In the era of digitalisation, we are all aware of the importance of digital competence in our lives. Traditional teaching aids and media are now largely helped by modern technology to make both learning and teaching easier. Among the number of its benefits, there are some serious issues, the existence of which all partners agree on. The instant accessibility of information has caused lesser attention spam among children and teenagers in all partner schools, who find hard to concentrate on larger chunks of information and have problems with memorisation and mastering basic skills, especially literacy. Another problem is the lack of human interaction, which is being overtaken by social media, even among family members. At this point, we're facing the moment of need to introduce a balance between technology and traditional teaching and learning aids. According to our experience, one of the most valuable tools to achieve this is storytelling. We strongly believe that reading and writing should not be taught as separate skills. We have come to the conclusion that our students, in all participant countries, learn faster when they are emotionally engaged and when they find meaning in what they are taught. Therefore, we want to provide our students with a different environment to master these skills. We believe that using storytelling is an efficient method to achieve this. Since there will be no strict rules on how to tell and create stories, pupils with learning difficulties would get a chance to express themselves in a way that suits them best.Taking into account everything stated, we have agreed on the following objectives:- to increase students' motivation for reading;- to develop students' competence in applying knowledge into practice in literacy education;- to introduce innovative practices to schools' approaches to teaching 8 competences for lifelong learning;- increase the self-esteem of students with fewer opportunities; - strengthen students' empathy towards different age and social groups;- improve teachers' skills in providing individualized teaching approaches to students with fewer opportunities;- improve our students' and teachers' intercultural knowledge.Students with fewer opportunities will be actively involved in all phases of the project. Storytelling and related activities are a powerful tool to engage all levels of students, regardless of educational, cultural, social, health and geographic obstacles, to reach their full potential. Concrete results we plan to produce:-books of stories;-teacher's guide with detailed descriptions of learning activities; brochures;-DVD with cartoons/animated videos of stories;-website, Twinspace, Facebook page with full coverage of all project activities and presentation of the results.There will be two main target groups: students and teachers.We plan to meet the project objectives by carrying out activities described in the Project Timetable, together with institutions we have already contacted and made arrangements with: kindergartens, homes for elderly people, schools for children with special educational needs, societies and companies involving people with disabilities. Partners have already been collaborating with some of them, and with this project, we will expand the learning area of our students.Visits to these institutions and mutual participation in the project activities with their users will encourage students to embrace different age and social groups, to make them able to learn accompanied by diversity in all forms and also, improve teachers' skills in providing individualized teaching approaches to students with fewer opportunities;Students with learning difficulties will be supported by stronger students in pair and group activities. Teachers educated in work with SEN students and teacher advisors will be consulted throughout the project. Teaching assistants at partner schools will also be involved in project activities.There are three large schools (Italy, Sweden and Spain) with approximately 800 students each, one middle-sized school (Croatia), with approximately 450 students and a small school from Greece, with approximately 130 students. The school from Greece is the only one applying for an Erasmus+ KA229 partnership for the first time and will be mentored by other schools, especially the Croatian school as the coordinator, but also the Italian school, as two institutions are carriers of the eTwinning School Label. Altogether, there will be approximately 400 students and 40 teachers directly involved in the project, and approximately 2900 students and 280 teachers indirectly involved. Taking into account other stakeholders, such as institutions to be involved in the local activities, students' families and other people, addressed by dissemination, such as members of eTwinning community, the number of people who are expected to benefit from this project is (at least) approximately 5000.

Participants: European Sacred Heart Schools from various countries of Europe and other partner schools in the EU. (Especially new member states) Aim and goals: Students and teachers worked towards various projects referring to the EU identity and core values such as freedom, democracy, human rights, peace, solidarity, constitutional legality and tolerance. Identity is a social construct. At the moment, the European Union and its inhabitants are doubting and feeling insecure about the European idea and what concrete means it takes to live in the EU and how to identify with this information. Nationalism and other political groups are fighting against the idea of a common Europe. Young people do have a desire to own an identity. This project enabled the students to identify, understand and implement theses values into their lives and act as multiplicators and opinion leaders in their environment to strengthen the idea of a common citizenship. Workshops, research, discussion and presentation of results should contribute to a better understanding of the idea of the EU in the 21st century. Also, this project aided in promoting the cooperation among different faculties of the Sacred Heart Schools in Europe and set up a platform for a European learning and better understanding of our goals. The main goal of this project was to create and develop new teaching materials online and in print about the topic. We could reach this aim in our three meetings in France, Estonia and Spain At the end of the project we planned a small conference with all the stakeholders of the project in Vienna. The objective was to promote and foster the dissemination of the results of our project. We also wanted to make sample lessons to present the outcome of the project to an interested community during this project meeting in Vienna. Unfortunatley we had to cancel the last meeting in Vienna due to Corona.

