B.I.S. (Beauty Is Subjective) project, lasting 24 months (2017-2019), has been based on collaboration between three state high schools: IES URBI BHI (Basauri / Spain), Liceo Classico Statale Tito Livio (Milano / Italy) and Athena Campus Pottelberg (Kortrijk / Belgium) which deal mainly with a pedagogical context of multilingualism, inclusion and prevention of aesthetic discrimination. IES URBI BHI is specialized in immersion and multilingual education through CLIL (Content and Language Integrated Learning), and deals with student marginalisation at school through yearly inclusion and socializing programs. Liceo Tito Livio is involved in a process that aims to teach foreign languages in the integrated CLIL methodology and not only as a separate subject. Besides, the school cares about inclusivity and no exclusion at all levels. In Athena Campus Pottelberg multilingualism and immersion are two important lines of action as well as inclusion policies relating to attention to diversity. Concerning participants, there have been 288 B.I.S. target students (ages 15-18, upper secondary students) from the three schools who didn’t have B2 level in English yet and studied English and contents through English. There have been 90 non-CLIL, non-target students. In total, 4142 students have participated and 2480 people have been indirectly benefited from the activities organised by the project. Moreover, one of the main objectives of B.I.S. project is the fact that students acquire English academic language skills mainly related to History of Art and Classics to B2 level, as well as linguistic competences in real-life situations by means of working collaboratively and interacting socially with foreign partners. Another major objective has been to develop artistic sensitivity and aesthetic sense in order to give a critical point of view about the variations suffered throughout history by fashion and beauty canons, which has enabled students to become aware that the concept of beauty is changeable and subjective. Other very important objectives have been those related to improving the ICT skills, multilingual and intercultural competences through interaction with foreign partners and the use of e-ELP (Electronic European Language Portfolio).The most significant activities consisted of generating a collaborative glossary of words tied to classical fashion and body care, a collaborative aesthetic guide and a collaborative timeline about beauty canons. Besides, three times a year, the entire school community interacted with foreign students and teachers through face to face real-life communication. Thanks to that, during mobilities, students conducted workshop activities against aesthetic discrimination. The methodology employed in B.I.S. project has been based on the CLIL teaching learning approach supported by ICT and the cross-curricular teaching. Collaborative work between international students’ groups and between international target teachers has been the basic support to achieve the project objectives as well as the use of e-ELP and the educational intervention to fight against aesthetic discrimination. That way, the expected results have been obtained. Regarding tangible results of the project, it is worth mentioning the glossary of 190 terms tied to classical fashion and body care, the collaborative aesthetic guide of 12 artworks from four museums, the collaborative timelines about beauty canons and the workshops against aesthetic discrimination. On the other hand, intangible results have been proved by assessment for the objectives tied to the improvement of linguistic competences, ICT skills, aesthetic sense, beauty canons, acceptance of one’s own body.The degree of achievement of the objectives in the student final assessment has been highly satisfactory: 53 % of the students got more than 8 points out of 10 in the final assessment. 40 % got between 6 and 8 points. Only 6.5 % got between 4 and 6 points. Concerning the degree of achievement of linguistic competences in English, 85 % of the target students demonstrated B2 level in English in the final assessment, and all of them improved their English language skills. On the other hand, students gained new strategies to accept physical differences and their own body by analysing the beauty canons from a synchronic as well as a diachronic point of view regarding the European cultural history. It should also be emphasised that B.I.S. project has offered an artistic proposal from each country in order to carry a cross-cultural project structurally relevant that has made possible the synergy among the partners. The potential longer term benefits are focused on using, developing, and disseminating most B.I.S. activities, methodology and outputs, by means of ensuring the continuity of project teacher team work and the cooperation between the three schools among them and with the Pedagogy Departments of the three local museums.

