The project Community School Museums-COSMUS seeks to value the European cultural heritage, as a central element of diversity and intercultural dialogue; to establish strategic and virtuous interactions, between school, knowledge and education, Community, social, territorial and economic development, and the school Museum, memories, identities, territories, for the reinvention of the world, in the way of learning to know and know how to live together, in a perspective of global citizenship.The main objectives are:To develop strategies of social integration, of intercultural understanding, of a sense of belonging, of valuing people, in the contexts of school, community and city.To promote formal and non-formal learning processes, transversal skills, digital literacy, ICT and multimedia, communication, original and foreign languages, social and civic, capacity of initiative and entrepreneurship, Cultural, aesthetic and artistic environments.To satisfy the needs of training and learning of teachers and pupils, in a meaningful way, at the level of the flexible transversal approach of the curriculum, through collaborative work, as a team, sharing and building knowledge, independently and responsible, in a logic of innovation, creativity and problem solving.The partnership involvers ten institutions (1 Academy, 1 Teacher’s Training Center, 2 Associations and 6 Schools). Six school partners work with a team of 50 students and 10 teachers and 100 families. In addition, it also carefully distributes 36 students with special educational needs and 10 community stakeholders, with an initial universe of 1100 people coming from school and community.The participants are selected, according to criteria and profiles previously defined, by the partners like: gender equality, incentive for the participation of motivated students, with low social formation, handicapped, migrants, in difficulty of early school dropout, failure, and those who face social or religious problems or other type of exclusion. The project will be developed using design methodologies, interdisciplinary, innovative, sustainable development, team-based work, research-action and reflection processes, with flexible approaches to the complexity of themes and problems, through communities of learning and practice, knowledge building, critical sense, and the involvement and participation of the educational community.Reference activities are competitions, content production, intellectual outputs, training and learning, a festival, exhibitions, transnational meetings and a multiplier event.From these activities we expect to obtain several results, tangible and intangible that will last long after the project ending. Some of those tangible results are specific contents (Tales, songs, poetry, Life Reports, Films, Chronicles...) developed within the framework of the dynamics of Community museums of European partners; a toolkit to build a community museum in schools or a collaborative, an e-book with descriptive description of the project and an interactive digital platform. As intangible results we highlight the improvement of teachers and students’ skills on communication, digital, language and creativity skills, debate and critical thinking, cooperation, sustainable development; the awareness of the world and its potential for transformation through an intercultural consciousness; the valuing mobility of people on a planetary scale, in the interaction and inclusion of diverse ethnic-cultural groups, different in their language, religion, customs and traditions; the respect for cultural diversity; contribution to a more humane and meaningful education that respects the diversity of the school and educational community; a processes of change, focusing on the reflection component on the communities that live and interact in the school, in the collaborative resolution of problems and in partnerships with the educational community; Encourage awareness and development of appropriate and contextualised activities in the European dimension.The expected impact is significant at the level of the direct participants involved: teachers, students, community, European project partners, but also on the families, and citizens of the city, whose heritage and cultural contribution is recognized and magnifies the impact of the projectIt is expected to duplicate the universe of direct and indirect participants in the course of the project. The benefits of the project in the short, medium and long term are very significant, by the innovation dimension contained and mobilized by the different connections of the project, the methods, the potential of the networks and partnerships, the objectives and products to be developed.The construction of a Community school museum and related intellectual production are innovative in the educational, social, and cultural sector, inspiring the creation of memories, identities and diversification, in the heart of COSMUS.

