People have always been migrating and trying to find better conditions for life. Each human being has the right to live in peace and happiness. Migration is just as old as humankind itself. It has always been here. However, nowadays it means a big challenge for Europe. As many countries face different social, economical and political problems that have resulted in unrest, violence and in some cases even wars, people are forced to leave their homes to survive. In some cases they are motivated by the vision of something better that they don´t have in their home countries. The number of migrants reaching Europe has been increasing recently. On the one hand there is EU policy and rules related to migrants, but on the other hand EU citizens are not well prepared to accept this big challenge of migration. Many people have negative attitudes to the migrants and they are afraid that their presence will have negative consequences on their lives. In general we can say that people are afraid of something that they are not familiar with and that they don´t know. They have prejudices because they are not informed well enough or they don´t select the information critically. Whether people accept or don´t accept migrants in their communities, the truth is that we cannot stop this situation about migration to Europe. We can only learn how to react on it and we have to find the ways how to live in peace and mutual understanding. This project idea was the reflection of present situation in the world. However we wanted to depict this issue from different point of view. Every day we learn from mass media about the number of migrants, about the negative consequences and reactions. We wanted to see the migrants as human beings – with their fears, worries and dreams, not as numbers or statistics. We organised interviews with them to find out about their lives and then wrote their stories to share. Within this project each partner organised 6 meetings with the migrants and made interviews with them. Each partner wrote write 6 life stories of the migrants in native tongue as well as in English and shared them with each other. OBJECTIVES- to become more tolerant and understanding towards the people of different nationalities- to analyze and learn about the situation in the home countries of the people seeking for asylum in Europe and to understand the reasons why the people are migrating- to fight prejudices and xenophobia- to increase awareness towards social, economical and political problems around the world- to improve participants linguistic skills, social and communication skills- to encourage the participants to adopt the methods of critical thinking and creative writing- to organize 6 meetings with the migrants and make interviews with them (each partner)- to write 6 life stories of the chosen migrants (each partner)- - focus on the consequences of migration and reflecting on the practice of migrant integration and inclusion in European countries;- to analyse today’s multicultural society in different countriesMAIN METHODSDiscussions, Interviews, Cooperative learning, Problem based learning, Case study, Simulation, role play, Creative writingThe target group of our project were the students from 15 to 19 years who were involved in the project directly and actively contributed to the project activities and outcomes. Beside, the other groups of people were involved indirectly – hosting families, families of migrants, participants in the workshops and lectures, general public – in dissemination activities. Directly, there were about 300 people involved in the learning activities. Indirectly, about 6000 people were involved altogether in lectures, workshops and dissemination activities.The project had a positive impact on the participants, our schools and general public. First of all, our students improved their key competencies with the emphasis on foreign languages and working in a multicultural environment. Our schools became more attractive for future students. And what is the most important, we pointed out the topic of migration from the perspective of our students and analysed the situation as it really is. MAIN ACTIVITIESWe organised three transnational meetings and six learning activities. Each school delivered trainings - lectures and workshops on the topic of migration. What is more, selected migrants were invited to our schools to be interviewed by our students. Later, our students wrote about their life stories. Due to the topic of our project we established the cooperation with NGOs and associations active in the field of migration and refugees´ issues. OUTCOMESWebsite/FB page, Logo, Videos, Presentations, Book New knowledge, skills, key competencies

"<< Background >>Schools are responsible to educate the future workers and citizens for Europe. As we are aware of the fact that foreign languages are learnt and taught with the highest impact in an international environment, our students need to be given the opportunity to attend learning activities abroad, to meet their peers from the other countries, experience life away from their home countries to be better prepared for their future. Speaking a foreign language in an international environment will give our students a better understanding of the world and different cultures. English is the most common language to be used in international communication in all areas – education, media, arts, science, politics as well as entertainment and socialising. Having a good command of English will help our students to have more opportunties in life. Apart from English, some of our students are taught German, Italian, Spanish, Russian and Chinese. We will give a chance to students who don´t learn them at schools to understand the basic principles of those languages as