We created our joint project out of respect for significant historical events in our past, which each partner land can approach and identify with from different perspectives. As educators, we feel a strong need for such events to be remembered and understood by this generation, to ensure that we never forget a tragic period of time that affected the entire world. Likewise, we celebrate the unity of people power to challenge and defeat oppression and domination. Many of the youth during WW II lost their lives or were injured by events and we will be approaching our project with our 200 participants being of a similar age to those called to make the ultimate sacrifice. Again, there was a strong youth presence in the toppling of the Berlin wall, with the aspects of peer working addressed as to forge unity for good purposes. By enabling our students to interview and examine first hand witnesses to these major events, we will empower them to understand attitudes, responsibilities and loyalties, together with duty, honour and respect. Fear played a great role in ensuring cooperation, and we expect to empower our students with self-confidence, a sense of peer to peer involvement and determination to succeed against oppression. They will find that unity for a common good exists not just within their limitations, but forms bonds and trust throughout communities, lands and nations. It will become clearer to them that what happens in one EU land, more often than not has rippling effects through more countries or all. Through visits to museums, and establishing their own online, students will examine, collect and record materials to discuss, share and treasure for future generations to come. Swapping recipes and targeting footfall peer traffic within our colleges and schools will raise awareness through fun activities, we will address sharing by making and distributing themed banners to identify with the periods, and the sense of a collective community spirit that we believe is more and more lacking within today’s youth. A sense of both national and European pride will emerge as we find students accept that they were not responsible for the past, but their actions today shape our present and determine our future, and our exchanges will enable them to meet and live with other cultures and better understand their joint role in how we live and trade together today. Our joint efforts will be recorded, documented and most placed online within our museum. For such tasks students will develop their investigation, research, editing and IT skills, whilst being faced with many of the materials being in a number of foreign languages, and thereby how to tackle and overcome such barriers, thereby improving their linguistic skills. Flows will also mix students from a wide diversity of wealth, ethnic, economic and cultural backgrounds etc, presenting multiple opportunities for discussion, understanding and healthy debate. It will become clear how people from those time periods endured and suffered to extents we can barely imagine today, and we will focus on these issues and how ‘today’s generation has never had it so good.’Finally our project will come to a head with the creation of an Epub compiling the best components of our online museum and experience. Our events will be shared peer to peer, generation to generation and through all the usual media outlets available.In the past silence was an isolating enemy, today speaking out is our common friend.

Green and healthy schools across Europe (GREHES) describes the mutual mission statement of five vocational/secondary schools from different EU countries – namely Germany, Netherlands, Norway, Denmark and Great Britain. Pointing out the current health conditions in and around schools in relation to global sustainability goals (SDGs) and culture specific parameters, each project partner identified the need to help adjust the mindset and institutional conditions for a healthier lifestyle for students in Europe. This project brings together young people of different nationalities and cultural backgrounds, who are about to enter the European workforce. The school environment has great impact on their future ability to encounter national and international challenges. Hence, it is very important to prepare the students for an overall healthy lifestyle in respect to social, mental and physical health as well as professional readiness within the intercultural context of Europe.In the course of the GREHES project, each participating school will introduce ideas, measures and facilities promoting a more healthy, sustainable and responsible school environment. Topics will include(1) Social Awareness (i.e. learn & work conditions, school & job etiquette)(2) Mental wellbeing (i.e. stress prevention)(3) Physical health (i.e. extra curricular exercice, nutrition)(4) Fair Trade (i.e. green produce, - focus on school canteen)Through interactive workshops and cross-border learning, core groups of students and teachers of each project partner will compare, evaluate and enhance existing concepts. They will analyse all relevant aspects of their current school environment, learn about best practice examples of respective schools, local instituions and businesses, find out about the criteria of fair trade products and ways of including them into their daily needs as well as expand their individual range of physical excercise and balanced diet. Based upon their results, all participants shall develop new ideas and methods for improvements tailored to their communities. Adjusting and integrating successful concepts, facilities and ideas into the development of new concepts for each partaking school will be an important result of the GREHES project. A special focus in this context is the provision and promotion of healthy nutrition at each school. Developing methods to cope with stress situations in order to increase psychological resilience is also among the targeted results as well as promoting ways to make each member of the school community feel welcome and integrated. Naturally, the enhancement of intercultural skills and language skills are expected.Each participating school will carry out the content in various learning teams and in interaction with their respective school community . Throughout the duration of the project, small student & teacher delegations (5 students + 2 accompanying teachers from each school) will meet in participating countries to complement national activities with first hand international experience. Collaboration with local institutions outside the school communities will be an integral part of the students learning. In order to create a sustaining impact, the groups of students will - together with the partaking teachers - present specific suggestions to the school community and its social environment.Ideally, this project will lead to a wide range in change of awareness of individuals for a healthy lifestyle and also to lasting relationships between project partners and/or participating institutions. Long term school partnerships are anticipated to allow further student exchanges and advanced teacher training. According to the findings of participating groups of students, adjustments to the individual school programs and curriculars shall be made to achieve sustainable impact and ultimately a healthier lifestyle for students and teachers in Europe.

