"- The context: The ""Locu-AMOR"" project was born from the meeting of three professors, Rita CAMPOS DIAZ (Spain), Anabela MORGADO (Portugal), Elisabeth OLIVERO (France), at the multilateral seminar ""HABL-ARTE"" that took place at Madrid in November 2014. Our project, spread over 24 months, shows the Roman culture in its historical dimension (history of the Roman Empire in the 1st century), theatre (meaning of circuses, performances ; the dress of gladiators or the artists of the time...), as well as its architectural dimension with the various Roman ruins of Lyon (theatre), Mérida (amphitheatre), and Rome (the Colosseum). The purpose of the project would be the development of a short film (sketches developed by our students ; the ""storyboard"" ; the creation of costumes and staging...). - The objectives: - work in cooperation. - share experiences and resources. - exchange on our instructional practices on innovative practices. - to create a long-term partnership between the three partner institutions. - apprehend a global vision of European citizenship. - strengthen the linguistic, cultural and social development of students. - The profile of the participants: The participants would be teachers and pupils who have the desire to get involved in the project, work as a team, to enrich their knowledge about the culture and language of the partner countries, deepen their wagers in practice of teaching and learning, develop the international network of the school. - Methodology : It will be based on the educational cooperation, the transversality of the disciplines, the transfer of know-how, the use of innovating methods so that the project “Locu-AMOR” can be the fruit of a collective reflection and a multicultural participation between the partner countries (Spain, France, Portugal). - The impact: - the command of the foreign language. - to motivate the pupils by proposing innovative and federative projects. - to perpetuate the work between the various parts of the partner countries. - to favor the work and the cooperation with ""European"" pupils and the school exchanges. - the representation of establishment in the world. - to promote the mobility of the staff and the pupils of the school. - The expected results: - to improve the skills in the education / learning of the modern languages. - to promote an international mobility between the various actors of the partner countries (the Management, the administrative and teaching team, the learners). - to realize a federative project which unites three foreign establishments. - to share the reflections and the intellectual productions. - The long-term potential advantages: - to create a partnership between three establishments. - to manage other original and federative projects. - to create human, cultural and emotional links with direct contacts and to establish privileged links (learning languages and cultural trips, correspondence …) with the European partners. - to acquire a global vision of the European citizenship. - to feel like an ""European citizen"". - to give the desire to travel, to know the Other one."

Project School Businesses Made in European Languages is a common project of four participating schools from Cyprus, Latvia, Portugal and Slovakia. Schools provide general knowledge. The project comes up with an idea of comprehensive learning of European foreign languages through business and vice versa. Selection of partners will be done very carefully, since all participating schools have to meet certain criteria - from the second foreign languages they teach, which should find their match among the other partners, to ability provide professional, human and technical resources for the project activities. The main project's priorities is supporting individuals in acquiring and developing basic skills and key competences and promoting a comprehensive approach to language teaching and learning. The project also fosters entrepreneurial learning, teaching and learning of foreign languages, international cooperation, development cooperation.In the project we will establish a chain of school business companies. Their business purpose will differ, being mutually complementary so there can be the room for making the most of the transnational partnership, cooperation, sharing results, exchange of a good practice, etc. These businesses will run in cooperation with World wide known non-government organization Junior Achievement active in all EU countries. JA provides the platform for school business activities internationally. The idea is to teach students how to run business in a sustainable way. Also, accompanying business activities will be led in selected foreign languages. Schools in participating countries teach their students the following languages: Latvia – English, German, Russian; Portugal – English, Spanish, German, French; Slovakia – English, Spanish, German, Russian; Cyprus - English, French, Russian. Students will practice things such as teamwork in designing specialized glossaries with vocabulary used in business branches, using general strategies and modern technical linguistic tools for working with specialized texts in foreign languages, practice of spoken business skills such as negotiation, interviewing or proposal making. Participants will work at eTwinning, too. Our ultimate objective is to have a project which would be an umbrella entity including all identified priorities in a meaningful and effective way. Through our project activities for both students and teachers we plan to achieve our goals in a sustainable way including the following key competences and basic skills: TEAMWORK, RESPONSIBLITY, CAREER MOTIVATION, DECISION MAKING, COMMUNICATION, LEADERSHIP, TRUSTWORTHINESS, RESULTS ORIENTATION, PROBLEM SOLVING, ORGANIZATION, TECHNICAL SKILLS, NUMERACY, LITERACY. There will be always five different students from each country travelling to another hosting country to participate on project activities, together with their accompanying teacher. Also, there will be three teachers who will participate on teacher trainings and one national coordinator (fulfilling different tasks from project management, arrangements, supervision, joining training events and more) who isn't counted in training activities. Hosting teachers will be assigned the