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.

"When pupils go to school they meet others from diffrent socio-cultural backgrounds and have opportunities to make new experiences in a new social environmwent.We, the partners from,SPAIN-the coordinator,TR-RO-HR-LT and IT now have an enormous responsibility to ensure that our pupils develop cultural awareness and are engaged in acts of citizenship,not only within our schools and surrounding areas,but as active members of the global community and each partner organisation brings different experience and competences regarding educational systems,history and cultures in their countries.Our special goals are;a) To make pupils aware that all individuals may be different.b) To reduce the influence of media and social media on pupils.c) Providing cultural fusion by breaking prejudices among children.d) To teach the pupils the basic elements of different beliefs.e) Adopting the importance of respecting individual differences on ensuring peace in the society for the pupils,their parents and teachers.Teachers and pupils will have the chance to exchange their experinces and knowledge.So it will contribute to the school athmophere and teaching profession.They will also develop their communication skills in english.Disadvantaged pupils will be more active and open to changes.With a positive climate in schools,education will be of high quality.The aim of the project is to have a positive impact on the development of pupils' key competencies through building teachers capacity on competence oriented education.Collaboration (teamwork,peer learning,social skills,creating learning material and testing them in transnational teams).A huge number of people ( about 4500) is expected to be involved in the activities of our project and will contribute to the achievement of the objectives of the project (e.g. Pupils' age ""12-15"", teachers, parents,NGOs,representatives of The Ministry of Culture and of Education and Municipality).The target groups of the project will have the opportunity to discover many representations of cultural heritage;(Tangible Heritage,intangible heritage and digital heritage). We'll organize 3 TPM (KICK OFF MEETING_SPAIN_05/2021:INTERIM MEETING_ITALY_05/2022:FINAL MEETING_ROMANIA_05/2023) with 2 participants for 3 days.We'll organise 2 short-term joint staff training (LITHUANIA_10/2021;SPAIN_10/2022) and 2 Short-term exchanges of groups of pupils during the project (TURKEY_03/2022; CROATIA_04/2023) for 5 days.The LLTs are planned to involve pupils in different kinds of activities related to the topic (4 pupils/2 teachers).But each short term of joint staff training will be 3 participants from each country. METHODOLOGY to be used for each of the topic,a team will be set up to coordinate the activities.The study and the research on the different European cultural routes and on the cultural potentialities of each territory will be done with a multidisciplinary approach (involving Geography, History,Art,Foreign Languages,ICT, Religion) and with different kinds of activities for each range of school age.We want pupils experience and learn by doing and discovering.Game based learning, Communicative Method,Collboration,Critical Thinking,Visual-Audial slide show,Pupils Centered Group Works,Peer assessment,self-assessment and team work will be methods that will be used during the activities.The IMPACT ENVISAGED OF THE PROJECT IS: -The development of the creative competences in an intercultural,ethical enterpreneurship,and prosocial perspective of the pupils-İnvolment of families in the educational and formative processes bringing inside them the values of the creativity and culture.The participants are expected to be more aware of the importance of preserving cultural heritage,to be active and successful citizens.They will have the chance to develop language and ICT skills, tolerance to other cultures.Attending pupils will become individuals developed in quality and quantity with a rich cultural accumulation having experienced EU culture and founded transnational friendships.The results will be used long after the conclusion of the project and all results of the project will be archived in the electronic form and made available from an online website.The Project diary of pupils´ and teachers´impressions and memories from each project meeting will inspire other pupils and teachers in the future to take actively part in transnational projects.We believe that by the end of the project pupils will improve their 21st century learning skills, develop their motivation to learn and tackle against early school leaving.Teachers will experience good practices,share teaching methods,compare opinions, problems and solutions and will enhance digital and English communication skills as well as organizational skills.Schools will become more visible and, given the positive coverage in local media thanks to the project activities,will improve their public image, therefore providing better opportunities to the pupils."

