"The project is titled ""Roda"" of global cultures - Capoeira as an alternative way of interacting in the age of digitization (An international student exchange project to widen the intercultural horizon and identity development of young adolescents). The main aim is to raise awareness of the rapidly increasing pace of digitization, the changing modes of communication and interaction particular to young people and to sensitize them for a balanced use thereof in providing them a practical example (the capoeira game) as analternative form of interaction in comparison to the digital tools they usually use. The project includes a theoretical and practical part which are interrelated. The theoretical part of the project deals with aspects like:• What is communication? How does successful communication work?• What does language- or culture-aware communication mean? What should I care about in everyday life?• What does nonverbal communication mean and how is it used in various cultures and interactions? • How can facial expressions and gestures be interpreted distinctly in different cultures?• What does the term ""diversity awareness"" include? As a starting point of the discussion: Who am I, what characterizes me as an individual in comparison to my fellow human beings?• How important are digital media in our everyday communication? An empirical comparison of media consumption related to communication and its qualitative content.• Does communication on social networks and digital media generally pose a risk? If yes, which kind?• Finding a balance between the use of digital media and personal interaction: Creation of a common guideline for the healthy handling of digital media.The practical part of the project with its weekly training sessions offers children and adolescents an alternative/ interpersonal form of interaction and communication unlike the experience provided by digital media. Thus the project participants can also discover their own (physical) abilities and improve them in various ways. Because ""... Capoeira is ...art for the artist, dance for the dancer, culture for the culture lover and game for the player"" (https://gingado.de/grundlagen/was-ist-capoeira-2/ Datum 8.1.2019). This amalgamation of art, dance, games, culture, music, sports, dialogue, artistry, bodycontrol, rhythm and much more encompasses a wide range of interests and is ideal for the student exchange. Capoeira (its practice now being included in the UNESCO World Heritage) has also been established as a symbol for peaceful coexistence thereby undermining it as an adequate alternative mode of interaction with others. Although Capoeira's roots go back to the colonial period of Brazil in which it was occupied by Portuguese settlers , Capoeira further changed and developed separately away from the realm of martial arts to a symbol of peaceful and social coexistence today. Thus, in addition to the promotion of ""Open Education and Innovative Practices in the Digital Age"", the key objectives also include the promotion of ""internationalization of adolescents"", ""increasing access to affordable and high-quality early childhood education and care"" and helping young people to participate in ""[...] the social and educational value of European cultural [...] and cultural heritage"". The four project meetings are designed to deal essentially with the practice of the game of Capoeira. The workshops which are mainly planned in the target countries should lead to a gradual development in the various fields of competence. Accordingly, the following division provides an overview about the countries and the primary workshops:• Germany: Capoeira - the game itself (acrobatics, dance)• Belgium: music, lyrics and songs related to Capoeira• Turkey: historical development of Capoeira: from its origins to today• Portugal: learning to play the instruments of the ""roda"".The well-planned program schedule and clearly defined responsibilities within the respective Erasmus + teams, consisting of (co-) coordinators, eTwinning officers, administrators and public relation officers not only ensure a smooth process but also provide benefits for their everyday work."

