GREEN POWERNowadays noise pollution is one of the biggest problems that affects the health of Europeans citizens. According to the EEA (European Environment Agency) noise levels from road traffic that are greater than 55dB affect an estimated 125 million people. Noise pollution cause hypertension and cardiovascular disease leading to an estimated 10.000 premature deaths annually in Europe. These figures show us the magnitude of this problem. Juan Ramón Jiménez school (Coordinator center.Spain) want to launch a European project based on this theme, noise pollution, but linking it with other concepts related to environmental care: fewer emissions, healthy living habits, renewable energies, clean transport, sports, sustainability, livable cities etc. We call this global concept GREEN POWER. Looking for appropriate partners is a really important aspect in order to conduct a successful project. Our strategic partners come from Poland, Denmark, and Norway. This is due to the fact that we were interested in joining European partners from different cultural perspectives of the subject. Our partner from Oslo provides us the opportunity to introduce in the theme since Oslo is the European Green Capital 2019. This is one of the strongest points of our project. In the same way, our partner from Denmark offers the possibility to visit the European Environment Agency located in Copenhagen, which will give us the right perspective of the subject. Last but not least, our partner from Poland is a high exponent of eTwinning with two national prizes consequently it will give us the opportunity to enrich our eTwinning level. Education is today more than ever, the powerful tool what we can use in our society. The way we face the education of our students will mark our future as European Citizens. Furthermore, in order to develop conscious and committed students to European values, we have to reinforce it. Working together to solve the common problems that affect millions of people in Europe must be our priority. Internationalize our problem and encourage our students to develop the necessary skills to face the future with a guarantee, motivating them and giving the right tool to make little things that mean a big change in our European society. The main goal of this project is to inform about the real situation of Noise Pollution, its effects on the health of European citizens and try to reduce it. Research about the different policies and how each country develops suitable tools to fight against this problem will be one of the strong points. The state with the participant cities shows about this topic, and how they deal with noise pollution in order to reduce it, will be fundamental in the project. It aims to raise awareness society about noise pollution imply a chain reaction which means slow down emissions, use clean transport, renewables, or better wellness. To improve linguistic skills, motivate the use of ICTs and clean transport are also objectives. The range of activities we have designed is completely adapted to the new methodology in education: active methodology, Flipped Classrooms (High Tech), We will potentiate self-learning and suiting the collaborative work, encourage students to reach a good level of self-esteem, as well as keeps students involved through visual, auditory and kinesthetic techniques and finally encourage students to overcome barrier and limitations. Cooperative learning or Project-based learning will be used. The results we hope to reach are basically to have less noisy cities and to draw attention to raise awareness of people in order to build eco-friendly cities. We plan to part from the educational environment to reach the rest of society. Our strategic partnership will mean a positive reinforcement of our educative system. We expect to prepare better-trained students and encourage them to solve their own problems in a democratic and respectful way. We hope to change in a way the participant's cities in order to reduce road traffic (less noise) and encourage people to use clean transport, renewables or promote healthy living habits (sports)In long-term thinking, we expect to use the result of this project to create common thinking from the educational environment to reach as many people as possible.WE BUILD BETTER CITIES FROM SCHOOLS. Concluding by dreaming.. we imagine better cities, cities with fewer emissions, integrated into nature and the environment. We imagine Europeans cities where the ecological footprint was zero per each habitant. We imagine cities with awareness students, more prepared to solve the problems that the future presents. We imagine houses in our cities where the power was green. We imagine cities with healthy living habits where people put into practice a life, respecting the environment and nature. We imagine that making this project we educate people for a sustainable future together. A Green Future a Green Europe.GREEN POWER.

