The name of the project is “Do! Learn! Be sustainable!” This project was aimed to help teachers and children from different European countries to keep in touch and motivate them to learn about and understand what sustainable development is, as well as to expand their understanding of the concept. The aim was also to improve their English language skills and ICT skills. Different methods were used throughout the project. Drama and arts allowed the children to express their ideas creatively. Through entrepreneurship education, the learning experiences were expanded to include project management and the value of work. Learning by doing helped the students put the theories into practice. Children and teachers came from different parts of Europe: Finland, Italy, France and Spain. Participating schools were all public schools but there were differences between them in the number and age of children.These differences brought us a rich diversity of ideas. Sustainable development is currently one of the most important challenges in the world. We approached this subject by dividing it into four sections: cultural, ecological, social, and economical sustainability. One section lasted one semester, and each partner school was responsible for coordinating the activities during this section. During these sections the following activities were: Preparing tasks:Project websiteFinland was responsible for creating and updating the project website https://dolearnbesustainable.com/.All the final products were uploaded to the project website. Project Logo: Do! Learn! Be sustainable!Children designed a logo to be used on all documents/work prepared by the Project ‘Do! Learn! Be sustainable!’ and on the Project website.In each school there was a logo competition for the project. The final logo was chosen in Italy.MascotEach school chose a mascot and wrote every day happenings to the diary. In Italy, we changed the mascots and each school got a new mascot.Launch DayEach school organized an official Launch Day for the whole project in their school.Activities: The descriptions of the paths are found on the website: https://dolearnbesustainable.com/.Cultural sustainability: Italy was responsible for coordinating the activities:Cultural path Food path Musical pathLiterary pathThe first project meeting was held in Frosinone, Italy. Ecological sustainability:France was responsible for coordinating the activities: Recycling path Growing path Transportation pathThe second project meeting was held in Vigy, France Social sustainability:Finland was responsible for coordinating the activities: Team path Fitness path Cooperation pathThe third project meeting was held in Nivala, Finland. Economic sustainability:Spain was responsible for coordinating the activities Consumption path Footprint path Sharing path Conclusion pathBecause of the Covid-19 restrictions the final project meeting in Sant Joan d’Alacant, Spain couldn’t be arranged. The desired impact was to improve the awareness of sustainable development and the ways of living sustainably in everyday life. The future of the planet will one day be in the hands of the generation we are educating. Through internalizing the goals of sustainable development they can make a difference for our own countries, Europe, and the world.

Project Euritage refers to the social and educational value of the European cultural heritage as the source of our identification (Europe+heritage+identification=Euritage ID). The main aim of the project is an exchange of good practices in the field of activities connected with education, concentrating around European cultural and artistic heritage. We are planning to support the development of key skills and competences of both pupils and adults and counteract social isolation. The overriding aim of the project concerns two spheres – individual and social. On one hand – the participants will be discovering their regional heritage and identity, on the other hand by being in communication with representatives of faraway regions and their culture - they will learn the principles of tolerance and respect for people who are different. The step no three will be to find the similarities in all cultures to find the common – above regional – cultural heritage, of which part we all, Europeans, are. We are concerned about disappearance of local traditions and elements of folk customs, slowly being taken over by mass culture which , as we know, has strong impact on young people. Our aim is to rescue our regional heritage, at the same time to stress its diversity, which should be shared. It should enrich us and bring us closer. While working on the project each school will be responsible for one of five main topics: culinary art (starting with growing food plants to the final effect of preparing regional dishes), traditional crafts and artefacts, historical inheritance, regional music and dance, cultural landscape, including architecture.Having worked on these topics pupils will prepare educational materials in the form of five books written in English, using methods of sketch noting, scrapbooking or other artistic techniques. Pupils will also prepare, for the guests coming from partnering schools, workshops or educational paths/quests connected with the topic assigned to them. They will document their progress by filming and taking pictures (also podcasts and tutorials)and will prepare films propagating various regions.During those workshops knowledge delivered to students will go well beyond school curriculum and their key skills will improve. All tasks involving working on the project have been shared between schools according to everyone’s organisational conditions and competences of staff. During the course of the project we predict five short exchanges of pupils of which the main aim will be preparing workshops and organising theme trips/ quests.Meetings will last for 5 days, with 24 students and 8 teachers participating- quests from the partner schools and similar group of students