"TOPIC OF THE PROJECT: "" TOWNS FOR TEENS"". Teenagers' DAILY LIFE.ACRONYM : T4TLength: 24 months GRANT REQUESTED: 115400.00 EUROSNº OF PARTICIPANTS INSTITUTIONS : 3 INSTITUTIONS FROM DIFFERENT COUNTRIES ( The polish school quit at the very beginning of September 2016). Then we as project coordinator made a purpose to Spanish N.A. and the two partners to organize a new mobility to Brussels to visit the European Parliament as well as others European institutions with the same budget, and this was accepted.BASIC DATA ON THE INSTITUTIONS CONCERNED:1.- IESO COLONOS - CITY: GÉVORA. Badajoz (SPAIN). Coordinator Institution: - Located in an agricultural rural area, with 203 pupils, 31 teachers. - Main feature: low rates of early school leaving, learning by promoting digital competence. - Little expertise in E-Twinning and European projects2.- Yıldırım Beyazıt Anadolu Lisesi - CITY: KIRIKKALE (TURKEY). - Located on the outskirts oj Kırıkkale, a newly-developing industrial city, with 595 pupils, 45 teachers. - Main feature: learning by promoting digital competence - Wide expertise in E-Twinning and European projects.3.- EVDOMO GYMNASIO IOANNINON. - CITY: IOANNINA. (GRECEE). - Located on the poorest area of Greece, with 203 pupils, 25 teachers. - Main feature: expertise in drama / high unemployment rates in the area - Quite a lot expertise in E-Twinning and European projects**The three institutions will WORK AS A NETWORKING GROUP implementing INNOVATIVE MOTHO.ODS TO PROMOTE DIGITAL COMPETENCE AND COLLABORATIVE WORK (We will use Google DRIVE as a collaborative work tool) TO GET A MORE INCLUSIVE SCHOOLS AND CREATE AN EUROPAN CONSCIOUSNESS OF EDUCATION.** THE CONTENTS OF THE PROJECT: We need to do an interdisciplinary study to compare TEENAGERS DAILY LIFE in different parts of Europe, and how different features of towns affect daily routines in our teenagers. We are going to study all around teenagers daily life in their cities: facilities in their cities, social services for them to develop everyday life, transports, schedules, school life, extra-curricular activities, hobbies, labor expectations and opportunities around, ... in order to reduce the dropout rates. We will work with ""urban landscape"", eco-cities, and its sustainability, architectural barriers, town services, underground services, healthy lifestyle, sports facilities( bike lane,...), public facilities. social citizens integration.,all factors that lead to a more inclusive education.** OBJETIVES :(linked with the project priorities we have chosen and Education and Training - ET 2020) 1.- To compare lifestyle and life patterns of teenagers throughout an interdisciplinary study of teenagers daily life in towns of participant counties , 2.- To make our pupils open-minded citizens, and more competent for the next future labour market 3.- To form a networking group of European teacher working under the same horizon which is the European STRATEGY 2020 , that gives to the group an European dimension of education. We will set a community of sharing our expertise and good practices and try to have a fluid and dynamic feedback of information creating a synergic effect all this taking into account 4.- To develop teaching methods to get a more inclusive school, and make pupils aware of the importance of the equality, nondiscrimination. 5.-To innovate the way of teaching, making dynamic schools and implement an innovative methodology of collaborative work to get more dynamics schools 6.-Promoting the students and teachers mobility. * *TANGIBLE RESULTS OF THE PROJECT WILL BE: - A LOGO and SLOGAN OF THE PROJEC: wiil be put in all project documents and results. Each school prepares it, and we choose the best one by VOTING IN GOOGLE FORM. -AN ONLINE TEENAGERS TIMELINE : teenagers LIFESTYLE in their towns, AND DAYLY ROUTINGS, AS A TOOL TO PROMOTE DIGITAL COMPETENCE - A COMMON QUESTIONARY, AND REPORT ON IDEAL TOWN FOTEENS: IN GOOGLE FORM, A GUIDE IN TOWNS FOR YOUTHS.- AN APP`s FOR TEENS ( Mobincube App creator system): Creation of useful and friendly App special for teenagers, developing YOUTH FEATURES IN TOWNS -EVALUATION RUBRICS AND REPORTS IN GOOGLE FORM.,- Some FEEDBACK ACTIVITY ( VIDEO CONFERENCE).- And the last final product it is a short summary film showing the main aspect of an "" ideal town or a dream city"" for our teenagers, as students stated in the common questionary they create befores about their "" Ideal city"". ** INTANGIBLE RESULTS OF THE PROJECT WILL BE ON THE WHOLE, THE KNOWLEDGE, abilities, skills, and capabilities acquired during the development of the project with any single implementation activity and workshop. ** The ADDED VALUE of TOWNS FOR TEENS is its sustainable dissemination as LIVE PROJECT,"

