The background of this project is the observation that in the partner schools due to current, but also former conditions, teaching and school learning take place in heterogeneous environments. The cultural, social and linguistic requirements of the students are characterized by diversity in qualitative and quantitative terms. In many cases, learning groups change in composition and performance within a few months. Sometimes the children and adolescents know the things and the subjects, but can not name them or find obvious connections; the language of instruction and education varies in different ways. Experience has shown that holistic instructional and extracurricular activities using elements of formal and non-formal education are successful in activating and motivating students in heterogeneous learning groups, if providing opportunities for each individual of the learning groups according to their own abilities and prior knowledge to contribute to the joint project. Such a possibility offers BTG. The children and adolescents learn to activate and train their creative and craft skills by making paper, designing and building backdrops and scenarios with self-made paper and other materials, by crafting small wood and paper theaters in which they work present existing stories orally, write them down in their origin or native language or write stories by themselves, and write them down and / or play them. too. The path from the beginning to the finished (joint) product, the design of the scenes and characters, the choreography and digital learning processes are accompanied and documented digitally. The possibilities and (technical) prerequisites of the individual partners come into play. The teachers and students of the partner schools introduce their institutions and explain the special advantages and possible handicaps. The partners create by consensus a common portfolio concept for the institutions, the involved learning groups and the learning individuals. They announce their specific resources, assign the subjects and project approaches to the individual activities and invite each other to the workshops and the lessons. The workshops have an exemplary character and are designed to be tested and modified by the partners. The holistic character of the activities is an important criterion. The pupils, but also the teachers, have the opportunity to make their own intercultural skills and creativity available to the common project objective. In addition to the common project language, the origin and the target languages should lead to the common cause, the productive process, to the project goal. Products of the project are the holistic lessons and project activities that are carefully documented, are the books, the scenarios and small theaters. The methodological approach of holistic teaching as a workshop can be distributed using the manufactured products, digitization and documentation in the institutions themselves and, moreover, in schools and institutions with similar conditions.The project implementation was essentially successful in the manner described. The corona pandemic, which was rampant across Europe in 2020, meant that the meeting planned as a school encounter in Trikala / Greece and the final teachers' meeting in Bonn had to be canceled. The project was extended by one year upon request. Unfortunately, the on-site meetings could not be held as planned. They have been replaced by virtual meetings. Although the original appointments for the meeting in Greece could not be kept, the workshop character and the thematic context were also retained in the virtual event. The final teachers' meeting focused on the evaluation and documentation of the project, which was also achieved virtually. Only the planned advanced training character of the event had to be canceled because no coaches were available on the thematic context at the time.

This project has been based on working cooperatively between 3 countries from different parts of Europe (Greece, Italy and Spain) to create a board game on 4 themes of our countries: traditions and traditional games, gastronomy, monuments and emblematic characters. This game has fostered different skills, which is why it has different types of questions: taboo, pictionary, questions.The objectives we sought were to achieve a quality education through: -Acquire high-quality skills and competencies that help us INCLUDE students: reduce dropouts, extend the study period and improve academic results, in addition to facilitating insertion into the world of work. -Getting motivating, creative, permanent and meaningful learning through RESEARCH and GAMIFICATION. -Learn our HERITAGE. Subject whose interest is shared by all members and which has also offered a great variety of possibilities to carry out INTERDISCIPLINARY and COOPERATIVE work, undoubtedly managing to enrich everyone's work.Three types of activities have been developed: before, during and after the mobilities.Before the mobilizations, each country has investigated and developed activities from each department on its heritage:Gastronomy-Natural C., Monuments-Technology, Geography, Traditional Games-E. Physics, Characters and traditions from almost all departments. These activities have been part of the curriculum development of each subject and have been evaluated through a rubric where competences such as oral and written expression, digital, creativity, in addition to the contents are evaluated.We are editors: During the mobilities each department prepared for the visitors an exhibition of their work where they show a part of the country's heritage.We are designers: The mobility students have come together in mixed groups to make decisions such as the following: material and rules of the game (Spain), choice of the logo for our project and as a print for our game box (Spain), design cards (Greece) and the board (Italy) and each of the questions and taboo words that make up our cards (in the 3 countries).We are guides: Monuments, sculptures, museums, etc. have been visited to better understand the heritage of each country, where the students have been guides or have been the main protagonists of said visits.We are a chef: We have tasted the typical gastronomy in