See above

European Citizenship (History and Architecture in European cities)In this project we aim to learn students more about European Citizenship (History and Architecture in European cities). We do this on different scales: Present their own city and their own neighbourhood, and from cultural legacy to desired future. (Gouda/Saarbrücken).We have set the following concrete horizontal project goals throughout the project: Students are able to present their own city, and can make differences between the neighbourhoods in their cities. Students can present their city, by video, mapping, prezi-presentations and drawings and sketches and creating logo's or t-shirts to promote their city(presentations)We aim to improve: Critical thinking for our students and to stimulate other participant to learn from the experiences of our students. Empowering students by improving their linguistic skills, digital skills, verbal/presentation skills, intercultural skills, interpersonal skills. We will encourage them to reflect on their own situation in the perspective of place and space in historical context. The purpose is to bring students to understand how their town has developed in a European perspective. We aim to strengthen the feeling of '(European) citizenship through working together in an international setting. The focus in this project lies in Urban development through time and Architecture (Urban planning).With the aim to share our knowledge and to enlarge the learning effect and impact, we focus in this project not only inside the school but we try to bring our message as a group together outside the school in society, possibly by organising a play or meeting together with students, families and people from the local society to debate and share about interesting things in the topic of European Citizenship. We can find interesting stories in history to learn about and hope to open students mind with 21 century skills as presenting, debating and interviewing people in a respectful way. With this intercultural interaction this project contributes to enlarge the knowledge, but another aim is to enlarge the motivation to communicate with students from another European society. This makes the topic of European Citizenship (History and Architecture in European cities) very useful to speak and learn about in this Erasmus+ project. Practical goals: - Students and teachers develop their linguistic skills (English, German, French). - Students improve their practical (presentation, digital) skills - ICT skills for both students and teachers. - Encourage reflection on intercultural competences.Activities to be organized to realize the goals for students and teachers are: Gouda: -Workshop: We aim to have a photography workshop from FOAM international museum specific on Architecture. (FOAM museum can cooperate with us) - Visit of Rotterdam to learn about industrial transformation (Van Nelle factory, Hotel New York), and visiting the architectural highlights as from before 1940 and the modern specific architecture after that time (cubical houses, industrial Architecture from the 70's, 80's, 90' and 00's)- In Gouda the development of the city and renewing of the functions from industry to facilities and housing will be visited and people involved with the transformation of buildings. Students make a city map and create interactive stories that with QR-codes can be used during an interactive city walk, the tourist information can be an excellent partner in this part. Saarbrücken:- Urban sketching: Educative stroll through Saarbrücken and its various neighbourhoods to discover their sociological, historical and functional characteristics. Students will be required to sketch architectural details and consider their significance.- Digging up the past : Visit of the Roman site in Gräfinthal, the baroque buildings of Saarbrücken and/or the industrial/ cultural heritage site Volklingen, to learn about a historical city (local history) and record their observations while drawing and making notes in their sketchbooks. The focus of this activity is to consider and make pupils aware of the underlying past of their urban environment.- Welcome to my village: The activity is a hands-on simulation workshop with clay about assimilation, intercultural competences in general. In international teams, pupils will be asked to build their clay houses in a village. Students need to present their products in EnglishWith the organization of the meetings, the sharing of information on social media and eTwinning, the 'masterclasses given by experts and visits of places of importance.Regarding the activities we want to design around the theme « Urban development », they will certainly be used again in the future with other classes. Cartography in geography, the emphasis we will put on architecture in arts, and the theme of the city in literature are easily integrated in our curricula.

