This project has been carried out in a context where students from very different backgrounds and cultures have worked together in order to produce a bilingual illustrated ebook with literature masterpieces of their own countries. The differences amongst partners, specially in culture and customs, were one of the incentives to work together as we all understood those differences as an opportunity to learn from each other. It has been exactly the same in terms of backgrounds. All the schools come from very different backgrounds, with many differences in terms of size, premises or even curriculums. These differences went from the German school with more than 1000 students to the Spanish school with less than 100 students; or the high technological level of the Estonian or Turkish schools against the more modest schools in Spain and Greece. We were quite ambitious when designing the project but we always relied on the variety of our expertise as our schools and students had previously worked in very different fields. For example, while Slovenian partners had experience in theatre; Germans had experience in music; Estonians were experts in educational projects; Greeks and Spanish in organising cultural and literary routes and our Turquish partners had experience in ICT programmes. All those qualities together have helped to the success of our project as we have been helping each other whenever it has been necessary. Basically, we saw that we could complement each other.The main objective of this project was to help students to improve their communicative competence, although it wasn’t the only objective. Other important goals of the project were to foster team working; to offer students real contexts to communicate with other students form different cultures and learn from each other; to work specific contents from the national curriculums in a more motivating way applying their knowledge to real situations. We can assure that all those initial objectives have been fully achieved as students were able to work with people their age and communicate in many different situations along the two years that the project lasted. Students worked in a collaborative way using online tools like Twinspace, Drive, emails or Edmodo where the vehicular language was English. Even though the number of mobilities financed were 21, we managed to get 152 students participating in the mobilities thanks to external funding. The profile of the students participating in the different mobilities varied according to the specific mobility. So, students participating in the meeting in Celje were those students who had adapted the national masterpieces and helped to the translation into English; students with a musical profile participating in the gathering in Greece; or those with more experience in acting went to Germany. We can say the same for the teachers who participated in each of the mobilities as students travelled with their English, music, Art and Drama teachers.We can divide the different activities into those specifically needed for the final product, i.e. our ebook; those carried out via eTwinning and those carried out during the different gatherings.For the first group of mentioned activities , students worked together to select the national masterpiece that would be adapted to an A2 level; they translated the adaptations into English; they drew illustrations for the final ebook, produced music for the ebook and recorded themselves reading the different ebooks in a way that each book has been read by students from different nationalities. Once the students edited and published the ebook, we continued working on the adaptation of the masterpieces to the theatre. Apart from uploading the mentioned activities to Twinspace, students shared in eTwinning other activities like video presentations of their schools; online presentations about their masterpices; video presentations with their progress while drawing the illustrations, etc. The third group of activities undertook by our students were the ones carried out over the mobilities. Amongst these activities it is worth mentioning the Reading event in a public library in Slovenia; the exhibition of the illustrations and drawing of scenaries for the different masterpieces in Estonia; the concert in Greece and the theatre performance in Germany.As mentioned above, the main result obtained has been the audio-book, although we have had many other products along the way. Some of the products that helped us to achieve our goals have had the biggest impact in our students. Special mention for the public concert that our student gave in Greece and their performance in Germany. without a doubt, for many of our students, a range of unforgateble life and travel experiences had the biggest impact.In terms of longer benefits, students from all over Europe can use our ebook, plays or reading games in their English or drama classes.

"Motivating students daily is way easier by using debate as a teaching and learning method. The project called ""CRIMSON through debate to become global Citizens"" aims at students at the age of 11-15 at primary and secondary school levels. CRIMSON stands for – critical, reliable, innovative, mindful students who are organised noticeably. 24 students and 12 teachers from six schools from Spain, Turkey, Italy, Serbia, Greece and Slovenia work together in project for two years to implement debate as a teaching method and learning strategy in school programmes in non-debate schools.Students attending year 7, 8 & 9 in primary schools and year 1, 2 & 3 of the secondary school carry out most activities during English lessons being guided by their teachers. Due to a fact, that debate involves communication in all its forms, some of the activities are easily used in various other subjects. Students do research on schools' topicality to prepare a list of the most desirable debate topics covering areas of environment, technology, video games, gender issues, health in new era, gun violence, school, homework, pets, cheating, bad report cards, bullying, gym class, etc. During project activities, students and teachers get familiarised with debate learning approach and are equipped with soft transferable skills (argumentation and rhetoric, cross-cultural sensitivity, strategic thinking, informative literacy, foreign language communication skill and team work). In blended learning environment as well as in face-to-face debates, students broaden their horizon by debating, writing argumentative speeches and participating in debate tournaments. While debating and improving their social, communication and language skills, they prepare and upgrade tips for new debaters and share their gained knowledge in peer-to-peer trainings, workshops and online. Teachers integrate debate strategies in lessons and provide students the opportunity to work in collaborative group settings to discuss their response, to write argumentative speech by using a step-by-step plan. Teachers prepare a step-by-step plan for teaching debate to foster implementation of the new practice in school plans. They share their gained knowledge and experience with colleagues in open debate lessons, workshops and online.Six learning, teaching and training activities are planned. A project handbook called “""A brief Debate Handbook with pedagogical Tips for new Debate Teachers & Debaters” is created. It includes collection of tips to use rhetorical and argumentative techniques to debate and write argumentative speeches for debaters. It incorporates a list of debate motions & different debate styles. It includes pedagogical guidance for new debate teachers on using debate strategies, adjudicating speeches and debate rounds as well as tips to run debate-based events.Each partner school establishes a debate club unless it already has it. Partner schools develop mutual collaboration in blended learning and online debates. Therefore, they are able to continue online debating and keep in touch regularly to consider collaborating in further future projects."

