BreKS project has 6 partners and contact teachers have been working together in previous KA2 projects, but not all together. Contact persons have several years experience of international cooperation and KA2 projects and this will benefit greatly our project. Our schools are located around Europe: Finland in the North, Italy in the South, Denmark and Netherlands in the West and Slovenia and Romania in the East. Our schools differ in size and character, as we have one 10th class, vocational schools and high schools participating in this project. Some schools have very multicultural students, some not. These kind of backgrounds will offer us a tremendeous opportunity to compare our cultural habits and gain more information of each others. Each of our partners have a very skilled and motivated teams of teachers who are enthusiastic about the project.The need for this project raises from the fact that populistic parties around Europe have been gaining more and more votes for them self and this might lead to a narrowminded nationalism. Our project wants to make students think and explore the most meaningful aspects of their culture, to teach them to others during mobilities and this way as the amount of real information of our cultures increases the stereotypes and wrong information decreases. Students will be the active members of the project, as they explore what topics are the most important for them about their own culture. During the project students become more conscious about their own culture, learning at the same time real facts about other cultures and this will give us the possibility to compare our cultures during mobilities and enhance the mutual understanding and tolerance which we need in European level.Our project defines ”culture” in a broad way, we have chosen four themes, of which all groups will prepare a teaching lesson for others. Themes food, history, nature and sports/dance are kind of building blocks of each country’s culture. These themes posess very many facts and angles, but we want to explore what does the nowadays’ young people think to be the most meaningful ones. All of these themes have shaped over the years both our national and our personal identities. In BreKS there will be 4 mobilities with 7 students and 2 teachers from each school. Students are aged 15-18. In the first year C2 Slovenia, theme history and C3 Romania, theme sport/dance. In the second year C5 Italy, theme food and C6 Finland, theme nature. In addition we shall have one training for teaches in the first year in C1 Denmark and the second one next year in C4 Netherlands. Planning will happen with students in virtual meetings VM1 and VM3 before the mobilities.For teachers we have a specific task. In each school there is a certain culture or atmosphere, and this is what we want our teachers to monitor, explore and to make a developmental plan for their school. School culture is about the facts how students are taken into consideration during differents decisions, how students can make an influence to school’s practises, is there events for enhancing group coherence, how are the breaks and timetables at school etc. Teachers will monitor and observe the school cultures in each of our schools and they will have the opportunity to compare their thoughts and ideas in the two teachers training we will have.Evaluation will happen in virtual meetings VM2 and VM4 with students in each Spring and the final evaluation with teachers in their VM5 virtual meeting. As we have expertise among our teachers about Twinspace, we will use that platform in our virtual meetings. Sharing responsibilities is important in a project. Each team writes a report after their activity, each participant fills up a feedback questionnaire and evaluations will be dealed with in teachers’ meetings during each of our activities. This way we are able to develop our project and solve quicly any problem we might have. Sharing has started in our team already during planning and writing the application, that we have done it in mutual cooperation.We will store our results and good practises to Twinspace as well as to project´s homepage, they will be open for public. Our plan is to disseminate our results through web in eTwinning, Instagram and live, as with presentations and posters. All partners are ready to continue collaborating with each others after this Project and use the good practises made by teachers in their school-culture task. Long-term benefits of our Project will be seen as the athmosphere at our schools enhances which will influence the motivation and ethusiasm of the students. In addition our staff will gain many new ideas and skills for future international cooperation. Hopefully our Project produces more responsible, open-minded and tolerant citizens in Europe, which will help Europe´s development.