"The BBS Pirmasens in Rhineland-Palatinate and the Colegio Sagrado Corazón Mundaiz in the Basque region plan a two years project named ""Working in the European Union"" in the context of the European labor market. The recent numbers of the labor market imply that the aspect of working in the European Union and getting to know the opportunities and benefits of this international cooperation are indispensable. The objective we would like to achieve is both to arouse the student’s interest in working abroad and to develop the personal skills and competences needed to succeed in the European job market. Furthermore, we would like to improve the knowledge of their foreign languages, of the communication technologies used during the project as well as the social and intercultural competences. By involving all these aspects, the student’s chances to find a suitable job, either in Spain or in Germany or another country, will be increased.During the project the realization of certain products plays an important role. To do so the students have to deal with different topics (e.g. German vs. Spanish companies and vocational training systems, written and oral job applications) and create certain products (e.g. presentations, interviews, job applications, Europass) that have to do with the topic “Working in the European Union”. Furthermore, we would like to produce concrete results, e.g. a data bases comparing the German and Spanish job market, an English-German-Spanish dictionary including the most useful words and phrases used in business situations and the simulation of the establishment of a company. After having done all these activities, the students of both schools will possess a huge amount of knowledge about the job market in the EU, they will have improved their language and intercultural competences as well as their ICT knowledge. In addition, the products of the project, e.g. information material, films and presentations, will be used by to different school members classes, thus a wide range of people that do not participate in the project itself can also benefit from the results. To develop the communicative and intercultural competences we also plan a personal exchange. After having prepared the project within the BBS Pirmasens and the Mundaiz, the school exchange will be in the center of attention. By visiting Germany and Spain, living in host families, getting to know foreign students, teachers and schools, everybody highly benefits from this project. That way, all the participants can foster relationships, exchange ideas regarding various elements of the project and broaden their horizon. Besides, the visit of local companies enables them to get an insight into the world of work of both countries and gives them the chance to talk about possible opportunities to work in the European Union. We also plan two teacher qualification meetings to improve the competences needed for managing this project.The project will be realized by students of the upper-secondary level of the two grammar schools of the BBS Pirmasens and Mundaiz. Wheras the entire level is going to be involved in the project, 28 of them are going to be able to travel each year. On the one hand the German students benefit from being at a vocational school and can network with local firms, employers and employees easily. On the other hand the Spanish students are working on different programs related to the future of work and contribute their knowledge. If you combine the resources of both groups and take into consideration the single topics, products and activities that will be realized within these two years, it becomes clear that not only the students and teachers participating in this project will highly benefit from it. Of course, there will be a longer-term benefit for both schools and communities and their members that are interested in the topic and plan to work within the European Union one day."

