"This is an Erasmus+ KA226 strategic partnership of six schools situated in countries all over Europe: Greece, Portugal, Ireland, Iceland, Serbia and Belgium. Its title is ""Digital Readiness for European Distance Learning"" (DIGI.R.E.DI) and it will last 24 months. Partner schools all belong to secondary education, most of them to the vocational one. Teachers involved are experienced in the use of ICT and in distance learning long before COVID-19 imposed its restrictions on school life as well. They are also eTwinners and open to innovation.The main objective of the project is to update the digital competences of teachers and students of partner schools by introducing new Web 2.0 tools, new software and methods that can be used to make distance learning qualitative and fruitful for the educational procedure. The institutions involved will share their knowledge and experience in the use of ICT in education and develop teaching material together. This teaching material will be tested in virtual, mixed but also some regular classes and will be uploaded on project twinspace and blog so as to be available to any teacher in and out of the schools involved. Basic project info like participants, objectives and activities, mobilities and procedures will be disseminated in the form of newsletters and the results will also be published in the form of an e-book where all partners will contribute.Well established communication even before the project begins via Twinspace, WhatsApp group and online Webex meetings has been facilitating partners coordination and promises effective cooperation. In the case of COVID limitations, the project will set off through the project Twinspace where teachers and students can start knowing each other, introducing their school premises and their areas of living and then moving to the introduction of project objectives and start experimenting with some new web tools.Six intensive training weeks for teachers will be realised as total, each one hosted in a different partner country. Their content will be related to new digital tools, a different one in each host country, through a presentation, a workshop, discussion -evaluation, presentations on e-safety and inclusiveness of each country's distance learning and project meetings for its smooth implementation. Just one Transnational Project meeting is planned to the end of the project to prepare its final report.Lots of in and out of schools dissemination practices among them an e-book with web 2.0 tools and tutorials, six Newsletters, a project blog, use of eTwinning platform will contribute to project results sustainability as well.The collaborative teaching methods developed by the partners based on new technologies will enable more interdisciplinary and intercultural activities to be carried out in the future in all the institutions involved in the project and better distance learning. The effectiveness and attractiveness of the new teaching solutions will be tested by involving students in local and foreign online activities implemented by using newly learned digital tools. Schools will become more experienced in managing European projects, better connected to their local networks and more confident to invest in their internationalisation."

"Schools from 7 different countries (Germany, Iceland, Poland, Spain, Turkey) initiate a multilateral partnership and carry out their project idea ""Water - a European task in a global context"". Due to geographical, Social and cultural aspects, each country contributes individually and particularly to the project. Inda-Gymnasium Aachen is the coordinating partner. Water is the origin of life and affects mankind on the whole world. Therefore, we want to deal with the manifold aspects of water and its importance for our daily lives in the context of an international exchange. The participating partners have a different view on the availability of water, providing the students with the experience and the awareness of access to drinking water and a thoughtful reflexion of their own water consumption. Topics covered within the three-year project activities are:- Water conditioning, chemical and physical properties of water - Water treatment and drinking water abstraction- Distribution of water in the geological, geographical and political context- Water and agriculture - Water as a threat: flood and flood control- Infrastructure: economical an ecological issues- water power, geothermics- water as economic factor, tourism, wellness- the intercultural dimension of water:water in Art, music, literatureThe international dimension of the project refers to the UNESCO topics ""water"" as well as ""World Heritage Earth"" as different concepts of life and different perspectives on the dependence of water are being examined from economical, ecological and cultural points of view. Water is part of different curricula in all countries, therefore the project provides the chance to benefit from its results and products to a large extent.Aims of the project are the awareness of the various forms of using water, the exemplification of the international relevance in various contexts and the developement of solitions for problems related to the topic of water. Our students are going to analyse their own water consumption in the light of sustainability in order to realize the European and the global importance of private and public use of water. In this context we also deal with the problematic distribution of water. On the one hand, the aim of agriculture in arid environments is the international market thanks to irrigation, on the other hand politicians discuss the privatisation of drinking water supply. The latter would mean that water becomes a trading good instead of common property. We want to discuss the access to drinking water as a human right. Besides, we intend to work on the economical dimension of water as energy ressource, infrastructure and its importance for tourism, taking the ecological repercussions into consideration, too. The basic aim of the project is the awareness of the cross-border, interdisciplinary importance of water and the resulting consequences and challenges, also for our daily routines. This aim cumulates in a charta on European water protection, comprising a comparision of the national implementations of the corresponding EU directives. According to Europe 2020, the project focuses on the future and on sustainable growth. Our students aquire and extend their presentation and research skills. They learn how to plan, carry out and analyse surveys and other data collection methods. They gain an insight in social science and academic research. They improve their foreign language and intercultural skills.The activities, which mainly take place in the course of the transnational meetings, comprise for example visits to water treatment plants and power stations, analysis of water consumption and the presentation and documentation of working results. Students participate both in a cognitive and holistic way, for instance by cooperating with ""Engineers without Borders"" and by developing filter systems for water treatment. As a long-term result, the students increase their appreciation for the precious resource of water as a basis for a sustainable and social life."

