The origin of this project is singular. In addition to the fact that the Lycée Les orchards has been actively developing numerous relations with foreign partners for several years, it is a former student of the Lycée Les Vergers (superior patent technician) who laid the foundation stone of this project. Originally Dutch, environmentally conscious, now a farmer in Germany, he created the link with the French high school and the German high school. In the period prior to this nomination, the participating teachers had already questioned the content of the German and French curricula. After defining a common theme, students will engage in collaborative interactions during their trainings. To better understand its agronomic environment, ecological, by a systemic approach to make it sustainable, this is the problem to be shared with young people of different culture (French/German).The location of the two agricultural establishments for this project is interesting since, on the one hand, the Bay of Mont St Michel at 4 km is offered at the high school orchards and on the other hand, the German high school in Wittmund to the North is coastal of the North Sea. The two establishments also offer similar courses and teachings. The main objectives will be to establish a genuine bilateral partnership between two agricultural high schools sharing the same concerns, to draw on the methods and pedagogical approaches of the partners in order to enrich each other, to improve its communication in the foreign language (the setting in situation and the obligation to exchange help the pupils to progress), to soak up the culture of the other, its habits and customs (the young French will benefit from a welcome with the family and in charge of revenge for the Germans), to develop and jointly test structures whose teaching, learning and work processes enable them to learn and work in a permanent and lasting way with the pupils and teachers of both countries in a school year. The partnership should also be used not only to solve environmental problems, but also to promote a political agreement among young future leaders of France and Germany in the development of Europe.This project is embodied by all the young people and the two respective educational communities. Twenty French pupils, aged 15 to 16 years, will be born from a general second class. As for the Germans, they will be a dozen a little older (mostly major) from the agricultural sector. This gap is not a hindrance; on the contrary, greater maturity will help all young people to better understand the topic. Initially, at the beginning of the year, a meeting of information with parents, the pedagogical and administrative teams (French/German) is carried out. Students analyse the ecosystems of their own region and raise problems in the context of regular teaching, especially Agronomy and ecology. Four natural media will be needed to study: forest, coastline, River and wetlands. E-twinning enables interactive communication. In a second time, during the mobility, the teams composed of pupils and teachers (French and German) are divided in the form of 4 groups corresponding to the 4 backgrounds previously discussed. They study the problems, develop and present proposals for solutions in collaboration with experts. At the end of the mobility each group will report to all the others in 3 languages.As a last step, the e-twinning platform, social networks and other popular means of correspondence will ensure that these exchanges are perpetuized. These interactions should be used to better understand local territories in order to partially solve the problems raised and to contribute to the strengthening of Franco-German cooperation.The results of this project will be known thanks to the local press, the websites of the 2 high schools.A presentation to the parents, but also to the entire pedagogical team is organized in the form of a Vernissage. The various work carried out during the mobilities will be made available to the local partners and will be the subject of a travelling exhibition. The experience of the project is integrated into international work with the actors of the region. The ecological themes studied can also be tackled in an international way. Language teachers will be able to measure and appreciate greater oral fluency. In the course of exchanges of agricultural materials, students will be able to refer to their experiences and feelings. The aim is also to transfer the experience gained and the learning methodology developed to other courses.

"In the bilateral school partnership project of the grammar school IES San Blas in Añover de Tajo (Castilla-La Mancha, Spain) and the Handelslehranstalten in Lohne (Lower Saxony, Germany), 3 to 4 teachers and 10 to 15 students of the 11th grades participate in an exchange program which has been planned for a period of two years. Whilst the IES San Blas is a grammar school, the applicants of the Handelslehranstalten attend a business college. The applicants of both schools are between 16 and 19 years old.In both rural regions there is just a very rudimental public transport system which results in a high dependency of the population on the car as a method of transportation since there are no alternative mobility options. The mobility deficits in rural areas affect pupils as well as numerous parents, who are often used as ‘parent taxis’ to take children and young people to school, sports or friends. For both, parents and students, dependence on the car can therefore mean a loss in quality of life. In addition, in both regions the nearest bigger city centres can be reached by car in about 30 minutes and by public transport in about 45 - 60 minutes. At present, the private car is often the only way to reach services of general interest in both regions within an acceptable time.Based on the analysis of the described mobility problems in rural areas, the two project partner schools splitted the goal of the project into three parts: At first, the participating pupils, teachers and other school staff become aware of their own behaviour regarding their mobility. Afterwards, different alternative mobility concepts are presented to them. Finally they are