In this time of loss of values, great difficulties and financial uncertainty, young people needed help and a guidance for their future life. Everybody dreams a successful career and school education has a fundamental role in giving our students the right knowledge and skills to enter the labor market. Cyprus, Italy, Poland,Portugal and Czech Republic joined together in order to provide our students, aged 14-19, with career guidelines and an entrepreneurial education in a European dimension. Each school had 4-7 pupils, directly participated in each mobility plus a large team of students and teachers beyond that who helped to prepare the tasks ( PPt presentations, videos, etc.) for the 5 LTTAs as well as the subsequent distribution of the learning outcomes. We especially emphasized on the mobilities of those pupils who, faced financial difficulties and have never had a chance to go abroad. The project aimed to: give our students a guidance to explore job opportunities in Europe and how to apply for a job, given them an entrepreneurship education that can provide them with the knowledge and skills for an entrepreneurial success in order to turn ideas into actions and gave them the opportunity of creating a job, inspire them to be more self confidence, in order to get the jobs they really want to pursue in their life, improved their English language skills and their ITCs build and develop the 21st century skills: critical thinking, problem solving, research practices, creativity, imagination, innovation, planning, initiative, leadership, teamwork. In order to achieve these goals, a training program on career guidance and entrepreneurship held by international experts and was fulfilled during the 5 LTTAs. Our focus was on lectures, workshops, company visits and meetings with entrepreneurs. The methods chosen aimed at transferring knowledge, inspiration, and motivation, in fact all the activities were focused on pupils, enabling them to explore new ideas and put them to good use, to be innovate and creative. Learning by doing will be predominant as the interaction and communication between pupils and teachers, experts and entrepreneurs from 5 different countries of the EU play a very important role. They worked in international teams and were encouraged to widely use ITC through web searches, used of softawares, applications, etc. All those practiced and used fostered their social, language and technological competences and prepared them as much as possible for their future career. The results we tried to achieved and to produce were: an international e-guide for entrepreneurship that could help trainers and users in what to know and learn in the process of how setting up a national/international business. - a glossary was created to include of technical business words and five national business plans and a sample of an international company -e-diary a detailed documentation of the project L/T/TA with video and photo for the website.- Attending the training program and working on the preparation of the above outputs, students gained a deep insight into occupational opportunity and were acquired with the abilities to start companies. This provided our students instill trust and added a positive impact on their attitude towards their future lives. The e-guide will be a very useful resource tool for the future dissemination, as it can be integrated in the curriculum of the schools. This ensures that the European entrepreneurial spirit will be passed on to future pupil-generations in the subsequent years. All the material produced will be available on the project website, pictures and comments about the project will be posted on Facebook and Instagram and the results will also be published on E-twinning and on the Erasmus+ Platform. The project will be also advertised through leaflets/ brochures and some paper copies of the e-guide that will be distributed to schools, universities, companies and associations for the dissemination.

