"The project ""Understanding communication means understanding ourselves"" (or ""Communication matters"" in English) was developed jointly by the Lotte-Westerkappeln Comprehensive School and the IES Monastil in Elda, Spain, as part of the Erasmus+ programme in 2019-2020. Two German and four Spanish teachers were in charge of the project, as well as 18 German and 18 Spanish pupils from grades 9 and 10.The aim was to examine the topic from a linguistic, historical and political perspective in order to provide the pupils with tools for social participation in a common Europe. In this way, the students should be supported in participating as responsible citizens in a European society.In addition, the similarities and differences between Spanish and German communication should be explored in order to contribute to intercultural understanding. Reflecting on one's own language behaviour was to offer the pupils very individual assistance in their personal development. The development of the project began with Franziska Sandhaus' visit to Elda as part of a short-term training course on the topic of ""eTwinning"", as the Spanish partner school already had a lot of experience with this medium and this could thus also be made useful for the German school.The first project day continued with a questionnaire to determine the level of knowledge on the topic of ""communication"", followed by theoretical and practical work on the topic. The focus was on working out the communication theories of Paul Watzlawick and Friedemann Schulz von Thun. The knowledge was recorded on posters and through PowerPoint presentations so that it could be presented to the Spanish pupils during their visit to Germany.At the same time, the Spanish pupils analysed important historical speeches, created photos of typical Spanish gestures and facial expressions and produced a communication memory.During the Spanish visit to Germany, the pupils presented their results to each other, the photo wall for the assembly hall in Westerkappeln was created together and the pupils got to know each other better through warm-up games and were able to expand their intercultural and foreign language skills. During the guided tours through the old towns of Münster and Osnabrück, the pupils were able to learn about the historical dimension of communication. The personal exchange between the pupils intensified the contact and some of them still have it today.On our 2nd project day, an external speaker trained the pupils on the topic of ""Rhetoric"". All the pupils gave a short presentation which was recorded on video and later analysed by the speaker. Unfortunately, the planned return visit to Spain could not take place due to the start of the Corona pandemic. The realisation of the other goals set, such as the analysis of historical and current political speeches, could also unfortunately not be achieved due to homeschooling and the upcoming final exams of the 10th grade.Due to the many production-oriented approaches in working on the individual sub-topics, many results could be visually documented. These include, for example, the photo wall on Spanish and German gestures and facial expressions, the Power Point presentations, the museum wall on the important historical speeches as well as the final newspaper documenting the Spanish students' visit to Germany. The questionnaire at the beginning and end of the project demonstrated the students' growth in knowledge on the topic of ""communication"". The created ""project diary"" serves as an example for applying for further projects. The expected long-term benefit of the project is on the one hand that the pupils were able to acquire important competences for their further academic, professional and personal development (theoretical and intercultural knowledge, socio-political competences). The information on the school homepage will be kept in order to make it accessible to interested parties, as will the project diary.The cooperation between the Lotte-Westerkappeln Comprehensive School and the IES Monastil has proven to be very profitable and should definitely be continued. Real friendships have developed between the Spanish and German students and since the return visit to Spain could not take place due to the Corona pandemic, some students are already planning to fly to Spain privately to visit their host students."

