"The main objective of our strategic partnership between five European schools with its major focus on the exchange of good practices in classes of foreign languages was to exchange innovative approaches by collaborating intensively in order to improve the quality of our lessons due to the implementation of innovative methods. However, our students, who could participate in an active exchange both virtually in our TwinSpace and in real life thanks to the mobilities organized at our five schools, played a decisive role. Apart from the Italian school - a professional training secondary school focusing on tourism - all participating secondary schools provide a general education. Europe seems to face some radical changes currently, which is also reflected in school: students have to be prepared for an increasingly digitalised world, but furthermore especially aspects of intercultural communication are becoming more and more important. Classes of foreign languages seem crucial to us in this context, so we wanted to focus on multilingualism (e.g. emphasis on other languages apart from English as the lingua franca) in our French project. All five partner schools of our project started with an innovative approach based on student-oriented tasks combining a practical use of information and communication technologies: an efficient use of digital whiteboards, creative work with videos, the concepts ""flipped classroom"" and ""gamification"" and interdisciplinary work linking arts and languages were the major aspects of our projet and these approaches were tested in product-oriented tasks by our students before being evaluated and finally dissiminated in our five schools by the participating teachers. Apart from the continous collaboration in our TwinSpace, we organised one mobility at every school (a combination of short-term exchange and staff training for teachers) with a group of 4 students and 2 teachers per country. During each mobility we organised a training in order to explain the host school's innvovative approach to the partner schools. The methods were tested actively and evaluated by our students in order to be implemented at our five partner schools. Questionnaires and interviews after the mobilites showed that all five approaches could contribute to an increased motivation for our students. Due to the use of information and communication technologies both students and teachers could improve their competences with regards to digital media. Moreover, our intense collaboration encouraged an improvement concerning the communicative competence of all participants (in French and English) as well as their intercultural comptence. Even though not all participants clearly improved their results in language classes at school, we definitely could observe enormous progress with regard to the development of the students' personality, cultural openness, motivation for language learning and independence. Every participating students was given a Europass documenting their experience and the competences acquired during the project.All products created throughout the project, the results of all evaluations as well as an overview of the approaches used can be found on our website and in our TwinSpace, which are available to the public, so even other European colleagues can profit from our work through eTwinning. Some of our products were published on the Project Results Platform to serve as examples. Furterhmore, every coordinator developed two didactic sequences including the five innovative approaches we worked with. These sequences are available on the PRP as well. In a webinar organised via eTwinning Live all five approaches were presented. Apart from that, our project is represented in some of the common social networks (Facebook, Twitter, Instagram).Due to this project all participants could refelct their role as European citizens and appreciate the way of living together in a multicultural Europe full of diversity. The focus on French as the major language of the project as well as the general challenge to communicate efficiently without using their mother tongue has left a huge impact on the students, whcih will be a great advantage for them in the future."

CONTEXTCOVID-19 has demonstrated we are vulnerable to unprecedented risks and for this reason we have to be more conscious and aware about the social and environmental challenges. Art and creativity can be used in order to stimulate European awareness and empower people of current and future generations in order to fight against environmental and social problems as Biodiversity Conservation.Also, in this line, the European Biodiversity Strategy aims to build our societies’ resilience to future threats such as climate change impacts, forest fires or disease outbreaks. OBJECTIVESSTArt! (Skills Through Art) has as general objective: Improvement of skills and competences in students by means of art and creativity with the purpose of strengthening the awareness and active citizenship about Biodiversity.To achieve this general goal, the following specific goals have been defined:Specific Goal 1: Supporting opportunities for students in acquiring and developing skills and competences. Specific Goal 2: Strengthening the profile of the teaching professions, developing creative methodologies.Specific Goal 3: Reinforcing “Art, Creativity and Culture Organizations” (ACC Organizations) making them more resilient and adaptable and giving them new opportunities.PARTICIPANTSThe direct target groups of STArt! are 80 students, 10 teachers and 20 professionals from Art, Creativity and Cutlure (ACC) sector.. Indirectly the project will benefit other groups, mainly teachers (50) and students (150) from secondary schools and ACC professionals (40).Partnership includes 3 organizations from Art, Creativity and Culture sector: -CRESOL-VASTE-KALLITECHNIO3 secondary schools are involved as educational sector: -IES BOTANIC CAVANILLES- MOUSIKO SCHOLIO - KANNAKSEN LUKIO Finally an expert organization about Environmental issues:-AREAEUROOPAThe countries represented by the partners are Spain, Finland, Greece and Italy.ACTIVITIES AND METHODOLOGYSTArt! implementation follows this structure:1) Beginning – Agreements, preparation of activities and organization.2) School staff training – Preparation of a learning materials and training for school teachers. 