"<< Background >>This group was born one year ago. By using social media partners from TR and RO started the discussion,the first ideas of the project. Then they searched for suitable partners to complete the group, creating the team. All partner schools are different by all means; located in different types of cities, different cultures, environments and socio-economical situations. The world we know ground to a halt in 2020 due to the Coronavirus outbreak. We are experiencing the world as never before, and this is especially intense and frightening for children. The impacts of the COVID outbreak on children have the potential to be life-altering and devastating. Globally, more than 8 in 10 children felt that they were learning little or nothing at all, and two-thirds of parents and caregivers reported their child had received no contact from teachers since their schools closed. The proposed project contributes to the development of key competences by familiarizing students with different life situations through theatre and helping them cope with the COVID-19 isolation. Moving educational activities online has been a challenge for everyone involved, pupils, teachers, parents. Isolating friends and teachers during distance learning has produced a cascade of associated problems -many students are said to be anxious and scared, nervous and tense, -is isolated from colleagues and friends, can't concentrate as well as at school -do not get involved in community activities -said they are not able to make informed decisions for themselves.From discussions with teachers who teach these students need:-improving the motivation of those who language learners by implementing modern methods -it is important that the learning approach is learner-centered, with a focus on developing communication skills.-the need to find a teaching strategy to develop students' self-confidence, socio-emotional competencies skills, and pro-social behavior.Our project will promote modern teaching techniques, European educational values and cooperation. The main topic of the project is “theatre” and its role and contribution to improving pupils’ self-confidence, practicing English as a foreign language, encouraging pupils' creative and artistic skills, group cooperation. We want to study different topics, to make theater plays, but also to write an optional course for students and teachers so that others can benefit from it in the future.Starting from the common needs of the schools, from the experience that each school has, the partners considered theatre as a way of learning English, a way of learning that involves going through a complex programme of specific activities, which involves stimulating the expression of feelings by the beneficiary, which leads to the recognition of the human potential in each person and the development of a culture of dignity and respect. In the case of pupils, theatre develops social skills, skills that contribute to personal development, thus enabling them to progress, discover and become more empathetic and closer to social reality.The topics of environmental protection, healthy living, consumer habits, and lifestyles; are themes of major interest in the life of the community, we will debate these themes with the students, they will make presentations, interviews, we will increase the ability to show solidarity in solving problems affecting the local community, leading to the development of sustainable thinking but also to acceptance and non-discrimination. The realization of the new optional-curriculum course ""Theater -Learning trough play"" in English which can be adapted/used also for teaching mother tongues or other foreign languages in schools will enable students to explore and relate to a future life-world affected by constant change, allowing them to deepen their awareness of social and ethical implications of life settings.<< Objectives >>The -new curricula which will be written optional theatre course entitled ""Theater - Learning through play"" and the DVD with recorded plays will be useful for teaching English, aims to train key competences, creating links between similar activities from different domains, starting from the teaching of English, proposing multidisciplinary approaches. We believe that through this promising and creative program our students will be benefited in many ways. They will have the opportunity to improve in a wide range of areas, such as self-confidence, self-esteem, self-expression, communication, collaboration, interpersonal skills, aesthetic awareness, and, last but not least, imagination. If we want to sum up in one word all of the above, we can say “communication”!! Some other important benefits from drama, theatre, and the performing arts, especially on young people are physical, emotional, social, and they help to develop a healthy appreciation of culture and the arts.Aspects of drama, especially improvisation, helps young people to understand how to appraise situations, think outside the box and be more confident going into unfamiliar situations. Students learn to trust their ideas and abilities. The confidence gained from learning performing arts skills applies to school, career, and life.Some more great benefits of this project:The benefits of drama in teaching English language will be the assimilation of elements of prosody and pronunciation in a contextualized manner, the acquisition of new, fully contextualized vocabulary and structures, and a sense of confidence in their ability to learn a foreign language.ImaginationBeing creative and learning to make creative