Alvik Internationalisering

Erasmus+ DAY 4 and 5 when there is time for the final ceremony for Timeline film festival. We gathered in a theatre and watched the awards being given to the winning artists/directors.
The following day the students were on a field trip to Verona, learning about some historical places such as the arena, Romeo’s house and Julia’s balcony.

Erasmus+ DAY 3 in Carate Brianza, Italy. As a part of the Garden of the Righteous Women and Men, we planted trees to commemorate two people who did something extraordinaty for the society.
In the afternoon we participated in a flashmob about sustainability in Monza.

🇪🇺 Erasmus+ DAY 2 SO.S project. A field trip to Milan, the European capital of economy and industry but also fashion. Italian students showed us around in the city and told us about the history of it. We visited the modern living area that is called vertical forest where trees are planted on the building making the apartments look like a forest and contributes to more friendly environment. Next, we visited skyscrapers, Uni Credit Tower among others. After that we landed in a peaceful green oasis, a botanical garden in the middle of Milan. Finally, we saw the castle and the Duomo cathedral. Unforgettable trip to an amazing city.
The day ended with an opening ceremony for Timeline Film Festival.

Erasmus+ DAY 1 final meeting/mobility for SO.S project to Carate Brianza in Italy. The students met with their Italian twiners at the airport and the next day began the first activities for the meeting; orientation in the school, taking part in biological experiment and presenting students’ work for the Garden of Righteous Women and Men project as well as making a short summary of one of the activities we did during previous meetings for SO.S project. We finished the school day with practicing and singing together in Italian. 🇮🇹

What happens when students are given digital tools not just to complete tasks — but to create?
During the D’ARTIDE piloting phase, one thing became increasingly clear:
students engage differently when technology becomes a medium for artistic choice, experimentation, and personal expression.
Across the partner schools, digital activities did not function simply as technical exercises.
They became spaces for:
• collaboration
• visual thinking
• confidence building
• and the sharing of different perspectives
When students are invited to create rather than simply consume, participation changes.
The classroom becomes more open, more dynamic, and more inclusive.
This is one of the most valuable lessons emerging from the D’ARTIDE piloting process — and one that will continue to shape the next stages of the project.

https://www.facebook.com/share/p/1CNbbAYByP/?mibextid=wwXIfr

We’ve reached an exciting milestone in D’ARTIDE!

✅ WP3/A4 – Pilot Testing & Feedback Collection is now complete.
Over the past period, partner schools, educators, and students explored the virtual activities and digital tools in real learning settings, testing not only how they work technically, but also how clear, engaging, and inclusive they feel in practice. The
feedback we collected is extremely valuable—full of concrete insights on what works well and what can be improved to better support diverse learners and classroom
realities.

Next up: 🔍 WP3/A5 – Evaluation & Revision, led by Hub Nicosia.
This phase is where we turn feedback into action: refining instructions, strengthening usability and accessibility, improving the learning flow, and polishing the overall experience so that the WP3 package is ready for wider use and transfer.

A big thank you to everyone who contributed time, energy, and honest input—this is exactly what co-creation in Erasmus+ projects should look like.

More updates soon as we shape the final WP3 outcomes together🚀

Day 2 of Erasmus+ project So.S in Thessaloniki. To feel at home, we brought a little bit of Swedish weather to Greece and everyone was with that given the opportunity to sing in the rain. The day included visiting the ancient city and a student guided tour in which the history of Thessaloniki was explored. Lastly, the students held interviews of locals in the city on questions regarding the environment, solidarity and sustainability — a task that has been carried out in each host country throughout the project 🌍♻️🇪🇺

✨ D’ARTIDE Project – WP3 in Action ✨

Within the D’ARTIDE project, Work Package 3 focuses on bringing inclusive, participatory art practices to life through community-based and digital activities.

Activities 3.1 and 3.2 place people at the centre of the creative process, encouraging:
🎨 co-creation and artistic expression
🤝 collaboration between diverse communities
💻 meaningful use of digital tools for inclusion
🌍 dialogue, identity exploration, and shared learning

By combining art, education, and digital environments, WP3 strengthens access to culture and empowers participants to express their voices, stories, and perspectives in inclusive and innovative ways.

Stay tuned as we continue sharing moments, insights, and outcomes from this creative journey ✨

DAY 1 of our Erasmus+ accreditation group activity in Wolfsberg, Austria. Our students from Alviksskolan hosted a visit from in October and this week they are reunited with their Austrian twins in Wolfsberg. On day 1 the students followed their twins to school and after lunch we enjoyed a walk to the city and a visit to . A great first day and we are so very thrilled to be here! 🇦🇹🇪🇺🇸🇪

https://www.facebook.com/share/p/1A8ApX6KsY/?mibextid=wwXIfr

This week we have an amazing time in Lisbon, Portugal visiting the school Augusto Cabrita in Barreiro with all partners of Dartide from Greece, Italy, Romania and Sweden. 3 days of presentations, inspiring discussions and connections combined with cultural activities in beautiful Portugal, developing strategies for creative projects in digital art and inclusion all over Europe.