"The partnership is planned between 5 countries: France, Poland, Italy, Lithuania and Spain. All institutions vary regarding the size, age of pupils and specifics. This project will directly involve about 600 children and 30 teachers. We have observed a lack of awareness among our students about the ecological issue. They consume without questioning, waste food, do not save water or energy, do not really feel concerned by selective sorting. We also noted the loss of confidence of the most disadvantaged children, less comfortable group work, more exclusion, girl / boy inequality and a lack of interest in learning. and an increase in school dropouts.The institutions therefore wished to create a federating and formative event around an original sustainable development approach: each institution will set up an ecological path according to the specificities of its establishment and its environment (rural, urban, terrestrial, maritime). .). At the same time, each school will bring its knowledge and experience of responsible actions, both in school and in everyday life, with the aim of creating a common newsletter of the actions to be implemented, which will be widely distributed later. Each school group will share its experience in education for sustainable development, in connection with the 17 SDGs (Sustainable Development Goals) 2030 of the UNESCO. The articulation of actions and the sharing of practices will be done around these objectives. The sharing of methods and approaches will enrich the pedagogy of the 5 partners. The themes will be among others: solar energy, protected natural sites, the sea and the coastline, biodiversity, sustainable architecture, food, food waste, the effects of global warming.The overall goal is to develop skills in children:-individuals: improving basic school skills, improving self-confidence-social: responsibility, solidarity, acceptance of others, European citizenship, recognition of local and European heritageFor teachers:- an enrichment of their teaching skills-the ability to adapt and improve methods-the desire to share with their European peers-a desire to open up to EuropeAt first, we will ""get to know each other"". We will study the culture of each country, the functioning of our schools, our daily and family lives, our free time, our artistic activities, our local heritage and our environment.Then, each establishment will propose original and specific activities to their country, around sustainable development. The mobility of children ""ambassadors"" will concretize the work with their comrades. Each establishment will visit the other 4 countries. With each mobility, the 5 partners meet for visits and common activities.The project will include during the 2 years:-5 periods of 5 days for children's mobility (5 to 7 children per establishment per mobility)-exchange of work through the Twinspace- presentation and follow-up events of the project to local partners (families, municipalities, associations, hierarchy)-cultural tours-a dissemination plan, a close relationship with the press-books of activities: PowerPoint, videosThis project will contribute to the development of social and civic skills, taking into account social interactions when conducting collective activities. It will integrate into the lives of students the notions of sustainable development and citizenship. This project will also contribute to the good use of our mother tongue and a foreign language. The use of ICT will be privileged for exchanges between partners, teachers and students.For most children, this will be a first step towards a European citizen approach. This, we hope, will combat prejudice and improve social relations in schools. The child will gain confidence, it will help him in his learning, it will allow the most difficult to integrate school actions. Teachers will have a better knowledge of the European education system. They will develop their practices. Such a project will unite all the staff of the school as well as the municipality and will create a real collective dynamic. The interaction of partners and the development of actions will reinforce the notion of solidarity and respect, at the level of adults and children."

"Context/background of the project; 'JOY in Education' leads to finding JOY in everyday school life. It teaches learners how to handle consciously values and norms, diversity and sense-giving, but also improve basic skills (language, maths), and language competence. All these ‘Life Skills’ we want our pupils to develop and lead them towards managing and living a better quality of life, help them to accomplish their ambitions and live to their full potential, depending on their life circumstances, culture, beliefs and geographic location. Objectives; We expect that the competences of the basic skills will improve, that students will learn how to collaborate, finding it enriching. We will focus on expressing feelings and expressive activities, in feeling free to share ideas, in stimulating creativity. Students will be taught using music to learn foreign languages, express themselves in art, music, writing, composing, handicraft, physical education and learn how to respect each other as a European citizen. Teachers will be trained in new methods: CLIL, Space learning, Improvisation theater, emotional intelligence, the Positive Classroom, and Cooperative learning, Multiple Intelligence, Cross Curricular activities and Outdoor Learning.Number and profile of participating organisations: The 6 participating primary schools are:1.Istituto Comprensivo 3 Chieti, Italy. The school program is founded on some basic projects using new teaching methods, ICT, environment and nutrition education, alternative P.E., different languages, ""media education"" and the use of theatrical arts. 2.13o Dimotiko Scholeio Kalamarias, Greece. We have extra subjects: Art, Drama, Music, ITC, English, German and French. Teachers apply to many innovative programs such as eTwinning, health education, environment and culture and many cross-curricular programs. 