<< Background >>”Food is tasty, time is short and exercise is hard” mentality exists in more students and adults all over the world. From inquiries conducted in our schools, whose results we implemented in the application, we found out that reasons, why students are not reaching the recommendations of 60 minutes per day of physical activity, are the lack of places where to be active, someone, a friend to be active with, and lack of time. Covid pandemic brought other difficulties and barriers to our lifestyles, one of them being social distancing. Before the pandemic students were active by participating in sport club activities or playing team games. Nowadays, things are harder and as a consequence, the amount of physically active time in a day has been reduced significantly for all. Another issue we want to solve with this project is the low levels of active participation of students in school activities. There is a need in all six schools for increasing the capacity of teachers to motivate, mentor and help students to learn by reflection, to have agency, to be capable of acting by themselves to make plans, carry out actions, make an informed decision based on their knowledge, and be flexible in changing times. There are certain life skills and pedagogical strategies, which are best learned, acquired, and applied through non-formal, extracurricular activities, and afterward embedded into the curriculum. The third need identified in all schools, from all six countries involved in the project, is a low level of active participation in the life of communities. We can help students discover the ways in which they can take action and improve the community, respecting principles of sustainable development, through service learning campaigns.<< Objectives >>Briefly, what we want to achieve is more students, more active and healthy, more often. To obtain that, we have to build capacity for teachers to become active and to be prepared to motivate, mentor, and help students reflect on their progress. Therefore, teachers will obtain knowledge, attitudes, and experience by participating in the learning session about self-determination theory, time management, and reflection. They will develop a model and tools for helping students set a goal, make a plan and reach the goal. During the project, students will gain awareness and understanding about the importance of a healthy lifestyle by participating in conferences and presentations on the theme, will do in practice physical activities, and will change eating habits by participating in the challenges of the project or by setting their own goals. The challenges for physical activity and for changing eating habits will start gradually, and the targets will increase systematically. At the end of the project, the targets will reach, the WHO recommendations regarding physical activity (60 minutes per day of activity, with moderate to vigorous intensity training two times a week) and healthy eating habits (water intake, fresh vegetables, and fruit twice a day, healthy dish- half fresh veggies, o quarter protein and quarter carbohydrates and so on). In addition, the students experiment with an approach for personal development based on competencies from Personal, social, and learning to learn Framework: set a goal, make a plan, achieve the goal. Moreover, in order to be able to establish their own principle of healthy eating and physical activities, students will have to acquire knowledge and apply knowledge of critical thinking and media literacy for the identification of fake news regarding healthy eating and safe physical training. The last objective of the project refers to the involvement of students in community life; regardless the community is the school or the whole city. First, students will help to improve the school culture by embedding healthy eating habits and physical activity into the everyday life of schools, by replacing the vehicle transportation to school with walking or riding or reducing the time spent in a car or bus by leaving the bus or car at a walking distance from school. In order to assure their safety when walking or riding/cycling to school, we will create safe routes to walk and ride in the city, with the help of local authorities and local NGOs. For embedding healthy eating habits into school culture, the schools will establish periodically Special Days (Water Day, Fruit Day, The day without sweets, The Day without Fast Food, etc.). Moreover, students will extend the experience of creating those routes in the cities to neighborhood areas surrounding the cities, where we will set routes or places for individual or small group physical activities, such as hikes, walks, ride- and running sessions. The creation of the routes will be done by service-learning campaigns. Students already identified the need existing in the community as the lack of safe places for physical activity, so the service-learning campaigns will be based on that need. In this process, students will learn to take into consideration when proposing solutions to the problem, all aspects of sustainable development, considering social, economic, and environmental aspects. Once created, students, teachers, the whole school will prove their commitment to physical activity by maintaining and periodically cleaning the routes and spaces and obviously using them, individually or by organizing outdoor events.