<< Objectives >>Our proactive action will help to:* reaffirm our commitment to the principle of a socially inclusive school that is sensitive to the specificities of each individual. To this end, it targets young people with fewer opportunities* to develop new methods, tools and knowledge capable of accompanying us in a green, more democratic and united evolution* to place digital tools as the main vectors of this transformation* Develop our organizational skills<< Implementation >>three main activities are planned:* one related to the environment* one on school democracy* an international council of high school life in charge of making proposals for a more democratic and green functioning of high schoolsA logo design competition is intended to promote the project's ownership and the design of an identification and communication tools for the project.<< Results >>We hope to * develop the social skills of students, especially those with fewer opportunities* affirm a sense of European citizenship* contribute to a positive transformation of our high schoolsThe tangible results will be exhibitions, writings and in particular proposals for the evolution of our organizations, press articles or publications on social networks, time for exchanges with all our educational communities...

Social integration and sustainability are two of the most important challenges facing European cities. In particular the cities of the participating schools have peculiarities in these aspects (Bari, place of arrival of a great number of refugees who have crossed the Mediterranean fleeing from hunger, violence and wars, Castelló has an important Romanian community from the region of. ..) that make this project relevant and are going to suppose a benefit for the whole society. The activities included in this project will allow knowing; how the cities integrate the newcomers, and how they act in the face of the need to have a sustainable development.The participating students who study Technology and Architecture will be responsible for working on sustainability by developing prototypes and designing efficient solutions in buildings. The rest of the students will be dedicated to studies, research ... of social integration. These works can be developed with collaborative methods that allow students from different countries to work on the same project, for this they will use work platforms and communication via the Internet (eTwinning, Google Drive and others).This will help to improve the internationalization of the participating schools, the skills in training tools and remote work and will increase the employability of the participants.The chronology of the project will be as follows:Phase in schools 1:In a first phase students from Bari (Italy), from Pitești (Romania) and from Castelló (Spain) will pose and design in their centres the: studies, surveys, prototypes, building solutions and other similar works related to the theme of this project that they intend to carry out.Mobility 1:The students will present: the ideas of construction of prototypes and solutions in sustainable buildings, research on integration, surveys ... and they will receive advice to improve these ideas by the rest of the participants. To complete this, visits, talks and workshops on sustainability and social integration will be scheduled.Phase in centres 2:With the ideas and advice received and the skills acquired in the rest of the activities, students will begin to develop and they will complete the studies, surveys, prototypes and solutions in buildings. studies, surveys, build prototypes, design solutions in buildings ...Mobility 2: the students will present the sustainable prototypes, the solutions in buildings and its operation, as well as the conclusions obtained with the research on integration, surveys ... and will receive the opinions of the rest of the participants. A final activity of this mobility will be to obtain the conclusions of the participants about the work developed and the study of measures for the dissemination of achievements in the society.The design of the project will allow the awareness of the participants and the acquisition of new knowledge. The use of an innovative and participatory methodology to acquire such knowledge, such as the use of platforms such as eTwinning, Google Drive and others to be able to form working groups with students from different countries. We will use active learning with activities of gamification, ABP, learning by projects and problems and flipped classroom.It will also be a benefit for the centres, families and society of the participating schools. Through these exchange programs, education is internationalized, and education is updated and its quality is improved, which is favourable for the professional standards and competitiveness that exists today, as well as giving prestige to the institutions that have this type of studies. Families are also enriched by an intercultural relationship that allows them to learn and know unknown aspects of lifestyle, culture and way of life in other countries.Another benefit for the participants is the increase of the linguistic abilities due to the absolute linguistic immersion when integrating in families that welcome them, which also allows them to know the culture and the customs of the country.All this should lead to a better school performance, above all of the most socio-economically disadvantaged, to a decrease in dropouts and to a deeper preparation in order to meet the demands of the labour market on the international scene.