3.Szkola Podstawowa nr 11 im. Stefana Batorego, Poland is situated in social and economic disadvantaged area. Many pupils with challenging behaviour, emotional disorders and dyslexia. The project will give our pupils a great opportunity to learn about different countries, to improve their English, reading and writing skills and to be more active Europeans.4. The population of Pcb Het Baken, Capelle a/d IJssel, the Netherlands is most autochthon, with a lot of children from other countries. We have, more than average, children with special needs. Because of the good results of former school partnerships, we recognise that international education is a high-quality project. 5.St. Kliment Ohridski, Haskovo, Bulgaria, is one of the leading schools in the region. We have three computer labs equipped. The school trains 665 students. There are a lot of extracurricular activities. 6.Easterfield is a small rural school near Turriff, Scotland. We have 22 pupils, 14 of which have additional support needs. Many of the pupils' horizons and experiences are narrow and our pupils in the past have benefited greatly from their involvement in a Comenius project.Description of undertaken main activities with the results and attained impact: All the results are put in twinspace.1.Activities of the children (A)2.Workshops for the teachers (C)3.Teaching by the foreign teachers (M)Every project meeting (6) consists of three parts:1. Evaluation and planning; 2. Training of didactic methods (C1-C7); 3. Teaching students by the visiting teachers of project subjects.A1- Introduction of schools, classes, staff and local areas of each partner school by pieces of art, photos, PowerPoints, videos. The creation of ‘European Erasmus Window’ boards in each school. The results were put on the Erasmus Window in each school and in some classrooms. The impact of this project part was an eyeopener for students, teachers and parents. It has a follow up by Questions and answers. Pupil ask pupils of other partners how f.e. looks their playground, or ask if they get homework, or sports tournaments. On twinspace there is a special page for this Q&A.A2- European digital journal ""Blabla"". The journal will be updated every month focusing on the main project events in the partners’ schools and their areas. Special for the older students. The results were put in the classrooms , the “window “and on a special website.( https://sopole.wixsite.com/blabla)A3-Running a competition to design the project's logo which will be open to all students. Student Councils will vote for a winning logo for each school. Out of the 6 local winning logos the children choose a best one. The Greek one was the winner. A Scottish designer made it a wonderful logo. This item brought the project close to the mind of the children and joy was in!A4- Joy to the world: Creative Xmas. Hand-craft and/or handmade cards exchanged among partners. The impact was every year another class and learning some foreign languages.THERE IS NOT ENOUGH SPACE FOR THE WHOLE SUMMARY. SEE THE ATTACHMENT FOR THE COMPLETE VERSION"

Our project was linked to the prudent European objectives developed in the strategic framework of European cooperation in education and training (ET 2020). Based on the items of this framework, the project included actions on:- enhancing creativity and innovation, including entrepreneurship, which are crucial aspects integrated into our project. Thus our planned short-term exchange of groups of students were designed to link this broad objective to the specific aims of our project (awareness of a balanced diet, inactivity, obesity, junk food etc.) - promoting justice, equality, social cohesion and active citizenship. With this project we would broaden the work our schools have been developing in their areas: for example, the percentage of students with additional educational or emotional needs in Queenswood School (28% in 2015/16), the unemployment rate in the area of OSCUS Badajoz (around 30%), the percentage of students who have health problems in Leo Karsavino school (86%) or the increasing flux of immigration on the coast of Salento- Making lifelong learning and mobility a reality; Hence tools like Portfolio of European Languages and e-Twinning permeated our proposal both as a methodology and as an assessment for our learning outcomes. Our Polish partner, who has experience of e-Twinning projects awarded with the European Quality label, guided the rest of the team who needed to implement this useful tool in their school. In turn, our Spanish partner was in charge of disseminating experiences with the European Portfolio of Languages to promote language learning in the scope of school activities.