Erasmus+ Strategic Partnership Promotes Cultural Exchange and Integration

DRAFT Report Form
Cooperation for innovation and the exchange of good practices: KA2

KA219 - Strategic Partnerships for Schools Only
Erasmus+
LICEUL DE ARTE "MARGARETA STERIAN"
Erasmus+
Agentia Nationala pentru Programe Comunitare in Domeniul Educatiei si
Formarii Profesionale
Cooperation for innovation and the exchange of good practices
Strategic Partnerships
Strategic Partnerships for Schools Only
Call 2016
Round 1
Grant Agreement Number 2016-1-RO01-KA219-024814_1
Report Type Final
Date of submission - Beneficiary Report not yet submitted
NICOLETA NECHITA
Name of legal representative
Main content: Report Form

Number of attachments: 0
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General Information
This report form generated from the Mobility Tool+ consists of the following main sections:
General Information
Inactive Organisations within Project Activities
Context: this section resumes some general information about your project;
Project Summary: this section summarises your project and the organisations involved as partners;
Description of the Project: in this section, you are asked to give information about the objectives and
topics addressed by your project;
Project Management
Implementation: this section asks for information about all the stages of the project: implementation
of main activities including practical arrangements, participants' profile, impact, dissemination of the
results and future plans;
Follow-up
Budget: this section gives a detailed overview of the final amount of the EU grant you request;
Annexes: additional documents that are mandatory for the completion of the report;
For your convenience, some parts of this report are prefilled with information from the Mobility Tool+
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Inactive Organisations within Project Activities
Activity Organisation
Entity
Identification Start Date End Date PIC Legal Name Partnership Entry Date Partnership Withdrawal Date
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1. Context
this section resumes some general information about your project;
Programme Erasmus+
Key Action Cooperation for innovation and the exchange of good practices
Action Strategic Partnerships
Action Type Strategic Partnerships for Schools Only
Main Objective of the project Exchange of Good Practices
Call 2016
Round Round 1
Report Type Final
Language used to fill in the form RO
1.1. Project Identification
Grant Agreement Number 2016-1-RO01-KA219-024814_1

Project Title MIGRATION
Project Acronym
Project Start Date (dd-mm-yyyy) 01/09/2016
Project End Date (dd-mm-yyyy) 31/08/2018
Project Total Duration (months) 24
Beneficiary Organisation Full Legal Name (Latin characters) LICEUL DE ARTE "MARGARETA STERIAN"
1.2. National Agency of the Beneficiary Organisation
Identification Agentia Nationala pentru Programe Comunitare in Domeniul Educatiei si Formarii Profesionale
For further details about the available Erasmus+ National Agencies, please consult the following page:
https://ec.europa.eu/programmes/erasmus-plus/contact_en
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2. Project Summary
this section summarises your project and the organisations involved as partners;
Please provide a short summary of the completed project.
Please recall that this section [or part of it] may be used by the European Commission, Executive Agency or National Agencies in their publications or when giving
information on a completed project. It will also feed the Erasmus+ Dissemination platform (see annex III of Programme Guide on dissemination guidelines). Main
elements to be mentioned are:
Context/background of the project;
Objectives;
Number and profile of participating organisations;
Description of undertaken main activities;
Results and impact attained;
If relevant, longer-term benefits.

Please be concise and clear.
Our project aimed to develop a network of cooperation among students and teachers across Europe in order to develop efficient and challenging approaches to
promote integration, a deeper understanding and appreciation for national and European cultural values. Further, we developed intercultural knowledge and
linguistic competences along with civic and artistic skills among students which successfully enhanced their creativity and imagination and boosted their
motivation for learning and school performances either in formal, non-formal and informal environments. Another object that our project highlighted was the
development of an international network so as to share and confront ideas, practices, and methods in order to address the issues education faces nowadays.
Eight Schools from Romania, Croatia, Italy, Spain,Germany, Austria, Turkey and Sweden with different expertise levels of working and integrating immigrants
collaborated for two years in order to make students and teachers aware of the importance of accepting the presence of migrants and their inclusion in their
schools along with developing efficient and realistic approaches and procedures of integration.
There were four transnational project meetings in Romania, Croatia, Spain and Austria for project work which helped to clarify the objectives of the activities,
the procedure, deadlines, types of evaluation, monitoring and implementation of the project in each school, rules, conditions, and constraints. We also
confronted our school systems in order to find out similarities and differences so as to be able to find common grounds in applying the new approaches and
procedures.
Eight Learning and Teaching Activities were organized in each partner country out of which two were students mobilities, the training programme focused on
teaching methods, community integrated services, workshops with different organizations like UNICEF, City hall representatives, Refugees Centres, School
Districts and Immigrants receiving Centres. In LTTs both: teachers and students were involved in varied experiences and activities which broaden their
intercultural and linguistic knowledge about migration, enhanced their creativity and motivation to develop further and experience real-life situations in
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different contexts.
Before meetings:
Teachers
The host partner sent via email before the meetings information about the accommodation, transport, the route from the airport, info about the budget, the
meeting agenda. All partners had to fill in charts in google drive with participants details: names, email address, role in the school, telephone number, date of
arrival and departure. They were also informed what materials they needed to bring for the meeting. What's up group was created for each country in order to
ask quick questions about the meeting to which anyone in the group could answer.
Students
Students had to introduce themselves via a video presentation ( the whole team from each country), all the videos had been uploaded on the closed Facebook
group, so as each coordinating teacher from each country to present to their own students who were they about to meet at the transnational meeting. In the
videos, students had to introduce themselves (name, age, class, and hobbies) in this way they had learned about each other before face to face interaction.
Students were also put into contact ( whenever was applicable) with the host families in order to learn about each other, but also to inform the families about
any dietary requirements, medication, allergies etc.
Data collection:
A lot of data and results were collected along the project, for each TPM meeting, the secretary of the project, Croatia kept a record and noted down all the
discussions, further the project coordinator, Romania, sent feedback form after each meeting in order to figure out the worth of the progress, but also to
improve the project activities. For monitoring the activities, each partner had to upload in google drive the monthly activities and also photographs on
facebook page, and periodically the coordinator, Romania checked the activities in google drive
https://drive.google.com/open?id=0B8e9QUbYFSaETFRUNTF1dm9NOHc and Turkey was in charge with the facebook page
https://www.facebook.com/ErasmusProjectMigration-623691517804019/
After each meeting teachers were sent feedback forms to evaluate the impact of the activities, also students and parents of the students who were involved in
the mobilities filled-in a feedback form as well.
Students kept a migration diary in which they noted down what they discovered about the country, the people, the school they had to go for a week, they had
to reflect upon they own feelings concening : communication with the other students in English, their knowledge about migration ( what did they discover),
about their national identity, their culture and about themselves.
Please provide a translation in English.
NOT APPLICABLE
2.1. Summary of participating organisations
Accreditation
Country of Partnership
Role of the PIC of the of Partnership
Name of the Organisation the Type of Organisation Withdrawal
Organisation Organisation organisation Entry Date
Organisation Date
(if applicable)
School/Institute/Educational
Applicant
949471018 LICEUL DE ARTE "MARGARETA STERIAN" Romania centre – Vocational Training 01/09/2016 31/08/2018
Organisation
(secondary level)
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Partner
945077985 ic Scinà/Costa Italy centre – General education 01/09/2016 31/08/2018
Organisation
(secondary level)
Partner
923194591 Escolapia Igualada Spain centre – General education 01/09/2016 31/08/2018
Organisation
(secondary level)
Partner
923304589 Çanakkale Bilim ve Sanat Merkezi Turkey centre – General education 01/09/2016 31/08/2018
Organisation
(secondary level)
Partner
932866461 Neue Mittelschule Völs Austria centre – General education 01/09/2016 31/08/2018
Organisation
(secondary level)
Partner
940727147 Staatliche Realschule Hilpoltstein Germany centre – General education 01/09/2016 31/08/2018
Organisation
(secondary level)
Partner ESS-gymnasiet, Utbildningsförvaltningen, Stockholm
945281103 Sweden centre – General education 01/09/2016 31/08/2018
Organisation stad
(secondary level)
Partner
943575067 Osnovna skola Ivana Mazuranica Croatia centre – General education 01/09/2016 31/08/2018
Organisation
(primary level)
Total number of participating organisations 8
2.2. Other Organisations
In addition to the above formally participating organisations, did you involve other organisations in your project?
No
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3. Description of the Project

