"A project that teaches us how to learn to live together, to co-operate, to excel, to connect and to succeed in combating global warming! A project that encourages all children to love Maths and Science. Our common house is burning! Scientists, relayed by the media, NGOs and the political class, agree that climate change is one of the main ecological, health, social and economic threats of the 21st century.Some adults look elsewhere, but around the world, especially in Europe, young people are mobilising for the climate and the environment. Environmental education for sustainable development (EESD) has become an educational priority in all European schools.At the same time, the latest results of the PISA survey published in December 2019 reveal the performance of students in countries around the world; there are some gaps and inequalities in our European education systems, particularly in Mathematics and Science.The ability of the European Union (EU) to successfully meet the challenges of competitiveness and growth, depend particularly on the dynamism of entrepreneurship. Entrepreneurship in schools, awakens young peoples desire to learn, increases their motivation and promote academic perseverance.Faced with these three challenges: social, pedagogical and educational, schools in six European cities, five of which are twinned, have decided to unite in the framework of a strategic ERASMUS+ partnership. We want to work together on the theme of global warming by proposing an innovative project that uses Science, Mathematics, History, Geography, Civics and Entrepreneurship.We want to contribute to the UN 2030 agenda plan, successfully addressing the challenges of inclusion and school drop-out as well as gender equality, giving all children and especially girls the desire to do Math and Science.Our aim is also to raise awareness among teachers, children and parents about the problem of climate change and thus, enable the wide dissemination of this theme in our educational communities. The special bonds that teachers and families have in Primary School will foster a genuine appropriation by children in their daily lives.Primary school provides a particularly favourable context for the study of climate change. The official programmes of each of our European countries place a great deal of emphasis on the study of this theme in the different disciplines and encourage a cross-cutting approach.Versatility is a valuable asset when it comes to taking into account all the dimensions of the problem - ecological, social or economic.The children who attend Primary school today and who will be the adults of tomorrow are worried and would also like to act. This project would give them some keys to better understanding the mechanisms of global warming and some avenues of action to change their world.. This project will take place over two years, each quarter a theme would be honoured and would give rise to mobility to allow students to meet, to present and exchange their work. Each action will be a source of learning and will enable students to acquire the knowledge, abilities and attitudes of the common base. Reading and Writing, Numeracy and basic skills in Mathematics, Science, Geography and History will serve the project.Other key competences (defined by Parliament or the European Council) such as foreign language communication and digital competence will be developed and assessed, by certification in the implementation of the project.Students will be the principal actors in this project, they will develop new skills, and will be more fulfilled and better equipped to succeed.The professional profile of the teachers and staff at the school will also be strengthened, new methods will be implemented and new tools will be used to respond to the transition called ""Rethink Education.""The educational teams wish to share their best practices: all productions and educational resources will be made available free of charge. Each partner will see their International opening strengthened and European identity developed, their schools branding and reputation will only evolve positively."

<< Background >>The healthier I eat, the better I learn (HIE-BIL) is a three-year Cooperation Partnership in School Education. It involves eight secondary schools that educate and instruct pupils of diverse ethnic, social, and cultural origins. 40 to 50 of these learners in each school come from disadvantaged families with low opportunities for learning, traveling, or self-educating. They usually have very poor general knowledge, very low skills in foreign languages and ICT, and above all, have no motivation for learning in general and easily give up when they face difficulties in their learning. They have problems finding their place in the world, they don’t exactly know how to go through a maturing process and they very often have no idea for their future, have problems with defining their values, understanding themselves. They feel lost and, there are not always adults around them that can set up a good example for them so that they can take challenges and become successful. Besides, different local statistics show that these learners suffer from either overnutrition (inadequate micronutrient intakes, overweight, and deficiencies), or undernutrition (insufficient energy, deficiencies in vitamin and mineral). In both cases, the foods and beverages they consume are composed primarily or solely of sugar, certain fats, and oils. If these foods can generate some energy they supply very little to no other nutrition in the way of vitamins, minerals, protein, fiber, or essential fatty acids. Besides, these bad habits of eating not only make these learners feel tired from the early morning when they arrive at school but generate mood changes, poor concentration, and thus loss of memory and learning problems.