"CONTEXT AND OBJECTIVESMany European issues are constantly appearing on the title page of newspapers and are part of current affairs. Faced with all these challenges, it goes without saying that young people have many questions. Our project wanted to provide at least some information and answers to our students.We wanted to address some of the key issues of the European project that affect all citizens. It was not only a matter of giving only elected representatives and institutions a forum, but also ordinary citizens (and also our students, in particular, by taking part in numerous debates) in the most open manner possible. So we wanted to:- further anchor Europe and a civic approach based on exchanging information and debates in our projects and practical activities- opening up the school even more to the outside world through partnership with non-school organizations and out-of-school activities- promote the use of French as a language of communication, implementing IT and free educational resources (OER).- (re-)motivate students, especially those with academic difficulties, by proposing stimulating and different activitiesNUMBER AND PROFILE OF PARTICIPANTSApproximately 40 students per school, of which 16-17 participated in mobility. The total number of students was about 230 for the 6 schools. We strove to involve students with heterogeneous and complementary profiles. We paid special attention to the 45 students with fewer opportunities (7-8 per school). Between 11 and 12 teachers per school, about 70 in total participate in the project.In addition to these 300 or so participants, there were between 200 and 400 pupils and teachers ""indirect beneficiaries"" participating in certain activities.Other school actors were needed to carry out our projects (managers, accountants) and external partners (European information centers, elected officials).DESCRIPTION OF ACTIVITIESAll activities involved students (except those related to coordination / management) and were normally documented by films. All results were in French or bilingual. The list below is not exhaustive:- training activities involving joint meetings: C1 Bulgaria: video / film workshop; C2 Spain: debates on EU representations and objectives; C3 Luxembourg: quizzes and visits by EU institutions and discussion with MEPs; C4 Italy: preparation workshop for a Europe Day; C5 France: Simulation of a session of the European Parliament; C6 Belgium: simulation of a televised debate and visit of the EU parliament in Brussels- local activities between the joint meetings which serve to prepare or implement common training activities: debates; Workshop on the EU; Interviews with political representatives; Surveys in streets, families, retirement homes and schools and formatting of results; Films documenting activities; European Day- dissemination: Erasmus + space in each school, articles for school websites and the press, website documenting our project, Etwinning, Youtube films, project logo, European Day in each school on 9 May 2019- internal evaluation with an evaluation grid with components for all participants- external partnerships: elected representatives, European information centersMETHODOLOGYThe local coordinators, assisted by a team, coordinated the project at their school level and the Luxembourg coordinator coordinated at the school and transnational level. Two meetings were planned at the beginning and end of the project and six training activities were organized by the schools (one per school). An evaluation grid was used to evaluate the progress of the project and to respond to potential problems throughout the two years. Students were at the heart of the project and actively involved. All participants were ""multipliers"" in order to be able to transmit the skills acquired.IMPACTS AND RESULTSThe main impact expected was civic: Our students could develop their critical thinking in order to become ""savvy"" citizens. They could realize their knowledge and their commitment by organizing well-argued debates and a European Day in May 2019. Our schools and teachers could open up more to the outside world: invitations from elected representatives, partnerships (partner schools, centers of information).LONG-TERM BENEFITSThe activities and results are sufficiently multifaceted (debates, simulations of parliamentary sessions ...) to benefit many other pupils and teachers. Partnerships between European schools and information centers as well as political representatives can easily be sustained by similar projects. Partnerships between schools can be continued through projects, activities and occasional mobilities. Europe Day can be easily sustained once it has been set up for the first time."