in this section, you are asked to give information about the objectives and topics addressed by your project;
Were all original objectives of the project met? How were they reached? Please comment also on any objectives
initially pursued but not achieved in the project.
All the original objectives were met as through our project we managed to set up a cooperation framework
between partner schools which provided all partners with the opportunity to develop skills in
communication using social media along with exchange the promotion of good practice and
teaching/learning experiences, further a common European framework of teaching/learning/evaluating
strategies in the field.
The project also created opportunities for sharing good practice examples of teaching/learning and
combination of different ways of doing things along with developing language-based and digital smart
abilities among teachers in this way all the teachers from the partner countries were challenged to apply
different methods and successful ways of reaching goals in the classroom, more than that they develop
media skills and civic competencies by creating different media messages: flyers, posters, video promotions.
All the partners ( the coordinating teachers form each school) got trained and familiarized with google drive:
how to upload, how to download, how to give access and share the folder link or add contributors, how to
keep a record of all the materials and activities. For communication, we used "what's up" groups for a better
organization of the meetings and Yahoo mails, further for dissemination and project promotion all partners
posted pictures and videos along with descriptions and reports on the project website, the project Facebook
page, their own blogs or their schools' websites.
All partners implemented the project activities in their school curriculum and also adjusted them in
accordance with to the context, profile, and the students' learning needs. In this way, we learned from each
other about MIGRATION from different perspectives which was a common and clearly connected topic with
all partners, some with some more experience than others, we expressed our back and forth between
schools' development needs and interests, which lead to continuously improve and update success plans of
modern teaching and procedures. There were selected more than two lesson plans from each partner
country and collected in the methodological guide as a final product, which is also a valuable teaching
supply for all EFL teachers around Europe.
What were the achievements of the project? Please provide a detailed description of the project results (if they
are not listed in the sections "intellectual outputs", "multiplier events" or "learning, training, teaching
activities"). Please describe achievements exceeding the initial expectations, if relevant.
Migration has globalized, internal or international transits of migrants worldwide are on the move either as a
result of the war, discrimination, social inequality or economic deprival, they do all hope to find a better
future elsewhere. Therefore, more cohesive and inclusive societies which allow citizens to play an active role
are needed in Europe, and this can be done through education not only to prevent violent radicalization by
promoting common European values but also to foster social integration, enhancing intercultural
understanding and a sense of belonging to a community. But there is still no clear European strategy
helping to deal with the problems faced by those people, rising hostilities against refugees, the
over-securitization of borders and military solutions such as hunting escape helpers or criminalizing rescue
helpers at sea. What is sure is that people will continue looking for better opportunities. One of the main
challenges of our time is the acceptance of the presence of migrants and their inclusion in European
societies.In order to raise the quality of the educational processes; we shared and spoken the two-headed
problems and ideas, focusing on migration and social integration in our school through an INTEGRATION
procedure which can be changed to fit new conditions by any school to integrate newcomers or immigrants
along with improving intercultural understanding and a sense of belonging to a community.
The transnational meetings contributed a lot to the collection of data, face-to-face meetings, workshops,
meeting with specialists, class demonstrations, curriculum and school system presentations helped us
understand what was needed to be improved in each others' s institution.
Teachers, other staff, and students became aware of the opportunities available in EU for
internationalization in terms of good practices exchanges in teaching, development in ICT and foreign
languages. Further, teachers and students involved in the project were provided with varied experiences and
opportunities to communicate, for example via the eTwinning, facebook groups, what's up group for each
meeting or a blog with other young people around Europe, also all the materials and activities were
uploaded in google drive folders.
https://drive.google.com/open?id=0B8e9QUbYFSaETFRUNTF1dm9NOHc
Pupils, aged between 10 and 19, were involved in all the project’s activities, from management actions to
contests in setting up the project’s logo, website, researches about immigration and emigration in the local
and international media, information about asylum and regulations in each partner countries especially in
collaboration with Immigration Police or authorities, translations of the articles from media, analysis and
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collaboration with Immigration Police or authorities, translations of the articles from media, analysis and
interpretations of Eu regulations, rights and obligations promoted during RESPECT week, Project-day, they
also participated in workshops: migration without borders, how can I help!, reading clubs in which they
developed literacy skills along with the artistic ones as they had to make a poster about the books they read
and also about the movie, issuing final products and valorisation and dissemination products like Video
about human feelings, EU-guide. Further, the students were involved in transnational activities and
experienced what was it like to leave their country, they kept a diary about the experience and learned how
to integrate into an international group. Further, students were involved in charity events, they learned how
to contribute as they cooked cookies and sold them to collect money for immigrant families, they
interviewed and talked with people who emigrated to other countries, they also got trained in media
education as they had to read and gather articles and news about immigrants situations around the world.
Students' interest and motivation in contributing and developing increased a lot after these experiences.
For the teaching process, teachers managed to explore transdisciplinary approaches to improve the
teaching and learning process so as learning to be more meaningful for students and connected with
real-life situations. They, also designed lesson plans ( only the best ones were collected, 21 in total) on
different activities about migration which have been published in the methodological guide.
Students made videos to intensify people awareness about human feelings at the transnational meeting in
Germany, apart from the fact that the videos were launched on social networks, published on our
MIGRATION facebook page and website, they and were presented in more than 10 dissemination
presentations made by students for students. Further, they were presented at the teacher's meetings to
promote the project results.
Romanian partner lobbied for REMIGRANTS as the number of the students who are returning is increasing
year by year, they made a video to raise awareness among principals, teachers, parents, and students, the
video was also uploaded on social networks.
In what way was the project innovative and/or complementary to other projects already carried out?
The project addressed the common challenges for European schools in search of the best methods and tools
regarding the access of immigrants, remigrants, and newcomers with disadvantaged backgrounds and fewer
opportunities compared to their peers. Apart from being a valuable cooperation instrument at a European
level for innovative pedagogical and class management issues, this project managed to produce and collect
valuable data from real cases and situations.
Sweden partner worked directly with refugees and the problem they encountered it was that these pupils
were aged between 17-21, two years ago when our project started, and the Sweden curriculum was
unsuitable for them: first, they had not studied in a school in their own country, second, they did not know
the alphabet in their native language, third, they were too old to start with the first class: as a result, they
needed to build a curriculum based on their needs to be able to be integrated on the job market. They
shared their dilemmas and problems with the rest of the partners in order to find ideas to build up a
tailored curriculum based on the functionality of the language to help their students to be inserted on the
job market as soon as possible. Therefore the syllabus focused on practical situations: how to present
themselves, how to ask in a shop, how to talk about their own feelings, how to calculate, how to use a
mobile phone, a computer, also they were gradually added new disciplines ones they master the basic up to
7 disciplines. All their research and work with the refugees was shared and a lot of suggestions and ideas
were collected.
Romanian partner dealt with remigration which was somehow similar with the Sweden partner situation
concerning the integration of the returning students, as the Romanian system is quite rigid and the students
have to adjust to it and not vice-versa, as a conclusion most remigrant students failed to pass the school
year.
Based on these dilemmas and real situations we discussed and shared, we designed the integration
procedure in which we focused not only on the learning needs immigrant and remigrant students have, but
also on their emotional comfort. This procedure can be adjusted to any school, or at least can inspire other
schools how to deal with similar situations.
We could not have reached to these conclusions or we would not have been able to design this procedure
and learn about immigrant integration on our own, without this partnership. But for this collaboration, we
were given not only an insight of how to modernize our curriculum and improve the learning and teaching
process, but also helped us learned about the teachers' role which increased the job satisfaction and
professional pride of the teachers.
All in all It was not only about factual information about migration but also about meeting refugees, visiting
camps and learning about their tragedies, European laws, human rights, community programmes for
integration, also we had valuable experiences and discussions about the integration of these people in the
educational institutions which made us, the teacher. aware of the importance of our role in this big world.
What was the most relevant horizontal or sectoral priority addressed by your project?
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What was the most relevant horizontal or sectoral priority addressed by your project?
HORIZONTAL: Inclusive education, training and youth
What were the other relevant horizontal or sectoral priorities addressed by your project?
SCHOOL EDUCATION: Supporting schools to tackle early school leaving (ESL) and disadvantage as well as
to address all students from the lowest to the highest end of the academic spectrum
SCHOOL EDUCATION: Addressing underachievement in the basic skills of maths, science and literacy
through more effective, innovative teaching methods
In case the above selected priorities are different from the ones in the application, please explain why.
not applicable
What were the most relevant topics addressed by your project?

