"Schools from 7 different countries (Germany, Iceland, Poland, Spain, Turkey) initiate a multilateral partnership and carry out their project idea ""Water - a European task in a global context"". Due to geographical, Social and cultural aspects, each country contributes individually and particularly to the project. Inda-Gymnasium Aachen is the coordinating partner. Water is the origin of life and affects mankind on the whole world. Therefore, we want to deal with the manifold aspects of water and its importance for our daily lives in the context of an international exchange. The participating partners have a different view on the availability of water, providing the students with the experience and the awareness of access to drinking water and a thoughtful reflexion of their own water consumption. Topics covered within the three-year project activities are:- Water conditioning, chemical and physical properties of water - Water treatment and drinking water abstraction- Distribution of water in the geological, geographical and political context- Water and agriculture - Water as a threat: flood and flood control- Infrastructure: economical an ecological issues- water power, geothermics- water as economic factor, tourism, wellness- the intercultural dimension of water:water in Art, music, literatureThe international dimension of the project refers to the UNESCO topics ""water"" as well as ""World Heritage Earth"" as different concepts of life and different perspectives on the dependence of water are being examined from economical, ecological and cultural points of view. Water is part of different curricula in all countries, therefore the project provides the chance to benefit from its results and products to a large extent.Aims of the project are the awareness of the various forms of using water, the exemplification of the international relevance in various contexts and the developement of solitions for problems related to the topic of water. Our students are going to analyse their own water consumption in the light of sustainability in order to realize the European and the global importance of private and public use of water. In this context we also deal with the problematic distribution of water. On the one hand, the aim of agriculture in arid environments is the international market thanks to irrigation, on the other hand politicians discuss the privatisation of drinking water supply. The latter would mean that water becomes a trading good instead of common property. We want to discuss the access to drinking water as a human right. Besides, we intend to work on the economical dimension of water as energy ressource, infrastructure and its importance for tourism, taking the ecological repercussions into consideration, too. The basic aim of the project is the awareness of the cross-border, interdisciplinary importance of water and the resulting consequences and challenges, also for our daily routines. This aim cumulates in a charta on European water protection, comprising a comparision of the national implementations of the corresponding EU directives. According to Europe 2020, the project focuses on the future and on sustainable growth. Our students aquire and extend their presentation and research skills. They learn how to plan, carry out and analyse surveys and other data collection methods. They gain an insight in social science and academic research. They improve their foreign language and intercultural skills.The activities, which mainly take place in the course of the transnational meetings, comprise for example visits to water treatment plants and power stations, analysis of water consumption and the presentation and documentation of working results. Students participate both in a cognitive and holistic way, for instance by cooperating with ""Engineers without Borders"" and by developing filter systems for water treatment. As a long-term result, the students increase their appreciation for the precious resource of water as a basis for a sustainable and social life."

The VERT project was an interdisciplinary project, which allowed students from Romania, Poland, Bulgaria, Greece, Italy and Portugal to work on different areas of key European competences, especially on scientific skills, integrating a learning based on the resolution of problems and encouraging an innovative approach to teaching in the world of new technologies. The activities of our project aimed at a multi-disciplinary approach on the theme of global warming, connecting all fields of learning, in particular sciences, geography, history and civic education to make students understand the phenomena climate change and make them aware of the consequences of their behavior on them. Our students were involved in a process of investigation, analysis, experimentation, observation and documentary research on the theme of the project - climate change and its consequences on the life of the Earth, thus creating the conditions of a correct decision-making of our students, the future adult decision makers, on the steps and the solutions to fight against this problem which threatens our life. At the same time, by exploring an area of news that concerns us all - CLIMATE CHANGE, the VERT project offered teachers a reflection and exchange of practices on the methodology to be used and the type of activities to be implemented. to develop basic skills in their students, with particular emphasis on science skills. The common challenges of the partner institutions in this project have been to improve their science teaching methodology, to increase students' motivation for studying science, and to help students address this topic at the European level because that climate change affects the whole world. The project has put forward a pedagogy based on questioning, documentary study, experimentation and debate and it has allowed the passage of a teaching that privileges the transmissive mode to a teaching whose approach favors a student questioning on the real world (observation, investigation, action) and practical action, discovery, contact with specialists. The learning was based on the experiences and experiences of the participants. Throughout the project, the partners worked on these 4 areas of interest that allowed the gradual construction of the knowledge and attitudes of our students:- make students understand what the climate is;- analyze causes of climate change;- analyze the effects of climate change;-To encourage students to act in favor of the environment. The activities carried out allowed a journey through time, inspired by the past recorded, current scientific data and future predictive data and a gradual appropriation, by the pupils, of scientific concepts, the acquisition of knowledge and know-how and the setting in dialogue of several school subjects to facilitate the understanding of this complex subject of study, the climate change ,, in order to understand the climatic phenomena and to be aware of the consequences of the behaviors of each one on these and on the health of our planet. The activities carried out in this European partnership have enabled students to become aware, at local and European level, of the evolution of their environment over a period of 200 years (1917/2017/2117) and to consider the future. according to various scenarios: an optimistic scenario with a 2 ° increase in temperature and a pessimistic scenario with a 5 ° C increase in temperature. As the project unfolded, students discovered their own region with respect to the climate: type of climate, causes and consequences of climate change, and realized that it is very important to protect the climate. the environment and that we must act effectively to stop the destruction of the planet. Through the activities carried out, guided by the 6 logbooks and other didactic tools designed in the project, the students were able to go beyond the textbooks and they were able to explore data, knowledge and experiences on warming up. climate change, directly and immediately. By interacting with their European colleagues, they became aware of the universality of this problem and the need to act for the sake of saving the environment. In addition, this project encouraged students to become involved in eco-responsible actions, taking individual and collective responsibility for preserving the planet's resources.