"The motivation for this project is to share and implement best practices on how to build on the foundation of similarities between different nationalities to attain a higher sense of European and international citizenship amongst the students, while respecting differences in cultural heritage and personal identity. The need for this project stems from a growing nationalistic movement seen not just within the European Union, but globally. We aim to support young Europeans in achieving the understanding that international collaborations do not de facto obliterate cultural heritage or identity. Despite differences, communities - big and small - can thrive by creating a space where everyone experiences being included. The methodologies that will be used in the project are Blended Learning, soft CLIL and social inclusion. These will help working towards developing the students' 21st century skills e.g. “Social Responsibility and Cultural, Global and Environmental Awareness”, “Collaboration and Leadership” and “Lifelong Learning, Self-Direction and Personal Management”. These skills support what we aim to achieve with this project + work towards the ET 2020 set for common EU objectives to address challenges in education and training systems by 2020. The project ""Cultural heritage and social inclusion in an international optic"" includes five partner schools from Netherland, Poland, Portugal, Turkey and Denmark. The projects aims to connect three main elements: cultural heritage, social inclusion and internationalization. These optics made it important for the participants to represent a wide range of geografical, cultural, religious and ethnic diversity. Since the project has a focus on creating school communities based on social inclusion method, it was also important that the participating schools differ in size and character, having vocational schools, high schools and a 10th grade centre represented. Diversity within the school communities also differs, with some partner schools having a great deal of experience with inclusion of minorities and disadvantaged students and others have a more homogenous student body. All these elements will offer an opportunity to compare local practices and developing new strategies and working procedures collectively to put to the test at partner schools. The projects aims demand active participation from both teachers and students. Teachers must implement the best practices they learn from European colleagues and evaluate on these ongoing, while students must be motivated to parttake in culture meetings with open-minded-ness and an eagerness to reflect upon own identity in both a national and international optic. The term culture meeting is defined in a fairly broad sense in this project: Because no two people are alike, the possibility of being challenged on your beliefs and view of the world are always present and therefor so is personal growth. Four of the school partners have worked together in different KA2 projects earlier on (Portugal, Poland, Turkey and Denmark) and the Dutch coordinator, Hilgo Wempe, has also worked on several KA2 projects together with the Danish school, however, with another Dutch school as the partner school. The extensive collaborative experience helps ensure a prosperous collaboration. During the project four physical mobilities will take place with 2 teachers and 6 students (aged 15-17) from each partner participating. Every physical mobility will be supported by workshops in the project's Twinspace group and virtual meetings in Twinspace - Online Meetings beforehand. The topics of the physical mobilities are the basis of communities seen across the world: History&cultural heritage, music, performance & folklore, food&art and lastly nature&human life. These topics should give the students a possibility to see that no matter how many differences they see in each other, they will always be able to connect on several interfaces, helping to break down stereotypes. During each physical mobility all partners will contribute actively to the content by sharing from their home country about the week's topic. Two teacher trainings are included in the project (one in each school year) to ensure sharing of best practices as well as knowledge obtained during Erasmus+ KA1 funded courses on cultural heritage and social inclusion, that can be implemented throughout the project. Twinspace will also be use to communicate, organize, dividing of tasks and ongoing evaluations. A handbook for teachers about best practices will be assembled and uploaded to the Project Results Platform at the end of the project. The longterm results of this project are expected to be seen in the way the partner schools will keep working on creating openminded and tolerant communities with their future student bodies. For the participating students the aim is for them to learn from this project that investing in both national and international communities is possible and a positive."

"As countries closed their borders, culture, art and creativity once again formed the basis of intercultural communication and interaction. The United Nations and the World Health Organization revealed that one of the most critical tools to raise awareness in the public in the fight against Covid19 is creativity. Many artists and curators have used the power of artistic expression to support society in a crisis environment, and designers have transformed their workshops to develop creative solutions to meet pressing needs. We will respond to the Covid19 pandemic period by conducting an international study with the project work we will implement by blended learning. Inclusive approaches that expand the boundaries of the field of culture and arts and transform individuals' ways of inclusive with creative expression and art have gained more meaning in today's conditions.The project ""Inclusive Creation of Arts"" - iCreArte - innovatively presents the idea of creativity and social inclusion at the same time targeting the quality of school education, teacher professional development and transition in education. Creativity and social inclusion are important determinants of health – without inclusion, people are more likely to experience poor health, loneliness, isolation, and poor self esteem. There are many possible pathways to inclusion. One of them - opening up our schools to local communities. Erasmus+ and eTwinning programmes hold great potential for achieving true inclusion because of the meaningful and engaging activities that facilitate the needs of all members ofour society.During