"The project ""3h=H"" (Three Times Health is Happiness) embodies the three features we understand make up for health: physical health, social health and emotional health. The balanced combination of the three is what we believe makes us happy. The project is originated after we realised that some changes in our society are having a negative impact on our youngsters and that our values of welfare are at risk. We have became aware that a sedentary life, an unhealthy diet, bad use of social networks, bullying, and lack of social support are a threat to our students well being. This concern is the main motivation behind the project, we thought that if we could create a project where all the students could work around the idea of health and where they could learn all the benefits of having a good diet, practicing sports, socialising in a healthy way, and having emotional stability our objective could be reached. We thought that learning at the same time as they meet new people from other European countries is a unique opportunity to change their attitude and perception of the world around them. We want our students to understand that being part of Europe is not just to share a common land but to have a mutual European cultural heritage where the value of well-being is paramount.Our project wants to make students aware of the importance of health, the value that the concept of health has for the economy, the better understanding of cultural diversity, and the relationship between health and sports to develop a lifelong interest in it. We want our students to use digital devices to communicate, to use the internet as a source of information in a critical and responsible manner, to become familiar with E-Twinning, and to learn how to design, customise, and build up a web App. Students will improve their digital and communicative competence in a foreign language, and their social and civic competence, learning how to cooperate and work together with students from different countries.The project ""3h=H"" involves five non-homogenous schools from Italy, Portugal, Greece, Austria, and Spain. There will be a total of twenty students age 12-16 from each country, They will come from different social and economic backgrounds, with different learning abilities, and with different academic levels. There will be at least ten teachers involved from each country. The teachers involved are highly motivated and experts from the different fields covered in the project. The result of our project is to create a healthy WebApp. In order to achieve this our project is divided into six sections. The first one includes formation activities, the next consists of four activities related to the four aspects of health studied in each section, and the last one is the presentation of the results of the project. Some activities involve the whole school community, such as the design of the App logo, the organisation of the schools' healthy meals, the three Rs recycle plan, the sports competition at break time, the photo sports competition, the surveys etc. Other activities will be developed by the participants of the project such as the dish pyramid exhibition, the presentation of the perfect health care system, the leaflet of good practice when using social networks, the videos showing how to meet people face to face, and so on.The methodology used will be mainly student-centered learning where the students will be learning in an autonomous way, being responsible for their own learning process. The project will encourage collaboration and interdisciplinary work where different subjects will be involved. The learning will be task-based. The students will work in groups encouraging a discussion method to share ideas. The research will be demonstrated by the students and role plays will be made. We think this methodology will be highly motivated for our students. Digital devices will be used for educational purposes and innovative ICT practises will prepare our students for the labour market.The main result of our project is the WebApp. The idea of the WebApp is to continue using the results of the project as its use will last. Since the WebApp will help users decide what to do to improve their health. The results will be shown in the Erasmus school panel, school websites, eTwinspace, Erasmus+ results platform, local newspapers and they will be shared with educational authorities, and Teachers Training Centers.The long term benefits we expect are the improvement of the physical, emotional and social health of our students, the development of the communicative and digital skills, the increment of the prestige of the schools, and the reinforcement of the concept of the European citizenship.We truly believe in our project and we are confident that all the participants will fully benefit from it as well as enhancing our feeling of belonging to the European Community."

The Gymnasium am Krebsberg (GaK) of Neunkirchen in the Saarland and the IES Monterroso of Estepona in Andalusia carry out their two-year bilateral project with the title „Working in Europe“ against the backdrop of the very different situation of the economy and employment market in both countries. While the Spanish national economy has been suffering for years from the effects of the financial and economic crisis and while it is hardly able to fix its internal structural problems in central areas of the labour market, the export-oriented German economy presents itself as widely consolidated as the positive development of the numbers on its employment market prove.Juvenile unemployment must be considered as especially rich in contrast: South Spain suffers with a percentage of 63% the highest rate of unemployment of young people of under 25 years of age throughout Europe (36,3% on a national level according to data from the end of 2013), whereas Germany has been able to achieve the lowest rate across Europe in the same age group with 5,9% unemployment (6,7% in the Saarland). The German employment market is already partly characterized by the absence of skilled employees and the lacking willingness of employees to assume responsibility. For that reason companies and political decision-makers systematically endeavor to find workforce in the other European countries, among others Spain.In view of the situation discussed above our bilateral collaboration wants to allow the students of both countries to contribute to their educational orientation and their abilities of making future career choices. The key objectives of our project are the promotion of education and the reduction of the drop-out rate. The acquisition of foreign languages, the knowledge of new information and communication technologies and the acquisition of social skills is of great value. The project on the one hand helps to promote the young people’s employment and entreprenourship by obtaining an inside view of the structures of the German and Spanish employment market. On the other hand it certainly encourages mobility due to the participation in an international exchange and the enhancement of education, career and job prospects in Europe as well as the promotion of the European awareness among the