In our project 'Inclusion through Art and Media' (I AM) we cooperate with 6 European schools, from Spain (Sitges), Denmark (Maaloev),Hungary (Budapest), Iceland (Reykjavik), Germany (Achim) and The Netherlands (Huizen). With the priority in our project on Inclusion, a diversity of partners in North, South, East and West of Europe, will give it definitely a more powerful dimension. At all partner schools, staff and teachers are aware of the task we have as educators to not just transfer knowledge to pupils, but also offer them the tools to enhance their abilities for good citizenship. Inclusion is part of everyday (school) life and teachers as well as students and parents, experience new challenges every day. Looking at today’s situation in Europe and the world it becomes more and more obvious that the challenges will not end very soon, and therefore teachers and students need to be equipped with the necessary competences to meet and adequately deal with diversity. All partner schools have integrated 'Citizenship' in their school curriculum either through special classes or project weeks.During the project our goal is to develop and exchange new teaching materials to be used for this purpose. In other words, appealing teaching materials for youngsters when dealing with inclusion, in the widest sense of the word. Evaluations among pupils having been involved in former projects made clear, that different art forms were really appreciated and enjoyed as tools when working on specific topics. Art connects people and is inspiring to work and communicate actively on a joint product in an international setting. Not learning by the book but being creative while coping with important issues will have a lot more (long lasting) impact on youngsters from 14-17 years old. (VWO-level)Improving language skills is another important objective of our project. Our language of communication is English and with all the activities online and through physical exchanges all participants will be challenged to use English, written and spoken. In this intercultural setting ' the need to know ' will boost their language skills, together with their self- confidence in speaking a foreign language.Although the number of mobilities is maximized, we have decided to travel with 4-6 students and 1-2 teachers per country to each exchange meeting. Which means at every meeting around 25 foreign students and 5-10 teachers from abroad will be hosted, so many families will be taking part in the project as well. We do our utmost to increase the number of participants. Not just by raising the amount of mobilities but also through eTwinning activities for all, traveling or not.These activities and results will be put on TwinSpace so they are accessible to all participants (around 800 students and at least 40 teachers in two years). Apart from this number, some partners (Germany and Hungary)will also involve students from a special school (in their communities) for disabled students. These schools will also be involved during the exchange meeting in their town and through eTwinning. All partners will strive to involve pupils with a migration background or refugees in the project.During the two-year project, each country is responsible for the organization of an exchange meeting which will last 6 days including two travel days. Which means three each year, in November, January and March. Apart from the meeting, each country is also responsible for the development of teaching materials prior to the meeting and put them on TwinSpace so all participants can work on them and the whole project community can be in touch, working, comparing and discussing the outcome of these assignments. During the meeting results and experiences will be exchanged with those at home. After the meeting, evaluation and final results can be found on TwinSpace as well. Each country has decided on which specific field of Inclusion it will focus and what art form it will use in the process. Topics which we will work on vary from bullying, gender issues, refugees/immigrants and peers with a mental or physical disability. Art forms range from drama to painting, photography, videoing and sculpturing.Students will learn through workshops, organized by experts about different art forms and use of different media, challenging their creativity and thinking out of the box.With this project students will be involved in a one-year (and maybe for some even in a second year) lasting experience. The continuous interaction between peers from different nationalities and working with pupils with disabilities or those with a migration background or refugees will have a huge impact on our students. We expect to enhance a personal growth for all participants whether it be students, teachers or parents. Through dissemination of the project results, we also hope to create more tolerance, an open-mind and empathy in our wider (school) communities for those who seem different at first.

The project wants to study and propose sustainable lifestyle products based on innovation, competitiveness and sustainability. Also we’d like to show the importance of new work formulas based on collaborative economy. Sustainable lifestyle concepts are an important way for using and employing our partner’s European territory with ist natural potential and its cultural traditional heritage based on a sustainable development and for the advantage of every European citizen. With this project work we want to make our students aware about those common values and developing a responsible and willing behaviour for respecting and preserving those common goods and taking advantage of them for the future.Our selected students are concerned about the consequences of environmental problems on our daily life and interested in sustainable development of local environment and a responsible way of living. As for the general methodology the students will work in collaborative international groups of students in order to investigate on the European dimension of education. By widening their knowledge about the importance of youth participation all project members will gain knowledge on how to encourage young people to be active and promote active citizenship through sustainability.By developing ideas on how to increase an interest in sustainable lifestyle concepts among local communities we will gain new knowledge on the development for local communities.Finally, our project products serve to share experience and best practices in creating topic related projects. With the activities planned we intend to give value to the respective resources of each territory from the educational and economic point of view. In the long run, with our project, we aim at fostering the innovational sense of the younger generations as our new insights, achieved by this project, will create an important concern for using and employing each country‘s great potential based on the principle of sustainable development and for the advantage of every European citizen. Education of young people must refer to make them aware about those common values.Thanks to the various mobilities and the resulting collaboration, our students will increase their awareness of the need to develop a responsible and willing behaviour for respecting and preserving those common goods and capitalizing them for the future through sustainable thinking.A key focus of the project is to develop a synergy between sustainable strategies and environmental education and to implement the results into youth life using the context of sustainable lifestyle. Upon completion of the project a framework to do this will exist. The framework will consist of defined pedagogical processes within sustainable approach. This framework will have utility as an extension of the existing project for future participant schools not directly involved in this project. In addition the framework will be transferable for collaborative studies of other environmental issues at local, regional, national or international level. Students and staff will use the learning and teaching outcomes generated by the project to enhance their own work in this field by using the project outcomes as template for their own work and private life to hopefully change their mind and way of living into an eco-friendlier manner. Students who are not directly involved into the project but who are concerned regarding sustainability, e.g. in the research lab of our school, will be informed by the students of the project. Students directly involved in the mobilities will gain to create insight by experience into global environmental issues and conservation measures which exist in response to these issues.

