"CONTEXT AND OBJECTIVESMany European issues are constantly appearing on the title page of newspapers and are part of current affairs. Faced with all these challenges, it goes without saying that young people have many questions. Our project wanted to provide at least some information and answers to our students.We wanted to address some of the key issues of the European project that affect all citizens. It was not only a matter of giving only elected representatives and institutions a forum, but also ordinary citizens (and also our students, in particular, by taking part in numerous debates) in the most open manner possible. So we wanted to:- further anchor Europe and a civic approach based on exchanging information and debates in our projects and practical activities- opening up the school even more to the outside world through partnership with non-school organizations and out-of-school activities- promote the use of French as a language of communication, implementing IT and free educational resources (OER).- (re-)motivate students, especially those with academic difficulties, by proposing stimulating and different activitiesNUMBER AND PROFILE OF PARTICIPANTSApproximately 40 students per school, of which 16-17 participated in mobility. The total number of students was about 230 for the 6 schools. We strove to involve students with heterogeneous and complementary profiles. We paid special attention to the 45 students with fewer opportunities (7-8 per school). Between 11 and 12 teachers per school, about 70 in total participate in the project.In addition to these 300 or so participants, there were between 200 and 400 pupils and teachers ""indirect beneficiaries"" participating in certain activities.Other school actors were needed to carry out our projects (managers, accountants) and external partners (European information centers, elected officials).DESCRIPTION OF ACTIVITIESAll activities involved students (except those related to coordination / management) and were normally documented by films. All results were in French or bilingual. The list below is not exhaustive:- training activities involving joint meetings: C1 Bulgaria: video / film workshop; C2 Spain: debates on EU representations and objectives; C3 Luxembourg: quizzes and visits by EU institutions and discussion with MEPs; C4 Italy: preparation workshop for a Europe Day; C5 France: Simulation of a session of the European Parliament; C6 Belgium: simulation of a televised debate and visit of the EU parliament in Brussels- local activities between the joint meetings which serve to prepare or implement common training activities: debates; Workshop on the EU; Interviews with political representatives; Surveys in streets, families, retirement homes and schools and formatting of results; Films documenting activities; European Day- dissemination: Erasmus + space in each school, articles for school websites and the press, website documenting our project, Etwinning, Youtube films, project logo, European Day in each school on 9 May 2019- internal evaluation with an evaluation grid with components for all participants- external partnerships: elected representatives, European information centersMETHODOLOGYThe local coordinators, assisted by a team, coordinated the project at their school level and the Luxembourg coordinator coordinated at the school and transnational level. Two meetings were planned at the beginning and end of the project and six training activities were organized by the schools (one per school). An evaluation grid was used to evaluate the progress of the project and to respond to potential problems throughout the two years. Students were at the heart of the project and actively involved. All participants were ""multipliers"" in order to be able to transmit the skills acquired.IMPACTS AND RESULTSThe main impact expected was civic: Our students could develop their critical thinking in order to become ""savvy"" citizens. They could realize their knowledge and their commitment by organizing well-argued debates and a European Day in May 2019. Our schools and teachers could open up more to the outside world: invitations from elected representatives, partnerships (partner schools, centers of information).LONG-TERM BENEFITSThe activities and results are sufficiently multifaceted (debates, simulations of parliamentary sessions ...) to benefit many other pupils and teachers. Partnerships between European schools and information centers as well as political representatives can easily be sustained by similar projects. Partnerships between schools can be continued through projects, activities and occasional mobilities. Europe Day can be easily sustained once it has been set up for the first time."

Our project - HEARTH (Health, Earth, Agriculture, Recipes and Technology at Heart) was not given life inadvertently. On the contrary, as one is becoming more and more aware of the risk of extinction of Soil, it was decided to put up a project revolving around this valuable natural resource. The idea was to raise awareness on the extreme importance of preservation and protection of Soil, since what might be perceived by some as mere dirt, is in reality at the heart of life.Thus, our main objective was to encourage all participants to learn more about soil: how it is formed; the different types of soil in one's country; realise how all the things that allow us to survive come from soil; measures that are already in place to protect soil from eroding and other measures to maintain a healthysoil. This allowed us to delve deeper into the subject and look into Organic Farming. This lead to the second main objective of the project, which wasdeveloped during the second year - Healthy Eating / Healthy Lifestyle.HEARTH brought together six schools in total: two from Italy (Novi Ligure and Savona); and one in Bulgaria (Burgas), Slovakia (Tvrdosin), Poland (Warsaw) and Malta (Mselliet). Their profiles vary between elementary / secondary / high school, private / state schools, schools that provide general education and others that specialise in the teaching of Romance languages to Vocational schools. Nevertheless the age of the target groups that took part in the main activities varied between 13 - 17 years.The participants from all six organisations, had the opportunity to take part in several activities that varied a lot in nature. The idea was to try and includestudents of different ages, abilities and interests. The main activities included: the setting up of a school garden where students made an attempt at growing their own organic crops; photography; Christmas Cards (hand-made or digitally-created) were sent, on which students made use of the English language to introduce themselves; Skype sessions to encourage the oral use of the language; campaigning for which one recurred to different tools such as painting, poetry, writing slogans, creating posters (manually or digitally); educational outings that permitted students to have