‘AROUND THE WORLD IN HERITAGE’ is a bilateral KA229 Erasmus+ project leading to a school exchange between ‘IES Cueva Santa’ (Spain) and Salgótarjáni Bolyai János Gimnázium (Hungary). These two secondary state schools share an important interest in boosting the international dimension of the institutions and also the development of bilingual or multilingual programs which have been implemented for some years.Being our priorities ‘Social and educational value of European cultural heritage’, ‘Supporting individuals in acquiring and developing basic skills and key competences’ and ‘Teaching and learning of foreign languages’ we aim to get the following objectives: -Get our students to recognise, identify, value and respect the cultural and artistic expression of their own home areas.-Develop in our students a sense of belonging to the European Union and offer them the opportunity to obtain a deeper understanding of another European culture.-Improve our students’ linguistic communication in English.-Boost our students’ autonomy and entrepreneurship by having to live in another culture for several days and understand other ways of life and also by making them prepare the materials needed for the different activities, carrying out the research and making decisions cooperatively.-Develop the capacity of socializing and team building. These last objectives will help our students prepare for real life and for the working world, since they will acquire a conscience of good citizenship and social well-being.In order to fully accomplish these objectives, both schools will commit to create an optional subject within the school curriculum where participants and teachers will work thoroughly the different aspects of this project and prepare the activities that will be implemented following a Project Based Learning methodology.As far as the participants is concerned, we will have a group of 36 students and 4 teachers participating in the two short-term exchanges included in the project. There will also be a group of participants contributing to the different activities developed locally; this group is composed by students, teachers and parents.The project will last for 24 months during which two types of activities will be carried out: two short-term exchanges and a series of local activities. The short-term exchanges will last one week each and will include some workshops related to the cultural heritage of both countries. The local activities will be focused on an approach to the students’ different cultural and personal realities and they will be implemented through collaborative work and the use of eTwinning.At the end of the project, all the involved participants will benefit from the activity having different perspectives. As for the students, they will recognize, identify, value and respect the cultural and artistic expression of their own home areas and of a different country. They will improve linguistic communication in English as they will need to use this language during all the project. We expect to boost the students’ autonomy and entrepreneurship. Moreover, all the planned activities will enhance the capacity of socializing and team building. On the other hand, the students with fewer opportunities will have the chance to feel part of a European project in which, initially, most of them would not have participated.Parents will also benefit from the activity as they will broaden their sense of European citizenship and will experiment the international dimension of the school.Teachers will exchange points of view and experiences with their partners as they will have to work very closely during all the exchange organizing and supporting their students. Informal conversation is always a source of inspiration and reflexion which will enrich them professionally and personally.All in all, the development of the project will contribute, on a personal level to promote the sense of belonging to the European Union among the participants from both countries. The success of the project may be the beginning of a path towards new collaborations, increasing the number of partners. After the short-term exchanges have taken place, friendship between the students will have been reinforced. Long- term exchanges are another possibility to apply for. It’s a decision to be made after the end of the project.Finally, we aim to broaden the impact of our project beyond the participants and we have designed a dissemination strategy which will reach the rest of the school community as well as other schools in the area. We intend to share our experience more widely through eTwinning to enrich other students and teachers and promote the European Cultural Heritage and the learning of foreign languages.

"Our project, ""A teenager´s vision of Germany and Spain; Is it all bulls and sausages?” aims to put a positive turn on the stereotypes we have of these two European countries.This will be achieved through an activity program that will be carried out in four school exchanges. The exchanges will take place over the course of two academic years (2019-2021). The program will target the cultural and immaterial heritage of these two regions in particular (Huelva and Kevelaer) and to a certain extent of Germany and Spain.In a time when European society appears to be fragmenting, school teachers in Europe believe we should expand work in the European Union. We must give our students a global European vision where stereotypes, which do nothing but separate the people, disappear. We must help our students to understand European cultural diversity in order to value it. Promoting a European dimension of education in our centers will prepare students for learning, life, and work in an international context.Our students come from economically humble families, so we have students at risk of social exclusion, as well as students with educational and immigrant care needs. We strive to expand the involvement of families in the education of their children, as we are convinced of the benefits. Economically speaking, the aforementioned students might find it difficult to be able to participate in this project. Thanks to the Erasmus + program, 16 German and Spanish students will be able to participate in an exchange and work on the objectives of our project. We are convinced of the project’s benefits and the lasting impact it will have on our students and the entire educational community.The general objectives will revolve around the cultural legacy of Huelva and Kevelaer, cities of southern Spain and the Northwest of Germany respectively, to obtain a general idea of the cultural legacy and the predominant stereotypes of Spain and Germany.Long-term benefits:The diffusion and sustainability plan will affect the educational community and our respective partner, and we will include indicators to evaluate said impact.For the evaluation, in terms of achieving objectives, we intend to provide the project with tools that allow us to assess the degree of achievement and its impact on the educational community. Pending its implementation and development, we hope to achieve the following:1. Implement new methodologies that are European, inclusive, cooperative, socializing, interactive, technological, that favor the acquisition of key competences and that encourage reflection, self- learning and self-evaluation.2. Better attend diversity, promoting different rhythms and work styles. 3. Give greater prominence to students and families. Create work teams and, over time, assess the achievement of the objectives and introduce improvement proposals and updates. 4. Also, to encourage the active participation of families in the education of their children and in the school life of the center.The achievement of these objectives will provide the center with beneficial tools, which will promote enduring positive change. We know that education is the best platform to train citizens of the world. With the help of our program, students will learn how to adapt to the constant changes of the society in which we live and to be responsible, active agents in these transformations. We hope that in our center, education will be utilized as effective tool for social openness. Therefore, we will not discriminate; rather attend to diversity and concern ourselves not only with cognitive development, but also with affective social development."

