on the pupils' self confidence, self-esteem and interpersonal skills. This strategic partnership will create a strong relationship between the schools involved in the project. It will provide all participants with the opportunity to share innovative teaching methodologies and will fully involve staff, pupils, parents, governors and the much wider community. The main aim of the project is to enlighten participants and the whole local community about the role of physical education, sport and cross-curricular outdoor learning in enhancing basic language and communication skills. We will aim to promote young people's social inclusion and well-being by providing equity and inclusion of disadvantaged participants involved in the project , SEN pupils, those students with learning difficulties, young people with poor school performance will be provided with stimulating differentaited tasks so that they can achieve and gain enjoyment. Good practices and innovation will be prevalent in this project. There will be mutual respect for partners and each country's expertise in the many areas of the curriculum, in particular, ICT will be harnessed for the benefit of pupils, staff and the schools. We will cooperate with the NGOs, local formal and informal institutions, school's PTA, schools in the local area disseminating the effects and results of the project.All participants will be aware of the many benefits of regular exercise whilst at the same time learning how they can become more confident in their literacy classes.Objectives:All partners will work collaboratively throughout the 3 years of the project. A comprehensive resource bank and stimulating ideas around the development of language skills will be incorporated into a Language Learning website. This will be accessible to all.It has been proven that moving to music (developing hand-eye coordination) prior to the commencement of lessons has a dramatic effect on the brain. With this in mind it is for sure that the students will enjoy compiling a series of progressive exercises to be uploaded on to a DVD. This resource can then be shared among partners and the wider community. With sports leaders from each partner school leading fellow pupils through these exercises there is so much scope for them to also develop their language skillsUltimately all pupils will make gains academically and they will gain in confidence. This will prepare them well for future employment.

Projekt Euconnectour bol realizovaný v partnerstve, ktoré pozostávalo zo 7 krajín. Školy, zapojené do projektu, sa odlišovali svojím zameraním a veľkosťou, ale mali spoločné ciele v oblasti vyučovania, profesionálneho rozvoja učiteľa i v projektovej práci. Všetky partnerské školy dlhodobo kladú dôraz na inovatívny prístup vo vzťahu učiteľ-žiak, v ktorom učiteľ motivuje žiaka a podporuje jeho kreativitu a aktívny prístup k novým poznatkom. Ďalším spoločným znakom bolo využívanie informačných technológií v procese vyučovania, skvalitňovanie jazykových zručností a skúsenosti z predchádzajúcich projektov.Cieľovou skupinou boli žiaci vo veku 15 – 18 rokov, ktorí sú otvorení novým postupom, sú iniciatívni a chápu, že v súčasnosti nestačí byť pasívnou súčasťou vyučovacieho procesu. Trvalé vedomosti a skúsenosti dosiahnu, keď sami sa stanú iniciátormi a aktívnymi spoluautormi aktivít a nápadov. Téma cestovania, cestovného ruchu spojená s poznávaním vlastnej krajiny a iných krajín a kultúr bola pre študentov zaujímavá a inšpiratívna.Hlavným projektovým výstupom je virtuálna cestovná kancelária, v ktorej školy prezentovali svoje krajiny s cieľom predstaviť ich partnerom, ale aj verejnosti. Virtuálnu cestovnú kanceláriu môžete navštíviť na projektovej webovej stránke https://euconnectour.gympos.sk. Žiaci vytvorili rôzne brožúry, krátke videá, v ktorých prezentujú svoju krajinu, spoločenskú hru, kde získali informácie o partnerských krajinách. Tvorivé zručnosti žiakov sa prejavili v tvorivom písaní na tému Som Európan, pri vytváraní fotoalbumov a prezentácií.Žiaci sa zaoberali aj spoločenskými témami a pripravili prezentácie o multikulturalizme vo svojej krajine, zorganizovali besedy o problematike imigrácie. Na besedách s turistickým sprievodcom, pracovníkmi cestovnej kancelárie a na návštevách v informačných kanceláriách sa dozvedeli o práci v oblasti cestovného ruchu. Aby sa žiaci stali ambasádormi krajiny, museli ju najprv spoznať. Preto navštívili a objavovali zaujímavé miesta, aby ich ďalej predstavili a naučili sa obhájiť suverenitu či národné dedičstvo krajiny. V projekte sa žiaci naučili pracovať v tíme, vytyčovať si ciele, vziať na seba zodpovednosť. Spoznali iné kultúry, čo im pomohlo prekonať predsudky a zistili, že v každej krajine sa ľudia stretávajú s rovnakými starosťami a radosťami. Všetky uvedené poznatky môžeme pokladať za dlhodobejšie benefity pre študentov. The project Euconnectour was pursued in the partnership consisting of 7 countries. The involved schools differed in their educational system and the size but they had common aims in the learning process, professional development of the teachers and project work. All the partner schools have placed long-term emphasis on an innovative approach in the teacher – student relationship, in which the teacher encourages students and support their creativity and the active approach to new experience. Another common goal was to use IT in the learning process, improve language skills and experience from the previous projects. The target group were students at the age 15 – 18, who are open to new practices, are enterprising and understand that being a passive part of the learning process is not sufficient. They achieve lasting knowledge and experience when they themselves are initiators and active co-authors of activities and ideas. The topic of travelling, tourism connected with learning about their own country, other countries and cultures were attractive and inspirational for students.The main project outcome is a virtual travel agency where the schools presented their countries with the aim to get partners and the public acquainted with them. The virtual travel agency has been accessible for all of them on the project website https://euconnectour.gympos.sk. The students have produced various brochures, short videos presenting their country, a trivia board game where students got information about the partner countries. The students´ creative skills have been presented in creative writing activity with the topic „I am a European“, also having produced photoalbums and presentations. The students also dealt with social topics and prepared presentations about multiculturalism in their country, organised debates about immigration. In debates with a tour guide, travel agents and on visits to information centres they learnt about work in tourism.To become ambassadors of a country, students have to know it better. Therefore they visited and explored interesting places with the aim to present them further and to learn how to defend the sovereignty and national heritage of the country. The students learnt how to work in teams, set aims, take responsibility. Learning about other cultures helped them to overcome prejudice and find out that people in each country have the same worries and joys. We find the experience longer-term benefits for them.