Coping with climate change: Lowlands compared with a Mountainous area.In this project we aim to teach students more about what climate change means and its effects on the past, present and future in two very diverse European areas. This will be done by examining two very diverse areas: their own and their partner’s region. As the two areas are very different from geographical, climatic and social points of view they will be studied separately and then together during the exchange. (Gouda/Aosta Valley).The main aims of the project are to examine climate change and its effects, thus increasing the level of knowledge of the science behind it and repercussions on the present and future. For example they will study what caused climate change in the past and what the impact of climate change has on the present community.Students are able to present their own regions and gain an in-depth understanding of climate change which they are not always fully aware of despite being encouraged to protest when their practical knowledge is scarce. Students can present their region by video, mapping, prezi-presentations and drawings and sketches and creating logos or t-shirts. The students will improve their critical thinking and pass on the results acquired during the project to other students, teachers, parents and members of the local community. They will be stimulated and encouraged to think in terms of past experiences in order to cope with and hopefully pave the way for a better future. As many subjects and teachers are involved, this will allow students to have a multidisciplinary approach to climate change. This will also involve improving their linguistic skills, digital skills, verbal/presentation skills, intercultural skills and interpersonal skills. We will encourage them to reflect on their own situation in the perspective of place and space in both a historical context and regarding the future. The main objective is to lead the students to understand how the regions can cope with climate change in such vastly different geographical contexts.By working together, the project aims to foster a collaborative effort and a feeling of solidarity in the face of a common problem thought to be a threat to the welfare of future generations. The project will focus on the act of coping with climate change: how can the communities of the two different areas adapt and even take advantage of this change which is apparently beyond our control – or is it? An important part of the project will be to share our knowledge and disseminate it to others both within and without the school environment, thus increasing the learning effect and impact. We aim to bring our message as a group together outside the school in society, possibly by organising a play or meeting together with students, families and people from the local society to debate and share about interesting things in the topic of climate change. Through studying history we can learn about and open students’ minds with 21st century skills such as presenting, debating and interviewing. Practical goals: - Students and teachers develop their linguistic skills (English, German, French). - Students improve their practical (presentation, digital) skills - ICT skills for both students and teachers. - Encourage reflection on intercultural competences.Activities to be organized to realize the goals for students and teachers are: Gouda: This project will focus on the impact of climate change in a delta, Gouda is situated below sea-level surrounding by polders. To extend Gouda in it's housing and facilities we need to build in one of the lowest polders that is situated near Gouda (Westergouwe). Caused by climate change risks on flooding will be increased. So we need to take in count this by building a extended area.Aosta – A visit to the Regional Civil Protection Office to learn about the monitoring of glaciers and permafrost, the effects of extreme climate on the environment, threat to biodiversity. In class students will work in Science, Physics, Maths, history; English, French and German on documents related to these topics.Activities: - Introduction on the topic, - Presentations on effects on climate change in the atmosphere (What are effects/ results from the assignment) (Horizontal goal) - Discussion about the differences between Gouda and Aosta, What are the causes that effect Gouda and what did we learn from the exchange in Aosta. - Working on a newspaper that describes the present and future on climate change in Gouda (2021-2050)

Migration in the 20th and 21the Century. In this project we aim to learn pupils more about migration and flight in the 20th and 21 century. We do this on different scales: Migration and impact of migration on their own town, (Gouda/Verona) compared with te situation in another country Italy and The Netherlands and we will look on an European scale, how we can cope with the positive and negative impact of migration on the society. To learn something and understand the current situation, students need to learn about migration in the past, what happend the last 50 year in our own society and how is migration developed during the last 50 year. We believe that migration is a topic that influences our both societies (IT and NL). The move of people for work, social reasons or from a humanity perspective is something from all times. Citizen in the European Union have to deal with the consequences of migration from places that are in another statue of welfare, security and or good climate to life and work. With the aim to share our knowledge and to enlarge the learning effect and impact, we focus in this project not only inside the school but we try to bring our message as a group together outside the school in society, possibly by organising a play or meeting together with migrants, students, families and people from the local society to debate and share about interesting things in the topic of migration. We can find interesting stories in history to learn about and hope to open students mind with 21 century skills as presenting, debating and interviewing people in a respectful way. With this intercultural interaction this project contributes to enlarge the knowledge, but another aim is to enlarge the motivation to communicate with students from another European society about sensible topics as integration and sharing of welfare. In the future of Europe, the current generation will be faced with new forms of migration and need to cope with the challenges there are. This makes the topic of migration very useful to speak and learn about in this Erasmus+ project. Activities to be organized to realize the goals for students and teachers are: - Visiting a hosting place for young refugees and migrants. - Speak with students with a migration background. - Visit the Humanity House (Amnesty International) in The Hague. - Learning about the migration from Italy to Argentina and remigration to Italy. - Learning about the Jewish migration history in both Verona and Gouda. - Meet a EU-representative in Brussels to speak about migration in EU - Organize a meeting or a play to share knowledge with family, friends and society. As described there are different levels of learning about migration, on local, national and international scale. Very useful to get a good perspective of the impact in different parts of the world and the own environment. Students need to present their results and knowledge to other students in English. The students learn how to collect data and how to interview migrants in a respectful way. Student give and receive feedback on their work by experts, teachers and co-workers. Giving and receiving feedback is an important skill to improve your product. Students learn to use digital media in a good way to present results in school and society. Impact on pupils, school, families, stakeholders and society. For the increase of the knowledge and the evaluation of the quality of the visits and the seminars with the experts we will use a questionnaire for both students and teachers. 1: Students enlarge their knowledge about migration in the 20th and 21st century. 2: Speaking with experts on this theme to see migration from a professional perspective. 3: Meet migrants and refugees that experienced migration and come in contact with (young) people in the local communities to learn about differences in the Italian and Dutch societies on migration. 4: Speak with the local community about idea’s and have an open debate about differences and things in common in both societies. The meetings will be evaluated by short interviews with participants and the migrants and refugees. With the organization of the meetings, the sharing of information on social media and eTwinning, the 'masterclasses given by experts and visits of places of importance. We aim that this project will increase the impact of learning on this topic for students and the experience to teach in this way for teachers in and share this in an international environment. The share of information on the topic of migration is also suitable to reach a big impact on the local community. The topic migration is suitable for building in a respectful why on responsible citizenship in a local and the international community, according to our aim to learn from different perspectives about a sensible topic in an international setting and create a impact for the participants, stakeholders, schools and the (local) communities. In this project we aim to learn pupils more about migration and flight in the 20th and 21 century. We do this on different scales: Migration and impact of migration on their own town, (Gouda/Verona) compared with te situation in another country Italy and The Netherlands and we will look on an European scale, how we can cope with the positive and negative impact of migration on the society. To learn something and understand the current situation, students need to learn about migration in the past, what happend the last 50 year in our own society and how is migration developed during the last 50 year. We believe that migration is a topic that influences our both societies (IT and NL). The move of people for work, social reasons or from a humanity perspective is something from all times. Citizen in the European Union have to deal with the consequences of migration from places that are in another statue of welfare, security and or good climate to life and work. With the aim to share our knowledge and to enlarge the learning effect and impact, we focus in this project not only inside the school but we try to bring our message as a group together outside the school in society, possibly by organising a play or meeting together with migrants, students, families and people from the local society to debate and share about interesting things in the topic of migration. We can find interesting stories in history to learn about and hope to open students mind with 21 century skills as presenting, debating and interviewing people in a respectful way. With this intercultural interaction this project contributes to enlarge the knowledge, but another aim is to enlarge the motivation to communicate with students from another European society about sensible topics as integration and sharing of welfare. In the future of Europe, the current generation will be faced with new forms of migration and need to cope with the challenges there are. This makes the topic of migration very useful to speak and learn about in this Erasmus+ project.Due to covid-19 our project aborted in February 2020. Unfortunately are we not able to finish this under the current unpredictable circumstances.