restaurants and typical dishes have been cooked between siblings and families who have come together to unite, parents, teachers and students in the centers.We are athletes: traditional games and dances from each country have been taught and practiced.Activities have also been developed after the mobilities promoted by the mobility students and which have consisted in the dissemination of the heritage of the visited country.The result or final product has been a game designed entirely by the students: Rules, board, cards and chips, as well as the content of the cards and the material to learn about the heritage of the three countries before playing, full of activities , where we have worked in an interdisciplinary way under a common theme: our heritage-NOSTRAM HEREDITATEMThe benefits that we have had and that will continue to increase have been twofold:On the one hand, on the students, achieving greater autonomy, ability to manage their own learning, tolerance, cooperation, respect and will also help them to be aware that what they have learned reverts to improving society.On the other hand, on the teaching staff, allowing us to broaden our horizons and improve and innovate in our teaching practice. Linguistic impact of different languages ​​on all participants and above all, continuing to work on projects in an interdisciplinary way makes us all go towards the same type of teaching, more practical and motivating for the students

1.- CONTEXT OF THE PROJECTNowadays the deep and quick changes that our current European society is undergoing demand immediate responses by the educational authorities so that citizens acquire skills to be able to adapt and develop in it. Active methodologies, which are the basis of our project, allow us to create educational spaces where individual talent, co-operative learning, digitalization, the acquisition of key competences can all be fostered. Our project, “A Journey to Active Methodologies as a European Union bond” will try to prove how these new components or teaching devices can be the key for a change in the learning process.After reflection about new educational needs and how to improve the teaching-learning process, a group of colleagues at our school, IES RÍO JÚCAR, started to do some online research, we contacted and visited innovative schools in Spain, we participated in some teacher training, and we began to introduce some methodological aspects in our classrooms. In a few years, the group of teachers concerned with this issue became bigger, and we decided to participate in national innovative projects. This process led us to think that it was the moment to get enrolled in an Erasmus Project. 2.- THE MAIN OBJECTIVES OF THE PROJECTThe main objectives of the project were: • Fostering a model of schools which adapt to the educational needs of our 21st century society. • Enabling teachers to get the right training through the design and implementation of learning projects. • Encouraging the acquisition of key competences. • Creating a space for discussion, deliberation and change at schools through critical analysis and the design of innovative educational practices. • Sharing and spreading successful learning processes in order to open our schools and show them to the whole educational community. • Looking into active methodologies in education, analyzing, understanding and reflecting and putting them into practice. • Thinking over the new roles of teachers and students in order to consider different approaches. • Analyzing some tools and innovative means available for the creation of new lesson contents. • Reconsidering traditional assessment methods and evaluating the need to adopt alternative strategies which enable us to assess our students´ progress within the framework of this new methodological approach.3.- PARTICIPANTSThere were five school participants in the project: Italy, Greece, Poland, Hungary and Spain. They were all Secondary Schools except for the Hungarian partner, which was a Primary School. Four of the partners had some previous experience in taking part in Erasmus+ projects on the former Comenius, but our school had no previous experience in these projects, we only wanted to share our initiative in Europe, and analyzing the impact of new methodologies in education in different countries.A large number of students, teachers, families, and local organizations in the different countries participated in activities related with the Project: doing the activities in the classroom, showing the results to the public (teachers, students and families) in our “methodological fairs”, creating service learning projects or doing training in gamification.4.- ACTIVITIESThe activities carried out during the project were aimed at changing the teaching-learning process. The main purpose of the project was to give the teachers the necessary skills to develop their task according to our present-day society demands. We thought that this updating would be made by means of active, innovative methodologies, new working methods and tools which we believed would give a better response to those demands. Some of the basis of this new methodological trend are the following: Theory of multiple intelligences, The universal design of learning, Project-based learning, Flipped classroom model, Gamification, Bloom´s taxonomy, Integrating ICT in education and service learning.So we organized interdisciplinary projects carried out by teachers of different subjects of each secondary school in order to show them in our “methodological fairs”: FEMAC (European Fair of Active Methodologies). We organized five FEMAC editions, where we shared the products of each Project. The experience was highly interesting, enriching and rewarding.5.