The project goal is to make a difference to the quality of spending leisure time by the students of the four partner countries (120 students; Poland, Romania, Italy, Greece), who are excessively involved with modern technology and cannot properly function in the school context or develop social interactions and healthy lifestyle habits. Each school has diagnosed the problem and has decided to combine efforts to collectively address it. The project aims to diminish the students' overattachment to technology and teach them its proper use. The target group are secondary school students aged 15 to 18 being at risk of a virtual reality addiction with social relationships disturbed by unreasonable use of new technologies. The project objectives:01. to reduce the extent of school underachievement (attendance and education abilities ) in the target group.02. to engage the students in practical (informative, skills development and workshops) and sports activities, making them more responsible and more involved in school and out-of-school life.03. to facilitate an exchange of good practices between the schools and find solutions as alternatives to formal education, to improve key competences.04. to develop good life habits (communication, healthy lifestyle) through group work. 30 students from each country will participate in four practical activity sessions. 05. to strengthen cooperation between the local authorities, regional associations and the schools in the process of educating the students.The students' awareness concerning the importance of education will be raised, motivating them to continue their education. The Polish school will coordinate the project. The project's language of communication will be French. Four gatherings will take place (one in each country) and events with a national character will be held in each school.The project will promote ways of battling technology addictions, reinforce formal education and informal/out-of-school activities, exchange good practices. Most activities will have an educational character (thematic workshops, sports, creating websites, designing a green area, unusual hobbies interviews, etc.) and teach the students new competences (healthy lifestyle, first aid, discussions, experience sharing).Practical activities (gardening, sport, Red Cross volunteering) will help develop healthy lifestyles as an alternative to the virtual world. The students will experiment with new learning strategies. The activities organised in creative ways are: healthy meals, garden work, orienteering, creative writing, outdoor activities. The expected results:120 students at risk of developing a virtual world addiction will increase their knowledge and education abilities. School attendance is to increase. The students will receive advice/assistance from specialists and thus develop faith in their abilities, and participate in after-school activities. 30 students from each country will be trained in first aid. 16 students (4 from each school) will launch an informative campaign on technology addictions. The students will gain knowledge on the causes, consequences and methods of fighting an addiction. The schools will create the Guide de bonnes pratiques - a list of exemplary activities/strategies used to fight technology addictions to be used by other schools.All materials created during the project (photos, summaries, descriptions, videos, methodology) will be made available on the project website.

"Food is essential for life. It is an important part of European cultural identity and plays a relevat role in the economy. People are aware that the food they eat is a crucial factor affecting their health, but what is less known is the impact of food production and consumption on the world's resources. In addition to the cars we drive and the energy we use to heat our homes, the food we produce and consume has a significant impact on the environment through, for example, greenhouse gas emissions, water and soil use, pollution, phosphorus depletion and the impact of chemicals, such as herbicides and pesticides. The global population is expected to increase to almost 8 billion by 2030 and more than 9 billion by 2050, with an increasingly demand for a varied and high-quality diet requiring more energy and additional resources for production. However, many of today’s food production systems compromise the earth's ability to produce food in the future. Globally and in many regions, including Europe, food production is exceeding or close to exceeding environmental limits. Nitrogen synthesis exceeds the planetary limit and the use of phosphorus has reached the planetary limit. The change in the use of lands and soil degradation and the dependence on fossil energy contribute to about a quarter of greenhouse gas emissions. Agriculture, including fisheries, is the main causefor biodiversity loss.Given the importance of the project theme at a social level and the importance of the active involvement of the new generations, the 4 partner Institutes, coordinated by I.I.S. “Munari”, have decided to set up the partnership in order to act together towards achieving the objectives in line with the 2030 Agenda. In this perspective, the project ""SUSTAIN_US: exchange of best practices for sensitizing on food and sustainability"" is aimed at involving students from different European areas characterized by common socio-environmental problems, in order to raise awareness and encourage the European community to consume sustainable food, taking into account production methods avoiding food waste and embracing healthy and natural food consumption.4 transnational mobilities will be organized for exchange purposes. 16 students per Institute (64 in total) from classes III and IV (16-18 years old) will take part.Each mobility will last 7 days and thematic paths related to the theme of food will be organized.The project activities will result in 2 outputs:-a virtual textbook on food and sustainability that will contain researches, graphics, advices, reflections, images and audio/video elements produced by the students participating in the mobilities;-an ethical recipe book that will include omnivorous, vegetarian and vegan recipes from the 4 participating European countries: Croatia, Greece, Italy and Spain.The specific objectives of the project are:- to improve students' communication skills in English and in the language of the other participating countries, as well as in their mother tongue;- to encourage to learn foreign languages in a European dimension;- to encourage students to adopt a more conscious attitude towards food and its sustainability;- to favour a healthier and more environmentally friendly eating style;- to develop communication and collaboration skills among multicultural groups;- to know and value gastronomic traditions;-to promote the importance of the use of renewable energy sources;-to raise the European community's awareness of the use of food that respects the environment, promotes global sustainability in food supply and promotes consumption against waste. The project activities will have an impact both on indirect beneficiaries and on partner Institutions, specifically:-at least 70% of the students will receive a positive evaluation from the accompanying teachers called to assess the students' behaviour and progress;-improvement of the school evaluation in foreign languages and subjects related to mobility issues for at least 75% of the participants;-at least 80% of the students will express a positive evaluation of the project activities;-at least 80% of teachers will give a positive assessment of the overall organisation of the project activities;- activation of at least 1 other project action between 2 participating Institutes;-number of project outputdownloads from ""SUSTAIN_US”website."