"The idea of the project arose from the need to increase our students' and community's awareness to be EU- citizens, broadening our horizons and letting them reflect on the fact that each of us is similar in some aspects and simultaneously different from ""others"". The reference context of our partnership, reflected this variety as the involvement of Lithuania, a country in the North-east of Europe, Romania in the East, Spain in the West and Italy in the South, offered us the possibility to know a wide zone of Europe, understanding what Europe, politically and geographically, means! The topic ""orienteering"" was the way through which we helped our pupils to grow up as active members of a challenging European community. The sports rules are a playful way of getting used to rules: rules in society, rules in family, rules at school, and rules in the interpersonal relationships, essential to let our students become good sportsmen, good students, good friends and good citizens! During the project's implementation, while getting used to rules in a funny context, our students also improved language skills, got open to international training opportunities, contributing to develop an open minded European community. That was also possible thanks to the inter-disciplinary feature of the project, as the activities were carried out within the following subjects: foreign languages, physical education, ICT, geography, arts and environmental education. Furthermore, the activities were attractive and motivating, such as competitions, workshops and laboratories, and transnational, as by working together, they discovered the differences and the similarities, without having to give up their own identity. Our target was composed by students of the second classes of the secondary school level, the 11-12 year-old pupils. They certainly represented the direct goal of our project, however they directly and indirectly became the means to involve a wider group, involving families, and the whole community. The project had three phases: 1- Good N.E.W.S! This first phase was useful to introduce the project and to give our students the possibility to ""know"" other partners' countries with all their peculiarities, history, culture, tradition, territory, sport, music, free time, language, etc. They worked in groups to prepare: a logo, to be voted on the website; a multimedial presentation about their country (they collected information, pictures, videos about their own country). Then they worked in transnational and virtual groups, where they collected their works on a unique product about N. North (Lithuania), E- East (Romania), W. West (Spain), S. South (Italy). They did an interdisciplinary work, as they reported different aspects, referring to socio-cultural-historical-geographical-artistic peculiarities, listing and reflecting on differences and similarities. 2 - ORIENTEERING! I'm looking for you, I'm looking for me! This phase was necessary to let our students experience the activity of orienteering in sport but inductively orienteer in life and society and it was implemented during the transnational meetings in Spain and Lithuania, as unfortunately, due to the pandemic emergency, mobilities in Romania and Italy have been cancelled.Before the mobility in Spain and Lithuania:The receiving school prepared the useful items to implement the Foot O and the Trail O activity: maps, preparation of the location, useful material such as prizes, participation certificates, brochure...The other partners ""studied"" the country they were going to visit.During the mobility:Orienteering activity, final celebration, interviews, visit of the surroundings (taking pictures, collecting materials, visiting places of interest, to be in contact with nature and environment...). After mobility:They prepared a photo gallery and articles which were published on the Good N.E.W.S.paper! They used the interviews made from the ""N.E.W.S.journalists"", in which they related about their mobility experience (O-competition, attractions, habits, ...)Board diary: all participants had to complete a board diary in which they related about their personal experience.Virtual Mobility: the Italian and Spanish partners decided to replace the mobility in Italy with a virtual mobility, which took place in the last months of the project. We wanted to give our students the opportunity to cooperate, even if virtually, with their mates. We shared information, habits and customs about our countries, we played together and we enjoyed our time together. 3 - I'M IN EU! This activity was a reflection on what they were and on what they've become with the participation to the Erasmus project, how they feel to be EU-citizens. Reflecting on the concept of inclusion, integration, tolerance and intercultural, we lead our students to go beyond stereotypes and to become a good EU-citizen.They produced interdisciplinary products that better represents the idea of belonging to a European community: writing slogans, drawing symbols, or making short videos. They have been collected on a booklet, voted and showed in a digital final exhibition because of the covid restrictions, as to conclude our transnational experience, with a prize to the more representative items. We used different platforms during the project implementation, in order to communicate, to cooperate, share and upload activities, such as: Twinspace, Google sites, Google drive, Padlet, Kahoot, Wordwall, Whatsapp, Canva, Storyboard…All project’s coordinators cooperated actively to the realization of the project’s activities, sharing materials, experiences, opinions as they all were available to a constructive dialogue giving place to a positive transnational cooperation.Our students were enthusiastic to take part to the Erasmus plus project, perceiving the opportunity to cooperate and to get in touch with other European students, not only have they acquired competences but they grew up as European citizens."