"The partnership between Menntaskólinn of Reykjavík (MR) and Hersleb vgs. of Oslo onsets a long-term cooperation that will give the students and school staff the opportunity to develop new social and professional skills. This collaboration aims to give the participants the unique experience to come into contact with cultural, social and methodical differences in education between both countries. Iceland and Norway differ strongly in geology. Therefore, this collaboration attaches importance to complementing the geology education program. The main focus will be towards climate change, geological resources and geoscientific research. These three topics will emphasize the challenges faced in a changing climate and environment. Hereby we want to encourage the students to become more responsible towards and aware of environmental issues. The students will be challenged to think and learn actively about ways to conserve the earth in a durable way. Furthermore, this project may engage in furthering the recruitment of geology education in schools and universities.Besides the mentioned differences above, both schools differ strongly with respect to the cultural composition. In contrast to the more homogeneous composition in MR Hersleb houses a large proportion of students with an ethnic origin differing from Norwegian. Through language and culture, openness, teamwork across nationalities and new friendships the participants’ understanding and tolerance towards other cultures will increase. The students will hereby broaden their horizons and develop a European and even a global approach of thinking. This will enable them to participate in social and political debates concerning Europe and the European Union. Making contact with new cultures will raise the students' interest in foreign cultures, which in return will help to decrease prejudice and prevent racism among the participants.The collaboration will further strengthen the teaching profession in both methodical and practical ways through the exchange and the development of new learning and teaching methods. The main focus of change lays on active teaching in the field. The fieldwork will be organized in a way that the students will receive the role of guides for the visiting students. The area near Reykjavik explains numerous physical phenomena involved in geoscience competences. Through fieldwork the Norwegian participants achieve a unique approach to the theory of plate tectonics, sea floor spreading, hotspots, volcanism, younger igneous rocks, natural disasters, glaciers and natural resources such as geothermal energy. For Menntaskólinn the cooperation with Norway has a more ""historical” interest. Iceland's oldest rocks are namely ""only"" 20 million years old, while near Oslo a 1.2 billion year old bedrock consisting of gneiss is found. The road up to Kolsåstoppen is a walk through 250 million years of geological history. Oslo Field forms a model in geology with its number of distinctive rocks and fossils. Students will take part in the ""Fossil project in Tøyenparken"" which is a road cut with fossils unearthed by students at Hersleb vgs. The project is a collaboration with the Natural History Museum.The collaboration centres on lifelong learning and the development and sharing of good teaching and assessment of practices. It will therefore be important that participants develop positive attitudes and grow into an internationalization project. Through geosciences with focus on alternative energy sources and sustainable resource utilization the students will be challenged to think critically and participate in discussions. The result of the project will be presented and shared through a dedicated project website and eTwinning. The website will also act as a kind of blog where students can share articles, reports and other relevant materials. Other social media like Facebook, YouTube and Instagram can be additionally used to present the project work. As the students will have to present their research in a formal way, they will learn to improve their professional English language skills, besides the English language skills obtained during informal activities.It is desirable that this project will set up a long-term cooperation that will live on also after the EU grant. Over a three-year period we hope to have built up a strong and sustainable contact that endures after the EU funding has ended. The partnership may continue through online contact, and will be further developed through the eTwinning Portal. We envisage in the future to link to us a new partner which has a different climate and a different geology than Norway and Iceland, that could help to complement and develop the project."