HOME (Human Out-Migration in Europe) is a project which aims at bringing to light various aspects that generated vast human movements across Europe over a 100-year period - from after WW1 to the present day. These aspects will cover the major causes, organization, assistance, employment and minor migrants of out-migration. Human migrations have been the base of the ever-evolving Europe as we know it. With migration comes the unknown and the unfamiliar. Whether it be on cultural, linguistic, religious or societal levels. Human diversities have forever been brought together within the various European countries, but they all have one common root: the fact that, at one moment, the decision or obligation to leave a birth place was taken. Each European generation is ADNned with an unexpected diversity of origins and is very often oblivious to this fact. It is for this reason that our project has been created: to let students realize, through their own research and findings, through sharing and learning from each other, that they may each be a true living proof of the out-migration which has created so many rich differences in each of us.Six schools will take part in this project : The French Organisme de gestion privée Lycée Bahuet from Brive la Gaillarde, the Cypriot LYKEIO POLEMIDION from Limassol, The Italian IISS C. Marchesi from Mascalucia Catania, the spanish IES TORRELLANO from Elche, the hungarian KOZGAZDASAGI POLITECHNIKUM ALTERNATIV GIMNAZIUM from Budapest, the German Gymnasium Am Stadtgarten from Saarlouis.In each schools, mobilities will concern 20-25 students, aged 15-18, some of them with fewer opportunities and 2-3 teachers of English, arts, history, geography, etc.During the project there will be activities to help the students understand, visualize, experiment and hear about out-migration. Framed around a set of 6 themes covering out-migration movements, participants will learn by doing or between peer. Moreover, when they will visit refugees camp, center for asylum seekers, students will talk and share with migrants. Through educational visits to local/regional sites and associations, participants will experience and interchange on migratory activities. These meetings will not only help students realize the diversity and richness that can spring from exodus, but will also help them question how human movement has evolved throughout time. The project is aimed at raising awareness of the importance of accepting others, of realizing that each person has a story and history. It will prove that we must develop empathy and understanding towards each other if we want our World to survive in Harmony and Peace for the generations to come. The exchanges and eye-opening activities and visits will help the construction of a solid human understanding towards others.

The horizontal priority of the project is Environmental and Climate goals and it addresses the topics of Environment and climate change, international relations and cooperation, development cooperation and social/environmental responsibility of educational institutions. It builds on a previous Erasmus+KA2 project (“Routes to Outdoor Oriented Teaching and Sustainability”) and aims to further raise environmental awareness and to promote behavioral changes towards a more sustainable way of living mainly in lines of UN Sustainable Development Goals 12 (Ensure sustainable consumption and production) and 13 (Climate Change). Apart from raising awareness of teachers and students about the environment in general and climate change in particular by applying critical thinking, entrepreneurship and creativity when exploring possibilities of sustainable lifestyles in harmony with nature, the project will focus on enabling the participants’ behavioral changes in environmentally-significant every day activities by creating, testing and carrying out innovative practices to prepare students and teachers to become true factors of change (by reducing energy use and waste, contributing to recycling, reusing things, opting for sustainable food and mobility choices) thus also acting as a catalyst for change in their family and the wider community. Four of the partner schools have worked together on Erasmus+ KA2 programs before on a variety of sustainability issues and the fifth school is new to the partnership with a keen interest in environmental matters. The project will involve a large number of teachers and students (aged 15-19), at least sixteen of whom will participate in the Learning Activities in the partner schools during the project. These Activities will address a variety of sustainability linked topics starting with raising awareness about the environmental and climate change challenge, proceeding with reusing (things and cultural capital), reducing/refusing (food) waste, optimal recycling methods and ending with consolidation on what was learnt and what was changed. Various project activities will take place in partner schools as well, such as classroom work on various subjects linked to the topic, interdisciplinary lessons and projects and project-related field trips. More specifically, teachers and students will train themselves on the concepts of sustainability and increase their knowledge on climate change and its effects by attending lectures, seminars and webinars by different experts, watching videos, taking part in workshops, discussing new findings, exchanging views and resources also with teachers and peers from other countries. They will take part in volunteering actions to conserve and protect the environment and will be encouraged to search for different ways to behave and live sustainably. Some of the partner schools will also apply an integrated “environment/sustainability” curriculum. With different final products (made in workshops or carried out during mobilities and classroom work) such as infographics/posters/leaflets/video (statements)/games/adds/golden rules/hints for peers that will circulate/be displayed, awareness will be raised in schools and the local communities. By working in international groups and providing high-quality education, training and lifelong learning both students and teachers will improve many of their personal, social and learning key competences. While working in