IC Green- in a changing world. Being convinced that young people and their teachers need a variety of key competences, including environmental awareness and ICT knowledge to manage those changes successfully, we improved the quality of our education and contributed to a more sustainable, smarter European economy. During this project our pupils became eco-conscious citizens of the EU. We worked together and found efficient approaches to reach the Europe 2020 targets. Our project had three objectives that consisted of several skills:The first objective was a professional one: It was based on two pillars: ICT and green energy.Pupils and teachers became more familiar with ICT tools and we boosted their scientific skills. They learnt more about Green energies and its importance for their daily lives. By combining scientific knowledge with the participants’ daily tools, we raised their motivation and interest in scientific issues. The pupils have to be equipped with required skills to be qualified workers within the global labour market. The second objective was a linguistic one: In our globalized world it is almost impossible to get a job without speaking a foreign language. We equipped our pupils with the required knowledge and we wanted participants to become aware of this necessity. We enabled pupils who had never been abroad to train communication in a foreign language and to find out their capacity to use it in direct communications. So they also gained confidence and awareness of their ability to speak a foreign language. To underpin their linguistic skills, we applied strategies to improve their reading and speaking skills not only in a foreign language but also in their mother tongue.The third objective was a cultural one: We wanted participants to realize that each European country must preserve its characteristic features. Knowing how to handle these features and how to avoid misunderstandings are important skills. All the activities that have been made in collaboration between partners from different countries have helped participants to become aware of the European dimension of their professional life and have broadened their minds in order to improve the communication and interaction between citizens regardless of nationality, age, gender and origin. Participants became more tolerant, empathetic and intercultural Europeans who will contribute to equality, social cohesion and active citizenship. To achieve the project's' objectives, six schools from Belgium, Bulgaria, France, Germany, Spain and Sweden have worked together. We actively involved participants in collaborative tasks. Pupils have benefited from the project in the following way:1. They got a picture of today’s energy consumption in their countries and studied the impacts of non-renewable energies on the environment 2. They visited Green energy facilities on a European level 3. They worked on documents related to Green energy and ICT during English lessons to become more fluent when tackling these topics 4. They made movies about Green energy 5. They prepared ICT lessons to teach pupils and teachers 6. They discovered, understood and accepted differences by working together with pupils from other countries 7. They organized energy consumption Awareness days. Teachers have benefited from the project in the following way:1. Teachers have prepared various methods to evaluate the project. 2. Teachers have been trained in using various ICT tools. 3. Teachers have taken better consideration of the needs and expectations of their pupils. 4. Teachers have become more aware of and open-minded towards new pedagogical strategies. 5. Teachers have enriched their experience in European project work. The material designed during the project was both published on the icgreen.eu website and used within different course curriculum subjects. Moreover, it is accessible for other schools by means of the Erasmus + Project Results Platform and Etwinning.Besides pupil and teacher-centered activities, we also improved key competences which can be used like a toolbox in daily life:1. Improvement of digital competences to communicate with participants from partner schools, to create materials, to evaluate and to improve the quality of general and vocational education.2. Improvement of scientific knowledge: Pupils were sensitized to scientific issues and to describe scientific phenomena and found access to STEM knowledge.3. Improvement of linguistic skills in a foreign language and mother tongue in order to be able to communicate with people from different countries. 4. Cultural awareness: Getting to know other cultures reduced prejudices, which led to a more tolerant attitude. 5. Intercultural competence: Participants were enabled to interact appropriately with students and teachers from other countries.