Integration of refugees
Creativity and culture
Migrants' issues
In case the selected topics are different from the ones in the application, please explain why.
not applicale
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4. Project Management
Which activities and indicators of achievement (quantitative and qualitative) did you put in place in order to
assess whether and to what extent did the project reach its objectives and results? How did you measure the
level of success?
Three surveys were applied along with four attitudinal questionnaires to measure the knowledge and
attitude of students concerning the process of migration, immigrants and stereotypes before the beginning
of the project, after the first year and at the end of the project via google drive. Interviews with students
were held during and after each transnational meeting in order to share and verbalize their experiences,
emotions, and thoughts.
Indicators of objectives achievement:
- there were created cooperation-based pedagogical instruments and activities like Eu Migration guide, 208
posts about project activities on the public Facebook page which is followed by 345 people
https://www.facebook.com/ErasmusProjectMigration-623691517804019/
Methodological Guide which contains 21 lesson plans from all partners, recipe book:2-3 recipes from all
partners, videos about human feelings, procedure, EU-guide are all published on the project website under
LIBRARY button, http://erasmusmigration.weebly.com/teachersrsquo-library.html along with posts from
each partner concerning: info about their school, community, educational system and project activities:
migration website http://erasmusmigration.weebly.com/
- there was 100% attendance at the TPMs meetings: four in total, the attendance register was signed and
monitored by the host country and handed-in to the coordinator after the meeting, there was also full
attendance at the LTTs activities: 8 in total, it was followed the same procedure: the host country was in
charge with the attendance register which was handed in to the coordinator at the end of the meeting.
According to the feedback forms completed after each meeting:
in all countries: the respondents answered that they enriched their knowledge about each culture, history,
people, and educational system which is clear that they developed intercultural knowledge and a deeper
understanding and appreciation for national and European cultural values. All respondents claimed that the
agenda was full, interactive, however here and there were two-three respondents who would have liked to
either have some more free time for further discussions in the evenings or to have more project meeting
conversations.
The most appreciated activities in LTTs were the lesson observations, after each day the teachers could
discuss which methods they could apply, to what age group or what else had to be improved.
Workshops about refugees, dialogues with UNICEF, visits at refugees camps, dialogues with authorities,
debates about immigrant integration, good practices of integration in the community were also appreciated
as valuable experiences for learning in order to increase educational institutions' capacities to operate at EU
standards. Another aspect that was appreciated and highly evaluated was the involvement of students along
with their level of English and also the involvement of the teachers, as apart from the coordinator from each
country there came other teachers who were part of the team, but had to socialize and communicate with
others which also registered high points.
The aspects that were fluctuating concerning the results were the food and accommodation which depended
on everybody's taste and comfort.
One of the feedback questions was about suggestions for improvement in our next meetings, all these
suggestions had been taken into account.
- the were six emails send between students prior meeting along with three letter exchanges in which they
had to resent and ask and give information about their dietary requirements, any allergies or medication, to
present their school, their families and home, interests and hobbies number of emails exchange among
pupils and teachers- all partners were involved Germany and Italy were in charge of intermediating and
matching the students in order to communicate.
-students from Spain, Romania and Germany who were involved in meetings sat a Cambridge exam KET,
PET or FCE and they were all very successful, for instance out of the 8 students from Romania 6 scored the
highest ( Distinction), further 45 students in 2017 and 60 students in 2018 from Romanian school sat a
Cambridge exam which proves the high interest among students for developing their linguistic skills.
.
How were the quality, effectiveness and efficiency of the project monitored and evaluated (include budget
control and time management)? Please mention the involved staff profiles and frequency of such activities.
For every activity, there was a written report posted on each partner's blog with added materials like
drawings, pictures, video ( monthly posts made by each partner), there were also, monthly meetings
organized by each partner, in which were discussed the activities carried out and the preparation of the
following activities concerning the materials, time and who was responsible for what. At the beginning,
middle and the end of the project we applied a survey about expectations and results of a project.
According to the first survey ( applied at the beginning of the project) students expected to learn more
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According to the first survey ( applied at the beginning of the project) students expected to learn more
about other cultures, migration, learn new things in different contexts, to make new friends, challenge
themselves in new contexts, speak in English and visit another country and school.
According to the last survey concerning their experience in the project the students claimed that:
90% practiced English followed by speaking in English with students from other countries
87% learned new things about other cultures, customs, and habits
84% made new friends
74% learn about migration and immigrants
60% experienced new things and challenged themselves
55% discovered themselves
93,5% answered correctly about the meaning of the Erasmus+ programme
80% answered correctly about the number of countries involved in the partnership ( some of them were
confused whether to count their school or not: their school+7 partners)
The survey was applied during a month to the students involved in the project from each partner country,
each partner was in charge with the application ( the survey was set to accept answers for a month and to
notify the administrator when it closes) it was created in google forms.
There were also questionnaires applied to parents after transnational meetings and at the end of the project:
According to the questionnaire parents were:
very familiarized with Erasmus+ programme along with the number of countries involved in the partnership:
100%
impressed and satisfied that their children had the chance to participate in the project 100%
When asked about the impact and the experiences their children had on the project the parents declared
that their children:
96% practiced English followed by speaking in English with students from other countries
88% learned new things about other cultures, customs, and habits
88,5% made new friends
80% experienced new things and challenged themselves
75% discovered themselves
70% learn about migration and immigrants
At the end of the project ( August 2018) parents from Romania were asked to say which school project had
the greatest impact on students and out of 250 parents 210 declared that Erasmus+: Migration.
Teachers who were involved in the meetings were also sent the questionnaire and according to their
answers, 98% learned new methods and a lot about migration, integration of immigrants and other cultures.
The feedback form was sent after each meeting by the coordinator (Romania).
Teachers from Romania wrote a report about their experience after the transnational meetings.
All questionnaires were digital by using google drive.
For all final products, a Quality evaluation sheet( common content) was filled in among participants, during
project meetings in which twe established the questionnaire content, the lesson plan outline for
Methodological Guide, the recipe format ( for recipe book), the EU guide format: what to include 5 rules
about the community and 5 rules about the school, CLIL-Migration: content and format.
There were also observation sheets for the students who were involved in the mobilities in order to be given
the Youthpass documents: their behavior, attitude, and involvement in the activities which were recorded by
two teachers( one from the country students were from and one from another country). 46 students during
the meeting in Italy and 51 students during the meeting in Germany were given Youthpasses.
The quality of exchanges and meetings was discussed with the partners based on the data collected from
the questionnaires by the coordinator.
If relevant, please describe any difficulties you have encountered in managing the implementation of the
project and how you and your partners handled them. What measures were used to handle project risks (e.g.
conflict resolution processes, etc.)?
Due to snowy weather in Europe, some of the activities were delayed as the schools were closed and the
children did not come to school, The activities were made in the following month, which did not affect the
quality of the project. The German partner did not attend the Turkish meeting due to some conflicts and
problems at the diplomatic level between the two countries, but they participated in the discussions online.
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5. Implementation
this section asks for information about all the stages of the project: implementation of main activities including
practical arrangements, participants' profile, impact, dissemination of the results and future plans;
Please describe the activities organised by your project and elaborate on the methodology you applied. Please
provide detailed information in particular about the project activities that were supported by the grant for
Project Management and Implementation.
C1 Sept. Team selection: posters, flyers

