TEACHERS SHARING KNOWLEDGE AND EXPERIENCE Our school, IES San Andrés, is a state school which provides both secondary education and vocational training. The starting point that made us enroll in this project was our willingness to enhance the European dimension of our school, acquire new teaching methodologies and improve the school leadership. However, our internationalization started a few years ago when our school took part in two Comenius programmes between 2011 and 2015, which laid the foundations for new experiences and gave us the opportunity to get to other teaching methodologies first-hand. Together with this European plan, the analysis carried out prior to the beginning of this project showed that a change was needed in terms of coexistence and lowering of school dropout. Taking this context into account, we realized that these difficulties could be sorted out if we adopted different ways of management and embrace other methodologies, which have been proved enough in other European countries, such as Poland and Czech Republic. In addition to this, we have got in touch with both schools because we are sure that they will provide extra help and a different view in order to achieve the objectives involved in this project. Bearing all this in mind, these facts have let us deal with a European project which fosters the following objectives: - To decrease school dropout. - To improve school coexistence. - To contribute to boost motivation in our students. - To promote the use of ICT in the school as well as update our teaching methodologies. - To encourage international relationships. - To discover new ways of managing and organizing a school. All the participants taking part in the project show a high motivation and a total engagement to the ideas behind this European program and they are eager to improve the school context through a constant educational training and a critical reflection on their educative experiences. Furthermore, they actively participate in several innovative and educative programmes like “Observa-Acción” and “Escuela de Investigadores”. All of them teach their subjects in English, namely English Language, Biology and Geology, Physics and Chemistry and Maths. Apart from that, they somehow collaborate in the school management and organization working was tutors, head of studies and headmistress. Since their main aim is to get better and better in all their educational fields, they will be attending structural courses and doing job shadowing tasks, which will allow them to bring all their previous knowledge up to date from a theorical and practical view. Before starting our project we will analyze the situation of the school to determine the most relevant needs. We will compare this data with the data obtained in the middle and last stages of the project so we can assess the impact of this kind of actions. We expect these courses and job shadowing experiences to result in an improvement of our school, so all the community can benefit from the project. The teachers involved in this project will share their knowledge with the rest of the staff so they can all take advantage of the latest innovations in teaching. Moreover, the school will benefit at the managerial level since new methods of improving efficiency will be learned. The observation of different ways of organizing the school will give us the opportunity for reflecting upon our own system and procedures at school so we can readjust whatever aspects may be found faulty. All this will lead to a better model in teaching and learning, which will subsequently result in diminishing the percentage of school drop-out. This will enhance our student´s ability to continue studying and attaining better perspectives for the future, as the European Framework for Education 2020 requires. The visits to different educational institutions will offer us the possibility of establishing long term relations with other European schools so we can organize student exchange programs in the short run. This will promote the school at the European level and will enable our students to boost their interest in foreign languages, which is also one of the objectives of the EU´s Strategic Framework for Education 2020.

Secondary Grammar school of Gymnázium pod Svatou Horou in Příbram, is a school specializing in foreign language teaching, focuses in its development strategy mainly on further education of its teachers in the field of language and professional training. We strive to be a modern school with modern teaching methods such as CLIL or project teaching. The implementation of the project expanded the team of teachers using the CLIL method, the involved teachers improved their existing teaching practice using this method. By participating in the project, everyone involved has improved their language skills and has the opportunity to share their own experiences with colleagues from other European countries. The project participants were fully qualified teachers across subjects with different lengths of practice.The primary activities within the project were the participation in specialized courses (methodology of teaching a foreign language, methodology of teaching CLIL, methodology of project teaching, language courses, use of ICT in education). Jobshadowing at partner schools focused on CLIL teaching and English language teaching. In the home school the CLIL method was trained by pedagogues with practice and subsequently the language showers were prepared or realized in selected general subjects - mathematics, biology, social sciences and geography. At the end of the project, the conference presented individual mobilities as well as practical outcomes in the form of good practice examples. These are also part of the created handbook.The long-term impact of the project is a change in the School Education Programme, a change in the concept of project teaching, making the teaching more effective and more attractive. The impact will be on current and future students and on teachers throughout the school. Spreading the project through the media, but mainly through students and their parents will have a much wider impact, even after the project has ended.

