Titus Salt School and Amandus-Abendroth Gymnasium have forged a strong link over the past ten years and have an excellent track record of successful collaborative projects: a European E-Twinning Quality Label, a successful Bilateral Comenius project, in which an international award winning film was made, a work experience pilot and regular contact between approximately one hundred and fifty of our students through a pen-friend link. We wished to build upon these strong links and our successful work experience over the past few years and built an even stronger partnership that can continue to benefit our students and the local community. Referring to the Europe 2020 strategy, we wanted to create an innovative project that delivered effective investments in education, research and innovation by creating an app to learn a foreign language at a young age. Applying the language skills of students in two schools, the aim was to teach a foreign language to younger children through the use of mobile technologies, which not only encouraged the primary pupils to keep learning a foreign language, which is crucial for their future job prospects but it also motivated the secondary pupils to go on learning foreign languages too. It was envisaged that students engaged in this project to increase their job prospects through practice in different fields of work: teaching, programming, marketing, coding. By increasing their career opportunities and inspiring them to make lifelong learning and mobility a reality, we hope to have contributed to poverty reduction and the reduction of early school leavers, something which is critical on a school, national and international level. We worked together to enable our students to achieve the Foreign Language Leaders Award. This was the certification gained for producing Apps and a website to teach languages and delivering these Apps in a Language Festival at both schools. Students worked with students form a local university in each phase of the project in order to produce quality teaching materials that proved to be an innovative way to teach languages. The information and training gained from working with these students was cascaded down to other students participating in the project over the following years in the project too. The initial level of the app was evaluated, modified and added to so that at the end of the three years there is now a wealth of resources, created by our students, available to young language learners. In addition to creating the resources, the students marketed them to the local and wider community and taught primary school students a foreign language in Language Festivals, held in both Cuxhaven and Bradford. The project involved around 20 students from each school each year of the project These students were from a variety of social backgrounds. We tried to encourage students from poorer backgrounds to participate in the project as they got the opportunity to experience a new culture and language and benefited from the acquisition of skills that have hopefully made them socially mobile and, potentially, raised their aspirations. We also tried to ensure that we provided opportunities for students with Special Educational Needs. The students took on many responsibilities during the project such as maintaining the eTwinning Twinspace, market research and organisation of the festivals.The impact of our project has been significant and will continue to have an impact for years after the end of the project through the dissemination of the apps and methodology and also through continuing with the Language Festivals once they have become an established part of our school routine. We believe we have enhanced the employability, ICT and language skills of our students and have taught our students to be responsible citizens, tolerant of other cultures. We have also impacted upon younger learners by providing innovative language learning resources which have hopefully fostered in them a thirst for language learning that should continue into their later studies. We have also impacted upon the wider community by fostering positive relationships with local primary schools and businesses.

"The project ""Living by the Sea"" is a project that aims to put the town twinning between the German coastal town of Cuxhaven on the North Sea and the French coastal town of Vannes on the Atlantic on a broader basis by introducing young people aged 15/16 to international project work. Around 24 students and 6 teachers from different subjects in both schools will function as key group of the project. They will take part in different activities and will be responsible for the evaluation and dissemination of the project within the schools and beyond. The students explore their own habitat and that of their partners with a special focus on topics that are important for their environment: getting to know the two seas as a habitat, recognizing climate change as well as marine pollution and the consequences in the immediate vicinity and developing possible own strategies for action / responsible consumption, comparing life on islands with life on the mainland, studying the corona shutdown and the consequences for areas shaped by tourism in an economic sense, and on the other hand developing possibilities for sustainable tourism. Parents will be invited to join the project not only as hosts but also as experts as the majority of the inhabitants in both cities live on tourism or another profession related to the topics mentioned above. Additionally, external institutions will be involved in the project: museums, municipalities, town twinning committees.The project has different objectives: to create a greater awareness of one's own living environment and to identify possible changes in one's own behaviour that could lead to the preservation of the environment. In addition, the language skills, intercultural skills and technical abilities of all participants are to be improved and consolidated. Besides strengthening the bonds between the twintowns and increasing intercultural as well as foreign language skills, this project wants to make each single one of us aware of current environmental problems in the regions we live but also to learn about the EU's objectives. We have to create willingness to change our current behaviour to contribute to the protection of living space to preserve it sustainably. To this end, the students will create, under the guidance of the teachers, educational games about marine life on learning apps.org, flipped-classroom films and explanatory videos on topics related to their living environment (the oceans as habitat, climate change, water cycle, life on islands, ...), virtual tours on google expeditions and action bound in English, French and German. These will also be made available to external partners so that they can use them, e.g. to make them available to a broad audience on their websites. Additionally, the students will investigate the economic situation during and after the Corona shutdown. On the one hand, tourism is the main economic factor in both communities, on the other hand we want more environmental protection. Therefore, the project group will deal with the topic of sustainable tourism. The students will create and conduct surveys to find out how sustainable tourism is implemented in the two cities. The project group will then work on ways to make tourism more sustainable (waste avoidance, sustainable holiday games, art from flotsam and jetsam, ...). For this purpose, posters will be created with professional software and displayed in public places. Other sustainable strategies to protect the environment we live in will be developed, for example portable ashtrays, reusable coffee cups, ... .All project outcomes will be published on the eTwinning platform and will be made accessible to the schools' community and broad public via links on the schools' websites and by offering external partners to add them to their websites. There will also be non-digital products, like posters on how to spend your holidays sustainably (waste separation, how to avoid plastic, sustainable holiday games, ...) that will be laminated to be waterproof and hung up in public. Additionally, the students will create works of art from flotsam and jetsam and exhibit them publicly (e.g. in the town hall, in the library, in the school,...) and design and produce e.g. portable ashtrays and reusable coffee cups and distribute them in public (on the beach, in the city, ...) to support environmental protection."