C2 Oct 2016 Project logo – art contest where every school suggested three logos: colored crayons, paper,
markers, design the project corner in the hallway.
C3 Nov 2016 Educational systems: similarities and differences:workshops: large sheets of paper, markers of
different colours, pens.
Romanian meeting: agendas, folders, bags, personilized pens, 2 roll-ups to promote the project, T-shirts
and scarves for students, teachers and partners, paper, pens, pencils, flip-chart, video-projector.
C4 Dec 2016 Human rights of immigrants – video survey among local residents asking them do they know
which human rights of immigrants are violated, making video report cameras, a laptop, video editing
programmes.
C5 Jan 2017 Once an immigrant – interview with an immigrant or someone whose ancestors were
immigrants:cameras, video editing programmes, laptop, video-projector
C6 Feb 2017 Maps of migrations – drawing maps (digital or hand drawing) that show migrations to and from
our countries 15-20 students, 3 teachers Online meetings
In charge with pairing will be Donatella
C7 March 2017 Migration week – creating EU Migraton guide in cooperation with police and other authorities
that are involved in immigrants legislative; exhibit of a project course in school halls, quizes and round
tables, 10 tips for immigrants (how to become part of my society faster) students, teachers, parents. local
community
For project meeting we are going to discuss
About final products ( collecting materials, what, how, when, how much, what for) , write feedback qs for
students, parents to evaluate the project, prepare for the intermediate report,
C8 Apr 2017 E-dictionary - choosing words that are best related with project goals and wanted outcomes,
describing them in native languages, translating them to enlish and (if possible) at least one language of
students immigrants. 5 students from each partner school to be included in the CLIL course
programme. Online activity
In google docs- each partner will write equivalents of greetings, thank you, goodbye, enjoy your meal,
numbers (1-10), basic food ( fruit, vegetables), colours, family members, clothes, furniture, places in town,
health problems, school subjects and objects, daily activities, free- time activities. All partners- in charge
with the activity is Aysegul, Turkey.
C9 May 2017 Speaking the same language – making a video of children in our schools who will be asked to
say one phrase we agree on (Migrations make our worlds richer! or similar) in languages of partner
countries) 10 students from each school Italy will be in charge with the acitvity
C10 June 2017 Project day – Migration show inspired with details of different immigrant cultures (each
partners present their culture in terms of food, costume, habits, music and what one need to know before
visiting their country) , playing music that is part of those cultures too. students, teachers, parents. local
community Online videos posted by 15th of july
C 11 July 2017
Media team – lecture for students who will be part of media team and who will keep track of and analyses
media content on migration issues . Lectures with short description of the meeting will be uploaded on
project web page. 5-10 students from each partner school 1 teacher.
Online posts – all partners
C 12August 2017
Migrations without boarders – creating digital educational material about earliest migrations in world's
history, their causes, course, outcomes. 5- 10 students from each partner school, 2 teachers Online posts
all partners
C13 Sept 2017 Movie night – creating posters that announce the event, watching a movie (or movies) that
belongs to imigrant culture, making a video report of the event with best reviews of the movie published on
project webpages. students, teachers, parents. local community Spain meeting
C14 Oct 2018 Book club – reading a book written by the author that belongs to immigrant culture, talking
about it with other student sin the form of book club. Making posters that will show impressions to all
students in school inspiring them to read the book too. 10 students in every school Online posts all
partners by 15th of november
C15 Nov 2017. Project day – making food and cakes with recipes from immigrant cultures (immigrant
cultures here mean all cultures and nations that came to our country in some period in history to stay),
creating an e-book with recipes students, teachers, parents. local community Turkey meeting
C16 Dec 2017. Charity event for refugees – money will be given to organization that helps refugees
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students, teachers, parents. local community Each partner – online posts
C17 Jan 2018 Teachers' book – collecting 1 or 2 lesson plans from each country for different subjects that
are related with migrations Teach
How did the project partners contribute to the project? Please detail specific competences brought in by the
partner organisations.
Effective cooperation and communication was grounded by a solid agreement among partners even before
the project idea was developed. English was chosen by all partners as the language of communication.
Before the project was submitted, the cooperation among partners implied regular use of the modern
communication technologies (telephone, e-mail, google hangouts, facebook group
https://www.facebook.com/groups/548376925312575/, what’s up network, . The project idea was born in
2015, as we were looking for partners for this topic. Before the project is accepted, communication via
email and facebook will continue with all partners.
During the project, communication will be electronic and face to face, among pupils, teachers, parents.
Seven common meetings will be the opportunity for each national project team to ensure that project
management plans are abided by, but above all, to develop linguistic abilities in English and basic
communication in the languages of the partners, to interconnect, to take direct contact with European
pupils and their parents.
There will be 8 transnational meetings to address all the issues all partners have and also to debate,
exchange ideas so as to write the EU Migration guide , methodological guide along with procedure,
integration plans and CLIL course programmes. There will be teachers and students as well to experience
culture, the act of migration so as to develop a sense of the topic and share with their peers the experience.
These trasnational meetings are crucial to achieve the project objectives as it is really important for teachers
to have face to face communication and to have special time dedicated for these discussions so as to be able
to focus on the subject and to share and collect important data for the project. When teachers are asked to
do things over or through their timetable they may not be able to concentrate enough as they already have a
lot on their plate with all the paper work. Therefore, the transnational meetings allow them to dedicate their
time to develop the depth and breath of the project's topic. As the politicians around the world have to
meet and agree upon policies, laws, standards and principals, so as the teachers have to meet and agree
upon methods, strategies and so forth. Further, the students need to be asked and involved in these
activitirs to also take responsability of their own development but also to know their role in this big world.
first meeting will be in Romania to get organize the management of the project
second meeting in Germany to organize and plan methods and approaches to be applied by each partners
third meeting in Croatia to debate which methods worked best, decide the logo of the project, design
questionnaires
fourth meeting in Italy to participants present a written and media report on the effectiveness of teaching
methods and literacy activities performed
fifth meeting in Spain analysis of tests and the other evaluation instruments for students, parents, teachers.
sixth meeting in Sweden analysis of the methods and procedure to be included in the Eu migration, also
design a optional course programme on migration.
seventh meeting in Turkey reports on efficiency and impact on ss’ literacy skills, attitudes, competences
eigth meeting in Austria designing the final version of Eu migration, the course for the optional curriculm
offer, writing the report.
What is your appreciation about the cooperation and communication between the partners and with other
relevant stakeholders during the implementation of this project? What are the positive and negative elements of
this cooperation process? What are the elements you would improve if you were to carry out a similar project in
the future?
Teachers involved in the project will certainly develop and brush-up their linguistic skills along with getting
familiarized with migration problems that each partner school has, plans, procedure of integrating them in
their school, linguistic and IT skills, new syllabi to enrich their curriculum in order to satify the learninig
needs and styles of the students. Further, they will acquire the following competences
• get acquainted with a format to investigate which elements of international orientation are already present
in the current curriculum and activities and what is needed to be improved;
• to update the inventory of the elements that include migration problems and European and international
topics and to streamline these elements and activities
• to broaden the range of international activities to which students should be exposed to (inviting
international guest speakers, visits to local firms that are active in other countries, et cetera. )
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Language is a medium of communication and plays a central role in the migrant integration process, the
education as a core element of integration can be done through the medium of a language, further it helps
to develop the social side as well. In our project, we are thinking of finding methods and techniques to
motivate students to increase their level of interest in learning foreign languages and understanding other
cultures and EU values. Reading information about migration in English involves study languages in a more
challenging and motivating way, which is the answer this project gives to the need of introducing new
teaching instruments and methods to use in class, but using tools that help student on long run term, ICT
will represent a way of expressing in a digital way: attitudes, feelings and values that emigrants stories
inspires, which are mostly translated in English and the study of foreign languages it is a long-life
competence that each student need to pe prepare for the global labour market.
The pupils will use the benefits of ICT instruments in the making of specific project tasks, designing
individual and group creations during the ICT lab meetings, the communication will be made mostly in
English as well as their projects together with virtual communication with partners, permanent posts on the
project’s webpage. These activities will also strenghten connections between pupils and teachers, as
responsible members of an authentic learning partnership, at a local and European level.
As far as approaches are concerned students’ creativity and self-development will be enhanced by
integrating peer-learning into a larger, cross-curricular and extracurricular framework. Students that are
involved in trasnational activities will share their experience not only with the other students from the
partner school, but also with their peers from their own school and community. Organized in mixed groups,
students will search for information ( one, that has been involved in the transnational activities, one very
good at languages, another an ICT literate and so forth), through a guided process of discovery,
self-engagement, critical thinking and artistic and kinesthetic expression of individual understanding of the
migration and integration process. Apart from the activities in class, during,History, Geography, English, Art,
ICT classes, students will have better understanding of:
- geographic, historic and cultural traits of current war zones in Asia
- dangers of intolerance
- multiculturalism and european citizenship
- the importance of empathy
- students will be aware that creating a peaceful and friendly society is in their hands
- the importance of helping the integration of the imigrants
- the benefits of working with groups in cooperation
-express their feelings and attitudes through art
-communicate in English
Through communication with partner schools and work on project activities within the context of
intercultural learning students will be stimulated to develop and adopt new skills concerning the topics of
migration and inclusion of migrants. Further, students will develop empathy and tolerance attitude toward
people who come from different countries or cultures along with broadening their horizons.
What target groups were addressed in your activities plan? Were the target groups changed in comparison to
the ones identified in the application form?
Apart of the students that are directly involved in the project activities, there are the rest of the students in
each school together with their parents. More than that, there are the memeber of the communities each
institution comes from which hugely expands the number of the participants that indirectly might benefit
from this project: parents, the teachers and some local people living in our cities. For example, we are 8
schools and a minimum of 20 people will be involved in the project in each school, which makes 160: these
students have parents and some students have brothers and sisters. If we also add the siblings and maybe
50 local people. The students, immigrants and teachers will be the main target of the activities. Parents and
local members of the society will benefit indirectly.
Students, teachers and immigrants will celebrate RESPECT Week, MIGRATION Week and TOGETHER Week,
together as a way to multiply the information and share the knowledge and the experience of the project.
These events will be attended by parents, local authorities, siblings, relatives ,local people and media. They
will learn not only about the project, but also the importance of know-how to integrate and respect other
people in their communities.
Art festivals will be organized as a way of integration and unity.There will also be workshops with teachers
from the local commuities to share the experience and the knowledge gained in the project. Students,
parents and teachers will organize a national buffet with different kinds of food from different countries.
Students will work together and organize a music night for the parents and the local people. The songs will
be in different languages especially in the languages of the immigrants. Students will create a website about
the activities they will achieve and they will show how these activities unite them in their website. Students
will interview with the immigrants and listen to their problems and record them.
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5.1. Involvement of Participants With Fewer Opportunities
Did your project involve participants with fewer opportunities in project activities?
Yes
How many participants (out of the total number) would fall into this category?
10
How did you support these participants so that they were fully engaged in the ongoing activities?
Many students in the participating schools fall into this category of participants with fewer opportunities.
For example the Swedish school ESS-gymnasiet, a School with special education profile. The students there
are socially and academically heterogeneous. Many of them are students with special need. Among them
many are refugees, students with various psychiatric problems that interfere with their learning and students
that are second and first generation immigrants. A large number of ESS-gymnasiets students come from
disadvantaged areas.
Our goal has been to be inclusive in all our activities and project meetings. We have tried to allow all
students to play an active role in our project.
For example, when students from Sweden participate in project meetings in Italy and Germany they were
accompanied of extra teachers for support. The Swedish students where newly arrived and their language
and social skills needed support. In the meetings they could integrate successfully also cause very
understanding participants in the meetings. In many activities during the project, classmates or schoolmates
provided scaffolding for the newly arrived students. The classmates helped with for example translating to
English.
Student with fewer opportunities were given the opportunity to travel to other countries, meeting other
students and teachers and participating in cultural exchanges. Without this project they would not have had
the chance to be part of the project. These students have participated in drama, art , field trips, workshops
etc , all with the aim of understanding each other and interacting with others.
There has also been continuous project work at every partnerschool. All schools have been working with the
same monthly activities and students with fewer opportunities have participated all the time. The activities
have been specially adjusted to these students. It has been important to create increased participation for
these students.In Sweden the participants have been the newly arrived young migrants. They have
collaborated with students and teachers from the partner schools.
Many of the Swedish newly arrived students lack of proficiency in English but through their multicultural
background translanguaging has been effective. These student come from countries where many languages
are spoken and they have also learnt different languages on their way through Europe.
Teacher and other students have been interpreting and supporting communication.
Non verbal communication has also been used in many of the activities in the project. Students with
communication difficulties has in that way been included in the project.
It has been important for the project to include the student’s life world to facilitate student’s motivation. The
theme “Migration” has been very relatable for them.
Which types of situations did these participants face?