task to prepare set of seminars on the selected topics; national coordinator is in charge of checking the preparation to be sure the seminars are of qood quality. Teachers participating in trainings will attend seminars, workshops, jobshadowing, school facilities review, meet local authorities.Short-term joint staff training events will deal with the following topics:- Green and Social Entrepreneurship- Interdisciplinarity- School companies- ICT - Project Based Learning- Work with Underachieving Students- Work with Students from Different Social Background- Cooperation with Local Authorities- Local Schools Networking- NGOs Portfolio in Effective Education - School Business Education- Comprehensive Bilingual Education- Second Foreign Langauges Methods - Business EnglishProject results/tangible outcomes that will be in use after project's end:- second foreign language glossaries used during normal lessons after curriculum adjustments- using business plans drafts for actual school businesses in future- continuation in tradition of cooperation with Junior Achievement- usage of acquired methodologies on subjects- integrating good practices from short joint-staff teacher trainings at local schools- toolkit of activities in the project for further usage in formal and informal educationAfter the project, partner schools will continue doing acitivities that can be done with minimum costs, regularly using resources we normally have, with its capactities, to achieve sustainablity. We will keep using innovative methodologies acquired in the project, in order to maintain desired results and share them. Employing the same procedures we can train our students with this entreprenaurial framework very long, using same methodology and good practice

All the partners, the schools from Greece, Czech Republic, Italy, Lithuania, Spain and Portugal, have decided to cooperate in this project because we think that collective effort is more productive and apparently more pleasant than any individual one.Water is one of the most significant environmental factors for life itself on the planet Earth, inseparably connected to the development of human civilisation. All the hometowns of the partners are located close to a lake, a river or the sea. Throughout the ages, the lives of the inhabitants of these areas are connected with the water in every aspect and daily activity and as a result the city and the water factor are inextricably linked together in a way that the one cannot exist without the other. Moreover, our age is extremely digital. The pupils should be highly efficient in ICTs to perform well during the learning process and their future social and professional life. Likewise, the teachers should learn how to use all the advantages that ICT offers during the educational process.Considering all the above, we have defined our objectives. The pupils and teachers should study the water factor near them in terms of geography, history, cultural heritage, environment, ecology, economy, tourism and art. They should improve their digital abilities and their proficiency in English, develop their critical thinking and cooperative skills, improve their self-expression techniques, obtain an ecological conscience, be aware of the cultural diversity in Europe, develop an intercultural communication and collaboration and participate actively in public life. Furthermore, we have included in our objectives the development and application of innovative techniques in education, the use of attractive teaching techniques and the expansion of the pupils' professional horizon.There are six schools in our project, all participating as equal partners. The pupils and teachers of each school are the ones to implement the activities of the project. Our project involves about 270 pupils, aged 12-15 years old and approximately 80 teachers. About 200 parents’ pupils will also participate mostly by offering their hospitality to the guest pupils during the meetings. Our project includes 6 meetings, one in each school, combining Short-term exchanges of group of pupils and Short-term joint staff training events. The working material, basic for the collective study and activities of the project must be produced before each meeting by each school, while during the meetings a wide range of activities will undoubtedly lead to the successful accomplishment of our goals. The pupils will have to study the water factor near their hometown, take part in workshops, in-class learning processes, presentations, games, theatrical performances, dances, field trips to get acquainted to the water factor and the related activities to it. The teachers will have to take part in workshops too, meetings, presentations, exploratory studies, in-class job shadowing and field trips to the water related sights. The participating pupils and teachers will acquire plenty of knowledge about the water factor near their hometown and they will deeply understand the dynamic relation and its great importance between the city and the water. They will supplement their digital skills, create digital products, improve their proficiency in English, get acquainted to innovative educational practices and attractive teaching methods, improve their abilities in self-expression and group working. They will also be familiar with the other partners' language, be able to recognize the linguistic, national, social and cultural diversity in Europe and finally they will be able to develop an intercultural collaboration between them. In conclusion, there will be longer term benefits to all the people involved in. For the pupils, these will be the improvement of their learning capacity, a sense of self-completion and an expanding of their professional horizon. The benefits to the teachers will be the expected improvement not only in personal level but in professional as well. Moreover, the awareness of the linguistic and cultural diversity between them will help them acquire a greater understanding and respect about other people's culture and traditions and they will gradually become modern European citizens focused on the future. Finally, a longer term benefit to the schools in this partnership will actually be the creation of a modern environment, one that can incorporate all the new teaching and learning methods.

