“Second life” is the project under the framework of Erasmus+ strategic partnership for schools program. It unites primary schools from Latvia, Turkey, Greece, Cyprus, Portugal and Poland with the aim to promote environmental sustainability, consciousness between pupils, raise awareness of such problems like climate change, waste treatment/recycling, human being impact on nature and energy. The project will also exchange experiences of integration of environmental education principles into the learning process of school curricula and emphasise how environmental education relates to the development of different crucial skills - such as entrepreneurship, logical/critical thinking, communication, independent decision-making, spatial thinking - the direction and distance determination, planning, concentration, memory etc. The project specific objectives are following:1. Inspire pupils to become sustainably minded, environmentally conscious people that care what will be left after them to the next generations;2. Ensure pupils engagement in the learning process about project main topics - Second life of waste (recycling), human footprint into the nature – nature protection, energy sources/renewable energy;3. Ensure principle of learning by doing, peer to peer learning during exploration of project topics;4. Motivate youngsters practically research, explore and participate in activities aimed at environment protection issues awareness;5. Practically research and learn about second life of waste;6. Develop pupil’s handicraft and entrepreneurship skills creating and selling handicrafts made from waste materials;7. Develop and improve English language skills communicating in host families and preparing project work materials and participating in eTwinning project;8. Raise awareness of the different European national education systems and cultural diversity;9. Gain experience in social and communicative skills living in guest families.10. To discover and learn about partner countries cultures, and languages;11. Introduce and promote innovative methods that facilitate environmental education for primary level school children;12. Exchange experiences and good practices by using eTwinning platform, carry out peer learning activities and workshops;13. To help participating schools to increase ability to work in international projects.About 500 pupils will be directly involved in the activities of the project and nearly 3774 students will indirectly involve in the project. 50 teachers are expected to involve directly to the project activities. From all participating schools over 383 teachers and other school staff will indirectly benefit from the project.The project will consist from following activities: Project kick-off meeting, 6 learning, teaching, training activities for pupils and accompanying teachers and school staff, set of local activities in each school – workshop weeks devoted to different environment topics, thematic activities, seminars, presentations, etc. To promote virtual collaboration aTwinning project will be launched with participation of all partner schools.The main methodology used carrying out the project will be: formal and non-formal methods such as presentations, workshops, group work, gamification, peer learning and active learning, discussions, field visits, outdoor learning by real experiences. Additional emphasis will be made to exploit the multidisciplinary approach - LTT activities will be connected with the school curricula and the developed skills during the activity will increase pupil’s motivation to learn and will help to acquire primary school curricula.The project envisages following results:- schools will strengthen and develop closer cooperation with each other;- innovative education process development will be promoted by introducing new initiatives that facilitate environmentally conscious behaviour;- awareness will be raised about recycling, waste treatment and other project topics;- school teacher professional development will be promoted;- pupils will learn to save the nature, recycle waste in their families, they will learn about different European cultures;- pupils will practically research, explore and participate in activities that are aimed to improve their basic skills and key competences;- participants will develop English language skills;- awareness of the different European national education systems will be raised.

Social exclusion is a form of discrimination. It occurs when people are wholly or partially excluded from participating in the economic, social and political life of their community, based on their belonging to a certain social class, category or group. Due to migration to Europe situation is getting worse. It has been reported by European researches that approximately 1 in 6 children report experiences of social exclusion at schools. While belonging and connectedness to peers is important at any age, it is particularly relevant in adolescence. Research suggests that adolescents are particularly sensitive to peer rejection and as a group, may experience the most significant mental health effects such as depression and anxiety in response peer rejection. Since best way to fight exclusion is starting at childhood and adolescent, the project will be taken place at schools. Aim of the project was to contribute to social inclusion of children and teenagers from different cultures, disabled students, migrant students and socially excluded students from different reasons. Biltes was the coordinator school of the project, Miedzynarodowa Szkola Podstawowa Edukacji Innowacyjnej from Poland, INSTITUTO EDUCACION SECUNDARIA LA SOLEDAD from SPAIN, Daugmales pamatskola from Latvia was the partners of the project. It was estimated that 600 students and teachers directly 13000 students and teachers indirectly benefited from project. Teachers were chosen by taking into consideration of their enthusiasm to participate and disseminate the project activities, language skills, project experiences, leadership abilities. Criteria for selecting students were their vulnerability level for exclusion, language skills, and leadership skills. In order to achieve the objective of the project, series of activities at national and international level was done. Most important activity of the project used education as the instrument. Preparing and implementing lessons which included active involvement of students such as peer learning, gamification, active learning made students interact and work together resulting in construction of new friendships, understanding