“Who plays, learns! Who learns, lives! Who lives, plays!“ Nowadays, children spend more time than ever before on games. They tend to rather play digital games than active ones. The time they use continues to lack for „real“ games and the interpersonal communication within these games. Therefore, it is important to sensitise pupils for possible dangers, to focus them on „real“ games and to help them to reflect upon their freetime behaviour. This can help them to also find the right conclusions for being an active part of society. Children only have few experience in games like movement games, construction games or role plays. Our project offers the chance to make these necessary experiences as these heavily influence their personality development. This also includes a focus on health prevention methods during the project. Key competences like problem-solving competences, attentiveness and consistency as well as mental and emotional engagement for every task are being formed by games. The aim of the project is to offer our pupils a broad, active experience in the fields of „sport“ and „games“. To work on this topic the project has been divided into three parts: „sport and games in the past“, „sport and games today“ and „play with handicap“. We think this project ideally fits the profile of the two involved schools. All schools have a wide variety of pupils with a multicultural, European background. Additionally, the majority of pupils are taught at the level of a secondary modern school. For these pupils, playful concepts are a good chance to build up a strong profile and to strengthen their personal competences. The project is also part of a new teaching module called „intercultural learning“. It is planned to involve pupils from class 8 (aged 11 - 12). To fullfil the need of an authentic use of the second language the project languages will be German and English. On the long-run, both schools would like to establish a constant partnership to maintain their intercultural profiles and to even better prepare their pupils for a life as an European. A bigger European experience of all people involved at school as well as a strenghtening of the schools‘ profiles will also have a signal effect for the complete regions – with many imitators of this partnership. Plato already knew: “In a game, you can learn more about a person within one hour than by talks in one year.“ Despite possible language barriers, games seem to be a nice way to start an intercultural dialoge and to exchange “good practices“. During the project, there will be four reciprocal visits (about 20 pupils) and a reciprocal job-shadowing part. Before and during these visits the pupils will experience their own and the other one’s cultural background, they will deal with typical games and its rules and then they will set up their own instructions. These also contain necessary competences, framework conditions as well as an evaluation. The visits also include sitting in on lessons, discussions (e.g. advantages of digital games) an topical excursions (e.g. outdoor museums, olympic stadium Amsterdam, visit of the historic city of Osnabrück). Besides the experience of changes in gaming behaviour – and the conncted cultural change – the pupils will learn something about addicition prevention and possible control mechanisms (e.g. one day of digital gaming will be contrasted to a day of active sport). Furthermore, the pupils will learn what it is like to play with a handicap. This will show them how to deal with those children who more and more will be part of their daily (school) life. At the end of the project, there will be a big Olympiad in which all disciplines (both digital and active) from before will find their greater completion. This will take place under the eyes of the complete school. The main „intellectual output“ of the project is an own created website. There you will find all of the projects outcomes. One of these outcomes is a „sport and games index“ (sorted by competences, etc.). This can be used for the schools‘ own projects (e.g. „pupils mentors“, social learning) as well as other interested schools. The whiteboard material which has been set up during the project will also be put on the website. Another outcome is the curriculum for the „intercultural learning“ module in which you will find all the needed content, materials, etc. To monitor the pupils‘ progress and to gain something “lasting“, we will use the „Youthpass“ and the „Europass“. Both documents can be used for work going over the duration of the project (e.g. job orientation).