"This project is a long collaboration between the Institute of Higher Education ""Alberico Gentili"" of San Ginesio with the French high school ""J.F. Millet"" of Cherbourg. The general objective that we propose is to enable young people from all social backgrounds to personally identify with plays and musicals produced by European writers and musicians over a period of several centuries, which are all a reflection of universal feelings and emotions. Over the course of two years about fifty Italian and French high school students from the third year of the two schools will be involved. Activities, methodology and expected results:- Motivate students to understand theatrical and lyrical plays and operas as a cultural resource of their respective territories; - To assess the differences and similarities between literary works and theatrical operas and between the staging of theatrical and musical performances. performance; - Discover the staging of performances through the participation in theatrical events and visiting the various venues where the shows are held (ex. The ""Lauro Rossi"" theatre of Macerata and the Italian theatre of Cherbourg); - Participate in conferences hosted by experts on the awareness of the importance of music as a universal language; - Personally experiment with the elements of drama, using songs from ""Le Mariage de Figaro"" by Beaumarchais and ""The Marriage of Figaro"" by Mozart, ""Le roi s'amuse"" by Victor Hugo in relation to ""Rigoletto ""by Verdi, ""La Dame aux camélias"" by Dumas, and ""La Traviata"" by Verdi."

VETNM (Vet New Methodologies) is a project created for the exchange of good practices, using the construction of a robotic arm printed in 3D, and the development of a management and programming SW, interconnected via network with other robotic arms and with computational vision The main goal for this project is to use the methodology of project-based learning (PBL) and create a syllabus and a decalogue of needed materials, to develop such syllabus and offer it openly. Target group is formed by VET students of both in the middle and higher grades, 114 people have directly participated at training activities designed for project development. These activities have been developed subsequently at partners' schools with the rest of target students in order to spread the methodoly designed to all vocational student's groups of each school adapting the content of the project to each subject through teachers who have participated in project activities. The project had a prevue duration of 24 months, that finally was prolonged until 33 months due to COVID-19 pandemia that make us reschedule the last training activity that finally took place one year later. During these 33 months the following activities will be developed: 1- Training of expert students through mobilities about following subprojects which integrate robotic arm project: a- Mechanical assembly of the robotic arm; in this case technical teachers were phisically trained during the meeting and lately this activity was replied en each partner school with the target group by each partner. In order to develope this training at partner's schools they had as material with two robotic arms assembled by each partner during the training at coordinator's school. b- Development of the management and programming SW: physical activity where both students and teachers were trained. During this activity tecnical teachers from the coordinator school reviewed hosting robotic arms working and repared or substituted those pieces being damaged because of transport. c- Development of network interconnection system among robots: physical activity where both students and teachers were trained. During this activity tecnical teachers from the coordinator school reviewed hosting robotic arms working and repared or substituted those pieces being damaged because of transport. d- Development of computer vision system: virtual activity due to pandemic restrictions that not allowed travelling. Partner schools connected by videoconference and coordinator school move since Barcelona partner's robotic arms to test their viability. Both, students and teachers participated in this activity. Before this activity took place, new pieces to replace damaged ones were sended to the partner responsible for this activity. 2- Peer learning to develop the final product at each of the partner schools. These inner training were develop by participants trained at different trainning activities using the methodology developed througth syllabus written to each one of the subprojects testing then their effectivity. 3- Presentation of the final product produced by each partner school throughout an audiovisual. This activity was finally done alive during the last trainning activity throughout a demonstration once implemented the four subprojects. This session was recorded in order to be used as diffusion material. We will get as final products: - Two fonctional robotic arms for each school partner. - Detailed syllabus of needed materials and the applied methodologies accessible from the Internet openly for everybody trough a Drive folder linked since the webpage created for this project: https://erasmusvetnm.wordpress.com/

Our project aimed at improving oral presentation skills of the students and preparing them to the real world, helping them to collect, inquire, organize and construct information, creating TED like talks, enhancing team work, preparing them to deliver a good speech and helping them become active and autonomous learners as well as offering our students a chance to explore different facets of cultural diversity in the modern Europe. All partner schools except for the Czech partner had already cooperated with each other in European projects before. We knew we could work efficiently in this project because of our former collaboration and experiences. In terms of exploring the key concepts of the project, we motivated our students to develop leadership skills thanks to the TED like speeches which gave them the opportunity to find out the topics they really wanted to talk about. This way we were able to involve a great number of students overcoming their fears of public speaking. Each partner school established a TED-Ed Club led by the students, where they periodically met and shared knowledge, exchanged ideas and prepared their TED-Like Talks which they later on performed either at their schools or during mobilities. Through these meetings and discussions, the students were able to share, compare, change and modify their ideas with the help of the others. We have observed that such intense interaction helped them have a better understanding of others and other cultures. According to their answers to the initial and final questionnaire about `fears of giving a public talk`, we can report that students have become much more confident with public speaking and aware of the importance and the need of such a skill in today’s world as the leaders of the future. We prepared satisfaction questionnaires after each LTTA (Latvia, Italy and Germany) and the students provided answers showing that they gained deeper consciousness of multiculturalism and European identity, common European values and breaking down prejudices. They also found the interaction with their peers from various countries very valuable as they were able to brainstorm, compare their views, discover new ways to deal with topics and improve their social and language skills. We truly believe that these genuine encounters helped them to gain more emotional