Responsible Future Learners -project aims at active participation of the pupils by teaching important skills and attitudes. We want to offer our pupils a possibility to improve these skills with their European peers and help them understand the importance of collaboration. On the background we follow the idea of sustainability in the widest possible way. We’re not thinking only environmentally, but also socially and behavior wise.We live in a world with unimpeded access to digital information and experiences. New technology changes the way we live and work. Our pupils have grown to a globalized and knowledge-based world and are able to use digital tools, sometimes better than adults. Instead, they need guidance in critical thinking on how to process and create new information. This project enables teachers to update their ICT skills and pupils to use digital tools in an intelligent way. An important aspect is how to behave in virtual reality. Digital behavior is a part of the curriculum in our countries and emphasizes that it´s important to behave socially, ethically and critically in the virtual reality. We often talk about individuality as being descriptive for our time and age: the me-generation and the lack of capability to relate to others. At the same time our pupils are protesting against climate change. On one side we have an active and aware generation and on the other the very same children have difficulties in showing consideration for others. Building identity in an inconstant world is a challenge; a challenge we have to deal with not only by ourselves, but also in co-operation with others. Our pupils have to learn to take leadership of their own lives before they’re able to sincerely relate to others. Collaboration is an angle we wish to be very visible throughout the whole project. Working together with others is an important skill for present and future learners – growing up as both individuals and global citizens. According to studies, the pupil’s reading skills are decreasing in all our countries. Written word has to compete with Netflix, Snapchat, etc. and the time is not used for reading anymore. At the same time some would say that the world of books does not offer the same kind of rewards as the digital, and children tend to back off when there’s no dopamine rush. Many countries in the world take democracy for granted. Even in our little group the history of our democracies is fairly new for some. Democracy can be hard work and very time consuming, but it’s the only way. As schools we’re obliged to pass on the democratic values and attempt that pupils get familiar with the thoughts and terminology, but also that we give them possibility ‘to live’ democracy. By training teachers we can offer instruction of high standard and ensure that the activities will be implemented in all of our schools equally. Almost 100 trained teachers and teaching assistants will share their knowledge with thousands of pupils in our schools. We have planned four themes/semesters for practicing the relevant skills:1. ICT-tools and techniques for learning:We will learn from each other and get ideas on how to implement various programs and tools to optimize teaching in general. The teachers will be capable of using and instructing all the necessary ICT tools and eTwinning and the ICT skills of the pupils will improve. The pupils will learn critical thinking about digital world and how to behave respectfully.2. From SoMe to SoUs:The project aims at increasing collaboration between pupils in their own schools and their European peers. The pupils and teachers will be able to use eTwinning for communicating. Collaboration in this project will be between classmates, groups in the school, groups of students from each country, classes from each country, between teachers and also collaboration with groups of people from outside the schools.3. Motivation for Reading and Creative Writing: We aim at improving reading, writing and reading comprehension skills of the pupils.The teachers will learn new tools for creative writing and new ICT skills for enhancing the quality of literacy. This can be achieved by fostering the joy of reading.4. Pupil Democracy:The pupils will learn about democratic processes and mindset. They will learn skills how to implement democracy in their own community and at the end of the project produce their own democratic process. This project offers a possibility to improve active participation and understand that we share common concerns all over Europe.With respect to the UN Sustainable Development Goals, the project will be finalized by preparing “The World’s Largest Video” that introduces the democratic processes of each school in one video. This video will be prepared in collaboration and shows the combination of skills and ideas of various pupils in our schools all over Europe.