Our project is called “New Voices of Europe” – the title refers both to the general topic, the integration of newly arrived immigrants, and to the final product, a podcast. Our main goal was to raise our students’ awareness of how to integrate newly arrived immigrants (especially after the refugee crisis of 2015) and thus to broaden their political and social competences: instead of an uncritical adaption of the partly populist public discussion, students became aware of the chances and challenges of integration and thus were able to gain a personal access to and form a personal opinion about the topic. These needs were taken into account in our project by practically approaching the six sub-topics examining the concrete execution of ideas for integration. These six focal points were structured from general to specific: from the national level via the regional/local level to the personal/individual level:1. National politics’ coping with integration,BG2. Integration into the national labour market, GER 3. Integration programmes by local authorities, NO 4. Language training for newly arrived immigrants at local schools, SE5. Integration into the neighbourhood/region, IT 6. Individuals’ coping with integration, FRA.Each of these modules concentrated on the comparison of different ways of integrating newly arrived immigrants in the respective countries. The first one, “national politics”, examined national political decision-findings regarding the intake of refugees within the European legal framework. Following this, a simulation of a meeting of the European Council showed dangers possibly resulting for the political unity within the EU.On the basis of this, the second module focussed on the comparison of chances and challenges in the process of integration into the national labour markets. Furthermore, corporate and personal stories of successful integration in businesses were addressed in lectures (Deutschlandstifung Integration) and when visiting Volkswagen in Wolfsburg.The third module compared and evaluated local authorities’ different approaches to integration and invited students to develop solutions for essential problems, e.g. housing of newly arrived immigrants, faced by communities in a “think tank” (Gründercamp). The next module analysed the language learning process in courses for immigrants at the participating local schools. Additionally, the students established and took part in language cafés to gain personal experiences with this process. By means of scientific support (University of Lund), the search for best practise examples, and the communication of experiences students were sensitised for the importance of language as a basis for integration. The following module compared social and private initiatives in the neighbourhood/region in order to discuss similarities and differences. By local examples (e.g. Caritas Aversa) and an excursion day, on which students visited local initiatives (like Caritas Aversa) with integration programmes, role models for neighbourly integration were explored. The last module concentrated on individual cultural challenges entailed by the integration of newly arrived immigrants. Unfortunately, the last meeting had to be cancelled due to COVID-19.All of the above mentioned sub-topics generated a mini-podcast, in which the diverse results were collected either in interview form or comment form. Taken together, these formed the final product – the podcast “New Voices of Europe”, which will remain available to other students and people interested in the topic as it is accessible online for everyone. Each exchange meeting was assigned a topic due to the special profile or need of the respective school: 1. BG: Bulgaria is no host society, therefore integration is controversial. 2. GER: long-term project work with regional companies, integration in a corporate network 3. NO: established cooperation with local authorities; Gründercamp as an annual event 4. SE: language learning class for immigrants in cooperation with the University of Lund 5. IT: regional establishment due to vocational training programme, contacts with local initiatives.6. FRA: diversity of exchange programmes for cultural learning, involvement in ongoing French discussions about definitions of national identity.