"In Germany, Belgium, the Netherlands and France, students and teachers are seriously concerned about the future of our planet and the sustainability of the earth. This project is offering them the opportunity to enter into a Europe-wide exchange on sustainability strategies in European schools, to discover common values and to understand the diversity of Europe as an opportunity for themselves.We have chosen disadvantaged students to develop solutions for sustainability in their schools and to encourage them to find career and work opportunities in their country or in other European countries. While asking ""what do you and your school do for the environment?"" the participating students become environmental detectives who design solutions for a sustainable school at their schools. The students should then exchange ideas with their European classmates about the possibilities of a sustainable school in Europe and say why they like different ideas (""I like your ideas""). They give their European classmates recommendations and get information about the diversity of European values and cultures. In the spirit of European added value, everyone involved can learn from each other. The ideas that are best implemented in their respective schools should then be tested. At the end of the project, the students design scenarios for a sustainable school in 2050.Students get to know each other during the project work and test together the approaches developed during the project. They will also discuss different ways of transportation based on sustainable criteria and choose their way of transportation to get to their partner school in the Netherlands, Germany, France or Belgium. Therefore the German students plan to visit their Belgian classmates by bike. The responsibility assigned to the students will consolidate them in their personality and prepare them for future challenges.Students will get in contact which each other via the eTwinning project platform. This way of communication will deepen their basic information technology skills and foreign language skills. Activities such as a logo competition, presentations by the students on their school, their region and country, such as video conferences of all participating institutions on the current progress of the project, regular competitions (e.g. the best idea of the month) and at the same time in all schools action days (for example, A day without electricity) are additional connecting structures and support the exchange of French, Belgian, Dutch and German students with each other. The extracurricular partner of the coordinating school at the University of Bonn, will accompany the schools regularly review targets and monitor the distribution channels of the project work as well as its results in the form of the guidelines and the documentary.The aim is to design a ""path to school sustainability in Europe"" with the best practiced ways to be implemented in schools in Europe. In addition to a print version, the guideline will be published on the homepage of the coordinating school to make it accessible to a general public. The proposals drawn up also flow into the school's internal curriculum. A documentary with film sequences of the project work and the mobilities on site also offers all those interested an insight into the project work and shows interested colleagues how to implement the project in their schools."

"The decline in the number of students who choose scientific careers after completing their secondary education is a serious issue in Europe. Nevertheless, young people are very interested in current scientific discoveries, noticeably those addressing pollution and climate change. One reason for this paradox is that students beginning secondary school see science formally taught at school as less attractive. On the other hand, several studies have shown that students' access to real research projects (e.g. citizen science) increases the possibilities of improving their interest in science. The general objective of the ""Pedagogical Sailboat"" project is to lay foundations that facilitate the interaction between scientific research and education (both formal and non-formal). The sailboat was chosen because it can support the acquisition of multidisciplinary skills and the marine environment around the sailboat is an open-air laboratory for studying the life sciences. Besides, the sailboat is a strong motivating factor for youth as it generates a feeling of freedom and adventure and conveys an environmental message. Ayam Sailing Europe, an international sailing association, coordinated this project in partnership with a leading research centre, a regional administration and a secondary school.The consortium has developed a competency framework listing the scientific, technical and cross-disciplinary skills that make it possible to carry out a citizen science campaign onboard a sailboat. The scientists provided the educators with practical information on the skills required to develop each phase of the scientific research process. The sailors described the technical competencies which make it possible to navigate with a sailboat (e.g. use of nautical charts, use and maintenance of the onboard electric systems and simple machines ...). The teachers identified the correlation between all these competencies and the corresponding types of learning in the school programs.As an implementation of the competency framework, three pedagogical modules (scientific, technical, and social) were developed with a common theme: the pollution of aquatic environments by microplastics.The scientific module enabled students to acquire a good understanding of a scientific article and extract relevant information. The teachers and their students joined a team of researchers during a microplastics’ sampling campaign. Students from the technical education system learned how to build a microplastics sampler (manta net). Researchers in their future scientific campaigns will use this instrument on board a sailboat.Social studies’ students prepared a mobility project aimed at accompanying and guiding children with specific needs during a scientific campaign aboard a sailboat. The students were able to understand all the facets of project preparation by carrying out a feasibility study and presenting it to their municipal administration who then agreed to provide funding. The purpose of this mobility trip is to encourage special needs’ children to be as independent as possible in learning situations and to open up new horizons for them.This project enabled teachers from different disciplines to participate and develop an educational project collaboratively and cooperatively. The teachers worked with researchers who helped them improve their knowledge of the scientific process, which also benefited the students.The Ayam Sailing Europe association will further develop this project in order to empower teachers to go deeper into the scientific research process (co-created citizen science). This will be done in collaboration with stakeholders from scientific research and secondary education."

