There are six Partner Schools (Germany, Italy, Turkey, Portugal, Hungary, France) participating. Most pupils taking part in the project actively are between 16 and 19. There has been a one-year eTwinning Project running with all six Partner Schools to prepare this Erasmus+ Project "Europe on Air" (asynchronous learning). The results of the eTwinning Project are used as work base in the first LTTA. As "Europe on Air" starts in 2018 and the eTwinning Project runs all through 2018 most of the results are on cultural aspects of each country. It is a contribution to the celebration of the European Year of Cultural Heritage 2018. The main aim of the project is to establish School Radios in each Partner School. Each Partner School collaborates with a local Radio Station which gives technical /digital support and also professional advice. There are three broadcasts for all School Radios in which the projects activities and results are reported on. Additionally there is one broadcast on the local Radio Station of each Partner School (active learning). Right from the beginning pupils of all nations create a logo for the project. There is a logo competition done in each school. The results and activities (Podcasts, videoreports, surveys, etc) are put on the common Project Website. Each school is responsible for its own website, however the layout is identical so that it is easy to explore the partners´websites, too. Pupils learn how to make use of technological, digital tools responsibly and creatively and work with the potentials of digitalisation. BYOD (Bring your own device) is used where meaningful and bound up in the IT-systems of schools to support the learning experience. Participants try out new digital applications and gain hands-on experience. Media literacy and media skills are focused on. Pupils enhance their media appearance, learn about dangers but also train their communication capabilities in order to strengthen and add value to their communication style. The participants investigate on specific aspects of all the cultures involved getting to know them and understanding them better. Tolerance and understanding of different cultures is implemented. In doing so they will also reflect on their own identity. In the project national and European holidays are remembered and explained. Done with the help of a digital intercultural calender which is worked out creatively (constructivist teaching). There most important dates of all partner countries and Europe are fixed and where necessary explained. Additionally pupils are asked to reflect about what Europe means to them. This is done with a survey called "Europe and Me" investigating on European values (inquiry based learning). Education on democracy is achieved when pupils reflect on European values. Street Art is examined in all Partner Schools and then specifically with a Street Art Tour in Lisbon. Pupils are confronted with pieces of art that focus on European identity. With the help of interviews they are encouraged to reflect about the art and their own identities. Some space is given to them in the Portugues Partner School to create a Street Art Project themselves. A film documentation is done documenting the Street Art Tour and the interviews. The Partner Schools present scenes of one very popular national fairy tale each. They are filmed (put on the website) and a quiz on the School Radios motivates young and old in the school community to take part is created. The solution with further historical background information on the fairy tales is presented as a Podcast (Project Website). An Audioguide with the most common and useful conversation phrases of all the languages of the project partners is created. Pupils are filmed speaking the phrases of the language glossary in their own language for pronunciation purposes. Again a quiz is introduced on the School Radios to get the school community involved in the project actively. An Ebook on the traditional recipes which are consumed on special holidays (reference to intercultural calender) in the partners´countries is created (cooperative learning). A French meal is cooked and filmed in Vitrolles. The pupils of each Partner School also teach their peers how to cook a traditional dish of their country and finally share the food together (informal learning). Then they visit places to investigate the different cultural influences on French cooking (videoreporting). A final documentary film "Tastes of France and Elsewhere" is issued. The Hungarian pupils set up the hardware of a radio together with their international partners. Throughout the project pupils improve their foreign language skillls and learn international competences when cooperating/working in international teams. Eventually teachers of all schools are inspired and the partners stay in contact as they continue reporting about the ongoings of the Partner Schools and inform the school community and the wider puplic through their School Radios.
Six partner schools (Germany, Italy, Turkey, Portugal, Hungary, France) participated in the project "Europe on Air". Most pupils who took part were between 16 and 19. All six partner schools worked on a one-year eTwinning Project to prepare this Erasmus+ Project "Europe on Air". The results of the eTwinning Project were used as work base in the first LTTA. The eTwinning Project ran all through 2018 and most of the results were on cultural aspects of each country. It was our contribution to the celebration of the European Year of Cultural Heritage 2018. The main aim of the project was to establish school radios in each partner school. Each partner school collaborated in varying intensity with a local Radio Station which gave technical /digital support and also professional advice. There were broadcasts for the School Radios in which the projects activities and results were reported on. The local radio station of the German partner planned to report on the project once the delegations of the partner schools would have came to visit the station. However, due to Covid 19, the final meeting and the final common radio show did not take place. Pupils of all nations created a logo for the project. There was a logo competition done in each school. The winning logo of each school took part in a final competition at the first LTTA. There the best logo was voted for in a democratic way. The results and activities (podcasts, videoreports, surveys, etc) were put on the common project website. Each school was responsible for its own website, however the layout was identical so that it was easy to explore the partners´websites, too. The Portuguese partner school missed out the first LTTA at which the design of the common layout was decided on. So the design of the Portuguese website was different to the other websites. Pupils learnt how to make use of technical, digital tools responsibly and creatively and worked with the potentials of digitalisation. BYOD (Bring your own device) was used where meaningful and bound up in the IT-systems of schools to support the learning experience. Participants tried out new digital applications, like Padlet, and gained hands-on experience. Media literacy and media skills were focused on. Pupils learnt about dangers but also trained their communication capabilities in order to strengthen and add value to their communication style. The participants investigated on specific aspects of all the cultures involved, they got to know them and understand them better. Tolerance and understanding of different cultures were implemented. In doing so they also reflected on their own identity. In the project national and European holidays were remembered and explained when our common digital intercultural calender was created. There most important dates of all partner countries and Europe were fixed. Additionally pupils were asked to reflect about what Europe means to them. This was done with a survey called "Europe and Me" investigating on European values. A podcast was created on the survey. Education on democracy was achieved when pupils reflected on European values. Street Art was examined in all partner schools and then specifically with a Street Art Tour in Lisbon. There pupils were confronted with pieces of art that focused on European identity. With the help of interviews they were encouraged to reflect about the art and their own identities. A wall at the Portuguese partner school (10 x 2,20 metres) was given to the pupils to create a Street Art Project themselves. Two film documentaries were done to document the Street Art Tour and the interviews and the creation of the wall. The partner schools each recorded core scenes of one very popular national fairy tale. As podcasts they were put on the websites and a quiz motivated young and old in the school community to do some research to find the title of the fairy tale. An audioguide with the most common and useful conversation phrases of all the languages of the project partners was created. Pupils spoke the phrases of the language glossary in their own language for pronunciation purposes. An Ebook on the traditional recipes which are consumed on special holidays (reference to intercultural calender) in the partners´countries was created. Each nation created a two course meal at the French partner school in Vitrolles. In doing so the pupils of each partner school taught their peers how to cook a traditional dish of their country and finally they shared the food together. Then they visited places to investigate the different cultural influences on French cooking. The Ebook with the recipes, a film documentary and a podcast on the cooking event summarized this exciting result. The Hungarian pupils explained the working of a radio and set up the hardware of a radio together with their international partners. Throughout the project pupils improved their foreign language skillls and learnt international competences when cooperating/working in international teams.