<< Objectives >>Research, share and present solutions for national and European environmental protection policies and practices;Develop, implement initiatives/activities that promote students and community’s sustainable and environmentally friendly behavior;Develop, integrate nature programs as a part of the national curriculum; Promote English use, stressing its importance in the transnational context;Promote collaborative work contributing to greater motivation and civic participation, increased self-esteem.<< Implementation >>We planned the following activities: Good Practices Guide;Nature Awareness Guide; Organic Garden outside or inside school;Workshops in collaboration with organizations like Quercus, Câmara Municipal da Maia, LIPOR, APPA, TEM; Contests/Quiz about environment; writing Project Anthem;Creating Project Logo;creating Environment Club;creating Erasmus Corner; Mobility to Turkey; Mobility do Portugal; research on environmental policies.<< Results >>Academic success; European identity and citizenship.Active engagement. Improve language skills. Awareness of nature programs benefits. Better curriculum connection to nature.Basic & essential skills to foster socio-educational and personal development.Teaching career strengthening and lifelong learning.Awareness of environmental protection civic duty.European civic commitment/participation.Vocational training innovation.Formal/Informal Curricular implementation of environmental education actions

<< Objectives >>The aim of RLA is to use the advantage of working with the environment. Outdoor education will show the students the environment as a source of knowledge. It will help them to respect and protect the environment. Efficiency of education, innovation and environmentalism are European Commission’s priorities and all the activities focus on these prirories. Practising the lessons in real life enable the students to recognize their skills. Students’ motivation and skills will improve.<< Implementation >>Real Life Assignment is our mail tool for this project and a relevent workshop will be implemented. Marathon, Trekking and Orienteering are sport activities which will be done in the nature. The aim of these activities is to increase both the environmental awareness and social skills. Another activity that will increase the awareness of environmentalism is “Trashtag Challenge”. An exhibition event where the objects done using recycled materials by students will be showed.<< Results >>- RLA presentation videos, reports and booklets- The activity videos, images and explanations on official social media and e twinning to encourage other schools and institutions- increase in foreign language skills- The booklets will be translated into national languages and more people will benefit- Happy students as they will spend more time outdoors in the nature- Fruitful relationship between Students and their peers- Increasing environmental awareness among participants

"Early school leaving (ESL) is one of the biggest challenges education policies are facing right now. It is affecting more than four million young people who in most of the cases they are either unable to find employment or end up working in low-skilled and often unstable jobs. Therefore, we can not ignore that ESL brings consequences and costs to the society and it should be adressed as a priority. These youngs usually enter a spiral of low self-esteem, sense of failure, stigmatisation and social exclusion. Our experience with this kind of students has shown us that usually follow a common path: many of them come from poorly educated, socially and economically disadvantaged backgrounds which enables little support. Failing at school usually leads to negative attitude to school, which ends in absenteeism and eventually school leaving. When handling ESL the focus has been put on the lacks and even psychological issues of the individual. We aim to distance ourselves from this outdated approach and enhance the problem as what it is, a more complex phenomenom. This project will bring an innovative attitude towards ESL. The peer group plays a significant role in the process of motivation and support of these students. We want to create the basis for a future implementation in each school of a peer counceling program, where the own students, who in the mayority of the cases have overcome ESL, can accompany and support students who might be at risk. The focus on the individual has been hiding the structural failings in the educational systems and teachers training, absolving the school of its responsability. Early school leavers tend to build negative relationships with at least one teacher. We want to foster the importance of considering teachers as ""agents of change"" in pedagogical challenges over the longer term. Social skills, together with the associated building of positive relationships with pupils, are supreme in the educational process. We need to make schools aware of the importance of their role and give teachers the necessary tools. The family context plays a crucial role in the future of academic success of children. This partnership aims to enhance and facilitate the dialogue between parents, schools and other external skateholders. We believe parents should be made welcome and be supported.If we want to fully understand the reality of a early school leaver, we cannot forget to set the individual as the central axis. Our approach will be to gather individuals that can share their own experiences of success after a time of school leaving, having two goals in mind: preventing possible school drop outs and motivating those who are at inminent risk of leaving school.The main objective of this partnership is to develope the tools to tackle early school leaving and disadvantage, enabling success for all learners. We plan to: 1. Strengthen collaboration with external stakeholders as organisations that can support students and families at risk of school leaving or/and social exclusion. We will create a database of organisations (local level) working with disadvantaged young people (who were drop out of school). This database will be available in the project web page and each school's webpage. 