For centuries, the Earth was thought to be at the centre of the universe. Today’s science now believes that everywhere is the centre of the universe and that it is, in fact, constantly expanding. The universe is, therefore, larger than it was when we started this project three years ago. Whatever your beliefs may be, astronomy is at the centre of everything. It poses the biggest of questions which have fascinated humans throughout history. Where do we come from? Who are we? How can astronomy help us to answer these questions? How can we persuade young people to look to the stars for inspiration? How can we use astronomy to foster a love of maths and science and deepen understanding? These are the questions we asked at the start of this project. Astronomy is a science discipline which changes rapidly, just look at everything we discovered between 2017 and 2020 which is recorded on the project’s Facebook page. Recording events as they happened has brought home to young people that scientific knowledge evolves and develops quickly and has helped them to prepare for life in a rapidly changing world. Through our multidisciplinary approach, we demystified some 'hard' science to make it accessible to a much wider audience.The main objectives of our project were to harness our pupils’ curiosity about the ‘big’ astronomy and physics questions and to use this to improve the delivery of science courses in our schools whilst developing a range of materials and expertise that we could share with colleagues across Europe and beyond. We helped young people understand the relationship between astronomy and other sciences and gave them skills required to develop their knowledge in their future studies. Through working with young people from other countries, linguistic competence, communication skills, cultural understanding and respect for their own culture and that of others were fostered amongst the participants. They gained an enhanced awareness of our shared European history and a sense of themselves as European citizens as well as developing an awareness of the interpretation of astronomical matters in other cultures by working with a partner school in India. Students and staff from nine schools from nine countries (Bulgaria, France, Germany, Macedonia, Portugal, Romania, Slovenia and the United Kingdom – and India as guest partners) took part in this project. A total of approximately 8000 young people were exposed to the Erasmus experience through activities held in their schools, either as working directly with the project or in cascade events. Within each school, a core team of Erasmus pupils ambassadors and teachers led the work. Activities included pupils from the age range of 3-18, multi-age and multi-stage activities encouraged them to mix with each other.The holistic approach to the project meant that activities suited to all ages, stages and learning needs were offered. High level activities in astronomy and astrophysics were aimed at advanced students and these provided challenge for those intending to pursue their interest in astrophysics at university. Introductory activities for the youngest included the use of telescopes and star gazing. A group of severely autistic children were involved in the project through art therapy. Music, Art, Maths, Literature, Geography, History and Language departments included learning and teaching activities on the theme of astronomy in their programmes. Collaborative work and classroom learning took place. A mixed methodology approach was used. Wherever practicable, hand-on experiential learning was favoured. Working in international groups was encouraged as was the role of older students as workshop leaders and as mentors to younger pupils. The tangible results of the project include a project website, a Facebook page, a project TwinSpace on eTwinning and three smaller eTwinning projects based on astronomy and an online dictionary. We have produced a bank of learning and teaching resources and lesson plans and a range of spin-off outcomes from galaxy scarves to board games, embroidery to animated films. The impact of the project on pupils has been clear. Several have now decided to study astrophysics at university and some have decided to study abroad in one of the project’s partner countries. Language and communication skills have improved and pupils have greater confidence in new and challenging situations. Friendships have been cemented. Project activities have featured as examples of good practice in Erasmus+ publications, in the press, on radio and on television. The longer term impact of the project will only become apparent in due course as our astrophysicists and their Eurostronomia friends develop their skills further at university and in the workplace. One participant has attended NASA space school. Will her dream of being the first astronaut on Mars be realised? Erasmus+ encouraged participants to pursue their dreams and reach for the stars.

"The goal of our three schools, the lycée St François d'Assise in La Roche sur Yon (FR), the Gymnasium BBS in Wildeshausen (DE) and the gymnázia Podkrusnohorske in Most (CZ), is to contribute to the development of European cooperation and to actively participate in the fields of education and culture. The students concerned in this project (12 per school) are between the ages of 16 to 18 and all come from higher secondary education - technological education in France, professional in Germany and general education in Czech Republic - All three schools lead to the secondary school leaving examinations (A levels).In the process of this KA 2 Erasmus+ project the schools will mutually complement each other via education and training. They can join their cultural differences to create something new in common which follows the chosen motto: „ Sustainable development, a promising sector in regional economy and European youth employment"".The activities will force and enable the pupils to communicate in written and oral language by offering different ways of informal experience; blogs, internet sites, computer-aided presentations, video conferences, creation of short films, staging of meetings and preparation of interviews.Three teachers, one from each of the respective countries, will be in charge of managing the project in close coordination with the heads of their schools and their accounting departments and their pedagogic teams.The outcome of the project will be interesting in more than one aspect. First there are the competences attained in the written and oral use of the language for the pupils, an improved mastery of the French and English language. Further basic notions of physics – understanding a physical phenomenon theoretically and putting it into practice through experiments – are also developed. Additionally, students will better understand the work of government agencies concerning active employment policies especially in the context of sustainable development. Finally our young students are better prepared for searching for appropriate employment using methods which are better adapted. In this process Europe as an idea will become somewhat less abstract and the partnership between our schools will add to more interest in the active participation in Europe.For the teachers the cooperation will help them to exchange teaching practices and to develop them in comparison to and contrast with their European partners thus putting forward new methods and evolving teaching experiences. Our respective schools will gain European competence, and European spirit and integration actively lived in our schools. The ties with our local business and administrative partners is strengthened and developed as much as our cooperation with the local media.Greatest transparency will be given to our project as much inside our schools as well as outside with our local, regional and national partners. The establishment of our projects has already begun actively contributing to an opening to and familiarisation with the ideas of Europe and international cooperation. It is designed to firmly install permanent links and to perpetuate our collaboration beyond the Erasmus+ cooperation.On this basis our institutions will profit from this trilateral cooperation which is not limited to this two-year-project: an opening up of a greater international spirit, discovery of a Europe that encourages school cooperation across borders in many educational and pedagogical fields, a Europe close to the single citizen, a Europe that supports the education of her youth and provides the finances necessary."

