<< Objectives >>This project seeks to create safer and healthier schools, and development of skills to achieve the entire state of physical, mental, and social well-being in harmony with nature.Objective 1. To improve the capacities in School Environmental Health.Objective 2. To promote behavioural changes in consumption habits and lifestyles to fight climate change and environmental degradation.Objective 3. To expand knowledge, appreciation, and respect for other regions of Europe.<< Implementation >>There are two educational organisations, three associations and nine primary schools from Spain, Portugal, Italy and Germany, involved in this project.Activities:Face to face:Transnational Meetings ( 2 in Spain and 1 in Portugal, Italy and Germany)Training Activities in each partner countryMultiplier Events (1 in each partner country)On-line:Participants organisations on-line meetingsWebinars with teachers and pupils.Online exchange of experiences with pupils.<< Results >>- An online Baseline Assessment for schools.- An online Baseline Assessment for staff, pupils and families. - A joint document on pedagogical methodologies and learning materials on key competences and green skills for teachers.- A joint document on learning materials for families with interactive participation of pupils.- A joint document on didactic materials and digital resources for pupils - A 'School Good Practice Guide'- A 'School Environmental Quality Seal'.

"The topic of our project is to reduce the amount of wastes in the environment and our schools and to investigate the causes of throwing so much garbage .And to raise awareness of the need to reduce the amount of wastes that we throw away and to provide to recycle or reuse the wastes. For this purpose, we started to prepare a project because we had wondered what other countries were doing in these issues. Some schools from Portugal, Poland, Italy, Macedonia and Sweden joined us to share their ideas for this project. The common feature of these schools was that they were either eco-schools or they had worked in the national or international areas before. Especially the Swedish school ""Backegårdsskolane"" had ""environmental school certificate"" in Gotheburg . In this project, we worked with students from 10-15 years old.At the beginning of the project, all partner countries formed their school's trash map and prepared surveys on the formation and collection of these garbage. The goal was to find answers to the questions about what kinds of trashes were accumulated in schools and how they were accumulated .And also to collect these garbage, separate and to provide to recycle them. For this reason, eco teams of students were established in the schools. As a result of the evaluation of the questionnaire, the team students regularly checked the classrooms and gave them some marks for the criterias that we determined before. As a result, the cleanest classes were selected and these students were rewarded. Thus , the amount of waste in the classroom was reduced and the clean environment awareness of the students was increased. The collected garbages were used for different purposes in different courses during two years, different designs were made. the products were exhibited to all the students of the school and to other schools. At the same time, different groups of teachers and students often visited the city's recycling centers and made some presentations about the recycling.Students interviewed with people of different ages and social groups and tried to understand people's level of consciousness on recycling. These interviews were evaluated and as a result, each country wrote a script to make a short-length film. Best screenplay was chosen at the meeting in Turkey and was filmed by every country for Swedish meeting. Also each school wrote short stories about recycling and the best story was awarded in Sweden. During two years, experts made informative presentations on recycling at schools.At the end of two years we noticed that the waste in the trash cans we put in to separate the garbage into different parts of the schools was seriously reduced and they were separated. In the interviews we made at the end of the project, the students and the parents said they separated all their garbages and reused some of them. In this way, we raised the environmental awareness of our students ,parents and teachers. Thus they realized the importance of separating the garbages."