FOR (Finding Our Roots) project emerges out of a previous collaborative work between three state high schools located in greatly depressed economic areas: IES Urbi (Basauri / Spain), Liceo Classico Statale Plinio Seniore (Castellammare di Stabia / Italy), and Varvakeio Model Experimental Lyceum (Athens / Greece).IES URBI high school is specialized in multilingual education based on CLIL (Content and Language integrated Learning), and since 2008-2009 has been holding annual European projects.Plinio Seniore high school puts great emphasis on language learning (English, Spanish, Russian, Arabic, and Chinese) to guide the school community on social development of economic sectors such as cultural tourism. Currently, the school is holding European projects that involve short-term exchanges.Varvakeio is one of the 47 “Model Experimental” state schools in Greece that pursue “excellence”. This school accepts foreign students that make there their short-term stages of practice. FOR project will run for two school-years (2015-2016 and 2016-2017), involving annual short-term exchanges for pupils.This project intends to apply innovative CLIL method to multilingual learning-teaching system in upper secondary education, with the regard to develop academic language skills related to Botany vocabulary, mythology, and social language abilities in English to B2 level. So, having as starting point the official curricula of upper secondary education within our respective countries, upper secondary pupils are going to work simultaneously on various contents in English, belonging to more than one academic disciplines: Natural Science, Classic and Modern Languages, Classical Culture, and Computers. Objectives:-Every target student will acquire English academic language skills related to Botany vocabulary through classical roots finding to B2 level. -Every target student will acquire English academic language skills to B2 level, by means of learning contents related to classical myths and plants.-Every target student will improve English linguistic competences to B2 level in real-life situations, by means of working collaboratively and interacting socially with foreign students.-Every target student will improve and acquire the vocabulary related to Botany in both mother and partners` languages: Spanish, Basque, Italian, and Greek.-Every single member of our schools will improve ICT skills by applying web 2.0 resources to CLIL.-Every single member of our school communities will improve plurilingual and intercultural competences through interaction with foreign partners and the use of e-ELP (Electronic European Language Portfolio).Main activities:-Every school year, the international student target groups should generate a collaborative glossary of 72 words about the morphology of the vascular plants in the project wiki. -Every school year, the international student target groups should generate a collaborative dictionary of 24 mythological plants in the project wiki.-Three times per school year, the target groups of each school shall prepare, conduct, and assess project activities together with the working groups’ representatives from the other two schools, who will be accommodated in foster school families.-Three times per school year, the entire school community shall interact with 12 foreign students and 4 teachers from 2 different countries through face to face real-life communication.Methodology:-CLIL learning-teaching.-Interdisciplinary teaching.-Information and Communications Technology supporting CLIL.-The use of the Electronic European Language Portfolio.Expected results: Intangible results: -Pupils` achievement of English academic language related to Botany vocabulary, classical myths and plants to B2 level.-Pupils` improvement of English linguistic competences in social situations to B2 level. -Pupils` improvement and acquisition of the vocabulary related to Botany in both mother and partners` languages.-School community improvement of ICT skills.-School community improvement of plurilingual and intercultural competences. Tangible results: -The glossary on Botany vocabulary and classical roots.-The dictionary of mythological plants.-The mythological gymkhana.-The mythological garden.-The interactive exercises on Botany terms and mythological plants.Impact:-To achieve the project objectives and results in target groups and school communities. -To include project aims, activities, and results in the annual syllabus of CLIL subjects.-To encourage other educational establishments and associations to take part in European projects.-To share multilingual and multicultural experiences among the school communities.The potential longer term benefits:-To use, develop, and disseminate most FOR activities, methodology, and outputs after the end of the founding, by means of ensuring the continuity of project teacher team work and the cooperation between the three schools.