The Education 4 You Project has been prepared for four upper- secondary schools from four countries, the Czech Republic, Iceland, Poland and Portugal with the aim to support creativity, entrepreneurship, technology literacy, making and communication in an international environment. Participating students will be between 15 and 18 years of age, the students of both general and vocational fields of study. We are planning to involve 2 staff members and 8 students from each school at each training event. Furthermore, whole classes or study groups will work together in order to maintain continuous cooperation in the project life cycle. The activities will be coordinated by project teams of teachers and other professionals as well.The objectives of the project are to develop and deepen digital skills, to foster creativity and entrepreneurship, to learn to debate and justify own opinion, to get familiar with basics of coding, to raise cultural awareness during outdoor learning, to be aware of etiquette and netiquette when communicating across borders, to enlarge English language competences in both general and specific areas and to boost the feeling of being part of Europe.The project “Education 4 You” (edu4U) will develop entrepreneurism and creativity within training firms which will come up with a business idea of a particular product/service, create a marketing strategy, make it, present it and compile a simple final report. The students will work on their products in makerspaces making use of 3D printing, coding basics, games and unplugged activities. They will strengthen their communication skills in debates on the Sustainable Development Goals (2030) which are connected to the world of work, sustainability and a healthy lifestyle. Learning will happen not only inside, but also in outdoor settings with sports, environmental and cultural activities which are inseparable parts of our lives.Concrete results of the project will be products and connected activities of training firms in a form of reports, a set learning activity plans used during the project period in a form of tutorial which will be available online to interested parties. Learning plans from outdoor learning and makerspace activities will be available in an online tutorial. Online outcomes from debating activities will be uploaded on a special website summaries of videoconferences and mixed team work in a form of infographics, videos or online presentations. A brochure of project newsletters will serve as a project dissemination for interested parties. All project outputs will be shared via CC licences.Expected outcomes of the project include skills and knowledge acquisition, English language learning and personal development. The project will have an impact on participating students, staff, partner schools, wider community and will also contribute to Erasmus+ programme objectives.We are going to assess project activities, outcomes and impact. At the start of the project we will create an assessment plan which will include assessment activities. During the project we will track the progress and at the end we will create a summative assessment. The assessment plan will be created together by all partners, but carried out independently by each partner.We will collect data for assessment from surveys, questionnaires, rubrics, event feedback, interviews, observations and demonstrations throughout the whole project lifecycle. There will be indicators, both quantitative and qualitative, to assess. Quantitative indicators will have a numerical form expressed in tables, will describe number of activities, outcomes, participants etc. Qualitative indicators will provide more details as they will include participants´ thoughts, feelings, motivation, attitudes, satisfaction, awareness or values. We plan to measure the change happening during the project.One of the benefits of the project is that we will learn together and from each other at the same time.In a further step we will encourage digital and social skills to enable our future graduates to take the step to employment activities and thus add a further element to cooperation within Europe.

"""Helping and Learning Without Borders"" is a two-year project inspired by a ""Learning To Learn"" training (funded under Erasmus+ KA101 project) and created in cooperation between six secondary schools from six countries: Poland, Finland, Spain, Italy, Greece and Portugal. Its aim is to answer a growing global desire to find out what we need to change in our educational systems to make the difference; the difference between producing pupils who simply pass or fail exams and producing independent lifelong learners who can thrive in the fast moving, knowledge based economy of the 21st century. With this project and its focus on Personal Learning and Thinking Skills and volunteering we want to give our schools an opportunity to redress the imbalance between the content driven testing culture we now have and a creative, active approach to learning. Thanks to the project, the involved schools will learn how to help young people to become better learners, both in school and out by cultivating habits and attitudes that enable young people to face difficulty and uncertainty calmly, confidently, and creatively. We want to do it mainly by:- exploring and introducing Personal Learning and Thinking Skills framework to our schools, - using innovative methodologies based on the latest discoveries in neuroscience: Project Based Learning and Cooperative Learning, while working on the topics of the environment protection, - involving our students into voluntary service. Every participant school will engage all the students willing to participate (at least 18) aged 15-18 and at least 3 teachers to help with the realization of the project. These teachers and pupils will take part in all kinds of events and activities that will be prepared at hosting schools for the local community and the participants from other countries. They will be involved in updating the eTwinning Twinspace, blogging and managing the YouTube channel, festivals, charity actions, handcraft workshops and markets, forestation, art galleries, creating the Project Eco-Bag, preparing and disseminating the PLTS posters, volunteering. At least 18 student participants and 3 -5 teachers from each school will take part in mobilities abroad and will get involved in project activities in a partner school.We will set a volunteer pupils group in each partner school and they will serve a regular voluntary community service during the project.We will create Learning Communities in our schools - all participating teachers will position themselves as part of the learning community, not as the expert in the room, they will share their knowledge and skills with other teachers through open door approach, during their lessons, they will describe and reflect on their thinking and learning and use language that supports learners (Learnish). They will focus as much on the process of learning as the content and allow students to lead. Each country will choose one area to explore from the PLTS framework: independent enquierers, creative thinkers, reflective learners, team workers, self managers or effective participators. The project participants will learn what all the areas mean practically and then become the ambassadors of Learning To Learn approach in their schools.In our project we want to concentrate on three main aspects: water, earth and air as the key elements in our environment, and then we want to deal with ways to protect it. As these aspects are part of the curriculum they will be dealt with in school lessons, with particular focus on the development of critical and cause and effect thinking. At our LTTA meetings we will work together with our partners on these issues with the use of Project Based Learning and Cooperative Learning approach.We will open the project's YouTube channel and blog related to Helping, Learning to Learn, Environment Protection and Healthy life. We will use it to promote learning for life, active citizenship, pro-environmental attitudes and behaviour, and volunteering.In the long-term, we expect the project to have the following impacts on all the present and future STUDENTS:- Better emotional and social wellbeing- Development of Learning To Learn competence- Considerable increase in Key competences, social skills, sense of initiative and entrepreneurship- A big improvement of linguistic skills, - Enjoying maths and science- A bigger awareness of global and environmental issues and the influence we have on our planet- Improvements on the sense of solidarity, cooperation, team spirit, communication skills-Gaining Volunteering work spiritThis all will make them well-equipped to deal with the complex demands of 21st century living and working.The project will reduce the early-school leaving. The teachers will adapt the style of teaching to the changing world and will feel less lonely in their classrooms thanks to being a part of the Professional Learning Community."