This project has brought together five schools from France, Germany, Greece, Poland and the Czech Republic. It has presented all of them with unique opportunities to learn, in very many different aspects.The first one to be mentioned in this context is the use of English as a “lingua franca”. Not only have all participants deepened their language skills considerably, but the project has also made them aware of the importance of foreign languages in general.These broadened communicative skills have definitely contributed to a more general mutual understanding of each other’s culture, each other’s history and the shared responsibility for a common European future to be one of peace and tolerance. This has been achieved by taking a closer look at the grave mistakes of the past with its millions of young European lives being lost in bloody battles, air raids, death camps, etc. Visiting places like the former GESTAPO prison in Cologne (Germany), the D-day beaches of Normandy (France) or the memorial in Lidice (Czech Republic), to name but a few, enabled the participants to come to a much more profound and deep emotional understanding of the terrible events that took place there than this would ever have been possible in a normal school-lesson context.Unfortunately, the Corona pandemic, which struck shortly before the 5th mobility to Poland with a scheduled visit to the Auschwitz death camp, affected the project in a very severe manner.Due to schools, regions and whole countries in various lockdowns, due to students and teachers being confronted with the necessity to adapt to new and unfamiliar forms of digital learning, due to a shift of priorities in life generally and school life in particular, and finally due to the general impact of all of this on all of us, work on our project was virtually forced to come to a standstill.When we realised that even the extension of the project would not allow us to do the remaining mobilities to Poland and Greece as planned, we transferred whatever possible to online activities. This resulted in virtual mobilities, were timelines, Kahoot-quizzes and other materials were created.All in all, it is well justified to say that many objectives of this project have still been achieved. This is particularly owed to the excellent organisation and planning of the mobilities. The choice of places visited, as well as the balance between study visits, multinational workshops and social activities, not only enabled a deep insight into different European cultures but also contributed to and promoted active European citizenship. This is clearly visible in the results created by the participants, such as articles written, videos produced and web quests created, as well as their comments during workshops and guided tours. To give others the opportunity to benefit from this project, various teaching materials were created, which have been published on a project website.

"""Why We Matter"" has been a project created by three schools located in rural areas of Bulgaria, Lithuania and Spain that have been experiencing a process of rural population drift. Usually,many teenagers living in these regions only complete basic education because they believe a higher education will not give them the possibility to develop a career in rural areas. Besides, other students move to bigger cities once they finish their higher studies, a tendency that aggravates rural depopulation. With ""Why We Matter"" we wanted to modify this tendency. The objective of this project was to make students aware of the historical, social and economic importance of rural areas across Europe and also to show them the possibilities these areas could offer for the future of educated young people. We expected to reduce school dropping in rural areas by highlighting the economic and social potential of their regions and to encourage students to continue studying and training to learn how to create innovative business that could revitalise the regions and ensure them a prosperous and sustainable life in a rural area. Students from 13-17 years old took part in this project, as well as groups of teachers from each school. All of the youngsters share a common rural background and many students are at risk of leaving school once they complete their basic studies. The activities we created were designed to focus on the recovery of their origins, value the importance of rural areas and identify the potential of these places for the future of younger generations in terms of education and employment. In the different activities students had to collect data about the changes of their villages through history, reflect on the advantages and disadvantages of living in a rural area, analyse demographic data or make posters to display demographic changes and the cultural heritage of their villages. to analyse social and economic.Furthermore, they had to design an innovative company for their regions and think about the essential elements to create an ideal village. In all these activities we implemented a project-based methodology because in each activity students had to work collaboratively and integrate contents of different subjects to create different final products: posters, documentaries, brochures... Students did most of the work and they had to learn how to research and mediate with their foreign peers. The whole project was about getting in contact and valuing other realities from across Europe, but also valuing the towns where they live, no matter how big they are, and feel proud of them. We believe that these activities had an impact not only in the participants of the project, but also on the whole local communities because the outcomes of the activities of the project could be used to revitalise the villages in the long-term, for example by implementing these results to create tourism strategies or by presenting ideas of feasible innovative companies to be created in the regions. This project has been a good opportunity to show students, parents and policy makers the need to preserve and revitalise rural areas for the future not only of their inhabitants, but also of the whole Europe."

