"CONTEXTThe problem of the successful European integration is a matter that is very important to us. The project aims to guide us towards our European identity - the relationship between the generations, the study of common holidays, rituals, legends, music, dances and songs related to bread. Byexploring all this, young people will reach our common roots, identity and integration. Another incentive that unites us is the idea of communicating with children with SEN. It is important to know these issues and thus to stimulate empathy and support for these communities.The health and environmental aspects are other important components of the project. Modern young people should be more demanding about their lifestyle and healthy eating. What better opportunity than combining traditional recipes with new bread making technologies and exploring the opportunities for social and healing therapy by involving risk groups or children with SEN.We want this project to promote welfare, active behavior and social dialogue as an alternative to xenophobia and aggression.All the knowledge and skills that students will gain will light up their entrepreneurial spirit and can be the basis for a future bakery business.OBJECTIVEOur project aims to direct us to the heart of our European identity - the relationship between the generations, the study of the common things related to bread. One of the most important aspects of the project is by studying the history of bread to raise the interest of all participants to the traditional values of material and spiritual culture associated with the preservation of the family memory and enriching the cultural heritage of united Europe. By studying the moral-ethical side of the subject, the understanding of the role of bread not only in its purely domestic function, but also as a symbol of proper upbringing in universal human values of humility, respect for labor, support for the weak. Starting from the ethno-cultural and moral aspects, another important goal of the project is to raise the health awareness of students, teachers, parents and others on healthy eating, as well as exploring the opportunities for social and medical therapy by including risk groups or children withSEN.As a result of these studies, the third direction of the project is to look at the possibilities for developing a standalone small business plan for bread production.PARTNERS - High schoolsPortugal - PIC 944607438, Agrupamento de Escolas de CasquilhosItaly -PIC 904426643, IIS “L. da Vinci-Nitti”Spain - PIC 947770608, INSTITUTO DE EDUCACIÓN SECUNDARIA CABO DE LA HUERTALithuania - PIC 946435500, Šiaulių Lieporių gimnazijaThey all have extensive experience and expertise in participating in international projects underErasmus+ and others.ACTIVITIESStudent Mobility Meetings - making presentations about everything related to bread, design a projectlogo, TwinSpace platform, healthy eating talks, meet children with SEN, small business ideas for bread production, MOMs, quality assessment forms, etc.METHODOLOGYIn the course of the project tried and modern methods of training will be used which will give both new knowledge of the students and knowledge of the past age of their ancestors, while making this process interesting and exciting. In this way, students will experience and feel all this - a proven method for quality education and proper upbringing.RESULTS AND LONG-TERM BENEFITSThe project will contribute to the development of European integration - the discovery of our common roots, our mutual acquaintance now, when Europe is experiencing enormous waves of intolerance and violence towards the different. A successful implementation of the project will stimulate the development of key social skills - work and team management, leadership, cooperation and negotiation, PR and social skills. It will ensure the improvement of the competences in the use of IT. Young people will acquire basic life skills that are important for their personal development, future employment and active citizenship. Project participants will acquire skills to search, process, classify, and analyze information. They will learn to analyze and assess the problems of the world around them as well as their own behavior. They will get to know and accept the different views and needs of other young people.They will develop their media literacy by exploring and communicating in international networks.They will build skills to develop a plan and opportunities for small business financing in the region.Methodology will be developed to work with people in risk groups and children with SEN.The project also includes an important methodological focus on new media in the classroom. The report ""Improving the use of new media in schools"" will be incorporated into the school development programs of the partners."

The Future of our EUROPEThe EU yesterday – today – tomorrowEurope--first a continent, then a federation of states and now a continuously growing political power in the world. Europe, or rather the European Union, has historically broken through significant boundaries— boundaries between countries, people and their minds. However the future of Europe has never been so uncertain as it is today.Together with our partner schools we want to raise the question: What will Europe look like in the future? We want to bring these uniquely connecting countries, that are tied so close with their historical roots, even closer together. We want to analyze current, controversial developments within our own countries, but also across borders. We want to take a look at current risks, such as Brexit, and understand the changes that come with it. Above all, we want to find out how we can actively participate in the future of Europe.In order to reach these goals in the first year of the project, a historical awareness of the EU should be achieved. The pupils of all project schools / partner schools will deal with the origins of the EU in general and the affiliation of one's own country to others. By understanding the historical base of the EU, the students should be able to identify current problem areas, but also show the successes of this association. Different, critical perspectives can be analyzed and taken into consideration because of the unique mix of early European states (Germany, Italy, Great Britain) and later European states (Poland, Bulgaria). At this point, a long term mobility between the partner schools is foreseen. By sending the students to and from different countries we will strengthen awareness as well as promote the dialogue between our countries. Not only should we consider the academic exchange, but also the development of the host country as a member state of the EU.The second year of the project is a continuation of its chronological structure. This is where present Europe comes to the foreground. Not only will the EU’s current structures and be investigated, but also the current problems. The higher-ranking bodies (eg EU Parliament) will be visualized, but the participation of individual countries will also be taken into consideration. The goal of the second year should be that students develop an awareness of intra-European decision making. They should also learn how to take action in presenting their own perspectives (for example, simulating debates in parliament). The experiences from the first two years should be utilized in the third year when the students articulate their personal visions for how they think Europe should look in the year 2050. They will formulate their speculations and develop modes of action to create a strong, connected Europe.The results from the different projects will be displayed on posters, with Power Point presentations, and in short films and recordings of the conference.