choices helps students to be better at thinking of new ideas, allowing them to view the world around them in new ways. EmpathyUnderstanding characters, roles and the subtext of plays and musicals allows students to relate better to different situations, backgrounds, and cultures. It encourages them to show compassion and tolerance for others.CooperationTheatre is a collaboration of different players and in many cases the quality of any performance reliance on ensemble performance. Combining the creative ideas and the abilities of all participants is required for the best outcomes. This requires all those taking part to engage in discussions, feedback, rehearsing, and the performance.ConcentrationPlaying, practicing, and performing will develop the ability and skills to be able to focus the mind, the body, and the voice.Communication SkillsIt seems obvious to say that drama, theatre and the performing arts improve verbal and nonverbal communication, but it is worth stating that this benefits young people throughout their life. It improves vocal projection, articulation, tone of speech and expression. Importantly is also develops listening and observation skills.FunDrama brings elements of play, humor, and laughter to those taking part-improves motivation and reduces stress.Emotional OutletActing and drama games allow students to express a range of emotions and encourage them to understand and deal with similar feelings they may be experiencing. Aggression and tension are released in a safe,controlled environment–often allowing for a period of reflection afterward.Physical FitnessPerforming, even the most passive performances, requires intensive movement over a prolonged period. Many performing arts exercises improve flexibility, coordination, balance, and control.MemoryRehearsing and performing lines and movements will improve memory. Your memory requires exercise, just like a muscle.Appreciation for Arts and Culture-because it will bring joy into their life.Teachers in partner schools will exchange ideas, thoughts, pedagogical and methodological materials, learn about an inclusive approach that will make the learning and teaching process more effective.Students will be able to develop their language, communication, management, team spirit.<< Implementation >>Schools will be energetic and active by the theatrical activities that will be organized in each institution. There will take place five LTTA for students and 1 for teachers. Students will participate, rehearse and perform a play on stage. The activities are in chronological order of their development: -for the workshops, we will have promotional t-shirts,-for dissemination activities, we will have promotional caps, pens,keychains-for carrying out activities, making materials we will need consumable materials paper, toner, etcBefore each LTTA, the students, coordinated by their teachers, will make documentation work, in order to produce materials (PPT, collages, interviews, posters, films) according to the subtopics, which will be presented at the LTTA.STAGE 1-STARTING THE PROJECT:-Creation Erasmus+ corners; -Students will have the chance to contact each other on Etwinning;-Produce leaflets promotion activities and then share to local community, authorities, and schools-Project will be presented to the beneficiary /Mini-conferences, for stakeholders; -The partners will prepare and apply the initial questionnaire;TPM1-Virtual transnational meeting; STAGE 2- Subtopic My dramaturgy: -Preparing presentations on partner schools, regions, and countries/UNESCO heritage;- Making PPS, interviews, about subtopics -to be Tourist in Europe;-Organizing workshops with actors from the local community regarding possibilities of expressing oneself through drama;-Digital project logo competition diploma and awards for each school;C1-Turkey Subtopic: Play1: ""Tourist in Europe- UNESCO heritage"" ( will be prepared during the mobility):After the mobility:-Preparing a DVD of activities;-Disseminating the activities in each school; -Flyer-good manners as a tourist STAGE 3-Subtopic Discrimination in education (Article 24, The UN Children Rights Convention)"": -Organizing activities Workshop in school and in city/region open to everyone on subtopic; -Making PPS, film about subtopic;C2 -Cyprus Subtopic:""Play2 -United through theatre. Common ground against discrimination”:After mobility:-Preparing a DVD of activities;;-Disseminating the activities in each school;-Designing a Human Rights mini dictionary-digital; STAGE 4 Subtopic ""Social integration, minority and educational difficulties"":-Making PPS, collage/drawing, about subtopic; -Organizing activities in on subtopic-volunteering; - Make project calendar 2023 with activitiesC3-ROMANIA Subtopic:"" Play 3 - THEATRE UNITES EUROPE""-Diversity makes rich:After the mobility:-Preparing a DVD of activities;; -Booklet /Storyjumper Successful stories of integration;Disseminating the activities in each school;-The partners will prepare and apply the initial questionnaire;TPM2-Virtual transnational meeting; STAGE 5 Subtopic: Sustainable Society; -Organizing workshops with actors from the local community regarding possibilities of expressing oneself through drama;-Making PPS, posters about subtopic;C4-Spain Subtopic:"" Play 4 -Sustainable EUROPE"";After the mobility:-Preparing a DVD of activities;;-Disseminating the activities in each school;-Creating a banner on the topic "" 5 tips for a sustainable world"" 1 banner for each school;C5- Spain Teacher training; ""Theater - Learning through play""-new Curricula STAGE 6 Subtopic Healthy Europe:-Making