well. Education process has been going through many challenges since the pandemic started. From the perspective of our schools we need to transfrom from traditional to digital schools. Foreign languages and digitalization go hand in hand, that´s why our project is focused on both sides of education.The target group are the students at the age of 15-18 years old with the level of English B1, B2. There is always a need for students to improve their languages in a written and spoken way as well as their motivation towards learning and being independent users of foreign languages in every day situations. Learning languages is beneficial for students in many ways. They can communicate with a wider range of people which can make them more connected. Mastering foreign languages increases the career as employers are seeking professionals who can communicate seamlessly. In general, people who speak more than one language have improved memory, problem-solving and critical thinking skills. Language is the most direct connection to other cultures. Learning a second language also opens additional doors to opportunities for studying or working abroad. Speaking at least one additional language empowers us to access information that would otherwise be off-limits. The other benefits of speaking a foreign language is strengthening one´s decision making and self-confidence.<< Objectives >>All students deserve education of high quality. Embracing digital opportunities is an opportunity to be innovative, effective and to leave no one behind. Since the pandemic started we have been getting more and more sure that future is digital and educational process needs to be digitalised. It is a school responsibility to reflect on the changes in our society and implement the methods of digital learning in daily activities. Multilingual competence is one of the key competences for lifelong learning. Our schools understand a strong need for increasing and improving language learning and teaching. Through this action we would like to foster the development of a European identity in all its diversity, complementing local, regional and national identities. It is a multilingual competence which provides a better understanding of other cultures in the united Europe. We are aware of the necessity to make sure that all students are given a high level of the foreign language teaching. We want to implement CLIL methods into languge learning so that our students were better prepared for all spheres of life in international surroundings. There is also a need for unity and the same approach in language learning and we want to strengthen the use of the Common European Framework of Reference for Languages. We want to develop our expertise in language curricula, testing and assessment. Through all of those activities mentioned we would like our students to be independent users of languages and well prepared for studying at universities abroad as well as working abroad.Our main objective is to boost the transformation of schools and teachers through innovative digital infrastructures and services in teaching and learning of foreign languages to enable the students to improve their key competences and grow their talents in all actions through languages. Our sub-objectives are to develop students personalities and key competences. We want to achieve that through developing the project content and let students nteract with their peers. We would like to encourage inclusion and provide chances for all, our project provides opportunities for those who are lacking them from different reasons. Our aim is also to boost creativity, engagement, connection and empowerment through preparing materials, workshops and dissemination activities on a local and international level as well. Our intention is to promote and increase the quality of teaching and learning of foreign languages. We want to prepare digital content and interactive materials using online games and tools to motivate students to learn foreign languages and improve their educational performance in languages. Partnership will let us share lessons learned internally and externally and encourage learners to study foreign languages. We believe that thanks to all of our intentions and aims we will promote and implement digitalisation in foreign languages and raise awareness of all languages taught in our schools. Last, but not least we want to improve knowledge and skills of management, staff and teachers so that they have learned and implemented innovative blended curricula in foreign languages.<< Implementation >>During the development of the project result „Learning is fun“ we will follow common methodology and ways of communication and cooperation among partners during the preparation, implementation as well as dissemination and follow- up. In the preparation phase, teachers will study available materials relevant to language learning, eg. The Common European Framework of Reference for Languages, Council Recommendation on a comprehensive approach to the teaching and learning of languages and Council Recommendation on Key Competences for Lifelong Learning. Teachers will focus on level B1-B2 in English teaching and they will prepare basis of vocabulary, grammar, listening, speaking and reading comprehension recommended for those levels. After that, the project team of each organization will divide partial tasks among themselves – topics to be covered. In the implementation phase, teachers will prepare interactive materials, digital content according to the requirements prepared before. They will use various tools, techniques and games available online, e.g quizizz, kahoot, educandy, puzzlemaker.discoveryeducation, wordwall, flippinity, learningapps and others. They will implement the lesson plans