Economic obstacles
Refugees
Educational difficulties
5.2. Transnational Project Meetings
Please describe the Transnational Project Meetings organised within your project. What was the purpose and
frequency of the transnational project meetings and who participated? Please elaborate how these meetings
served the purpose of project coordination and implementation. In case there is a difference between what was
planned and what was implemented, please explain why.
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First TPM: Romania

1 1st
10:00-10:30 Arrival at “Margareta Sterian” Art High School
All members
11:00-13:00 School presentation and implementation of the strategic project in the school
curriculum. All members
Lunch
13:30- 14:30 Picnik Restaurant
15:00-17:00
Project activities: LTT and MP
When and how Only the coordinators
17:30-19:30 International feast
All members
2 2nd
09:30-12:00 World café
Informative and dissemination meeting
Development of literacy skills among immigrants: stages of development, challenges, steps, systems,
structures, cultures
(Venue- Kindergarten no 08) All members
13:00-14:30 Lunch at “Carul cu bere” All members
3 3rd
10:00 -13:30 Management of the partnership tasks :
Who-what-where-when Only the coordinators
14:00-15:30 Lunch at “ Lounge”
All members
Spain
Transnational project meeting in Igualada. The main idea was to analyse and summarize all the activities
done until September being the first year. Therefore , prepare the following meetings and our
dissemination. The agenda was the following:
CLASS OBSERVING ABOUT MIGRATION MEDIA ANALYSIS, MIGRATION CONFERENCES, CARITAS -NGO AND PM
MEETING
8:00-9:00: Class observing secondary school- Activity Media Analysis of migration in our world
9:00-:9:30:Class observing secondary (CLIL Technology in English)
9:30-10:00: class observing LAB
10:00-10:15: break
10:30-11:30: Conference about refugees camps in Lesbos by Sara Camps
11:30-12:00: Migration Performance “message from an European”
12’30-13’30: Caritas (NGO) conference and workshops
14’00-15’30: lunch at restaurant “Exquisit”
16:00-18:00: Project Meeting –Computers Room:
1. Balance sheet of activities
2. Selection of materials for the final products:what-who-when-how
3. Share dissemination in all countries
4. Project website
5. Prepare future mobilities with teachers in Turkey, Germany, Sweden and Austria
6. Present activity C10: migration show- project day: poster or video.
Friday 29th-Final project meeting summary

8:00-10:00: Project Meeting
Croatia
-Transnational project meeting in Igualada. The main idea was to analyse and summarize all the activities
done until September being the first year. Therefore, prepare the following meetings and our dissemination.
The agenda was the following:
20.3.2017. 15.00 – 17.00 Progress in project activities so far

(partnership activities, dissemination, evaluation and monitoring)
Web page of the project
e-twinning project
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21.3.2017. 9.00 – 11.00 Discusion on the final products of the project

11.30 – 13.00 Meeting inItaly – prepositions, problems, activities for students .
22.3.2017. 17.30 – 18.30 Project meeting – future activities
Austria
8:40 - 10:00 Welcome to our school and our village
10:30 - 11:30 Exhibition : Migration in Austria, Migration in Völs
12:15 Lunch: Bierstindl Innsbruck
14:30 - 18:00 Coordination meeting
Final report
What’s left to do?
Final products
Impact and dissemination
Review
19:30 Welcome dinner: “Stiftskeller”
Tuesday, June 5
8:40 - 9:30 Talk with a witness (Mrs Bucher): A new home for Germans displaced from Serbia after World
War II
9:45 - 10:15 Visiting classes. Talks with our students.
10:40 - 12:00 Inclusive Theatre “The Golden Goose” - performed by a company of locals and migrants
12:30 Lunch ( invitation of the municipality)
14:00 - 15:00 Our village Völs
17:30 (optional) Hike to an alpine hut: “ Arzler Alm ” (45 min) with barbecue.
Meeting Receiving Receiving Receiving No. of

Meeting ID Start Date End Date
Title Organisation Country City Participants
Escolapia
814_1-TPM-00002 SWOT 2017-09-24 2017-09-25 Spain Igualada 3
Igualada
SWOT -
Neue
814_1-TPM-00004 final 2018-06-04 2018-06-05 Austria Völs 5
Mittelschule Völs
report
Dos and Osnovna skola
814_1-TPM-00001 2017-03-20 2017-03-22 Croatia Vinkovci 1
Donts Ivana Mazuranica
9
5.3. Intellectual Outputs

This section doesn't apply for this project
5.4. Multiplier Events
5.5. Learning/Teaching/Training Activities
Please describe the long-term learning, teaching or training activities included in your project and explain how
they have contributed to reaching the project's objectives. In case there is a difference between what was
planned and what was implemented, please explain why.
Romania
1 25th
10:00-10:30 Arrival at “Margareta Sterian” Art High School
All members
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11:00-13:00 Ice-breakers, Partner School presentation, project implementation in the curriculum.
World café- similarities and diffrences between our systems.
. All members
Romanian team
Lunch
13:30- 14:30 Picnik Restaurant All members
15:00-17:00
Our school curriculum (integrated art in mass-learning) Coordinators go to room 8 with Nicoleta
Nechita for discussions about the project.
The rest of the teachers will go with the other teachers from Romania.
17:30-19:30 International feast All members.
2 26th ( sambata)
09:30-12:00 Panel discussion
Informing and disseminating
about our project- handing-in calendars with our project logo and topic
Development of literacy skills among immigrants: stages of development, challenges, steps, systems,
structures, cultures
(Venue- Kindergarten no 08) All members
Lunch 13:00-14:30 Lunch “Casa berarilor” All members
3 27th (duminica)
09:00 -11:00 Sharing and exchanging “Migration” stories from our area. All members
4 28th (luni)
09:00-11:00
Coffee break- Festivity hall 30’ Class Observing –migration-transdisciplinary approach
Lower secondary school
( 20 students from 6th and 7th forms
Teacher: Nechita Nicoleta
12:00- 14:00 Psycho-drama methods- how to apply

Teacher: Filipache Raluca
Lunch
14:30- 16:00 Taverna Buzoiana Restaurant
All members
16:30
18:00 Workshop Carmen
Make them care!
Feedback on observed activity : suggestions of how to apply All members

Room 8
5 29th ( marti)
09:00-10:30
Coffee break
Interactive workshop
Transdisciplinary evaluation
All members
Teacher: Nechita Nicoleta
10:45- 11:45 Class Observing – the challenge of immigration/migration upper secondary school
10 students from classes 9/10/11 Neagu Carmen
12:00- 13:30
Migration through Art
Headmistress Singeorzan Mioara
14:30-
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16:30 Lunch at Bistro
Feedback on the activities and the selection of the best ones for the final product.
Overall impressions All members
19:30 The importance of sharing culture

