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.

Green Alliance project has referred to the development of relevant and high-quality skills and competences in students and schools. The project aimed to exchange good practices in the field of education-related activities concentrated on active environmental involvement. We have supported students and families and work to counteract social exclusion, developing educational values of European Natural Cultural Heritage. The project has been implemented through the collaboration of five partner schools: Italy, Romania, Spain and Turkey, being the Polish school the coordinator. The objective of the project was to attract our students’ attention on environmental issues, to foster awareness of social, political and economic interdependence at local, regional, national and international / global levels. Throughout the project participants have had opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment. Environmental issues and project tasks have been implemented in the activities at schools and in cooperation with local authorities, other local schools and universities, and environmental associations and institutions. We have organised activities and workshops connected to environment as setting up school Green Clubs and Green Gardens, organizing logo competition and an ecological day and parade, collecting eco waste, presentations, designs, texts, articles, games, slogans, forums, art and acts. Special care and steps have been taken to include student in risk of social inclusion such as creating a mentoring programme of ambassadors as a joining encouragement towards inclusion for the refugee and population in risk of exclusion.We have taken part in lectures and practical activities at universities, visited Natural Heritage sites in each country, as well as recycling plants. Our students have learnt the EU legislation acts about environmental quality protection and actively have taken part in actions in their local communities and initiated work at their schools to be followed up in years to come. Project participants have benefited of the practice and improvement of the English language during the visits and collaborative work on ICT tools and through the use of the digital platform eTwinning. ICT training have been provided for students and teachers on new technologies and innovative practices. We have created permament products such as: school Green Gardens, Environmental Dictionary with photo definitions, Green Monopoly - a board game and its computer version, the Legend Book, Fauna and Flora Cards, Green Videos with territories and school Green Gardens, Photo Gallery of landscapes and project meetings, Air Pollution Sensor. All of them can be used as teaching materials for many years to come.All the developed materials have been issued in English and disseminated using the latest information technologies. Activities and products have been published on school Project Corners, leaflets, social media, eTwinning, school websites, photos, local newspapers and local TV channels. For dissemination of our results and products we have planned: an international website, a Facebook page, a green Youtube channel and updating newsletters for local and regional network contacts of each involved school. Participation in the project has had a great impact on its direct participants (students and teachers) as well as on people involved in some project tasks (parents, local residents) as they have developed and reinforced new patterns of environmentally sensitive behaviour and they have become aware of the problems of environment. In long term, partner countries will have memorial school Green Gardens and greener and cleaner environment, responsible individuals, a good friendship and they will work together for further partnerships. We are satisfied with the extent of our results as can be seen in evaluation survey results and analysis. 96% of our Project particpants declared that their environmental awareness has risen and particpants are now attracted towards being involved in activities concerning climate change, environment pollution measures, and the protection of the Natural Spaces of their territories.The expected effect will be the further cooperation between partner schools, which after cooperation within the eTwinning platform since February 2016, will maintain and consolidate a line of common work in their European schools implementing environmental awareness, Cultural Heritage together with social inclusion strategies as priorities of associates ‘schools as Educational Values and development.

"The project ""We are all children of ancient Greeks and Romans"" has been implemented since September 2016 up til August 2018 in 4 schools: Dębinka Junior High School from Poznań, ICA2 from Santa Maria degli Angeli, ICA3 from Petrignano di Assisi and IES Costa del Sol from Torremolinos. The project responded to the diagnosed needs of students and teachers related to arousing cognitive passion and creativity, the need to learn and acquire new experiences and skills. It was addressed to students aged 10-16. It focused on discovering the sources of contemporary civilization and European culture in the legacy of antiquity. These activities had the value integrating and strengthening the sense of bond of nations that formed the European community.Project goals:- modernization of learning techniques through the use of modern information technologies, active teaching methods, problem and interdisciplinary approach;- improving the results of students achieving below-average scores in basic skills through the use of more effective and innovative teaching methods;- integration of students' partner schools by identifying the common roots of European culture above religious, political and ethnic divisions;- students' interest in learning thanks to an innovative approach to the topics discussed;- developing critical thinking skills by considering the cultural and / or environmental context in the course of teaching science and the humanities;- exchange of experience and dissemination of examples of good practices, especially in the context of the use of new technologies, work planning including support groups (people with special - educational needs, children of economic emigrants and refugees), combating stereotypes and prejudices;- shaping the attitude of openness and tolerance towards representatives of other nations, ethnic and religious communities.The most important activities and results of the project:- conducting a series of workshops and seminars on history, culture, philosophy and antique art as well as a two-stage knowledge contest on antiquity, including the final in the form of a Trivial board game;- conducting workshops and a two-stage photo competition, culminating in an exhibition of the best works in Malaga;- conducting a series of theater workshops (in each school and during short-term exchanges of groups of students C2, C3 and C4), school theater festival (C2), international review of school theaters (C4) and theatrical experiment (C2); all performances referred to the common European heritage or were inspired by antiques;- building an international project website;- preparation of films documenting the course of the project - each of the schools has made min. 5 films published on the international project website, YouTube channels, eTwinning platform;- building a project website on eTwinning, where students and teachers exchanged experiences, insights, Christmas wishes, and conducted voting;- pupils created games based on knowledge of natural sciences and heritage of antiquity, models of functional antique inventions used today, designs of antique-inspired costumes, took part in the international fashion show in Assisi, they made logo designs, t-shirts promoting the project, they learned to use graphic programs ;- the students prepared newsletters, guidebooks about cities and partner regions, quest, field play in English, among other used during a partner visit in Poland.To achieve the intended goals, 4 short-term student group exchanges and 2 international project meetings were organized.During the project implementation, students acquired knowledge and skills that go beyond the core curriculum in history, computer science, English. They have perfected their language skills. Teachers raised their language competences, ICT skills, exchanged experiences and ideas on methods of implementing educational projects, including those related to the integration of minorities (immigrants and refugees). At each stage, the results of the project were disseminated in the school community, which raised the awareness of community, European identity and its roots among the local community. The knowledge and experience gained by teachers enriched their work skills, inspired them to modify and improve their qualifications. This applies to all teachers, not just those directly involved in project activities. The materials developed, for example educational games, will be used in further educational work at school. Created teams of students who document the work of the school creating film and photographic materials. Theater complexes operate in schools, and theater classes have become permanent in the curriculum. Teachers have gained experience in the implementation and coordination of European projects, international cooperation."