prepared with their students. In the dissemination and follow-up phase, teachers will be shared their lesson plans during the mobility learning activities abroad. Each school will organize one learning activity which will bring an added value to our project. Leaning activities will be prepared in a way so that they are attractive and interesting for everybody. They will help us to work on our final outcome digital interactive material, lesson plans in foreign languages ""Learning is fun""and summarize particular parts of it. We will be motivated to provide a high quality education based on innovative approaches suitable for the new digital era. We will create outcomes together as well as share our experiences. Peer to peer learning will stimulate students and encourage them learn more and get better results. Through the project implementation, group work and interaction with each other, the participants will improve the following competences: literacy, multilingual, digital, personal, social and learning to learn competence, cultural awareness and expression competence. Transnational meetings will enable us to develop project activities, evaluate them and share ideas and details of our cooperation. The frequency of the transnational meetings was planned with the aim to ensure the proper project planning and international management. We are planning to organize two transnational meetings –one at the beginning of the project lifetime and one at the end of the project. They will promote team work and give us feedback about what we are doing and let us plan everything in detail . Both transnational meetings have a special purpose. They will last for 3 days (excluding travel days) and each partner organization will attend it. The participants of both meetings are experts related to the production of project results and implementation of the project - school directors, project coordinators, language teachers, IT teachers. We are planning to use eTwinning and create a project with the same title on an etwinning platform. In this way we will make our project available to teachers using etwinning. Our etwinning project will be open to more partners, not only our project partners in this Eramus+ project. We want to multiply the impact of our project by sharing it with more teachers. The relevant results and outcomes are going to be published on the Erasmus+ Project Results Platform at the end of the project. We are are planning to use the Europass Curriculum Vitae (CV) and the Europas Language Passport (ELP). Europass Mobility Document will be used to certify participants involvement in the project, their active cooperation in learning activities and key competences as well.<< Results >>The expected outcomes and project results are tangible and intangible and they will have different levels and quantity during each phase of the project. First of all the participants will get new content related knowledge and gain experiences. They will get life skills needed for the life and work in Europe and they will improve their key competences (multilingual competence, digital competence, personal, social and learning to learn competence, cultural awareness and expression competence): When it comes to literacy competence, students will express, create and interpret concepts, feelings and opinions both orally and in a written form in English and other languages. After mobility they will boost this competence in their native tongues, on a local level, while preparing workshops and dissemination activities. Multilingual competence will be boosted by communication in foreign languages in both oral and written form. They will improve listening, speaking, reading and writing in societal and cultural contexts. Interaction in foreign languages will also boost intercultural competence. Students will use digital technologies in the preparation phase for the mobility, during and after it. They will create digital content (presentations, videos, posters, leaflets). And they will also perceive and use digital content created by teachers. Personal, social and learning to learn competence will be encouraged when students cooperate with their peers and they will learn how to adapt to new situations. They will also learn how to reflect on themselves, evaluate themselves, manage their time and information from different sources. Students will boost their cultural awareness and expression through presenting their culture to their peers from abroad. They will also learn about other cultures of European countries and their ways of life. Secondly our schools will become more visible, recognisable and they will improve the quality of education and language teaching in particular. We will innovate educational material focused on participatory approach and digital methodologies in language learning. We will integrate digital technologies into daily activities of our schools. We will improve management competences and increase the capacities and professional development of language teachers. The results and outcomes directly related to the project work and implementeation are: log, website, etwinning project, presentations and videos about our countries, towns, organizations, presentations, videos, picture collages from the face to face, mobility meetings. Our most relevant result will be ""Learning is fun“ a collection of digital interactive materials, lesson plans covering 24 topics. It is an innovative and user friendly material for language teachers and every learner of foreign languages. Altogether we will make 192 lesson plans from English language. Additionally we will make 24 lesson plans from Spanish, Italian, Russian and German. This final outcome will be completed with the eer to peer activities in foreign languages created by students."