The project grounded on the partners’ recognition of the need to promote integration and inclusion of all their students, especially migrant and SEN students - more at risk of early school leaving. The choice of priorities/topics was strictly connected to the conviction that inclusion and integration are the actual foundation of a future multicultural and equal society and not only a set of emergency procedures. The partner schools followed different approaches which were shared, evaluated and eventually integrated. Documentation of ongoing activities and related lesson plans were always available on Twinspace. Three low secondary schools from Germany, Italy and Greece and two primary schools from Poland and Cyprus participated in the project and many students presenting a migrant or SEN background were involved. New practices were implemented to promote language learning, basic skills empowering, intercultural competence in order to improve social inclusion/integration; each school was responsible for planning specific activities, providing training and lesson plans. First activities: focused on the concept of culture and its main features. Students shared information about their own country, city, school etc. on Twinspace. Second set of activities: aimed at enabling students to communicate using other means than verbal language: facial expression, body language, drama, masks, dance, music, painting were experienced and results shared during the Cyprus LTTA and further deepened in workshops. Next activities: focused on sport as a chance to integrate/include young people with different abilities and backgrounds - as well as embedding a set of fundamental values (respect, engagement, team building, resilience). Various kinds of sports activities were carried out in the schools, as well as meetings with athletes with some kind of physical disability who had excelled in their sports discipline. During MIRRORS Olympic Games in Poland, mixed teams of students from the partner countries were engaged in games and sports competitions. Last set of activities: aimed at reflecting on migration, considered from a historical, international, national and local point of view and not just as a contemporary emergency. Results were shared during the LTTA in Italy, where the students were also involved in a number of workshops based on art, drama, body percussion. The activities continued until the end of the school year. Results/impact attained: Creation of motivating/supportive learning environments that included all students and empowered their cognitive, social, emotional and intercultural skills; Improvement of the students’ digital skills (ICT/Web used to communicate, work, learn); Promotion of the students’ intra-cultural and intercultural awareness/knowledge; Practical experience of the EU founding values (pluralism, tolerance, non-discrimination, solidarity, justice and equality) and of Erasmus+ Projects' impact on school good practices; Sharing of teaching/learning units/lessons and evaluation grids/rubrics that were planned/implemented in the partner schools; Physical deliverables: Project Logo, Twinspace, Newsletters, Erasmus+ Corners, regular journals/logbooks/videos about ongoing activities, descriptive PPT/videos presenting the students’ activities/results; teaching/learning plans and evaluation grids/rubrics. Longer-term benefits: Good practices are now becoming part of the partner schools’ curriculum, repository and daily activities, improving the educational and learning spectrum; Increased integration of ICT tools/web apps within educational, teaching-learning practice; Overall improved competences of teachers involved in the project (communicative competence in English, team working, collaboration, exchange of information on the different school systems/ regulation and of different teaching experiences /expertise); Improved competence in preparing, implementing, assessing EU Projects; Contacts among students and teachers live on after the project end, giving them lifelong occasions to belong to a wider, more inclusive world. Schools will keep on promoting similar experiences in the future.

History has been shaping our countries’ destiny and made us who we are. We've planned our project as an adjustment or alternative to the classic school history teaching method that shall include new realities of the labour market, so that our students will have the required skills and competences to become competitive on graduating. We identified our students needs as: high IT skills proved in a thematic of multidisciplinary approach; good command of foreign languages use; the stimulation of our students emotional and competitive intelligence in an wider context - achieved through exercised communication and team work in an European project. We also identified the theme of the project: areas/ buildings of the city that are either misused or should be paid attention to, there should be retold the stories they generated along the different period of times, be proposed some highlighting measures by our students who would become familiar with their community cultural heritage, contributing to issues solving through entrepreneurial actions, highlighting the image of their cities so that they should be proud of them. We’ve established together with our partners that our theme for the project it was new for all of us, thus bringing a benefit for all participants. What our project brought us is the fact that, added to the idea of analyzing representative monument buildings the analysis has crossed the axis of time heading towards the future , they had to describe the students’ imagination - carrying out the project’s outcomes. As for the past, our students had to describe the life, traditions and legends of the families that have lived in those buildings, the historical events they attended and witnessed, the cultural movements in their respective period of time. Therefore, we