the project pupils, parents, teachers and other local community members will engage in interesting and exciting events – art, music and poetry activities, international arts festivals, pupil exchange visits and teacher training events. The activities are organised into modules - each module having the same structure but focusing on a different country. Pupils will explore the arts from the Netherlands, Denmark, Poland, Turkey, Romania and the Czech Republic, drawing their inspiration and creativity.Teachers will benefit from partners' expertise in specific areas - ICT tools in teaching, transition between different levels of education, Reggio Emilia approach, cross-curriculum approach to creativity through Arts, special needs education through arts and Social inclusion through arts. The project will directly involve at least 24 pupils from each partner school, some of them with fewer opportunities, aged between 14 and 17 years. Specifically, 15 events (lectures and workshops, using the Reggio Emilia approach) will be organised, taught by teachers at the school in collaboration with experts and stakeholders that this project aims to involve. Four blended mobility’s are planned, which will consist of 30 days of virtual mobility through TwinSpace and 5 days of physical mobility in Czech Republic, Poland, Turkey and The Netherlands. Every blended mobility has its own topic:Module 1: Czech arts and the International Christmas TreeModule 2: Polish and Romanian artsModule 3: Turkish and Danish artsModule 4: Dutch arts and the International Arts, Music and Poetry festivalJoint staff training events will support the objective of staff professional development. Teachers will benefit from partners' expertise in specific areas - ICT tools in teaching, the Reggio Emilia approach in secondary education, eTwinning, cross-curriculum approach using arts in different school subjects, social inclusion and SEN through arts, impact and dissemination.The eBook ''iCreArte best practices"" will be published as an open educational resource on eTwinning for personal development of all participants and wider audiences. The illustrated texts, audio and video materials will be prepared by participants and educators, piloted at the partner schools and translated into all partner languages. Working on the guidelines will impose a growth in skills, competences and motivation for pupils, parents and educators. A wider target groups will benefit from the project results due to the availability online. Thus the work which has been done will go beyond the funding period, becoming a sustainable resource for the communities demonstrating an added value of European Partnership."

"The project ""Water and STEAM"" is presented by four schools from Finland, France, Germany and the Netherlands. The strategic partnership we propose is focused on three main topics:1. Understanding that both individual action and European cooperation are important in addressing the effects of climate change and a more sustainable way of life.2. Preparing young people for the future by using STEAM skills (Science, Technology, Engineering, Arts and Mathematics).3. Methodical innovations through the use of CLIL and blended learning, combining an attractive online learning environment with physical activities.The project is based on a careful analysis of the needs and objectives to meet the challenges proposed by the ET 2020 set for common EU objectives to address challenges in education and training systems by 2020. It focus on implementing STEAM skills in the curriculum using the contexts of climate change, sustainability and water management. The general objectives are:- implement education and training processes using new technology like blended learning and the STEAM skills education.- teaching about climate change, sustainability and water management on concrete and topical issues.- deepening CLIL and the use of English.The specific objectives are:- collaborative planning, including a cross-section of teachers on each team in the schools.- adjusting scheduling to accommodate a new way of teaching and learning.- professional development for all staff in STEAM practices and principles.- STEAM schema-mapping for the curriculum and assessment design process.- alignment and unpacking of standards and assessments.- seamless lesson implementation processes and strategies.The project will directly involve at least 24 pupils from each partner school, some of them with fewer opportunities, aged between 13 and 15 years, related to the subjects of science studies. Specifically, 15 events (lectures and workshops, using STEAM skills education) will be organised, taught by teachers at the school in collaboration with experts and stakeholders that this project aims to involve. Most of the workshops will be in CLIL. Four blended mobility’s are planned, which will consist of 30 days of virtual mobility through TwinSpace and 5 days of physical mobility in Finland, France, Germany and The Netherlands. Every blended mobility has its own topic:Module 1: Water and climate change. Module 2: Water and nature. Module 3: Water and the city.Module 4: Water management and STEAM skills.The methodologies used are:- blended learning- CLIL- STEAM schema-mappingThe student-centred approach facilitates the immediate needs of the participants giving them full responsibility for their own learning. Our new, innovative ways of learning requires that we invite stakeholders, like the local community, compagnies and universities to help and share their knowledge like organising practical workshops to enable pupils to understand the topics they are working on, giving them an outlook for the future choice of university and career. The project makes the involvement of stakeholders as a strength point; the activities of the project will be organized within the cooperation of the local community and universities. Teachers will learn new teaching methodologies by teacher training activities and sharing of best practices between partner schools. The project also includes the integration of several disciplines to be covered during the normal teaching, so as to reach students not directly involved in the activities and ensure greater impact and sustainability. The project aims to produce lasting results cultural approach that both students as teachers will adopt in their relationship with the environment around them and teaching techniques. Finally a handbook for teachers will be made on best practices of teaching STEAM skills in the context of climate change, sustainability and water management."