The start of the “Fridays for Future” movement two years ago where students around Europe have demanded faster action on climate change on a governmental level raised the awareness around the world for climate protection. Students from the six participating schools from the Czech Republic, England, Germany, Greece, Portugal and Spain have been actively involved in those walks and demonstrations to protest the lack of effective climate legislation. The aim of the project “Think globally, act locally! - Let's live greener!“ is to not only demand climate protection on the big scale, but rather raise awareness and knowledge about the importance of our way of living and its impact on the environment. We, as global citizens, have to realize that sustainable development, energy saving, waste reduction, choice of food etc. are global concepts to be tackled locally and individually. As active citizens we contribute to combat climate change through stepwise local actions. The idea is that every single person can make a difference and those effects can be enhanced by cooperating. All participating schools are or plan to become Eco-Schools in their country and thus are very keen on the topic of environmental education. As responsible teachers we have to help students realize how global warming resulting from climate change impacts Earth and to encourage them to take immediate action to make the world a better place. Immediate objectives of the project are to establish recycling and disposal system in classrooms, reduce waste (plastic) in general as well as create awareness for reusing products (Upcycling), implement knowledge for healthy and regional food, saving energy and water as well as using eco-friendly transportation. Students in the age range from 12 to 15 years (mainly grade 8) do take part in home-based projects as well as Learning and Teaching Training Activities. As the project work is tackled during lessons, environmental topics are already included in or will be added to the curricula of the corresponding subjects. Each of the planned activities focuses on one specific field and is highly practical, done mostly outside the classroom. According to the topic different workshops and field trips are organized to get a better understanding of the impact on the environment. Participants of Learning and Teaching Training Activities, function as Eco-ambassadors of their schools to promote and spread the knowledge gained at the following activities:1.Germany: RECYCLINGDevelopment and implementation of a recycling and disposal system / waste reduction (consumerism) / incineration plants/recycling depot2.England: FARMINGKnowledge about regional and seasonal food and products (food production/ food chains/ influence of and on climate change) 3.Greece: BIOGASKnowledge of alternative energies (Biogas)/ Knowledge and actions to save energy at home as well as in schools4.Czech Republic: WATERKnowledge about the water ecosystem (groundwater, pollution, influence of climate change on water balance) and measures against water wastage (reduce consumption of resources like water)5.Spain: AIRKnowledge about air pollution/ CO2 emissions/ Knowledge and implementation of alternative means of transportation6.Portugal: UPCYCLINGKnowledge, development and implementation of reusing products (reuse, repair, refurbish and/or re-purposing things)Each activity contributes to the realization of the concrete results - to produce leaflets and/or a booklet - that inform and encourage students as well as their households about measures each individual can undertake to contribute to decrease their environmental footprint. The school community as well as the wider local community, including parents, family members, neighborhoods, will be involved and influenced by the implementation and execution of measures and activities to combat climate change.We are highly motivated to take action locally at our schools to help European students to put the concept of “think globally, act locally” into practice and spread their knowledge into their households and neighborhoods and therewith becoming major changing forces in their communities throughout Europe for potential long term benefits.