- RESULTS AND EXPECTED IMPACTThe results of the Project were the following:• For students: The Project involved an improvement in foreign language communicative competence, cultural and digital competences; a more active participation in society, an increase of their motivation towards learning, an enrichment through the discovery of Europe as a common cultural space. In the long run this experience can help students open their minds to better opportunities for a professional development. • For teachers: The Project involves the training in new methodologies according to nowadays society; the improvement in their communicative competence in a foreign language and an up-to-date process in digital competences; an increase in their motivation; appreciation of an open and dynamic educational model based upon cooperative work and the exchange of educational experiences. • For the students´ families: They took active part in the academic life of their children. Since they had to accommodate students from other European schools, they enjoyed the cultural enrichment it meant and they were a very important vehicle of communication of the culture of the countries taking part in the project. • For schools: this project meant that schools were open both to their nearest environment and to Europe.6.- BENEFITS IN THE LONG TERMWe can consider that thanks to the Project that we have just finished, we will have a lot of benefits in the long term, such as:Locally: The perception of the school as an institution integrated in its community, serving it, as an important agent of dynamization and modernization of the town, open to Europe.Regionally and nationally: The promotion of the region of Castilla-La Mancha in Europe. The public exhibition of the project, showing it on the Internet and the media. In Europe: The project has been a chance to discover educational aspects and issues in common with other member countries of the EU. In addition, it meant cooperation with educational and cultural organizations related to our Erasmus + partners.

The Rivers tell project was runned by 5 primary and low secondary level schools from Italy, Lithuania, Greece, Romania and Portugal. Our schools are all along a river so in our project the river was the guiding thread of this multidisciplinary project that aimed at mending the fabric of a collective memory that influences the culture of the environment in which one lives, starting from the geography of one's territory. Special attention was paid to the direct observation of the river environment and of its natural and artificial aspects. The method promoted was the direct observation and of the historical and scientific research in order to understand how much the river environment may have conditioned and continues to condition the development of a territory. In fact it flows, teaching the young how much the river may have united different peoples and cultures through the many bridges connecting opposite banks, thus favoring integration and welcome. Moreover recognizing in water the value of a common good to preserve and share. Starting from the basic concept of water as an element essential for life, we also promoted in the young an environmental awareness that sees man and river in a close relation marked by respect and sustainable use of the available resources all life long. In the project we composed a totally new vision of the present in a future perspective, looking at the guidelines and the Sustainable Development Goals established by UNO for 2030. It underlines in particular the importance of guaranteeing accessible and clean water to the world and, at the same time, of protecting and healing water ecosystems, such as rivers and water tables. These objectives were pursued through the following activities : meetings with experts, exploration of the territory and of the river environment, inspections of river sites, excursions, didactic visit to the River Museum, adoption of a bridge. We payed particular attention to the local flora and fauna: through the plant and animal environments the participants were able to deepen that characterize the differences and similarities of river environments and natural and artificial ecosystems. Research, individuation, ordering and revision of paper, photographic and iconographic material of the adopted bridges made available from libraries, local historical archives and museums, institutions and associations present on the territory.In these ways the project aimed at the acquisition of all European competences:communicating in one's mother tongue, communicating in a foreign language, digital skills, basic skills in maths, science and technology, learning to learn, social and civic competences, sense of initiative and cultural awareness and expression in particular. Therefore with this view the landscape acquired a double value, as a heritage to protect and to improve because it represents the dynamic result of a series of elements of the area-territory of reference, such as the human stamp stratified over the time that has to be looked for and singled out. Thanks to the interaction between participants through the project's websites and social pages, but above all to the LTTAs, even virtual ones, students acquired important life skills: Managing emotions, managing stress, critical thinking, decision making, problem solving, creativity, effective communication, empathy, ability of interpersonal relation.The pluridiscipinary approach (many school subjects were involved History, Geography, Art, Science, Foreign Languages, ICT, Music, Physical Education and Religious Education) allowed the pupil to look at the world pointing out and protecting complementarities and to recognize the interaction between nature and culture, economy and landscape, between art and history of the territory. As final products we built E-books full of legends about the local rivers, interactive maps, posters, brochures with all the information, knowledge, experiences and activities carried out during the years of partnership. The project was addressed directly to about 3000 students aged 9-14, about 60 teachers. Different groups of students participated each year and each school involved all staff and the entire school population during LTTAs meetings. Virtual meetings, both organizational and exchange between students, have seen a greater participation of people thanks to information technology. Most of the school has already had an Erasmus+ experience, but not all the coordinating teachers and members of the Erasmus team. The total number of persons who do not receive a specific grant but will join the impact and dissemination was about 6000 (families, schools staff, relevant stakeholders, policy makers, local agencies-associations).