3) School student training – Implementation of art learning methodologies and learning exchange for students.4) Consolidation of knowledge in schools and conclusions for ACC sector.4) Closure – Final evaluation road map for future joint ventures.5) Project Management (transversal) –Virtual and transnational meetings and reports.6) Dissemination (transversal) –Website, social networks, meetings, mainly addressed school students and teachers and professionals.INTELLECTUAL OUTPUTSThe IOs produced by STArt! Project are:IO1: Learning Material for Teachers: Biodiversity challenges. IO2: Learning Material for Teachers: Skills and competences through art-based learning and creativity tools.IO3- Evocative Report - Engaging to global challenges through art processes IO4: Guide: Active Young Leaders.IO5: Manual: Opportunities for Art, Culture and Creativity Organizations in Educational and Environmental Sector.LEARNING, TRAINING AND TEACHING ACTIVITIES.LTTA 1: Improve the skills and knowledge in teachers about art-based learning and Biodiversity Challenges.4 days – Short-term join staff training for 9 teachers and 4 professionals. LTTA 2: Improve the skills and competences of students and the awareness about Biodiversity Challenges, the trough art processes.5 days – Short-term exchanges of pupils 12 students and 4 accompanying teachersLTTA 3: Workshop about the improvement of the skills and awareness about Biodiversity Challenges.3 days – Short-term join staff training for 11 participantsLTTA 4: New opportunities for ACC Organizations through cross-sectoral cooperation among educational sector and environmental field.3 days – Short-term join staff training for 11 participantsLTTA 2 and LTTA3 will carried out at the same time and some sessions will be in connexion.RESULTS AND IMPACTSIt is expected that STArt! implementation will impact mainly in teachers and students of secondary schools and in ACC professionals.Some of the most important impacts will be:- Students will increase the creative and innovative skills to find new solutions.- Students will increase the active participation in civic and social life.- Students will know new concepts related to biodiversity and critical challenges. - Teachers will improve the skills in the field of learning methodologies through art and creativity. - Teachers will improve the knowledge and awareness in Biodiversity challenges. - Teachers will learn about high quality art-methodologies that reinforce creativity and innovation.- ACC professionals will enlarge the networks with the different profiles and professionals and sectors, mainly educational and environmental field.- ACC professional will discover new possibilities and opportunities of working.

"Migration is an old process introducing cultural differences which is not new for Europe and partly explains its complex territory and cultural diversity that the refugee crisis of 2015 has reinforced through its massive waves of immigration. Consequently, there is an increasing number of migrants in our schools, bringing a huger diversity in school communities and classes. We are living in a world in motion with growing flows of migrants induced by several reasons which makes it a necessity to learn adaptability, tolerance and open-mindedness. Europe sees its construction endangered and weakened as we can witness the rise of nationalist and xenophobic movements in an increasing number of European countries at levels that have not been reached since the 1930s, we see a growing communitarism, individualism and selfishness together with a lack of intercultural understanding.Our schools from France, Spain, Finland, Greece, Czech Republic and Poland present a diversity of geographical, economic and social situations but have one common feature: a strong history of immigration in their countries. Each country has a specific history towards migration which brings a general overview of the present time situation in Europe through varied prisms :- The Mediterranean countries that are on first line facing mass migration from Africa and the Middle East, are in a difficult economic situation: Greece and Spain where meetings with newly arrived Syrian, Kurdish, Iraqi and Pakistanese teenager migrants and with young adults from South America were made possible.- The Nordic and Eastern Europe countries whose history is rooted in migration mainly in neighbouring countries and for whom Southern migrations represent a new concern: Finland, Czech Republic, Poland- Other countries have a long tradition of emigration and immigration both with colonial empires and neighbouring countries: France which has a particular policy which aims at assimilating migrants, Greece and Spain also match this profile.We aimed at working for a more efficient social inclusion in our schools, as school is one of the main actor of the social link and intercultural understanding among people. We also noticed that the young people of today are in search of an identity, should it be individual, collective or both? Is the European feeling strong enough for our youth to face the challenges the 21st century has in store?The participants had to take into account different kinds of situations, which allowed them to enlarge their perception of contexts and to have a global perspective beyond national borders. This partnership aimed at facing a topical challenge: breaking stereotypes and enlarging the participants' visions on the present world issues of migrations . We aimed at deepening the notion of migration and promoting the values of understanding, collaboration and tolerance. We targeted to raise awareness of the richness of cultural diversity and to promote intercultural understanding, to make participants aware of human rights. Strenghtening European citizenship and social responsibility was at the core of the project by developping social entrepreneurship among teens and encouraging the feeling of social responsibility. One of our main goal was to reinforce social inclusion, via intercultural understanding inside and outside schools: we aimed at creating a more inclusive school atmosphere, hence allowing migrant populations or people from different horizons not to feel marginalized in schools. By enhancing intercultural understanding , we aimed at fighting school drop out and at placing school as a space of inclusion, not only of academic teaching.To fulfill our objectives, we were assisted by the NGO ""Terre des Hommes"". We worked with EU institutions and the ESN who brought their expertise and supported the participants (105 students and 20 teachers) along our collaboration. We met politicians, social workers, migrants and organised actions of solidarity.The 3 final outcomes were elaborated through eTwinning constant collaboration and made concrete during the meetings in the 6 countries.Our cooperation resulted in 3 outcomes:- the ""IWE Charter of the migrant of the 21st in Europe""- the app ""IWE 21st centuty migrant's toolkit""- the awareness video campaign ""IWE for intercultural understanding""We presented them during a final online event in February 2021 attended by one hundred people including students, teachers, parents, headmasters, a EU MEP and French education board representatives. This partnership aimed at paving the way to an opening of schools to societal issues and to stress the part played by school as an actor of social inclusion. We integrated non academic issues to school concerns and enhanced the development of European citizenship built up via school projects. We think we succeed in pushing the walls of school and minds which was at the core of the project by promoting social entrepreneurship in the schools communities."