Dinner together
Final feedback and farewell. All members
CROATIA
20.3.2017. 9.00 – 10.00 Arrival to Ivan Mazuranic PrimarySchool

10.00 – 12.00 Tour of the school, accompanied by pedagogue and students – „Tables and chairs help us
learn“
12.00 – 15-00 Lunch
17.00 Vinkovci sightseeing
21.3.2017. 9.00 – 11.00 Psychological state of migrants - lecture with discussion

11.30 – 13.00 Migrants' first contact – lecture with discussion
13.00 – 15.00 Lunch
15.00 – 17.00 Integration of project contents in History, Geography, Art, Croatian, English, RE and IT
classes – partner school presentations and discusion
22.3.2017. 9.00 – 11.00 Classobserving - Geography

11.30 – 13.00 Migration quiz
13.30 – 15.30 Lunch
16.00 – 18:00 City museum „First migrations in Vinkovci”
23.3.2017. 10.00 – 12.00 Visiting Primary school in Vukovar – integration of migrant students
12.00 – 14.00 Lunch
14.00 – 18.00 “Town with no citizens” - the causes of migration from Vukovar during the Homeland
War (Vukovar hospital)
24.3.2017. 9.00 – 11.00 “How we help migrants?”–the city Red Cross

12.00 – 13.30 Workshop
19.00 Dinner and farewell, cutural exchange
ITALY
22nd/05
9.00 - 11.00 Arrival to I.C. Scina’ Costa school and welcome ceremony
Icebreaking activity: “Knowing me - knowing you”
My immigration diary
11.00 - 11.30 Coffee break
11.30 -11,45 Video about Palermo
11.45 -13.00 Tour of the school: three groups ( accompanied by students)
13.00 - 15.00 Lunch at school
15.00 -18.00 EU guide - Sharing greetings, habits, gestures, rules to
find differences and similarities among the eight countries
(Teachers and students from all countries)
23rd /05
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9.00 - 11.00 Exhibition of students’ project and Eu guide - Questionnaire
(Teachers and students from all countries)
11.30 - 12.00 Kahoot (EU guide quiz)
12.00 - 13.00 Falcone and Borsellino presentation( maybe also a questionnaire)
13.00 Lunch
16.30 - 18.00 Demonstration for legality
24th /05
8.00 - 12.30 Palermo sightseeing -discover the city and its multicultural aspects
(accompanied by our students) Cathedral - Royal Palace
12.30 - 13.00 Meeting with priest Enzo at Santa Chiara centre for immigrants
13.00 - 15.00 Lunch at “Moltivolti”
15.30 - 17.30 Visiting “Astalli” centre for immigrants and activity
25th/05
9.00 - 12.30 Monreale “The telling tower”- activities and worksop - Monreale
sightseeing
13.00 - 15.00 Lunch at “ La nuova fattoria” -
16.30 - 18.30 Mondello beach ( typical games- cultural exchange)
26th/05
9.00 - 10.30 Meeting with Unicef and workshop on Migration
10,30 - 11.15 Speaking the same language activity: students from all country say a
phrase on Migration in their native language
11.30 - 12.00 Exhibition of the diaries and
delivery of good migrant Diploma
12,00 - 13,00 Visiting Infant and Primary school “Costa” and “Gioberti”
13,00 Lunch
19,30 Farewell di
5.5.1. Participants' Profile
Please describe the background and profile of the participants involved in the learning, teaching or training
activities and how the participants were selected.
Participants were selected according to motivation, clear goals for the project, willingness to share the
experience, openness to change, proactivity, the relevance of the project with their role (for teachers),
students had a task which was connected with the project: document about Migration in Romania for
instance. Most of the teachers worked for the the preparation and the application of the project activities
and LTTs in all partner schools. English teachers had the most important part in the project because they
were responsible for all kinds of communication. Moreover,
5.5.2. Participants' Recognition
Did your project make use of European instruments like Europass, ECVET, Youthpass, ECTS etc. or any national
instruments/certificates for recognition or validation of the learning outcomes of the participants in the
learning, teaching or training activities?
Yes
Please indicate the recognition/validation instruments used in your project:
Youthpass Certificate
Europass Curriculum Vitae (CV)
If other, please comment:
Certificates issued by school
Activity No. C1
Field SCHOOLS
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Activity Type Short-term joint staff training events

First project meeting in Romania. Guest teams are formed of 2 or 3 teachers, in the team
of the project.The schedule will have two parts: - part I - focus on project management(
first year), distribution of tasks, management of risks, activities to perform, products to
create, monitoring and evaluation instruments. Part II- workshops dedicated to
Activity Description presentation of educational systems, countries, schools, integration plans and policies,
strategies in each country and the contribution of our project. Debate and discuss the first
methods and techniques that should be applied in class. 01-07 September- 2016 Romania
will be in charge to organize the meeting. Materials: pencils, pens, large sheets of paper,
markers, laptop that will provided from project budget.
No. of Participants 0
Participants with Special
Needs (out of total number 0
of Participants)
Accompanying Persons
(out of total number of 0
Participants)
Is this a long-term activity? No
Funded Duration (days) 0
Participating Organisations
Activity No. C2
Field SCHOOLS
Activity Type Short-term exchanges of groups of pupils
Culture shock- experiencing other cultures: Students are an important source to analyse
the efficiency of the approches and methods and inspire us with new ones. As a result the
meeting will be organized in two parts: firts part: Students will be in charge to prepare a
presentation about what they know about the migration crisis and they way it affects
them, what solutions they thing are there to integrate the immigrants. Further, they will
share their culture and they have to write a diary of the experience they will have in the
host country, they also have to imagine that they emigrated there and what are the
difficulties one may encounter. They have to design a brouchure about each other culture
and what they need to take into consideration when going in each other's country in terms
of culture, good manners, food, activities and hobbies/interests/sport.They will share their
Activity Description
feelings in comaparison with what they theoretically know about migration. Second part:
teachers debate and select methods and approaches to be applied by each partner and
also, collect data by observing and questioning the students involved in the trasnational
activity so as to include them in the final project (CLIL course programme, DVDs). Prior
meeting, each partner will bring their portfolios with methods and techniques to share and
debate. Also, they will prepare an integration plan for their own school and debate upon
the best option. Period: 01-07 November, German partner is in charged with the meeting
organization Sweden is in charge with collecting the best methods agreed upon. Croatia is
in charge with writing a report for our meeting. Materials: large sheets of paper, envelops,
markers, folders, computers all provided by the German partner from the project budget.
of Participants)
Participants)
Participating Organisations LICEUL DE ARTE "MARGARETA STERIAN"
Activity No. C3
Field SCHOOLS
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Teachers are met to analyse the methods and the activities that they have applied, each of
them have to present what it worked or did not work and decide which ones should be
introduced in the methodological guide for all the subjects the project is integrated in:
Geography, History, English, IT, Arts, decide the logo of the project, design questionnaires
to assess the methods' impact on students. Croatia is in charge with the organization of
the meeting and to provide all the materials needed for the meeting. 01-07 February, 2017
of Participants)
Participants)
Activity No. C4
Field SCHOOLS
Activity Type Short-term exchanges of groups of pupils
The meeting will be divided in two parts: students will have to communicate in English to
collect from each other words conected with our project topic form each partner country
so as to build up an E-dictionary as a helpful tool for the immigrants who might come to
their country. Part two, teachers prepare a written and media report on the effectiveness
of teaching methods and literacy activities performed by each partner. Prior meeting each
partner will prepare a presentation of the best practices in their school so as at the
meeting to collect the best methods to be introduced in the methodological guide. There
will be an analysis of the posts as well, Sweden and Germany are in charge with the
collection. Italy is in charge with the organization of the meeting and provide all the
materials needed for the meeting. 29 May-04 June
of Participants)
Participants)
Activity No. C5
Field SCHOOLS
Write the report of the first year of and making the SWOT analysis and improving the
weaknesses of the first year along with analysis of tests and the other evaluation
Activity Description instruments for students, parents, teachers. Spanish partner is in charge with the
organizing of the meeting and prior to the meeting each partner needs to prepare their
project portfolios. 01-07 September, 2017
of Participants)
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Participants)
Activity No. C6
Field SCHOOLS
Analysis of the methods and procedures ( either posted on website or form the partners
portfolios) to be included in the Eu migration, also design a CLIL course programme on
migration on levels: lower- secondary, upper-secondary and high school, so the teachers
will be divided in three groups. Sweden partner is in charge with organizing the meeting
and provide all the materials needed. All partners have to bring their drafts of what should
be included in the final products. 10-16 April, 2018
of Participants)
Participants)
Activity No. C7
Field SCHOOLS
Teachers make atitudinal questionnairs and select the best quizzes made by students to
be introduced in the methodological quide and also to measure the efficiency and impact
on ss’ literacy skills, attitudes, competences based on the analysis from the partners'
portfoloios. Turkish partner is in charge with the organization of the meeting and provides
the needed materials. Sweden partner is in charge with the collection of selected materials,
and Croatia to write a report about the efficiency of the meeting.The coordinator checks
the attendance every day and helps with the working groups organization. 01-07 june,
2018
of Participants)
Participants)
Activity No. C8
Field SCHOOLS
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Design the final version of Eu migration, the course for the optional curriculm offer on
levels and writing the report for the project. Teachers will work on methodological guide
and Eu migration, optional course programme and on the final report of the project. All
partners will debate further ( four face to face and the other four online) for other Erasmus
projects and decide whether they will organize a consortium to apply for different
European projects and all Erasmus plus key actions. Austria is in charge with the
organization, each partner is in charge with bringing the materials needed for the final
products and reports. Austria provides the materials needed from the project budget.
of Participants)
Participants)
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6. Follow-up
6.1. Impact
What was the project's impact on the participants and participating organisations involved in the project?
Pupils- target group and students of each school :