PPS, photos, about subtopic;-Organizing workshops -on mental health and lifestyle problems during the pandemic and after;C6-Italy Subtopic:"" Play 4-Healthy EUROPE"":After the mobility:-Preparing a DVD of activities;- Publikation - Healthy life--Disseminating the activities in each school-The partners will prepare and apply the initial questionnaireTPM3-Virtual transnational meeting-Writing, printing the optional theatre course entitled ""Theater-Learning through play"" with a DVD-Dissemination-the new curricula and the DVD and exhibition with created materials STAGE 7 Final Report<< Results >>Intangible results of the project.1.decrease of the emotional distress of the students2.improved attitudes and beliefs about self, others, and school3.developed more positive social behaviors and peer relationships, fewer conduct problems,4.developed responsible decision-making skills5.achieved better adjustment and academic performance6.developed self-awareness, self-management, social-awareness, relationship skills; they will help students succeed in life, responsible, competent, student, who meets the standards of values of the European citizen.Tangible results of the project.1.Writing the optional theatre course entitled ""Theater - Learning through play"" with a DVD, we mention that it can also be used as a curriculum for a Theatre Club in schools, including the plays made by students in the project as examples of good practice, in English, the course will aim at theatrical interpretation, as well as quick and effective assimilation of the technique of using scenic languages, useful for teachers in the activity of teaching foreign languages, but also mother tongues, the plays made . Some chapters of this course can also be used in counseling and personal development classes, The learning activities in the course will be cross-curricular themes that are topical (ecology, diversity, inclusion). 2.Better English language results of students with averages below 7 will increase by 1 point3.The number of pupils who were part of the sample surveyed will thus decrease by at least 10% for said they had an anxious and scared child, said they were nervous and tense, isolated from colleagues and friends,distracted, and can't concentrate as well as at school4.The number of pupils involved in community activities or in extracurricular activities organized in or outside schools will increase.5. Improving the image of the school, increasing the prestige of the school in the community, will be reflected in increased enrolment in the project schools6.Participation of as many students and teachers as possible in community activities-volunteering, greening actions, choose a healthy lifestyle. 7.Materials as a result of carrying out activities Promotional leafletsFlyer-good manners as a touristProject calendar for the year 2023, with the school and activities Publikation - Healthy life Banner on the topic "" 5 tips for a sustainable world""Booklet /Storyjumper Successful stories of integrationDesigning a Human Rights mini dictionaryProject Corner-in each school to see the evolution of the project, in those 2 years, but keeping it in schools for another 3 years.Materials (PPT, collages, interviews, posters, films) according to subtopics produced during the project will be placed in the libraries of the partner schools, will be posted on Project pages, on the Facebook page, Twinspace."

The name of the project is ‘Career without borders' and it addresses secondary students aged 15-19 from the following countries: Poland, Italy, Portugal, Cyprus and Latvia. All the countries are facing similar problems. The participants agree that their countries struggle with a growing number of young graduates unable to succeed in the labour market. The long-term objectives of the project are based on the outcomes of distributed online and analysed questionnaires among all participating schools (teachers and students). (https://docs.google.com/forms/d/1zjNMXEHJlsyrYDBoHe0MHwfQ6f5T2y9JAKgdjPsmu1o/edit, https://docs.google.com/forms/d/1PteIRnGsXIgyUIZX1A_XBiuUWscKU_R8LJSsBPvLYNY/edit) We believe we can benefit from each other, because every partner country can support the others with great knowledge and experience. We've already started theTwinning project to share our examples of good practices.The main objective of the project is to develop employability skills and competences which are essential for successful professional and personal life in the EU, and which are often neglected in formal education and thus we would like to make a bridge between educational system and the world of work, to modernize education systems. We want to teach young people studying different courses how to overcome fears and doubts facing their future career, how to start their own companies that might operate on global market and help them to gain all the necessary competences (social, cultural, foreign language, ICT). We also wish the teachers would improve their competences in teaching employability and ICT skills and also their foreign language competences.The goal of the project is to create workshops and activities on Moodle Platform. The participants of the project are going to prepare them and try them out in order to offer them to other European schools and then to integrate them into the school curricula.The project comprises of one short-term joint staff training in Poland and four short-term students’ exchanges in Italy, Cyprus, Portugal and Latvia. The teachers’ meeting in Poland will involve the teachers’ training in Moodle platform and other ICT tools and