CONTEXT/BACKGROUND OF PROJECTIn the project Overcome, we will cover our needs working the immediate priorities: promoting social inclusion, fighting school abandonment and promoting a comprehensive approach to language teaching and learning. Five schools will participate; Germany Mittelschule (GER), Novaschool Añoreta (SPA), Gymnasio Zakakiou (CYP), Osnovna Sola Fram (SLO) and Harjurinteen Koulu (FIN).This association is heterogeneous, with the participation of private and public schools, from north and south Europe, small and big communities, disparity of economic prosperity. It reflects the diversity of the European Union. In addition, this environmental variety offer us the opportunity of doing different types of outdoor activities.About 400 students, ages 12, 13, 14, are going to be directly involved in he planned activities. Although this is the target group of this project, the results can be exploited by other educational stages.OBJECTIVES OF THE PROJECTThe six objectives of this project respond to needs and priorities:O1 -Providing direct personal contact with nature favouring citizen participation and supporting personal health.O2-Promoting collaborative and holistic approaches to teaching and learning.O3-Reducing disparities in access to outdoor activities.O4-Developing essential personal and social capabilities.05-Improving of communicative skills and the use of ITC.O6-Building an intercultural awareness in participants. DESCRIPTION OF ACTIVITIESWe have designed a collection of activities in connection with the priorities and objectives. The most important are the outdoor activities that we plan to organize in the five short-time exchanges with the pupils.We will write up a glossary with all the activities in an outdoor library which will consist of multidisciplinary teaching units which will be available in a Moodle we are going to create for the occasion. All project´s results will be available on the Moodle.Another important part of the project is the participation of local Role Models who has to do with the outdoor activities. This is an E+ initiative that will create a network of people to inspire young people living with social difficulties.As part of these activities we have a group of projects and workshops such as; workshop about how eTwinning works, deciding a logo and slogan for the project, writing up a dictionary with the most useful words that pupils can use during the short-time exchange, doing a calendar with the most important dates, welcoming ceremonies, researches about health food and cultural visits that offer the possibility of a holistic learning.METHODOLOGY TO BE USEDThe methodology which best fits with the planned activities is learning with action (learning by doing).RESULTS ENVISAGEDWith activities we expect to win tangible and intangible results:Tangible results include:Outdoor Library with teaching units. Open Educational Resources (OERs)A guide with local role models.Results about health food research.Calendar with the most important dates of each country.Dictionary with the most useful words for the short-time exchange.Erasmus+ corner in each school.Logo and slogan competition.A website with testimonies of teachers and pupils.A developed TwinSpace.Evaluation reports.Intangible results:Knowledge and experience gained by learners and staff.Increased skills or achievements.Improved cultural awareness.Improved language skills.IMPACT ENVISAGEDWe think that one of the strong points of the project is its potential impact, if the project is successful it has the potential of changing our institutions.For us it is also important to capture the impact of the project in local communities. We will measure the number of appearances in local press and asking educational community using questionnaires.We specially consider the impact of international group of students on domestic students, educational institutions and hosting communities.POTENTIAL LONGER-TERM BENEFITSThere is scientific evidence in the benefit of outdoor activities for young people, improving young people’s educational course and social inclusion. We expect to sustain these consequences in the long term.For the sustainability of the project, it is very important the crosscurricular outdoor library that can be used in in our day-to-day and the know-how that teachers are going to learn. Teachers can go on using that knowledge in the long term or in other school because the project has the potential of be exploited in other organizations.