"We have chosen to name our project “European Values from North to South"" = EVANOS, because the objective of the project is to help create a European identity and multiculturalism where there is room for everyone, including refugees and migrants. How can we develop a European set of values – based on human rights, equality and cross-cultural tolerance. The aim is to develop teaching plans that can be used over the lifetime of the project. The participants in the project will be influenced to be more open and inclusive in their perception of society. If we succeed in making the participating youths become solution-oriented, we will have created learning for life.Migration puts the European communities on trial. The large number of refugees and asylum seekers who arrived in 2015 gives rise to challenges to Europe that must be solved. The European Union (EU) and the young people of Europe will have to play a key role to make it a success. At the same time, there is considerable migration internally within the EU, especially from the new member states of eastern Europe. Getting migrants and refugees socially integrated into society is crucial. The goal is that the participants in the project will be influenced to be more open and inclusive in their perception of society.We recognise a rise in political and social changes in Europe which has opened opportunities for extremist views and brings a threat to our common European values especially that of building healthy democracies. Threats including the rise of the far right, radicalism, racism, exclusion, and religious intolerance offer challenges to young people in Europe which this project aims to tackle. Localised in 6 different geographical and cultural contexts, the 6 schools have realised over the last years the fundamental benefit of European cooperation of the students, teachers and the schools themselves. The experience of working together on a specific project not only in virtual space but also meeting each other and to be in different environments and cultures in Europe has proven an essential step in creating European awareness and fostering a sense of European identity andcitizenship amongst students and teachers which could not have been achieved otherwise.The topics have been chosen as they are linked to the EU commission’s priorities and issues facing inhabitants today, they allow a multi-disciplinary approach and are linked to the school's curriculum. Each topic is strongly connected with one of the of the participating schools, its surroundings and its environment.The student visits in each country, will be concentrated around these topics:- Political extremism, radicalism and exclusion (Norway)- Challenges for a Multicultural society (France)- Social inclusion and exclusion (Germany)- Welcome or not welcome refugees? (Spain)- Words matter! (Italy)- Disseminating the Swedish Law of Integration (Sweden)To learn and research in an innovative way, mostly outside the classroom and on locations that are relevant for the different topics during the Student Meetings. These locations are typical and relevant for the place/country each participating school is located.We will produce a website and a YouTube channel to disseminate our work and findings which highlights the strengths of being part of a united European Union. This will be enhanced by videos made by participants during transnational meetings. This will hopefully encourage an open mindedapproach to globalization, cultural identity and combating extremism.The participating teachers will gain experience through collaborating and exchanging experience with other teachers. They will be inspired to develop their own teaching practices. We will actively work to spread this to all the high schools in our county. Erasmus+ cooperation will provide new approaches, which in turn will give the participating teachers a greater understanding of professional knowledge and education. Students will improve their international cooperation skills and give them greater understanding of language and culture. All the objectives of the Project are closely linked to all the priorities we have selected. We will develop an online survey for all participants. The survey will measure participants' perception of democracy, human rights, social inclusion, racism and religious intolerance. This survey will be repeated at the end to see what impact the project has had.Over 2 years 300 students and their teachers from different countries will be actively involved in the project, and cooperate with their partners, virtually and during student visits, conducting comparative research and practice related to 6 topics. Many students inside and outside the schoolswill be part of the project and benefit from its results. Directly the project will include 295 mobilities, indirectly we expect to involve over 1000 individuals in our school communities and wider communities including online communities."