In this HELP project, schools from Portugal (Vila Nova de Famalicão and Azores), Kavadarci (Macedonia), Istanbul (Turkey) and Naples (Italy) will partner to prioritize the social and educational value of European cultural heritage. Also they aimed at strengthening the profile(s) of the teaching profession and improving open education and innovative practices in colaboration, interdisplinary and digital era.The membres of this project shared similar viewpoints about Heritage Education: it should reflect an accurate, objective, balanced interpretation of sites, landscapes, structures, objects, in appropriate context; the rich historical and cultural contributions of men and women from diverse regional, racial, and ethnic groups; the legacies in the texture and shape of our built environment; the expressions of historical and cultural experience found in different environments; an interdisciplinary approach; ethics in preservation, etc. We consider as essential the profitability of the heritage and culture of each partner entity, giving meaning and sustaining the curriculum of each country. The project is created with an ecological and articulated vision taking into account heritage, curriculum and collaboration among schools and educational and community response.Through engaging young people with Cultural Heritage, the project aims to develop key skills in interpretation, heritage and media, in a setting European education, multiculturalism, multilingualism, tolerance, diversity and inclusion. Is a comprehensive project that involves the entire educational community and privileges the active participation in collaborative work among the most disadvantaged students and with special educational needs, in order to promote real opportunities for learning and intercultural knowledgeWe hope to improve the European awareness of this students. We are focused on improving literacys through blending heritage with technology to prepare young people with fewer opportunities to live in the 21st century.The project team is developing comprehensive high-quality training material and guidelines for youth workers which will extend and develop their competence in working with young migrants and refugees in intercultural environments. An online platform will be used to curate and share the stories along with pop-up exhibitions in each partner country.We will prepare, concretize and evaluate classes together, students and teachers of schools from different countries, using an extensive approach of heritage, historical, natural, literary, intangible, scientific and technological, in order to potentiate other projects. The project focuses heavily on the versatility of knowledge, the link between formal and non-formal educational agents, the digital education of students and teachers, the use of platforms to communicate and disseminate results and the production of open digital products and, above all, in the practical application in the classes, which will be highlighted in educational project of each school methodology of work, management and curriculum flexibility.All the videos made, in addition to the activities developed at the coordinating school, will be translated into sign language, making them accessible to the deaf community, creating opportunities for equity among students.

<< Objectives >>The project draws on the shared value of those involved in the approach to education: building healthy relationships. The regional knowledge generated in specific settings can change the partners' perspective and stimulate new ideas. The specific objectives of the project are breaking down barriers, inclusion of children with different mother tongues, attention to classroom relationships, ways to reduce bullying, digital literacy and various forms of inclusion in the real world and using ICT.<< Implementation >>In the inclusion part of the project, there will be adaptation stays for children outside school with a focus on teambuilding, mapping of collectives to identify broken relationships, validation of activities in classes aimed at supporting the inclusion of children in collectives and activities to support pupils from different language backgrounds, and mapping of the state of ICT use in schools. The work of the project team will be based on mobility and online project team meetings.<< Results >>The main outcome of the project will be the real deployment of new forms of inclusion in the wide sense of the term and smart support of this process using ICT. Specific outputs are a set of programmes for adaptation stays, a digital tool for mapping the incidence of bullying, a collection of activities to promote healthy relationships in classes, a set of pictograms for safe movement in virtual space and a manual for the inclusion of children with different mother tongues and a project website.