CONTEXT:In agreement with the schools, which then became project partners, the teachers focused on the theme of increasing the diversity in the learning and behavioral characteristics of children and young people, which often cause learning failures and management of the same. In some cases, these characteristics and differences lead to certifications of Specific Learning Disability (DSA). This is due to a growing youth unease that can lead to leaving school early. AIMS:- Promote greater inclusion of children with situations of educational distress- Overcome learning difficulties- Promote greater mental well-being of teachers who face difficult situations- Counteract the phenomenon of leaving school early- Cooperation between schools to find solutions on a range of problems and needs of studentsNUMBER AND PROFILE OF THE PARTICIPATING ORGANIZATIONS:Participants in the project: 1. Istituto Comprensivo Cervia 2, coordinator (Italy). The institute consists of 3 Infant schools , 5 primary schools and 1 secondary school of 1st degree, with a total of about 1000 students.2. Daugavpils Vienibas Pamatskola, partner (Latvia). The institute is developed in a single building, for primary and secondary schools, with a total of about 420 students and 35 teachers.3. Skola Podstawowa nr. 10 Jelenia Gora, partner (Poland). The school is developed in a single building, with about 600 students.DESCRIPTION OF THE MAIN ACTIVITIES UNDERTAKENThe activities referred to the 3 identified FocusesFocus 1: new needs of children with learning difficulties and / or situations of hardship.Seminars with university professors, Workgroups, educational activities, TrainingFocus 2: communication with families.Launch of Italian language courses for foreign parents, WorkgroupsFocus 3: tools available to teachers to deal with uneasy situationsSeminars with university professors, Workgroups, TrainingRESULTS AND IMPACT REACHED:Collaborations: important collaborations have been started and consolidated with the University of Bologna - Department of Educational Sciences, which supported the entire project for Training and Workgroups, carrying out research-training activities.Collaborations with local stakeholders were also fundamental for the project, as integrated interventions could be planned.Teachers' involvement: although the project was mainly aimed at primary school teachers, most of the activities were also attended by kindergarten and secondary school teachers, as well as educators working in schools as a support for situations problems, thanks to the service provided by the local authority.Increased sensitivity towards the problem: as a result of the seminars, training and workgroups, a greater number of teachers were able to deal with the problems related to educational distress, becoming aware of the fact that it is necessary to implement adequate educational-teaching practices.Level of consideration regarding inclusion: we have been able to find an increased level of consideration regarding social and educational inclusion, not only on the part of teachers, but also on the entire socio-educational community.Educational experiments: in addressing the issue of school inclusion, a search has started on tools, strategies, innovative methodologies that can reduce the barriers that hinder learning from pupils in situations of educational discomfort.Support for teaching professionalism: in order not to leave the teachers alone to face the problematic and uncomfortable situations, decisive and intensive action was taken, activating support for their professionalism and psychological well-being, followed and monitored by the University of Bologna's professors.LONG-TERM BENEFITS:The training activities, the Workgroups and the Workshops, have stimulated the teachers to renew and research new educational-didactic paths, also in the comparison between the different experiences of the partners, that will certainly give the best results in the years to come. Interesting was the motivation and participation put in place in these two years of project, leaving to perceive a great need to respond to the problems that the current society confronts us.

"The ""Working Together"" project involved four schools which differed in size, location and technical equipment. Equally different were the teachers in terms of their skills and students and their families in terms of their social and socio-economic backgrounds. This diversity in the age of the digital revolution represents both, one of the greatest challenges and one of the greatest opportunities for teachers, students and their parents. That is why it was so important for us to develop, through intercultural exchange, a sense of European citizenship that leaves no room for intolerance and racism. We also understood the acquisition of 21st century skills (critical thinking, creativity, collaboration and communication) and social competences (autonomy, responsibility, leadership, empathy, teamwork, self-confidence) as well as the acquisition of digital skills as a prerequisite for personal development and successful professional progress. In teaching these skills and competencies, we considered innovative teaching practices in a student-centered approach to be particularly effective. Within this project, cooperative learning, problem-based learning and project-based learning were applied. Students exchanged information on cultural and traditional aspects (e.g. national symbols, food, holidays/festivals, music and dance, games) in the activities carried out. The pupils created their own digital presentations and videos, digital games and eBooks about feelings, recipes and as a dictionary. During the Learning Teaching and Training Activities, workshops were held on various digital applications (e.g. www.bookcreator.com, www.thinglink.com, www.learningapps.org) and coding. New methods such as BreakoutEDU games and Geocaching were also tested. In the course of the project, the ""working together"" became a ""learning and developing together"", because the effect on the teachers, pupils, parents and institutions involved could be clearly observed. So all participants developed a greater understanding of other cultures, which was accompanied by a greater sense of belonging to Europe. In addition, both teachers and pupils improved their digital competences, which was reflected in an independent and fluent handling of digital applications. Students learned to work together creatively, cooperatively and communicatively, showing a high degree of autonomy and responsibility for their learning process and empathy for their fellow students. As the participating institutions also recognised the importance of such projects and integrated content aspects of the project into their school curriculum and plan to participate in further projects, the idea of collaborative work will continue after the project and teachers, students and their parents will benefit from it in the future."

