"In 2012 the European Union was awarded the Nobel Peace Prize for its contribution to the advancement of peace, democracy and human rights in Europe. A continent once marked by war, and the centennial remembrance of the Great War, has been transformed to a continent of peace. In this time of peace it is however essential, that we focus on educating future generations of Europeans to strengthen their understanding and tolerance of each other.""A Peace of Europe"" is a cross curricular, developing project , where six countries; Denmark, Wales, France, Cyprus, Spain and Ireland via professional learning communities want to set up a radical, creative learning initiative for students to raise awareness of Peace in our time, to reflect and remember the conflict in Europe and celebrate the success of the Union in making the community a more peaceful and integrated society. The peace project will develop learners literacy, communication and ICT skills through an authentic and motivating education and at the same time raise the awareness of the lives, cultures and history of our neighbours in Europe and the importance of friendships and peaceful solutions in a globalized world. It is important not to forget about one's own cultural heritage as well as to gain knowledge about other's history and cultural values. By focusing on an ever important topic which has influenced our history, identities and defined our culture both in the past, present and also in the future, we wish to bring our students together in a collaborative unit, where they will learn about themselves, their European friends and at the same time strengthen their academic skills in a coherens of authentic and motivating education. Within the theme of the project, all participating schools wish to raise the literacy, communication and ICT skill levels of all pupils.During the project period of three years, the theme Peace will be emphazised in four levels:=>=Peace of mind : individual perspective. Perception of peace within our communities : how to deal with stress and conflict on a daily basis. Collaborative collages and posters will be made.=>Story of peace : historical perspective : a wider scope of peace through our own country's history and the UE history. Timelines, stop motion films, Nobel prize winners' biographies, treasure hunts.=>Peace in our time : global perspectives. To help learners realise that the European Union is part of a global issue and that countries within the community are active within the United Nations as well as involved in areas of conflict.=>Peace forever. Within the European community we will listen to the Young ambassadors of tomorrow on how peace can develop within their own country, Europe and therefore globally, by using the model of the United Nations model.We will work with various activites during the project period like; diaries, jigsaw cubes-literacy, logo designs, Prezi workshops, peace quotations, Google Hangout sessions, angry boxes, wordle posters, time lines, ICT communication, stop motion films, historical research, children' s rights, design a peace charter and dream boxes-peace in the future. All activities are easy to integrate into the school's curriculums and they all lead on to further detailed learning sessions on all schools in order to gain knowledge and understanding of each other. All activities cover multiple intelligences and lead the students towards the development of skills which are essential for learning autonomy. This project will become a living, developing theme within all schools visualized by a great amount of dissemination strategies on behalf of the creative processes within the project such as; installation arts, a project logo, posters, timelines and musical activities.There will be ongoing evaluation of the impact of the Partnership at school level by each of the partners. Evidence in the form of children’s class work, plans, school website, schools database on skills, and school notice boards and display boards will be shared at the online partnership meetings each term and the partner meetings. The success and evaluation of the project will be assessed by pupils progress and the teachers will develop their professional skills collaborating with different teaching strategies.Last but not least , as citizens of the European Union, pupils, teachers, parents and other associated at the schools will find out, through project work, what being a part of a large European family means, and their multicultural understanding will be intensified. Schools will gain prestige and will be an educational institution which introduces its pupils to the European forum. The final results will enable to promote the school on a local stage and an European/world one and the communities of the partner schools will gain a great insight in each other's cultures and develop long lasting connections for a future with friendships in peaceful environments."

EnvStories project is based on the thesis that every instructive activity aims at a better communication of human beings with their environment. Τhe experiential action, achieving successive goals, constructivism and interaction with the artificial and natural environment are teaching approaches essential to the evolution of the education process. ENVSTORIES will bring together “young changemakers” from four countries to brainstorm ideas for solutions to local, national and international environmental problems. The project aims at strengthen teachers' profile to effectively coach pupils in working effectively in relation to the subjects: -Health & Environmental Effects on Society -Natural Environment -Geophysical Hazards -Natural Resource Depletion -Waste disposal and recycling Through this material pupils will aquire practical, logistical and personal skills to lead environmental actions and spread the word about the need to live more sustainable lifestyles. The project offer comprehensive training material for the above subjects, a teachers guide with the pedagogical approach and an online collaboration platform to be used by the pupils for the co-creation of interactive stories (in the form of e-books), spreading to their social environment tηe need for more sustainable lifestyles. Teachers, acting as coaches, assist pupils to develop the EnvStories triggered stories by the offered training material. Pupils had to work collaboratively using the platform in order to produce 24 stories that communicate complex concepts to others structuring information and data in meaningful and useful ways (storytelling). During the project, the pedagogical framework behind EnvStories platform was developed related to the project goals. Teachers and environmental experts gave the initial triger to groups of pupils to create their own environmental stories by tailoring