We, the teachers from six different schools from six european countries (Bulgaria, Spain, Italy, France, Romania and Poland), defined following problem together the students still teach history extremely theoretically at many places, without using the huge possibilities given by technologies nowadays and its virtual dimension. It leads to the alienation from this subject and other problems, especially among students from ethnic minorities, disadvantaged children and migrants. And we faced up one more problem – the accuracy of information. History gives us good and bad examples. On the contrary, finding of positive examples can become an attractive stimulus for all students. Everyone can find his own reason to dive into depths of the ocean of historical knowledge. Through our work, we are looking for and exchange new models of work that give all students an equal access to quality education in motivating social and educational environment at school.The target groups were the following:students of our schools (aged 14-18), students of other schools, the students' families, teaching professionals.The project duration was 24 months, starting 01.09.2017. Here are the objectives of the project:1).Strategic Partnership supporting exchange of good practices; 2). To develop our network between schools from 6 countries – EU-members; 3).Increase our capacity to operate at transnational level; 4).To share our ideas, practices and methods for finding innovative and affordable methods of teaching; 5).The practices exchange how through increasing interest in history and social processes to achieve real inclusion of students from ethnic minorities, disadvantaged children, migrants to the educational process and to reduce the differences between them and other students; 6). Supporting students to tackle early school leaving (ESL) by interesting, advanced technology and innovative ways of teaching history in a virtual dimension; 7).To raise awareness of other cultures and traditions; 8).To increase the feeling of European citizenship; 9).To improve students’ presentation skills.The project directly involved participants are over 250 people - students, teachers, parents and others. Indirectly involved participants are more than 1,800. Teachers, parents and students are from the six schools project partners. During the project there were three Transnational meetings and four Short-term exchanges of groups of pupils.The first transnational meeting was held in early September 2017 in the city Sofia, Bulgaria. It put all the issues related to the planning and securing of all planned project activities. Second transnational meeting took place between the four mobilities - during the month of May 2018 in the city Apricena, Italy. Its main goal was to make a medial review of project progress, whether the objectives and activities were implemented. The third and final transnational meeting will be held in May 2019 in the city Pulawy (Poland). Its task was to summarize all activities of the project to assess the organizers for his results and summarize surveys of participants with what they were helpful and their recommendations.Short-term exchanges of groups of pupils:1).Dec 2017-Vitoria-Gasteiz (Spain); 2).Mar 2018-Ducos, Le Marin (Martinique, France); 3).Oct 2018-Apricena (Italy); 4).Mar 2019 - Constanta-Valu lui Traian (Romania). All of the exchanges continue in 7 days, total 25 students and accompanying persons from the visit schools.Methodology:Planning, communication between partners, mode of selection of participants, the interim evaluation of project.Results:1). We organized three transnational meetings and four short-term exchanges of groups of pupils. They helped students to work together in a motivating environment where they met their coevals from other European countries; 2). It was created a new system of knowledge and skills for interactive and innovative replaying of the famous historical events and personalities in the virtual dimension; 3).The students illustrated practical examples of certain ways for quick and qualitative progress in the results of students from ethnic minorities, disadvantaged children and migrants.Effects of the project: 1).on students-They look at history in a new way; 2).on teachers-they exchanged best practices that have had the greatest positive impact on the students; 3).on parents-they learned a lot about the interests of their children and their strong points; 4).on schools: they built new partnerships.The potential longer term benefits:1). All the outcomes and materials produced during the project were used in the planning of activities for History lessons and Social studies classes in the following years; 2).Creating a new successful network of schools that was developed in the future; 3).Аcquiring new knowledge and skills of students preparing for interactive and innovative presentations.

This project arose from the expanding digitalised learning development of our European schools. The more students learn digitally, the more conspicuous is the necessity of ensuring a clear ethical guideline (compliance) communicated by students and teachers for the use of digital means at school so as to initiate a reflexive consciousness and behavior of digital media, especially convergent media as smartphones, for everyday life of the students, too. Thus, the objective of our project is to promote the awareness of ethical aspects of digital learning and use of digital media by developing and implementing it in the media curriculum at our schools based on European humanistic and religious values. Being interdisciplinary this project aims at objectives relevant to IThics in various subjects (IT, ethics, religion, music, fine arts, sciences, environmental issues, economy and social studies). Firstly, our participating schools are committed to do surveys on existing good practices to share and to establish a pool of IThics workshops as a base for our project. In the same period the staff will get social, psychological and pedagogical information on the very important part of digital media and communication in the students‘ everyday life as their singular instrument to construct, present and test drafts of their individuality to their peers, e.g. in social networks. This will enable teachers to understand and emphasize the actual digital behavior of their students and youth cultures in a deepened way.Secondly, an optimising process shall take place in class and in workshops at the participating schools and transnational meetings focusing on various ethical aspects. Experts of media ethics will be also invited from external institutes for lectures at our conferences to train all participants. But the expertise of the students as peers will be used extensively, too. As a result of this curriculum development, the didactical and methodological output shall be disseminated at conferences and during transregional training workshops to share results in practice and on our project platform to transform it in reliable outcome. Thirdly, the last phase will be implementation of this enriched media curriculum simultaneously and obligatorily at our schools in different European countries. This implementation will be finally evaluated after a certain time of practice to get information about effect, impact and sustainability of the projects results in school and everyday life of all participants with a special focus on the students and at a broad European scale.