"The high school Miquel Martí i Pol was created in 1979-1980 as a vocational training center. It is located in Cornellá de Llobregat and the following formal educational levels are taught: Compulsory Secondary Education, Baccalaureate and Vocational Studies in Health, Electricity and Woodworking. Nowadays, there are 103 teachers and 1010 students in the high school Miquel Martí i Pol. Our high school is characterized by the desire to improve the quality of the teaching task, by participating in programs of innovation, pedagogic renovation and the permanent training of the teachers who work in it. Following the tradition of innovation and improvement, the high school contemplates in its educational and linguistic project that its students acquire knowledge of the languages of the European Union. The aim proposed is to improve the results in English language, to promote the French and German languages and also to apply new methodologies and ways of working such as CLIL (Content Language Integrated Learning) methodology and centers of interest and project-based work. These objectives are the result of an internal and external analysis of the high school needs and, therefore, this project is elaborated by a driving group formed by the teaching staff. The teachers participating in the driving group are between 29 and 52 years old. This driving group of ten teachers combines the strength and the energy of youth with the maturity of experience, and all of them share passion and enthusiasm for the teaching task. Participation in the Erasmus+ program (Action KA1 Mobility of people for learning reasons) is considered to be a good resource in order to satisfy the needs detected. The aim is to carry out jobshadowing and training in CLIL methodology and globalized project work with the added value of the internationalization, modernization and European projection of the high school. The aims and the activities derived from the needs are: 1. To improve results in English language proficiency. 2. To implement globalized project and interest center work. The selected partners (Gymnázium pod Svatou Horou, Pribram, Czech Republic, Lemin koulukeskus, Lemi, Finland, and Ernst-Göbel-Schule, Germany) have previous experience in European mobility projects and coincidence in terms of the objectives set out in the CLIL and globalized project methodology). Thus, their experiences and competencies can respond to our concerns. The degree of collaboration of the project acquires more value as the high schools of the Czech Republic and Finland have submitted an Erasmus + project (KA1-Mobility of people for learning purposes), with the intention of conducting a jobshadowing activity of our educational reality. The impacts expected on the institution and the educational community are the enrichment and personal satisfaction derived from the acquisition of new knowledge, the socialization and cooperation with other European countries, and the debate on the needs identified with the knowledge, skills and experiences acquired. Therefore, these will have an important impact on students as a target group of the project in terms of improving linguistic competence and academic results. The dissemination plan to share the monitoring and concrete results of the project is to use the usual communication tools of the institution (website, email, Twitter, Instagram, Google education), municipal mass media (press and radio) and a widget to keep graphical evidence. It will also be publicized through regular coordination with the other schools and high schools of Cornellá de Llobregat. Additionally, the project will have diffusion at the high school Open Door Day and the photographic exhibition at the local library. Once the report has been prepared and proposals for improvement have been made, they will be publicized through the high school website, the municipal mass media and a visual photographic exhibition in the reference local libraries. The entire educational community of Cornellá will be invited to the exhibition opening so as to share the experience and the concrete results of the project. The evaluation will be continuous and regular and will be carried out by means of different assessment activities (satisfaction surveys, monitoring sheets, etc.) and by control indicators. Society changes and students have new needs. The teachers of the high school Miquel Martí i Pol want to be prepared and trained to be able to respond to the changing needs. ""One of the main goals of education should be to broaden the windows through which we see the world."" Glasow, Arnold H. We want to contribute and, in fact, we do contribute to opening these windows."