“Manual skills in 3.0 web age “, a heavy title for a meaningful three-year project.From September 2016 to August 2019 IC of Castelcovati led the following primary schools: 4o DIMOTIKO SCHOLIO of Edessa (Greece), Moorfield Primary school of Widnes (England), Agrupamento de Escolas Soares of Braga (Portugal) and Szkola Podstawowa of Pazskowka (Poland), in a project that proposed laboratory paths with the aim of underlining the connection between cognitive development and manual skills through the creation of artifacts, from the simplest to the most complex, in an increasingly digital age.The needs analysis carried out in the involved schools has indeed brought to light the necessity to recover various manual skills, essential to achieve effective personal, social and future professional autonomy. An increasingly evident difficulty in the resolution of simple problems or daily and concrete troubles has in fact been noted in the studentsOn the other hand, nowadays there is instead an innate predisposition to the digital field that in many cases allows a faster analysis and a theoretical solution of problematic situations.We then entered an experimental path, both for teachers and pupils, promoting situations to be faced with the help of digital technological tools to develop and use the key and life competences, in which the experience becomes value and sharing and the manual skills become a cognitive process.The recovery of simple tools and technologies has effectively turned into a powerful inclusive communication channel, where hands and other sensory organs have replaced words and allowed many foreign students to actively and enthusiastically participate in the learning proposals.During these three years the students of our schools have chosen different types of activities in which they have been designers and creators of various kinds of artifacts in artistic, scientific, musical, historical, technological, and theatrical field, in sewing, recycling, disassembly, bicycle repairing and folder bag making.The students were the real protagonists of concrete operative proposals based on problem solving, whose aim was not the product but the path designed and carried out by using innovative methodological techniques, already known but not often used.We are talking about the Cooperative Learning with objective and defined criteria, according to which pupils work in small teams with assigned tasks and for which they are responsible; we are talking about upside-down classes, in which the students personally build knowledge and skills in an active way; we are also referring to educational methods such as the Brainstorming, used to start any operative proposal in order to probe and share knowledge and content; and last but not least CLIL, the acronym of Content and Language Integrated Learning, a methodology that makes use of the English language to teach different school subjects, which allows both the acquisition of disciplinary contents and the learning of the foreign language.For our project the English language also played the role of the vehicular language through which pupils and teachers entered into communication. Needless to say, the more one is exposed to the use of a different language, the more it becomes less unknown and distant.For teachers also, in recent years we have seen an increase in the knowledge of English, thanks to conversation courses and CLIL methodology courses held by native British speakers.All the carried out activities have been planned, shared and proposed in the five partner schools, diversifying according to the needs of the students themselves. At the beginning of each school year, project meetings were organized among teachers from all the five countries in turn in the various school locations, in order to plan annual courses; in the same way in the spring months the short-term mobilities took place to allow the meeting of small representatives of pupils.These were special occasions for the students, certainly not trips for tourists, but intense, tiring days, during which they had the chance to live next to new European friends, attending their schools, staying by their families and showing their own creations, as well as the route taken and the skills acquired.During the last year the schools created together a unique multi-language and multiple-hands theatrical artifact, complete with scenographies, music, dances, costumes, staged in Italy during the last short-term exchange of the students.Particular attention was paid to the inclusion of foreign students in the project, both in school activities and in the selection for mobility.In each partner country the involvement of the many local associations, parents and administrations was essential.

The nowadays pace of quick change asks individuals to master a series of skills and competences that could be useful over a large range of fields. The question of the century is how will schools today prepare the students for their future. The project brings together five schools from Romania, Turkey, Italy, Portugal and Poland and addresses students aged between 10-15. All partners contributed to creating this application, they decided upon the partnership`s objectives, designed its activities and the methodology. Teams from all 5 countries communicated through WhatsApp and e-mail during the last 8 months and created the project’s latest version. We made comparisons of our schools` needs, we shared the institutions` development plans and we discovered that in every partner`s school there is a decreasing phenomenon of students’ interest in learning and the present curricula of school has to be improved/refreshed. Each partner organized focus group debates with students for getting a better knowledge about students` needs. The common conclusion resulted is that it is highly important that we develop and improve students’ basic skills. The main aim of the project is to develop students` basic skills and some key competences - over 400 students belonging to 5 European schools and countries will be influenced during the 2 year period of implementation.OBJECTIVES:-to boost social responsiveness, entrepreneurship skills, cultural awareness and sense of initiative of students belonging to 5 EU counties and schools - by Aug. 2021-to stimulate students' social skills as well as emotional intelligence -to promote learning from one another and promote communication-to enrich students’ international