"""No man man is an island entire of itself;every man is a piece of the continent, a part of the main""Inspired by the words of J.Donne we've built a PARTNERSHIP formed by geographically and culturally very distant schools, but all united by-a common belonging and European spirit-the desire to educate our students to a truly European and active citizenship-the desire to allow them live and work in an open, collaborative and inclusive dimension We built the project around the idea of Cultural Heritage (year 2018 was dedicated to it) sharing the following OBJECTIVES:-deepen the idea of European citizenship by discovering and promoting our respective cultural heritage-analyse our European multicultural societies and their issues especially about situations impeding inclusion-design educational resources fostering the use of ICT To achieve them we carried out activities that-highlighted the enrichment brought by the cultural heritage of each partner-brought together six regions - very far and different from each other - underlining their specific heritage characteristics-provided opportunity for students to contribute to their community in meaningful way-promoted multilingualism-helped to overcome prejudices-offered learning opportunities that highlighted each student's life and experiences PARTICIPANTSWe reached as many participants as possible, to ensure impact, dissemination and sustainability beyond the duration of the project1. All the students and teachers of the partner schools:-those directly involved in mobilities (onsite and online) and in the planned activities (more than 200)-those not directly involved in the mobilities nor in the activities but interested in the project (more than 2000)2. The educational community as a whole: the teachers who are members of the project also involved other colleagues and staff so that they have always been aware of the activities and could share them with other colleagues in the departments, disseminate them in their classes and benefit from a renewed educational climate3. The local community and any person who was not part of the above groups (including parents of pupils, teachers from other schools, etc.) have always been involved and kept informed of the project thanks to specific dissemination activities Despite the long stop imposed by the pandemic, we've been able to keep the focus on MOBILITY (specific for KA2), thanks also to the extension of the project; we have therefore been able to realise 5 of the 6 planned short mobilities, to complete the 5 LTM in blended mode and to realise also 2 online mobilities, thus involving many more participants than initially planned. METHODOLOGYTo involve all participants we adopted different methodologies, all based on active learning & teaching: PBL, peer learning & tutoring, cascade training. They are the most suitable to involve also all those students and teachers who could not directly participate in mobilities. ACTIVITIESWe have designed a wide range of activities to reach all the planned objectives, cover all the topics and ensure sound collaboration in each step of the project.The ETW PROJECT has been crucial in this respect.Before mobility: collaborative work on the TwinSpace, ice-breaking activities, initial analysis of the topics of heritage and inclusion.During mobility: discovering the peculiarities of the host country; collaborative work in international groups (research, study, debate) to draft the different parts of the final products: international e-magazine, webradio episodes, cross-cultural newscast, multimedia Cultural Heritage Catalogue, debate resolutions. Everything has been realized through a variety of digital tools.After mobility: collaborative work on TwinSpace to deepen and complete the final products; cascade training activities in all schools, dissemination events and synergies with the territory to spread the project among the largest number of people. RESULTSTangible: the products of the different activities Intangible: we measured and evaluated all the skills and attitudes deriving from the achievement of the above mentioned objectives IMPACT AND SUSTAINABILITYParticipants, partner institutions and the wider community could:-deepen the knowledge and understanding of its own and partners' cultural heritage-learn how to face the challenges of the 21st century in their personal and future professional lives with the most suitable tools, to be active and aware European citizens-create effective synergies to address and overcome the identified issues within the educational communities LONG TERM BENEFITSThey will be guaranteed at local, regional, national and international level through the methodological renewal of our schools (impact and sustainability), participation in training and dissemination events and other international projects through the network of contacts that partners are able to reach in their own countries and abroad."

"The project was called ""Digital Storytelling through Timelapse Videos"" and it provided a chance for groups of young people from three different European regions (in the Czech Republic, Finland and Spain) to meet, collaborate and create timelapse videos reflecting their experience and tell the stories of places and people they visited and encountered in an innovative - digital - way. The main objectives were to strenghten participants' motivation to master new skills in digital era, express themselves in a creative way, learn from their peers and teach them about their own regions and way of life, improve their English and support their understanding of needs of visually impaired citizens.The participants were students of secondary schools from the towns of Leppävirta (Finland), Prostějov (Czech Republic) and the city of Murcia (Spain) and their teachers. The students were aged 14 - 18 and were chosen based on their motivation, academic achievement, knowledge of the English langue and other special criteria connected to the project themes. Three international meetings - training activities (short-term student exchanges) took place, one in each partner's town. Each of these meetings was attended by 8 students and two supervising teachers (a project coordinator and a group leader) from each partner school.During the training activities (short-term student exchanges) the participants learnt how to make a timelapse video, got to know each other and the host school and region, learnt about its history, people who live there and used timelapse videos as a platform to tell their stories. Thus they learnt ""digital storytelling"". For the project management a sequential ""Waterfall"" methodology was used, all the steps were pre-planned and then carried out. When working with students, a large scale of methodological tools were used: lectures, demonstration lessons, moderated discussions, mindmapping, workshops, buzz groups or feedback sessions.The main result of the project is a set of 22 creative timelapse videos reflecting participants' experience they gained when visiting their host schools and regions. The videos are available from vimeo.com/showcase/5061907. Impact on participants include increased motivation of participants to learn new skills connected with digital era, improved intrapersonal and interpersonal skills and improved command of the English language. Long-term benefits for participating organizations are: having empoyees with better organizational and project management and implementation skills and raising the school to an European level."