kept the memorable moments in each country’s history alive.On the other hand, our students asked about these buildings immediate history,were involved in the city civic and social life, their voice was heard and they became aware of their future role in the society. Our partnership came with new modalities to introduce them to the public: performing in a living library, a living exhibition with characters of different periods of time telling the stories of the areas/buildings we we focused on, graphic design of urban representation they createdFor all these purposes, we designed this project that fits both academic and vocational aspects to accomplish the above items through: -Innovative practices to make aware all students of the involved institutions of the richness of their city history;- Media courses for teachers and students;- Artistic creations: one logo, plays written on the building history, living exhibitions, living libraries, films, exhibitions of photos, art objects created by students on the theme, theatre contest festival;- Project meetings of sharing experience to broaden the participants' view and to make them willing to be active parts in the city life;- Communication with partners, city inhabitants and senior citizens to gather stories on the areas;- Participation in an workshop that will deal with research, urban myths and attractive interactive activities not only for the teachers and students involved in the project, but also for students and teachers from other schools of the region; a workshop for students about arts and traditions; - Creation of an (e)Brochure comprising the activities developed along the project & the methodological planning sheets with the strategies approached - for teachers of other schools to use.These activities and others mentioned in the above sections had the following objectives:>to raise awareness of the students' own metropolis and share this internationally with the partners to turn educational commitment into EU value through media and artistic interpreting;>to design and experiment an innovative methodology in order to strengthen our students' IT skills, to increase their English language competences and to get acquainted to the languages of our partners;>to promote our students' employability through empowering their skills and work attitude by stimulating their interest in their community culture;>to revive the urban stories about buildings whose history was forgotten;>to give our students the possibility to know their own community features, to share them with their partners, to facilitate their communicative skills in foreign languages, to acquire new IT media skills;>to preserve the collective wisdom, to make it known by the youth.>to give an incentive to the participant teachers to be part of the city life working together with their students in non formal activities that define the theme and revive their schools fame in the community.We relied on the interest of our students for the topic and for each partner school to organize, plan in advance and carry out activities so that they had the impact we hoped for.

"In a world of economic and social structural changes, high rates of unemployment and job insecurity, young people who are educated in the Arts feel more vulnerable to face these uncertainties and increasingly realize the necessity to acquire new skills and attitudes in order to survive in the ever changing labor market of the Creative Industries (CI). Engaging Arts students in the international c-enter4cult project could be the most viable solution for seizing opportunities to create new jobs and career paths, wealth and well being. The idea of the c-enter4cult project is based on Arts students’ passion to pursue and exploit entrepreneurial opportunities and take initiatives to sustainably preserve expertise & knowledge of the Traditional Fashion Design (TFD) industry which is at risk, leveraging their creativity in an innovative and effective way and meeting their needs for self-employability in the CI. Indeed, in the era of globalization, industrialization and mass production of fashion, traditional clothing, textiles, handcrafts skills and inherited techniques, knowledge and expertise are gradually disappearing, a fact which stresses the need for the identification and preservation of the European Cultural Heritage. This can be achieved by inspiring Arts students to make the past part of their future, boosting their imagination and talent and enhancing their capabilities to turn their innovative ideas into actions, adding value for themselves and the wider European Community.The project is based on the New Venture Creation learning approach and it suggests the infusion of Creative Entrepreneurship into the Arts Education oriented to the wider sector of CI. By launching a Virtual Joint Venture in the CI of TFD, the project aims to provide a real world learning environment, where the entrepreneurial mindset is promoted among Arts students, sustainable careers are identified and developed, teachers’ entrepreneurial fluency is empowered in order to work, learn and teach with a proactive mindset taking initiatives and risks in a European framework; in general, entrepreneurial school culture is promoted. This can be attained by designing collaborative action-based learning activities which focus on the Generation, Description & Analysis of the entrepreneurial idea, Market Research, Branding & Marketing, Fashion Business, Team Management, Business Plan creation, Cultural Products (clothes, accessories) and creation of services in TFD industry, providing a combination of theory and experience and motivating stakeholders to participate actively in the learning process. The learning methodologies implemented, include approaches and concrete results such as 1) Social:students & teachers interact socially and work collaboratively in intercultural groups to search, retrieve, gather and