students keep in touch...communicate in English
Target group will develop their social and communication skills by the introduction of new methods and
learning environments
- stronger awareness and appreciation of European values and heritage;
- developed linguistic competences in English, motivated to study European languages and about European
countries;
- aware of cultural and linguistic diversity, broader cultural horizon and knowledge on European pupils’
lifestyles, school systems and preoccupations, raised intercultural understanding and avoiding prejudices
and stereotyping
- better interest and motivation to study school subjects such as and cross -curricular topics, stronger
reading and writing habits
- improved ICT abilities, by research work, preparation of materials, presentations and interpersonal
communication by e-mail, website
- develop social communication and solidarity skills through problem solving, critical thinking, team
working, group dynamics, work ethic, responsibility ;
-improved creativity skills, used in personal literary and artistic creations, and sense of acceptation and self-
confidence - MIGRATION through ART(
-get a sense of what it comes to experience culture and understand the reasons why people migrate and
how the feel when they have to leave their homes and promote an attitude of inclusion and acceptance of
the imigrants;
-enlarge students' knowledge about:
border controls (Schengen Cooperation)
coordination of visa rules
refugee and asylum policy
immigration policy
Impact on teachers - project members and all staff

Project members will:
- work with creative and artistic methods along with trying out methods of anti-racist and trans-cultural
education and sharing knowledge and experiences;
-promote pedagogical approaches in dealing with challenges and opportunities the migration may bring, the
acceptance of the presence of migrants and their inclusion in European societies.;
-develop methods to train their students for multicultural and pluralistic societies by helping them to work
on reflective competences and tools for social change.
-be able to use their newly acquired expertise in their work with youth and young adults and share and
multiply what they have learned with fellow youth workers.
Thus, the participants will be able to use their newly acquired expertise in their work with youth and young
adults and share and multiply what they have learned with fellow youth workers. An online blog will be used
as a working and dissemination tool to collect, discuss and reflect the content during and after the whole
project.
- improved teaching knowledge and experience in terms of exchanges of methodological ideas on social
and communication skills
- broadened cultural horizons, openness to European culture, heritage and values;
- improved linguistic abilities in English, a stronger motivation to study foreign languages ;
- stronger cooperation availability by involving in partnership activities at school and European level;
- improve knowledge on educational systems in Europe, transfer of good practices about integration
procedures;
- build-up self-esteem and confidence both: personal and professional;
Impact on institution
- improvement of the educational process by exposure to other educational policies, integration of
European common study topics, introduction of European topics in basic and extracurricular school subjects
- enrich the school optional offer with new courses based on the project results
-promote the school image as having implemented European projects in the community and at the regional
and national level;
- fruitful collaboration among teachers at all levels;
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-new opportunities for teacher to go up the proffessional ladder based on th experienced and knowledge
gained in the project;
Impact on local community
- trust and stronger support for school initiatives from parents and local authorities
- promote the project activities so as parents to become aware of European cultural and civilization aspects ;
-rise parents interest to enroll their children in our school as not only teaching the students at European
standards, but also providing their children with varied learning experiences.Students have become more
aware of
Trasndisciplinary approaches
Integration procedure
Guide to integrate studntes with special needs in the classroom
Outside of the participating organisations which were the project's target groups and other relevant
stakeholders? What was the project's impact on them and how did the results reach them?
city halls
police
How has the project contributed to the achievement of the most relevant priorities (as outlined in the
description section)? To which extent was the expected impact reached?
students who were poorly motivated are more motivated as they saw the tragedies
procedure of inclusive education
What was the impact of the project at the local, regional, European and/or international levels? Please provide
qualitative and quantitative indicators.
publications in media..
6.2. Dissemination and Use of Projects' Results
To whom did you disseminate the project results inside and outside your partnership? Please define in
particular your targeted audience(s) at local/regional/national/EU level/international and explain your choices.
TURKEY
Inside our organizations project activities were disseminated to students, teachers, parents and principals.
Outside of our organizations the target groups were teachers around the world, local people, people around
the world who were interested in the topic, Migration Offices in the countries, local authorities.
Project coordinators and teachers from the partner schools joined project meetings in order to disseminate
the project results in detail among partner countries. Each school has a blog and posted project activities in
their blogs which are linked to the project website. In this way teachers, students, parents, local people and
people around the world have had access to the project activities via blogs and project websites. Moreover,
project activities were shared in project’s facebook page ‘Erasmus+project:Migration’. Some of the project
activities took part in local newspapers and each LTT and project meeting were published in local
newspapers. In addition, Migration Lesson Plans in different subjects became a good way of dissemination
of the project to the teachers and students around the world.
SPAIN:
In our school Escola Pia Igualada we have done a lot of dissemination and exploitation of our results of the
international Project Erasmus Migration to our families, our school, our local community and our local and
regional authorities to promote the organisation’s efforts towards the objectives of Erasmus+.
In our school , this dissemination goal was a planned process of providing information on the results of
programm done by three people: a student, Berta Martí(responsible of the school blog to upload month by
month all the activities, videos and potos); the coordinator of the Project, Gemma Boncompte (to inform to
all the different targets ) and the communication head of the school, Sandra perez(who uploaded all in the
school social sites). These three people tried to cover why, what, how, when, to whom and where we could
disseminate results. Examples:
1. Erasmus Escola Pia blog
2. Escola Pia web site
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2. Escola Pia web site
3. Escola pia Facebook
4. Escola pia weekly news for teachers called “ informacions setmanals”
5. Escola Pia monthly news for parents called “ Can Colapi”
6. Escola Pia anual news for parents, community and authorities called” Erasmus Annual Newsletter”. We
have done two: July 2017 and July 2018.
7. Conferences and workshops
8. Art galleries open to our local community in the cloister and library of our school
9. Performances in our town hall about this topic
10. Create a T-shirt, a bag, a badget to promote our Erasmus Migration
11. Videos about all our mobilities and talks about them to the audience(school staff, families and pupils)
to spread projects' results
12. Our school belongs to other 20 schools in Catalunya and some others in the rest of Europe and we
have sent them a report about these results to be known and used outside the project partnership in order
to extend the impact of our Migration Project.
13. Information leaflets about all our International projects and programms in our school. This leaflet , we
give to all our visitors in February 2017 and February 2018 in our Open Doors Sunday .
14. Exhibition of all the products, activities, posters in our February 2017 and February 2018 in our Open
Doors Sunday carried out by the coordinator of international projects Gemma Boncompte.
15. Our headmaster has spread our Project in local, regional, national and European level during his
meetings and seminars with other headmasters and principals around Catalunya.
Sweden:
In ESS-gymnasiet we have done a lot of dissemination of our results of the Project Migration to our school
and to other schools in Stockholm municipality and Sweden. We´ve tried to reach as many persons as
possible in different ways. In our school ESS-gymnasiet we have a digital school platform, Fronter, where we
published our results regularly and what was going on in the project. We also have a digital internal
television in the school where we update activities in the project and other things interesting for students
and staff. ESS-gymnasiets blog https://migration94.wordpress.com/ has also played an important role for
spreading the project. The blog and the project’s homepage http://erasmusmigration.weebly.com/ have
been on the school’s website for showing the public was going on. We´ve also used social media like
Instagram, Facebook etc. Through our social media channels, we have had the opportunity to spread the
project to a diversity of people and according to the statistics, we have had thousands of visitors to our blog
from all over the globe.
During the project we´ve had several project activities for the whole school. Many exhibitions like art
galleries, music performances, workshops have taken place in the school. Some of the activities hosted in
our school, have been very successful therefore we plan to host it again with new students every time. We
believe especially our newcomers hav
What kind of dissemination activities did your partnership carry out and through which channels? Please also
provide information on the feedback received.
website
Germany
Our organization project activities were disseminated to all our students, teachers, parents and principals.
We wrote a lot of reports for our local newspaper and for our year book which everybody of our students
get at the end of the school year. We also made some evening projects for parents and school members. We
had open days for future students where we presented our project work, too.
Project coordinators and teachers from the partner schools joined project meetings in order to disseminate
the project results in detail among partner countries. Moreover, project activities were shared in project’s
facebook page ‘Erasmus+project:Migration’. Some of the project activities took part in local newspapers and
each LTT and project meeting were published in local newspapers. In addition, Migration Lesson Plans in
different subjects became a good way of dissemination of the project to the teachers and students around
the world.
Erasmus+ promotes an open access requirement for all materials produced through its projects. In case your
project has produced intellectual outputs/tangible deliverables, please describe if and how you have promoted
their free access to the public. In case a limitation was foreseen for the use of the open licence, please specify
the reasons, extent and nature of this limitation.
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not applicable
How have you ensured that the project's results will remain available and/or will be used by others?
The final products were uploaded on http://ec.europa.eu/programmes/erasmus-plus/projects/