each other, tolerating different cultures and believes, acceptance of diversity and understand the importance of being together. Lesson plans of these learning activities were planned by all participating teachers, discussed at M1 of the project, and implemented first during the 4 LTTAs of project and then nationally at partner countries. Other activities of the project were; - Formation of school choir ( these choirs will compose songs which emphasizes on importance of acceptance of diversity and sing them at each LTTAs) - Formation of unity club (these clubs promoted the project, work for obtaining more inclusive school by preparing posters, activities at school) - Traditional art activities (At each LTTA, students from the host school taught their traditional art works to participating students who taught these works to the students at their own schools. This activity gave students opportunity to learn different cultures and work together) - Street game activities (At each LTTA, students from the host school taught their local street game which needed large group of students to participating students who taught these games to the students at their own schools. During this activity students made new friendship) - Erasmus + Corner where the materials of the club, logo of the project, and the art work for the project was displayed and the visuals from mobilities were displayed. These activities were expected to change the behavior of the students to become more inclusive by giving them opportunity to make new friends, express their thoughts and feelings to each other, and know different cultures and people. Leader students at the school guided other students to include all students to activities inside and outside the classroom. Since in these activities socially excluded students actively involved, their interpersonal skills were developed. Therefore, they better expressed themselves, made new friends easier. Teachers’ role in this activities were conducting the lessons with methods that include all students interacting with each other so that they got familiar with each other and make new friends. There were many impacts of the project; students developed sense of tolerance and acceptance for each other, teachers learnt the application of different teaching methods by preparing lesson plans and applying them during LTTAs, schools was more inclusive therefore more successful.

"The Erasmus+-project „ resource-saving behavior: sustainable consumption, waste prevention, waste separation and recycling” took place in the years 2017-2019. Participating schools were the Schiller-Oberschule Sarstedt, Daugmales patmaskola (Latvia) und Debreceni Dózsa György AltalanosIskola (Hungary). Due to this partnership “gaining relevant skills and competences” and “education for sustainable development” were combined (sparsamer Ressourcenumgang – Strategie Europa 2020). Participants of our school were 14-16 year old students with a motivation for language proficiency, the European culture and environmental knowledge. The participating teachers were a native Hungarian, the project manager of the environmental school and an English teacher. Communication languages were German and English.The four project pillars (Rethink, Recycle, Reduce, Reuse) formed the concrete project framework. The three partner schools were now able to share their experiences, which they had already gained in the field of ""Environmental School in Europe"" with the other project schools. The student exchange program of the Erasmus + project (lessons, city rallies, science parks, company visits, leisure time in families) has been instrumental in improving the language skills of our students in terms of language fluency, grammar and vocabulary, openness in dealing with other languages or communication problems. The intercultural competences were also improved: The participants wanted to be good hosts, find new friends and learn about different cultures. The feedback from conversations, observations or written evaluations showed that the project went well.The students were supposed to learn how to communicate, act and make decisions so that they can participate in European communications. The high level of student motivation showed us that the ten sub-competences of the design competence of the transfer 21 program (Berlin 2007) were well suited to the implementation of the chosen priority ""acquisition of relevant skills and competences"".The students dealt with the environmental topics and were able to get their own statements and evaluations on self-developed and conducted surveys and interviews. Active learning methods and new technologies were used more often during the lessons. Interdisciplinary work was carried out during the lessons, project weeks or in working groups. New scientific methods were tested, the culture, history and geography of the partner countries were studied and some classes created upcycling products. Everything during the project was reflected and incorporated into the school’s curricula. Furthermore waste separation was introduced and organized in all rooms of the school building.The colleagues of the Erasmus+-teams quickly identified with the project. Regular meetings structured the project and promoted communication with the partner colleagues. The headmasters of the schools always took part in the projects. The schools from all three countries worked together and therefore a lot of different results can be used in the future (questionnaires about waste separation, way to school, e-mobility, statistics ""Ecological Footprint"", lectures on regional agricultural products, evaluation sheets). The partner schools were able to exchange good learning and teaching strategies and interesting topics of different regions.The participating students were involved in planning, implementing and evaluating the project. Individual projects were organized in the three schools with all pupils and colleagues, so that the project had a positive effect on the school communities and strengthened the environmental awareness of all students in terms of resource-saving consumption behavior, waste reduction and upcycling.Due to connections to local authorities, businesses and newspapers, the Erasmus+-project results are available for a wide audience. Also, the schools got a good reputation for taking part in the Erasmus+-project. Moreover all activities with the pupils and the results can be found on the homepage of the Schiller-Oberschule Sarstedt, Daugmales patmaskola and Debreceni Dózsa György AltalanosIskola."