"The background for the project is that in Elnesvågen we received many refugees in 2015-2016, during the refugee crisis in Europe. We wanted to have a project where we could compare how the Spanish received and worked with the refugees compared to Norway. It was though difficult to compare the situations in both countries, because they were very different. While we in Norway receive the refugees to reside in Our country, the Spanish have a different problem. There were not so many refugees in Seville, but they have this rescue team on the coast, where they take in the refugees coming in boats from Midde lEast and mostly from Africa. To a certain extent it was possible to compare, but I think Our students, both Norwegian and Spanish got a more overall impression of the refugees situation during the Project. In this project, our students have also got to know each other`s culture and language. This is an important experience that they will profit from later in life. Many students have little experience in taking care of themselves and we think the class exchange have given them many opportunities to boost their self confidence. They have practiced and become more confident in the English language which has been the lingua franca used during the Project. This has also increased the students interest and motivation to learn English and a second language. . Some of our Norwegian students has also studied Spanish, and they have been able to practice this language as much as they wanted during the Project. This bilateral partnership have involved a reciprocal class exchange of 18 Norwegian students and 18 Spanish students for a period of 10 days each time, from 2 different schools. The Norwegian students, born mostly in 2000, realized the first class exchange in April 2017, when the class and two teachers went to Seville, Spain. The second exchange was realized November 2017, when the Spanish students came to Elnesvågen, Norway for 10 days. The project period has been 2 years. The main aim of the project was to:-observe and describe the standard of life of newly arrived migrants in both Spain and Norway- learn about the differences between refugees, asylum seekers and migration-analyse the rights and duties of migrants in both Spain and Norway-study how political and economical structures influence each country`s policy on migrants-become a basic user of the language of the partner (target language). -get to know another European language and culture and learn about each other`s youth cultureIn addition we hoped that the project could bring positive and lon-lasting effects on the persons involved in the project, both within the cultural awareness and increasing the students language capacity. The main activities has been the two exchange periods, where the students had to work together and compare their findings. During the Norwegian students visit in Spain, the students worked two days with cultural presentations and workshops on the project themes at school, in addition to some language learning. They also had a cultural sightseeing in Seville, and Jerez de la Frontera, while the last visit was to Tarifa, where they visited ""Centro de Salvamento Marítimo del Estrecho(a maritime rescuecenter) and Certro de Internamiento de extranjeros( a interncenter of refugees)During the Spanish students visit in Norway, we had 3 days with workshops to finalize the presentations, as well as language learning. In groups of 4 students, two from each country, they worked their theme and tried to compare. At the end of the week we had presentations of the groupwork. Some used digital tools and had a power point presentations, while many groups made wall papers. (See photos enclosed). In addition we had one visit to the office of refugees ""Flyktningetjenesten"" and half day together with the refugees at the Center of Norwegian language learning. We had some excersises together with the refugees and asylumseekers. Comparing culture was a part of this, but also sharing culture through food, music and dance. It was an overall interesting day for all parts involved.The newspaper come and took photos, and made some interviews. the article came in the paper a few days after. (a copy of the article is enclosed) We also organized a couple of cultural visits to Ålesund and the Aquarium, and the Romsdal museum in Molde. A journalist group had to document everything through a blogg for the project. (The link to the blog is not written here, because of some virusproblems - we are working on this problem) According to the evaluations from the students, many of them learnt a lot about the refugees situation, where they came from, reason, and how it was for them to start a new life in a new country and culture. They also learnt a lot about different cultures, and the need to be openminded when meeting people from other countries with another cultural background, both from another European country, and from Africa a"

The project “Getting to know Europe” tries to meet the formative demands of the students who belong to the bilingual learning system. These systems develop activities aimed at complementing the students’ formation, either through formal or non-formal learning (complementary), therefore providing a greater development of the linguistic competence in a foreign language. Their regulations emphasize the need of promoting complementary activities which provide a more comprehensive formation for these learners and more opportunities for using the foreign language in a varied range of real contexts The main AIMS of the project are: -Improvement of the linguistic abilities and motivation for language learning. The aim is for the students to reinforce their competences in order to obtain the B2 or C1 certificate according to the CEFR -Wider intercultural sensitivity, which will make students more conscious of the social, linguistic and cultural diversity around us -Promotion of equal learning, collaborative work and self-learning Through the achievement of these goals, the learners are given a better training and professional preparation, which will favour their incorporation to society as active members Aims for teachers: -Better professional development -Exchange among teachers of teaching strategies and resources to obtain innovative and creative working methods -Greater motivation and satisfaction in their daily work Since these aims are common to the European Strategy 2020 promoted by the European