<< Objectives >>Following the description above, we want to awaken these learners' interest in the surrounding world, teach them how to live healthily, help them acquire some transversal skills, foster perseverance in learning, value their learning performances, and become proud of themselves, so as to favor their social inclusion by engaging them in a challenging partnership. We want them to become more active, creative, develop a sense of responsibility, raise their social and cooperative skills, learn how to go beyond their capacities, gain belief about their inventiveness and ability to take challenges. Thanks to the meetings and interactions with other European learners of the same age we want them to develop their intercultural skills become open-minded, foster tolerance, build friendships, realize that persons are able to collaborate and produce quality work even if they are of different cultures, that Europeans' similarities are just as important as Europeans' differences, high up their self-esteem and self-confidence and get better prepared for their adult life.By using the Internet and ICT to interact and to produce a video about their respective countries and their culinary traditions, and a digital magazine about improved healthy European recipes, they will acquire new skills. Exchanges in different contexts will help them develop their oral communication skills (English, German, Spanish and French will be used). Their trust in their own powers will increase and the new skills they will acquire will facilitate their transition from school to the labor market. Working in a cooperative but non-competitive environment will have an impact on their social competencies and allow them to have more confidence in themselves and high up their self-esteem. Moreover, it will offer them an opportunity to make new friends, develop mutual trust, and understand that people can be different but alike, foster tolerance, and build their European citizenship. Finally, they will be aware that thanks to the Erasmus + they can continue their learning all through their lifetime.Today's classrooms are becoming increasingly diverse, so intercultural skills are important for teachers to possess. By developing digital pedagogical methods in a comparative and collaborative context, teachers will learn from each other’s experiences and put together new methods to be used by each other. Besides, traveling, cultural interactions, and exchanges will improve their skills in foreign languages and will give a new dimension to their profession. Moreover, they will get more satisfaction from their work because their learners will be more active in their learning. The integration of the project in the schools' curriculum will improve the schools' image and prestige, teamwork, parents’ trust in the schools’ potential to ensure to their children not only good quality education thanks to project-based pedagogy but advise them on health matters as well. It will encourage other teachers to get involved in ERASMUS+ to improve the quality of teaching and offer better opportunities to learners. The project will create an opening towards wider use of collaborative and active digital teaching methods and consolidate the European dimension at school by adopting and applying European educational directives.<< Implementation >>This is a learners-focused project, they will be involved in all phases of the project. To meet their needs, we will stimulate them to express their creativity, to learn by doing and to acquire autonomy, a sense of organization, and to develop team spirit, all within small groups, using collaborative work. They will also participate in attractive and engaging lessons, elaborated with innovative educational technologies to enhance their motivation, and make them more active and responsible for their learning. For instance, to promote the partnership inside the partner schools learners will make Erasmus posters in November 2021 to inform the school and the local community, then start organizing an Erasmus+ corner. This place devoted to exhibiting the project activities and productions will be kept up to date through the three years of the project. An Erasmus+ plaque or banner will also be put there. Learners will make an e-presentation in English about their country, its culture, and traditions, particularly its cuisine, and present it to the other European learners via Twinspace. Every month, learners will participate in two bilateral videoconferences. Teachers will agree on a subject and prepare their respective learners ahead. This will allow them the opportunity to practice foreign languages and to improve their oral communication. Partners will undertake this activity without date and time constraints. But the project coordinator shall issue planning in case of insufficient frequency.Every three months, learners will participate in a multilateral videoconference. This will allow them to exchange about the activities with the other European learners and to present them the work they have achieved so far. Learners will participate in a logo competition, first locally, then at the European scale: they will design and hand-draw different logos related to the theme of the project, and organize a vote to select their two best productions. Then, each partner school will send its elected logos to the Greek team. The latter, in charge of the dissemination of the project outcomes and results on the e-Twinning Twinspace, will organize a logo contest at the European level via this means. All European involved learners will vote to select the best logo that will become the official logo of the project. During the first ILC in Poland in June 2023, the winner will be given an Erasmus+ prize made out of recycled materials. The Latvian and German learners will design and make 1st, 2nd, and 3rd rank prizes.During the first year of the project, learners will create an organic vegetable garden, and hanging or above-ground aromatic herbs and plants for cooking, inside the school and take care of them using rainwater when possible. During the second and the third year's learners will take a national dish or a traditional dish from one of the partner countries’ national cuisine and turn it into a less fattening and health-friendly