"Never before have we been so concerned about our climate as we are today. This topic has motivated youth around the globe to engage in climate protection strikes, which should put pressure on governments around the world. This time the concerns are real, as every day we can follow the news about catastrophes caused by unpredictable weather due to climate change. To achieve changes in our attitude towards the environment, schools and education are vital and crucial. We need to change our habits, consume less, recycle, and produce less garbage. We believe that this is possible, but people need to be educated and sometimes we only need to be reminded of the old practices or our cultural heritage. Our project – titled “Consommer mieux – consommer différemment” / “Consume better - consume differently” – includes several different generations of children from pre-school, through elementary, and finally to secondary levels of education in France and Slovenia. This project will include 50 students who will actively participate in the planned activities. This way we believe we can make a difference. On the first visit to I. gimnazija v Celju (Slovenia), students will learn about recycling clothes that can still be used. An exchange of used clothes among students will be organised. They will collect old, worn-out cotton shirts and jeans and come up with a plan of how to recycle them. In the school lab, students will experiment with natural dyeing processes with dyes from leftover food, such as red onion, red cabbage, and the like. Students will undertake a trip to The Solčava region in the Alps which is known for its particular breed of mountain sheep, called “Jezersko-Solčava” sheep. There they will learn about the production of wool and its usage. They will make simple products out of wool by means of felting, and they will also try out knitting and crocheting. On the second visit to I. gimnazija v Celju (Slovenia), students will learn about the health effects of herbs that are grown in the high school’s raised herb garden. The students will plant herbs, take care of them, and pick them. Later on, they will dry them and learn how to preserve them. In the classroom, there will be a debate organised with the title “Natural Medicines and Cosmetics in Comparison with Synthetic Ones”. Students will also carry out steam distillation of lavender, sage, and other herbs. This will lead into production of soap, relaxation drops and other objects use in daily hygiene. On this visit, students will get to see one of the oldest apothecaries in Europe (at Olimje), the herb farm Kalan, and the Slovenian Institute of Hop Research and Brewing, which is situated in nearby Žalec.In both of the visits, the activities will vary from field work, lab work, assessing knowledge before and after the project, learning how to make useful products, seeing where things come from, and learning about cultural heritage.When Slovenian will come to France, we will exhange our home-made soap and cleaning products recipies, we will use the labs in the middle school and the high school to distil the herbs our Slovenian partners will have bring with them With the help of Biology and Chemistry tracher we will start from scratch and be able to make home-made products. By raising awareness about how to use, reuse, and even make clothes, and by growing one’s own herbs and turning them into products for daily hygiene, among other things, we can make a difference.To pursue this goal, we are striving to include students in activities that are not farfetched but are easily applicable in their daily life. In France we will also organize short school trips to local organizations involved in the improvement of our lives.Every school who will receive students will pay attention to make them at ease, as the students will aged from 6 to 18 years-old. Some students (from the vocational part of the high school Pierre Méchain) are not used to travelling so the aim of this project will be to open their eyes and their spirits, and to make Europe an accessible place where it is possible to exchange, practice, speak and debate with European classmates.This project was built over a period of 3 years (October 2017 to today), around a theme of growth and topicality: consuming better, consuming differently. The actions envisaged make it possible to train future responsible environmental citizens.Each action is designed according to the age, knowledge and skills of the students and will be presented with a focus on exchanges between peers. These different activities and actions will focus on the awareness of the need to change lifestyle around ""homemade"", reuse, recycling, local consumption and eco-mobility.We will focus our work on a potential benefit: changing the way of life and the way of consuming in schools and families. This multidisciplinary project requires the mobilization of transversal skills in several areas at both elementary school, college and high school."

<< Objectives >>-make up for the lack of cultural capital of Roma pupils-develop reading literacy in Roma pupils-strengthen the role of teachers in raising the level of cultural capital of Roma pupils-develop activities to strengthen the raising of the cultural capital of Roma pupils-reduce differences in the level of reading literacy and cultural capital between Roma and majority pupils-develop innovative approaches and tools for working with Roma and other pupils-deepen the understanding of Roma topics<< Implementation >>1. Condition analysis (qualitative research)2. Writing and translating the situation analysis report3. Preparing and translating the Curriculum4. Preparation and translation of didactic material5. Pilot implementation of activities according to the curriculum for raising cultural capital and reading literacy of Roma students6. Evaluation of curriculum activities 7. International meetings8. Final report<< Results >>-analysis of the current level of cultural capital of Roma pupils and preparation of a report, which will be the basis for the preparation of the curriculum-curriculum for raising the level of basic cultural capital of Roma pupils-didactic material for raising the level of the cultural capital of Roma pupils-inclusion of Roma pupils in additional activities for the needs of raising cultural capital-more competent teachers in the field of working with pupils, members of the Roma community