"The project ""DE.M.O.S. - DEbate as innovative MethOd to ​​enhance critical thinking and life skill"" turns around the implementation of the debate methodology as a tool to develop students' key competences and thus foster their employability, socio-educational and professional development, as well as participation in the civil and social life, thus contributing to responding to the main priority of E +. The proposal stems from the cooperation between IISS Dalla Chiesa di Montefiascone and five European schools from Holland, Turkey, Latvia, Portugal and Poland.DE.M.O.S. is addressed to students aged 16-19 and aims to achieve the following goals:- contribute to the development of students' key, transversal and life skills through the innovation of teaching methods- innovate the approach to teaching and learning of foreign languages ​​through the implementation of interactive, proactive methods that privilege interaction and orality- adapt the skills and methodological tools available to teachers to respond more effectively to social challenges, supporting them through training and European comparison in the development of innovative teaching and assessment methodsand the following specific objectives:- structurally introduce the practice of debate in partner schools and share the benefits with other institutions in the various countries represented in the consortium and at EU level- allow the teachers of the partner schools to acquire the pedagogical, methodological and managerial skills necessary to implement the debate in an effective and sustainable manner over time- train the directly involved students, through the international use of the debate, to be active and aware citizens, develop critical thinking, argumentation skills, communication skills and a whole set of transversal skills that will make them more competitive in work and in life- improve pupils' language skills through the activities foreseen in short-term exchangesThese objectives will be achieved through the organization of mobility for students and joint staff training meetings. 20 students and 5 professors per partner will be involved in the mobility, but the expected impact at the institute level will be much greater. During each of the exchanges the students will be able to deepen some specific technical aspects of the debate, which will then be put into practice during sessions where students, organized in international groups, will compete on controversial and wide-ranging topics. DE.M.O.S. makes a predominant stress also on the empowerment of the teaching staff, aimed at the structured integration of the debate as an interdisciplinary teaching methodology in the school curriculum. Two joint staff training events were planned, at the start and at the end of the project, to allow the teachers of the partner schools to discuss the organizational and managerial methods of structural introduction, but also on the pedagogical and didactic functions linked to the evaluation of the skills acquired through this tool. The teachers will be trained to play the role of judges in a debate, to draft a motion according to the criteria of the World Schools debate, to organize a competition, and will reflect on the use of the debate as a cooperative learning method, as a declination of a laboratory approach and so on.The methodology used to conduct the debate sessions is the World School Debate; in general, interactive and engaging formats, cooperative learning and peer education will be used throughout the project.At the end of the project, important concrete products will be developed:- A compendium of the motions discussed during the mobility, with annexed methodological notes and learning outcomes highlighted by the teachers- A booklet that collects the most significant experiences lived by students and teachers that enrich the existing literature on Debate and contribute to the dissemination of the methodology on a national and European scale, highlighting the benefitsas well as learning outcomes related to transversal and life skills such as: knowing how to argue, speaking in public, developing critical thinking, gaining awareness of the rights and duties connected to citizenship.In terms of medium-long term benefits, the creation of a European network of schools, which share the debate as a good didactic practice, both curricular and extracurricular, represent a great asset, supporting the sharing between educational systems and cultures. In fact, our project sustainability plan provides the possibility of exporting the pilot project by extending it to other countries and schools, thus ensuring the maximum impact of the project."