"The acceptance of populist, eurocritical and xenophobic positions and parties has unfortunately increased more and more in recent years in Europe and worldwide. Instead of concentrating on common European values, more and more countries are striving for national isolation, which completely contradicts the basic idea of the European Union. In order to counteract these tendencies and to make today's generation of students more sensitive to the importance of a strong European Union for our present and future, Hanse Berufskolleg (Lemgo, Germany), IES Puerto del Rosario (Fuerteventura, Spain), Diss High School (Norfolk, England) and Aristotelio Ekpedeftirio Serron (Serres, Greece) have joined to initiate the project ""Europe - Knowing the past, living in the present, creating the future"". The participants of the project are 15-20 year old students and the accompanying teachers. The aim of the project is that the participants, by dealing with aspects of the European past, recognise how important the European idea and the European Union are for their own present, future and a peaceful coexistence. At the same time, they should understand that European cooperation is by no means a modern phenomenon, but a historical consequence. In order to achieve this goal, the following activities will be carried out: 1) The respective host students prepare the transnational meetings by looking for information about selected historical sites in their region that illustrate aspects of European cultural history. In addition to these historical learning sites, non-historical places that have socio-political relevance with regard to the peaceful coexistence of people in the European Union can also be selected. The host students prepare the information about the sites in an interesting way for the international group of students and prepare themselves to take on the expert role for the external learning sites. 2) During the transnational meetings, the whole group visits the external learning sites. The host students act as experts who present the learning site to their international classmates using digitally supported presentations or other forms of presentations. This process is accompanied by camera. The results of the project are the presentations created by the students on the historical and non-historical learning sites that are visited during the transnational meetings. A collection of these presentations will be published on the project homepage. Furthermore, the respective host schools create a video about the project meetings, which presents the activities and experiences made during each meeting. The videos will also be published on the project homepage. A link to the project homepage can be found on the school homepages and the created files will be used in class and at public events of the partner schools (e.g. at the open day) even after the project has ended. Especially the videos are intended to create incentives for future students to join Erasmus+ projects.The aim of the joint development and review of the work results is that the students become aware of the fact that international cooperation was and is a basic prerequisite for a functioning and tolerant coexistence in the past, present and future of Europe. The long-term benefit of the project is not only that the presentations and videos can be used after the end of the project, but above all that the project will have a positive effect on the attitudes of the participants towards the European Union. Participants will not only expand their knowledge of the history of Europe, but will also develop and reflect on their own views on European cohesion. The recognition of how important a strong Europe is for our present and future will not only encourage participants to actively engage in the future of Europe in their school careers (e.g. in European projects and activities offered by partner schools), but will also allow them to reflect on how important social participation (e.g. by participating in European elections) and a strengthening of the sense of belonging in Europe is for our present and future."