multicultural groups, participants will improve their intercultural competence, their communication skills in English, their knowledge about different EU countries but also their soft skills: creativity and innovation, problem solving, team working, critical thinking, self confidence, thus becoming more open minded. Through classroom (curriculum-linked) work, projects, workshops, field trips, mobilities to partner countries, students are expected to develop green skills and consequently make better-informed consumption choices, be more mindful concerning waste generation and the 4R’s, and, finally, adopt a more sustainable lifestyle. We believe that this will shape values which are proven to be the best tool for climate change awareness and action. We expect that improved eco behavior and habits, not only of the teachers and students involved in the project but also of other stakeholders (such as families, local institutions), will become an established practice in partner schools and the local communities. After the project’s end, there will be a pool of the project materials and activities that proved to be successful and efficient for future use at partner schools and other (as materials will be published on TwinSpace, SchoolEducationGateway, World's larget lessons and Erasmus Project Results Platform), and so providing motivation for new larger or smaller scale projects on sustainability in the future thus contributing to the longer term benefits of this project.

Context/background of the project:The project was created in context with the importance of health promotion in schools along with increased environmental awareness. In 2006 the European Commission, the Council of Europe and the World Health Organization supported the establishment of the European Network of Health Promoting Schools (ENHPS). In the project we address all four key themes in the policy of health promotion in schools: nutrition, mental health, physical activity and healthy lifestyle. ObjectivesThe main objectives of the project were to interlace health promotion in schools with curricular contents, specifically regarding natural sciences and cultural heritage. Thus, with outdoor physical and intellectual activities in the field, we aimed to acquisition of knowledge and skills and at the same time to ignite interest in and recognition of the importance of one’s environment, its conservation and its value in the past, in the present and in the future. Number and type/profile of participantsThe participants of the project were teachers and pupils of the five partner schools. Around 60 pupils and 35 teachers were directly involved and participating in the short term learning and training activities. The pupils were in the age of 16-19. Three of the five schools had only girls participating, the Greek partner (which is a girls’ school), the Spanish and the Slovenian school. The Icelandic and Swedish partners had more or less equal number of boys and girls participating. The profiles of the pupils were very diverse but they had in common the motivation for experiencing different environment and cultures, hosting guests and introducing their own regions to them. Description of undertaken activitiesEach partner selected regions and hiking routes of interest in their region. Study kits were made, in which the objectives, target group, proceedings and processing of the activities were described. The activities were very diverse and with different emphasis regarding contents, but they all had in common to be outdoors or in the field. The activities included short and long hiking routes, skiing and orientation where students worked in groups, along the way or as a follow up, on subjects like geography, geology, fauna and flora, conservation, cultural heritage etc. These activities also included preparing a back pack with the proper nutrition and clothing as well as some survival strategies in case of mishaps or bad weather. Among activities were a visit to a natural and a regenerative farm where the groups had the opportunity to do some agricultural work and learn about sustainable farming. Also there were some guided visits, e.g. mines, power plants and national parks. As a follow up there were workshops in groups with discussions and conclusions.One of the activities of the project was a logo competition. Pupils of all the partner schools participated and in some schools this was integrated in the graphic arts lessons. Results and impact attainedThe results attained can be divided into three categories.A)The products of the learning activities. This category includes the learning material created by teachers and represented in standardized study kits and the routes recorded and described on the GPS application Wikiloc. B)Acquisition of students’ skills and competencies as well as increased awareness of environmental and health issues. In addition to the vast new knowledge acquired in subjects like geology, history, geography and biology, pupils got the opportunity to practice in the field their previously acquired skills in these subjects as well as in languages through written and oral communication. For many of the pupils the activities were a “first time” experience. Not only were they coming to new places but were hiking in rural areas for the first time, skiing for the first time, experiencing snow for the first time, smelling Sulphur from a hot spring for the first time and being exposed to both the beauty and the harshness of nature for the first time. C)Influence of school policy, development of teaching methods and international cooperationThe project has raised discussions in the schools and pointed the attention to the necessity of action to be a health promoting school. The project has enhanced personal and professional relations between teachers of different subjects. The nature of the project is such that it welcomes all subjects. Thus, one of the most important type of results is the inspiration and motivation for teachers to share experience, learn from others and develop their personal and professional skills. Longer term benefitsThe longer term benefits of the project concerns category C) above; the progress in school policy. Also regarding changes in awareness, lifestyle and social skills.