Context: The idea for this project originated from the possibility of participating in international actions, which was emphasized in the new curriculum of the Finnish coordination school. Two other European schools, who shared this goal of internalization, joined the project. Spain, Poland and Finland are geographically rather distant, which gave us the possibility of uniting the different cultures. Though we are geographically and culturally distant, we are all united by the common belonging and European spirit, by the desire to get acquainted with each other’s customs and traditions and to mirror those to our respective cultures. Being a Global citizen and future skills was the main theme in this project. This theme was divided into three categories: social and cross-cultural interaction, sustainable development and 21st century skills. This project would support our students’ growth into becoming global citizens and to give them the skills and ability to face the challenges in the everchanging world. Objectives: The goal of the project was to deepen the European cooperation and to increase the international action. We wished to change the atmosphere of our school communities into becoming more open and global. The goal was to develop language skills, create new contacts with the European colleagues and students, as well as to give the students an equal possibility to take part in international action. Our aim was to increase the competence of the teachers as well as the learning skills of the students. Our slogan was therefore: Students are able to acquire new skills only if the expertise of the teachers increases. Our common aim was to broaden and expand the global citizenship of the pupils so that they could get acquainted with sustainable development and prepare for the new challenges in the future. Participants: In this project there were three upper secondary schools involved. The coordination school, Leppävaara Upper Secondary School with 350 students offers effective all-round education and has an open and encouraging atmosphere for studying and utilize modern technology. The school also has a sports profile. Altogether 80 students participate in professional sports coaching. The school has a preparatory class for the immigrants as well. The Polish partner school was IV Liceum Ogólnokształcące im. Henryka Sienkiewicza in Częstochowa, Poland. It is a traditional, over 150-year-old school. There are 742 students aged 16-19 and 70 teachers in the school. This school offers high level of education and prepares students for higher education, college or university. The Institute of Secondary Education Ausiàs March is a state school educational center with 78 years of history imparting secondary education to students of the city of Gandia. It has 62 teachers, 622 students. At the IES Ausiàs March, Compulsory Secondary Education: (12-16 years), with 432 students and Bachillerato (16-18 years) with 162 students. Activities: We planned four different mobilities in this project. Each mobility had a different theme and between the mobilities all the participants were devoted to work further with the common themes. Mobility 1: Short term joint staff training event. The theme for this mobility was the 21st century skills and the teachers’ point of view to it. Mobility 2: Global citizenship and social + cross-cultural interaction. Mobility 3: Sustainable development. Mobility 4: Learning skills. This last mobility was a remote mobility due to Covid-19 pandemic. Methodology: In this project different student based and functional working methods were used. Suitable working methods were implemented in each mobility, for instance problem- based learning, self-assessment as well as peer evaluation, performances and discussions. In addition, we used different electrical platforms, inquiries and group work. The different visitations complemented the processing of each theme. Between the different mobilities, the students worked individually with the help and guidance of the participating teachers. Results and impact: The tasks and reports of the mobilities were saved in a common digital platform, which can be used by all the participants afterwards. The internalization of the participants’ schools proceeded from a blueprint-stage to a process-stage. The cooperation with European schools became deeper and broader. The teaching methods became more versatile, and the core skills of the students increased. This project also enhanced the participants’ language skills. Longer term benefits: The decisive goal of the project was to develop the schools’ working culture. The long-term goals of this project were to develop the teachers’ and students’ skills such as problem solving, communication and interaction skills. We created contacts that are useful in the future. The project helped us to become global citizens who can function in the current world in a sustainable way.