The project “Cook, serve and speak English” carried out by gastronomic high schools from Poland, Turkey, Slovakia and Slovenia was based on similar inspirations of the schools to improve the quality of teaching vocational foreign language. The main aim of the project was to create a modern work tool in the form of didactic-methodological manual for English in gastronomy in a multimedia version and with the possibility of printing it out. The manual is available in a version for teachers (among others lessons drafts, tests, answer keys) and as a didactic help for students (work cards, thematic dictionary for each chapter, texts to practice reading comprehension). Thanks to creating the manual the database of materials used on lessons is going to be extended.In order to correlate English and vocational gastronomic subjects we used the CLIL method which enabled English teachers to develop factual competences concerning gastronomy. Teachers have also improved their skills concerning IT and the knowledge gained by them was used in the project. The next aim we wanted to achieve was the ability of students to carry out evaluation of their language skills by filling in Europass Language Passport which is going to be validation of thier achievements.By implementation of the project we improved the quality of teaching as far as voactional English is concerned, widened the database of materials used on lessons, implemented the CLIL method and increased professional qualifications of both teachers and students.Taking part in the project helped us to improve the quality of teaching in the partner schools and arouse interest of potential employers who establish cooperation with our schools and our graduates more willingly. Thanks to implementation of the project teaching programme was supplemented with new content and forms of teaching a foreign language in gastronomy. Dissemination of publications concerning our project and the products among schools which have a similar profile of teachinf in Europe will contribute to widen the database of Open Educational Resources for English in gastronomy.

In our School, we have three different branches. Some of our students are major in Chemistry, Biology and Environmental Biotechnology, so we had already given a great importance to matters such as waste recycling, air and water analysis. The main objective of the project has been “forming aware world citizens”, developing a growing sensibility towards environmental issues aimed at changing people’s behaviours. Starting from the analysis of the risk factors in our area and the idea of re-discovering and defending local and national territories, we promoted a culture of eco-sustainable use of the resources. The recent flow of immigrants in our school made us aware about the importance of overcoming a growing ethnocentric feeling. As a technical school, we have always been working with students with special needs, dyslexia and BES. Giving a special value to what they could do, mostly through lab activities, we encouraged a development of their self-confidence. Of course the crosscurriculum competences and skills were not given minor importance: modern technologies (ICT) and foreign language (English) have always been considered a central issue of this project. Seven schools were involved in the project: I.O. “L. da Vinci”, Acquapendente–Italy–with 250 students (out of 450) and 15 teachers (out of 60); “Solski Center”, Slovenj Grade–Slovenia 100 students (out of 600) and 8 teachers (out of 80); “C.E.O. Rey Juan Carlos I”, Valleseco–Gran Canaria, 119 students (out of 270) and 9 teachers (out of 32); “Liceul Tehnologic N.Balcescu”, Alexandria–Romania, 300 students (out of 873) and teachers (out of 57), General Secondary School “N.Katranov” Svishtov, Bulgaria 400 students (out of 790) and 19 teachers (out of 70); Zespol Szkol w Karczmiskach, Karczmiska Poland 200 students (out of 800) and 22 teachers (out of 60); Winnova Rauma, Finland, 420 students (out of 6000) and 34 teachers (out of 550). The main activities of the project concerned environmental education issues, so we focussed on topics connected with pollution (waste sorting out and recycling, water and air pollution and alternative sources of energy). As regards waste handling, the first step was classifying different types of waste, studying the different times of decomposition and the ways of reuse and recycling. Several techniques have been observed and data collected to be compared with those of the partner Countries. About water issues, we started with a guided active research aimed at classifying different types of water. Samples have been collected in our area to be eventually analysed in laboratory. The collected data were compared with those of the partner countries. Then different techniques of water purification have been studied. The same activities were undertaken to deal with air issues: classifying, sampling and analysing. The obtained data, collected and compared, were used for a further research on the relationship between the air quality and health. Regarding renewable energy sources, different types have been observed and classified; 3 field trips wereorganized. About cross-curricular activities we focussed on increasing students competences in ICT and English: materials in English was created using e-tools. A good deal of material was produced: A logo, to distinguish our project, eventually used on every gadget; Video clips presenting the schools; Multimedia presentations for all the environmental aspects we dealt with; An informative leaflet about waste sorting out and recycling; QR codes scanning for the garbage bins; Several photo books illustrating the different activities carried out; Posters for the celebrating events; Workbooks reporting and summarizing the activities; On-line resources for dissemination; Survey and evaluation sheets; Gadgets. The impact on all the participants was really great: both teachers and students developed a deeper ecological awareness, increasing their knowledge about environment at an international level, getting closer to such issues and to the the European policies regulating them. Teachers benefited very much from the comparison of different teaching methods and the European policies regulating them. Teachers benefited very much from the comparison of different teaching methods and approaches, especially in laboratories activities and for students with special needs. Understanding the importance of foreign languages to communicate with peers represented both for students and teachers a strong incentive, resulting in an increased competence in English. Moreover, everyone learned how fruitful real cooperation is to obtain important results. During the summer holidays, students kept in touch with their European peers exchanging e-mails.

