This plan came from a common wish, from our four schools, to work together after a first project very exciting : to go further in our cooperation, to deepen and enlarge our European ambition, we opened our project to other schools, and for a longer period (two-years project). The main objective is still the same : open culturally our pupils, offering them an european point of view on their teaching. Some of our pupils have a strictly local reading of their (urban and natural) environment : broadening to european stakes is a token of intellectual opening, maintained curiosity and future wishes. We are four secondary education schools, with pupils from 11 to 15 (a few of 16). A French school, coordinating, located in Noisy-le-Grand, in Parisian area ; an Italian school, in Grantorto, close toVenice ; a Finland school, in Lahti ; a Greek school, in Larissa ; and, finally, an international school located in Stockholm, Sweden. We are already working together in order to organize transnational activities, between our different classes and disciplines. European Weeks will be organized in each school to present ambassadors pupils, exposing the projects'advances in their school. The results we expect by means of this activities will be important at the level of the local liveliness, for each school. It will raise awareness among several hundreds of pupils per school, about European and environmental themes. Thereby, it is all the families related to, and the localities around, who will hear about practical progresses ensuing these exchanges. Pupils, families, urban network, but also teachers' team, this project will highlight positively, locally and pragmatically what European cooperation means into everyday life. It will higlight as well a necessary awareness from all of us about our ways of life : how to preserve our environment through sustainable cities, respectful or its inhabitants and its immediate natural and living neighbourhood, that is to say biodiversity.In the long-terme, and in collaboration with cultural, teaching and social associations, this project will present some benefices that will go over immediat interests, entering into a more substantial scale:sens of reponsabilities development, opening to others, that will no more be a simple concept but an obviousness, a reflex, environmental and civic sense development, and more particularly a local,national and European civism. At last, development, beyond civism, of interpersonal friendships, cement of a proper European collective project.

"The project “Virtual and Real in our Lives” deals with the problem of mixing the real world with the virtual one. New ways of perceiving our surroundings, working, consuming the media, having fun, communicating, learning and creating are developing, we call them the virtual, mixed or augmented reality. But where is the difference between the virtual and the real? What is the influence of the virtual in our social life, how does it influence spending of our free time, how can we use it in our schools? And do we understand the technology that makes all this possible? The imminence of such a question is undoubtedly real, the virtualisation of our world is part of the present. But are we questioning the impacts of the mixing of both worlds to their daily lives? Answering these questions, we searched for the potential but also threats of the mixing of virtual and real in our school and daily lifes.5 European schools (4 former partners and one new school) collaborated on this project, mostly with pupils 13 to 16 years old. As all the partner schools are facing the same problems described above, we worked together to see and understand the difference between the ""real"" and the ""virtual"" in communication, art, work, creation, technology or social life. We understood the process and technology of creating something virtual or saw better the risk of manipulation between virtual and real. We used the virtual paradigm for the educational purpose, implemented a new methodology in the school curricula which enhanced our skills during the COVID-19 era. We proposed workshops to our pupils and other teachers and prepared them to recognise the possible dangers of virtual leisure activities. The historical point of view virtual / real dilemma was also treated. Digital skills in the virtual/mixed reality domain for the future employability as well as the teachers career enhancement were reinforced.Our key activites were: the definition of Virtual and Real in the past and in our present and technology behind it all was the goal of the first project event in Základní škola, Mládí 135, coordinator of the project (Prague, Czech Republic). Virtual and real in our social lives was treated during the event in Heinrich Heine Europa Schule (Dreieich, Germany). The third event focused on virtual and real in our leisure and was held in ISISS SCARPA (Motta di Livenza, Italy), forth, hosted by IES Alkal´a Nahar (Alcalá de Henares, Spain), concentrated on the use of virtual reality for educational purposes. The project activities meant to be finalised in Collège Saint-Exupéry (Saint Jean de Braye, France), but we had to achieve this goal using the virtual meetings context. We focused there on the present and future of the “virtualisation”, use of the virtual tool in our daily school life and sustainability. For a better insight to the project topic, teachers training in the field of VR, ICT and 3D printing in education was provided by the coordinating school. We also planned several long-term exchanges in the partner school where students from other countries would observe and evaluate the implementation of the project activities. Only 2 of 6 long-term activities were finally done, one Italian and one Spanish students could act as project ambassadors. To complement this unplanned change, we created link between all the other project activities using the chatting forum about the project related topics with mostly 50 students and teachers included. We also started a new “virtual/real” collaboration between pupils that exchange virtual letters and artefacts (photos, videos) as well as the real ones (paper letters, gifts). As the main result of our project, we can mention the innovative educational documents and methods to deal with the mixed reality paradigm for our daily school life. Students produced a variety of products, such as posters explaining the topic related themes, virtual and real journals, guides of a responsible behaviour in the virtual space, art and videos related to the topic, analysis of their virtual/real life etc. We created a “resource book” with samples of education activities with activity descriptions, methodology and concrete implementation in the school curricula and we published it in our TwinSpace web. We are convinced that the impact of our project is much larger than our schools, because all these activities claimed to achieve a better sense of citizenship for teachers/students of our school communities. We gave us the strengthening os some key competences for the digital era. We clarified the virtual/real paradigm in a responsible way and saw the opportunities and threats of mixing the two realities surrounding us and creating our lives – the real and the virtual. Knowledge of the legacy of the past, a better understanding of the present and pro-active attitude to the future are a key civic competence in the world where mixing things up is one of the main strategies of manipulations and confusion."