"""Becoming a European Citizen Through cultural and artistic exchanges"" is a project led by four European schools: collège Edouard Pailleron (Paris, France), Instituto Comprensivo Via Maffi (Roma, Italy), Staatliche Realschule Hösbach (Hösbach, Germany) et Geniko Lykeio Kaisarianis (Athens, Greece). Our project aims at introducing our pupils to their European citizenship and identity thanks to various artistic and/or scientific exchanges. We understand this project as inclusive, since our pupils come from heterogenous backgrounds and face, for the most part, social and educational challenges. Our goal is to enable them and their families to become familiar with what they perceive as ""foreign"" through learning activities and exchanges. Indeed our pupils have difficulties conceiving the cultures of their fellow european countries, as they perceive them as foreign to their own cultures. Learning one or more foreign languages is not enough to fill this gap. That is why we intend to make them aware of their European citizenship. We will base our project on scientific exchanges, implementing a common language, and on a diachronic artistic curriculum, showing how the history of arts is built on exchanges, mutual influences and interest in other cultures. Through this long-term exchange, the pupils will themselves produce a culture common to their schools, that is why our partnership hinges on a collaborative blog and a series of exhibitions organized in every partner school. The short-term exchanges planned in conclusion to these exchanges will complete this progressive opening to their european culture and citizenship. Our project aims at having our pupils become aware of their European citizenship, as well as helping them become more involved in foreign languages learning in general. We hope this project will contribute to improving our school's image, and foster a long-term involvement of our teams in European openness for our pupils. We wish for those of our pupils who will be directly engaged in the project to become ambassadors or European culture to their families and fellow students. Beyond our two-year project, we wish for European openness to become part of our school's projects, and to maintain our exchanges with our partners schools u-in the years to come."

Our project stems from a genuine and deep concern about climate change and its disastrous influence on the economy, politics and above all health and well-being of all Europeans, which is shared by students, their parents and teachers of the partner schools. For the past few months our students have participated in the school climate strike, protested in the streets demanding action from the policy makers or run school projects that expand their knowledge of the problem. Our project offers a broader view on the issue and enables students to explore the climate change and its impact on various parts of the EU countries, from smog in big cities to marine pollution, shortage of water leading to the loss of farming lands and rise in prices of food, or deforestation and extinction of thousands of species. Students feel that a joint action must promptly be taken and they would like to co-ordinate some artistic activities to raise the awareness of the public about climate change and what individuals and local communities could do to achieve a climate-neutral Europe, as well as encourage the political and economic leaders to adapt their policies regarding the future of the planet so that it remains a livable place for the future generations. These views comply with the European Commission’s priorities for 2019-2024 presented in the European Green Deal. Involvement and commitment of the public and of all stakeholders is crucial to its success, and as various studies show art helps people recognise and identify the problem, but in order to successfully appeal to the public one has to be creative. Our project creates space for artistic expression, for which there is not much room in the curricula of the participating schools. The project also complies with the new methodological trend of combining STEM subjects with Art and draws on the experience from the project coordinated by the Polish school in 2017-2019 „Raising STEAM in Education”, which was distinguished for good practice by the National Agency.The students will analyse climate threats in their countries and regions and demonstrate them in presentations or films during short-term exchanges of students and together in international teams they will work out artistic forms of encouragement to fight the climate hazards. The project partners will find out about the measures taken by the communities and local governments (green engineering, recycling, development of green areas and reserves, etc.) and exchange good practices concerning their schools.Our project shows the problem from a European perspective as it involves partners from different parts of the EU and backgrounds - capital cities and small towns. It creates an opportunity to get to know European biodiversity through study tours of national parks and nature reserves. It enables students to get to know the partner countries’ cultural heritage because the project involves workshops in museums and art galleries, as well as city games in old towns. Like other projects, “Climate Change and Art” offers its participants a unique opportunity to develop life skills, such as team work, tolerance and openness, collaboration towards a common goal, compromise, digital competences, foreign language skills, and pro-democratic attitudes. These will increase the participants’ employability in the future. Our project strengthens the European values and EU dimension in education. All the project activities remain in accordance with the participants’ school curricula and are designed together by students and teachers and many of them are based on active methods, such as flipped classrooms and peer teaching, task-based and collaborative learning. Our project is cross-curricular and interdisciplinary, referring to such subjects as geography, chemistry, biology, physics, history, history of art, ICT, maths. “Climate Change and Art” stresses cooperation with institutions not directly connected with formal education: science centres, R&D institutes, high-tech laboratories, university departments, plants involved in recycling and green engineering, national parks and gardens. The project results and end products, apart from works of art (drawings, photos, digital posters, films, applied art objects, poems, songs, drama), involve lesson scenarios, kahoot and quizlet quizzes, escape room puzzles, educational crosswords, e-book, school code of good practice, which will be open and unrestricted to use by third parties after the project ends.During each exchange of students the project participants will plant a tree in the host school premises, which will remain a living sign of the European Green Deal young people’s cooperation.