"The project ""Socially Stronger Together"" is the result of detailed collaboration by a group of dedicated teachers from 5 European schools who have demonstrated success in previously working together on inspirational European projects. Our team of schools consisted of Pilton a previous winner of 'International Secondary School of the Year' and Braunton full International School Award holders who have been involved in many other funded projects. Our other European partners were all experienced in EU funded projects thus facilitating detailed collaboration throughout the project both through the virtual contact medium of the internet and at a personal level of mobilities where staff and students alike mixed first hand to share experiences, produce project materials and increase the European added value to all stakeholders. This project was initiated from extensive discussion about a common theme which would have a lasting impact on all our institutions. Discrimination is a problem which has many forms but which affects every school and even community. The current European climate of migrant acceptance, cyberbullying, bullying, gender equality and the whole prevent strategy has made awareness and acceptance amongst young people a prominent issue. Our project group felt that by addressing this issue we would ultimately impact upon many and develop a complex project which would help not only the individuals involved in it but the whole school and wider community in which our schools exist. The student participants were selected in each school to reflect students from different backgrounds who had differing experiences of the issues mentioned or who belonged to existing mentoring or support projects in their school. Up to 6 students and 2 staff members were involved in travelling to partner situations within each mobility. Those selected to take part were a different group of students each time to allow for maximum exposure to joint collaboration. The overall number of students and teachers directly involved over the project lifetime extended far in advance of the direct participants and exceeded 1000 in some institutions where curriculum and pastoral groups in addition to parent and wider school community groups were involved.. The project involved a range of activities in individual schools leading up to each mobility and then joint working groups took part in a variety of collaborative activities during the mobilities. Students involved in the project stayed in the homes of host students and therefore experienced cultural differences. This was an extremely positive outcome which although non-tangible, has proved beneficial with many students and staff still in touch adding to the projects sustainability. Specific examples of activities undertaken- - Pupil voice activities and pupil teacher questionnaires - Team building activities - Peer counseling workshops - Internet safety workshops - Acting short plays to demonstrate discrimination - Expressing feelings, opinions creatively through a variety of channels - Collaborating in team building activities All of our staff participants were selected using their great experience in working with mixed ability and mixed nationality groups so as to achieve maximum possible results. The impact our project has achieved will be significant both within the individual schools and into the wider community. All participants will have gained greatly from the initial experience but the project will leave a sustainable legacy in that each participating school will have created a fully-functioning support network of students and teachers who will have the skills to identify cases of the issues covered and to constructively support victims so that they remain focused on their learning, feel included, supported and ultimately do not become disaffected and drop out of education."

The aim of the project „Heritage for tomorrow – from understanding to enjoyment“ was to increase students´ interest in historical values left by our ancestors, to learn about the national cultural and natural heritage of their country as well as other European countries and to lead them to the findings that the true values are sustainable. Therefore we have to appreciate and keep them for other generations. We chose the period of the Roman Empire as the example of heritage sustainability as it left its marks in many European countries.The planned activities and project products became a part of the educational process and afterschool activities. The topic of the ancient Rome belongs to the curriculum of the school subject History, so the students prepared presentations, brochures, video, e-books about the life in the Roman Empire. They created the map of the Empire, the dictionary of Latin phrases, a quiz, 3D models of famous Roman sights, which were presented to other students. The learning/teaching process was enriched with learning-by-doing activities when students discussed with members of a historical group and learnt about the life of Roman army, its gear and armament, they could wear it and simulate gladiator fights. Another interesting activity was a discussion on Roman law led by an expert or senior students who presented the Roman Empire´s influence in this field as well.An important part of the project activities was visiting places and sights that belong to the national cultural and natural heritage and those which belong to the UNESCO World Heritage. We visited the places which are unique and reflect the national identity – open air and archeological museums.The students got familiar with the cultural heritage of their own country and during the learning/teaching/training activities in the partner countries they had opportunities to learn about their heritage and see the sights of the Roman Empire, which helped them to apply their theoretical knowledge to practice .The project products can be used in the educational process in the future for some school subjects – history, art and culture, English, IT as teaching aids and additional material as well as examples of students´ creativity, which could be a motivation for increasing students´ interest in the subject or the project topic itself.