We all know that the world is changing fast. What we think we can take for granted one moment has completely changed the next. How can we possibly prepare our students for the constant challenges that lie ahead? We need to equip our students with the kind of skills that will enable them to meet those challenges, face them and move forward. These skills should be key capacities in order to foster lifelong learning and help solving every day life problems. Education should prepare our students for the future, whether that involves going on to further study, joining the world of work or becoming an engaged member of society. Education is a process that enables students to take their place in society as effective learners, as effective professionals and as effective citizens. To cope with the increasing pace and change of modern life, students need new skills such as Communication Skills , Self Motivation , Making Decisions , Leadership Skills , Team-Working Skills , Creativity and Problem Solving Skills , Time Management and ability to work under pressure. Today’s students will have many new jobs over the course of their lives, with associated pressures and the need for flexibility. Helping students to gain understanding of sciences and technology brings them a step forward in this demanding world and promotes their self esteem. Teachers themselves should be able to promote, support, guide and develop Science, Technology, Engineering and Mathematics (STEM) activities in their every day teaching.Different countries have different equipment and curricula. Different cultures employ STEM activities in different ways. Our dream is to share these experiences among the countries participating in the project and within Europe.Our objectives refer to deep understanding and application of STEM curriculum. Acquisition of basic skills and key concepts by all students. Motivation-motivation-motivation!... through interesting and rewarding activities. We intend to produce activities for each subject of STEM. A handbook including all the activities should be ideal. Obviously increasing level of achievement and skills development are directly linked tour objectives. Further, digital competence is closely related with the application of simulations, programming, robotics and other software applications within STEM subjects. Innovative curricula and innovative educational methods are our major aims as far school education is concerned. Specifically, both students and teachers will: increase their skills in the, use of new technologies, STEM subjects knowledge, develop abilities for the future learning and encouraging the children to carry on with their future studies, better motivation for teaching based on modern methods, benefit from the knowledge of new ideas and experiences, renew and rejuvenate our thinking and methods, bring us closer together and opens our minds to creating a common thread that runs throughout Europe, emphasize the importance of STEM in real life .Planned activities will guide students step by step through the basic skills and concepts of each of the STEM subjects/curricula, different technology simulations, applications, programming software will be employed in the activities design and development, activities will be a mix of ideas and practices of each country participating/each mobility involved, and will be finally gathered in a STEM handbook for publication in English as well as in the language of each country participating in the project.This handbook will be spread out, locally, nationally and within the EU as a framework for STEM application for employing students in STEM activities and for educating teachers.We intend to share project practices outcomes in both E-Twinning and School Education Gateway. We would be very happy to publish the STEM activity handbook in the Erasmus+ Project Results Platform and have project follow up discussions.In the 21st century, we need to find new methods to train the individuals on Science, Technology, Engineering and Mathematics application. European citizens should be able to solve every day life problems and be competitive in society and the workplace.