"The idea of the project arose from the need to increase our students' and community's awareness to be EU- citizens, broadening our horizons and letting them reflect on the fact that each of us is similar in some aspects and simultaneously different from ""others"". The reference context of our partnership, reflected this variety as the involvement of Lithuania, a country in the North-east of Europe, Romania in the East, Spain in the West and Italy in the South, offered us the possibility to know a wide zone of Europe, understanding what Europe, politically and geographically, means! The topic ""orienteering"" was the way through which we helped our pupils to grow up as active members of a challenging European community. The sports rules are a playful way of getting used to rules: rules in society, rules in family, rules at school, and rules in the interpersonal relationships, essential to let our students become good sportsmen, good students, good friends and good citizens! During the project's implementation, while getting used to rules in a funny context, our students also improved language skills, got open to international training opportunities, contributing to develop an open minded European community. That was also possible thanks to the inter-disciplinary feature of the project, as the activities were carried out within the following subjects: foreign languages, physical education, ICT, geography, arts and environmental education. Furthermore, the activities were attractive and motivating, such as competitions, workshops and laboratories, and transnational, as by working together, they discovered the differences and the similarities, without having to give up their own identity. Our target was composed by students of the second classes of the secondary school level, the 11-12 year-old pupils. They certainly represented the direct goal of our project, however they directly and indirectly became the means to involve a wider group, involving families, and the whole community. The project had three phases: 1- Good N.E.W.S! This first phase was useful to introduce the project and to give our students the possibility to ""know"" other partners' countries with all their peculiarities, history, culture, tradition, territory, sport, music, free time, language, etc. They worked in groups to prepare: a logo, to be voted on the website; a multimedial presentation about their country (they collected information, pictures, videos about their own country). Then they worked in transnational and virtual groups, where they collected their works on a unique product about N. North (Lithuania), E- East (Romania), W. West (Spain), S. South (Italy). They did an interdisciplinary work, as they reported different aspects, referring to socio-cultural-historical-geographical-artistic peculiarities, listing and reflecting on differences and similarities. 2 - ORIENTEERING! I'm looking for you, I'm looking for me! This phase was necessary to let our students experience the activity of orienteering in sport but inductively orienteer in life and society and it was implemented during the transnational meetings in Spain and Lithuania, as unfortunately, due to the pandemic emergency, mobilities in Romania and Italy have been cancelled.Before the mobility in Spain and Lithuania:The receiving school prepared the useful items to implement the Foot O and the Trail O activity: maps, preparation of the location, useful material such as prizes, participation certificates, brochure...The other partners ""studied"" the country they were going to visit.During the mobility:Orienteering activity, final celebration, interviews, visit of the surroundings (taking pictures, collecting materials, visiting places of interest, to be in contact with nature and environment...). After mobility:They prepared a photo gallery and articles which were published on the Good N.E.W.S.paper! They used the interviews made from the ""N.E.W.S.journalists"", in which they related about their mobility experience (O-competition, attractions, habits, ...)Board diary: all participants had to complete a board diary in which they related about their personal experience.Virtual Mobility: the Italian and Spanish partners decided to replace the mobility in Italy with a virtual mobility, which took place in the last months of the project. We wanted to give our students the opportunity to cooperate, even if virtually, with their mates. We shared information, habits and customs about our countries, we played together and we enjoyed our time together. 3 - I'M IN EU! This activity was a reflection on what they were and on what they've become with the participation to the Erasmus project, how they feel to be EU-citizens. Reflecting on the concept of inclusion, integration, tolerance and intercultural, we lead our students to go beyond stereotypes and to become a good EU-citizen.They produced interdisciplinary products that better represents the idea of belonging to a European community: writing slogans, drawing symbols, or making short videos. They have been collected on a booklet, voted and showed in a digital final exhibition because of the covid restrictions, as to conclude our transnational experience, with a prize to the more representative items. We used different platforms during the project implementation, in order to communicate, to cooperate, share and upload activities, such as: Twinspace, Google sites, Google drive, Padlet, Kahoot, Wordwall, Whatsapp, Canva, Storyboard…All project’s coordinators cooperated actively to the realization of the project’s activities, sharing materials, experiences, opinions as they all were available to a constructive dialogue giving place to a positive transnational cooperation.Our students were enthusiastic to take part to the Erasmus plus project, perceiving the opportunity to cooperate and to get in touch with other European students, not only have they acquired competences but they grew up as European citizens."