« Mission to Mars Project » aims at gathering and work together student from two schools : Jean Mace Junior High School in Perpignan, France and Ve. Ignazio Capizzi Instituto Superiore in Bronte, Italy. In both schools, many students are in trouble and do not feel concerned by knowledges proposed by the educative teams. Therefore, « Mission to Mars Project » plans to propose innovative activities in a different context. During three years, the students will be proposed specific and practical learning activities. They will have to observe, explore, build and manipulate item in relation with astronomy and space exploration. Furthermore, they will discover stories, movies and websites related to the project. They will work on Internet on a wiki, and thus to collaborate with their foreign peers. For sure, all the experiences and travels in a foreign country will bring a real interest, enthusiasm and motivation to them. We also are sure that the fact of being in the center of a device as interesting as an Erasmus+ Project will help to enhance their self image. We want to get these students more interested in school and more involved with their comrades and their teachers. We also desire to propose an innovative and multidisciplinary work complying with the new College Pedagogical Programs. Indeed, our Project pedagogical contents fits with the Interdisciplinary Practical Teachings and Individual Coaching. Our pupils will be able to value their work on the Brevet National Diploma on the spoken session.

"""Bright Shadows"" project aims at gathering and making students work together . The latter are from two schools : Jardin d'Essai High school in Les Abymes, France and Ve. Ignazio Capizzi Instituto Superiore in Bronte, Italy. In both schools, many students are in trouble and do not feel concerned by the learning proposed by the educative teams. Our project aims at renewing our students’interest in school, proposing an innovative project that will make them work on the relationship between traditional culture and modernity. For two years, they will be invited to carry out with their correspondents a portfolio on the website of the project , reporting their literature, humanities and applied sciences research and experience. Furthermore, the mobility actions implemented will allow students to embed their work even more in the reality of an exchange. We are convinced that these students, in the center of the European system, will be valued . Consequently their point of view about school and the world will be changed."

„A sound mind in a sound body – how to survive the changes in our world and be well” was a three-year-long project which was based on three main components or ‘pillars’ of physical health, mental health and healthy environment. It focused on developing initiatives that would promote young people’s social inclusion and wellbeing, the improvement of physical and psychological condition, the enhancement of healthier living habits as well as the active participation of young people in the society. The project intended to help students cope with the difficult circumstances they had to experience during the global crisis and due to current changes in lifestyles, overcome difficulties, maintain good health and mood, and be better prepared for their future role in the society. Our intention was to approach the subject in a holistic manner, showing the interdependence of all the project components. By means of different activities we were proposing, we would like our students to become the leaders of change in the attitude towards health and healthy living, giving it the right importance and shaping the view of the young generation. We particularly concentrated on mental health as a drive of change and development that makes people find their strengths, build up their self-esteem, take up challenges, start new ventures, develop and be active. It also seemed essential in building active citizenship, the sense of initiative and entrepreneurship. The project intended to integrate participants with physical and intellectual disabilities and learning difficulties, as well as the ones from disadvantaged backgrounds, so they felt included and not left behind, and might be the ones to learn from. The objectives of this project included learning about modern threats to our health as well as ways to be physically and mentally healthy, realizing the importance of mental health, raising the sense of personal responsibility for health and raising public awareness, reflecting on our diets, learning to live in a healthy, ecological, environmentally-friendly manner in order to ensure our safe and healthy future, getting to know each other and making friends in other countries, which we believed would lead to better understanding and responsiveness to European social, linguistic and cultural diversity. The project would also lead to the improvement of linguistic, digital and transversal skills of all the participants.The project would be carried out by the group of five partners who involved two general secondary schools with mixed-ability classes from Poland and Spain as well as three general secondary schools from Turkey, Finland and Italy. The schools’ slightly different profile served genuine integration of our disadvantaged students, among whom there are physically and intellectually disabled pupils, the ones with learning difficulties and special educational needs as well as others from disadvantaged backgrounds. We achieved significant results after the completion of the project, including improving the participants’ knowledge of the countries involved and key components of this project, raising personal and public awareness of health threats, disease prevention, importance of mental condition, wellbeing, diet, environmental problems, improving linguistic and digital competences, raising self-esteem, motivation and satisfaction. We wanted young people to build meaningful friendships based on better understanding and responsiveness to different cultures and values. Our aims were achieved through the promotion of outdoor activities and sports, cultural activities raising both awareness and wellbeing, trips and visits to nature reserves, national parks and other places of natural beauty. The project implemented the research – action methodology, thus “quiet”, scientific or explorative activities were mixed with big project and dissemination events as well as students’ short-term exchangesWe got involved in the whole range of activities, including socializing with our friends from other countries, organizing and participation in sports competitions, trips and visits to museums, galleries and historical sites. Moreover, we involved students and teachers from other schools, parents and local residents, to participate in events such as health picnics, foreign languages and cultures day, talent shows, food fairs and photo exhibitions. We produced questionnaires, surveys, quizzes, leaflets, posters and brochures, videos, a project website, facebook and blog, and a calendar. We also intended to create the curriculum for the school subject of “health”, which were later used in our schools and disseminated among other teachers. We are convinced that the project had a positive impact on its participants, partner schools, persons indirectly involved in it, who would not only gain project-related knowledge, but also develop their awareness, tolerance, and change their image for the better.

