"The project ""Crossing Borders"" was conceived as a result of a proposal posted in Etwinning and many correspondences via email. The partnership consists of 8 partner schools based on geographically balanced countries in the EU: Portugal, Wales, Denmark, Poland, Romania, Bulgaria, Italy and Turkey. All are schools which vary in background and nature which has supported the project by exposing our pupils to a greater variety that exists in our European community. The variety in size is from 60 pupils upto a 1000 and the age range of pupils involved in the project vary from 8 to 16. All these aspects aid to further support the aims of the project which was to Cross borders, break stereotypes and develop a greater understanding in pupils of the diversity that belongs to our European community. We quickly agreed that the topic Crossing Borders could be a great working title. It could be read in many ways as intended and has been utilised as such. Our intention was to open the minds and eyes of our pupils so they were able to understand the different cultures and backgrounds people are bringing into Europe these years. 17 Global Goals was something the students got to know a lot more about and the Goals were visible in most of the activities in some way.Our main activities have base in understanding others, so charity work during the years has been important, but especially around holidays, where so many are left with very little, it has been important to help others. The mobilities have been very important! During these meetings, the pupils have actually gotten to understand other cultures and backgrounds. Not nessesarily by meeting refugees, but in the meeting with our partners. We all live in Europe and have a lot in common, but also many things where we are different, and that has been an eye-opener for all. During visits the students have attended lessons in school, have visited host families and have joined their friends for after school activities - been a part of teen life in a partner country. And that has overcome ones prejudices. And it was a particular objective - to reduce stereotyping. The students have become more confident in using English for communication. Meeting new people is easier well knowing that we have a lot in common, but also some interesting areas that we would like to know more about, e.g. school life, fashion, politics, music and so on.We believe that our pupls are more open towards new things. And they are more grateful for what they have and have their eyes open for how they might want to change things, e.g. in school: more activities during breaks, brain break during lessons in order to be able to comcentrate, better school food, less food waste, sorting the trash in school, a stronger student council and so on. There are no visible longer-term benefits, but within the participating students, there are things which they have brought on to their next educational institution, e.g. volunteering, starting a trash collection day in school for all students and teachers, focus on the well-being of others, sharing during Holidays. Some of the partner schools have taken in dancing as a thing the whole school do together once a year to give the feeling of belonging to this particular school."

The project “Look alive! for our world ” came about after our school,Polish school, took part in a local government initiative to help clean the bank of the river for rubbish. Because of this, we wanted to create a project where pupils at our school, in collaboration with pupils from other schools in different countries should learn about the environment, pollution, climate change and sustainability in food and food production. We also wanted the pupils to learn how political decisions are made and what influence the decision-makers. Can young people influence political decisions when it comes to climate and pollution? It is also important for the project to make young people aware of how their own choices have an impact on the environment, and for them to understand that the young people of today are the leaders, politicians, employers and workers of tomorrow. Hence the title of the project, “Look alive! for our world !”Through different activities, interaction and exchange of practices in the partner schools, we are hoping to raise the understanding and knowledge of environmental issues, how they are dealt with today, and how we can solve various problems that are influencing our pupils’ future. Through the tasks, they will also learn vocabulary and expressions related to the topic and for the final meeting, they will have prepared for a debate, where they will discuss more than one side of the environmental issues. Thus, they will learn about how to form arguments, debate techniques and to understand that others might have a different opinion to themselves. Also, this is a great opportunity to practise their language skills in the language of cooperation for the project, English. The learning objectives have been developed so the pupils can learn vocabulary related to each topic. They should learn about recycling, energy and energy sources, consequences of the melting of the ice caps and the perma- frost and how the ocean is affected by pollution. Furthermore, they are going to learn about the rain forests, their own carbon footprint, sustainable food and food production and about political and economic issues when it comes to the environment.The partners for the project are from Turkey, Denmark, Spain and Poland. Some of the partners have collaborated on different projects through eTwinning, and Poland and Turkey have previously been on an Erasmus + project together.The learning activities and tasks have been developed so that they can be implemented in the school curriculum for use in the project and for the future. Hence, the project can continue developing after it has oficially finished.