exchange of good practices teaching employability skills. During this event teachers will also create workshop activities for future students' exchanges. At each students’ mobility we will hold workshops on given subtopics. They will be: Communication skills, Cooperation, Setting up a business and Solving problems. Before the exchanges of students each country will be responsible for creating their own modules on Moodle platform. Modules will consist of tutorials, presentations, interactive activities, worksheets, self-assessment tests and many others that will be later available to students, teachers and public not only in participating countries but worldwide. Through implementing innovative approach – using advanced technology, activities via Moodle, concepts of blended learning and flipped classroom, introducing methods to improve teaching and learning languages: Content and Language Integrated Learning (CLIL) and Computer Assisted Language Learning (CALL), we will be able to deliver all the necessary skills and competences. Between the exchanges, apart from Moodle activities, teachers will arrange visits to firms and institutions where students will explore how important employability skills are in real surroundings (interviews with employers and employees, doing research). The tangible result of the project will be workshops and learning activities on Moodle platform, presentations, project posters and brochures, evaluation reports, an eTwinning group. To promote and disseminate the results of the project we will do a lot of local activities (press articles, social media postings, web pages) and we will also organise local events where local authorities, parents, school community etc. will be invited.We are certain the project will make an impact on participating schools, teachers’ methodology competences, ICT and foreign language skills and students’ future careers and their competences needed for future work life. New forms of work will be started not only in partner schools but in other schools too. The project should also develop students’ global skills since it will be carried out in multinational surroundings and it should enable them to work in multinational environment in the future. Other European schools should benefit since it will serve as an open source learning platform and thus ensure its long-term sustainability . All participating countries plan to share the project outcomes in other projects and cooperation on different platforms, such as eTwinning and other programmes of European Union.

<< Background >>Our project rises up from the urgent need, shared and faced by our school/local communities, of preventing bullying, which has assumed new forms in our digital era; our schools are not fully prepared to face such a developing culture of hostility and discrimination, which is more and more affecting the mental and physical health of involved subjects, so an international cooperation among different social sectors is needed. Schools and the wider communities have an ethical and legal responsibility to prevent bullying of any kind, and we want our students to become citizens capable of giving their personal contribution to social cohesion as well as to promote a tolerant and democratic school attitude, recognizing the absolute value of the Article 1 in the Universal Declaration of Human Rights: “All human beings are born free and equal in dignity and rights”.<< Objectives >>Creating a safe and supportive school environment is crucial to prevent and deterring bullying, mitigate the effects of violence and support learning and academic achievement. Our project calls for students, parents, school staff and community stakeholders, asking them to work together to prevent bullying by talking about it, building a safe school environment and creating community-wide bullying prevention strategies. Specifically, we will promote a climate of bullying refusal by spurring all involved participants to: 1) Acquire social, civic and intercultural competences and energetically promote active citizenship and ethics in lifelong learning 2) Foster critical thinking and media literacy. 3) Promote intercultural dialogue and participation in democratic life, social and civic engagement through formal or non-formal learning activities. 4) Encourage cooperation through all forms of learning in cooperation with other relevant policies and educational stakeholder. 5) Build sense of initiative and engagement to strengthen social ties as well as generate a sense of belonging 6) Promote the acquisition of skills and key competences (digital competences, languages) 7) Strengthen the professional and educational profile of teachers; 8) Trigger modernization/internationalization and reinforce the response of education and training systems and youth policies to the main challenges of today's world.Our project calls for students, parents, school staff and community stakeholders, asking them to work together to prevent bullying by talking about it, building a safe school environment and creating community-wide bullying prevention strategies.To reach our goals, the set of intellectuals outputs and other tangible outcomes will be crucial, both in terms of participants' involvement and in term of short snd long term dissemination.