competence and intercultural sensitivity. Intercultural competence supported by the dialogical approach was one of the main objectives of the project that was fully reached during each students’ mobility and this helped them to understand each other’s views and backgrounds better. Thanks especially to the TED city game held in Italy, and the Model United Nations (MUN) conference held in Germany, we watched them learn and widen their perspectives by sharing their views, working in multicultural teams, and learning from each other. We happily observed fruitful and friendly conversations, true tolerance and mutual understanding among students where the feelings of strangeness and otherness were not felt at all.We had 3 LTTA meetings where the students performed their TED-Like Talks and worked on other activities of the meetings, as well as attending international TED-Ed lessons prepared by the teachers of the project’s partner schools. After each meeting, teachers were also asked to fill in a feedback form which confirmed the answers given by the students. It confirmed that all the partners worked in harmony, sharing and caring and that the project was really improving and smoothly giving the expected results and outcomes. We had three Transnational Project Meetings (TPMs), the first of which took place in Turkey, where we participated in a training on `How to use TED Talks in the classrooms and prepare TED-Ed lessons`. The second TPM was held in Portugal at the end of the first year, where we were able to evaluate the activities of the project, plan the future steps, and write the interim report. The last TPM was organized in the Czech Republic at which we shared the final results of the project and worked on the final report. After each mobility a newsletter was prepared by the host schools which not only included the activities held during the meeting, but also showed the progress of the project.We met the objectives described in the application form carefully, which required a lot of planning, preparation and cooperation among partners, not only during the meetings, but throughout the whole project. We can declare that there was good, swift and constant communication, which gave enough support and encouragement to each partner and we felt like a huge family:-) We supported the students not only during regular school lessons but also in the TED-Ed Club activities organized mostly after school. During these activities students had the opportunity to collect ideas and materials for videos and presentations required for the mobilities, as well as watch popular TED Talks and prepare their own speeches

"Context of the projectWe selected our partners on a solid basis. The Italian and German schools have worked together on multiple projects. Part of those project was the first coordinator of the Cypriot school. The Portuguese and Spanish partners worked with the Italian and German school before but were new to this constellation. The newcomer to Erasmus+ itself was the Finish partner school that got into contact with the German coordinator via a contact seminar. At the point of the application the German Erasmus team was led by an experienced coordinator and thus provided knowledge and structure. The background of each school is similar: rural areas, students are not that exposed to the world outside their area and in some parts never ""experienced"" the advantages of the European Union themselves.With this project we wanted our students to deal with European topics that have an impact on their lives (volunteering, building resilience, climate change and digitisation). Because of the growing numbers of refugees that sought asylum in the European Union since the middle of the 2010s the need to take care for fellow humans was lifted to another level. With this project we wanted to raise the awareness and show our students ways to get involved in helping others in need by volunteering. The worked with people having special needs, disruptive students and old people living in nursing homes. To build up their resilience and mental health we introduced our participants to applied neuro-science (Hiperion-Project) and various sports (Well-Being-Day). The climate change was made subject of our discussion by working on school gardens, alternative ways of power production and the use of algae in the present and the future.Throughout the project we were working on digitising our schools and outputs with the help of our Italian partner. Objectives of the projectWe wanted to foster EU ideals and inspire a positive attitude of students towards Europe and the European Union. At the point of application Euro skepticism, nationalism and hostile attitudes towards the EU and towards refugees were rising. During our project the Brexit was finalised and another problem (CoVid-19) emerged. We wanted our students to experience the EU and its member countries from inside and by dealing with problems we are facing everyday. We wanted to sensitise those problems and showing small steps to tackle them. By working on this project we hoped to support the skill development, social inclusion, critical thinking, youth engagement, language skills and social skills of our students by adding more possibilities for personal growth. Some of them never had to use English outside the classroom and had never seen an airport or even other countries before. Our goals were:1.) Students deal and work on various topics associated with the future of the European Union.2.) Developing manageable and adaptable tutorials for schools on these topics and make them available for everyone.3.) Students and teachers cooperate with partner schools on different parts of Europe to develop transnational understanding by experiencing working and living in another country for a small amount of time. Description of activitiesThe project and its activities were subdivided into three parts:1.) Work on one (or more) problems at your own school and create a tutorial.2.) Have a look at the progress and results during the LTTAs and PMs. Exchange ideas and experience. 3.) Testing the partners' tutorials at your own school and create your own version of the tutorial.The LTTAs, PMs and other project events are described in chapters 7 and 8.The third phase of out project got struck by the pandemic outbreak and had to be adapted. The schools concentrated on guaranteeing and providing online or hybrid lessons.We gave priority to online classes, security measures, and the emotional situation of our students. The seriousness of the situation made the project take a back seat.Project's resultsWe created eight tutorials on six topics (well-being, volunteering, school gardens & the use of seaweeds, IT skills and neuro-science) presenting them in a well-structured and adaptable way. The tutorials show in a systematic way how to implement the topics in schools and what to consider beforehand. Concerning our students the social and language skills were enhanced and they reported to have a feeling of personal growth that is backed by their peers, parents and teachers. Expected long-term benefits""SmartUp Europe for an Optimistic Future"" made Europe and the European Union come alive. The six schools and their students worked together, thus got a glimpse of life outside their region and experienced a feeling of belonging together. The tutorials are implemented into the schools' curricula and will have an impact in the years to come. The partnerships between the schools will be continued in new projects and the ties between the students are still active today."