"The partnership has consisted of a general secondary school situated in a working-class neighbourhood of Tarragona (Spain) with a high rate of immigrant students, a much bigger secondary school of Barcelos (Portugal) and a Vocational Secondary Education High School specialized in technical studies such as Computer Science, Food technology or Health and Welfare. Despite their different profiles, our schools shared the same concern about teenagers’ demotivation leading to school drop-out. Moreover, the financial crisis, which affected our countries in a specially hard way, made many teenagers’ believe that further studies were not worthwhile since work-prospects were lacking. In addition, their demotivation towards school, caused by their lack of self-confidence, was the cause of their unhealthy lifestyle. Many of our teenagers preferred staying at home playing videogames than hanging around with their friends, going for a walk, doing sport or staying active. However, this sedentariness was not providing them with any relaxation or feeling of fulfilment either. To make things worse, they did not care about their nutritional habits and the consumption of junk food, energetic soft drinks, etc. We thought that defeating young people’s demotivation could only happen by enhancing their self-esteem and autonomy. Therefore, the project aimed at providing them with a wide range of tools and skills which might be useful life-long, either for their personal, academic or working life. First, it was by showing them how healthy habits can contribute to a better mind-set, relaxation and to improve the way they relate to others, be fitter, get better academic results. But before that, they needed to find out what a healthy lifestyle actually implied, namely a wholesome diet, physical activity but also a mature control of the emotions and a clever choice of leisure activities which helped to stay mentally and/or physically active. Understanding this helped them to know which changes needed to be made to attain certain aims. Activities dealing with food habits ranged from general to specific and aimed at providing them with knowledge about human nutrition, learning to read and interpret food labels, getting to know food locally produced and learning to cook traditional recipes based on those native ingredients. Moreover, they learnt about the advantages of local production/consumption and the meaning of “Protected Designation of Origin” marks. This way, students have learnt the value of local produces and the work of producers in their home territories and also got to know those from the partner cities.Throughout the project’s lifespan students have also approached an enormous range of sports The aim was to make them realize that physical activity can be fun and that everybody can find a way of exercising which suits its needs and tastes(e.g. tae-kwon-do, capoeira, Zumba, surfing, kayaking, Pilates, stretching). During exchanges, partners have invited each other to try those sports popular in their communities. At home, each school has organised the so-called Get Fit sessions, that is, different activities to foster active leisure after school among students, their families and other locals .There have also been activities intended to offer them an alternative way of spending their free-time which did not implied using new technologies. Thanks to ""Fit in the Street"" activities, they have learnt that it is possible to disconnect from every-day stress and have fun while contributing to mental or physical fitness with activities like parkour, hiking, street dance, etc. But they have discovered that sometimes going back to the roots and revisiting tradition can be exciting as well. Learning to dance the partners’ folk dances, to play traditional games from each country, etc. has been an opportunity to join culture and active leisure. Besides this, students have also become acquainted with quieter cultural activities and learnt to practice mindfulness though art or cooking. All in all, after two years of international cooperation, participants have not just strengthened their bonds to the community they live in through the organization of open events, the common work with local stakeholders or the promotion of local produces abroad. They have also got to know different cultures, shared experiences with fellow students, used English as the common language and also developed curiosity for the languages spoken in the partner countries. These achievements have made them aware of their actual capabilities and thus, increased their self-esteem remarkably. Now they feel proud of themselves and confident enough as to help other students and undertake further personal and academic projects. Teachers have exchanged their know-how and improved their teaching practices. Partner schools have opened to Europe, developed their internationalization strategies while stablished as quality educational institutions within their own cities."

"""GOAL! Go On And Lead your team through Europe"" was a project for six primary schools in different parts of Europe. The Finnish coordinating school is situated in a suburban area in western Tampere. Many pupils have challenging family situations. Also immigrant children and many pupils with special needs bring a risk of social exclusion near the school life. Icehearts is supporting the school life of those at risk. The Polish partner school is located in a rural area in the centre of the Świętokrzyskie Mountains. There is a lot of unemployment and many parents work abroad. Several children have special educational needs. The Irish partner school is located in Kerry in south west Ireland. There has been a large influx of immigrants mainly from eastern Europe and a large increase in unemployment. Problems with anti-social behavior, addiction, social integration and unemployment are constant challenges in the lives of the pupils and the teachers in the school. The Greek partner school is located in the suburbs of Thessaloniki, Central Macedonia. There is a small percentage of SEN pupils with learning difficulties. The school population is predominately white Greek with only a few pupils coming from migrant families. The Spanish school is located in a town Tomelloso situated in the middle of Castilla La Mancha region, Spain. The main economic activity in the area is agriculture. There are some immigrant children and children with special educational needs at school. Some students of the school are children of ethnic minority (Gypsies), and children from families with financial difficulties. The Croatian partner school is an ethnic minority school. It's located in a small, coastal town of Umag. Some of the pupils are not part of only Italian minority but have bilingual parents, and need to help to integrate and avoid social inclusion problems. Sports and well-being, and the motivation to carry on the importance of active lifestyle were the main inspirations for the project. The schools felt the need to promote and stimulate outdoor and indoor physical activities for the pupils. The correct physical, psychological and emotional development in children also has a connection to learning. The pupils were activated both at school and their free time. This had a positive impact on the children and their attitude to school as a whole, and thus prevented early school leaving. The active breaks have become more common in the project schools and pupils have responsibilities in organizing them. The pupils and their families were given guidance about healthy nutrition together with free breakfast at school. The practical activities like trying out special sports enabled the pupils to understand common values, overcome barriers and unite cultures. The schools expanded their knowledge about new methods and skills by working together in a strategic partnership, and the teachers were challenged to use innovative and more activating teaching methods at school. The visits to the partner schools, discussing and working with others helped the teachers to compare the good practices of each school. The pupils developed their creativity, critical thinking and ability to work independently when doing numerous project activities. The learning activities in a foreign school gave the pupils valuable new aspects of the understanding living in another country. The interest in other cultures has increased among both the pupils and the staff in the schools during the project time, and they feel more confident in working in a multi-cultural environment. The project GOAL! challenged both the pupils and the teachers to become active European citizens, emphasizing the use of new ICT skills, and better knowledge of English language."