The International School Linking (ISL) network of Cardiff City Council (Wales), acting as coordinators, together with its partners Centro de Profesores y Recursos (CPR, Spain), Región de Murcia (Spain), and University College Lillebaelt (Denmark) created an association for a three year Erasmus+ KA201 project focused on the creation and implementation of Project Based Learning (PBL) materials for students using 21st century skills as the main tool, and linked to Content and Language Integrated Learning (CLIL).The main objective was creating and experiencing materials to provide content for pupils of different ages to work on projects in the areas of Language, Mathematics, Social Sciences, Natural Sciences and English, amongst others, encouraging critical thinking, teamwork, problem-solving skills and the development of creativity. The materials developed can be now used as part of school curricula, as a complement for the delivery of subjects mentioned. As a cross-curricular element in the materials, ICT, CLIL and entrepreneurship are used widely. The final product, created within the PBL methodology, is available on an online Unit Hosting Platform for teachers.These cross-curricular materials, as a primary output of the project, were based on a learner-centred approach to empower learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. The intention was to make students responsible for their own learning, integrate learning in a wide range of subjects and areas, create a collaborative environment and involve learners in self-directed learning. At the same time, other results were expected as an outcome in pupils learning such as motivation and engagement in the activities, self-assessment, progress measurement, and last but not least, PBL as a pedagogical base of the curriculum. The resources were created in English, and mainly used for the delivery of content through that language (CLIL for the learning of English language, specially relevant in Spain and Denmark). Units were also translated into Welsh, in order to reflect and be applicable for the Welsh-English bilingual system. It is important to mention that the European Linguistic Policy under the Horizon 2020 programme was to launch measures and resources to allow 50% of the population under 15 to reach a B1 level in a second language. Also, Wales is launching their new curriculum in September 2022, which includes international languages and boosts the idea of ethical informed citizens of Wales and the world. These reasons made this project relevant to all partners involved. The number and profile of partners ensured a distribution of roles that involved all educational stakeholders had a say in the project: teachers, schools, teacher training centres and educational authorities that defined the priorities in the curriculum in the countries involved. There were a total of two Welsh schools, four Danish schools and three Spanish schools directly involved. One educational authority per country, and two in the case of Spain, is a sign of the potential for dissemination of results.For this end, a range of activities and outputs were proposed: training in PBL methodology, job shadowing in each of the countries of the association, development of a framework guideline in PBL, creation of an online platform to share and disseminate the results and in the centre of all this, a collection of units and resources giving practitioners a wide variety of didactic materials to implement PBL methodology beyond the life of the project.The impact of these outputs and the activities along the three years of the association were several: materials that were updated and easy to implement, training in cutting edge methodologies and tools, and an online platform that was the most sustainable outcome of the project and the methodology it was inspired on.In January 2018, the European Commission adopted a proposal to offer 'all young people the means to develop the key competences to a level that equips them for adult life, and which forms a basis for further learning and working life'. The 8 key competences needed for personal fulfilment and development, active citizenship, social inclusion and employment are:1) Communication in the mother tongue;2) Communication in foreign languages;3) Mathematical competence and basic competences in science and technology;4) Digital competence;5) Learning to learn;6) Social and civic competences;7) Sense of initiative and entrepreneurship; and8) Cultural awareness and expression.This project enabled the above to be addressed through this style of working, which was developed throughout the project. PBL-CLIL has allowed the participating education authorities, and schools, the opportunity to unpick the theory and put it into practice, trialing methodology with young people at the fore.