supposed to change their mobility behaviour in a sustainable way or make it more resource saving, healthier and independent.This primarily refers to the daily way to school, which many of the participants could manage by taking a bicycle. Hence, a major goal of both schools is to significantly increase the proportion of people who come to school by bicycle or e-bike during the project period.Especially for larger distances, a carpooling app to be created during the project should be an additional offer to make the way to school more resource saving. Due to the rather rural organisation of school bus transport in both regions, the journey is often covered by car. The introduction and use of the carpooling app intends to reduce the number of individual car journeys and increase the number of carpools.At the beginning of the two-year project period, the participants will create a mobility diary in which they enter their daily distances. The analysis of the diaries, the statistical evaluation of surveys which have been filled out by students, teachers and school staff as well as the excursions and action days in Spain and Germany are intended to raise the participants' awareness of alternative mobility concepts and contribute to change their behaviour.During the excursions in Germany the participants will get to know the local mobility concept moobil+, the bicycle manufacturer Derby Cycle and the Hub Chain project. The excursion to Madrid will be themed ""Mobility in a metropolis"" and the World Heritage city of Toledo will be visited under the aspect of ""Mobility in a historic old town"".The action days ""Bicycle for Future"" and ""El día de la bicicleta"" are intended to highlight bicycles/E-bikes as a resource saving and healthy form of mobility and to encourage a switch to the two-wheeler as a means of transport for the way to school. As a result, the participants will create a mobile action plan in which they will consider how they will change their mobility behaviour and which of the alternative mobility concepts they will use.During a business game, the participants slip into the role of various stakeholders (e.g. politicians, citizens' initiatives, transport companies) who want to ensure long-term mobility in a fictitious rural town.In the long term, the circle of users of the carpooling app can be extended to other schools, but also to the companies of the trainees or apprentices of the schools.At the end of the project, a written concept for a resource saving and healthy way to school should be created. This concept should in the long run serve as a guidance for both schools and be included in the school programme.The positive outcomes of a sustainable, healthier and more independent mobility do not simply regard the ways to school but also those to sports and leisure time activities. Consequently, the project is supposed to support more independence from the car on the whole and therefore to have a positive impact of the appeal of rural areas in general."

The Project FinGerBel - Finding New Skills and Sharing Good Practices aims mainly at developing a strong relationship between the partner schools Riveria (FI) BBS Basgeige (DE) and Bernardusscholen 6 ( BE) while encouraging students to experience the challenges of teamwork, improve their communication and multicultural skills. English was the main language of the project. MAIN OBJECTIVES OF THE PROJECT 1- Encouraging students and teachers to take part in partnership projects All the partner schools aimed at increasing the involvement level of students and teachers in international projects. Individual student mobility has great impact on the skills on a personal level. However, taking part in strategic partnership projects brings added value to all the partner schools and raises the activity level of international operations within the organisations. It brings improvement to the teaching and learning processes, also to the environments mostly through the sharing of good practices. The project included 8 activities of short-term exchange of student groups and 3 short-term joint staff training events.The events had to be rescheduled we even included the virtual meeting option from the very beginning of the Project. - Students developed communication and social skills using their existing vocational skills in HAAS Tech machinery and and other mechanical technology. - During the project the participant teachers shared and improved their pedagogical skills. - During the Project the teachers and other involved staff developed their skills in Partnership Projects. 2- Boosting the digital skills of the participating students and teachers. The students and the teachers boosted their skills in communication and use of digital technology. During their activities they documented their work using photos and videos, and shared them on Facebook and other social media. Social skills and intercultural awareness of the participants improved. The students got basic knowledge about the Finnish, Flemish and German languages of the three partner countries. Improving communication skills of the students on vocational and cultural levels is necessary for the lifelong learning of every individual. 3- On European level, the participants acquired knowledge about the industry (metal and machinery) and the job opportunities in the partner countries. MAIN EVENTS - The first conference combined with exchange of student groups took place in Goslar, Germany. - The final conference (dissemination event) combined with exchange of student groups in Joesnuu, took place in march. Together with participants from every partner country, students and teachers. This even was right before Europe locked down for COVID-19. The students learned new practices in machining technology and HAAS Tech in specific, also the teachers exchanged good pedagogical practices and experienced and tested the capability of their students within multicultural environments. The project included short-term exchanges of student groups as activities, where a group of 5 students from every partner traveled to a partner country. Prior to travel, all the groups communicated and shared information using Skype/Teams for online