"Project summary:Changing habits - changing the world! -Erasmus+ project rose out of the need to inspire young people to make positive environmental changes. Our project supported one of the United Nations Global Goals - Fixing climate change. According to the carried surveys in six partner schools the students had low interest in environmental issues, for example, they thought that taking care of the environment would not really be of significance to them and their future. This project was initiated because in different partner schools young people had different experience and habits of taking care of the environment, recycling, too big food and energy consumption. The results of the surveys showed that it was necessary to educate students and their families about the importance of a clean, healthy environment and to become that generation who would change the world by changing their everyday habits. In Changing habits - changing the world! - six project schools from different parts of Europe were working together towards a common goal. Schools were chosen from southern, northern, eastern and western parts of Europe in order to get a good understanding and overview of education and to enjoy interesting and effective cooperation as partner schools. Also, different skills and expertise was brought into the project. The target groups of the project were the whole school communities (students, teachers, other members and their families). Our target groups were young people, so they could learn long lasting habits in their everyday life. As we carried out this project transnationally, we wanted to compare the environmental issues in different countries and to learn from each other, share experience and good practices. The main aim of the project was to raise participants’ environmental awareness, understanding and knowledge of environmental protection through practical environmental activities. Also, this project aimed to promote the protection and conservation of the environment while learning in international groups. The planned activities supported the personal development of students and raised their environmental awareness through practical activities. Working together within international groups of students and teachers provided the students with the opportunity to learn directly from each other about how to improve their local communities. The activities forced the participants to think about the environmental issues from a global perspective. As a result, this made young people to take a more active, positive and responsible role in the society. During two years we focused on different activities: ecological events and campaigns at school, working as environmental friendly agents, sharing environmental friendly recipes, planning walking tours and planting a tree on the schoolyard. The project also covered other aspects of ecological education: reducing food waste, energy waste, solving global environmental problems, tending to stop global warming. In the meanwhile the public attitude in climate change problems developed enormously on a global level. Demonstrations against climate change were organized throughout the world by mainly young people. Whole world got to know the Swedish girl Greta Thunberg who was invited in a UN conference to give a speech about climate change. This has certainly affected the way of thinking for our students. Between LTT-meetings, we planned a lot of virtual activities. Participants made and shared presentations, wrote blogs and reports on the project website, made videos and took photos. Teachers and students used Whatsapp, Google tools and email for keeping contact virtually, the students used also Snapchat to some extent. With parents and teachers the most important social media was Whatsapp and email. During the project we had four LTT-meetings: project workshops on environmentally friendly pop up -restaurant, green gardens, eco-friendly shop at school, planting vegetables and herbs on the roofgarden and charging batteries by cycling. We engaged in conversation with the local companies working in the environmental sector. Learning activities of our project were based on ""learning by doing"" and ‘’cooperating internationally, acting locally"". When participants gained international practical experience through different environmental activities, they acquired new skills, respect towards otherness, team spirit, independence and self-confidence."

"The two-year project ""Hiking - Explore And Learn!"" is based on the partnership of three schools: Základní škola Valašské Meziříčí from the Czech Republic, Rigas Valda Avotina pamatskola - attistibas centrs from Latvia and IES Virgen de la Soledad from Spain. This partnership was created via the platform of eTwinning. All three schools have experience in many previous projects.Our main priorities are:- Promoting a comprehensive approach to language teaching and learning- Supporting individuals in acquiring and developing basic skills and key competences- Environmental climate goalsMain topics addressed by our project are:- Health and well-being- Environmental and climate change- Teaching and learning foreign languagesMain objectives of our project are:- New methods of teaching and learning of English and other subjects- Real-life communication opportunities - Cross-curricular collaboration - Supporting skills of team work, cooperation, creativity and innovation- Cooperation with local companies - Development of teachers´ skills and personal profiles- Healthy learning and lifestyle- Showing the environment and nature as a source of knowledge- Focusing on the main local environmental problems of each country- Changing pupils´ perception of the environment towards its protectionParticipants include also pupils with fewer opportunities such as health problems, social obstacles, economic obstacles and educational difficulties. Participants CZ: 14 pupils aged 11-14 (5 with fewer opportunities), 4 teachers, headmaster, accountant, partner companies, parents, invited ambassadors, town hall representatives, school headmasters.Participants ES: 14 pupils 12-14 (5 with fewer opportunities), 4 teachers, headmaster, accountant, partner companies, parents, invited ambassadors, town hall representatives and school headmasters.Participants LV: 64 pupils with fewer opportunities aged 12-16 (28 travelling), 9 teachers, headmaster, accountant, partner companies, invited school headmasters.Our main work will be based on hiking. We want to show hiking as an innovative way of outdoor learning, connected with learning foreign languages, Geography, History, Biology and Environmental education.Our main methodology will be:- CLIL- outdoor learning- digital technologies- team workActivities:1) Pre-hiking CLIL lessons and preparatory lessons2) Hiking -trips with worksheets, shooting videos, taking pictures, collecting rubbish etc.- 2 hiking trips a year in each country- focus on Geography and Biology in the first year and Geopraphy and History in the second year.3) Post-hiking lessons - editing videos, processing hiking results, writing texts, creating printable and interactive exercises, multilingual dictionary4) Communicative activities - writing letters, emails via TwinSpace, videoconferences5) LTT - short term exchanges of pupils in:- Spain (Doñana National Park, Seville, recycling, making toys, school orchard)- the Czech Republic: Excursions to our partner companies: Tridas, Eco Centre, lecture by a Nature Reserve (CHKO) Beskydy Representative, Biology trip, History trip, photography course, workshops.- Latvia (Zilie kalni (Blue Hills) National Park in Ogre - Ice Age Masterpiece, Old Riga, making a movie)Results:Two main results which contain individual subresults:1) Lesson plan and worksheet booklet - it will contain 12 lesson plans based on CLIL, worksheets for CLIL lessons and the key to exercises. This result will be useful especially to teachers who will use the method of CLIL in Geography, Biology or History in the future.2) Tourist guide - it will be an educational source of tourist routes for everybody, especially for families with children for whom we would like to raise motivation while hiking and bring an amusing but educational element to hiking. We will place the tourist guides to tourist info centres. Using i-phones will increase the use of the tourist guide. It will contain:- 12 tourist routes with description, short texts and maps- photos- multilingual dictionary (Czech, English, Latvian, Spanish)- 12 printed exercises + key- 12 QR codes to interactive exercises- 12 QR codes to video reports from the tripsAdditional results:1) Calendar2) Results from LTT - Czech Republic: posters, photo presentations, video, diaries- Spain: toys, photos, video, diaries- Latvia: video, photos, flyers, posters, worksheetsDissemination of the project:- web page, eTwinning- notice boards- articles on school webpages, in the press- TV reports- tourist guide in the tourist centres- headmasters and teachers´ meetings- street polls- inviting headmasters of other schools, representatives of the town hall and ambassadors to LTTLong-term benefits and impact:- prestige of the school- materials for future CLIL lessons and school trips- cooperation with the public- tourist guide for the public, even tourists from abroa"