This plan came from a common wish, from our four schools, to open our pupils to European cultures, offering them an European point of view on their teaching, through a common topic, related to our national syllabus. Some of our pupils only have a local reading of their environment : broadening to European stakes is a token of intellectual opening, maintained curiosity and future wishes. The main objective is to encourage them to reconsider their habits, and points of reference, sharing the way they learn and what they learn with same aged pupils, culturally, geographically, even socially close. The objective is also to lead to a similar process with the teaching methods of our educational teams : leaving a strictly local or national approach of the syllabus, observing of course their imperatives, but putting it in relation to the others, ensuring a more practical reading for the pupils, testifying of their practical significance. Because every country teaches similar notions, but not necessarily in the same way, and some ways can be more comprehensive for some of our pupils ! This double objective, thus, to make our pupils more open-minded, in all the meanings of the word, and to propose various interpretative framework for the teachers, setting in context syllabus inherited from historical, national and social habits. Rather than a questioning, it's about an intercultural enrichment, aiming to open our educational traditions with other methods, in order to develop practical tools borrowed from one another, share new ideas and get inspired by other countries’ methods. We are four secondary education schools, with pupils from 11 to 15 (a few are 16). A French school, coordinating, located in Noisy-le-Grand, in Parisian area ; an Italian school, in Grantorto, close to Venice ; a Romanian school, in Bucharest ; and, finally, an international school located in Stockholm, Sweden. We are already working together in order to organize transnational activities, between our different classes and disciplines. Thus, activities and games gathering transnational teams of same class levels will be registered in a newspaper, keeping their progress up-to-date. European Weeks will be organized in each school to present ambassadors pupils, exposing every step of the projects in their school. Likewise, amongst the educational team, a methodology is adopted : virtual meetings through eTwinning will take place at least twice a month , in order to coordonate the whole activities proposed by each discipline, and to galvanize, if necessary, inspiring ideas coming from other disciplines or other colleagues. We expect these activities to have a real impact on local liveliness, for each school. It will raise awareness among several hundreds of pupils per school, about European and environmental topics. Thereby, all the pupils' families related to, and the localities around, will hear about practical progresses made through these exchanges. Pupils, families, urban network, but also teachers' team, this project will highlight positively, locally and pragmatically what European cooperation means in everyday life. It will highlight as well a necessary awareness from all of us about natural resources' protection, and aquatic areas' wealth. In the long-term, and in collaboration with cultural, educational and social associations, this project will present positive results that will arouse immediate interests, entering into a more substantial scale: being aware of one’s responsibility and being open to others will no longer be a simple concept but something obvious, a reflex, environmental and civic awareness, and more particularly of a local, national and European civism will be central in the project. At last, development, beyond civism, of interpersonal friendships, cement of a proper European collective project.