The project Cultural Inheritage is based on previous international partnerships, where teachers from different projects have agreed to commit to this particular project. All partners consider each other to be trustworthy, full of positive energy, which are very important attributes for an international project. Continued collaboration is considered mutually beneficial for all since only successful outcomes are acceptable.We come from 4 different corners of Europe and when deciding the project topic, cultural heritage came naturally. Each country has strong historical roots and we are proud people. As well, our languages are all special and varied, so in conclusion the idea for a project was born. This will aid our pupils in school to understand their own culture better. Furthermore it will support them to compare and contrast it with other European cultures. The platinum experience of this project is experiencing other people’s heritage first hand- experience a foreign culture in real life. All objectives are important and valuable! Altogether, the objectives make a holistic project, where the aims are realistic. Realistic objectives produce activities that are not too difficult to complete with the pupils. The objectives are also understandable for the pupils, who are inquisitive about various cultures.The participants are 4 schools, where 3 of them have pupils ranging from 6-18 years old and the Welsh school is a primary school with a special needs centre attached. The oldest pupils who will participate from the Welsh school. Our experience tells us that it works fine that the Welsh bring younger pupils. The older pupils take care of them and include them as younger siblings. There will be a group of 10-25 pupils in each school, who will be in the core project group. They will participate as well as encourage and include peers to participate in the project activities. Approximately 100 pupils will be key participants of the project. A wide and varied methodology will be employed in order to action this project. The methodology will differentiate in its nature in order to answer the learning needs of all pupils involved, including those with Additional Learning Needs. Therefore, the methodology used throughout will be inclusive in its nature.A common methodology running through this project will be investigative challenges. Pupils will have to research individually and collaboratively in order to discover facts about their own heritage and that of other countries in the partnership. Subsequently, the students will use a comparing and contrasting methodology by comparing the heritage of the partner schools to their own in order to further deepen and enrich their understanding. Collaborative work will be key to the success and effectiveness of the project. Problem solving skills can be an integral methodology used. Teachers will set purposeful and meaningful challenges for the pupils for them to solve utilising previously taught skills in order to deepen their understanding. Utilising the key skill of literacy and communication will also be an integral part of the work. Pupils will enhance their vocabulary specific to the challenges including citizenship, heritage and everyday conversational English. They will develop presentation skills by writing for a specific audience with a real-life learning context. Being a project based on collaboration between various countries, digital teaching and learning methodology will be a vital technique in this project. Creativity is also a key methodology that we will develop throughout this project. By looking at the dance and music cultures as well as literature of the participating schools, students will evaluate and develop a range of techniques. In conclusion, the methodology we will use throughout this project shall be holistic in its nature. It will engage and develop all skills the children have by being multisensory, active and creative.The results and impact envisaged are realistic and attainable for all. A shared website and TwinSpace will provide a learning resource for the schools and others. The Google platform makes it possible for partners to cooperate and ensure that the results are evolving as the project moves forward. A linguistic resource is made to enhance the awareness of foreign languages and will be an interesting ressource after the project has been completed. Many multimedia presentations are created to be used in the project, but can also be used by others to present e.g. the school/country in a KA102 activity. The pupils will develop a broader, more accepting mind towards other cultures, they will appreciate their place in society and comprehend and utilize their role as global citizens. It is our ambition and hope that there will be longer term benefits, because our project fosters understanding and acceptance of others’ heritage which varies from others and that is an unique quality in today's Europe.

<< Objectives >>Cultural awareness is one of our concerns. It is imperative to seize on the opportunities available that can help us to broaden horizons. Foreign language learning is one of our outcomes and the authentic communication opportunities will help students go beyond classroom learning. To develop a conscience that is more about being rather than having, to act as a group rather than an individual. To live sustainably, as the climate and nature need to be protected and all have responsibilities.<< Implementation >>There will be 3 activities related to Sustainable Development goals for both students and teachers. In our first activity participants do activities to develop the Subject of Environmental and Cultural Education. In our second activity we focus on inclusion and diversity. And finally we focus on being active citizens who want to save the world from hunger and support Quality education and Sustainable Cities and Communities.The detailed plan which is applied at schools, is attached.<< Results >>To bring together youth from different backgrounds, cultures, lifestyles and perspectives to an experiential approach to become global citizens in a world that needs to be more sustainable and a place where they want to live.Educational resources, pedagogical and digital tools, researches, seminars and workshops will be shared in our schools.Encourage emotionally, socially, psychologically the participants to be more confident, tolerant, active in a world changing quickly and dramatically.