During the period 1 September 2018-31 August 2021, five European schools will work together to implement the School Exchange partnership ”Get in Shape for Europe” (GISE). The duration of the project was extended by one year due to the pandemic.THE PARTNER SCHOOLS ARE: -The High School ”Stefan Procopiu” (Vaslui, Romania)-coordinator -Foreign Language School (Pleven, Bulgaria)-partner -5th General Senior High School of Aigaleo (Aigaleo, Greece)-partner -The High School of Economics and Gastronomy (Tarnów, Poland)-partner -I.I.S. E. Majorana-A. Cascino (Piazza Armerina, Enna, Italy)-partner The target groups for the implementation of project activities are the teachers and students aged 14 to 19.PROJECT GOAL: Promote democratic values and fundamental rights, social inclusion and active citizenship and equip students and teachers with the information and skills needed to become informed and involved European citizens.SPECIFIC OBJECTIVES: O1-to develop, by August 2021, for pupils in 5 European schools, social, civic and intercultural competences, by promoting democratic values and fundamental rights, inclusion and non-discrimination, active citizenship O2-to develop, by August 2021, for pupils in 5 European schools of critical thinking about the use of the Internet, mass-media and social networks as a weapon against discrimination and manipulation O3-the exchange of experiences, best practices, methods and tools between teachers from 5 European schools on the development of social, civic and intercultural competences and facilitating their integration into schools activity O4–institutional development of partner schools through the exchange of experiences, methods, tools and good practices on the development of social, civic and intercultural competences and the management of European projects by supporting and strengthening European cooperation RESULTS AND IMPACTThe main tangible results of the GISE project are:a) 5 transnational learning, teaching and training activities for teachers and 5 transnational learning, teaching and training activities for students (109 mobilities for teachers and 159 mobilities for students)c) 5 European clubs set up at the level of each partner school with 93 teachers and 296 studentsd) about 500 activities at local level (over 1000 students participated)e) 7 brochures and over 150 materials (presentations, videos, digital resources, reports, questionnaires, etc.)f) dissemination tools: newsletters, articles, posts on social networks, logo, poster, website, leaflet, Twinspace on eTwinning, dissemination activitiesIntangible results of the project:a)Students developed knowledge about democratic values, fundamental rights, active European citizenship, nondiscrimination, hate speech and freedom of expression, fake news and media manipulation and disinformation, European rights, about the EU, about partner countries culture and civilization . Also, students developed Literacy comptences, Personal, social and learning to learn comptences, Citizenship comptences, Cultural awarenses and expression comptences, Multilingual comptences, Digital comptences.b) The teachers improved their knowledge about the approached topics, developed pedagogical skills and enriched skills in designing and implementing learning activities centered on the project’s topics, knowledge and skills regarding the design and implementation of the European project, practical skills (eg planning and organizing, project management, etc.), have developed civic, social and intercultural skills.c)Both teachers and students developed new positive attitudes towards cultural and linguistic diversity, positive attitude toward oneself and others, awareness of one's own attitude towards other ethno-linguistic groups, increasing motivation for new activities and projects, increasing self confidence.d) At each level, a group of teachers with improved skills and competencies has been formed regarding the design and implementation of ERASMUS partnerships, which is an asset for European cooperation and for the design of new projects in the context of the new ERASMUS 2021-2027 program.Our project contributed to the implementation of the European policies mentioned in the documents (such as Europe Strategy 2020, Paris Declaration, Proposal for a Council recommendation-17 January 2018) aiming to promote a fair, democratic and inclusive society. A key factor in achieving this strategy is the social, civic and intercultural competences that foster inclusion. We discovered that here is a need for activities and projects that will make Europeans fall back in love with Europe again. School and education has an important role to play in promoting the common European values enshrined in the EU Treaty, values that are a prerequisite for creating a socially coherent society.

