Teachers in the partnership realised that a lot of students did not choose science subjects for their higher education because they were not motivated and were afraid of the difficulties in physics, chemistry, biology and maths. Most teenagers do not have real ideas about their future employabilities and they are too young to understand that their career depends on their studies. The main objective of our project was to make science subjects more popular with students and orientate them to apply to college or university where they will study maths, physics, biology and chemistry. As we can see in the job market, freshly graduated young people have a better chance to be employed with a degree in the scientific and technological field.We also hoped to attract more young people to follow in our footsteps and want to teach science subjects in the future. The project was implemented by secondary schools from five European countries. Szekszárdi Garay János Gimnázium in Hungary was the coordinator school. The school has a state of the art science laboratory, which makes it possible to carry out experiments in physics, biology and chemistry. The partner organisations were: 2nd Gymnasio Neas Ionias Attikis in Athens, a Middle School, which prepares students for Lyceum, a General High School. The teachers of the school cooperate for the creation of inter-scientific lessons and the application of new teaching methods concerning all the subjects of the curriculum. Fridhemsskolan in Arvidsjaur, a lower secondary school in Sweden prepares students for upper secondary school. Half the students have their own computer which they use in the lessons. The teachers use peer teaching method and have had several European teachers job shadowing there. It was their first experience in Erasmus+ project. IISS Leonardo Da Vinci, a secondary school in Cassano Delle Murge, Italy, prepares students for higher education in several fields. They introduced Cambridge Assessment International Education at their school. Students have the opportunity to learn biology, maths, chemistry and literature in English. Siauliu Lieporiu Gymnasium in Siauliai, Lithuania, prepares students for higher education as well in well-equipped classrooms. The staff are committed to inclusive education and their work is helped by developmental pedagogues. They have special Arts and Science programmes which are integrated into Biology, Physics, Chemistry and Technology lessons.Main activities:1) After the formation of the project teams at the partner schools and distributing tasks, we included the experiments and students’ project work in the curricula. We collected data about the students' academic results from the previous year and made a survey on the students' future plans for their future career. 2) We had a kick-off meeting in Lithuania where we discussed the project timetable and details of short-term mobilities on 28th October.3) Science teachers were continuously carrying out experiments in chemistry, biology and physics, from which videos were made. 4) We made a flipbook of a picture dictionary in six languages with the words and pictures of the laboratory equipment. 5) The students did their own project work in connection with the experiments and other scientific topics. 6) Students with learning difficulties were provided extra lessons regularly, but unfortunately very few took the opportunity. 7) We attended science festivals and organised dissemination days in our schools where teachers and students from the local schools and some from the neighbourhood settlements also attended. We informed the media about our Erasmus+ project and several articles were published and films were shown in the local TV.Results and impactThere are 100 videos available to watch on Youtube made by the schools in the partnership, a flipbook with a picture dictionary, resource bank for the experiments in pdf format and students presentations in PPT. The results of the project are also available on TwinSpace, where the videos, project works and pictures can be seen under the project title: Getting Science Closer to Students.As for the impact of the project, we could see that there was more as more interest in the Erasmus+ activities from the students and colleagues as well. Analysing the applications to higher education, there is a slight increase in the scientific field, though we cannot prove that it is just the result of this project. We can also realise that more students are interested in science than before. Participating in the Erasmus+ also attract more students to apply to our schools.

PROJECT CONTEXT AND OBJECTIVES:The teachers in the partnership tried to adjust their teaching methods to the new challenges of the digital era where our students were born. We also introduced content-based language teaching and included some materials of different subjects (Biology, Geography, Maths, History, Literature, PE and Economics) in the foreign language lessons.ACTIVITIES1) Three teachers from each partner school took part in the joint-staff training organised by the Spanish partner, IES Hispanidad. We learnt about several useful applications, ICT tools for communicative competence improvement: video, image, podcast, cartoons, digital books, presentations, posters, mindmaps, infographics and gamification. 2) We tried a lot of them in our lessons and our students got used to them easily and were much more motivated and active in the lessons. The most popular activity was the Kahoot quizzes and students still keep asking the teachers to do them. They even created their own Kahoot quizzes and conducted them with their peers. A lot of students who were involved in the project work learnt how to edit videos and made their own project work with that. 3) Students also appreciated when they learnt some materials in Biology, Geography, History, wrote Haikus or did Pilates exercise in the French lessons. They carried out biology experiments in English, learnt Economics in French, Geography in Spanish, ITC in English. We have changed our methodology and techniques a lot. Although we still use course books, the students use their mobile phones or the school tablets in the lessons. By the end of the project, it has become routine to use ITC in the lessons both for teachers and students. 4) We had mobilities in Hungary, Poland and Italy, but we had to cancel the fourth mobility in Spain due to the coronavirus pandemic. The most enjoyable and popular activities were during the mobilities, where students were working with their foreign partners. For some students, it was the first time to go abroad and travel by plane. They were sent their boarding passes to their phones which they used at the airports. They learnt about the history and the sights of the visited towns in Hungary, Poland and Sicily and did their project work at the schools with great enthusiasm. Students who made friends with their Spanish partners were very disappointed that they couldn't meet in Santa Fe. 5) The Spanish partner organised virtual mobility activities, which attracted the most students at the schools. This kind of mobility can also be regarded as the dissemination of our project, as in each school, there were a lot of students involved in the project work and whole classes followed the programmes. They took part in the book trailer and photography contest. Creating book trailers and Kahoot quizzes also provided a great opportunity for them to improve their cooperative skills and digital competencies. RESULTS:The partners created videos and other project work - presentations and quizzes - which can be seen on Youtube, the schools' websites, TwinSpace and in the Erasmus+ Project Results Platform.LONGER-TERM BENEFITSTeachers at the partner schools regularly use ITC and several useful applications to improve the efficiency of their work and motivate their students who can achieve higher academic results. They are also convinced that it is worth teaching some materials from other subjects in the future and regard foreign languages as a tool of acquisition. This is the magic role of languages: obtaining knowledge, spreading and exchanging ideas.