Passport to Europe is an Erasmus K229 project designed between Guadalajara (Spain), Skala (Poland), Chania (Greece) and Heraklio (Greece) which aims to cover a number of 120 students between 15 and 17 years old who will benefit from this wonderful European experience . We found our partners through the etwinning platform, and we realized that our interests were common. We propose a Project in which the students will participate in nine different tasks, all of them adapted to each of the countries they will visit. Thus, they will open their minds to the diversity of customs of young people from other cultures, to acquire a global awareness and understanding of the Common European Project. They will learn to value their own Historical Heritage transmitting it to others and immersing in the cultural heritage of other European countries. The cultural richness of each country as well as its idiosyncrasy will travel through our students and this is reflected in each of the activities designed: they will be time travellers when they record the documentary about the history of their country; they will become guide-teams of their cities; they will discover national museums; they will beautify their classrooms creating gardens with different types of plants specific to their areas; they will compete in the Olympic games; They will reflect on the stereotypes of these countries; they will enjoy inclusive races sharing a day with the whole educational community; they will share their experiences in mindfulness, and they will teach their knowledge as cybercriminal experts, practising peer assistance. We intend that the cooperative work tasks help them develop this project teaching them to work as a team, collaborating as much as possible within their capacities, and valuing the possibilities and differences of each of their classmates as something good and constructive. We believe that this collaborative way of working enriches them not only academically but it will also prepare them for the world outside the classroom, making them more prosocial and capable of coworking. In every activity we seek that students learn using English as a vehicular language in a real way where they will search and solve conflicts, since it will be the language used both in transnational meetings and in the acomplishment of the tasks. Every cultural visit, the help of open educational resources, as well as the exchange of ideas in the field of our Historical Heritage will bring a bit of Europe to our classrooms. This, in turn, will help students improve and acquire language skills that will allow them to become competent speakers and to achieve better communication skills. We believe that the best way to motivate, involve and teach them the importance of using the English language as a way to reach a real exchange of experiences, values and diverse learning is the reason that justifies this adventure.
This E+ K229 project was designed by four secondary schools from Guadalajara (Spain), Skala (Poland), Chania (Greece) &Iraklio (Greece).Some organizations had already participated in strategic partnerships,but some others were newcomers to KA2.We shared common interests in School Education Gateway,the platform where we met each other.About 250 students (ST) aged between 17-20 have participated in this project,exceeding our planned figures.135 of them participated in mobilities,also exceeding the initial planned figures of 130. We got ST from each school to develop nine big proposals that were to be put in common and fully developed at each mobility.These activities dealt with topics ranging from history,culture,technology,sports,to social &environmental issues.The activities had the following names and objectives: 1 European Travellers.ST made a short film about the history of each country 2 Tourist guides in your city.Hosting ST made a guided tour for the visiting ST to show their national/local heritage 3 The Olympic Games.Hosting ST celebrated The Olympic Games for the visiting ST 4 Museum Gymkhana.ST developed a kill-based contest in a Museum 5 Cyberbullying.ST designed activities to raise awareness on this topic 6 Race.ST organized a race for a good cause in the school neighbourhood 7 Stereotypes. ST made presentations &games about stereotypes 8 Mindfulness.A session of mindfulness was held 9 Cultivating the seeds of Europe.ST designed &created a class garden using seeds from all the participating countries Each school worked on these topics,developing their own idiosyncratic activities,to put them in common at students’ exchanges.ST had an active role in developing the proposals fully and autonomously.At each exchange,the proposals were performed from the cultural perspective of the host institution.As a result, we had four students’ exchanges where similar activities were developed from different cultural perspectives,thus enhancing cultural diversities &similarities. Local ST contributed to the development of the proposals &participated in the exchanges locally,also hosting visiting ST. The project activities were designed in such a way that ST worked cooperatively in heterogeneous groups,taking an active role in generating actions to be shared at transnational sessions.We ensured that ST were well mixed in international groups where multiculturalism was strengthened.Because they had no other option,they were forced to communicate in a foreign language &develop digital competences.As several of the project activities addressed specific subjects such as stereotypes and cultural differences,they boosted cultural acceptance,openness to cultural diversity,&awareness about European heritage.Through all the proposals related to cyberbullying &the good use of social media to fight against exclusion,ST have developed collective attitudes to fight cyberbullying and improve school environment.All this was anticipated during the application stage &has exceeded our expectations. Teachers(TS) have improved their teaching practices in terms of collaboration &the globalization of teaching,developing teamwork within organizations &across borders,achieving high levels of competency.TS have made it a point to encourage collaboration &participation at every stage:kick-off meeting,TPMs, students’ exchanges, closing meeting…TS have also developed digital and language skills.This will help use the results from this project when it finishes. eTwinning has been a journal for our project,especially around our mobilities.We have created pages where we have uploaded articles,a feedback from students for each mobility,photos &videos of the different activities during,before and after students’ exchanges.We have also uploaded resources from each mobility. The project has been a milestone in the development of internationalization strategies for all the institutions.We have created strategies for the sound management of the project,such as a planned timeline for meetings &events,meeting agendas &minutes,development of Erasmus+ protocols, selection processes,surveys...Our procedures are well recorded &will be used for future E+ projects.The participating organizations have improved their level of quality work,their capacity to work transnationally &their strategies for virtual cooperation and experimentation.We have worked efficiently for transformation &change.Thus, participating in this partnership has encouraged all the partners to continue working on E+actions All schools will use the document management strategies &communication strategies learnt at this partnership, &will include methodological changes related to cooperative work within the school programs. Also, more departments and TS in each school have been encouraged to create E+ projects as an good opportunity to improve personal &professional skills.We plan to participate in future joint projects &exchanges with these &other organizations