In summary, the aim of our project is to enable our students to have the best possible opportunities for their careers by providing information, knowledge and wider experience of vocational skills, careers education and the range of employment across Europe. This will be done through a combination of consideration of the curriculum related to these subjects in our respective countries; focused mobilities enabling students and staff to have direct experience of employment in other countries through visits to workplaces and providing time for the participants to reflect on their experiences. The concrete outcomes will include: resources which can be utilised by schools across Europe and the world as they will not only be posted on our own websites but also on the e-twinning website; a video presentation, produced and delivered by the students, covering the range of vocational and careers opportunities across Europe and the sharing of good practice which will be integrated into the curriculum of our respective schools. The participants will include the full range of academic abilities and, even though we have requested funding for specific numbers, we will endeavour to include as many as possible within the programme. This will be easier when we are hosting students from other schools as we will ensure students in the host schools have the opportunity to meet and work with students from other countries. The activities will be both practical and academic. Visits to workplaces will be followed up with targeted reflection tasks to ensure the impact of the visit is not lost and the purpose of the project is reaffirmed on a regular basis. We have included opportunities for staff to work together to consider aspects of the curriculum related to vocational work and careers education. We have also included visits to colleges within our respective countries to provide a wider insight into how the specific curriculum areas are delivered and will provide opportunities to undertake an analysis of curriculum content. Staff and students will prepare and deliver presentations and lessons on specific aspects of careers and vocational education. The methodology is to ensure full involvement and engagement from the co-ordinating partners so that there is an equality of approach and consistency of delivery across all schools. Our aim is that the academic outcomes related to these subjects will be enhanced owing to the work we have undertaken with both students and staff. We will also produce a range of resources to support teaching and learning within our chosen curriculum area which can be utilised by any interested parties. The impact will be that aspirations are raised, knowledge is gained and perceptions and stereotypes challenged. Underpinning all of the work we would like to undertake is our commitment to the European Dimension. Having formed a strong and mutually supportive team, we are active ambassadors for Europe and have promoted a range of further supplementary projects. We may be altruistic in our aim but we view the longer term benefits of our project as being effective contributors to a pan-European workforce of the future.
There were 2 transnational project meetings of the coordinators and 5 learning activities of students in Great Britain, Spain, Germany, Italy and again in Spain due to the travel warnings and political situation in Turkey for the duration of 5 project days each Because of too late payments by the National Agency of Turkey, participation in the coordinators meeting in Germany and the first learning activity in the UK was not possible. Project results were made available for download to everyone in a cloud. Local project activities were carried out in the individual project countries with pupils aged 12-17. These included visiting many local companies to find out about apprenticeships by meeting and talking to trainers and apprentices, or working on a database in which different variants of an application letter or patterns for CVs were designed. As planned, we voted on a common project logo in one election. Flyers about the school systems in the individual participating countries were created and exchanged and also made available to everyone in a cloud. A common website was created together in the course of our project activities. This has been regularly developed and supplemented. Under: www.workplaces-without-frontiers.com, anyone interested can and could participate in the the project work and the results of the project. On the own school homepages of the individual project countries there is a reference to this Erasmus + website. Many manufactured PowerPoint presentations on various company visits reinforced the possibility to find out about professional profiles. These were made available in print in folders at the schools to all students, including in the national languages. They are also stored in the shared cloud for download. So far, 4 parts of the planned video on the subject of "Professions " have been produced in each country. This resulted in comments that were recorded and added to the videos. To this end, the students in teams produced film commentary and students from all countries recorded them and added them to the videos in English. The videos are also in the cloud and are linked to the website. As a result, they are available to a larger number of students and parents. An increase in the development of media skills has been and continues to be seen. Students were introduced to the software in courses or working classes at the schools and learned to use it independently. Through the common project language English, the students expanded their vocabulary and their ability to communicate was further developed by working in mixed project groups. Social skills also underwent further development. Joint leisure and sports activities during the project days on site in the countries promoted the cohesion and sense of belonging to "Europe ," regardless of the nationality the students belonged to. Friendships emerged, which are maintained even after the end of the project via social media. Teaching and learning material on the topic of "Vocational Orientation " at the schools was exchanged and could be tested. This material was created in a database in a cloud and linked to the website as well. Project activities and results were presented to parents in the overall conferences or meetings and the other students in the classroom. The local press also reported periodically on the objectives and progress of the Erasmus + project. Local TV channels were also involved in the dissemination of the project. By writing a web blog www.pestalozzischool.blogspot.de or descriptions of the school home pages, e.g. www.sos-pestalozzi-schoenebeck.bildung-lsa.de, there was constantly updated information about the course of the project. The progress of the project activities in the individual countries has always been evaluated by surveys and the work plan of the following learning activities has been modified and adjusted accordingly. Before the project began, a survey was carried out of pupils aged 14-17 on their professional ideas and wishes. This was graphically prepared (see project homepage). One year after the start of the project, the same survey was carried out again to compare the impact of the different project activities on professional ideas. This showed enormous changes, which confirmed a positive project process in our eyes. Ideas about occupational fields, training pathways and prerequisites seemed clearer. Occupational aspirations took on more concrete forms. At the end of the project, a joint brochure was produced with summaries of the application modalities, training procedures and contact addresses for applications abroad.