"According to our needs analysis, all six schools in this project have challenges regarding early school leaving and making students finish an education. In Poland, where the applicant school is located, the dropout rate at the age of 16 must be examined. In the Spanish school the dropout rate for the school year 2017/2018 was high and in the Italian school the dropout rate has stabilized at around some percentage. In Hungarian school we can say the same thing. The Turkish school’s drop out rate is the highest of these 6. The French school faces the same problem. To find ways to tackle early school leaving is not something unique for the participants in this project, rather something that is a priority in many European countries today. Every school has its own strategy to work with this problem, also the schools in this project. The Turkish school prioritize extra-curricular activities, aiming to provide opportunities for students to develop a sense of belonging. In the Turkish school the emphasis is on adapted learning and a system with two teachers in the classroom. In addition the school offers extra workshops for students who want to improve their marks. The Polish school tries to introduce individual approach towards students with special needs. So they try to help them and solve their academic problems before they become serious. The main reason why students drop out of school in Poland seems to be that they come from disadvantaged families, they don’t have much help or encouragement from their parents. That is why it is so important for school to play an active role in the process of encouraging ""problematic "" students. The Italian school faces the problem too. Early school leaving is a complex phenomenon, It consists of many reasons, economical, cultural, social and political. Many of the reasons cannot be solved just in the area of the school like families moving to cities. But there are reasons that school can face. Secondary high school for general studies (grade 10 to 12) is optional in Italy. So the first priority is to make the school attractive to students. Second, to establish a friendly and safe environment. Last to provide all tools to continue their lives in the society. Job shadowing is a method that can fulfill the aims of the Italian school. In Spain, this issue is dealt with from a double perspective. On the one hand, there is a lot of effort placed on promoting social cohesion through education by means of supporting and implementing several programs based on competence achievement or the acquisition of basic skills so we can guarantee a future for students who either want to keep on with their studies in higher levels or find a job in the labour market. Secondly, the Spanish school also stresses the importance of promoting employability and entrepreneurship in all levels of education as a way of preparing students for the demands and skills of the labour world.Job shadowing is most often associated with vocational studies where it is an integrated part of education. Our needs analysis revealed that only the Polish school has had something that resembles job shadowing as outlined in this project. In Poland there has been for more than ten years a tradition of organising so called Entrepreneurship Day. It is a part of national programme sponsored by the president, and it is addressed to students of secondary schools. It gives them a chance to spend one day in a local company. They observe and analyse the workplaces and have mentors to talk to. To have an experienced partner like this will only benefit the project. In the other schools there is little or no job shadowing for students who attend general studies. A certificate of upper secondary education opens many doors, but the students have little knowledge of the many future occupations they can choose from. This together with a general lack of ambition leaves them without plans for the future - something which on the next level hampers motivation. In our experience those students who have a concrete goal will worker harder in school because then they have something they wish to achieve.The students need to both be aware of what possibilities there are when it comes to future occupations and what qualifications and skills are needed to enter into any of these occupations. To provide students with information about possibilities in their hometown should be in any local communities’ interest, and at the same time students must be prepared for a future working career anywhere in the world. To be able to work together with people whose cultural background is different than your own, will be crucial no matter whether you plan to stay in your home country or move to another country. Due to the technological development and how fast everything changes today, topics as communication, entrepreneurship and language will soon be as important as traditional subjects."