The horizontal priority of the project is Environmental and Climate goals and it addresses the topics of Environment and climate change, international relations and cooperation, development cooperation and social/environmental responsibility of educational institutions. It builds on a previous Erasmus+KA2 project (“Routes to Outdoor Oriented Teaching and Sustainability”) and aims to further raise environmental awareness and to promote behavioral changes towards a more sustainable way of living mainly in lines of UN Sustainable Development Goals 12 (Ensure sustainable consumption and production) and 13 (Climate Change). Apart from raising awareness of teachers and students about the environment in general and climate change in particular by applying critical thinking, entrepreneurship and creativity when exploring possibilities of sustainable lifestyles in harmony with nature, the project will focus on enabling the participants’ behavioral changes in environmentally-significant every day activities by creating, testing and carrying out innovative practices to prepare students and teachers to become true factors of change (by reducing energy use and waste, contributing to recycling, reusing things, opting for sustainable food and mobility choices) thus also acting as a catalyst for change in their family and the wider community. Four of the partner schools have worked together on Erasmus+ KA2 programs before on a variety of sustainability issues and the fifth school is new to the partnership with a keen interest in environmental matters. The project will involve a large number of teachers and students (aged 15-19), at least sixteen of whom will participate in the Learning Activities in the partner schools during the project. These Activities will address a variety of sustainability linked topics starting with raising awareness about the environmental and climate change challenge, proceeding with reusing (things and cultural capital), reducing/refusing (food) waste, optimal recycling methods and ending with consolidation on what was learnt and what was changed. Various project activities will take place in partner schools as well, such as classroom work on various subjects linked to the topic, interdisciplinary lessons and projects and project-related field trips. More specifically, teachers and students will train themselves on the concepts of sustainability and increase their knowledge on climate change and its effects by attending lectures, seminars and webinars by different experts, watching videos, taking part in workshops, discussing new findings, exchanging views and resources also with teachers and peers from other countries. They will take part in volunteering actions to conserve and protect the environment and will be encouraged to search for different ways to behave and live sustainably. Some of the partner schools will also apply an integrated “environment/sustainability” curriculum. With different final products (made in workshops or carried out during mobilities and classroom work) such as infographics/posters/leaflets/video (statements)/games/adds/golden rules/hints for peers that will circulate/be displayed, awareness will be raised in schools and the local communities. By working in international groups and providing high-quality education, training and lifelong learning both students and teachers will improve many of their personal, social and learning key competences. While working in multicultural groups, participants will improve their intercultural competence, their communication skills in English, their knowledge about different EU countries but also their soft skills: creativity and innovation, problem solving, team working, critical thinking, self confidence, thus becoming more open minded. Through classroom (curriculum-linked) work, projects, workshops, field trips, mobilities to partner countries, students are expected to develop green skills and consequently make better-informed consumption choices, be more mindful concerning waste generation and the 4R’s, and, finally, adopt a more sustainable lifestyle. We believe that this will shape values which are proven to be the best tool for climate change awareness and action. We expect that improved eco behavior and habits, not only of the teachers and students involved in the project but also of other stakeholders (such as families, local institutions), will become an established practice in partner schools and the local communities. After the project’s end, there will be a pool of the project materials and activities that proved to be successful and efficient for future use at partner schools and other (as materials will be published on TwinSpace, SchoolEducationGateway, World's larget lessons and Erasmus Project Results Platform), and so providing motivation for new larger or smaller scale projects on sustainability in the future thus contributing to the longer term benefits of this project.

Entitled Cities of the Future, Future Citizens (C2FC), this projects focuses on the city now and the city of tomorrow. In the current world ecological crisis, we will study it through three axes : the sustainable city, the smart city, and the resilient city. Our first objective is for students to become better skilled in the topic itself, but also in languages and ICT, as well as broaden their cultural horizon. We also aim to strengthen their ability to work in groups. Our second objective is to strengthen the students’ motivation while fighting against school dropout. With this project, we are aiming to directly reach about 80 students, especially those who are economically and culturally deprived. We also are targeting a dozen teachers. Each year, students will work on the topic that we have defined : first, they will analyze concepts and think about the topic. Then, they will investigate into their city in order to identify the problems it is currently facing or will soon face given the ecological crisis. Finally, they will think ahead and imagine solutions to the ecological issues faced by the city of the future. Meanwhile, students will also be asked to suggest a civic action at the local level. About 40 pupils will be meeting at the end of each school year. During this meeting, they will first share their achievements. Secondly, they will be working in multinational groups of 4 students – each student being a reprensentative of their country. Each group will have to create a short, instructive video that illustrates of one the issues tackled during the year, as well as the proposed solutions. The methodology will include both classical research and meetings with the city’s key-figures : local politicians, research centre, innovative companies. The project will also be framed and organized by two coordination meetings : one will be held at the beginning of the school year, the other will be held at the end. This project should therefore lead to the production of about 40 formal productions : presentation of research, presentation of civic actions, and production of at least 16 instructive videos made in multicultural groups. The students’ language, ICT and intercultural skills, together with their ability to work in groups should improve. We are expecting a positive impact of the project on the partner schools as it will put them into motion, thereby adding positive value and making them more attractive to the neighbouring schools. The connection between partner schools and neighbouring schools should be strenghtened.Unfortunately, the health crisis and its impact on education greatly impacted the initial project since the second year was largely cut. The extension of the project in the hope of a rapid improvement was only an illusion which only reinforced the disarray.