Astronomers searching for life on other planets generally look for water. Water in the liquid state represents the basic for all life on our earth. Although 2/3 of the earth’ surface is covered with water, only 2.5 % are available potentially as freshwater and only 1/3 of that part as potential drinking water. Upon the World Water Week 2017 it was underlined that 770 – 880 million people of the world do not have any secure access to drinking water. In December 2017, the catholic organisation started their annual call for donations also under the topic “No life without water”. Moreover, the international solution of this drinking water problem will become fundamental for the future universal peace [Symposia of World Water Week, 2017]. Of course, the rising sea levels may not be visible nowadays, however, climate change also goes hand in hand with increased extends of flooding all over the world, destroying houses and infrastructures. “So much water and nothing to drink” a speaker of the World Water Week Symposium citing an affected person. The affected regions have to be supplied with bottled water by helping organisations. The consequence: A rising amount of plastic bottles, to support another current global problem, i.e. the plastic pollution of the oceans. To look at this problem from different perspectives, six schools that are located at different seas and in different areas of Europe have come together to take a deeper look into such an important and multifaceted topic. The project will consist of different modules with each school specializing in a different topic, thus becoming an expert in this topic. During the mobilities activities will focus on that topic and after the mobilities, each school performs a follow-up course and compares the results to the situation in their country. The expert groups will be as follows: Germany - climate change and virtual water, Italy - water in art and literature, the importance of water for peace on earth, Turkey - energy gained from water, water purification, Portugal - water and tourism, UK - water and economy, Norway - microplastic in the sea and on the coast.Additionally, each school analysis water samples of their own area according to agreed methods each year and puts the results into a database. Thus, we diskuss at the end of the project whether there has been a change - to the better or the worth - and whether programmes introduced by the governments work. Furthermore surveys are going to be designed and conducted at several stages of the project in which the inhabitants of the towns interviewed. Evaluating these surveys we want to find out whether the awarness of a need of sustainable water use has changed within the three years of the project and whether campaigns show success or not. We also want the students to start their own campaigns to increase awarness among their fellow students and the wider community (web-site, blog, social media challenge, petition, designing and producing coffee-to-go cups, designing lables for local companies that produce bottled water, ... - depending on the students' own ideas).The overall outcome of the project is going to be a jointly written scientific report that coveres all the different facets as well as art exhibitions and digital products (blog, web-site, ...)

The project builds on the most successful element of our current Erasmus+ KA2 Project. We would like to teach primary school children in Bradford / England and Cuxhaven / Germany foreign languages through story telling and language festivals. This will benefit our pupils' and primary school pupils' language skills. It will also give our students necessary skills for the workplace such as confidence, leadership, teamwork and teaching experience. Since we will be working with local primary schools the project will also strenghten the links between primary and secondary schools and also ease transition. Transitions between primary and secondary schools are in both schools still a major theme that needs to be worked on. In the language festivals we will explore contemporary literature and as a result pupils will become more aware of modern culture in Germany and England. During our current project we have developed a language learning app and a website of resources for primary schools to use. We will continue to build produce digital resources thus ensuring that our pupils are able to use digital platforms confidently.