<< Implementation >>The main activity consists of challenges for PA (physical activity) and EH (eating habits). Every month students, teachers, and parents will be challenged to reach a goal for PA such: number of steps, minutes of activity, number of activities, distance covered by walking, running, riding. For eating habits, they will be challenged to have a number of days without sweets or without fast food, or days when eats much fruits or vegetables, or to count the number of glasses of water, number of days in a month when eating the healthy dish (half vegetables, quarter protein, and quarter carbos), etc. The targets for these challenges will increase gradually until the end of the project.Another activity will consist of courses intended for teachers who will develop knowledge, skills, and attitudes for motivating students, time management, and reflection. Also, teachers involved in this project will have some individual activity in order to reach a specific health goal. Mentoring activities for students with health-related problems, low levels of fitness, in general students who are reluctant to PA or who have unhealthy eating habits. Teachers will create content for the lesson to be embedded in PE lessons and Counseling Classes.Activities for students design to know and understand the basics for PA (warm-up, intensity and cools down).Practical activities with students to experiment new physical activities which can be performed with moderate to vigorous intensity.Sports Events face to face if possible if not, online (virtual competitions, virtual races – all students same time, same hour, different locations)Service-learning projects to design and create safe routes to school, for walking, riding, and running in the surroundings of the cities. Organizing Special Days at which will be invited to join all the students, teachers, and parents.Cooking workshopsCreating healthy recipes for favorite food with replacing some ingredients with healthy ones.Recording of cooking healthy dishes.<< Results >>The main outcomes from our project are: Teachers equipped with know-how about motivating themselves and students to achieve personal goals, to active participation in the school community, to engage in the life of the local community, Students with the recommended level of PA, students with healthy eating habits, students with the ability of critical evaluation of information about PA, about healthy food, and able to transfer these abilities to other fields of interest, students with developed abilities for self-regulation (ability to understand, activate, monitor, control and adapt behaviors), students who act for and in the benefit of the school community and the local community.As for outputs we intend to create at least 6 routes or adopted parks for doing PA, Several safe routes to schools, a Handbook about designing a service-learning campaign, for teachers, a Handbook for embedding Healthy Habits into school culture, guides (Step by step approach to… running, riding/cycling, dancing, outdoor games, hiking, healthy eating, orienteering -designed for students, teachers and parents), Recipe blog - recipes for students’ favorite dishes modified with healthy ingredients, At least 6 vlogs (video - recording of cooking healthy food), 4 types of lessons for PE classes and Counselling Classes, An online platform for monitoring progress of PA and eating habits developed during the project (PDP)

The school bullying was a real problem of scholar environment, generating a powerful negative impact in cascade: at individual and collective levels. School violence/aggression was a phenomenon which conducted to the development of negative emotions, low scholar results, failure, isolation, school abandon and even suicide and murder. The European Strategy to Prevent and Tackle School Bullying confirmed that the procent of children who were bullied was too high in Romania: 60% by students and Greece: boys 23.4% & girls 8.8%. The data were confirmed in Romania by a sociologic report of Save the children _NGO, in 2016. The need of our schools for handling in an efficient way the bullying and cyberbullying was also confirmed at our partnership level, by a survey- questioners in autumn 2017 on 50 students at each partner (results are available on eTwinning and www.cnlr.ro). The project objectives were: 1.Enhancing Socio-Emotional Competences of students & teachers for a better inclusion and tackling with disadvantage situations, 1.1. Development of Socio-Emotional Competences for a min. 25% students. 1.2.Improving capacity of min. 25% of students to apply acquired knowledge, skills and attitudes which are requested for building resilience, understanding and managing emotions, behaviors and relationships with others. 1.3. Building capacities of a min.36 teachers to experiment innovative, interactive & effective ways of teaching based on Emotional Intelligence and Socio-Emotional Learning, to create and use educational tools based on Emotional Development. O2-Promoting a supportive organizational culture of the imperfect peace, kindness and carrying coexistence in diversity. 2.1. Fostering the sense of belonging to a collaborative community of diversity, inclusion and peace. 2.2. Enhancing the potential of min. 25% students & 36 teachers for building peace in an intercultural community. 2.3. Development of min. 25% students &36 teachers capacity of dealing with power by perspectives of conflicts and imperfect peace coexistence, in sense of positive transforming of reality into more peaceful, inclusive, integrative and carrying conditions. O3-Development of digital citizenship & social-media safety. 3.1. Improving the abilities of min. 25%students &36 teachers to detect and manage the on-line aggression; 3.2. Enhancing the abilities of min.25% students &36 teachers to connect the damage ,danger and risk with ICT use, to protect digital identity and applying security measures for a safe/suitable use of digital resources; 3.3. Empowering the parent conscience and engagement as as reference actor of well-being, healthy and safety life of their children in a Digital Era. The project proposed common activities at each school level, 3 short terms training sessions for teachers and 3 short term exchange of students; the methodology wass based on communication, cooperation and interaction, an active and participative one, mixing emotional learning, games (including digital), participative workshops, intercultural events, TED conference format, case studies and investigations and IT tools using.The activities were focused on cooperation, collaboration, working in intercultural teams, active and participative strategies in order to involve students, teachers, school staff, but also parents and other stakeholders.Results obtained: min.36 trained teachers and 750 students involved in common educational activities (77 vulnerable &62 in mobility); increased digital citizenship and level of competences as: socio-emotional, intercultural &interpersonal communication, cyberbullying management, e-safety & security, IT