This project aimed at using Art, Media and Communication and Information technologies to raise awareness of national and European themes particularly addressing the issues of active citizenship, creativity and community participation around the special European year of Culture. Students involved in this project have been 15-18 years oldand through various activities they compared the relevance of cultural heritage to their communities and discovered particular national traits to investigate and share differences and similarities, both social and cultural and appreciate those of others. This work was mainly carried out in the Art, History, Civics, IT, Media, Music and English lessons at participating schools. Classroom curricular activities were based around topics examining particular social and cultural expressions in different European countries. Students researched about the perception of those expressions by teenagers in their area and looked into where and how they get present in their local community and area, and how they are linked to their identity. Students also investigated their cultural heritage and traditions, looked into their particular traits and compared them to those of others to look for similarities. This work was completed by using several different types of shared media -mainly digital presentations and tools-, and disseminated in all partner schools and the wider community. ICT were used to display and share the research as well as having a focus on these media presentations. As we aimed at getting the highest number of students as possible involved, the preparatory phases of each activity preceding student exchanges were carefully structured, so that they actually cooperated in the process exchanging materials and interacting at these preparatory phases, showing what was being done (before and between) exchanges at each participating school. These exhibitions, in fact, were the base for work of whole classes/groups in their lessons. We especially tried interaction to take place at all phases of the project, not just during exchanges. We had estimated (in our application) some 1000 students to get involved in project-related activities and we definitely have gone beyond that number. The other element in the project was the groups of students visiting partner schools (all four schools have hosted an exchange) and physically working collaboratively on a range of activities. In this case we have also made the best out of the resources availabe and done some 25% more mobilities than initially planned. The students in the exchanges took part in actual teaching-learning events in each visit, creatively working together (in international groups) to produce crafts and works of artistic expression in some cases, performing in others, teaching and learning from each other, learning the practical aspects of organising events and even cooking together. All workshops were led by teachers in the partipating schools and/or local artists and crafts people. Students provided feedback and presented the outcomes that they had learnt or produced in social evenings with the families. The key point was sharing these tasks and reaching conclusions together examining differences and, above all, finding similarities; appreciating the others' traits and cultures and highlighting all that joins us and brings us together. We feel necessary that this general aim has been accomplished and we have to point out the feedback received from students families.

<< Objectives >>This project aims to provide young people from a refugee or migrant background with the opportunity to connect with their newfound community through sport. Professional youth workers will be educated and developed through a training course which specializes in the inclusion of this group in sport non-formal education. Communities will be able to embrace these participants as they navigate their new reality and began to build their own roots.<< Implementation >>There will be a number of transnational meetings for involved project managers from each organization to establish and realize a clear vision for this project. Furthermore, a training course will be created and youth workers with an affinity for the target group will be able to developed themselves as a professional. The local activities will consist of regular sporting events for participants with the possibility that these individuals will be able to further settle in their new community.<< Results >>It is expected that an enriched relationship will develop between partner organizations and shared values of the European Union will be cherished. Each partner will be able to share their experiences and grow after listening to their fellow partners. Regular sporting activities will be established within each local community where young refugees and migrants will be given an opportunity to participate and develop themselves. Additionally, youth workers will be professionally trained.

"Communication in a foreign language is one of the key competences in a lifelong learning programme. This skill is considered necessary for the needs of self-fulfillment and personal development, as well as social integration and employment. Students' problems with mastering basic language skills result not only from specific difficulties in reading and writing, but also from the lack of practical contact with the language. The classroom system does not provide the possibility of practical use of the language to the same extent as participation in an international project. Live contact with teenagers from other countries definitely increases the students' motivation to learn foreign languages, raises their level of development, broadens their mind and breaks down language and cultural barriers.The partnership within the framework of the 2 year long project ""Words Look Good On Me"" (01/09/2017 - 31/08/2019) established permanent and direct contact among four European schools from: Poland (Szkoła Podstawowa, Równe), Romania (Liceul cu Program Sportiv Banatul, Timișoara), Hungary (Széchenyi István Katolikus és Német Nemzetiségi Általános Iskola és Óvoda, Mátészalka) and Spain (IES Manuel de Góngora, Tabernas). It directly involved 74 students who received secondary education (12-16 year olds), including the ones with fewer opportunities and special educational needs (dyslexia). There were also about 400 people who benefited indirectly from the activities organised in Erasmus+ such as representatives of local authorities, local participants, other students and teachers in multiplier events or other types of events. The project enabled joint project work among the schools (implementation activities) and during mobilities. The main project activity the students were involved in was: adapting and writing a screenplay in English based on the local legend and shooting a film. As a project result, a book called ""The Magic of Legends"" was created where all the screenplays, music notes and photos from the film set were collected. The book includes a CD with films shot in four different countries during the Short-term Exchanges of Groups of Pupils. The students also made Animoto's short videos which were a kind of photo reports from sightseeing trips and international meetings. The monitoring of project activities was supervised by the teachers who were part of project teams They met during Transnational Project Meetings every year and discussed the implementation of project activities.Our project was a response to the needs of the applicant and other participating organisations involved as partners in the project. It included more effective, innovative teaching methods, ICT tools and assessment to increase motivation and thus reduce the students' underachievement in the basic skills of literacy in English language. The international project provided an excellent source of good practice exchange and resulted in fruitful school cooperation. All project results are available and disseminated not only in partner schools, but among all other stakeholders, such as students and teachers from other schools, parents, the local community, authorities, institutions and other organistions in all partner countries."