dish using the herbs, plants, and vegetables grown in the garden or purchased from a local organic producer when necessary. One afternoon every second week will be dedicated to this activity. During this same year, the school nurse and a specialized nutritionist will organize some workshops to inform learners about the consequences of malnutrition, and the benefits of health-friendly nutrition.Learners will visit organic farms and eco-friendly cooperatives in their region to discover how they produce healthier goods while respecting the environment, and to make them sensitive to the protection of the environment. Learners will be asked to contribute with ideas during the implementation of the project and will have an active role in the evaluation procedure as well. Their feedback will be taken into consideration for corrective actions if needed.They will organize photo exhibitions during Erasmus week, the fiber week ...and the TPMs to promote these activities.<< Results >>First, by using collaborative methods, active participation, and ICT in teaching and developing pedagogical methods in a comparative context, all the partners will learn from each other’s experience and put together new methods to be used by each other. Developing pedagogical digital methods to meet the didactical needs of learners is a top priority. As everybody in Europe and all over the world, is getting used to using computers more and more in daily work, it is important to get familiar with methods how to learn and how to teach by e-learning as it has become an imperative and not a choice anymore due to COVID-19.Then, taking a collaborative challenge will help learners acquire a method of work, become autonomous, go beyond one's capacities, being part of a team and cooperate during three years will help learners develop team spirit and a sense of responsibility. The meetings of the European learners of the same age to mix and cooperate in a different country will help them high up their self-esteem and self-confidence, the sharing of the know-how and experience (teachers will give informal classes during the cultural language camps), the exchanges amongst adults and learners will allow everyone to get familiar with the European cultures and get familiar with the local way of life.Learners will become more active, engaged, and self-convenient, they will raise their social and cooperative skills. They will gain belief in their inventiveness and ability to take challenges. They will realize that persons working together are able to collaborate and produce quality work even if they are of different origins and cultures, that Europeans' similarities are just as important as Europeans' differences. Learners will be better prepared for their adult life: showing initiative, taking challenges, using creativity. They will have extensive and practical knowledge, will get the awareness of how important learning is but not only.Besides, we have scheduled an ICT workshop in Germany as early as December 2021 so that teachers involved can acquire new skills and integrate them into their daily pedagogical practice. Teachers involved in each partner school shall produce 12 lessons by the end of the project (2 lessons the first year, then 5 lessons each year after). They will use Blendspace, Kahoot, Thinglink, and Canva to elaborate professional interactive lessons and share them with the other partners on Twinspace. These innovative and engaging lessons will stimulate not only the target groups but all the other learners in their classes. Finally, all the health and diet recipes that target groups will produce within the partnership will be included in the magazine of the project. The practical advice of the nurse of the school and our local partners such as the dietitian nutritionist from the Centre Santé Jeunes of the French Red Cross will be also be published in it so that learners could refer to them and integrate them into their daily life.

“I hear and forget. I see and I remember. I do and I understand” (Confucius) was the core idea of our project in order to motivate students about thinking about their future and make them become aware of their potential as entrepreneurs. There is no future without a past so for the first term of the project we decided to start learning about bygone days with the help of our elderlies, students interviewed grandparents, older uncles or aunts about their jobs in the past and collected old pictures of people working and of the city and compared them to jobs and the city today. Students shared the result of their investigation in an interesting exhibition that was displayed at school and in a nice booklet with families, teachers and local authorities. Moreover, students shared an unforgettable experience with their elderlies who felt happy for participating in the project with their children.On the second part of the first year students left classrooms and went out of school to see real world, they made research about different local factories, enterprises or business. Curiously enough this activity was also useful for the companies or business we visited as for some of them it was the first time that had contact with school pupils. During the second and final year students started to work for their future, with the help of local entrepreneurs, university teachers and different visits to entrepreneurship centres in all 5 participant countries of the project students learnt what an entrepreneur. After that students were ready to put everything into practice and formed international groups to create a sustainable business which aimed at improving or reaching one of the Global Sustainable Development Goals. This was the last activity and was a real success.The project results have gone beyond our expectations, the job of elderly people with their grandchildren, the contact between local entrepreneurs, the great potential our students showed as sustainable entrepreneurs, the meeting of different cultures, made all the effort and work done during these two enriching years worth it .