12- to 16-year-old pupils at four European schools offering high standards of education were encouraged to discover the world of economics from the situation in their region to a European scale. In the course of a three-year project conducted by four schools from Poland, Germany, Italy, and Sweden they widened their sense of economic processes, developed personal and social competences beyond the scope of curricular activities, as well as gaining a wider perspective of processes on a European and global scale. Working on this project, a sense of togetherness in a common European home was created.We intended to carry out a project that aimed at enhancing the understanding of economics as being one of the most influential factors in their own lives as well as those of regional and national populations, even reaching a European dimension.The integration of economics into secondary school education offered opportunities to enhance key competences particularly of young people, such as the understanding of economic processes, foreign languages, ICT and digital skills, as well as social skills, such as personal initiative, ability and willingness to work in a team, perserverance, and respect for cultural and economic differences. These objectives were to be seen in the context of the ET 2020 strategy to support and advance these key competences for European citizens. The project comprised six stages from the discovery of processes in the pupils' living environment, a SWOT analysis of this, and creating a business plan, to designing a simulation on the opening and running a small business, the evaluation of this, and producing and distributing a guidebook on this procedure.The project activities were monitored and evaluated during each phase, ensuring a progress congruent with our objectives and plans, and the findings were made available on a project website. Two transnational project meetings ensured the proper conduct of the activities and formed the base for evaluation and report activities.Means of communication were established using eTwinning but the students and teachers prefered other media. With the outcomes of our project we intended to create an awareness for the opportunites young people have on regional and global markets and provided incentives for them to follow further education to gain better qualifications, to widen their skills, to protect them from decisions about leaving school prematurely, to lower the unemployment rate of young people in the regions and, thus, all over Europe.Poprzez zaoferowanie uczniom w wieku 12-16 lat z czterech europejskich szkół wysokich standardów edukacji zachęcono ich do odkrywania świata ekonomii, poczynając od sytuacji w ich regionie aż do skali europejskiej. Podczas trzyletniego projektu, prowadzonego przez szkoły z Polski, Niemiec, Włoch i Szwecji uczniowie nie tylko poszerzyli swoje wyczucie procesów ekonomicznych, lecz również rozwinęli osobowe i społeczne kompetencje, także ponad działania planowe, jednocześnie osiągnęli szerszą perspektywę na skalę europejską i światową. Ponadto podczas prac projektowych powstało poczucie jedności we wspólnym europejskim domu.Zamierzaliśmy przeprowadzić projekt, ukierunkowany na poszerzenie zrozumienia ekonomii jako jednego z najbardziej znaczących czynników w ich własnym życiu, a także regionalnej i narodowej populacji, osiągając wymiar europejski.Traktowanie ekonomii jako integracyjnej części szkolnictwa średniego, stworzyło możliwości do podniesienia kluczowych kompetencji młodych ludzi, takich jak własna inicjatywa, umiejętności i chęci do pracy w zespole, wytrwałość oraz szacunek dla różnic kulturalnych i ekonomicznych. Cele były postrzegane w kontekście strategii ET 2020, wspierającej i podnoszącej kluczowe kompetencje obywateli Europy.Projekt składał się z sześciu stopni – od odkrycia procesów w najbliższym otoczeniu uczniów, poprzez analizę SWOT, tworzenie biznes planów, symulację rozpoczynania i prowadzenia małego przedsiębiorstwa, ewaluację tegoż, aż do powstania i dystrybucji przewodnika.Działania były stale monitorowane i poddawane ewaluacji podczas każdej fazy, co dawało pewność właściwego postępu w odniesieniu do naszych celów i planów, a spostrzeżenia i wnioski były dostępne na stronie internetowej projektu. Dwa międzynarodowe spotkania projektowe dały pewność, że działania były prowadzone we właściwy sposób, a także stanowiły podstawę do ewaluacji i raportowania.Ustanowiono sposób komunikacji poprzez eTwinning, tworząc przestrzeń dla naszego projektu, jednak zarówno uczniowie j jaki i nauczyciele chętniej korzystali z innych form.Poprzez wyniki projektu stworzyliśmy świadomość możliwości, jakie mają młodzi ludzie na regionalnych i globalnych rynkach i daliśmy im bodziec do dalszej edukacji w celu zdobycia wykształcenia, poszerzenia umiejętności, wstrzymania się przed decyzją wczesnego opuszczenia szkoły, obniżenia bezrobocia wśród młodych ludzi w regionach, a co za tym idzie – w całej Europie.