meetings, different file sharing platforms for sharing documents and social media for non-formal communication. - One of the outputs of every activity was the design and later machining (or hand crafting) of a different metallic parts that the students started working on already before the exchange. The different parts/modules together formed complete items. - The students got familiar with professional terminology and common phrases in different languages English also in Flemish, Finnish and German. One of the most influential factors was the family-stays that was organised by the hosting partners. - Prior to every exchange, the chosen students were given preparatory training. - In addition to the above the activities also included cultural programmes. The project was disseminated on Facebook pages of every school by the name FinGerBel. In spring 2020 the three Partners agreed to transfer the Project to eTwinning and disseminate the results on Twinspace. The outcome was the https://twinspace.etwinning.net/116164

GENERAL INFORMATION – PRINCIPLES The following project is entitled: “Interdisciplinary design of inteligent passive house - the way of saving energy and reducing pollution” and includes the following principles: 1. Enhancing the educational quality of school – better passing rate and teaching results 2. The use of modern and innovative teaching methods in vocational education 3. Improving the efficiency of teaching staff in the field of effective and attractive teaching process with the use of the latest teaching methods and tools. 4. Creating interdisciplinary model of teaching combining the knowledge of various fields of study 5. The use of information and computer technologies in the process of teaching 6. Enhancing language competences in terms of both external test results and everyday situations 7. Enhancing mathematic competences and logical thinking 8. Enhancing graduates’ opportunities on foreign and national job markets 9. Establishing cooperation with companies and employers 10. Cooperation with universities in terms of theoretical knowledge 11. Exchanging experiences between project participants STUDENT NUMBER AND PROFILES: Project is based on a cooperation between four European vocational high schools. Petitioner: Zespół Szkół Technicznych w Kartuzach (complex of technical schools in Kartuzy) – teaching in fields of constructions, electrics, mechatronics, technologies and systems of renewable sources of energy. The school has well-equiped workshops and conducts examinations of all mentioned fields. Partner schools: BBS Bersenbrueck in Germany (modern school with well-equipped workshops teaching constructions, electrics, mechatronics and electronics) NEO Ionia Magnesia in Greece (vocational high school focused on renewable sources of energy, constructions, mechanics with own science and technology park) Each participating school is experienced in carrying out European projects. DECRIPTION OF ACTIVITIES AND METHODOLOGY The principles of the project involve cooperation between three schools and benefits from experience of universities and companies and cover the following activities: 1. Preparing common and individual task schedules for all participants 2. Meetings of participants in each school 3. Workshops and panel meetings: a) Poland – house construction design, b) Germany – control systems, c) Greece – controlled renewable sources of energy in a house, d) Italy – modern systems of wiring and economical and remote-controlled lighting 4. Staging evaluation of work: house design, project documentation, 3D design, interdisciplinary syllabus, model lesson plans, publication about passive house 5. Teachers topic based group work during meetings (syllabus, lesson plans) 6. Students topic based group work (design, documentation, 3D design) 7. Common work on end results 8. Implementation of end results 9. Visits to universities 10. Visits to companies 11. Science and discussion conferences 12. Implementing interdisciplinary syllabus RESULTS The results of the following project involve: 1) design of a smart house of the future 2) technical specification 3) 3D design 4) mini interdisciplinary syllabus 5) model lesson plans. All results of the project are prepared according to individual national educational systems and specific teaching conditions in each school. For the sake of this project results are presented in native languages and for information purpose also in English. EFFECTS Interdisciplinary syllabuses of construction, mechatronics, renewable sources of energy will be implemented and used over the long term in professional training. They will serve as a support to teachers and students in the process of modern teaching methods. The results will be published on the Internet and Superintendent for Schools.

<< Objectives >>The partnership wants to achieve Inclusion and Diversity, Digital Transformation, Environment and fight against climate change and Participation in democratic life, common values and civic engagement through the activities that are considered in a balanced manner in operations that guarantee progress and development to all participants. The project will also bring development to practices in the partner organisations in the context of the themes considered in this new Project and its objectives.<< Implementation >>The horizontal priority outlines the activities 1. Renewable Energy Solutions, 2. Green and Sustainable Alternatives to Plastics, 3. The Water Crisis and Drinking Water Production which mainly concern the Sustainable Goals No.6 Clean Water and Sanitation, No.7 Affordable and Clean Energy, and No.12 Sustainable Consumption and Production, out of the 17 Sustainability Goals set by the United Nations.<< Results >>During the project activities the participants will build up multidimensional and multidisciplinary sustainable development awareness that will be further uplifted and concluded by an informative and experiential European citizenship practice. Tangible results of this project - activity pre-tasks, reports, photo galleries, videos, interviews, feedback and evaluation results - will be published on the project website supported by eTwinning Twinspace (or the upgraded version).