The EsPeer consortium was interested in developing Peer Learning programs, such as:peer mediation, peer tutoring, project-based learning and flipped and blended classroom techniques. With this project our partnership's role and concern was not only to prevent ESL of the less motivated Ss but at the same time integrate them in our school life, sharing work and activities with the most motivated Ss, to make them feel integrated and part of a successful school. According to the objectives of the project, within the 2-year implementation, the following were successfully achieved:1. Due to the constant organization of the PL activities, in all of their forms (EsPEER clubs, PM sessions,PT lessons), the project consortium managed to reduce the level of ESL in highschool students by 15% (found in at least 50% Ss coming from disadvantaged groups (people at risk of social exclusion, families with low income, single parent families) in all the 5 participating schools2. Social inclusion was the key priority and 15% of the Ss coming from disadvantaged groups were primarily targeted in the PM sessions and PL activities on project level.3. Throughout all the implementation phases of the project and its designed specific activities, the reduction of negative social stereotypes were the core area of improvement. The project promoted respect for diversity and active citizenship within all the 5 schools and local communities through the involvement of all direct and indirect beneficiaries in the project activities (dissemination events, interactive workshops, PM sessions and simulations).4. By organizing dissemination events and the Final International Conference, the quality of education and the European dimension of the schools was greatly increased. The participating Ts, direct beneficiaries, developed personal and professional skills through the experience exchange during LTTs and during local activities with the Ss.The selected Ts shared their experience input by organizing the dissemination events and active workshops. 250 Ts (50/country) improved personal and professional abilities. The Final Conference involved a number of 200 participants,Ts,local decision-makers and school stakeholders.5. An international network of resources centers and helpdesk was created. Each of the 5 partner schools offered valuable guidance and counseling as far as PL strategies are concerned to schools interested in developing similar programs. Learning activities were the resources that were provided in each participating school or at the consortium level that helped achieving the learning objectives of the EsPeer PL program. Thus, every LTT activity had a different topic based on the main theme of the project:Peer Learning.The LTT activities introduced the participants to new skills and competences to be acquired, such as peer mediation skills (learnt through the PM simulations and training in C1 in Romania), peer instructed flipped and blended learning skills (through practical workshops in C2 in Greece), PT skills (during C3 in Belgium), peer learning skills (through team building workshops in C4 in Lithuania) and peer assisted project based learning skills (developed through collaboration and group work during the online meeting C5).A number of 812 Ss (312 who were categorized as being at risk of early school leaving and 500 who were interested in taking part in the volunteering activities on PL) were involved in the project activities as direct and indirect beneficiaries. Each partner contributed to the common guides on PT and PM, as final results of the project.Each school contributed to the organization and management of the LTT activities:the 1st LTT activity involving Ss and Ts was hosted by the Romanian school, which provided the PM training for Ss and coordinated the writing of the PM Guide. The 2nd LTT was managed by the Greek school which coordinated the S-T activities on Peer Instructed Flipped and Blended Learning techniques. The 3rd LTT took place in the Belgian school which provided the PT training for Ss. The 4th LTT activity was held in the Lithuanian school which provided peer learning activities through team building and coordinated the writing of the PT Guide. The 5th LTT activity was held online by the Turkish school. Due to the pandemic situation all over Europe, travel restrictions made the actual meeting impossible which led to the online development of the LTT. The last activity was a final Conference coordinated by the Romanian team,where the host school launched the EsPeer Resource Centre and Helpdesk and all the results of the project were presented.One strategy that the partner schools have planned to use and will continue in the future is engaging volunteers (students and teachers) for performing PL activities. Thus, the EsPeer clubs formed in the partner schools develop activities with high school students and have the following topics: PT, PM, Peer led debate, Snowball and Arts and Crafts.