Commission, the Erasmus+ project is considered the perfect frame for their achievement. This programme will also help fill some socio-economic gaps between the students involved in it, in a way that this vital and formative experience provides an inclusive and equal answer for all The PARTICIPANTS are students between 14 and 16 years of age, who have registered in the bilingual learning programme. Lots of students will be directly or indirectly affected along the mobilities. Some of them help to guest students to get adapted in their school and city, and other will be beneficiaries of the culture of them, by talks or during day to day The people responsible for the coordination of the project are the foreign language and bilingual programme teachers, supported by the school management team All the school community will be beneficiary through the project The ACTIVITIES are organised in two main blocks: those carried out in the schools in the periods between mobilities (inter-mobility) and those developed during the mobilities A)Inter-mobility activities. Students will work by eTwinning platform. They will develop several activities, through which they will spread their culture to their fellow in the partner school. The results will be displayed on the Erasmus corner too. Moreover, there will be video conferences through Twinspace to deal with some specific cultural aspects B)During mobilities. Students will be ambassadors of their town or country’s culture and traditions, transmitting it to the host students. Furthermore, after going back to their schools, the students will transmit the acquired knowledge during the mobilities. Thus, a culture exchange will be produced in both directions. They will develop a specific working schedule agreed between schools, which will include a video presentation of themselves and their hometown. They will also provide regular information through the use of a digital diary and video chats All activities will be shared and spread via eTwinning We will use an active METHODOLOGY. Students will work to prepare their presentations and conclusions about the topics proposed. Through their live performances presenting these topics and sharing them in eTwinning, they will transmit their own conclusions. Self-learning and collaborative work are thus fostered, together with self-esteem through work. Besides, peer-education is considered as the best way to acquired knowledge about the culture and traditions. A combination between formal and not formal education will be developed The expected RESULTS will be obtained both in the short and long term. In the short term, students will attain the aims stated above, and so will the teachers. Contact with other teachers and students will result in improved linguistic competence as well as in a greater knowledge of sociocultural diversity. Host families and the rest of the educational community will also reap such benefits. In the long term, the schools involved will benefit from methodological innovation and the didactic resources produced All knowledges and abilities acquired by students will be reflected by an Europass Mobility certificate which will be included in their Europass Curriculum Vitae Through the spread of this project in the different platforms (E+PSP, school webs, eTwinning, Facebook…) the impact will be multiplied eTwinning provides a new experience to students and teachers which will result in future collaborations

We chose to call our project Changing roles: through Democracy to competent schools. This was because we focused on the students ability to manage their own learning. Through involving the students in assesment of classes and their own results and in choosing methodology, the teachers ha developed their competence and developed the teaching profession. Participating in all parts of a persons life is a right and a duty in developing of Democrasy. Through involving students in their education, we have trained them to take responsibility in their developement as citizens. When this happened through International cooperation and with an European perspective, they developed their ability to see themselves as European Citizens. Working through our needanalysis we found that both schools wanted to develope a more inclusive, diverse and interdiciplinary methodology with a content which the students finds relevant and which i appropriate for the labour market. We experienced that we have the same needs, but not for the same reasons. From this we learned from each other in addition to develope new practise together. Entrepreneurship is the collective term we used to ensure unity and coherence choosing methodology we wanted to try out through our project. As a part of this we have highlighted:Equal learning - students teaching students. The students got tasks they have to present for the other students and plan how their fellow students should use the presentation. Flipped classrom - The teacher digitalize his/her lesson. The student watched this as a part of preparing for the lesson. In lesson the student worked on what they found difficult and needed to understand better. Cooperative learning - learning together. This was especially used when planning how to develope a product. Change of roles - Improvement based on feedback. The student was involved in choosing methodology and the assessment of the lesson and their own work and benefit of the lessons. The teachers then decided how they could improve their lessons. The lessons will be documented through videos with booklets which are tried out in the partnerschool and assested in a transnational meeting. Both the videos and the booklet has been a important tool in dissemination of results in ours school, regions and towards our cooperation companies. They are important in ensuring the sustainability in the results. Our experience will be a part of the schools curriculum, not just in the targeted subjects but in the school at such. We have already decided that the cooperation between our schools will be continued, because it is objects we don't can reach in two years and other subjects we want to develope.. Since this was the first K2-project, we chose to link to us a experienced partner in Centro de Profesorado de Jaen. To ensure the learning effects from establish and manage such projects we have chosen a model with a common focus group managing the project. This group is rooted in the schools managment and have necessary frequent meetings