The project “Young Writers Club” is a 24 month Project and the coordinating school is The Durham Federation in United Kingdom and the partner schools are; Sincan Aksemsettin Ilkokulu-Turkey, 2th Primary School of Drapetsona-Greece, The Tildy Zoltán Primary School, Elementary Institution of Teaching Arts-Hungary, Mieszko I Primary School Number 5-Poland and Voksen School-Norway.The aims of the project are increasing 10 to 13 years students’ writing competence and its relevance in their learning process, thinking writing as a habit rather than an obligation, ensuring our children become active European citizens, strengthening the link between their education and their future jobs. We firmly believe that well trained pupils are certainly linked to well trained teachers that’s why we have designed teacher training courses at the beginning and at the end of the Project. The courses will be focused on leading writing and evaluating writing competences of the pupils. The topics of the teacher trainings will be: READING&WRITING STRATEGIES FOR YOUNG LEARNERS and ASSESSMENT AND EVALUATION IN WRITING . The students from 10 to 13 years will prepare bookmarks, make posters of the books, illustrate comic strips, be informed about the partner countries’ authors and books, write postcards, short letters and stories and role play in their stories in Project time. Each meeting will have a topic: Reading for fun, fun for reading, Love For Library, Children Literature and Digital Storytelling. Pupils will work together, share, learn about other countries, develop strong communication links, foster European spirit, develop greater understanding and respect and create a deep impact both in the partner schools and in their environment. We, six partners are public schools where only the Hungarian is a writing centered school which we believe will have big contributions to the project with their national methods on writing.In Project time, pupils will partcipate in a lot of attractive activities which we believe they will love to do. Students will be encouraged to show their creativity, work in cooperation and avoid gender discrimination. We’ll do all the activities at the same time and present the outcomes at the meetings. Consequently,all the partners will provide innovation and active learning. By this Project students will become more tolerant, more creative and young writers who write creatively more with the help of what they've learnt throughout the project. The activities will assist them improve in art, literature and culture. The products of the Project will be: logo, slogan, webpage, social media groups, Etwinning twinspace group, posters, ecards, postcards, letters, short stories, theatre plays and an ebook. Although the students and the teachers will be involved directly in the project, the administators, the parents, the schools nearby will be in the project's dissemination plan. Keeping in touch with all the Project participants will enlarge the Project influence’s beyond school to local community. Writing will be thought as a habit rather than an obligation in all the involvers’ minds.

"The ""Water, wind and sun - ecology can be fun"" project tries to get people acquainted with and become aware of the importance of saving energy, to learn how the countries involved in the project produce, use and save energy, to promote intercultural dialogue activities among teachers and students, to strenghten the European dimension in education namely developing understanding of European values and educational outlooks in the EU. We want to encourage innovations and finally to promote the spirit of collaboration and tolerance of diversity. Throughtout this project, different innovative methods and activities will be adopted like regular evaluation sessions, fieldworks and visits to places related to the project, regular presentations to the town authorities, school management and local community, publishing news on the project in the press, creation of a webpage, questionnaires for participants, email exchanges,filling up self – evaluation forms, multimedia presentations, educational films, lesson plans, lectures, research and acquainting students with power plants while building their educational models.Moreover, thanks to virtual and real mobilities, student exchanges and transnational meetings, online communication and social media all the participants will learn to overcome cultural, social and mental barriers between European citizens. Both teachers and students will not only improve their language skills but also work on the ability to deal with difficult situations in terms of human relationships. It is worth mentioning that all the activities are complementary to school curricula in each partnering country. Among the positive effects of the project getting to know cultural aspects and promoting each participating country can be mentioned. Thanks to such activities we have a chance to educate modern sophisticated citizens of Europe who are self-confident and open-minded and respect others. Thus it can be said that not only key competences are to be improved but also personal and social ones as well.There are five countries involved in the project are approximately 100 will be involved directly in all project mobilities which means a greater number in case of dissemination on local and regional levels. Apart from already mentioned effects several others can be listed: increasing the quality of what the school has to offer to potential students and the improvement of school curriculum what will bring positive effects even after the project is over. The teachers will become more motivated to incorporate new methods and techniques into their everyday work and the students will see maths and science as interesting subjects. Finally, schools will be promoted on international level along with EU programs."