"According to the EU high level group of experts on literacy, today, the European Union is in a literacy crisis. Poor reading and writing skills can have a detrimental impact with 75% of school dropouts reporting reading problems and 50% of adults with criminal records identified as having reading difficulties. Employees in the 21st century need to have greater literacy skills than in other time periods.During the period 1 September 2014-31 August 2016, five European schools worked together to implement the partnership ”Skills for Life: Literacy” (SLL). The partner schools have been:-High School ”Stefan Procopiu” (Vaslui, Romania) - coordinator-Foreign Language School (Pleven, Bulgaria)- partner-5th General Senior High School of Aigaleo (Aigaleo, Greece)- partner-Yildirim Beyazit Anadolu Lisesi (Bursa, Turkey)- partner-ISISS Cicognini Rodari (Prato, Italy) - partnerThe purpose of the project is to value the literacy potential as a personal and consolidation development instrument of the key transversal skills needed for lifelong learning. Objectives of our partnership: -develop pupils skills in literacy (reading, writing, speaking and listening) and of the transversal key competences (critical thinking, attitude networking, communication and collaboration with others, communication and English language, learning to learn, spirit initiative)-reading capitalization strategies for developing literacy skills in students and encourage reading for pleasure among students-developing teachers' knowledge and skills in the design and organization of activities and lessons that help develop among students transversal key competences and skills in literacy-promoting the exchange of innovative practices and experiences between European schools through the development of teaching materials based on strategies for reading, writing, speakingThe project’s implementation was organized based on 6 work packages, each package being coordinated by a partner, as follows: Management and Coordination, Transnational Meetings, ""The teaching of Life Skills with Literacy"" (A Training Manual), ""Think Literacy: Cross-Curricular Approaches"" (""Literacy lessons""), Dissemination and Exploitation, Monitorization and Evaluation. The main activities organized within this partnership were:-5 transnational project meetings -activities to make the two intellectual products-more than 150 activities with students to test the exercises proposed for the two intellectual products-activities of dissemination and valorization-activities of monitoring and evaluation (initial evaluation, intermediate, final evaluation of the project five meetings, formative assessment in the activities with students) In the project activities were involved over 1000 students and almost 90 teachers. The main results of the project:- two intellectual products: ""The teaching of Life Skills with Literacy"" (A Training Manual) and ""Think Literacy: Cross-Curricular Approaches"" (""Literacy lessons"").- 5 transnational meetings with 80 mobilities (16 for each partner school). -materials for the dissemination of the project: logo, poster, site, fliers (a flier with the general presentation of the project and a flier with the presentation of the two intellectual products), 6 newsletters at partnership level, Power Point presentations, articles, panels/roll-ups with information on the project, the project page on e-Twinning. - materials for monitoring and evaluation the project at local level and at the level of the partnership-over 160 activities testing the exercises proposed for the two intellectual projects, activities for promoting reading for pleasure among students.The target groups for the implementation of project activities are the teachers and the students aged 14 to 19. There were two main levels regarding the impact of the project on the target groups:-developing the skills in literacy (reading, writing, speaking and listening)-developing the key transversal skills. Literacy competencies are going to help target groups to develop problem-solving skills, the ability to explore issues from their own perspectives, the capacity to apply knowledge to new situations, critical and creative thinking skills, ability to concentrate, to learn how to learn, socializing and communication, initiative spirit.The participanting teachers developed from the personal and also the professional point of view. Teachers have improved the knowledge and abilities in making and organizing activities and lessons which are going to contribute at the development, among students, of the key transversal skills and those in literacy.The slogan of our partnership has been: ”Literacy is a bridge from misery to hope” (Kofi Annan, former UN secretary-general)."

