Schools from Poland, Portugal, Italy and Croatia decided to realise the innovative for each institution project connected with the specific area. Our schools are placed in different parts of Europe including bright green lands and we will try to connect environment education, ICT with carrier counselling. It was caused by few reasons. Taking into account our conditions, location and previously mentioned difficulties and social risks we implemented the new, innovative for all institutions synergy. In every school we expanded our ICT knowledge using new tools to create final products or communicate to each other. For instance we created multimedia presentation with Prezi, Emaze, Kizoa, Vimeo films, a kinds of electronical books like Flipsnack using new technology and specific sites with modern tools which haven’t been used yet in our schools. The next component was the environmental education from visits in our local woods, national parks, companies connected with carpentry, forestry and yachts building to practical way of education like planting trees. Researches, documentation ( photos, films, recordings, juxtapositions) were presented in different forms – in electronic and traditional way. The last point of our synergy was connected with social exclusion and the risk of leaving school early. We organized lessons devoted career counselling. There were meetings with people who occupy this topic and workers in national parks, shipyards, carpentry companies, foresters, former students who are now in military school. We showed young people possibilities of workplaces in their own areas, the ways of education in secondary schools and universities. Better learning and teaching were the main objectives of this project. Every activities planned were the part of the curricula disciplines and teaching but with a different and original point of view and new perspectives. We could assert that all activities planned during the different mobilities were designed as learning activities in themselves and the results were achieved:Ice breaking activities – we made multimedia presentations and films about schools , regions . Students and teachers used Skype, Facebook and Twinspace or chats to lead video-conferences; multilingual vocabulary with names of plants was created , digital or paper albums with dried plants, leaves of trees with the names in mother tongue, Latin and English were presented during visits and on websites. Students under the teachers’ supervision collected the tales connected with woods and forests. After visiting local companies using wood as a raw material : discovering careers, economic elements, management of a companies -the reports are presented on school, eTwinning and Facebook sites. Teachers organized meetings with forresters ( as a possible job in the nearest area). Woods and forests as a source and the resource of life- National Park and Natural Reservation visits, Nature museums. These educational/recreational activities of the forest heritage mainly took place during the mobilities - reports illustrated with photos or videos were published online in order to share with the others still at home. Our Forestry Cuisine- characteristic recipies + photos using forest fruits and mushrooms collected among our families. They are traditional or recently invented recipies (mother tongue + English, online publishing on eTwinning and school sites). The International Days of Forests and The Days of Earth were devoted to outdoor activities for students e.g. trees planting, taking photos , knowledge quizzes, drawinf plants, recognizing animals voicecs etc. Final questionnaire was created for all participants (management of the schools, teachers, pupils, parents, local and the results are accessible on the project websites. Writing reports and publishing them on the Internet favoured the development of the language and ITC skills.Sharing the life of a family in an alien country expanded mind openness, cultural discoveries and developed language & communication skills. Teachers as well as students also discovered new ways to live at school, different kinds of relationships between pupils and adults and other teaching methods.

“Molecular gastronomy in European perspective” was an interdisciplinary project connecting a socio-cultural aspect with science and ICT. The project was the response to the educational and social needs. When it comes to the educational ones: - students should use their theoretical knowledge in practice;- not only theoretical knowledge matters;- theoretical knowledge without practice may turn out to be useless.As far as the social needs:- students can use school knowledge in outside school reality;- students can show not only theoretical knowledge but also practicals skills on the job market in students' future.There were two main contexts of the project: scientific and socio-cultural. As far as the former, molecular gastronomy is a subdiscipline of food science that takes advantage of many innovations from the scientific disciplines. Our main purpose was to teach children science- physics, chemistry, biology and mathematics by showing them utility of those subjects. When it comes to the latter, all this process of learning and teaching takes into account the socio-cultural aspect of partner countries' diversity.The participants of project were 60 students (15 from each country) chosen by project coordinators using the criteria selected and set. Our main target group was early teen school students aged 12-15 who begin to learn chemistry and physics. They were at least in their second to last class so they had the possibility to take part in two-year project till its end.Nonetheless, there were other target groups of the project. All other school students, all the school teachers, students' parents, local inhabitants, all other European students and teachers, and finally, all those interested in the subject of the project constitute potential project recipients.Our students were profoundly motivated and aware of significance of learning science subjects. They developed their practical skills and competences in science, ICT, foreign language and foreign culture and history. Also, they expanded their personal skills like self-confidence, tolerance, openness to new culture, traditions, beliefs and customs. The profits are available for whole local communities: exchange of good school practices can enhanced the quality of teaching and increased motivation to learn science subjects, foreign languages and ICT elements among all students in partners’ school.During the exchanges the students familiarised themselves with the cuisine and culture of each host partner. They took part in molecular workshops. Preparing to mobilities students created films and presentations about host countries. What is more, students cooked in both traditional and molecular way dishes of host country what was shown by means of short movies and presentations.Therefore, our main objective were all fulfilled. The following aims - increasing a practical