- Improving the quality of education. All our activities, including those in the short-term exchange of students, were designed to be based on the acquisition of key competences for all age ranges (4 to 14 years) and abilities. In this sense, it is important to mention the commitment to improve the quality of education and the European dimension which our schools have demonstrated over previous years: OSCUS Badajoz was awarded a Quality Assurance system, ISO, where ‘Europe’ and ‘Lifelong-learning’ is fundamental, Levo Karsavino is in the group of schools Lithuanian Ministry of Education selected to have units adopting a healthy lifestyle, Queenswood school was awarded the full status of the ISA (2013-16), Comprensivo 1 Polo Leverano is recognized by Trinity College for its language teaching system; Polish partner is an e-Twinning ambassador. The key issue for the schools in this partnership was understanding how to harness what a healthy, active lifestyle can do for individuals while turning activities into a successful learning strategy that worked for young people. All schools still believe that teaching topics in real-life contexts can improve pupil engagement and learning. Methodologies include:- Identifying specific, measurable goals- Establishing a realistic time frame- Preparing for potential obstacles- Compiling a support group list- Clear planning- Regular evaluation- Formal/informal assessments-Teaching, modelling, and reinforcing desired pro-social skills. Our project provided participating institutions with a means of overcoming the barriers associated with preventing a child from succeeding such as low attendance, poor behaviour and low self-esteem. Children in our partnership ranged from 4 to14 years of age and have come from varied social and economic backgrounds. Results of this project addressed the concerns of all partner schools over diet, obesity and the physical and emotional health of our students in addition to continuing to develop educational standards of our schools incorporating pro-active teaching methods. Results also included the opportunity to create a European area of learning and encouraged- the idea of cross-cultural mobility. In the long-term, activities are intended to be integrated into the school curriculum to ensure all students/learners benefit. Developing language skills in English as well as in digital competence will allow students and staff to explore things from a range of different viewpoints. Sport and PE can build personal attributes that are important for the holistic development of students. These include confidence, ambition, self-esteem, aspiration, having respect for rules, being able to cope with winning and losing, forming positive relationships, determination, courage etc. If these qualities are present, young people are more likely to feel secure in taking risks in their learning, attempting more challenging work and therefore improving their ability. Our partnership incorporated many innovative ways to ensure that these personal values were developed, recognised, nurtured, and celebrated throughout the life of the school. Adopting a healthier lifestyle through physical activity also helps develop relevant skills in other areas of the curriculum; these include observational skills, analytical skills, leadership, teamwork communication, and motor skills.

The main aim of the project was give the students opportunity to know better European nature and cultural hertiage. We used differenth active methods and ICT technology. Heritage it is all the things, places and practices that define who we are as individuals, regions and countries. We can see it in the buildings, townscapes, and in archaeological remains. Cultural heritage is in the food we eat, the clothes we wear, the religions we follow, and the skills we learn. Europe is the place where lots of influences and natural treasures meet together creating new horizons of the people. The rich and diverse cultural and natural heritage of Europe is one of the key to our common roots. Project let us to build new relationship among young people in Europe, improning the attainment of them, particulary those at risk of early school leaving. Our children developed a full understanding of and respect for other cultures which have the same roots. Not everyone of our pupils felt a connection with their cultural heritage, some thought traditions are archaic and no longer relevant, and that they are unnecessary during these modern times. They didn`t think about nature and next generations. Protecting the European nature and cultural treasures is an issue that must be of general concern. Because of that our project based on common mutual topics which motivated both students and staff alike to explore, exchange and learn about natural and cultural heritage. Our partnership raised the intercultural competence but also had a positive influence on everyday life also in the future in muliticultural Europe. All partners schools took part in European cooperation activities because we are sure that such partnership gave our pupils a great possibility to learn about different countries and nationalities, to improve their English, reading and writing skills, to be better and more active Europeans and to create inter-cultural dialogue between students and teachers. But the most important think is that they cooperated with other European teenagers in the field of heritage and European influences. C