"The Project ""Communication"" runs 24 months and is put into effect by six Schools from Germany (comprehensive School), Poland (elementary School), Croatioa (Grammar School), Bulgaria (Grammar School), Portugal (Grammar School) and Spain (Grammar School). Communication keeps every form of society together, from the wandering families of the Stone Age to our highly networked Europe, where people from very different cultural and linguistic backgrounds communicate. Modern day students are confronted with completely new communicative challenges. Monolingualism is no longer the reality of life. It hasn`t been for a long time, but it seems that it`s no sooner than now that we are beginning to understand. It is the Goal of this project to give the students what they need to cope with these challenges and to foster a state of mind that considers this challenge as an opportunity. This project aims at fostering multilingualism, which is far more than simply learning grammar and the rules of language. Communication shall be looked at in its entirety: the combination of language, gesture, facial expression and alternative forms of communication such as dancing, music and much more. Comprehension of communication helps fighting prejudicedness and bringing forward open-mindedness. The broad concept of the project enables the participation of almost every student only depending on their wish to participate and contribute. Whereas a normal School exchange is more likely to appeal to well-performing students, this project gives every sudent the opportunity to take part. Students with migrational background for example are the center when it comes to showing the participants aspects of their native language. Further goals of the project are- promotion of language of minorities. - integration of children with migrational background- analysis of foreign language teaching- improvement of language learning- open mindedness towards minorities- open mindedness towards people with communicative deficits During the 24-month course of the project every participating school will be visited by four students plus teachers of each of the partners' school. That means that in total 24 students will participate in each project meeting. The students will be hosted by local families and this way they will get in touch with the local culture and will have to communicate. This form of communication will also be necessary during the meetings, when students from six different countries with six different native languages work on the project. The contribution of the students is not limited to the meetings but also, even for the greater part, takes place at their schools in between the meetings. They will prepare presentations, language- and travel guides, language games, films and tutorials, brochures, plays and music during lessons and clubs. The results of this work will be published and presented during the meetings via E-Books or videos. During and after the project the participating students and teachers shall act as multipliers. Students have great influence on their peer group. The open minded attitude and the unprejudicedness will have an impact on their social contacts. Teachers can use their newly learned teaching techniques in their lessons, in the attitude towards communicative challenges and gain a new approach to the teaching of foreign languages. This can reach as far as some changing in the school curriculum. A shift of paradigm may only be a long-term goal, but it is possible to change bit by bit to come closer to the overall goal: Multilinguistic communication."

"This partnership involves five secondary schools and five countries: Bulgaria, France, Germany, Italy and Sweden. The project took place between September 2015 and June 2017. Its theme is in the sphere of the water problems our contemporary world is facing such as the lack of responsibility towards the future generations and the indifference towards the irrational use of water supplies and water pollution in daily life. Water is a key issue for the survival of humankind on this planet. More and more regions lack water to grow the food they need. more and more people suffer from polluted water, that’s why we need to take immediate action. On the other hand, hydroelectricity, electricity generated by hydropower is presently the most widely used form of renewable energy, accounting for 16 percent of global electricity generation and is expected to increase about 3.1% each year for the next 25 years.The project itself focused on the understanding of water pollution and the preservation of water supplies. The project ‘s aim was to be relevant at a local, regional, national and European level. Through its activities, the partnership raised consciousness about the urgency to react against irrational behaviour towards the use of water on a daily basis and ignorance of ways of reducing the waste of fresh water.Our main target group is pupils aged between 15 and 18 years old. Through this project we want to contribute to the improvement of water preservation, to the consolidation of the European dimension of education, to promote the values of European citizenship as well as the concern about the environment.The project has had an impact on students, teachers, local, regional and European communities. The participants have improved their knowledge of the subjects involved in the project and spread our motto: “Water is life – Let's preserve it !’’. They have developed their competencies and linguistic, civic, social and digital abilities; they have also assumed the values of European citizenship and endorsed their responsibilities for the environment. The students and staff have had the possibility to communicate with other cultures and educational systems so now they can understand and appreciate the multicultural European dimension.Some results of this partnership are:- a project logo- A digital booklet with maps, graphs and text on water resources and water pollution in every partner’s region- ""Save water ! "" poster competition with local primary schools- digital booklets on topics studied during learning mobilities- a 2016 calendar with pictures of partner schools and towns;- water related questionnaires- a video report on activities done during each mobility- a basic conversation guide in English and the five national languages of the partnership.Some activities were :- The celebration of World Water Day in March and Europe Day in May by all partners .- ""Save water "" poster contests in local elementary schools .- Experiments in laboratory or in the open air on the scientific properties of water, the plastic microparticles in water, the quality of tap water and streams .- Research work and lectures on the hydrologic cycle, the increasing number of endangered species due to the pollution of rivers and the sea,the use of water in industries and cultivations (dairy products, Champagne,), - field trips to sewage works, a dairy factory, a Champagne making site,a mineral water and fruit juice factory, dams, the largest aquarium in Northern Europe , a modern water plant, a ‘’ water tunnel’’, one of the biggest artificial lakes in Europe .The project thematic was linked to the partner schools’ curricula and the work on the project respected the principle of interdisciplinary work and varied competencies :- linguistic skills and the practice of English in preparation activities- library research activities ( on history, geography, cultures …)- Getting more autonomous and able to organize- workshops and team work - making oral presentations and writing articles- debating and arguing- digital production of materials;- laboratory experiments and scientific knowledge- art activities (poster contests, photo competition, art project with upcycled plastic bottles, watercolouring)The project's activities have contributed to the education of the target public in the spirit of sustainable development. Our partnership has striven to prove that by making individual efforts in our daily life and by passing on the message ‘’ water is life, let’s preserve it ‘’ to our communities we can all prepare a better environment – friendly future."