participating students, parents and teachers as a result of their project work and training. About 50 Spanish and 50 German students will participate in the project, 24 of which will take part in the local exchanges in Estepona and Neunkirchen. The students, who are 14 years old at the start of the project, are in their second year of learning German or Spanish as a second or even third foreign language. The teachers involved in the project (10 per school), four of which will also take part in short-term training courses, teach the subjects of Spanish/German, Political Education/Social Studies/Economics, English, Computer Science and PE. In both schools, members of the school management as well as parents are involved in the preparation and the accomplishment of related activities. In the first year of the project the teamwork will take place mainly via TwinSpace on the European eTwinning platform: the participants create their own profile and CV in the foreign language; they collaborate in the establishment of an online glossary, “World of Work”, and in the creation of typical job profiles and they help prepare questionnaires for their interviews with professionals. Also during the first year, two teachers of each school will take part in short-term training courses at the respective partner school, in which they get to know methods of education and career orientation for the local students, they observe other colleagues’ lessons, take part in conferences, exchange teaching and learning materials or gain insight in the students’ professional practical training.During the second year the focus of the project will be on the short-term exchange of students whose red thread will be a business game simulating the foundation of an enterprise. Therefore, the students found Spanish-German enterprises. They develop an idea of a product or service for it, design a logo, set prices, prove their negotiation and management skills in an international context, including personnel and financial resources planning and decide on marketing measures.In a short amount of time we expect an improvement of the foreign language skills of all the participants and a promotion and strengthening of their intercultural competence. A further intended effect is that the students become motivated to make sacrifices and efforts so that their resulting success at school offers them future prospects on the European employment market. The project it thought to enhance the European identity supported by well-educated and motivated teachers too. All the parties should experience European mobility as a chance to strengthen the belief in a common Europe and in mutual tolerance.

Ifjusagi Nomad Klub and Balasa Gym as a result of common activities on non-formal education realized that we had gifted children that face similar problems to that from other EU countries. Teachers and youth workers, who work with gifted students, are often unprepared for working with them, and this is why we started to research on it, and we built a project that came up with ways of contributing to a better integration and development of their potential. Ifjusagi Nomad Klub and our partner schools from Hungary, Slovakia, Romania, Spain, joined forces to develop our institutional capacity of working with gifted children, as there was very little actual expertise and real skills of educators in handling them. The target group of our project was represented by students, teachers, psychologists, parents, youth workers, a total number of 1120 indirect beneficiaries, next the ones directly beneficiating from grants for learning/training mobilities. Our main goal was to support gifted students to achieve their potential to the maximum, so that being gifted would not become a barrier in the educational evolution of a student, but on the contrary, an asset for the student and for the society. The Objectives were:1.to change attitude towards knowledge for 350 gifted students , through the development of their creativity and critical thinking, emotional intelligence and social competencies;2.to form 30 specialists (psychologists) in teaching and implementing a program of intervention that can then be transferred in their home regions;3.to improve teaching competencies of 100 teachers working with gifted students, through the use of specialized methods, formal and non-formal, through their direct participation in project activities;4.to train 25 youth workers, as specialists in activities with parents of gifted children that will organize workshops for a total nr of 150 parents of gifted students from the partner schools. Partners did a research on how other countries intervene and manage the education of gifted students. - In the partner schools, an initial evaluation of students was done, to see if the initial research was accurate and start to identify the ones with potential who need guidance and support. The teachers set the basis of a program of activities with the parents of gifted kids, with the support of INK youth workers, and unfolded in each of the schools, a minimum of two workshops. - In the partner schools, the groups of gifted students were created, taking into consideration age groups. There were 16 sessions, one a week during 4 months. An initial evaluation using specific tests was done, and the activities of the ‘’Group for the development of creativity and critical thinking, of social and emotional competencies for gifted children’’ were initiated. In Spain, a set of activities for teachers were designed.In the 8th month, a joint staff training event took place in Hungary. The five days training course was to train teachers how to undertake in their own institutions a ‘’Group for the development of creativity and critical thinking, of social and emotional competencies for gifted children. After the course, all the participants implemented the development group in their own institutions with their gifted students. A short term exchange of pupils in Romania, was implemented in the 10th month with attandance of gifted students, teachers and youth workers from the partner NGOs. A guide with non-formal methods that were used by NGOs and schools in the working groups and during the mobilities were finished. In Romania, the intellectual output was finished: a curricula of the ’’Program for the Group for the development of creativity and critical thinking, of social and emotional competencies for gifted children’’. After the joint staff training event in Spain, to which teachers, psychologists and youth workers took part, dissemination activities in each of the partner country followed. In the 22nd month a multiplier event unfolded in Romania for the dissemination of the ‘’Happy - Gifted Student’ guide containing methods for a ‘’Group for the development of (…) for gifted children’’. In the interval 23rd - 24th months, final dissemination events, Skype meetings for deciding further follow- up measures, work on final report, and a multiplier event in Hungary for the guide with non-formal methods ‘’Happy - Gifted Student’’ took place, followed by smaller scale local events in all the partner countries, that were also a nice way to complete the project.