The BEFORE AND AFTER - CULTURAL LANDSCAPES IN EUROPE project will address the topic of transformation of European cultural landscapes in the course of time, it will compare the situation now and in the past in four different European regions. The topic of cultural landscapes will be connected to several up-to-date sub-topics. We will try to answer the question “How do the following phenomena influence the landscape we live in?” The phenomena we will be focusing on being mainly: Hydroelectric power and other renewable energy sources, mining, traffic and infrastructure, agriculture but also visual pollution and some others. Our goal is to teach young people about their own region's past and make them understand it in the context of the common European space they share with their peers from different EU countries.This proposal is built on the ideas and results from the previous DIGITAL STORYTELLING THROUGH TIMELAPSE VIDEOS (Erasmus+ KA2, 2017 - 2019) project which was carried out by three partner schools (Czech, Finnish and Spanish) - all of them will continue their partnership in this new project and one more partner (Danish) will be added. Similarly to the first project about videos, the outcome and concrete results will be visual. The participants will create a gallery of BEFORE/AFTER photos which will compare different places, learn about their history and present. An example of such a photo comparison can be found here https://bit.ly/2TqUbiN.The participants of the project will be students of the four partner schools, aged 14 -18. There will be 4 international short term student exchanges (meetings), each of them hosted by a different partner school and attended by 3 groups of 5 students and 2 teachers from each partner school. It means that there will be up to 15 student mobilities from each school during the project. First, the participants will investigate in local archives and museums, where they will look for the BEFORE photos, old photos of places that no longer look like they did in the past. In the next step, they will interview local senior citizens about those places and their stories. And they will share the photos and stories with participants from other countries (TwinSpace will be used as a platform and a parallel eTwinning project will be started for this purpose). Then the second and the most important part of the project will take place – small groups of students (5 students and 2 teachers) will travel to other countries and, with the help of their peers, visit the places in person, see them with their own eyes, learn about their history, reflect on their current state, take the AFTER photos and create the BEFORE/AFTER comparisons with commentary.These participating young Europeans will gain new IT skills (taking and editing photos), meet their peers from four different European regions, learn about their history, listen to the stories of those places told by senior citizens, and see their own region in broader European perspective. The participants will deepen their understanding of cultural diversity in Europe through taking photographs of significant places connected with the project topics – in their home regions and abroad, thus will be able to compare the situation in different places in united Europe. As far as the project management is concerned, a traditional sequential methodology (Waterfall) will be used. It means that every step is to be pre-planned and laid out in the proper sequence, so that the project's advancement could be easily monitored. During the international student exchanges, various training activities are scheduled, these will use methodological tools like lectures, demonstration lessons, moderated discussions, mindmapping, workshops and buzz groups.The long term benefits for participating organizations will be in innovation of their teaching methods, deepening and strengthening the international ties of these organizations and development of professional and personal competences of the staff involved in the project.

"If we could develop a new pedagogy that would help us rise to the challenge of school systems learning from each other at every level and new pedagogies emerging in widely distributed places across Europe and even the globe, we would see a huge acceleration in the improvement of education outcomes - instead of the frustratingly slow incremental gains of recent decades, if any. In many cases there is even a status quo or a setback. Moreover, we would see learning outcomes that would include not only literacy and numeracy, although they are vital, but also those wider, less well-defined outcomes such as problem-solving, collaboration, creativity, thinking in different ways, and building effective relationships and teams. Therefore we chose ""Futureskills21: Towards the acquisition of 21st-century skills through effective and innovative learning, teaching and assessment"" to be our project title.Thanks to our network of 10 schools, organisations and various external partners we wanted to promote the achievement of relevant and high quality skills and competences among pupils and staff and support our pupils in acquiring and developing key competences - including basic, transversal and soft skills, entrepreneurial, foreign language and digital skills - in order to foster employability, socio-educational and professional development. Our tangible project outcome are an assessment tool box for 21st-century competences. We have called it ""Track and Teach"". The platform can be visited online on www.tracknteach.eu. We also used the “learning outcome” approach in our educational and training activities and assessed their quality and relevance in order to strategically implement them. In order to achieve this, we organised two joint-staff training events and one virtual mobilities of pupils to work together on various types of project work and to assess these joint activities using competence evaluation sets. Unfortunately, due to the covid pandemic we had to cancel two blended mobilities of learners, which had a large impact on the execution of several activities, but despite the difficulties, we managed to deliver a quality project outcome.In our project, we wanted to explore the use and exchange of innovative methods and pedagogies, participatory governance, develop learning materials and tools as well as actions that support the effective, critical and healthy use of ICT. This mainly included the exchange of good practices and additionally also innovation activities and promotion of new technologies (educational and gamification software, competence assessment software). These ICT tools have been weighed in balance with other types of formative assessment such as dialogic learning, portfolio and holistic assessment.. Fortunately, this goals has been reached quite well, despite, or should we say, thanks to the online activities we were forced to do.We also managed to focus on the acquisition of skills and competences by addressing loss of motivation due to traditional teaching and assessment through effective and innovative learning, teaching and assessment, fostering critical thinking and adopt a holistic approach to language teaching and learning, as in problem-based learning, building on the diversity found in today’s increasingly multilingual classrooms.Our project aimed at introducing a new pedagogy for 21st-century skills education where we start from the individuality and strengths of every pupil by exchanging good practices on innovative teaching methods and formative learning and assessment. We wanted to move from teacher control towards learner autonomy, from content mastery to learning mastery, from content delivery to making the learning process visible, from content consumption to pupils being able to use their competences in the real world. Although we are grateful for the opportunity to extend the project for 4 months, we have not been able to fully reach all our goals, due to the unforeseen cancellation of the mobilities of learners, the long-term teaching and pupil mobility.Summarised, we managed to work on: 1. Self-directed learning (to develop 21st-century skills): students need to have ownership of their own learning process. 2. Innovative methods for self-directed learning, making learning visible and for developing 21st-century skills aiming for ""deep learning"". 3. Formative assessment methods to assess the acquisition of 21st-century skills.After 3 years of KA2 project work, we are proud to present our online toolbox on innovative learning, teaching and assessment (www.tracknteach.eu), and we will continue to develop it in future projects."