hands-on experiences in contact with soil; sports activities that highlighted the importance of including sport as part of the daily routine; meeting with a doctor, fitness trainer and nutritionist in order to understand the health risks of an unbalanced diet among others.Objectively speaking, one truly believes that incredible results have been attained from the above mentioned activities. These include: a photographicexhibition that portrayed soil in the different countries; a Teachers' Resource Book for which groups of teachers from the different schools presented lesson plans that included innovative teaching strategies; a Recipe Book with a difference - the idea behind it was to be creative in the kitchen and come up with dishes made from 0 km ingredients to avoid waste and to be more ecological by reducing the use of plastic used for imported products and finally short video clips of students presenting very easy yet healthy snacks.The impact was undoubtedly noticeable. As the project progressed, so did the participants' interest in the activities and in the idea behind the activities. This was observed especially as a Learning/Teaching/Training Activity approached. Students were always eager to know when they were taking place, what they needed to do to take part and be chosen. In addition, as participants experienced organic farming and spoke directly with the farmer they could see that farming could barely be considered a nonintellectual job and that there are very valid reasons why organic food is more expensive than non-organic. Impact was noticed also thanks to the Photographic Exhibition and the Campaign. Participants remained in awe as they admired the beauty of Soil in the pictures where beforehand they might have perceived it as brown dust. Students' messages in their different forms, for the campaign where both strong and impressive which meant that finally soil had entered their heart.One hopes that lessons learnt in this project will be just the beginning and that participants will help pass on the message: There is no life without soil!

"Context/background of the project.The Project idea of PEAK was born in 2013; it was based on the experience of GIFT, Growing Innovations For Teaching, granted by EU. The Partnership, after setting up the first project group, developed some proposal focuses, around which building up an additional network of European partners with specific areas of expertise. Partners set up a project proposal targeting to meet the strategic objectives that the member countries of the European Union aim to pursue through the priorities set out in the Europe 2020 strategy and the four planned objectives:•to ensure that lifelong learning and mobility become a reality•improve the quality and effectiveness of education and training•promoting fairness, social cohesion and active citizenship•encourage creativity and innovation, including entrepreneurship, at all levels of education and training.Objectives.The project has identified the development of teaching profession at the centre of its action as a strong point for the improvement of educational systems and the consequent strengthening of students’ key competences. The project aimed to promote confrontation and sharing among all those working in the educational system and consider it necessary to provide young students with growth models based on democracy and the coexistence of peoples, through cooperation, networking and peer learning. In terms of expected results, the objectives of the project and, in particular, the development of competences identified as central issues of training expected to be achieved:1.digital skills and, in this case, the use of methodologies and technological tools to improve teaching discipline;2.the language skills as a communication tool and with particular attention to the increase of teachers able to support the CLIL methodology in the Italian classes;3.awareness of European citizenship, so that participating schools take the commitment to include specific modules or targeted learning pathways, both within the curriculum and in the study plans of the teachers involved in disciplinary specificities.Number and profile of participating organisations.The IPS ""Albe Steiner"" of Turin, Applicant Partner, took care of the administrative activities, of the official relations with the Italian agency INDIRE; dealing with quality protocols and mobility certifications- EuroPass.ANFIS, a teachers’ training professional Association, certified by MIUR, has been the coordinator of training courses for pre-mobility. ACMOS - youth association, skilled on active citizenship, within the LIBERA Piemonte network, with a leading role in the educational proposal on the issues of legality.ALCANTARA Group, based in Cordoba, oversaw the communication aspects through social media; developing workshops and seminars on the theme of cyber bullying. BURGAS FREE UNIVERSITY (BFU), is a Bulgarian private University, specialized in teaching languages and ICT – based teaching. The technical institute ""L. EINAUDI ""of Verona has established a network of schools in the area, contributing to the spreading and dissemination of innovative practices promoted by the project.The Rakovski High School in Burgas has dynamically participated at the mobilites, encouraging the dissemination of the objectives and results of the project through dissemination activities in the Bulgarian territory. Leeds BECKETT University, new Partner, specialised in Language Teaching, expert on the Flipped class methodology. The SALESIAN COLLEGE, in Limerick, Ireland, a new partner of the second project-life year, active in project dissemination.EUFOR, a network of secondary schools in Sardinia, a new partner of the second project-life year, active in dissemination of results.Description of undertaken main activities.The project activities have been carried out through the comparison and sharing among teachers coming from different countries on the topics of Ciber Bullying, teaching / learning through ICT, research on distance learning approaches, on innovative methodologies such as the Flipped Class.Results and impact attained.For teachers, beneficiaries of training and mobility:1. Development of professional skills with particular regard to digital and sharing planning;2. Increase of the ability to realize an active teaching based on the use of ICT.3. Increasing awareness of the importance of enhancing good teaching practices, based on a real competence approach in a European wide network;Longer-term benefits.Promoting European citizenship in younger generations is a fundamental aspect of the historical and social context today, especially in the light of the triggering of some processes on the political and economic level within the European Union.The expansion of Erasmus enables individuals and groups of different ages to participate in exchanges, and through mutual understanding, to feel they are European citizens."