Our project ‘Bright Careers’ is about personality based career planning. It is really important for young people to choose a career and do a job which is suitable for their personality. Choosing the right job also means a happy professional life. Nowadays many young people around Europe want to have a good career which reflects their personalities. After some research and discussions between our partners we have decided to exchange the good practices about career planning based on personality. This exchange is also related with the objectives of our project.The main objective of our project is to encourage young people to choose a job which will make them happy throughout their lives. Besides, our project aims to make our students become aware of their personal traits and see the level of their self efficacies; help them learn about labour market and job opportunities in Europe; make them gain detailed information about their dream jobs; make our students be informed about ‘The Management of Career Planning Process’; reduce the early school drop out using effective career planning; and grow highly motivated people who do their jobs enthusiastically.The partners of our project are from five different countries in Europe. The number of participants is 30 people, 20 students and 10 teachers. These teachers and students will be active in mobilitiesduring the project. Scoala Sfantul apostol Andrei Smardan is the coordinator of our project. They are highly motivated to participate in all tasks of our project with their experience in organizing many local and regional events. The teachers have certificates on preparing Erasmus+ projects and experience in e-Twinning projects. Escola Técnica de Imagem e Comunicação Aplicada (ETIC) from Portugal is experienced in vocational training and Erasmus+ projects. Ies Miguel Romero Esteo from Spain is the other partner which is also experienced in Erasmus+ projects and efficient at IT.The other partner of the project is Prof Nabi Avcı Anatolian High school from Turkey and New Cross College from Ireland which is for the first time involved in an Erasmus project. Our project includes five learning-teaching-training activities. These are the implementation activities of our project. The first activity which is ‘Career Days Fair and Seminar’ will be held in Turkey. The objective of this activity is to introduce students with different job opportunities. ‘At Work’ which is oursecond activity will be organized by Portugal where students can visit working places and experience the real job environment. The third activity of our project is ‘Workshop on Jobs’. This activity will bedone in Spain and our students will perform tasks about their dream jobs. The fourth activity will take place in Dublin,Ireland and will help students understand the skills they need to have in order to impress during a job interview.The last one of the activities is‘Ted talks’ in which students will give a speech about a job they choose by drawing lots. All these activities are related with the objectives of our project and they will help students get a different pointof view about planning their careers. After our project is finished we will also have dissemination activities in order to enable other schools make use of our project results.During the implementation of our project, we have several methods to be used. Most of these methods are student-centered as our students will learn how to learn while doing the activities. We will often use personalized learning and inquiry based learning methods. One of our activities, Ted talks, will be based on game-based learning method. All the activities included in our project from the beginning to the end are based on Europe Long Life Learning programme.The concrete results, ‘Personality Based Career Planning Guidebook, videos on Ted talks,brochures and posters, of our project will have local, regional, national and international effects.These effects will be able to be seen after the dissemination activities. Our project results will also be published on social media platforms and Erasmus+ web sites. We also intend to help any schools with projects related to career planning and answer all the questions about their projects. Finally, our project will encourage young people to develop and transfer their skills about personality basedcareer planning which is the gate to a wealthy and a happy European society.

Verdal Upper Secondary School has for many years offered parts of the vocational education abroad. This due to the school’s values and wish to be considered a school that focuses on internationalisation. The school has through partnership projects as “Gjør det” and Leonardo gained competence within internationalisation, and all our four vocational programmes have exchange programs with other countries. Through these programs, we have gained a big network of partners in other countries, to which we send our students. In addition, students and apprentices from our partners abroad come to Norway to work for the partners in our area. The business and companies in the area appreciate the exchange and they clearly see how they benefit from these exchange programs. This we can see in the way they positively accept exchange students and apprentices to work for them while they are here. There are 16 students from the second year vocational programme Service and Communication, 32 students from the second year vocational programmes Child- and care worker, and Health care workers that will be able to join this project. In addition to the students, several teachers will get the chance to participate to achieve knowledge and competence through these programs. Due to this, our teachers get a high reputation within the cooperating companies that offer our students apprenticeships. The main aim for this project is that our students through the exchange in a foreign country get a chance to practice their vocation for 2-3 weeks and through this develop both their professional and personal skills and qualities. Interaction, such as social happenings and cultural exchanges with students and apprentices in the foreign countries will contribute to this. In this project, the students work with competence aims from the curriculum for apprentices. The practice and knowledge they get from working in a company in a foreign country, will be a part of their final assessment. The professional, linguistic, cultural and social development of competence are crucial in this project. The participants will acquire competence from planning and preparing for the exchange before the exchange, and evaluation during and after the embodiment. To get an overview whether the participants have increased their professional and personal competence will be tested and clarified both before and after the exchange, through tests and evaluations. Today’s development in working life shows the importance of such projects to satisfy the need for multilingual and multicultural workers, in including working environments in every company in the years to come.