Digital technology is built into our students' life, so it is a good way to involve electronic devices into the learning process and make them part of theirdaily language learning activity. It's teachers' responsibility to search and find effective ways of teaching, because ICTbased educational methodology provides a more attractive way of language learning. Having a better language proficiency, participants in the labour market can obtain greater employment chances as employees of the future Europe. There were six participating secondary schools in the project (applicant: Hungary, partners: Italy, the Netherlands, Poland, Spain and Turkey) and all schools found foreign language proficiency an important focus of the teaching and learning process in their schools. So the project topic announced by Hungary provoked huge interest at each institution showing positive motivation and determination towards innovation and improvements in ICT supported education. Here is a list of software solutions students used at the meetings (partner’s country is in brackets), and later taught their mates at their own schools. They managed to share ideas with Microsoft Publisher (Hungary), Madmagz (The Netherlands and Italy), Flyers (Italy, Poland) and Collage (Spain). They used Google Apps for education with the help of Hungarian teachers and created Apps with the assistance of Turkish teachers. The students and teachers practiced searching for information at the American Corner in Hungary and prepared interesting PPT-s and Prezis about their experiences in different partner countries (Italy, Hungary). Producing Powtoon (the Netherlands), Wevideo (Poland), Youtube, goanimate-4schools, padlet videos (Turkey), audio files and comics, Timeline (Spain) the students studied how to demonstrate interesting topics in a foreign language in a fascinating way. They also studied various assessment and evaluation solutions by creating Redmenta and Kahoot tests for each other (Hungary) Quizlets, Kahoot (Poland) and using Google Drive (Italy, Poland and The Netherlands). They also enjoyed some extra topics like working with lego robots (in Hungary) and taking part in an online competition (with the assistance of Turkey). We also motivated teachers to use more ICT tools made by publishers (OUP, MM Publications, Pearson). During project implementation we could involve professional help (the lecturers of the University of Pannonia), teachers (mostly ICT and language teachers) and learners of foreign languages. Our common activities were launched by a week’s staff training in Hungary with an overview of the recommended fields (for teachers mostly) of possible ICT tools and visiting some classes as samples of ICT supported teaching and learning. The lecturers from the University of Pannonia organised workshops at Bródy Secondary School. Due to technical difficulties it could have been more effective to organise these workshops at the university in Veszprém and transform them to a more practical, “secondary school” level. In the first year of project implementation teams of participants (4 students accompanied by 2 teachers) visited their partners (in The Netherlands and Italy) but in the second year after the students’ exchange in Hungary in early autumn partners decided not to visit Turkey (because of unstable political reasons) and take more students (6) and teachers (3) to other partner countries (Spain, Poland) instead. The Turkish partner conducted the planned workshops at these visited schools and online. The partners studied and continued common practice of the above mentioned particular fields of ICT tools.The main idea for all schools was to become aware of the importance of good command of foreign language proficiency in order to communicate with other nations, to develop a positive approach and tolerance towards different cultures as well. During the students’ exchange all participants were able to take part in cultural events as well. It can be considered the weakness of the project implementation that we couldn’t work out more definite control or instructions for students how to use their Iphones or other smart ICT tools for improving their language proficiency on their own. We also tried to exchange good practices between partner schools mostly at the students’ exchange while visiting classes. Evaluation and dissemination was an evitable process after meetings and project events.

"""Art expressions against bullying at school"" is a project which will last two years (2020-2022) and includes schools from Greece, Italy, Lithuania, Netherlands, Poland and St. Maarten Dutch Caribbean with students from 12 to 15 years old. The direct target group is made of students and teachers, but the range of the project is going to influence wider groups (local, regional, national and European levels). Within two years there will be one Joint Staff Training event in the opening, five Short-Term Exchanges of Groups of Pupils in the medium and one International Meeting in the final period. This project seeks to address the problem of bullying that frequently occurs among students affecting their learning and development, active integration and participation in the school environment. A school-wide intervention against bullying by supporting creativity, using the arts in education is an effective response to this problem. Additionally, social and emotional learning skills through art in how to manage emotions and build empathy, tolerance, teamwork and positive social behaviors will serve students for their lifetime allowing them to deal with bullying. The overall objective of the proposed project is to contribute to young people's development of social and emotional skills by creating artworks, to reflect on bullying and address it effectively and be active and responsible future European citizens, who will build a tolerant and democratic society. The specific objective is to enhance creativity, social and emotional learning skills through arts, to cultivate empathy and self- knowledge, to activate and