"SKILLS FOR FUTURE WORKING LIFE IN EUROPEOur project aimed at improving the ICT skills and digital competence of students and teachers and at increasing the students' capability to access the labour market at local, national and international level and their knowledge of job and education opportunities. Our idea was that students need to improve their digital skills and their entrepreneurship in order to improve their possibility of success in the labour market.By working with partners from different European countries, the students learned about education and work opportunities in theirs and in other European countries and therefore increased their possibilities to find a career which might correspond to their dreams and passions. By travelling to partner countries the students learned to communicate with people from foreign cultures and realized how demanding and at times also challenging the communication with people from different countries can be. They also gained confidence in international communication for future working life.The first objective of this project was to enhance students' digital skills. This was carried out by using some of the most modern digital tools available and some apps and programs. The project was carried out so that specific apps (Blogger, Prezi, QReader, GPS, Kinemaster, AVS Video Editor) and social media platforms (eTwinning, Pinterest, Europass Platform) were used to carry out research and project work, which, in turn, dealt with the topic of work and professions. Most of these apps and platforms were unkown to our students (and sometimes to teachers as well).The students looked into the world of work by visiting local companies (which could potentially be their future employers), universities, and by building their own blogs (including Europass), which is becoming more and more a valuable asset when applying for work both in national and international scale. These blogs were a concrete outcome for each of the students participating in the project with which they might be able to apply for work. Through specific career counselling activities they also gained a better understanding of what really matters for them personally as regards their future jobs and how they can plan their future careers.Meanwhile, the teachers obtained more confidence and competence in the use of information technology, strengthening the profile of their profession. Teachers also benefited from the Transnational meetings, learning about other European educational systems, sharing their skills and knowledge, different methods of teaching, and curriculum structures.The project involved five partners from Italy, Finland, Greece, the Czech Republic and Spain. The partners were chosen because all of the schools have some experience in the world of partnerships, and all have specific competences in the field of ICT and entrepreneurship. Besides, since the project's main topic was about job opportunities, it was also useful to have countries belonging to very different economic areas (Northern, Eastern and Southern Europe), so that it could be easier to compare these very different situations and learn from each other.The project included six transnational meetings, attended by some teachers and few selected pupils; five of them also included L/T/T activities which enhanced the students' ICT skills and entrepreneurship, improving at the same time self-knowledge, team skills, communication skills and knowledge on different aspects of working life. During all meetings the students visited local employers and companies to see at first hand what kind of work opportunities each country can offer and also by visiting some local educational facilities (universities, etc.) they learned about the opportunities they might have as regards to further educating themselves, both nationally and internationally. The students also had the opportunity to communicate in English and to learn intercultural skills (which are required more and more by employers nowadays).The results include a project website, containing all the activities and outputs of the project, individual resume blogs and Europass CVs. Inside the website it is possible to find a ""dissemination kit"", in which a lot of useful materials (lessons, presentations, videos, etc.) are available for promotion. The results also include a general survey of the potential further education and job opportunities in the local areas, which might be extremely useful for our students and young people in general.Teachers also acquired new digital skills, which are essential in order to take advantage of modern technology in teaching as effectively as possible.The potential longer term benefits are connected to our students' possibilities of success in the labour market, which were improved during the project by giving them some important instruments like new digital skills, entrepreneurship and knowledge of some of the mechanisms which work in the labour market."

The project between the Czech and German school compared Geography of these two regions and this is published in a Local region handbook. The handbook is written in English and both Czech and German students worked on it. The results come out of their own regional handbooks that had been created prior the final comparing activity. The Czech students have also created their Czech version since they learn about their region in Czech Geography lessons unlike the German students who will use their handbook in Geography CLIL classes. All handbooks will be used as a studying material in either regular Geography classes at both schools but also in CLIL classes. Teachers have created several lesson plans that use the handbooks as a background material. The method of CLIL has been another important issue the project. During students' visits, they experienced CLIL sessions while working on their tasks and during the transnational meetings, CLIL methodology and ideas have been exchanged by the participating teachers. An essential part of the project has been publishing the results of the students' work on the eTwinning platform. By working there and writing the handbook, preparing GPS treasure hunt/ the city rally the students have been developing their ICT skills too. All of these outcomes may be used by students or inhabitants of both cities when showing and exploring their places. The GPS treasure hunt and the city rally activities are an interesting way to get to know the area. The participating students have been two classes of the two schools. The Czech students are a year older, however, this has not been a problem. The whole project has been beneficiary for the students not only from the international point of view but also as a teambuilding activity that has strengthened their class' relationships. The students have experienced going abroad, hosting a foreign student, using English in a way they had not used before, working on tasks and activities they had not worked before. The project may seem small considering the fact that there have been only two schools however, both classes were very engaged for the whole project duration period and they have done a lot of things. There have been two transnational project meetings when teachers of both schools met, exchanged idea and cooperated. Also there have been two Learning/teaching/training activities when the students met and worked on their common tasks. All these four meetings have been very successful and full of work as well as fun. The most valuable outcomes, as we see them, are the GPS treasure hunt that is ready to be printed out by anyone who wants to get to know the city of Příbram in a different way by using GPS devices. Also, we highly value the city rally that had completely been prepared by the students of the Kapplen school and also shows a different way of exploring an unknown city with the elements of fun. The handbooks proved to be slightly difficult to work on, however, the results are good enough to be worked with in lessons to come at both schools.