“Make me a European” aimed at developing 21st century skills in students and teachers of schools from five different countries through project-based, competence-oriented collaboration. It focused on the development of critical thinking, digital skills, foreign language skills as well as transversal skills like communication, collaboration and creativity.Students obtained skills needed for future education and the world of work and teachers gained more confidence in using modern technology in their classrooms and thus improve their teaching and the quality of the participating schools.The project was organised in three major steps, which built on each other and each result in a collaborative product. 1) Starting from the BBC documentary “Make me a German” students deduced how to describe a country and created presentations about their countries, showing how each country can enrich the European Union: “We make you a... (inhabitant of the respective country)”2) During transnational learning activities participants could explore living and learning in their partner countries and compared the expectations their partners’ presentation had created. The knowledge gained through joint learning and participants’ photos, videos, etc. was used to produce a collaborative product: “We’ve been made …-European”, reflecting on the shared experience during the meetings. The concept of a ‘hyphenated European’ underscores diversity in unity.3) For the final product “Make me a European” students analysed data on the European Union and reflected on the chances for their future education, work and life. This video shows a selection of material created by all partners during the course of the whole project.The work on the three kinds of products was accompanied by an ongoing ICT course, which was organised in four stages, each lasting six months:1)Scoop it up! (Curation)2)Team it up! (Collaboration)3)Show it! (Presentation)4)Praise it! (Evaluation)Every second week participants were offered a new tool to try and use for project-related products. There was at least one webinar going with each stage to answer questions, support participants and discuss how those ICT tools can be implemented into daily teaching.All products are available on the eTwinning platform as the project is also run as an eTwinning project. The skills gained working on this project enable students and teachers to cope with the challenges of unprecedented changes in 21st century life. They worked collaboratively in multinational teams, communicating in a foreign language, created products on the basis of critical and creative thinking, and invigorated their feeling of a European identity. Schools strengthened their European dimension and quality of the learning environment.The products of the project as well as the ICT course are made available on the eTwinning platform and the Erasmus+ dissemination platform and thus sustain for future use as teaching or training material. The learning outcomes and the resources are shared with the community, schools’ and teachers’ networks.The methodology of the project is also presented in an eTwinning project kit to be available for any member of the eTwinning community to use or adapt.

ContextIt is recognized that the teaching of mathematics can, particularly in older pupils, be often be categorised as the teaching of processes or algorithms and that pupils do not always see the connections to other skills or other aspects of mathematics or to fully understand the concepts. This projects aims to deepen more pupil’s understanding of key mathematical concepts and so improve attainment.The use of concrete manipulatives is commonly used with younger pupils to support their understanding of mathematical concepts. This project will aim to develop similar concrete manipulative approaches and visual approaches for more complex arithmetical and mathematical concepts.ObjectivesThe project will seek to demonstrate the following key objectives:1.That systematic changes in teaching approaches can be achieved through teacher engagement in continuous professional learning2.That continuous professional learning underpins any long term sustainable approaches to improving pupil experiences3.That continuous professional learning is most effective when teachers are given the opportunity to regularly to share and discuss their learning and classroom experiences with other teachers4.Continuous professional learning based on robust research evidence will lead to improved attainment.5.International cooperation can affect positive change in classroom practice in mathematics and affect wider change across educational systems6.The use of manipulatives improves learning and understanding for more pupils7.The use of manipulatives is well suited to pupils aged 11-18 years old8. Attainment will be improvedParticipantsThe Project will involve mathematics teachers from Glasgow, Modena and BarcelonaActivities1. Joint research into using manipulatives with senior pupils2. Professional discussions on the research at local and international level3. Amended teaching approaches. 4. Video recording and sharing of effective practice5. Transnational meeting to reflect on research, share best practice and observe lessons.6. Summary document to be produced to demonstrate the best practice7. Final Conference in Glasgow to share the practice and impact on attainmentResults1. Improved teacher skills and knowledge in effective pedagogical approaches in mathematics2. Improved attainment3. Sustainable approach to effective system change evidenced ie change built around Research into Action approach with effective professional dialogue effects positive change.Long term benefitsThe long term effects will be that potentially we will affect change in the approaches to teaching older pupils. That traditional approaches to teaching will be replaced by approaches to understandingResearch into Action approaches, built around strong professional dialogue, is they most effective way to change educational systems and improve outcomes for pupils over the longer term. Research into action approaches provides a sustainable model for positive change.