The name of the project is “Do! Learn! Be sustainable!” This project was aimed to help teachers and children from different European countries to keep in touch and motivate them to learn about and understand what sustainable development is, as well as to expand their understanding of the concept. The aim was also to improve their English language skills and ICT skills. Different methods were used throughout the project. Drama and arts allowed the children to express their ideas creatively. Through entrepreneurship education, the learning experiences were expanded to include project management and the value of work. Learning by doing helped the students put the theories into practice. Children and teachers came from different parts of Europe: Finland, Italy, France and Spain. Participating schools were all public schools but there were differences between them in the number and age of children.These differences brought us a rich diversity of ideas. Sustainable development is currently one of the most important challenges in the world. We approached this subject by dividing it into four sections: cultural, ecological, social, and economical sustainability. One section lasted one semester, and each partner school was responsible for coordinating the activities during this section. During these sections the following activities were: Preparing tasks:Project websiteFinland was responsible for creating and updating the project website https://dolearnbesustainable.com/.All the final products were uploaded to the project website. Project Logo: Do! Learn! Be sustainable!Children designed a logo to be used on all documents/work prepared by the Project ‘Do! Learn! Be sustainable!’ and on the Project website.In each school there was a logo competition for the project. The final logo was chosen in Italy.MascotEach school chose a mascot and wrote every day happenings to the diary. In Italy, we changed the mascots and each school got a new mascot.Launch DayEach school organized an official Launch Day for the whole project in their school.Activities: The descriptions of the paths are found on the website: https://dolearnbesustainable.com/.Cultural sustainability: Italy was responsible for coordinating the activities:Cultural path Food path Musical pathLiterary pathThe first project meeting was held in Frosinone, Italy. Ecological sustainability:France was responsible for coordinating the activities: Recycling path Growing path Transportation pathThe second project meeting was held in Vigy, France Social sustainability:Finland was responsible for coordinating the activities: Team path Fitness path Cooperation pathThe third project meeting was held in Nivala, Finland. Economic sustainability:Spain was responsible for coordinating the activities Consumption path Footprint path Sharing path Conclusion pathBecause of the Covid-19 restrictions the final project meeting in Sant Joan d’Alacant, Spain couldn’t be arranged. The desired impact was to improve the awareness of sustainable development and the ways of living sustainably in everyday life. The future of the planet will one day be in the hands of the generation we are educating. Through internalizing the goals of sustainable development they can make a difference for our own countries, Europe, and the world.

"Heat waves, heavy rain and floods in summer or lack of snow in winter show clearly that global warming already has effects on mankind. Our children will perceive even more consequences of climate change in the future. That is why we planned this project ""my ecological footprint for a better future"" together with our partners from Spain, Italy and the Netherlands with the topics climate change and climate protection. By taking part in this project the children will understand reasons for climate change and start becoming an active part in climate protection. The targets are to promote a basic understanding of climate, climate protection and climate change and to motivate actions. We want to inform the children in all countries, strengthen them and show possibilities to spring into action. By doing so we will educate our pupils to become competent Europeans who make decisions based on the knowledge about sustainability and environment protection.The schools in Spain and the Netherlands already are our partners in the current project. We learned a lot, profited from each other and experienced synergy effects. The idea for another project is the result of our productive and enriching work. We share the thought that it is important for everyone to feel responsible for a climate-friendly future and we want to show the children possibilities to act in responsible ways and develop their own attitudes. On eTwinning we found our fourth partner in Italy who focuses on sustainability in their school development.During the project we will focus on certain topics of climate change and climate protection in our work with the children. These will be the topics of our mobilities with children:- scientific aspects of the ecological footprint- agricultural aspects of the ecological footprint- Reduce, Reuse, Recycle – waste prevention- sustainable artwork and upcyclingDuring the six days of a mobility the children and adults will be trained in several workshop groups and work out new contents. The content-related project goals will be achieved by pre- and post-mobility tasks and by the planned Learning, Teaching and Training activities.At the end of each mobility there will be a climate conference with all participants and the whole school who hosts the mobility. In this conference the children will agree upon certain targets which have to be realised in each school during the time between this mobility and the next. The climate conference's decisions are to be implemented and established in each school. In order to achieve this and to promote sustainable thinking and living over the long term, the participants of the climate conference need to become climate-ambassadors in their schools and regions. On the next mobility there will then be a presentation and discussion if and how the decisions were implemented. An overall evaluation will take place during the final mobility with only adults.At the beginning of this project each school will pack a Story Sack and bring it with them to the first mobility. This is a bag or rucksack which contains a children's book from the home country, an English translation, a cuddly toy related to the story and an activity which can be performed with children. The Story Sacks will be passed round at each mobility so that in the end of the project each school had each Story Sack once. Back home each school will have to perform one of the activities that are already in the Story Sack and add a new (invented) activity to the Sack. At the last mobility with children each country gets their own Story Sack back. Each partner will have to prepare a presentation and a handout about their Story Sack and the added activities for the very last mobility with only adults.The teachers benefit at each mobility from the exchange of good practice. They see how everyday life is organised in the different schools, widen their intercultural and communicative competencies and experience the school systems of the partner countries."