encourage individuality, a growth mindset and collaboration. Particular attention will be given to incorporate art activities with lessons in the curriculum.The project results are expected to be the following: To improve knowledge and skills of teachers in order to support their students in handling bullying in a creative art way, to improve practice creativity, social-emotional learning skills through art-based activities and prevent future occurrences of bullying. To improve understanding of diversity as a source for cooperation, to create a safe school culture developing a sense of togetherness, mutual understanding, respect and tolerance among the others, to encourage individuality as well as a growth mindset and involve the parents in this process.To motivate and engage students in the project who show low performance and have negative social behavior at school through team work and collaborative art activities.To enrich students’ ICT and communication and language skills making them able to address and solve constructively interpersonal problems. To promote EU’s broad linguistic, cultural diversity, intercultural dialogue, democratic values and networks for future international cooperation and implement life-long-learning techniques.To enhance cooperation and increase the motivation for learning and developing emotional skills, to enrich European identity in order to break prejudices, to provide foster respect, tolerance and universal values.To reinforce all members of the school community to be positive in comparing different approaches to similar problems and designing common strategies to address them. The project methodology is innovative, bringing teachers and students closer as members sharing learning experiences and developing social and emotional life skills for their school and community. Additionally, art creativity is boosted and interactive and digital methodologies are applied. Teachers will collaborate, investigate new teaching techniques and methodologies using creative arts, teaching methods practicing teamwork, develop appropriate teaching materials, share them with their students and colleagues and spread the interactive working experiences.The outputs of our project will be the following:To establish Peer Supporters groups in each partner school which will keep working and spreading the results of the project after the end of it. To integrate art activities within the curriculum and learning additional tools for both students and teachers making them more energized and knowledgeable of dealing successfully bullying issues during the two years of the project but also after the end of it. To promote online good practices’ guide with art activities, to support a number of different communication networks among all partner schools: social media, websites, EU and digital platforms, chat rooms, a project blog, photos, videos, press releases, e-book case study, e-newsletter, a good practices’ guide and debates among the participating pupils. The background of this project is mainly based on the psychological context which is inseparably related to school environment where bullying issues appear nowadays. The school-wide artistic intervention and the cultivation of social, emotional skills seem to be the response to deal with this crucial problem in our contemporary schools."

Project »Let's Talk About Soil« deals with environmental, ecological and cultural European heritage. Pedology, a study which defines the meaning of soil as a natural source in the frame of ecosystems, is the main subject of the project and through it we aim to emphasize the importance of the soil in the context of every-day endeavours for protecting the enovironment and continual development, the aim is also encouraging young people to learn about the topics in the field of natural science and making them aware of the soil's significance for human activity, directing them into further education in the field of soil, enhancing their critical thinking, language and ICT skills and forming a suitable and respectful attitude towards cultural and environmental heritage of European nations. We are also oriented towards strengthening of the teaching profession, for we wish to improve the teachers' professional and language competency. All aims are in accordance with the goals of »Europe 2020« strategy. Official languages of the project are the languages of partnering countries and English. Soil was chosen because it is poorly represented in the learning process. The soil is important, for it performs services crucial for the function of land ecosystems and the existence of life on land. The diversity of geological materials, hydrosphere, biosphere and atmosphere in consequence creates different kinds of soil. That is why areas in Europe different in their geographical, climate and lithological aspects have been included in the project. This will make learning and comparison of different sorts of soil and their significance for people possible. The project includes five schools from five countries. Slovenia, the project manager, Poland, Italy, Spain and the Netherlands. They are all situated in rural areas, where the local population is closely connected to the environment, the soil and agriculture. The project is intended for students between the ages of 13 and 17, who are interested in the set scientific topics and wish to continue their education in programmes connected with soil. Participating students will be those exhibiting talent in science, of diverse cultural background, economically challenged and exhibiting high language abilities. One focus group consists also of teachers, headmasters and technical personnel, who want to enhance their work methods and improve their ICS, language and organizational skills. Because of the international cooperation we will develop forms and manners of work, which will consequently affect the science teaching efficiency. We are planning to have cca. five hundred students participating in the project. One hundred of them will take part