« No Dump, No Dumb» is a collaboration project based on the environment at a local, national and European level. The partners are invited to think and to act on their environment at school, in their everyday living space and in Europe. How to handle at every level in order to produce less waste and to reduce its impact by recycling. What’s the schools’ strategy to limit their environmental footprint? What policies about ecology do the different countries implement at a local or national scale? How does Europe handle politically to solve the problem concerning waste?“No Dump, No Dumb” is a project based on three points: on the one hand, the aim is to exchange, to debate among partners in order to gather innovate and efficient ideas set up in the different countries. This would lead to create a sitography, a good-practice handbook, a digital guide for responsible citizens. On the other hand it consists in setting up real actions lead by our schools: cleaning actions on local sites, organizing advertising campaigns, visiting innovative recycling sites, crating artistic works thanks to recycling materials. Finally this project will help the students to extend their knowledge on how Europe works globally and what current actions about environment are put in place.“No Dump, No Dumb” is a project developing digital skills because many applications will be used to communicate, to exchange ideas or to transmit the actions results set up in the different schools. The e-Twinning platform, the social medias, the project or the partner schools websites will integrate the students in a modern digital world.The partner students will have to behave as responsible European citizens getting involved effectively for the climate challenge. They will also be able to debate and exchange good practice among the European Union inhabitants and at the same time they will get the opportunity to enlarge their knowledge on the European Institutions.

"We have established contacts between our five schools and old people’s homes as well as other partners (theaters ...) to motivate students to do better at school. The partnership betweenthe generations was a starting point to diversify educational activities that stimulate the desire to learn in our students as well as in teachers and the elderly.BACKGROUND AND OBJECTIVES:Our goals were to find responses to early school leaving problems, lack of interest in the French language and the lack of student motivation in general by:- using IT and communication technology as well as the creativity of our students to enable them to express themselves (films, texts, theater ...)- developing diverse educational approaches- opening the school to its social environment through retirement homes and theaters- strengthening social ties for the benefit of both generations, including seniors and students- developing intercultural social, digital, technical, artistic, literary and linguistic competences of our students and also our teachersNUMBER AND PROFILE OF PARTICIPANTS :There were about 30-32 students per school, with 16 to participate in the different trips. The total number of students was between 150 and 160 for the 5 schools. Between 30 and 40 teacherswere involved in the project, thus between 4-8 teachers per school. We involve as many students with learning difficulties as well as academically average or good students in order to havediverse and complementary profiles at the same time. We pay special attention to the weakest students including the 20 students with fewer opportunities. The same principle of ""diversity""applies to the teachers, covering different disciplines, involving members experienced with European projects as well as those who participate for the first time.Other people were necessary for the successful completion of our project, such as management and accounting officers in schools as well as the elderly and nursing home staff.DESCRIPTION OF THE ACTIVITIES:Almost all activities involving students and nearly all the results are in French:- exchange between seniors and students: interviews, surveys, designing ""e-books""- training activities involving transnational mobility: filmmaking (Luxembourg), reflecting on the ""intergenerational"" experience with creative writing (Spain), writing plays scenarios inspired bysuch personal reflections of the students about their contact with old people (France), making costumes with professional help and publishing practical guides about this work (Bulgaria),staging and performing theatrical plays with theater professionals (Italy)- intercultural exchange and meetings during the mobility- communication activities: establishing Erasmus+ corners in each school, writing articles for the websites of the schools and the press, creating a website giving access to all documents andproject results (REL), Etwinning (TwinSpace) and YouTube (films on activities,) designing a logo of the project, plays presented to a wide audience, writing invitations to these shows- assessment was made through an evaluation sheet covering all aspects of the project and allowing the various participants to express themselvesMETHODOLOGY:The local coordinators, assisted by a team, have coordinated the project at their own school and the Luxembourgian coordinator did the same at his school and at transnational level. Twomeetings were scheduled at the beginning and end of the project and five training activities were organized by schools (one per school). A feedback sheet for assessing the project'sprogress and reacting to potential problems throughout the two years was provided. Students are at the heart of the project and actively involved. All participants are likely to be ""multipliers"" inorder to transmit the acquired skills.IMPACTS AND EXPECTED RESULTS:-among students: strengthening the commitment and motivation for school, the development of basic and overall skills, improving performance at school including French, open-mindedness(intergenerational, European).-among teachers: adopting diversified teaching methods, improving teamwork, openness, interest in ""European"" projects.-in schools: opening to the social, cultural and local environment, creating a system of schools at the European level, improving project management skills.LONG-TERM BENEFITS:The activities and results are sufficiently interdisciplinary and comprehensive to allow many students and teachers to participate. Partnerships between schools and retirement homes caneasily be perpetuated by similar projects. Partnerships between schools can be continued by the projects, specific activities and mobilities."