"The project joined two European schools in Latvia and the Netherlands to experience content and language (English) integrated learning (CLIL), using ICT and see the benefits of cooperation in various contexts to enrich partners’ skills and uptodate use of effective teaching materials.The main goal of the project was to provide an opportunity for students to experience learning together in face-to-face settings that follow on-line learning activities, to bring together students’ creative potential for making them aware of European values, their capacity to contribute wellbeing and sustainability of learning society.The project enriched teachers and students’ opportunities to share their knowledge and adopt innovative practices cooperating. The implementation of the project activities was connected with long-lasting practice as well as with specific processes, for example:*)to intensify use and practice of CLIL and bilingual learning and teaching in schools;*)the use of Skype;*)cooperation and digital and non-digital innovative practice - mutual face-to face learning to implement collaborative projects and practice democracy, in promoting creativity and multicultural understanding.2 rounds of student exchange were accomplished – 2 mobilities each year in both countries. 4 local mobilities were supplemented by online activities with presentations, discussions, questions via Skype. All in all, the project activities extended practice of educational establishments and promoted students’ and teachers’ mutual understanding, use of ICT and strengthened competence of teachers to introduce new learning-teaching methodology in practice.The following activities were organized during the project:1) Local activities and online cooperation (Skype) based on CLIL in history, social sciences, sciences and promoting digital competence;2) Local activities when students introduced themselves, their schools, classes, countries and national history as a part of European Union. Students enlarged their knowledge about their country, EU, European values. They practiced English for communication as well as evaluated benefits of on-line communication;3) International mobilities. Interactive studies during the mobilities when students from both countries studied together using CLIL, bilingual methodology, developed their socio emotional competence, practiced democratic approach and tolerance when discussing and taking decisions as well as finding common interest topics for further cooperative projects and communicating in English;4) 4 students’ project festivals and a Farewell Party at the end of mobilities where students presented their common work, shared their knowledge, discussed the results of cooperation and gave feedback.The main target group was 14-16-year-old students but the teachers involved had the opportunities to:*)experience new practice of cooperation and innovative methods – locally and digitally;*)strengthen multicultural understanding;*)enlarge their competence of using foreign languages;*)promote CLIL and bilingual teaching methods in schools;*)get acquainted with the educational system of another country and to take part into study process at school.In whole 110 students and 12 teachers took part into local and mobility activities, study process, festivals; in online activities – altogether about 300 students and 30 teachers from both countries (using Skype in the classroom, participated in outdoor lessons, festivals).The results of the project and descriptions of mobilities were enclosed in school’s homepage, demonstrated in classes, teachers’ meetings and when exchanging ideas with teachers, as well as in parents’ council’s meeting and festivals of student’s cooperation at the end of each mobility. The students who were present in mobilities shared their experience in International Open lesson ""Crossing the borders with the Microsoft Teams!"" in May 22, 2020 with the students from Kazakhstan, Estonia, Croatia, Slovenia, Ukraine, Serbia.Due to the decrease of number of lessons in English in new Standard’s study programs, the results of the project proved the necessity of introducing CLIL method into study programs in junior secondary schools.The reinforced understanding of using CLIL and bilingual potential in national and European educational systems as well as purposeful use of ICT in multinational context is the impact of the project.By introducing CLIL and bilingual methodology education process at school became more modern and dynamic, related to real learning and life situations, students’ skills and abilities were developed in compliance with labour market needs, more teachers had a clear vision how to implement CLIL in their classes.During the project larger understanding of students’, teachers’ and communities was developed in order to advance 21st century education that is able and willing to share its progress in study process."