approach to learning science subjects for improving quality of teaching, helping our students develop practical skills and competences, increasing critical thinking, developing the ability to use theory in practice and raising awareness of learning science subjects, increasing practical skills and competences in ICT and raising cultural openness and tolerance - seem to be achieved analysing measurable and unmeasurable results and effects of the project.Organising presentations for teachers and workshops for all the school students and their parents, all the school teachers and administrative employees, local inhabitants enhanced positive attitude of students, their parents and local community towards the school, improved engagement of students and their parents' in school life, increased cooperation and promoted the school among its local community. The results of project may be used by every teacher and student interested in that subject because the project web page available in English. During project the students made a web page about their work and achievements.In terms of impact on other target groups, they could increase their knowledge by familiarising themselves with project's results.It was absolutely relevant to conduct the project transnationally. Meeting four groups of teenagers coming from different European countries was a possibility to meet new culture, habits, traditions as well as to look at oneself and one's society from a completely new perspective. The students met the partner country through its cuisine in the real life situations. The students had the opportunity to be exposed to different socio-cultural context. While cooperating with students coming from different countries and visiting those countries, the project participants gained experience that could not be gained in artificial classroom circumstances. What is more, the students had the opportunity to make international friends among the project participants what could help develop foreign language competence during the project and after its end what is definitely added value.

"The title of our project is ""Being virtuous in a virtual world"" and the participating schools are six: Croatia, Greece,Italy (the coordinator) Poland, Portugal, Spain.The Italian and the Polish schools in a final project meeting of a previous Erasmus Ka2 talked about a possible and further future cooperation in another KA2 project finding out a common problem that teachers in any country daily live and face at school, how to deal with the students' ab-use of social networks.In Italy this year a National Day against bullying and cyberbullying has been established on 8 February 2020 and the school has organized workshops and meetings with psychologists and competent professionals. Other schools were contacted on eTwinning and they all shared the same interest in the topic, since some of them reported repetitive acts of cyberbullying, of sexting and racism in the use of social media. Racism is a great problem expressed in social media in many countries, expecially in countries which receive the largest number of refugees, such as Sicily and Greece.The main motivation of this project is to create responsible digital citizens in Europe who use the Internet and social media to share appropriate stories, images, videos and ideas with friends and family, to have a positive digital footprint, to give due credit when sharing an idea, image and video (to respect and be aware of themselves and of the others), to report inappropriate and dangerous online behaviour (cyberbullying, sexting and harassment, hate speech, fake news, acts of racial intolerance).The objectives to be achieved are:1. To encourage the strengthening of all participants’ linguistic skills;2. To promote an understanding and respect of the cultural diversity;3.To promote responsibility and respect for the rules of civic society encouraging good practices in the use of the web;4.To increase the awareness of being properly social and the expression of one's own creativity without being harmful and insensitive towards other people avoiding predjudices especially to minorities.ActivitiesFirst mobility in Poland (8-14 November 2020) only teachers to attend a course and plan the activities of the project.7-11 December 2020 digital drawing in inkscape to create projects logo and proposing slogans for the project 18-22 January 2021 presenting our school, city and coutry in tools we like the most14-20 February 2021 (Croatia) mobility with students19-23 April 2021 preparing videos about what will change in ten years, taking in consideration different aspects of life: human body and brain, economy, finance, robotics, transport 9-15 May 2021(Portugal) mobility with students18-22 October 2021creating a personal avatar and a national avatar to be compared with the other countries' avatars in the next mobility thus becoming the international Avatar 7-13 November 2021(Greek) mobility with students 17-21 January 2022 creating a national eSafety manual to be compared with the other countries' in the next mobility, thus becoming the international manual6-12 February 2022(Spain) mobility with students 8-14 May 2022(Italy) last mobility with studentsAll partner institutions are responsible for the cultural programme of the exchange visits to ensure a successful proceeding of the project itself. This means they also look for host families, find resources at school like rooms and technology, organize events, open days at school, meetings with experts.The Italian school assures the good communication (in English) among partners, tackles any problem and is responsible for any decision making. The communication between the project partners is run by means of the social media like Facebook and SKYPE meetings which will be the responsibility of Croatia and eTwinning which will be managed by Portugal. Modern IT based communication is used regularly as needed (emails, WhatsApp, text messages, phone calls).The Spanish school prepares albums, videos, multimedia presentations and all schools regularly post material to the Facebook page to disseminate our work. The Greek partner will take care of the printing of the e-safety manual and the Polish will collect and evaluate data (texts and photos/videos) on paper, memory sticks and send it to Croatia to put it on the Facebook site.The objectives will be assessed regularly by using questionnaires for students and teachers (multiple choice and open questions to express their opinions and feelings) to find out about the students' improving competences in foreign language skills, tests to check the learning process and the benefits from the project. The monitoring of the response of the local community documents the success of the project (e.g. the number of visitors on the website, articles in mass media).To disseminate the results schools will show handouts, reports, videos on each school websites, publish articles on newspapers and news on local TV, create a Twinspace page and organize Erasmus+ events."