"CONTEXT AND NUMBER OF PARTICIPATING SCHOOLSThis project was a strategic partnership of five partner schools which have been in close contact for many years (France, Spain, United Kingdom, Czech Republic, Germany) and have found a new partner with unique features for this project, ABC Koleji in Ankara, Turkey.The six participating schools have chosen this topic ""Refugees in Europe - Our future in motion"" due to relevance and immediacy. We as teachers wanted to prepare our students for a changing Europe in which they learn how to cope with many different cultures and will benefit from living in a multicultural, but a united Europe. The title referred not only to the changing European future but also directly to people on the move. MAIN ACTIVITIES Before the start of our project we decided to reflect the movement of refugees in the order set for the short-term exchanges: From the first contact with Europe to the struggles refugees have to face in their everyday life; from the historical point of view to the most recent events. In all countries involved, neo-national tendencies gain strength and democratic and European values are in danger. The first of the project's most important objectives was to prepare our students against these neo-national tendencies in their own country and strengthen the attitude towards democracy in the European community and the idea of a united Europe. To support this goal, it was necessary to show our students different perspectives of the refugee crisis in Europe. Furthermore, students gained competences in media literacy by reflecting on the national and European coverage of the refugee crisis on TV and in newspapers. Through personal contact with refugees the project participants understood the background of the refugee crisis (e.g. reasons for leaving the countries of origin, living conditions for refugees in European countries, legal process for asylum seekers) and got motivated to help refugees actively. Through personal contact with refugees our students developed empathy and fought stereotypes. The project ""Refugees in Europe- Our future in motion"" was designed for 13-16 year-olds from different nationalities, social backgrounds, school communties and experience on the refugee topic. Activity days and charity events were the core activites of our project as we knew the project participants would seek motivation and interest from this. Getting active together in sports-activities, cooking events and tandem partnerships built up a positive attitude among the project participants. Talks and debates with experts provided first hand information on the background of the refugee crisis. Personal stories of refugees broadened this theoretical knowledge and enabled stronger long term learning effects. Not only did the project participants analyze the media coverage within Europe, but they also created TV/webradio shows and newspaper articles themselves to disseminate the project results. Simulation games and activities helped our students to put themselves in the shoes of a refugee, but also European institutions. The methodology of our project was built on the belief that personal contact and experiences with refugees and diversity in general will have a stronger impact on the long term learning than only theory. This is why we included refugees and stories of personal experience in our project whenever possible. Expert knowledge was integrated, too. We implied continuity as a method of our project by establishing Erasmus+ Clubs with weekly meetings for the preparation and disseminatination of the project results.The flexible adjustment of activities was a basic element of the methodology used in this project. RESULTS AND IMPACTSome of the most important results were the TV and radio shows, presentations of various refugee related topics such as European borders and the displays with photos and summary articles of the short term exchanges in each partner school. An induction programme was created to improve the integration of refugees within the partner schools. Additionally the topic of refugees was used to create new curricular courses for students at the German partner school. The attitudes of our project participants towards refugees and the future of Europe were greatly affected: Students understood the hardship, the needs and the motives of refugees to leave their lives behind and the need to find a common European solution to the crisis. LONG TERM BENEFITSLooking at the long term benefits of this project, the students learned how to get actively involved and respond to challenges in society not only on a national but also on a Europan level. The students appreciated the idea of human rights and the idea of a united Europe and will on the long term imply these ideas into their everyday life."

<< Objectives >>First of all, this project aims to create an international dynamic aimed at young people. Second of all, this project should allow partners from the associative and educational sectors, as well as national and European institutions to exchange on good practices and talk about their own experiences, encourage active citizenship, gain experience in international cooperation and intercultural skills, encourage learning and allow young people who have less opportunities to open up internationally<< Implementation >>Educational trips will be organised in 3 of partner countries, so as to follow in Dumas’ footsteps, and a travel diary will be produced by the pupils, as well as a book on the construction of Europe by great writers. 2 seminars will be organised, one for the teachers and one for the structures which manage the European cultural itineraries. An exhibition on illustrations of Dumas, and one on Dumas’ travels, as well as theatre and fencing lessons will complete the artistic value of the project.<< Results >>Thanks to the completion of these objectives, the “From d’Artagnan to Napoleon, Dumas’ Europe step by step” project will allow to raise the participants awareness around European citizenship. From Dumas and his travels to todays European institutions, the will is the same, to build a Europe of Peace by having a better understanding of others. This understanding is aquired through culture, literature, trips, sport and exchanges.