who will represent hosting school.The project is directed to students aged 12-15 years old. We assume the project will last for two years but the results will be used in schools after the completing the project. In some actions the whole schools will be involved (fairs, some meetigs, lectures) this will be in favour of disseminating the ideas of the project and will allow to impact on a wider group than just people directly involved in it. Around 240 students will take part in workshops, and about 40 teachers which is about 25% of all people affected by the project. Among them there will be students with special educational needs and endangered with exclusion.The educational materials, created by students, such as booklets, tourist routs, will be used in schools well after the completion of project in the frame of regional and European education. Groups of experts (both teachers and students) will be passing on their experiences to the future generations of students within “older pupils teaching the younger ones”. All results of our work will be made public and available to be used by other schools and institutions interested in the topic.The conference crowning the whole project will be dedicated towards popularising the idea of the project and discussion over European and regional attitudes of members of the world of science (university students and lecturers). Our project will contribute towards greater interest in art, culture, history and languages of countries involved in our project. The predicted advantage of this programme is going to be consolidation and extension of cooperation between the partner schools and improving the quality of its work.

This project includes five primary schools from UK, IT, PL, GR, TR. It will be applied with the pupils aged between 7-15. The project focuses on the problem of social exclusion (in terms of lacking basic skills). In order to reach this goal of inclusion we will practise new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities. This application refers to the particular needs of students according to the needs analysis which took place at all the partner schools. As the project group, we discussed and defined 4 issues which prevent children succeeding at school.(1-Lack of social inclusions; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economical needs). The needs analysis has been done in five schools by taking the observation of the teachers’ view, taking consultant teachers’ ideas into account, applying basic surveys which evaluate these four obstacles. We came to the following conclusions: in UK, it seems they have no problem with 1 and 3 but they need to increase the level of basic skills and help some students who have problems with number 4. Other schools have problems mainly with number 4 obstacle. In Polish and Italian schools, “lack of social inclusion and basic skills” of the students are seen as the most important problems which prevent students from achieving academic success. In Turkish and Greek schools “2-lack of basic skills, 3-lack of parental support, 4-lack of socio-economic needs” stands for the first reason for failure. Besides, each school has different good practices in their school curriculum (see related sections). The students will be observed and followed by the teachers and best practice will be transferred across schools after evaluation. The strategies and methods which we agreed upon to apply embody plenty of ideas which stand for a real alternative to solve these four problems. Before creating this project we had a pre-work period about the new strategies and defined 5 new ones to use in our project. Every partner will apply one of these methods in its school environment, observe and evaluate the outcomes. During the meetings these outcomes will be discussed by all the partners and will be transferred to one another. At the end of 2 year time, 5 strategies will have been applied and evaluated. According to the observation and results of success the partners will continue to use these strategies and methods at their schools. OBJECTIVES-to promote the inclusion of excluded students, the ones with a lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into the mainstream education and society. -to apply new strategies for overcoming social exclusion, lack of basic skills and school drop out.-to conduct new methods in the field of social and emotional child development as part of students with special educational needs' practical curriculum. -to give teachers different methods of education and share the good practices. NUMBER AND PROFILE OF THE PARTICIPANTSStudents/teenagers: The project will take excluded students in the centre, so 180 in total will take part actively in the project activities. Approximately 1200 students/teenagers will be indirectly affected. Teachers/Adults: there will be teams of 5 teachers at each partner organisation so 30 in total will take an active part in the project. There will be a teacher of English, Maths Teacher, a Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults will be indirectly affected.Administrative staff: The head teacher/chairman and a deputy head will take part in the project, approximately 36 administrative staff will be indirectly affected.Families: The number of the family members will be 300 in total and they will contribute to introduce the host country’s culture, tradition and to prepare traditional food for an international evening. Local community: Local community including local press, municipality, directorate of national education and PTA will help to disseminate the project to a wider community. RESULTS AND IMPACTSThrough our project the five partners intend to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact on future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform other people about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of students at risk, cultivating effective partnerships between trainers, educators, and community organizations.