"Family is the smallest and most basic unit of society. Communication is a fundamental phenomenon that has lasted for centuries among all living things and people. The family, which has an important place in the development and education of the individual, is also very important in terms of communication. The development of children depends on an effective communication between parents and children. An effective communication should be established between parents and children so that our children, who are our tomorrows, can make good progress. In a well-communicated family environment, children develop a more independent personality. They gain the habit of freely expressing their feelings and thoughts. For this reason, establishing an effective communication among family members, especially between parents and children, is very important. In our project, which we prepared as a e-Twinnig project, we planned to perform face-to-face activities in their own countries with our partners, who we make very good sharing with. In the light of these thoughts, we wanted to take a step in order to make ""The effects of Family on Child Development"" positive in our own society and across the EU. The results of the joint questionnaire that we applied to children aged 10-15 in the schools of five European countries show that children are alone in the family and that their parents do not spend time with their children. The children who are our future are left alone when they need their families the most despite expecting the interest and compassion from their parents. Reaching out to as many as families we can, we want to make the families conscious and guide them. We also want to take advantage of recycling activities and create more fun times together. In the light of EU 2020 targets, we want to increase the academic achievement of our children by preventing early school dropouts. Our participants consist of students aged 10-15, their teachers, their families, the entrepreneurs of our towns and local authorities. We will ensure that less garbage wastes are thrown into the environment by the home workshop activities. We want our children from their early ages to become the individuals who protect nature, contribute to the domestic economy, produce, and have good dialogue with other European countries. To achieve these goals, we shared the tasks with the partner schools and planned to organize the meetings, each including an event. One of these is only for the teachers and coordinators and four of them are for the students who will be active during “Learning Teaching Training” activities. We also created original topics for each country. Students who are the target group of EU projects will take place at each stage of the project together with their families as the practitioners of the project. The students who will participate in the international activities will have the happiness of making new friendships from different societies. They will be able to closely observe the cultures and the family lives of the host families. Every student participating in this student exchange program must fulfil some responsibilities. In our project, we want to awaken the students' sense of entrepreneurship, motivate them for the future, bring out their desire to learn a foreign language, improve their digital competencies, increase their tolerance and make them aware of cultural differences."

"As it's stated on ""https://www.foe.co.uk/sites/default/files/downloads/overconsumption.pdf"" Our life is based on natural resources. Natural resources in the form of materials, water and energy, as well as the land available to us on Earth, are the basis of all living beings on our planet. We humans are also part of nature. Without the constant use of natural resources, neither our economy nor our society could function. On the other hand, a clean environment is one of the most important features to have a healthy life and our main aim is to stimulate an international awareness on environment not only on students but also on their families and on teachers. As the people and man made devices are the most reason of the disappearing of the natural resources and pollution of the environment – Forest included. Forest’s importance and risk is very well stated at the FAO (Food and Agriculture Organization of the United Nations) reports “Global Forest Resources Assessment 2015 - How are the world’s forests changing?” [http://www.fao.org/3/a-i4793e.pdf], and “State of the World’s Forests 2016” [http://www.fao.org/3/a-i5588e.pdf]. Deforestation is a real problem, specially in southern Europe! The objectives of this project are the following: to increase awareness of Forest importance in everyday life making students aware of the importance of forest maintenance and exchanging good practice in that field; to inquire about and find new teaching approaches to encourage students to protect Forests; to compare natural environments of the participating countries; to improve students’ motivation and skills; to prepare students to face the possibility of having to move to another country and new environment. The countries involved in the project are four: Latvia, Belgium, Portugal and Romania and it will last for 24 months. The participating students, aged between 15 and 18, are going to work in international groups using scientific methodologies and they will cooperate and communicate using technological devices to try to find better ways to improve environmental quality by protecting and promoting the Forest. Forest will be used in different subjects like English, Geography, Science and also in Mathematics as a topic to introduce and learn different kinds of subjects. From the current project will benefit not only students and teachers but also the community. The results from this project will be the following: knowledge of the ecological and cultural diversity in the partner countries; participation of students and community in planting trees and cleaning green space activities; promotion of the usage of eco - friendly products; increase of student’s abilities in communicating (also using English), team working and use of ICT tools; development of self-confidence, empowerment, critical thinking, creativity, hence better school marks; development of tolerance, acceptance, integration behaviours and emotional intelligence through soft skill; development of new class teaching and learning methodologies and dissemination towards colleagues."