While the humans want to dominate the nature and lead a comfortable life, they sometimes end up destroying it involuntarily. Numerous dystopian films produced in the past decade are meant to give us a nightmarish insight into what the world of the future may look like unless we start taking care of it. Therefore, through this project, we want to raise students’ awareness about the environmental problems that are produced and perpetuated by human beings that have negative long-term effects on our planet. We want them to be responsible citizens and work towards the goal of leaving a safe and clean world for future generations. We want to turn our schools into green schools in which environmental policies are implemented and respected by everybody. Last but not the least, we want to set a model for our communities and determine other schools to take action in the field of ecology. OBJECTIVES- To exchange ideas and practices with other European countries in terms of environmental issues- To familiarize students with environmental issues and concepts like sustainable development, renewable sources of energy- To raise students self-learning and autonomy by doing research, collecting and presenting data, etc. - To improve students’ creativity, critical thinking and analytical thinking- To improve students’ self-confidence in new environments, to foster their adaptability and flexibility- To enable the development of participants’ intercultural competences, the awareness of shared European values- To improve communication, interpersonal, social skills in multicultural contexts- To promote social inclusion of students facing all kinds of difficulties- To empower and determine students to get involved in their community life - To enable teachers’ development through communication and practice sharing with their European peersPARTICIPANTSThe project is aimed mainly at students, who will be involved in all the stages of the project – preparation, exchanges, dissemination and exploitation activities. The target group of students is made of 1000 students aged 15-18. They are a mixture of various nationalities, social and economic backgrounds, religions, mixed abilities students, both high and low achievers, rural and urban areas, VET or general training students. This is what makes the project so interesting. The fact that we can observe one another and learn from each other about our problems, interests, career paths, opportunities.Out of these, we will select 100 students to participate directly in the exchanges.MAIN ACTIVITIES AND METHODOLOGYC1 – Water is Life (trans disciplinary approach, water as a source of life, water shortage)C2 – Keep our environment clean (recycling, waste management) C3 – Breathe and Let Breathe (air pollution, air quality) C4 – Global warming issues and renewable energy for sustainable developmentC5 – Take action to build a clean futureIn order to prepare for exchanges, students will do research, interview school mates, parents, acquaintances about the environmental issue addressed. Also, students will talk to local authorities and local NGOs in order to see what the local and national policies are, how schools can get involved. These findings are shared with partners during exchanges. The exchanges include activities and presentations developed by students for students, but also teachers coordinated activities in which students work together in order to do topic-related STEM projects. For C5, students implement and share environmental awareness campaigns.RESULTSOur results consist of initial and final evaluation documents, students’ surveys applied in the local community, online quizzes for other school students, brochures about environment issues, presentations of schools, countries and environment problems, statistics and reports, STEM projects, flyers about recycling and responsible use of water, campaign posters and methodology, videos, pictures, dissemination platforms and tools.IMPACTThe project is expected to result in numerous positive changes at the level of all partner schools. First of all, the relationship between teachers and students will improve, and so will the relationship between the school and the parents. Parents will become more aware of the key role that the school plays in developing the future citizens that will contribute to the development of the community. Local authorities will see the schools involved as a dialogue partner and will support the students’ initiatives, both the ones in the project and the future ones, because we expect that students will develop new initiatives and will become active in their community. NGOs will become our partners and we will develop future projects with them.Therefore, the schools will increase their collaboration with local institutions and will improve or boost their image in the community. It will benefit from more active students and teachers who will feel motivated by the participation.