share information, participating in hands-on workshops, generating intellectual outputs such as lesson plans, worksheets, conceptual maps, research, interviews; 2) Experiential:everybody ""learns by doing"" via practices such as field trips, exercises (e.g. to use the loom or sewing machine to make clothes, to create jewelry using macramé art) and performances (Runway Fashion Show); 3) Blended:combining online with traditional classroom educational interactions, with the flipped classroom being the key instructional strategy where students collaborate and prepare online competitions, individual design portfolios; 4) CLIL & CALL to strengthen communication in English & ICT competences (e.g. e-shop, presentations, CVs, social media, e-Twinning, videos, photos, logos, websites, ads); 5) Kinesthetic: requiring participants to have hands-on experiences (drawing, tailoring).The project directly involves: 4 European Schools specializing in Visual Arts/Fashion Design, Entrepreneurship/Business, ICT & EFL; 280 students (15-18) selected according to their interests, talents, skills and prior creative entrepreneurial experiences, via CVs; 12 teachers, responsible to design, organize and manage the LTT activities, products of the project, educational products and dissemination plan; and indirectly 2500 students and 300 teachers approximately, parents and mentors/entrepreneurs from Creative Industries and authorities from the wider local community. The potential impact of the project implementation is measured in terms of the reinforcement of an entrepreneurial mindset and fluency, entrepreneurial school orientation, modernization of education, professional & personal development, career development, sustainability of the Arts/TFD/CI & culture, promotion of well-being. In this international project, collaboration, ideas, knowledge, experience & good practices among stakeholders are transferred and implemented; networking is built, fulfilling the Erasmus+ Program objectives as well as the European 2020 Strategy for the promotion of Entrepreneurship in secondary education, meeting the goals for growth, social equity and inclusion."

We are Filmakers is a project that brings together formal and non-formale ducation actors from Greece, Spain and France to initiate a European ambition of cooperation in the field of film education as a challenge of European citizenship. We are Filmakers, which will last 13 months, is aimed at students aged 16 to 17, mobilises the teaching teams of 5 schools and brings together four international film festivals. It is structured around four key events taking place in Thessaloniki, Madrid, Cannes and Marseille.For digital natives, the overwhelming majority of information, leisure activities and creative investment is disseminated through screens, in the form of film stories. This reality influences considerably the construction of representations of the world and therefore of citizenship. We believe that simple image education is not enough to increase awareness and the development of critical thinking among students. There is a need for a greater articulation between the reception and creation of filmic narratives in order to enable students to increase their critical competence.European education systems have in factvariously taken up the issue of the construction of representations, of which the teaching of cinema is a formidable witness. Therefore, thanks to the exchange of practices, Jobshadowing sessions completed by exchanges with experts from outside the educational world, We are filmakers wishes to lay the first foundations for a harmonization of the practices of cinema/audio-visual teaching, to draw up the expectations and to enrich the respective pedagogies. We are Filmakers has two convictions, relevance we want to demonstrate.Firstly, the need for a European vision. Not only because awareness of the citizenship issue cannot be reduced to the national space, but also because We are Filmakers needs to be embodied in an ambitious project to support the efforts of students. The objectives communicated to them at the beginning of the project have a strong potential for valorization. To be able, at the end of the process, to be part of a jury of critics at an international film festival. And, to make a collective documentary and poetic film, based on three filming sequences in each of the countries. This work would be a metaphor for a shared cultural ambition of European citizenship.The second is that citizenship and culture require as soon as possible a shared work between formal and non-formal actors, in order to promote and multiply access to it and make a continuity of public in time and space. We are filmakers wants to be an accelerator of collaboration and bring schools/cultural organizations into the culture of co-teaching. To do this, it will actively associate three international film festivals (Thessaloniki, Madrid, Cannes and FID Marseille), as an educational film programmer and to supervise the production of the collective work by making film professionals available.This combination also responds to a professional perspective. The film industry and, more broadly, the audiovisual industry are growing and become a major source of opportunities. For students, festivals, through the density of the works shown and also the activity of their markets, testify to this reality and dynamism. Finally, for the territories concerned, festivals are also markers of identity and development. By associating them in the same project, the project feeds a possible synergy in terms of European inter-festival cooperation.Based on precise, qualitative and quantitative indicators, built on the contributions of the participants and supported by the state educational authorities, We are filmakers has multiple ambitions: educational, cultural, artistic, professional and territorial in the service of an active Europeancitizenship thanks to cinema.