"Every single resource handed down to another generation is called “heritage”. The universal cultural & natural values are accepted as the common heritage of all humanity. This project, SAVE - Surviving Ancient Values of Europe (World Heritage List Sites), will work to describe, show & increase awareness in terms of the protection of these sites. We wish to increase our community’s knowledge of our extensive cultural heritage & take responsibility for history & culture.The project focuses mainly on European citizenship, prevention of xenophobia & democracy & is designed to improve daily communication with foreign peers to motivate students(Ss) to learn foreign languages.To learn the values that are accepted to UNESCO World Heritage List, to raise awareness of protection of universal heritage, to protect world heritage, to recognise the immediate & distant environment, to familiarize with different cultures & respect them, to contribute to the native & foreign language development & to recognise various teaching techniques & methods, are the determined objectives to be achieved in this project. Five countries are part of this project: Turkey, Portugal, Greece, Italy & Poland as the coordinator: there will be 5 STEs, according to a carefully planned schedule: “Let’s Introduce Ourselves!”, “Let’s Visit Our Unesco Sites!”, “From Past to Future!”, “Let’s Make a Deal With History!”, “Let’s Sum up Our Common Heritage!""Each country will be represented by teams of 4 Ss aged 14-18 & 2 accompanying teachers(Ts): STE will give Ss the opportunity to meet face to face & cooperate with their peers in a foreign language, as a natural communication tool; Ts will be allowed to exchange & improve teaching methods & best practices. Host Ts will be responsible for foreign pupils’ accommodation: host families background will be checked carefully & Ts will be accommodated very close to them, in case any issue arises, so need will be nearby to find solutions.The partnership between the schools will be based on cooperation, effective communication & shared responsibilities, which are set & stated in the project application. Every school will firstly implement an ERASMUS+ Club with CLIL meetings to improve the Ss’ speaking/writing skills, as well as communicating with their international peers through safe platforms (TwinSpace). Students & teachers who work most actively in these clubs will be the chosen participants of STE.Before exchanges Ss will meet online & prepare presentations as well as some materials connected with the subtopic of each meeting. During mobility, Ss will take part in the project workshops, seminars & lectures, & visit important sites. They will work in international groups to make final products connected with the topic of each meeting (posters, debates, exhibitions, Travel Journal, Video report & the project UNESCO MAP).After each exchange & the project’s ending, Ss will keep their cooperation by means of eTwinning, the project website, the project FB site & social media.Responsibilities will be in compliance with procedures & timing agreed among each partner country on preparation meetings at an early stage of the project. The Coordinating school will oversee the activities & ensure that they are completed on schedule, that the project objectives are met as planned &, if necessary, to make additional meetings & arrange additional tasks.This project will promote a positive European attitude as Ss & staff from a variety of cultural backgrounds will come together to explore & discover the traditions, monuments, & customs of each other’s country. A sense of belonging to a wider European family can be cultivated. This intercultural awareness will promote an attitude of internationalization & tolerance, instead of one of isolation & national supremacy.The participants are expected to acquire new skills & shared experiences. They will become more flexible & adaptable through collaboration with peers from a variety of instructional backgrounds to make them more independent, cooperative, responsible & inquisitive rather than passive learners. Ts will meet peers from other countries & education systems, exchange ideas & practices, to incorporate them in their existing arsenal of pedagogical methods, & build a network that may pave the ground for the improvement & modernization of curricula.Participants will have the opportunity to become digitally savvy & improve their communicative competence by using English as Lingua Franca, as English & IT will be essential tools for research, cooperation, & project completion among all stakeholders.Long-term impact of the project can be achieved by sustained communication among participants & dissemination of activities through all available channels. Activities will be uploaded on the school websites & social media & will be broadcast on local media, so that practitioners from all over the world will gain access to them &, certainly, form new partnerships."