<< Implementation >>Our methodological approach will be interdisciplinary and collaborative, privileging blended learning and cooperative activities, in order to stimulate students to mind-map, plan and learn by doing. Students will take actively part to a number of actives during the mobilities but mostly in the months before as preparatory phase (mobilities are not the final goal, they represent a means to better cooperate together). All participants will take part in regular extra-curricular meetings,.with international web-meetings where local stakeholders involved in the project will meet students; curricular lesson plans and modules will be updated to the project issues: participant teachers will introduce new modules in their lessons, offering new learning scenarios to their students, Non participating teachers and students will be involved as well, by furnishing them materials and involving them in all expected surveys. The mobilities will represent a moment of exchange of practices and human contacts as well, and the following set of 5 ACTIVITIES, repeated at each mobility, will be implemented to let students become active subjects of their learning processes: A1- CIRCLE GROUP DISCUSSIONA2 - EMPOWERING STUDENTSA3 - LET'S ACTA4 - LET'S TALK ABOUT ITA5 - MY ERASMUS EXPERIENCEAll activities will become OER's, and students will work based on 3 main LEARNING STEPS:1) Detecting bullying practices and being aware of their lasting impact (learning goals)2) Producing tangible outcomes (interactive cooperation through formal/ informal learning paths)2) Being actively engaged in school policies for a safe and supportive school climate to prevent and deter bullying (active citizenship)As for the METHODOLOGY,. BOOST! will enhance Socio Emotional Learning (which is indeed at the base of any Erasmus exchange),and our methodological approach will be interdisciplinary and cooperative, based on an open to cooperations with external stakeholders active in the field of youth problems. Blended and informal learning paths will be privileged, and students will be stimulated to mind-map, plan and learn by doing (except for the IO3-Handbook, all Intellectual Outputs will be created by students, under the supervision of teachers, technicians and stakeholders).The DISSEMINATION ACTIVITIES will start as soon as the project is approved, and will start throughout the 2 years and over thanks to the produced outputs (and by maintaining the official website active for 2 more years). Since interactive dissemination will take place through eTwinning events, webinars, and other forms of Digital involvement of participants, we decided to carry out only one MULTIPLIER EVENT in each country, at the end of the project (but in different dates, so that all partner schools will be able to take part in them).<< Results >>Tangible and intangible results will be achieved. Four Intellectual Outputs, together with a BOOST! website, social media and paper brochures/posters will be the tangible results our cooperation will work at, in order to furnish long-lasting tools in bullying prevention and fighting. If the visible results will be local/international campaigns, participatory debates, surveys and research, the immediate impact will be a preventive policy based on an innovative set of outputs capable of spurring students' awareness about the importance of respecting, reporting and defending (in a word, the importance of being active citizens). There will be SHORT TERM IMPACTS (support to the already existing anti-bullying policies, prevent/break patterns of violence, provide skills to communicate and negotiate peaceful solutions to conflicts) and LONG TERM IMPACTS for: STUDENTS (higher sense of belonging to a wider European community and shared culture and higher awareness of both common values and the crucial necessity to become active subjects of the EU, deeper awareness of one's position in the school community and refusal of injustices, higher openness to the cultural/social differences, deeper awareness of own's role in the world to promote a right society (for a better present and future), refusal of false stereotypes and prejudices, increased tolerance and awareness of belonging to the European citizenship, increased ICT, language and entrepreneurship skills, wider and more conscious use of OERs, higher percentage of students who improve their school grades . TEACHERS: 1) More flexible and open-minded attitudes, higher motivation in one’s own job 2) Improved pedagogical, TET, ICT and language skills 3. fostered team working and managerial skills, wider exploitation of OERs (and higher ability to create them, improved professionalism and self-esteem SCHOOLS: 1) A systemic change to build a school climate that discourages bullying and addresses it effectively if it occurs 2) Improvement of local school CURRICULA (e.i. introduction of cross-curricular activities, exploitation of the OERs created during the project, introduction of new assessment tools, new cooperations with loca/national/international stakeholders) 3) Creation of an official school ANTI-BULLYING GROUP made of an administrator, a teacher from each grade, a member of the non-teaching staff, a school counselor or other school-based mental health professional, a parent and a community representative to serve as the leadership team for program implementation at the school. 4) Development of innovative and more motivating education paths and POLICIES 5) Higher qualified/well-performing STAFF 6) Higher prestige of schools at local/national/international level STAKEHOLDERS: 1) Wider cooperations between schools/community (families, social workers, organizations) 2) Deeper knowledge and openness of local community to the EU POLICIES 3) Exploitation of the Outputs at a local, national and international level (not only within the school partnership but through the eTwining and Erasmus platform)