2. Involve families at school and give them the resources and support to solve the problems their children are facing and the tools to observe the behaviour that can lead to the risk of school leaving. Families will be part of the project and will be involved in all the mobilities at local level. They will also be part of the different seminars by external skateholders. 3. Foster social inclusion developing teachers as agents of change in the context of social inclusion giving the necessary support and training in inclusive pedagogies so they can give opportunities to learners at risk of poverty or/and social exclusion.4. Ensure inclusive education for all children and young people which combats racism and discrimination on any ground, promotes citizenship and teaches them to understand and to accept differences of opinion, of conviction, of belief and of lifestyle, while respecting the rule of law, diversity and gender equality.5. Establish in each school the basis for the implementation of a peer counseling department, so that peers are able to mentor, tutor and act as role-models to contribute to a change in the behaviour of students at risk of dropping out.6. Create the engines to help learners to increase motivation and find the stimuli to decrease the feelings of being powerless, senselessness and with extreme lack of motivation that are linked to school leaving. 7. To recognize, compare, learn and share the new and different education systems, methods and techniques. 8. To break down misconceptions and intolerances of people from other cultures.9. To be aware of gender issues, racism and discrimination promoting the integration of minorities."

Education in schools is mostly done at cognitive level and mostly cognitive behaviours are gained. Young people in our schools have very different cognitive characteristics, different interests and abilities. For this reason, activities outside the classroom are vital as well as the variety of teaching methods to be applied during the lessons.Students who like to spend time outdoors will arrange school gardens as they wish and use materials that we consider as waste. In this way, they will both have to find more creative solutions and gain awareness about today's urgent issues such as production-consumption-recycling. To do this, they will first analyse school gardens, plan what they can do for the design of the space, what materials they can use, and from whom they can help with to provide these materials. They will provide interviews with relevant teachers to provide knowledge. They will share tasks for everything to be done and include their parents as well as all the school staff.In the light of all this information, we need a focus on out-of-school activities, We should give students the opportunity to organize their own living spaces to enable young people to know and question themselves, to feel the pleasure of not harming others and the environment, to make life meaningful and beautiful, to create a space where they can give themselves body, spiritual and physical sense, and thus to love their school.We have been inspired by three ET 2020 objectives:- Make lifelong learning and mobility a reality- Improve the quality and efficiency of education and training- Enhance creativity and innovation, including entrepreneurship, at all levels of education and trainingAs 5 partner countries, we have set our goal to approach recycling with art and make education applicable to real life and enjoyable.Essential objectives of our project are:raising awareness about recycling and waste materials, our depleted natural resourcespreventing young people from spending more time than necessary in the face of technological tools and to enable them to communicate with nature and peopleby enjoying the pleasure of being beneficial to the environment, producing, and finding creative solutions by evaluating everythingensuring young people help each other and communicate with environmental institutions while determining and supplying waste materialsbeing aware of the surrounding living beings, willing to protect themcomprehending the importance of the main elements such as soil, water, air and the plants, animals, other creatures and human beings that are intertwined with usgetting more energy instead of tension caused by hunger for successstrengthening students' communication with peoplemaking the school culture attractive for studentsreinforcing the culture of the school institutionensuring the students enhance being self-confidentincreasing school attendance rate by making students enjoy the school environmentunderstanding the importance of cultural integration, language learning, broadening the horizon100 students and 40 teachers will participate in international visits. 300 students will directly participate in the activities to be performed locally. At least 1000 people will be actively involved in the project, together with those who will indirectly participate in activities and dissemination from surrounding schools and local institutions.Our main activities will be,using art in recycling, recycling activities, collecting waste materials, classifying old objects, painting and shaping old materials and waste, producing new materials from waste, designing school gardens with waste materials, preparing presentation about our country and waste policyIn order to implement the activities such as researching, classifying, shaping, painting, reusing, garden redesigning with waste and old products;Active learning, learning by doing, case studies, cooperation, observations, checklists and portfolios will be the main methodology of the project.Results and Outputs will be,Project Corner, exhibition of the products, Booklets, Video albums of the renewable waste in each country, Video albums of materials renewed by artPosters, Questionnaires before-after mobility, Logo Contest, Project Website, A mini multilingual Recycling dictionary (digital), 2021 and 2022 Recycling Art Calendar, Facebook Group, YouTube Account, eTwinning Project.Our project will continue its effect for a long time with its dissemination activities such as Video albums on YouTube, Project Website multilingual Recycling dictionary (digital), 2021 and 2022 Recycling Art Calendar Facebook Group, YouTube Account, eTwinning Project. Moreover, the outputs to be produces (new school garden designs, exhibition, reproduced items) will make the project both visible and effective over the years.