in five international meetings. The students will be organized into smaller interest groups, which will be devided according to topic - culture, ICT and science-ecology. They will participate in pedology and laboratory workshops, field work, professional lectures, preparation of multimedia materials, etc. Consequently, they will enhance their knowledge in the field of natural science and also acquire independence, creativity and understanding for solving intercultural problems, which requires team work, fast response and adaptation to new situations. By participating in use of computer programmes for soil data analysis, web site management, FB profile, etc. they will improve their ICT competence. By integrating art, culture and natural science they will deepen their understanding of and relations between different field areas on the same subject. The participants of international meetings will develop their language and communiacation skills. Alongside this they will get to know other European cultures and learn to respect their heritage. We expect the project activity and result effects will be reflected in the local population, which is active in farming or gardening. We will expand awareness among the local population by preparing school and municipal exhibitions, presentations and events with polution, soil use and healthy food production, the meaning of self-supply, natural farming etc. as the main themes. Results will be disseminated through newspapers, tv, school and project web sites, FB profile and YouTube channel. We will share the project results with teachers across Europe on eTwinningu and Erasmus+ Project Results portals. We expect the use of extra teaching materials in the field of pedology will benefit the rise in quality of educational activities in partnering schools also after the project activities have finished. The teaching methods with emphasis on field work, advanced computer tools and interdisciplinary connection of natural science topics, are expected to enhance students' motivation for study of natural science and increase the interest in continuing their education in natural science programmes. International cooperation of schools is also expected to enhance their promotion, the promotion of the Euro

"<< Background >>Youth civic engagement or participation in their countries or the EU civic activities are quite low even though it is slowly growing at present. The results of surveys and researches implemented by different European organizations show that youth participation in civic and political life are low enough Working with students all the time it is noticed they are passive and avoid expressing their opinion for specific topic and it might be considered that it is not for the lack of knowledge but lack of competences and skills of self-confidence, critical thinking and creativity as well as the lack of practice in public speaking and debating. It is undoubtable young people of the EU should gain consciousness for their importance in active civic and political participation, understand that their activities and decisions can make changes for welfare of humanity. Participating in the project activities students will gain and improve their knowledge of current issues and cultures of the European Union, strengthen their critical thinking and creative competences, develop skills of public speaking and debating. They’ll also build the values for importance of being active in participation to consider, overcome and make decisions for the problems which the EU is facing at present. The project language is going to be English so participants will develop the language skills.<< Objectives >>- Youth civic engagement and developing their civic responsibility - active youth participation in local. national, European context;- develop the competences : critical-thinking, creativity, problem-solving, tolerance, empathy, - developing debating and public speaking skills in the international context;- improving cooperation and communication skills at international level;- establishing online cooperation (etwinnning); - learnt to be open to diversity, teenagers are able to accept differences and estimate similarities;- created the programme of Active citizenship"" - created rooms on social media: facebook, youtube for the intercultural messages to Europe;- strengthened students' self-confidence and developed values;- shared good teaching practice among teachers;- creating strategies to integrate the EU studies in the school subjects applying partner schools practice;- prepared training programmes for students'' trainings, which could be used as non-formal trainings at schools after the project activities have finished;<< Implementation >>LTTA for students and teachers, each LTTA activity is devoted to a different theme linked to the EU issues (discrimination, fake news, democracy and EU citizenship, pollution and consumption, human rights), LTTA for teachers is devoted to develop methodological competences to integrate the EU in their teaching subjects;Working on the creation of the programme “Active citizenship” with teacher’s toolkit will be created;Each partner school will launch a debating club in their schools;Each partner will organize multiple event at the national level;Competitions of debates and public speaking will be constantly organized;Meeting with the national members of the parliament will be organized.<< Results >>Project production: the programme “Active citizenship” with teacher’s toolkit will be created;Students will develop their critical thinking, creativity, empathy, tolerance, language skills. They will be more motivated and active in their communities, civic activities. They will also develop debating and public speaking skills, gain more self confidence in decision making or solving problems.The students will gain much knowledge regarding the EU and its workThe teachers will develop their professional qualification, will gain knowledge and improve the quality ofthe lesson organization by applying more different methods"