"Our project entitled "" Creativity in the Classroom"" is aiming at motivating our students and making our practices more efficient. We want our students to learn how to use innovating tools such as graphic design softwares, 3D printing, virtual reality, assessment tools...The activities we are proposing are original and complementary . It includes 5 schools and 5 nationalities ( Turkish, Polish, Bulgarian, Spanish and French) with 150 students and 15 teachers . We will keep in touch via the Etwinning platform to work together This project is meant to be an inclusion factor for all our students, whatever their differences are and to offer a more social and ethical view of the class, the school, their country, Europe. This project will also be the oppportunity for all 5 countries to show their European dimension. We wish our students to create bonds that will last for a life time and make them want to work elsewhere in Europe in the future."

Young people are the citizens of tomorrow. To become fully responsible and involved in their environment, it is necessary to pass on their keys to better understand the world around them. The goal of the project is to promote the awakening of an eco-citizen conscience by providing students with a foundation of knowledge to help them become aware of the issues related to sustainable development and encourage the emergence of eco-citizen behaviors.This project involved 3 institutions located in Italy, Croatia and France and directly addressed nearly 100 high school students, all technological and general sectors, who wanted to work on a common European project.The project allowed students to take ownership of the issues of sustainable development and propose concrete actions to preserve the environment and initiate a lasting change in behavior.For eco-gestures to become reflexes, it is still necessary that all high school students understand the issues of sustainable development and acquire the skills and knowledge both transversal and scientific related to it. It was the ambition of Workshop 1, I want to understand the issues.As part of Workshop 2, the students went in search of good experiences and met with local actors of sustainable development, these positive experiences were put end to end in the frame of reports to show that the development sustainable development is everyone's business and that the main principles can be applied in our territories and that we have gathered a good number of positive experiences to disseminate to inspire a maximum of people.Beyond the awareness, it is now to promote the development of eco-friendly family or eco-responsible behaviors within our institutions. In workshop 3, students were asked to become individually and collectively involved in concrete action with their families, high school and / or at their city / village / neighborhood level to respond to sustainable development issues. To participate in the emergence of such initiatives, the teaching team has favored educational resources that mobilize new active and practical approaches rooted in the digital age.The students carried out actions to make known and recognize their actions to change behavior. As ambassadors, they had to raise awareness, inform and convince the maximum number of students, parents, teachers and local actors (local elected representatives, local populations, local businesses, associations ....) ..... to adopt eco-friendly gestures.The priority of this strategic project was to develop a scientific and prospective approach, allowing each citizen to make his choices and his commitments by supporting them with a lucid and enlightened reflection. As informed, thoughtful and more accountable citizens, students will be able to play an effective role in society. The students were able to deepen their scientific knowledge in the humanities and social sciences as well as the natural sciences and engineering. They also havedeveloped their cultural and social openness especially through educational stays and skype exchanges. This project generated interest in foreign languages ​​(Italian, English, French) and promoted the use of new information and communications technologies. Teachers have also been able to discover and introduce other educational systems, some have even changed their teaching practices and thereby developed their European identity and their language skills.