"The central theme of our project ""What makes you different makes you beautiful"" is to deal with highly diverse classrooms while at the same time avoid early school leaving and improve students’ learning achievements. Our aim is a powerful school environment which respects diversity and supports all students making them to feel unique. Our special objectives are to help students from different backgrounds to be more self-confident and creative with better academic results, using all their social and cultural potential. We also foster to establish a positive and challenging climate and to bring up the respect for the values (religious, ethnic, personal) of other people promoting tolerance and openness to other cultures, people, languages, religions, customs and lifestyle, eliminating xenophobia and prejudice. In addition, we focus to promote oral, writing and research skills for different productions, as well as the use of foreign languages, communication, negotiation and debating skills and to familiarize students and teachers with ICT and audiovisual productions in a protected environment, providing tools for learning through entertainment and networking, within and among schools providing a model for collaborative learning and teamwork - as Lev Vygotsky wrote 'learning is cognitive development through social interaction’.For solving the problem of early school leaving and low academic results, we cannot use one-time actions and events, or studying only the theory; it is necessary to use methods and techniques that will allow each child, according to his age characteristics and abilities, not only to learn and understand, but also to feel and experience. That is why we have chosen creative activities such as outdoor activities, games, ICT, art. In addition, all our partners come from different schools, countries and social environments. Thus, we will share the strongest sides of each institution and will work to create non-boring techniques to strengthen the school environment, with motivating activities integrated in the school intra and extra curriculum context; we would like to implement and share active learning methods which take different types of learners into account. We want to make school days happier, more active in our own ways. The lessons will not be restricted to the national point of view but they will be enriched by innovative activities. Students will come into contact with different cultures and diversity; they will be able to practice new knowledge instead of just learning in a theoretical way.Finally, our results: the developed activities, lesson plans, games and materials will be available to youth organizations and schools. They can be used for new projects, lessons, formal and informal learning."

We live in a global world, where links with neighbouring countries are more and more important. In this world, sometimes we tend to forget how important key competences are, and how art is connected to everyday life.This project aims at improving these key competences mainly through the lines of literature supporting all fields of the language curriculum, and multicultural literature in particular offers many benefits that make our students value their cultural heritage and feel proud of it as well as fight prejudice and develop a deep understanding and acceptance of other cultures. As English is the only way of communicating with their partners from Croatia, Cyprus, Germany, Italy, Poland and Spain they will on the one hand improve their speaking skills, and on the other hand, their motivation will be increased as they use the language in real life and not in a simulated learning situation. The fact that the students participate in planning, performing and evaluating the project will make them regard their learning process as more participative and meaningful and make them feel responsible for the outcome, which will have a positive impact on building up self-confidence and self-esteem. In the process of the project, the students of all participating schools will be involved in different national and transnational activities like research, reading, having multimedia meetings, making interviews, creating collages, presentations, video clips, tourist guides, etc. All activities will be implemented with a collaborative approach to promote teamwork. Our methodology will also foster the use of ICTs and favour our students' autonomy. As our students are aged 11-16, the tasks will be adapted to their age and competences. It is one of our aims not only to involve the students taking part in the mobilities but to open the project for as many students as possible. But it is not only students this project is aimed at. Teachers will also be the target of the project, because they will have the chance to improve their English, exchange good teaching practices and learn from each other, create a network with other teachers to work beyond the project and live a European experience which will be very enriching for their teaching practice. In addition to the results regarding key competences there will be a number of concrete results like bibliographies and texts of writers from the participating countries, tourist guides, video clips... We expect our project to have long-term results, too, as our students and teachers will establish bounds with students from five other European countries which will last when the project is finished. The experiences will hopefully increase the number of students reaching higher education, help to reduce early school leaving and fight youth unemployment, which are objectives complying with the European policies reflected in the European Strategy for Education and Training 2020. Working on that goal together with students and teachers from other countries sharing the same problems will unite us and give both schools and cities participating in the project a European dimension.