The acronym “WWM” will be used to denote both “Ways with Maths” and “Worldwide Maths”.The “WWM” project, a trans-national cooperation, has broken new ground in its use of digital media and new technologies in everyday school life. The improvement in the quality of the educational processes as well as that of the forms of organisation in the participating institutions was of particular note. The results of the project have proven themselves to be very useful with regards to the distance learning currently in use and can be applied to the students’ self-study. Central to the work of WWM was the use of media and the media literacy seen in maths lessons. Thereby we mainly focussed on the open-source software GeoGebra and also used a Twinspace on eTwinning. One of the features offered by GeoGebra is applied modelling, which we used to recreate the mosaics of the Alhambra. Thereby short educational films were created by multi-national teams, to be used by future students.In the context of the European Year of Cultural Heritage in 2018 we examined cultural aspects of our respective countries alongside and amongst mathematical issues. To begin with we put together a timeline with the help of our students featuring well-known mathematicians of our and our partner school’s nationalities, in order to discover more about the historical development of mathematics in our respective countries.Throughout the duration of the project, we presented and examined notable examples of architecture in each other’s own towns, a task aided by presentations that were made available for all on Twinspace. With the help of the newly acquired information a Kahoot was produced, which we found to be an entertaining means through which to teach the school community about our partners in the project.For example, GeoGebra has helped to examine and model mosaics in Spain, to sketch amphorae in Greece, and to produce vibrant parquet in the style of M.C. Escher, as well as allowing boats to be wave tested and bridges constructed in the Netherlands. In this context trans-national aspects of the mathematics curriculum were covered, for example observing symmetries or classes of functions.One of the large positives of our project was the structural continuity with regards to how the work was organised. The respective host students would produce informational videos before the meetings, with which the other participants of the meeting could prepare themselves for the work in multinational teams. Moreover, these videos have and will be used as example solutions to mathematical problems in numerous courses and classes, as well as of course disseminating the results of the project work. Maths, as is the case with other subjects, finds itself in a time of upheaval with regards to media usage. There is now a plethora of new technologies and devices (Tablet PCs, Smartboards, educational software, internet) on the market, whose possibilities for implementation into the classroom appear to be endless. What forms do sensible implementations of technology take? What opportunities would be available to respond individually to students who require special support? Last but not least, the students should be taught how to think in the abstract in maths, without them feeling that it becomes too conceptual. The actual usefulness of digital media is largely dictated by the competence of the individual teachers and students. It was noticeable that those teachers and students participating in the “WWM” project during this period of distance learning greatly benefitted from the e-learning and blended learning experience. The project work has led to more familiarity and greater command in dealing with media such as online conferences, educational videos, and online courses.The results of “WWM” are available to view online, one such location being on eTwinning at: https://twinspace.etwinning.net/72066/home

Context/background of the project:The project was created in context with the importance of health promotion in schools along with increased environmental awareness. In 2006 the European Commission, the Council of Europe and the World Health Organization supported the establishment of the European Network of Health Promoting Schools (ENHPS). In the project we address all four key themes in the policy of health promotion in schools: nutrition, mental health, physical activity and healthy lifestyle. ObjectivesThe main objectives of the project were to interlace health promotion in schools with curricular contents, specifically regarding natural sciences and cultural heritage. Thus, with outdoor physical and intellectual activities in the field, we aimed to acquisition of knowledge and skills and at the same time to ignite interest in and recognition of the importance of one’s environment, its conservation and its value in the past, in the present and in the future. Number and type/profile of participantsThe participants of the project were teachers and pupils of the five partner schools. Around 60 pupils and 35 teachers were directly involved and participating in the short term learning and training activities. The pupils were in the age of 16-19. Three of the five schools had only girls participating, the Greek partner (which is a girls’ school), the Spanish and the Slovenian school. The Icelandic and Swedish partners had more or less equal number of boys and girls participating. The profiles of the pupils were very diverse but they had in common the motivation for experiencing different environment and cultures, hosting guests and introducing their own regions to them. Description of undertaken activitiesEach partner selected regions and hiking routes of interest in their region. Study kits were made, in which the objectives, target group, proceedings and processing of the activities were described. The activities were very diverse and with different emphasis regarding contents, but they all had in common to be outdoors or in the field. The activities included short and long hiking routes, skiing and orientation where students worked in groups, along the way or as a follow up, on subjects like geography, geology, fauna and flora, conservation, cultural heritage etc. These activities also included preparing a back pack with the proper nutrition and clothing as well as some survival strategies in case of mishaps or bad weather. Among activities were a visit to a natural and a regenerative farm where the groups had the opportunity to do some agricultural work and learn about sustainable farming. Also there were some guided visits, e.g. mines, power plants and national parks. As a follow up there were workshops in groups with discussions and conclusions.One of the activities of the project was a logo competition. Pupils of all the partner schools participated and in some schools this was integrated in the graphic arts lessons. Results and impact attainedThe results attained can be divided into three categories.A)The products of the learning activities. This category includes the learning material created by teachers and represented in standardized study kits and the routes recorded and described on the GPS application Wikiloc. B)Acquisition of students’ skills and competencies as well as increased awareness of environmental and health issues. In addition to the vast new knowledge acquired in subjects like geology, history, geography and biology, pupils got the opportunity to practice in the field their previously acquired skills in these subjects as well as in languages through written and oral communication. For many of the pupils the activities were a “first time” experience. Not only were they coming to new places but were hiking in rural areas for the first time, skiing for the first time, experiencing snow for the first time, smelling Sulphur from a hot spring for the first time and being exposed to both the beauty and the harshness of nature for the first time. C)Influence of school policy, development of teaching methods and international cooperationThe project has raised discussions in the schools and pointed the attention to the necessity of action to be a health promoting school. The project has enhanced personal and professional relations between teachers of different subjects. The nature of the project is such that it welcomes all subjects. Thus, one of the most important type of results is the inspiration and motivation for teachers to share experience, learn from others and develop their personal and professional skills. Longer term benefitsThe longer term benefits of the project concerns category C) above; the progress in school policy. Also regarding changes in awareness, lifestyle and social skills.