abilities and boost self-expressionThe project brings together five schools from Romania, Turkey, Italy, Portugal and Poland and addresses students aged between 10-15.We plan to have 1 short-term joint staff training event and other 4 short-term exchanges of groups of pupils. Each exchange has a different topic (Portugal- IN/OUTdoor activities. Sports; Poland - Students on stage. Theatre, Turkey - Talent Show. Music; Italy - Photo stories;) chosen specifically for approaching the main topic from different angles with the purpose of ensuring the meeting of the objectives. Our aim is to positively touch approximately 700 students and teachers, minimum 200 parents, and 80% of the of each school`s staff. Other indirect participants: stakeholders, relevant representatives of local/regional educational institutions, representatives of NGOs, of City halls, including the mayor, the school inspectorates and local/regional mass media will be also affected.TANGIBLE RESULTS:-project webpage and project`s logo, different audio-visual presentations and materials: “My school/city/country”, Is there fun in your school?”, joint exhibition: My learning environmnet/school is Fun, creating fun-puzzles, “Life as a student” comics, creation of five scrapbook project-diaries, an e-photography album, 5 numbers of e-school magazines, an event like an international concert, five works of photo-stories, five photo-travel guides, 5 theatre plays, some bookmarks and some toolkits: sport activities practiced outdoor and indoor.The common activities will make our students come together to do sports, to play outdoor as well as indoor activities, to sing together, to explore the surroundings for taking some photographs, to be actively involved as actors in the script plays created by them, to contribute to the release of project products. This role play activities will improve their social inclusion, will developing their skills of communication, will help them acquire a sense of cohesion as well as openness towards `the new`, `the different`. Students` social inclusion is going to also be developed by bringing together participants from five diverse EU regions -some of them with diverse socio-cultural contexts, by the quantitative amount of the direct and the indirect participants, by developing and organizing Fun Learning Centers in each partner school, which will enable a greater number of students to taste from and be positively influenced by all the benefits of the partnership and by all the diverse range of activities. Our overall experience in the field of education reveals that Peer-Assisted Learning Strategies (PASL) causes students to be more engaged in their own learning process, it develops their intrinsic motivation for developing as good and efficient individuals. Putting in application PALS at international levels will produce positive changes in our Ss.The international experience will expand their horizon, develop their skills, boost their motivation and desire to improve themselves as professionals and as individuals. To have motivated teachers and students means ensuring the school's development as well as increasing the quality of education.

Our project “European survival: the rule of the 3 Rs” has been developed throughout three years of intense cooperation among the six European participating schools, from Bulgaria, Lithuania, Poland, Portugal, Romania, and Spain. The project targeted CLIL 8Content and Language Integrated Learning) students aged 13/14 at the beginning of the project and 16 at the end of it. For this reason, we selected schools which have long-lasting experience in CLIL programmes, together with schools where the programme was merely starting, so that the development of the project could trigger the implementation of CLIL. Our project general goal was to improve the participating students’ level of both communicative and intercultural competences by means of working transnationally on topics included in the different CLIL subjects, within both task-based and content-based approaches. In order to achieve this general goal, we had to choose a topic that could be approached in a multidisciplinary way, so that the different CLIL subjects could contribute to it. Thus, we decided on the topics connected to survival skills (air, water, shelter, food).Furthermore, our second general goal was to make our students aware of the concept of what is really basic for survival and how to rationally use it, avoiding its waste, and helping to preserve the resources still available, by means of reducing, reusing and recycling, putting a stop to consumerism. Regarding the activities, we have carried out several activities following the guidelines set each time by a different participating country. The activities have included creating musical instruments from recycled materials, studying the water consume, the carbon footprint, survival activities with the army, learning about the different types of refugees and housing, learning about the traditional dishes that emerged as the result of hunger or lack of resources, the interviews to refugees and immigrants or geocaching. The results and also the guidelines to develop these CLIL tasks have been made available online at the project website and listed on the European Results plattform, so they may be reused by other CLIL teachers in Europe, as a self-access CLIL repository of activities. We consider this project has had a positive impact on the educational community of the different schools as we have checked that, for example, the water consumption of the families involved in the project has decreased since it started. Furthermore, the participating students have lead different initiatives and campaigns of water consume reduction and recycling, reusing and reducing in the different educational centres. On the other hand, the project has received several quality distinctions both in Spain and Romania. The long term mobilities, one of which was distinguished due to its quality by SEPIE, and which were only 4 students per year, have been the seed for a new and ongoing Erasmus+ KA229 project where during three years 22 European students per year participate in a two-month- long-term mobility.Finally, the general cooperation amongst partners in this project has turned out to be so positive that most of the participating schools are already cooperating to submit a new proposal for another strategic partnership for 2020.