Our project brings together students from 5 countries (Turkey, Poland, Germany, Romania and France) from 15 to 20 years old. The goal was to study and develop natural sites. For this, we proceeded in several stages. Using a protocol developed by the French partner, we have identified the animal and plant species present on the sites. Each school was able to educate students about the environment and the practice of a scientific method. This work required the collaboration of town halls (Olstyn in Poland for example), competent authorities (Sylvique in Romania for example), local institutions (University of Kocaeli in Turkey for example) and associations (association of hikers in France for example).Various intellectual productions were produced at this time of our project: lexicon (Romania), prospectus (Poland), page etwinning (Germany), calendar (France), page Padlet and logos for all.We then carried out various concrete actions on the various sites: cleaning (Poland and Germany), installation of educational panels (Turkey, France and Romania), pedestrian route route (France and Romania). In partnership with town halls and tourist offices, leaflets with symbols and common layouts were made available to the population.In each school, the group of participants was in their twenties. During the mobilities, each partner brought between 6 and 12 students. These students were volunteers to invest in a European project and their participation was only their goodwill.Our schools have long been part of a citizen and European approach. Through these actions, we promote the learning of autonomy and the initiative of our students.Our students have no particular qualities or difficulties. However, we want everyone to have the chance to progress at their level and to flourish in an original and rewarding way.Three of the partners have already collaborated in the past; they formed an effective and complementary team with the two new partners. This subject has allowed to progress in foreign language and autonomy while exploiting their various specialties (scientists for natural species, linguistic exchanges, artistic panels and logos).Thanks to a precise and feasible schedule and to our monthly meetings on Skype, the different deadlines were respected. The mobilities were the occasion to expose the results and valid the steps.We have all noticed in our students progress in foreign languages ​​and taking initiative. During the mobilities, the different groups of students quickly mixed and everyone found that he was able to communicate. Since then, progress has been visible. Many students stayed in touch via social networks. Everyone was also able to discover new cultures.In addition, students visited and studied natural sites close to home. They discovered the fauna and flora around them.The benefits for our students have been many: open-mindedness to foreign cultures, discovery of nature (local and foreign), use of foreign languages, fostering eco-responsible behavior, taking initiative. For partner cities, the benefit lies in walking routes, exchanges with local primary schools and tourism promotion.

"Our project is called ""Rivers in our Cities "" and its acronym is Rio-C.The subject will be the link between our cities and their rivers. Our students will search successively the historical, economic and literary links between the cities and the rivers that pass through them. We want to make them discover these links that concern them in their daily lives but which they know so badly. We want to illustrate the programs of economy, history and language through a clear example. We will therefore apply in concrete terms the essential concepts of their school curricula. On the other hand, during this project, we will follow a final goal: the renaturation of a site. It will be necessary to establish a partnership relationship with the competent authorities and associations. For our students, it will be a first contact with the professional world. Many of them will work later in the environmental, touristic or scientific sectors. They will be very interested in seeing the work on the ground and will have important information for their future direction. The first step will be to study the site to be renatured (geographical situation, fauna, flora, drinkability of water). Then, we’ll imagine arrangements of this site in close cooperation with the competent authorities. Finally, the students will actually make these arrangements. The agreements have already been made with the authorities to allow the students to invest themselves in the field. They will then be real actors in the work and their collaboration will be a real contribution for the local community (pedagogical panels, explanatory leaflets, facilities...).Being an international project will allow us to glimpse the solutions used by other countries and to choose the most suitable ones for local problems. This collaboration will give a lot of autonomy to the students who will have to take responsibility for the choices and implementation of the facilities. It will be an opportunity to have a real impact on a place useful to the local community.For this project, we are bringing together five institutions: Lemgo (Germany); Czestochowa (Poland), Ramnicu Vâlcea (Romania), Zaragoza(Spain) and Agen (France). We are five high schools and our students have very different profiles although they are the same age. Their different profiles are a wealth for this project. With four of these partners, we have already collaborated in a previous project that was already in a strong environmental theme (Present for the future: How to bring a natural site in our touristic regions). We were then very effective and our friendly links were able to ensure the success of all our goals. We are happy to find ourselves in this new adventure and are very confident in our future success. It will be a pleasure to host a new partner (Zaragoza) that the French partner knows yet.During our mobilities we will study and modify the sites studied in each partner. Our students will discover various cultures and increase their spirit of European citizenship. But most importantly, they will work to improve a site for each partner. This will be very beneficial for the local people and students would find that diversity is a source of richness and that together they are capable of many things.Between the mobilities,this project will work through groups of students in each institution but also through multiple transnational activities. They are intended to be very useful for our objectives but above all to promote the interactions between the student partners. This will result in multiple benefits for everyone (foreign language practice, use of new technologies, taking initiatives).The results of this project will be multiple: educational signs, website, photo exhibition (old and current), presentations of various studies (geographical, historical, literary, chemical), leaflets, comics (or other chosen support). This diversity is about all of our students, regardless of their profiles.The monitoring of this project will be close because we plan to continue meetings via Skype. In fact, during the previous project and during the preparation of this one, the teachers have meetings (with a lot of pleasure) every month on Skype to share their impressions on the progress of the work (information, deadlines, formatting). We will ensure that the various dates and objectives are respected.In the long term, our project will therefore lead to various progress for our pupils (motivation, practice of foreign languages, new technologies...) but also to real results useful for the local communities (natural site development, contact with the authorities Environmental issues). These authorities will be enriched by these collaborations with foreign colleagues (exchanges of practices)."