their messages for the intended audiences (Other pupils and Parents). A five day long, blended mobility (training school) of 30 school learners (age 10-12) and 10 accompaning teachers form Greece, Cyprus, Italy, Spain and Turkey took place in Athens and visited NKUA to learn about geology and environment, from actual hands-on experiences and work on their first e-book stories on the EnvStoreis platform. The students with their teachers will used the platform during a half school year to learn and to create stories. Unfortunately, duo to COVID19 outbreak, schools weren't able to visit many cultural heritage sites (natural history museums, geological parks) and gather material (photos, videos) for their stories. However, during the training school in Athens, they had the oportunity to experience many outdoor activities along with cultural and environmental importance places. Feedback from tutors and pupils was gathered and applied to the methodology and tools. The final platform with the training material, the pupils' stories in the form of interactive e-books and a teacher's guide is now publised and available for open for all use. EnvStories focuses on raising awareness, knowledge and experience to the teachers, pupils and the wider community on sustainable development, which is achieved through the actions of environmental education. Consequently, our project objectives are: • Increase educators competences on advanced teaching methodologies (Experiential Teaching, Storytelling, Deep Learning ) and ICTs. • Provide educators and pupils with the necessary training material and digital tools to collaboratively create attractive stories tackling more complex tasks together than they could manage individually. • Develop a digital platform and interactive teacher guide to be used by all project partners and also other schools as a best practice. • Encourage and strengthen inter-cultural understanding and communication by school collaboration and pupils exchange. The duration of the project is 27 months and the activities planned are: A1: Project Management A2: Pedagogical framework and training material A3: Development of the ENVSTORIES Platform A4: Pilot implementation A5: Evaluation and Exploitation A6: Dissemination Expected Intellectual Outputs include: 01: Pedagogical framework 02: Environmental teachers handbook 03: EnvStories Platform 04: EnvStories stories 05: Course materials certification. 06: Professionals guide on the use of EnvStories methodologies and tools In parallel we implemented 2 conferences, 5 webinars, and 1 fullday teleconference for the dissemination of the project methodolies and results. The countries that constitute the consortium are Greece, Cyprus, Italy, Spain and Turkey. The consortium has been formulated to be able to handle all risks involved in the project and consists of 4 schools, 2 organizations in close connection with schools and teachers, a University relevant to environmental training, a certification company and and an IT partner.

Culture against School Failure is a three-year Strategic Partnership for Schools Only. It involved eight secondary schools from Cyprus, Czech Republic, England, France, Greece, Poland, Spain, and Turkey. These schools educate and instruct pupils of diverse ethnic and cultural origins. Most of these learners came from underprivileged families with low opportunities for learning, traveling, and self-educating. They often lacked motivation, ignored the importance of foreign languages and ICT in the labor market. Many of these learners usually gave up when they faced difficulties in their learning. Therefore, our partnership primarily focused on these learners. On the one hand, we first intended to enhance these learners’ motivation and personal investment in learning thanks to a collaborative challenge, offered them an opportunity to acquire new skills in ICT and foreign languages. On the other hand, we wanted to offer them an opportunity to meet other European learners of their age, to discover European cultures in native place and to put forward their own culture, to develop intercultural skills, and thus, to build their European citizenship. To implement our partnership and hit our objectives we had shared tasks amongst us according to each other’s experience and expertise. We exchanged our know-how. Besides, a five-day ICT workshop was organized for teachers in November 2017. Participants learned how to use a variety of ICT tools, and how to share all created materials on a dynamic project website. Moreover, four Transnational Project Meetings were organized. These meetings offered teachers the possibility to observe classes in the hosting countries and to give ICT-based lessons themselves. Finally, they practiced foreign languages, got familiar with European cultural diversity, and acquired intercultural skills. As regards our learners, we first made preliminary assessments and rated their comfort/ability level on a number of skills. Based on the results we purposefully created small groups that blended abilities and backgrounds and incorporated team-building activities carefully adapted to their abilities and possibilities. Besides, we had them complete tasks that involved using ICT and oral communication skills that they would likely need in their future professional life. Finally, they participated in a twelve-day cultural language camp which was organized in Poland. This camp put them in authentic communication situations amongst other European learners of their age and gave them good opportunities to develop cooperation skills and team spirit. They gained a sense of responsibility, high up their self-confidence and self-esteem, enlarged their cultural horizons, made new friends, and fostered tolerance. To ensure the efficiency of our strategy, various evaluation tools were developed and used. Communication between partners via video conferencing took place every month to ensure the best follow up of the partnership activities. To disseminate our results as widely as possible we created a dynamic website, a Facebook page, and a YouTube channel. To sustain our partnership and its results we have agreed to continue our cooperation beyond the three years of the project via the Twinspace Portal. As a result, this partnership has not only helped our learners, about four hundred, acquire new skills in ICT, foreign languages, intercultural skills and to build their European citizenship, but has raised their future social inclusion opportunities as well. Teachers involved, around fifty, were given the opportunity to develop their language and intercultural skills, and learned how to incorporate innovative digital teaching tools and project-based pedagogy in their teaching and have made their classes more engaging and more challenging for their pupils.