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"The project ""More participatory democracy, more active citizenship"" is coordinated by the Camilo Castelo Branco School Group of Vila Nova de Famalicão, Portugal, and has the partners Siauliu Juliaus Janonio gimnazija, from Siauliai, Lithuania, and IES URBI BHI, from Basauri, Spain. These are institutions with related profiles, certified with the eTwinning School Seal, with Erasmus + experience. They shared pedagogical presuppositions and strategic objectives common to their educational projects: democratic participation is one of the most powerful means of personal and social transformation, promoter of INCLUSION; the school is the first civic space of participation for the young person, the one where he first appropriates the mechanisms of democratic participation, can give them meaning and political usefulness; school structures need to actively listen to young proposals; of this first space of participation, the young person must go to other contexts, so that he is active in his parish, county, region, country, European Union and World; given the lack of democratic participation of young people in today's political life, the partners understand that the school context must provide dynamic, motivating, mobilizing, and engaging pedagogies; teachers need to know new resources and strategies, to observe how the school's own colleagues and partner schools work and become progressively involved in education for European and global citizenship.This project deeply believes in the catalytic effect of the political education activities developed in the two LTTAs in Brussels and Strasbourg: legislative simulations, seminars, interactive visits, role-play, action research, educating city, debates, personalized lectures, apps, video application manipulation, application and smartphone usage, etc.In the LTTA and respective countries, we will also focus on focus groups, questionnaire surveys, interviews, simulations, debates, among other methodologies.This alliance between traditional methodologies and innovative methodologies will last throughout the project. It is a conscious pedagogical intentionality: to enable participants in the various forms of participation, in view of the regular functioning of institutions, but also the new forms of participation of the digital age.We seek to unite non-institutional pedagogies and out-of-school education, so that the acquired competencies of participatory democracy in intervention at school have a dynamic effect for application in contexts outside of school, not only in the present, but in the future.Better school, more inclusive school, school with greater and better social utility, but also more democratic educational territories. In the medium and long term, this project, using various digital and traditional means of communication and dissemination, has immense potential to bring about change: the recommendations will be shared with school, local, national and international policy makers. We want all those who listen to us to understand that it is urgent to change the political formation of young people, to involve them in causes and to provide them with digital means of participation."

"The project ""Digistories of Generation Z” is planned for two years (2020-2022) and assumes to improve achievement in relevant and high-level basic and transversal competences in a lifelong learning perspective, addressing underachievement in the basic skills of technology. In each school participating in the project there are similar problems: discouraged pupils and the lack of motivation towards learning, a deficit of methods which can help to raise the results of studies. The project will show the students' possibilities of changing their surroundings and give possibility to use and expand knowledge, and, above all, the key skills so important in the further education and the labor market. Without an international co-operation in changing the minds of young Europeans concerning respect to the world which surrounds us, such a change on a broad scale is not possible. This all brings us closer to achieving the objectives of the Europe 2020 strategy. Our project aims to develop digital skills, to promote European values, enhance intercultural understanding and a sense of belonging to the European community, to develop creativity, to promote intercultural dialogue, to foster critical thinking and research, to encourage communication in a foreign language, to promote innovative methods or tools for teaching, training, learning and assessment. In the project there are six schools involved from different parts of Europe.30 teachers and 300 students will participate in the activities planned to take place throughout the project.. But the range of activities and the scope of the project's impact will be much greater (about 5000 people) because the results of our work will be disseminated in the local environment and placed in the media. It will include the groups such as the local community, policy makers, people involved in teaching, organisations for environmental protection. The project assumes a lot of various actions aiming at the fulfilling of purposes and at achieving the planned results: the activities for learning and teaching, local actions connected with the project, popularizing its results and designing, monitoring, evaluating and reporting actions. The methodology will be for staff and students (individually and small groups, in the workshop and during the formal and informal classes) to follow the research, analyze, design, create , test, evaluate, review, improve, cycle (common to technology teaching). They will use ICT tools and technical skills. All the teaching and training activities will be in English language, and they will be done in international groups, so that our students can practice the language, improve their level and cooperate and collaborate with their partners, being aware of a social, linguistic and cultural diversity. The results of the project will contain material results (the lessons scenarios, the project website, posters, brochures, newsletters, Facebook, Etwinning, Youtube accounts and abilities and personal achievements gained by the organizers of the project and its participants (e.g. the increase in basic skills and new competences of the students, their faith in their abilities and motivation for action to protect the environment, to respect the others, to promote European cultural heritage). The expected result will be to increase the competence of our institutions regarding project management and risk handling. The project will have positive and long-lasting results in a personal and professional development of all participants and it will have influence at the local, regional, national and international levels. The schools will introduce some elements of creativity, innovation in school programs through the implementation of project activities. The cooperation of teachers with students and their parents will create the atmosphere which will bring benefits during the whole learning process. The innovativeness of applied teaching methods, the use of information and communication technologies and international cooperation will contribute to the increase of motivation of the students for studying and getting to know the world better. The transnational cooperation will give the improvement of quality and the internationalization of the partner schools. By publishing the results in Internet and cooperating with various media and educational institutions will increase the interest of the international community in the theme of the project."