The VERT project was an interdisciplinary project, which allowed students from Romania, Poland, Bulgaria, Greece, Italy and Portugal to work on different areas of key European competences, especially on scientific skills, integrating a learning based on the resolution of problems and encouraging an innovative approach to teaching in the world of new technologies. The activities of our project aimed at a multi-disciplinary approach on the theme of global warming, connecting all fields of learning, in particular sciences, geography, history and civic education to make students understand the phenomena climate change and make them aware of the consequences of their behavior on them. Our students were involved in a process of investigation, analysis, experimentation, observation and documentary research on the theme of the project - climate change and its consequences on the life of the Earth, thus creating the conditions of a correct decision-making of our students, the future adult decision makers, on the steps and the solutions to fight against this problem which threatens our life. At the same time, by exploring an area of news that concerns us all - CLIMATE CHANGE, the VERT project offered teachers a reflection and exchange of practices on the methodology to be used and the type of activities to be implemented. to develop basic skills in their students, with particular emphasis on science skills. The common challenges of the partner institutions in this project have been to improve their science teaching methodology, to increase students' motivation for studying science, and to help students address this topic at the European level because that climate change affects the whole world. The project has put forward a pedagogy based on questioning, documentary study, experimentation and debate and it has allowed the passage of a teaching that privileges the transmissive mode to a teaching whose approach favors a student questioning on the real world (observation, investigation, action) and practical action, discovery, contact with specialists. The learning was based on the experiences and experiences of the participants. Throughout the project, the partners worked on these 4 areas of interest that allowed the gradual construction of the knowledge and attitudes of our students:- make students understand what the climate is;- analyze causes of climate change;- analyze the effects of climate change;-To encourage students to act in favor of the environment. The activities carried out allowed a journey through time, inspired by the past recorded, current scientific data and future predictive data and a gradual appropriation, by the pupils, of scientific concepts, the acquisition of knowledge and know-how and the setting in dialogue of several school subjects to facilitate the understanding of this complex subject of study, the climate change ,, in order to understand the climatic phenomena and to be aware of the consequences of the behaviors of each one on these and on the health of our planet. The activities carried out in this European partnership have enabled students to become aware, at local and European level, of the evolution of their environment over a period of 200 years (1917/2017/2117) and to consider the future. according to various scenarios: an optimistic scenario with a 2 ° increase in temperature and a pessimistic scenario with a 5 ° C increase in temperature. As the project unfolded, students discovered their own region with respect to the climate: type of climate, causes and consequences of climate change, and realized that it is very important to protect the climate. the environment and that we must act effectively to stop the destruction of the planet. Through the activities carried out, guided by the 6 logbooks and other didactic tools designed in the project, the students were able to go beyond the textbooks and they were able to explore data, knowledge and experiences on warming up. climate change, directly and immediately. By interacting with their European colleagues, they became aware of the universality of this problem and the need to act for the sake of saving the environment. In addition, this project encouraged students to become involved in eco-responsible actions, taking individual and collective responsibility for preserving the planet's resources.