“Peace is not free” has been an exchange of good practices project that lasted 3 years, because of Covid-19 emergency. The idea of the project was born during a CLIL History lesson, when we were reflecting upon a sentence written on the wall near the “Korean war Veterans Memorial” in Washington DC. The sentence is “Freedom is not free” and means that freedom is always the result of the sacrifice of many people. In the same way Peace is not free: the period of peace that Europe is now living comes from the sacrifices of million people who died during different wars. Our project, has led people involved through a historical journey in which they have deepened their knowledge about places related to war events, commemorating them through the analysis of poems, music and songs, meeting people who experienced the war. All these activities created into the participants a new awareness of the value of the peace. They have also understood the motivations that compel emigrants and immigrants to leave their countries, escaping from material and immaterial wars (economical, racial and religious issues). Through these activities, people have understood the real reasons of migration flows.ObjectivesOur objectives have been the exchange of good practices, the social and European cultural heritage, the social inclusion and the knowledge of migrants' issues. These were achieved by the knowledge of past events through the study of historical places, songs and music.The project has been written in collaboration with our partners from Romania, Croatia and Spain. We met on eTwinning Forum. ParticipantsIn the original project there were 4 short term exchanges of group of pupils and school staff, indeed only 3 of them took place. The last one was cancelled because of the pandemic. The most part of our students were attending online lessons, so also a blended mobility appeared impossible to realise. Nevertheless students realized the in between tasks. The selection of pupils for the mobilities has been based on their interest in the project, on their personal involvement and on their skills. Teachers have been chosen considering their knowledge of English, ICT practice and their social skills. In between the short term mobilities the school, as a whole, has been involved in the tasks. The selection has involved not only pupils with good results but also pupils from disadvantaged families as they are mainly subjected to early school leaving or ethnic or social discrimination. School teachers have been involved in project activities by helping and supporting pupils to achieve all of the activities of the project workplan. Pupils participated to project activities in school and other places like libraries, museums, historical monuments. The project information and products are currently used in extracurricular and interdisciplinary activities. Pupils' age involved in our schools is from 3 to 20. Other beneficiaries have been teachers from other nearby schools who participated to dissemination activities. They can use our project outputs in their school courses as teaching support. We have involved pupils' parents, local administration, workers in libraries, NGO's volonteers, local people interested in project activities. Regular meetings have been held to inform parents about project activities and products, they regularly have helped teachers in the organization of activities and have also hosted pupils during the mobilities. Other local partners took part to exhibition events of project activities which were organized in school, local libraries, town halls and other educational institutions. ActivitiesPlaces linked to war events have been described in brochures prepared before the meetings. The brochures are the result of a previous interdisciplinary work of selection and analysis of relevant places. The pupils worked in cooperative learning groups using ICT. The brochures are written in English, in order to improve language skills. During each meeting the students have fulfilled different tasks: logo contest in Romania, recital of poems about war and production of an e-book in Croatia, presentation of video interviews in Spain, research of war songs. Methodologies Inductive and deductive method Learning by doing Cooperative learning and tutoring Brain storming Outdoor training Problem solving E- learning Developing multiple intelligences Impact The outputs of the project have been shown on websites, local newspapers and television broadcast. We are sure that all the stakeholders will have long term benefits from the work done. We hope that the new awareness acquired will have a positive influence on people's attitude towards inclusion, remembering that real inclusion makes people feel equal, valued and important within society.

"The project ""VR Science Lab"" is a cooperation among 5 schools from Czech Republic, Romania, Croatia, Turkey and Spain. The aims of the project are to create Science lab in virtual reality and make lesson plans for wide using in subjects Chemistry, Physics and Ecology. Virtual reality allows the students to move away from simply ‘learning’ a subject or topic to ‘feeling’ the content. Schools are often forced to leave out certain learning tools due to budget limitations. Elementary and high school age children are required to do a certain amount of work in a formal science lab. Elementary students, however, often have limited access to experiments. Each school is different in what they are able to offer.The idea for the lab development is to have student's teams that will fulfill the tasks needed for its creation. The teams will be:- Science team (design experiments, describe lab and required equipments, etc.)- Programmers team (coding)- Designers team (3D graphic)These teams will consist of students from each country. In between the mobility meetings the teams will still work on their tasks together by using different communication and data sharing possibilities (eTwinning, project website...).Due to creating this lab students will explore way how to present knowledges of Science for by using IT tools Other parts of the project will include to create things related to the lab: - logo, poster, website, promotional material, budget.An important part of the project is to increase teachers' and students' language skills. When working in the international teams and during the project meetings and mobilities the participants will use foreign languages as a way of communication.We specify on the following general objectives of our project as the most relevant:- improvement of the level of key competences and skills (ICT)- increase interest in Science and Technology - use STEM approach- exchange teaching experiences and ensuring teacher's professional development- strengthening European sense of identity and improve English language skills - enhancing international cooperation - support modernisation of education- increase opportunities for learning mobility of young learnersThe final goal of all these products is its dissemination. Because the contents of these products will collect all the material worked on the project.There are different products' formats. On this way, it will be very easy to access information by the potentials. We want prepare products that can be disseminated and used, both in the participating schools, and in others that might use the teaching materials, the work system or draw the consequences of results of the project."