using and developer, English language, 6 organisational culture increased in the sense of safety, peace and inter-institutional relations, 1 network; 1 project web page, 1 etwinning project, 1 Facebook page, 1 Journal, 1 Flash-Book as good practices collection, 1 handbook of Coexistence in peace , 1 curricular proposal-training course for teachers, 6 e-Safety certificates, 6 intercultural events, 6 programs for scholar bullying preventing and early-intervention, 6 e-lessons and e-games, 6 digital stories, 6 national petitions on digital future, 60 Flash-signs/stickers, min. 6 digital stories, 1 article, 4mounths intermediate monitoring reports and a final report. Impact: there were improvements in teaching and planning based on socio-emotional learning& management of bullying situations in school, increased the level of using digital tools&educational platform, developed educational resources, increased the quality of educational act and services, improved the relationship between teacher and students, created a safe and confident learning environment in classroom/ school, changed organisational culture in sense of inclusion and coexistence in an imperfect peace, decreased the level of bullying in scholar environment, school failure, abandon &discrimination acts, antisocial behavior, even suicid.

"The partnership consisted of schools from seven countries (Romania, Portugal, Turkey, Greece, Croatia, Italy and Czech Republic) with a rich contribution to European spiritual and cultural heritage. The “Unesco Heritage” Project brought together our desire as teachers to teach our students how to be taught by the past and recognize the importance of sustaining, preserving and appreciating it. We are all part of a whole; we should cherish what unites us.Cultural heritage is under severe economical and social pressure. It was imperative that we campaign for its defense and preservation as something unique and unrepeatable. It was a social and political urgency since contemplating about our past can only lead to better educated decisions about our future.We aimed to raise awareness so that governments, pressured by public opinion, change their misleading politics concerning heritage. We considered that it was the school’s duty, as a teaching and educational institution, to instill in the youth and in the school community, the values of defending and preserving our cultural heritage thus creating active and interventional citizens. We believed it was urgent to awake consciences, educate to change mentalities and create a new generation of concerned citizens who can relate to their roots, heritage and realize the need to preserve it. This project intended to stimulate the pursuit and consolidation of knowledge in our youth. In a playful and innovative way, we tried to motivate the students for a lifelong learning and instill in them the importance of school in this process.Our work proposal also aimed to develop good practices leading to the consolidation of concrete objectives in the Social Entrepreneurship, since the main purpose of it was to change mentalities and attitudes to historical heritage, helping to enhance conservation ethic. It was intended to provide the conditions so that the younger generations could educate themselves on the importance of the preservation of our cultural and natural heritage, which, moreover, constitute our collective memory. We proposed to develop creative and innovative ideas that seek to minimize the social problem of forgetfulness and lack of sensitivity towards historical values.Cultural heritage is not to be taken for granted. We needed feed it , preserve and cherish it as a true life form.We accomplishrd the activities planned by our partnership:1. A common web page for communication (forum for teachers, school presentations, photos and a forum for students) and dissemination.2. Workshops on new educational tools and strategies .3. An intercultural festival in one of the country.4. A final international symposium with articles published in printed and electronic format.5. Development of new “European cultural identity” curricula by engaging the students in motivating and educational activities that resulted to accrued, cooperative knowledge:- created a mini-puzzle with UNESCO national monuments and national symbols, as a board game, and in virtual format.-created an on- line competition for a European map with students’ painting, (Unesco tangible heritage).-created a photo-hunting European electronic-map, using photos of Unesco tangible heritage monuments.-used an e-twinning camera for improving this new curricula and develop common evaluation tools to measure the satisfaction grade of the students.-developed electronic lessons using IT tools.Our goals were mainly student focused as we aimed to:-Instill ""good practices"" in heritage preservation.- Provide the younger with a sense of belonging, to a European community with strong cultural identity and continuity through the knowledge of the Unesco World Heritage-Provide the conditions for multicultural experiences that promote respect for social, linguistic and cultural diversity. -Consolidate a sense of European citizenship through cultural and linguistic exchange.- Exemplify the principle of communicating vessels between the Local, Regional, National and European History.- Based on the historical research, develop communication skills, ICT and foreign language skills.- Develop data processing and linguistic skills by giving the students hands-on experience on planning and organizing a common project. -Implement projects within social entrepreneurship -Development of transversal skills for European students.- Prove our willingness to integrate good practices and new methods into daily teaching activities and thus enhance the professional profile of a dynamic and committed European teacher. We proposed that every intellectual output to be openly accessible to the general public through the internet and in printed form. Also a lot of dissemination activities were organized in each country through digital presentations, crafts fair, festivals, interviews, blogs, e-magazine, articles, media coverage. Now the project and web page can be open to other cities in Europe."