The Atlantic Salmon Conservation Schools Network is an innovative project which uses the context of Atlantic Salmon to bring young people together in a collaborative study, exploring a variety of complex environmental issues. This project is designed to place ICT and specifically Geo-media at the heart of the project. An overarching objective is to develop a framework to enable collaborative studies of environmental issues with outputs fully embedded in the digital age. Atlantic salmon are found throughout the bio-region of the North Atlantic. They inhabit the rivers and seas of a significant number of European countries within their range. As they are a migratory species, they therefore face an array of environmental pressures. The studying of Atlantic salmon acts as a catalyst to investigate these numerous environmental problems in the fields of sustainable food production, ecotourism, renewable energy, pollution, agricultural impact, forestry, ecosystem management, fishery management, conservation methods and most notably climate change. The aim of the project was to deliver an innovative pedagogical project to improve the teaching of environmental issues. The utilization of a single species with a wide geographical distribution and intercultural iconic significance was adopted as vehicle for the stated aim. The participating organisations subscribed to delivering this aim with the support of relevant stakeholders within their local context.The project had 4 distinct themes; (a)The value of Atlantic salmon.(b)A comparison between Baltic and Atlantic salmon.(c)The southern range of the Atlantic Salmon.(d) Industry and Atlantic Salmon. The project will provide 78 students aged 16 to 18 years, from the UK, Finland, France, Germany and Greenland an opportunity to participate. The students are from a range of socio-economic backgrounds. A variety of methods were to be used to deliver the project aims. The project was highly innovative. It used a single species to teach in context a wide array of environmental challenges, liking directly to sustainable living in terms of food sources, economy and energy. The wide spread of participants geographically added to the global sense of the project and the sense of environmental challenges being global. Inter cultural attitudes towards sustainable living objectives were also explored and experienced.The development of ICT skills such as the use of Geo-media applications in studying environmental issues were central to all mobilities. All students had the opportunity to engage worth this type of learning and all students across all the mobilities developed greater ICT skills. The implementation of the teaching and learning activities were delivered in accordance with the stated aims in the application. The aims of developing scientific skills as planned were exceeded. Student had opportunities to deliver such skills due to the collaborative work schools were able to organise with local universities, environmental NGOs and STEM outreach programmes.At international the project was recognized as mentioned and then replicated beyond Europe. Including the participating schools at total of 15 schools across 8 countries have engaged with project. Approximately 500 students and stakeholders have engaged with the project either through participation directly, participation through replication or by hosting visiting students.Beyond the life of the Erasmus funded project, the Atlantic Salmon conservation Schools Network is now running in North America with 4 schools and links with the original partner schools within this project. The project is now a listed event in the International Year of the Salmon 2019 and the Atlantic Salmon Conservation Schools Network, born out of this project remains an observer NGO of the NASCO international treaty and is invited to report annually and attend the annual inter governmental NASCO meeting.

"Vocational orientation at secondary schools in Lower Saxony has improved but is still not ideal. Despite regional vocational training offers, many pupils struggle through their last school years and the Abitur, only to start an apprenticeship. The same applies to the Lycée in France, whose Baccalaureat as a prerequisite for any professional advancement cannot always be successfully completed and then the alternatives appear unattractive. Our objectives were: 1. to develop strategies for improved career orientation at the Gymnasium and Lycée, i.e. to create a concept which enables the pupils to apply for a vocational internship or even an apprenticeship in other European countries. With the created concept they receive tips, tools and contacts with which they can determine their professional development on the European labour market themselves and thus - supported by their teachers - can decide more easily on a professional field or a profession. 2. to set a link on the homepages of the Gymnasium am Markt and the institution Notre Dame de Sainte-Croix Neuilly/Paris under ""School profile"" / ""Erasmus+"", which helps underage students and their teachers access our career orientation concept with all its application training tools and some contacts in the regions Achim/Bremen and Neuilly/Paris.The following activities were carried out:The German and French vocational training and higher education systems as well as companies and businesses in the Bremen / Achim region were researched and presented. All the 16 pupils participating in the mobilities have drawn up a CV and a letter of application in German, English and French. In preparation for the internship abroad, observation sheets were designed for pupils, parents and companies. All students took part in the annual job fair of the French school and - after collecting important possible questions - managed a simulated job interview in the three project languages.A two-day job shadowing with a parent of the host students in the respective other country with documentation, feedback and interim evaluation by the participants prepared them for their internship abroad. Seven German students completed this 7-day internship in a French company through the agency of their French host parents (law firm, bank, gift shop, primary school, paediatrician, telecommunications, advertising agency). Due to the outbreak of the Covid-19 pandemic, the French students' internship in German companies had to be postponed until next year.The subsequent student reports, feedback from everybody involved and the overall evaluation led to our FINAL RESULTS, i.e. a roadmap called CHECKLIST: YOUR INTERNSHIP ABROAD, a practicable procedure for pupils, parents, teachers and company staff along with a TOOLKIT of useful templates and contacts - to be found on the respective homepages (checklist plus 10 templates in English, French and German): www.gamma-achim.de (Schulprofil/Erasmus+) and www.saintecroix-de-neuilly.com. The templates include CV’s, motivation letters, language preparation for job interviews/internships, agreements between school and company, feedback sheets and internship reports.The Europasses “Mobility” have been applied for and will be issued soon. All documents were created in workshops. The host parents have fulfilled their obligation to offer a job shadowing and to assist in finding a work placement.We expect that in the medium run, the results of our Erasmus+ project will provide not only secondary schools, their 15-17-year-old students, their parents and teachers with a roadmap for career orientation in other European countries but will also be useful for vocational advisers in the respective regions. We are going to send our checklist and tool kit to our partnerschools in Latvia and Spain."