The activities, the final products are also published on the project website
:http://erasmusmigration.weebly.com/ under Teacher's Library button
How did you see the potential to use this project's approach in other projects on a larger scale and/or in a
different field or area?
It is very likeable
6.3. Sustainability
Which activities and results will be maintained after the end of the EU funding? How will these activities be
implemented and supported?
CLIL optional course

integration procedure
New applications for further projects
European instruments
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7. Budget
this section gives a detailed overview of the final amount of the EU grant you request;
7.1. Budget Summary
Learning/Teaching/Training Activities
Project Exceptional Costs Special Exceptional

PIC of the Transnational EU EU Linguistic (Overseas Exceptional Total
Management and Needs Cost
Organisation Project Meetings Travel Individual Support Countries and Costs (Calculated)
Implementation Support Guarantee
Grant Support Grant Territories Travel
Costs)
949471018 12,000.00 5,730.00 5,270.00 8,570.00 0.00 0.00 0.00 0.00 0.00 31,570.00
Total 12,000.00 5,730.00 5,270.00 8,570.00 0.00 0.00 0.00 0.00 0.00 31,570.00
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7.1.1. Project Total Amount
Project Total Amount Reported (Calculated) 31,570.00
Please provide any further comments you may have concerning the above figure.
7.2. Project management and implementation
PIC of the Organisation Role of the Organisation Name of the Organisation Total
949471018 Beneficiary LICEUL DE ARTE "MARGARETA STERIAN" 12,000.00
Total 12,000.00
7.3. Transnational Project Meetings
PIC of the Sending Organisation Total No. of Meetings Total Number of Participants in All Meetings Distance Band Grant per participant Total (Calculated)
949471018 1 3 >= 2000 km 760.00 2,280.00
949471018 1 5 100 - 1999 km 575.00 2,875.00
949471018 1 1 100 - 1999 km 575.00 575.00
Total 5,730.00
7.4. Intellectual Outputs

7.5. Multiplier Events
7.6. Learning/Teaching/Training Activities
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7.6.1. Travel
PIC of the Sending Travel Grant per Total Amount

Activity No. Activity Type No. of Participants Distance Band
Organisation Participant (Calculated)
949471018 C2 Short-term exchanges of groups of pupils 4 100 - 1999 km 275.00 1,100.00
949471018 C3 Short-term joint staff training events 1 100 - 1999 km 275.00 275.00
949471018 C4 Short-term exchanges of groups of pupils 6 >= 2000 km 360.00 2,160.00
949471018 C5 Short-term joint staff training events 1 >= 2000 km 360.00 360.00
Total 17 5,270.00
7.6.2. Individual Support
7.6.2.1. Short-term Learning/Teaching/Training Activities
Participants (Excluding Accompanying

Persons)
PIC of the Funded No. of
Activity Funded Total
Sending Activity Type Duration Participants No. Of Grant per
No. Grant per Duration per (Calculated)
Organisation per (excluding Accompanying Accompanying
participant Accompanying
Participant accompanying Persons Person
Person (days)
(days) persons)
949471018 C2 Short-term exchanges of groups of pupils 7 3 385.00 7 1 700.00 1,855.00
949471018 C3 Short-term joint staff training events 7 1 700.00 0 0 0.00 700.00
949471018 C4 Short-term exchanges of groups of pupils 5 1 275.00 0 0 0.00 275.00
949471018 C4 Short-term exchanges of groups of pupils 7 4 385.00 7 1 700.00 2,240.00
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949471018 C7 Short-term joint staff training events 7 2 700.00 0 0 0.00 1,400.00

Total 54 14 4,545.00 14 2 1,400.00 8,570.00
7.6.2.2. Long-term Learning/Teaching/Training Activities

7.6.3. Linguistic Support
7.6.4. Exceptional Costs (Overseas Countries and Territories Travel Costs)
7.7. Special Needs Support
7.8. Exceptional Costs
7.9. Exceptional costs - Guarantee
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8. Annexes
additional documents that are mandatory for the completion of the report;
Please note that all documents mentioned below need to be attached here before you submit your form online.
Before submitting your report to the National Agency, please check that:
The Declaration of Honour signed by the legal representative of the beneficiary organisation.
All necessary information on your project have been encoded in Mobility Tool+
The report form has been completed using one of the official languages of the Erasmus+ Programme
Countries.
You have annexed all the relevant documents:
The necessary supporting documents as requested in the grant agreement.
List of uploaded files
no uploaded files yet
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Erasmus+ Strategic Partnership Promotes Cultural Exchange and Integration

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Erasmus+ Strategic Partnership Promotes Cultural Exchange and Integration

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DRAFT Report Form

Cooperation for innovation and the exchange of good practices: KA2

LICEUL DE ARTE "MARGARETA STERIAN"

Main content: Report Form

Inactive Organisations within Project Activities

1.1. Project Identification

Grant Agreement Number 2016-1-RO01-KA219-024814_1

1.2. National Agency of the Beneficiary Organisation

Please provide a short summary of the completed project.

Context/background of the project;

Number and profile of participating organisations;

Description of undertaken main activities;

Results and impact attained;

If relevant, longer-term benefits.

Please provide a translation in English.

2.1. Summary of participating organisations

Total number of participating organisations 8

2.2. Other Organisations

3. Description of the Project

What were the most relevant topics addressed by your project?

C1 Sept. Team selection: posters, flyers

5.1. Involvement of Participants With Fewer Opportunities

Which types of situations did these participants face?

5.2. Transnational Project Meetings

First TPM: Romania

Friday 29th-Final project meeting summary

20.3.2017. 15.00 – 17.00 Progress in project activities so far

21.3.2017. 9.00 – 11.00 Discusion on the final products of the project

22.3.2017. 17.30 – 18.30 Project meeting – future activities

Meeting Receiving Receiving Receiving No. of

5.3. Intellectual Outputs

Lunch 13:00-14:30 Lunch “Casa berarilor” All members

12:00- 14:00 Psycho-drama methods- how to apply

Feedback on observed activity : suggestions of how to apply All members

Migration through Art

Headmistress Singeorzan Mioara

19:30 The importance of sharing culture

20.3.2017. 9.00 – 10.00 Arrival to Ivan Mazuranic PrimarySchool

21.3.2017. 9.00 – 11.00 Psychological state of migrants - lecture with discussion

22.3.2017. 9.00 – 11.00 Classobserving - Geography

24.3.2017. 9.00 – 11.00 “How we help migrants?”–the city Red Cross

5.5.1. Participants' Profile

5.5.2. Participants' Recognition

Certificates issued by school

Activity Type Short-term joint staff training events

Activity Type Short-term joint staff training events

Pupils- target group and students of each school :

Impact on teachers - project members and all staff

6.2. Dissemination and Use of Projects' Results

The final products were uploaded on http://ec.europa.eu/programmes/erasmus-plus/projects/

CLIL optional course

7.1. Budget Summary

Project Exceptional Costs Special Exceptional

7.1.1. Project Total Amount

Project Total Amount Reported (Calculated) 31,570.00

7.2. Project management and implementation

7.3. Transnational Project Meetings

7.4. Intellectual Outputs

PIC of the Sending Travel Grant per Total Amount

7.6.2. Individual Support

7.6.2.1. Short-term Learning/Teaching/Training Activities

Participants (Excluding Accompanying