"The main objective of this project is that of inclusion. In our teaching practice, we have seen that conflicts in our schools have grown for several reasons: economic depression, social inequalities, lack of future prospects, etc. To many of these we wanted to try to give valid solutions in an effective and creative way.The activities organized during the whole project were aimed at improving the prosocial behavior of the students: the feeling of ""empathy"" to get closer to others; the ""sharing"", to teach to become generous adults; ""helping"" which includes acts of kindness that make oneself and others feel good. Therefore improving cohabitation in schools, giving more responsibility to students, organizing extracurricular activities. To achieve this macro objective, we have the following objectives:- Inculcate the importance of school mediation to solve problems at school and in life- Improve coexistence in schools by reducing tensions and disputes.- To awaken in our students their role as main characters in the life of our schools, as well as their compromise and responsibility in social issues- Create communication channels between teachers and students from different European cultures- Increase awareness of diversity as a cultural value- Integrate disadvantaged and / or disabled students and increase their self-esteem by organizing guided activities, being able to travel abroad and share new experiences for them.-Improving communication in mother tongue and foreign languages, motivating students and teachers to speak English and learn other European languages.- Increase collaboration between educational institutions, leading to improved teaching methods through the exchange of ideas, strengthening creativity and innovationThis partnership is made up of 4 primary cycle schools from Bulgaria, Italy, Spain and Turkey. We reach a range of European diversity that has enabled us to develop and strengthen the European dimension in our curricula.This is also a project for the future. The experiences and results achieved will allow us to move forward in our goals in order to make our students actors in the daily life of our schools, both in mediation, in the organization of activities, in taking responsibility for their actions, thus strengthening in the our students the conviction of being democratic and supportive individuals. Thanks to this EU-funded grant and with our efforts we have turned our schools into better and more democratic places in which to work, study and live."

This project is directed to promoting young people's awareness of the values of the common heritage of European citizens since ancient Greek and Roman times. With the design of this project, young European citizens are given opportunities to explore Europe's long-term history, the development leading from these political and social entities leading to basic cultural achievements, which have led to the current political body called Europe. Further cultural influences that have made an impact on the current European situation since the fall of the Roman Empire will also be considered, as it has greatly contributed to Europe's diversity and thus its broad heritage.Given the educational requirements in the member countries of the EU, the age of 12 to 15 seems to be the main target group to promote the awareness of our cultural achievements and to help build a common ground to live together in mutual understanding, tolerance, and support. This way, young people can develop a growing sense of fundamental values that are necessary in a world with growing complexity with more opportunities, but also more threats and risks than ever before.The number of active participants at each partner school depends on the organisational framework in which the project is being carried out. The base will be formed as a group of pupils and teachers actively designing and running the project and forming a link to the curricular classes within the partner schools. This way, a spin-off effect of the project activities is intended. The size of these active groups will range from two to six teachers and 10 to 25 pupils from grades six to ten, according to experiences from previous Comenius and Erasmus projects.The project is divided into five phases with different thematic priorities. The national teams will exchange their findings on the project's digital platforms while working on these and present and discuss the results during the learning, teaching, and training meetings. Four activities at a national level will be accompanied by one activity at Brussels, providing a unique opportunity to gain hands-on experience in a governing European body.The project activities will be monitored and evaluated by pupils and teachers at the end of each project stage and published in the project's platforms.The project results are expected to contribute to regular school curricula in terms of a practice-oriented, hands-on approach to European culture, history, economics, and politics. Using a foreign language will also be an integral part of overcoming lingual, cultural, and social borders, thus contributing to a greater sense of internationalism and awareness of common grounds and diversity among young European citizens. With our final product we hope to achieve a compendium of all aspects of an augmented awareness of and commitment for a European citizenship.