"The conviction that school, through its essential role in educating people, has to keep up with the constant changes that make society a reality is certainly one of the reasons behind this project. The Internet in general and social media in particular are part of our lives of 21st century citizens, and the school has to provide educational support in terms of their use for personal and community benefit. Social media and new digital technologies offer an infinity of opportunities and therefore we believe that school should encourage their use in the educational process. In terms of the needs, we have found that in terms of media literacy and social media literacy in particular, an objective analysis reveals that this dimension of education is not reached in a coherent way at school level, and even less so at the level of the national educational system in general. There is no policy that includes components of this dimension in the school curriculum. However, social media, with all the opportunities and risks it offers, is a component of our everyday life, which we cannot deny, and therefore education centred on the way in which social media is used is necessary. The project ""Educational Toolkit for the Development of Social Media Literacy"" proposed by Liceul Teoretic de Informatica “Grigore Moisil” (Iasi, Romania),in partnership with Agrupamento de Escolas de Freixo (Portugal), Istituto Comprensivo 10 (Italia), CiTiP from Katholieke Universiteit Leuven (Belgium) and Center for Independent Journalism (Romania) is an innovative educational project which takes into account an extremely important field in contemporary education - social media literacy. The project aims to create intellectual outputs that give teachers the opportunity to align their didactic approach with the concrete needs of society, combining skills training in different disciplines with the need to develop social media literacy skills in pupils. The project proposes innovative teaching practices for different disciplines, using the social media based learning tools appropriate to the digital era in which both students and teachers live. The project proposes a complex toolkit that offers the opportunity to develop social media literacy skills for students and to make lessons more attractive to any teacher interested in adapting their educational approach to the needs of the 21st century society.The main objectives of the project are:• Creation of open educational resources based on social media learning tools used in school learning activities• Developing social media literacy skills for teachers / education specialists from project teams in partner institutions• Responsible use of social media tools in the teaching process by teachers in target groups• Implementing social media based learning activities in partner institutionsThe project will involve: at least 20 project team members from partner institutions, at least 100 teachers / educational specialists involved in dissemination and testing of intellectual outputs, 14 teachers / specialists participating in the training activities, at least 250 teachers will be informed about the activities within the project, 160 teachers / education specialists will participate in the multiplier events.The activities that will be carried out within the project are: project team building, selection and preparation of participants in project activities, creation and testing of intellectual outputs, financial resource management, implementation and implementation of the DEOR dissemination plan, monitoring and evaluation of activities through specific tools.The methodology used will involve the use of a quality management manual, selection, preparation, monitoring and evaluation tools, participants and activities, as well as risk assessment tools.The results of the project will focus on creating, testing, promoting, using and evaluating 5 intellectual outputs that will constitute open educational resources accessible to all teachers/ specialists in education across Europe: O1 - Curriculum for the development of social media literacy in schools, O2 - Course support for the development of social media literacy in schools, O3 - Methodological guide for teaching social media literacy, O4 - Mobile application for implementing social media literacy in school, O5 - Collection of learning scenarios including the use of Social Media tools. The impact of the project is long-term since all intellectual outputs and sustained activities will develop social media literacy in educational context and will create a premise for the adoption of educational policies at different institutional levels that include the widespread use of learning tools based on social media and a more coherent approach on social media literacy as a part of the educational process in schools, tailored to the needs of 21th century."

"This project was part of a continuity that was intended to be twofold. It was the result of the extension of an E-twinning project “Let’s Act for Peace”, initiated with the Italian partner, one year earlier. It also expressed a desire to strengthen ties with the European partners of the previous Erasmus project ""Share our values in the effort""As a result of this project, other Erasmus projects may be foreseen with some partners and/or the establishment of twinning between some institutions.The objectives were to improve the learning of a foreign language, to fight against school dropout and absenteeism, to provide students with clear and concrete European perspectives in the field of the culture of peace by creating a humanitarian dynamics, The total number of participants in the project amounts to about 3000 people, namely the students and teams involved in the project in the foreground, but also all pupils of schools and the educational community of these schools. We can add parents who have been involved throughout the project, as well as various partners and associations at the local level. The supervisory authorities were also involved in the project, albeit indirectly.As a result, all the objectives set out in the project submission package have been achieved. In addition, we were able to add two important axes to the project because they give an international dynamic to our project: the KAKI TREE project and the International Day of Living Together in Peace. We have seen a marked improvement in the level of English among our students, especially since they have understood the importance of mastering this language, which, from a simple academic subject, has become a real communication tool.The dropouts found motivation to reconcile with the school environment, because thanks to the project, they were able to express their talents and highlight their skills, far from any purely academic performance. Without fear of being judged, they were able to express their know-how in various artistic fields and, above all, they were able to be strong of proposals. They thus reconnected with a school system, in a space without value judgement about their academic difficulties; these students who have regained some self-confidence and self -esteem have been asking for other projects.The need to establish a culture of peace, through dialogue and living together, has gradually appeared to the pupils as a self-evidence. They realized that some of their attitudes could create a negative atmosphere in the classroom. They understood the effects of exclusion and rejection, through activities such as storyboards and role-playing. They also became aware of the importance of creating lasting peace between countries by opening up to other European countries. The issue of the culture of peace was thus able to take on its full meaning. In addition, they realized that peace is not only synonymous with the absence of conflict, but that it is a way of life that is part of continuity. In this regard, theywere able to attend workshops linking peace and ecology and sustainable development.The visit of the European Parliament to Strasbourg has given birth to or strengthened this European identity that until then seemed distant and inaccessible to them.The establishment of the Peace Schools Network (with the application), the Kaki Tree project and the celebration of the International Day of Living Together have given the project a permanent status. Indeed, for the Kaki Tree Project a ceremony must take place every year for 10 years. This will be an opportunity to recall the origin of the project and to revive the memory of the Erasmus project. The activities carried out during these two years are visible on the Twinspace of the project, but also on the Facebook page and on the website of the project. A Twitter account was also created to give visibility to the project on specific actions. Among these actions, we can mention the participation in workshops for peace in Greece, especially through associations that promote peace through ecology and sustainable development. The students also took part in the March for Peace, which takes place every two years in Italy, and which brings together students from the Italian network of peace schools as well as civil society actors. Our students, in international groups, first drafted in English, then in their respective languages, a Chart of Universal Brotherhood, that they have offered to a German Deputy upon their visit to the European Parliament in Strasbourg, as part of the mobility to Germany"