CONTEXT The project was established in order to meet a couple of basic necessities identified at the level of the schools engaged in the project - the need to bolster students' motivation and subsequently their school performance and the requirement to advertise intercultural communication among people from various countries and backgrounds, in a European context which now has to deal with great challenges. Thus, the aim of this project consists of two apparently different directions. On one hand, we intend to get students more committed to learning by having them employ computers in their studying, having as effect the enhancement of their grades and performance. On the other hand, we want them to witness what it means to be European, to show them the different ways of thinking, principles and beliefs. The partnership encompasses 5 schools – The RO, IT, PL, BG, TR. GOAL: to enhance students' commitment, engagement and school performance and to advertise intercultural communication OBJECTIVES The objectives we foresee are: 1. to engage students in their own learning with a view to accomplishing better results and becoming more motivated; (at least 40 percent from the target group will improve their school results) 2. to upgrade students' cross training abilities - numeracy, computer literacy, critical and creative thinking, personal and social capability; (at least 30 percent of students will enhance these skills) 3. to build up intercultural comprehension and tolerance; (at least 60 percent of students will have better knowledge of other cultures) 4. to develop communication skills in English; (the 156 participants, students and teachers, will improve communication skills in English) 5. to promote European principles and bolster unity among European citizens. (measurable by analyzing students' and teachers' behavior towards other cultures, as seen in the post-LTTA feedback) MAIN ACTIVITIES C1 - Feb 2020 - LT - Topic: DIGITAL AGE AND EDUCATION (JOINT STAFF) C2 - May 2020- ES - Topic: Utilizing software to design fun lessons; Customs and traditions C3 - Oct 2020 - BG - Topic: Employing online tools to set up quizzes; MathC4 - March 2021 - GR - Topic: Using online tools to create book trailers; Literature C5 - May 2021 – TR - Digital tools for artwork; Religious Studies NUMBER AND PROFILE OF PARTICIPANTS 120 students aged 13-18 from the 5 schools, appointed from the target group of 250. The students come from very diverse backgrounds - urban and rural - and have a variety of ethnic and religious backgrounds, which makes the project even more attractive. 36 teachers of ICT, English, Math, METHODOLOGY The project is meant to cover 5 main areas: A1. Project management – consists of monitoring and assessment, risk management, financial management, cooperation and communication strategy that will be implemented for the entire duration of the project. 1 TM is embedded, at the end of the project. A2. Implementation of activities – consists of appointment of participants, preparatory training sessions, participation in exchanges A3. Design of ICT lessons – this will be completed before each mobility by every partner school A4. Release of products - dissemination will be a continuous process that involves the sharing of both touchable and abstract outcomes at local, regional, national and international levels, utilizing various means of communications and addressing school and non-school target audiences A5. Follow-up and sustainability - every school designates a group of teachers to implement the new methods during regular class work. The proficiency is measured comparatively against the outcomes and degree of satisfaction of students who acquired the same contents without the use of digital tools. Afterwards, another school in each area will be supported to include digital tools during class work in the next year. OUTCOMES AND EFFECT Students will enhance knowledge regarding ICT tools for educational purposes, practical abilities related to establishing mini-lessons, story trailers, digital projects, online quizzes, digital artwork, motivation, school performance, get to know another culture, enhance adaptability, self-awareness and awareness of cultural differences which make Europe so diverse, and yet unitary. Teachers will have the opportunity to exchange good practices, teaching methods, ideas and will build up English and digital abilities, organizational skills, teaching methods and tools. Schools will advertise a positive self-image and become more visible in the community. They will acquire project management expertise and will act as an example for other schools to apply for projects. They will also become more united and a positive environment will be created among the members.