The indirect intentions of the projects are to treat the school as a home where are constructed with care, love&respect subtle lines of students personality&a responsible behavior which can be multiplied&activate in the family&community day be day, as a habit.By perspective of live long learning, we are proposing a plan for grow, a learning construction for reducing the negative effects on human health, environment balance, but also aesthetic of environment, a working style in clusters with 5 main nodes (the cluster school leaders) which can activate the other schools, as part of a nodes in a network. Here it is not just a simple construction of a network, but activating it, the project partners as cluster leaders involving other schools near&enforcing the project impact as a wave, from the closest to the farthest by central nodes (individually, but institutionally, too). Human health, durable development, circular economy&conserving a clean&safe environment are common imperatives of any educational system which is respecting the values of Alive; in this way, the schools should be a strong active partner for authorities &private business, designing& implementing a Smart Waste Management Strategy for All (including disable persons) in schools on 5 R: Reducing, Reusing, Recycling, Recreating, Revaluing, constructing trust relationships, allowing curiosity, engagement&more control to the team work.The project objectives are: O1-Activating a cluster scholar community with 6 leader schools (6 direct project partners)&12 indirect schools (2 schools each partners)for school growing&community health;O2-Development of cluster leadership competences for 36 teachers of project partners & min.6 teachers by cluster schools; O3-Development of key competences&independent life skills for min. 36 teachers & min.120 students of project partners&min.6 teachers of cluster schools. O4-Increase responsible&active citizenship, including digital one, for min.36 teachers &min.120 students of project partners&min.6 teachers of cluster schools. O5-Development of a smart waste management strategy/plan for schools (collection, reducing, reusing, recycling,recreating&revalue) by separate waste collection service, the health& sanitary of existence practice, clean water, space&air, aesthetic of environment. Results:1 scholar cluster by 4 national clusters with 2 schools &1 cluster with 4 schools (RO: 2 by urban & 2 by rural areas),5 Plans/Strategies for Smart Waste Management&Heath prevention in school, 5 Digital tools for monitoring waste selective collection &safety practice in schools, 1 interactive webspace, 1 FB page, 6 mindmaps for waste collection service, 6 smart-waste bins for visual impairment, min. 6 Special Keys for broke the bag plastic habits in daily life, min.12 creative objects (by recyclable or non recyclables waste) with aesthetic value, 6 Alive corners& 6 ecological areas in schools, 6 events as Months of Waste, 1 study/article with ISBN, 30 original badges, 6 follow-up events after mobility (1 by each): 2 workshops for teachers as eTwinning events, 2 workshops for students, 1 brainstorming with an entrepreneur, 1 national competition for the best recycling idea, 2 public events in a public place for dissemination, ”To Care as a Duty!”-an ISBN Guidance book for students, teachers, parents, youth leaders, increasing the key competences for an independent&safe life in a community for min.42 teachers & min.120 students, increasing the cluster leadership skills for min.42 teachers, reinforcing the active&participative dimensions of citizenship for direct&indirect participants. The direct participant groups are: teachers who are working in the partner schools (min.60 teachers) and students of them by age interval 10 -18 years old (min.240 students); in these categories there are also min. 36 teachers and min.120 students by 12 cluster schools who will be involved directly in mobility in the moment of hosting, but also in other common project activities in the project partners schools (national nodes of the cluster). By total of min. 240 students in partner schools are included min.60 students with fewer opportunities (disable, with economic/social obstacles, cultural disadvantages, min.10 students by each project partner). The project proposes 6 mobility in school partners as: 2 Short-term joint training mobility for teachers (in Romania 1& Greece), 4 short-term exchanges of groups of pupils (in Romania 1, Croatia, Lithuania&Turkey), but also complementary common learning activities monthly, including follow-up events, dissemination actions, monitoring&evaluation of the project stage, organisational activities reported to management &implementation of the project.