"A more diverse multicultural environment and changes in societies, are the factors which affect today's education system. Schools have to adapt with these changes and develop a social environment that promotes citizenship and European values, respect for ethnic and cultural diversity and promote each child's initiative and ensure his/her prosperity. Today's teachers must not only develop their professional skills and knowledge, but also foster values such as care and commitment, creativity, open-mindedness and positive thinking.The project aims to promote citizenship through activities and campaigns, encouraging pupils to express their views and letting them know that their input (opinions, decisions, and participation) as citizens is important.Working in an international team they will get a better understanding of the essence of democratic principles, cultivate a spirit of patriotism and engender respect for the history, traditions, culture of others leading to tolerance and respect for difference.We hope to strengthen cooperation between the school and parents, learn more about the problems and situations the child encounters and offer a professional assistance for ensuring a safe and comfortable environment for the child's welfare.The young people will have meetings with representatives of local authorities and campaigns will reveal common issues young people across Europe have and will offer each other wide range of solutions.The international team of teachers together with school psychologists, social pedagogues,parents and school management will work together and select experience and samples which will be put together into a tool-kit called ""The school that you are looking for"", which will be translated into eight languages. This will contain useful information and innovative methods as well as suggestions to support schools and teachers, parents and the community in educating an open-minded, creative, responsible and inquiring generation."

Our partnership is formed by four schools, all of them located in geoparks: Experimental High School of Mytilene of the University of the Aegean, in the Lesbos Petrified Forest Geopark in Greece, Lycée Alexandra David Neel in Haute Provence Geopark in France, Agrupamento de Escolas de Arouca in Arouca Geopark in Portugal and I.E.S. Campos de Amaya in Villadiego (Burgos) in Las Loras Geopark (Spain).To carry out this project we have counted with the invaluable help of the geoparks above mentioned: Natural History Museum of the Lesvos Petrified Forest (Greece), Haute Provence Geopark (France), Arouca Geopark (Portugal) and ARGEOL in Las Loras Geopark (Spain). They linked all our schools to form our partnership and have supported us enthusiastically all along the project, working closely together.Geology is a highly unknown part of our culture and for that reason our goal has been to make the school community and population aware of what a geopark is, their geopark, its heritage and the need to preserve it as well as offer them the opportunity to know other European ones as possible models of exploitation and preservation. Under this pretext, our centres have opened their doors to other European schools as well as local and international institutions to expand our students’ horizons and improve their results in competences. We have used innovative tools and methodoly, working on real issues with real institutions and organizations, promoting the use and the update in new technologies and foreign languages, and the personal initiative and entrepreneurial skills of our students, by working in transnational teams in crosscurricular activities. We have got to know our geoparks through a comparative analysis and promoted them through the design of guided routes, the creation of maps, leaflets and geotales and disseminated all these results through digital platforms and publications. We have also reflected on their exploitation by observing other European geoparks and the design and study of possible businesses and products in the area, such as free time activities, restoration, tourism and handcraft. Thus, we have worked to update the teaching-learning process to improve results and motivate students to continue to study and to work in the area, reducing school failure. With the dissemination of the project we intend to promote tourism, a tool for the sustainable development of the area and make the local population aware of the value of their geopark and the need to preserve it. The results are and will be available for geoparks organizations, institutions, visitors, specialists in geology and teachers all over Europe on the digital platforms such as our webpage http://lyk-peir-mytil.les.sch.gr/fourgeoparks/index.php and our Twinspace https://twinspace.etwinning.net/28779. Our project has been on media all along. As a result of all this work we will promote the empowerment of geoparks.To start with, we did a survey among students, teachers and parents involved in the project in each school. The results of the survey were analysed with graphics and percentages. With those results in mind, each school organized a lecture in geoparks to inform all students involved in the project. At the end of the project a similar survey was done to value the impact of the project on the school community and the local population and an interview to the local organizations and associations about their experience in the project. To illustrate our project students designed a logo for it and created an Erasmus+ space, devoted to inform the school community .Also a sign of our project has been placed outside each school to promote the project and our geoparks. Each school has worked on activities designed to promote our geopark: design of a guided route (Spain); Land Art (France); geotale of the petrified forest of Lesbos (Greece) and the design of a leaflet adapted to children (Portugal). Also, we promoted the entrepreneurial attitudes in our students with activities such as: design of a free time enterprise (Spain and France); recipes based on geological phenomena for restaurants (Portugal); design of digital education activities (Greece). Students, teachers and members of the geoparks organisations visited the other geoparks: Arouca Geopark in March 2017, Haute Provence Geopark in April 2017 and Lesbos Petrified Forest in October 2017and Las Loras Geopark in April 2018. During these visits students presented their work, got to know a geopark and experienced living in a foreign country.An article about our project will be published in the UNESCO magazine and geoparks organizations are promoting our project in geoparks conferences and meetings. They are also looking into possible ways to continue this project.

In Laying European Table LET Project partner schools from Italy, Latvia, Poland, Portugal and Turkey combined their efforts in order to give their students general information about entrepreneurship, making money out of their ideas, information about commerce and trade connected with catering business, understanding different cultures and food traditions. Since the school consortium represents various cultures, natures, living styles, this variation helped pupils to understand differences and build commercial ideas on it.Throughout the project each participating school created small virtual catering business which they developed into real enterprises in the future. All the results of the projects activities conveyed in a book and a DVD. Moreover we organised a Festival of European Tastes where each country participating in the project presented their national/regional dishes. We also made a survey about food preferences in our countries. During all the project we made short films about preparing different dishes. We made about 6 films per country. All the activities and products implemented on eTwinning platform, Facebook, European Shared Treasure website and Youtube. Organization of international meetings gave a chance for sharing experience between partners and discussion about national food preferences, presenting how to set up catering business, showing the profile of successful restaurant owner, solving problems which occurred between the meetings.School community improved their English competence, social skills, communication techniques, ICT abilities and entrepreneurship knowledge, as well as their travelling skills. They developed their mutual tolerance and self-esteem due to the fact they came in contact with different cultures traditions and languages.This project was also an opportunity for discovering and using new methods of education, by learning more about each other educational systems, attending classes in all participant countries and exchanging their good practice experience.