SUSTAINABLE CITIES FOR YOU(acronym: SC4U)'Sustainable Cities for You' will take its participants to a fascinating trip to sustainable cities around Europe, beginning with history, and moving into modern times and even the future through various aspects of sustainability and how it can be reinforced in all areas of city planning and in the wellbeing of their inhabitants. The idea is a collaboration among 4 schools and for 24 months and the aim is to develop the Sustainable Development Goal 11 (Make cities and human settlements inclusive, safe, resilient and sustainable) https://sustainabledevelopment.un.org/sdg11 from four points of view: ecological, cultural, social and economical. Short term pupil exchanges are in the core of this project to provide genuine contacts and experiences. Each partner will develop an aspect of the four general themes. Teachers and students all over Europe face new circumstances in their everyday lives: intercultural coexistence and social conflicts due to unequal life-standards, cultural and ecological needs and the newest battle of course are the vast consequences of the COVID-19. The main objective is to develop the educational competencies of our students to guide them into the European cultural, ecological and social requirements as well as provide education. Students, as well as teachers, will promote an international orientation in learning through activities where entrepreneurship, knowledge and social cohesion are linked to improve European educational systems.Themes and mobilities:Each country will deal with a specific topic and will give detailed instruction to each country to be developed during each term.1. FINLAND 2020-2021 1st term (5 days) 3 teachers + 5 pupilsSustainable Health (Social aspect - P.E., food, healthy lifestyle, how to reach wellness through social and economic inclusion)- workshops about general health and social issues in your town and school, bullying, the effects of COVID-19- a bike ride through the town to get to know places where you can do sports2. ITALY 2020-2021 2nd term (5 days) 3 teachers + 5 pupilsSustainable Mind (Cultural aspect - culture and creativity: architecture, literature, art )- discovery of differences between the Middle Ages and Renaissance, and urban architecture- design of an urban Renaissance model in cardboard ; writing a story about those times- visits to Rome and Alatri to see the buildings as they are now3. FRANCE 2021-2022 1st term (5 days) 3 teachers + 5 pupilsSustainable Energy (Economical aspect - impact through recycling, consumption, 3 R’s)- group activities about recycling- a visit to a waste recycling unit- a visit to a wetland4. SPAIN 2021-2022 2nd term (5 days) 3 teachers + 5 pupilsSustainable Life (Biotechnological aspect - planning and building a scale model of a sustainable city)- group activity about housing and substandard housing- photo exhibition about sustainable and unsustainable environments- visit to a local factory/business - building a model of a sustainable cityThe target group are students between 12 and 18 years old. The students will develop a tutored entrepreneurship projects in groups using their ideas and competencies and following a shared plan. The results of each school will be explained in the short-term exchanges in the presence of pupils, teachers and the local community.Our expected results are:- The main objective is to provide the participants an in-depth knowledge and first-hand experience about sustainability and how it could be developed across the continent. - To develop educational competencies of our students to guide them into the European cultural, ecological and social requirements. Students, as well as teachers, will promote an international orientation in learning by activities where entrepreneurship, knowledge and social cohesion are linked to improve our educational systems.- Improvement of linguistic and communicative skills: as teachers and students work together with other European partners and make presentations and other activities in English, their language skills will be improved significantly. - Development of intercultural awareness in participants. This goal will be fundamental for a tolerant European coexistence and the recognition of the benefits of intercultural perspectives exchanges for globalised challenges.When this project arrives to its end, the schools involved will try to arrange a permanent collaboration, as this project is already the result of a previous cooperation between these Spanish and Italian schools.

“C4 skills” (communication, collaboration, critical thinking/problem solving and creativity skills) of students in order prepare them for a better future and also discover themselves deeper and closer to make correct choices for a more successful future life in terms of education and workforce.Teaching critical thinking and problem solving effectively in the classroom is vital for students because today’s citizens must be active critical thinkers if they are to compare evidence, evaluate competing claims, and make sensible decisions. Communication skills are closely related to collaboration skills, such as working effectively with diverse teams, making necessary compromises to accomplish a common goal, and assuming shared responsibility for collaborative work.Collaboration is necessary for students and employees, due to globalization and the rise of technology. A large group of diverse individuals will come up with better and more robust forecasts and make more intelligent decisions. Diversity brings multiple individual and cultural perspectives into the collaboration. As a result of students working collaboratively, the group can generate more knowledge, making collaboration a key ingredient to student success in today’s global society. As the project team, we want to focus on these skills in the real life and real class atmosphere with the guidance of teachers and with the participant of students in cooperation with 6 partner schools coming from different backgrounds, having different socio-economic status, facing common and different problems. Because we believe that if students leave school being unaware of their skills and unaware of the competences that our century looks for, they will be underprepared for the challenges of society and the workforce. In a world in which good design is increasingly used as a means of differentiating objects of mass production, creative, cooperative, communicative and critical thinking skills are highly desired in the labour force. In this respect, we will cooperate with each partner for innovation and exchange of good practices. So during our project, in meetings; 50 students from different socio-economic and cultural backgrounds; and 50 teachers who are experts in their fields will take part in LTT events with the project grant; and over 50000 people will be involved in the activities and be a part of project impact area (teachers and students those who don't travel but take part in the activities, parents and other close community).In order to achieve our goals, we planned a series of activities with a smart distribution of tasks among partner schools. At the beginning, the key staff studied the main skills in an integrated way by workshops and then we went deep inside each skill through different kinds of activities using the opportunities of our partners. We organized lessons and developed materials to focus on these skills. We enriched our activities with workshops, discussions, contests, excursions, oral presentations, media tools (film making), interviews, experimental works, robotics, drama, 3-D design, landscape, handicraft and kitchen work. Besides, we did surveys on some common European issues such as unemployment, immigration, agriculture and technology before each meeting and shared our findings with each other in order to gain a European view. While doing our activities, we followed a tripod methodology: 1) think-search-organize 2) try-create-discuss; 3) do-show-share. At the end of each meeting, we evaluated our results and took precautions for the next steps.With the help of our activities, workshops and team-building games, our pupils were more employable with their boosted self-esteem, developed skills of working as a team, 4C'S and fostered competence in English and ICT in a more tolerant manner towards different cultures and views. We shared our activities and results and experiences during the Project implementation process at local, national and international levels so that a lot of teachers and students can get benefit and have a different European dimension in their teaching-learning period.