"Physical education in school increases learning and social skills. Through observations and evaluations participants will jointly find a pattern that optimizes learning abilities by combining a school day with healthy food - physical activity – individual responsibility and social awareness. Moving towards the 21´th century means that the project must illuminate some of the Sustainable Development Goals. Student mobility and exchange of best practice must focus on schools as an important framework for encouraging physical activity among young people.Kløvermarkskolen is spezialised in integrating age related physical training into the students learning environment. The concept (hereinafter referred to as SUUS) will be shared and tested by the participating schools in this project ""Health and learning environment towards the 21´th century in Europe"".The objective of this project is to become more aware of the positive development opportunities that arise from physical activity in collaboration with others in a learning environment focusing on the main themes: health,nutrition,outdoor activities, reflecting on the idea of sustainability. Methods and goals from the Danish concept SUUS will provide information, knowledge, skills that lead to recognition and action locally. The Danish students have a special role as they are familiar with the concept and must support their fellow students in this project.Students must practice age-related physical exercises that require equipment and materials. This must be implemented in the participating schools schedule in the middle of the school day as an activity lesson. This means age related training and lunch together with the other students and teachers. Equipment must be for use in the classroom - sports areas - food science and nature. And for as many students as possible. It has to be adapted to each school and therefore the equipment will vary. But basic strength and cycling equipment will have high priority along with virtual equipment.All participants in the project must present the methods to regional and national education authorities and share the new knowledge to other partners in Europe and prove that through physical activity and theory, we can positively influence learning and learning environments so that all students dare to learn and want to learn in interaction with other students, the school and the local community. Through exchange of best practise understand common values, civic engagement and participation in other countries and cultures. International cooperation creates international communication for the participating students,teachers and educational institutions.Number and profile of participants:- Kløvermarkskolen in Haderslev, Denmark. A secondary school. Students aged 13-16. Kløvermarkskolen consists of 527 students and 50 staff members. - The IES Montesclaros, is near the urban area of the municipality, of Reinosa, Spain. Students aged 13-16 years. IES Montesclaros consists of 634 students and 101 staff members. - The American Elementary School, Poland. Students aged 12-14 years. The American Elementary School consists of 236 students and 42 staff members.- Gymnasium Thermoy, Greece is one of the oldest and most historic secondary school in their prefecture. Students aged 13-15 years. Gymnasium Thermoy consists of 89 students and 20 staff members.48 teachers and 112 students participate directly in the project activities.The main objective of the project is to knowledge share and implement the concept of SUUS. Hence, this will include analysis of the participating schools in order to adapt the concept, prepare workshops and presentations of the four focus areas in order to summarize observations and data for publishing educational material. Followed by the implementation of workshops in four different cultural contexts. Finally, and ongoing in the project, communication and dissemination of the results will be an activity. The methodology applied in this project will be, material criticism, text analysis, documentation, activity analysis. Furthermore the SUUS methodology (Information, knowledge, skills, recognition and action)Main objectives is by the end of 2021/2022 school year raising the level of knowledge and awareness of the positive development opportunities that arise from physical activity in collaboration in a learning environment focusing on health - nutrition – outdoor activities. Also develop and describe new learning methods and develop new teaching materials.Furthermore to share the knowledge results internationally. Expected impacts are increased focus on and dissemination of best practice developing a Health Promoting School.The long term benefits are: Early Action - Lifelong learning."