REACT! – Respect Environment and Cherish Thyself is an answer to the problems encountered and needs expressed by probably most European schools. The motivation behind it was a strong willingness to deal with poor recycling at schools, unhealthy habits and addictions of students, lack of enthusiasm towards sport, high smog levels in some towns due to burning trash as well as local problems caused by climate change, such as coastal erosion in Portugal, extinction of endemic species due to deforestation in Romania, shortages of water supply in Turkey, forest fires in Greece and pollution and eutrophication of the Baltic Sea in Poland. There are five main areas put under scrutiny: Energy saving and reducing water pollution, Healthy habits without addictions, Separation and recycling, Sport and sustainable food, Reduction of gas emissions. Our main target groups are learners of any age group (with the main focus on 14-18 year-olds), including adults, willing to make a difference for themselves and our planet in the number of about 300 per school (150 in Greece). Also, local authorities that are all close partners of schools, interested institutions, public and private schools, NGOs.The objectives of the project include: O1 - Developing key competences of students through incorporating teaching methods promoting cross-curricular cooperation, creativity and innovative learning approaches in the fields of science, social studies and physical education;O2 - Developing social skills in the areas of teamwork, initiative, entrepreneurship, active citizenship, civic engagement through formal and non-formal learning activities by cooperating with institutions in local communities;O3 - Bettering communication skills in international contexts with a clear focus on English;O4 - Acquiring digital competences while developing all of the other skills and blending them with the necessary IT;O5 – Raising awareness on the common European Union values, policy and laws in regard to environment protection and fighting climate change;O6 – Developing long-term teaching methods and competences promoting sustainability, especially in the consumption habits; reducing carbon footprint by recycling, saving resources, energy and water;O7 – Actively promoting healthy lifestyle by encouraging resignation from consumption of stimulants as well as by encouraging physical activity. Raising awareness about diseases like AIDS or flu.Objectives will be realized through a set of activities, events, micro-projects and the eTwinning project with its TwinSpace: students' presentations; films, photos, drawings, sculptures and other art pieces; poster campaigns; week long events, such as Active Citizenship Participation Week, Eco-Health Week, Plastic Caps and Waste Paper Collection; special days: Health Day, Sports Day, Earth Day, Blood or Marrow Donor Day, World AIDS Day; meetings with specialists; field trips to plant trees and to a waste treatment plant; LTTAs with their country and topic specific workshops as well as micro-projects in TwinSpace: a yearly report on 'Smog Levels Across Europe,' a presentation 'Results of Climate Change Across Europe,' a guidebook to a better life and planet, 'REACT! – Respect Environment and Cherish Thyself – Dos and Don'ts.' Formal and non-formal, inter and trans-disciplinary approaches to learning will be developed, together with teamwork and autonomous learning, while key competences in the areas of creativity, communication, digital, entrepreneurial, civic engagement and other social skills will be acquired or improved. Participants will also gain knowledge about sustainability of food production and consumption, healthy lifestyle as well as the European Climate Pact and other regulations and values the EU promotes. The international context that the project brings will become a motivational factor, besides improving determination and self-esteem. It is the international context that will make a real difference in perspective and mentality all participants will gain, and which will not be possible to achieve through similar activities carried out in a single school or community.We expect to introduce some of the new formal and non-formal education activities and methods to schools' curricula long-term, such as Health and Sports Days, Blood and Marrow Donor Days, civic engagement projects helping local community, yearly smog reports or recycled art. Schools involved will also better define their roles and positions in the local communities, will become better known and more attractive to young minds that will see their enrollment in these schools as golden opportunities for future life pathways based on the acquisition of valuable knowledge and skills, all acquired in a well-grounded and friendly manner. The achieved project results will constitute an example and encouragement factor for other schools or institutions to undertake the challenging, but rewarding task of applying in Erasmus+ programm