"The idea about the Project stem from the fact that seas and oceans are drivers for the European economy and have great potential for innovation and growth. But this potential, called “Blue Growth “ strategy by EC, has not been understood enough in public . Europe faces many challenges today, but one, which is obvious and easy to relate to students living in sea-side towns is the issue of the sea impact on their lives. The six partner countries will explore the “The Blue Growth” from the perspectives: Fishing and Aquaculture, Blue Biotech Underwater Mining & Sea and Maritime heritage, Coastland Tourism, Marine Energy, Blue Jobs.As teachers, our goal is to enhance students’ motivation and provide the necessary skills to handle future challenges. In order to achieve it, we need to ""transfer"" school learning to real-life situations.This project enables teachers to find methodologies that will help in that transition and makes schoolwork relevant for the students. We think that working in an international context is a benefit for all the stakeholders: teachers will grow personally and become proficient in their teaching methods and students will play a more active part in their own learning process.We face a Europe – a world – where attitudes to environment seem to develop in a more negative direction. A relevant aim for us is a better understanding of how to preserve the maritime environment and as a consequence our cultural heritage according to a sustainable development.The partner schools will deal with this topic in many subjects such as English, social studies, geography, history, biology, navigation, ICT, electrical engineering etc. We will also engage students on different level, the total number of students taking directly part in the project will be about 120 each year + the teachers teaching these subjects.A major goal is student activity, engagement and motivation: learning by doing. To reach this goal we will use a variety of activities such as excursions, interviews with fellow students from other countries, interviews with people who work in the maritime sectors and coastal tourism etc. Students will be encouraged to try to find their own answers to their own questions. In this process, the contact with European students will make them more open to different solutions and views and it will also give them a motivating possibility to practice the foreign languages they learn at school in realistic settings.The outcomes of our project will be shared on a project face book page and on E twinning and by keeping our colleagues informed about our experiences.The main final product of the training meeting in Crete/Greece will be: a shared co-operated interactive google-map presentation of the participating countries, full of marked points with multimedia information (images, videos, texts) about environmental matters. The involved students, will fill the map with colored spots, showing places of interest, presenting their history, how tourism affected them, the environmental impact of development, the blue flags earned and so on. In addition, they could upload on google store, an android application with quizzes on coastal tourism.In Iskenderun/Turkey meeting products will be a digital dashboard web page narrating the workshops and video products about the subtopics of fishing and aquaculture, a blog page including pictures in meeting and information about subtopics and ""blue growth"" part of 2020 strategy , a leaflet about sea foods. In Constanta/Romania products will be : JOURNAL with pictures and videos uploaded on project web site ; presentations will be done both in English and in mother tongue and they will be gathered in a BROCHURE entitled: MARINE ENERGY, which will be charged on project web site or will be printed after the conference; POSTER – ways of saving energy uploaded on project web site; 5 business ideas for business environment or public authorities; JOURNAL “Renewable energy” with pictures and videos uploaded on project web site.In Sicily/Italy products will be a digital book , cointaining all the activites' results in the form of images, videos, text, questionnaire. The pics and videos will be taken by mobile phones, The questionnairies will be carried out by google moduli, the videos will be created by very simple movie maker app uploaded on the mobile phones and used habitually by the students.In Valencia/Spain products will be :a product of the film of all mobilities and publishing the schools' social media pages and on you tube platform .In Gdansk / Poland products will be : ""The Blue Growth Strategy"" digital book to be created by referring to the European Union Blue growth strategy of which all sub-topics described in the meetings held in all partner cities ."

‘Water Out Precious Treasure” is a title of the project which was carried out in five partner countries: Poland, Germany, France, Bulgaria and Romania. The partnership was a continuation of the previous projects or meeting new partners at an international course. The main objective of the project was connection with scientific and natural science subjects, which had an influence on an attractive profile of a school – leaver in the future labour market, cooperation on regional and international level in pursuing questions connected with environmental protection and water management, improving or obtaining new language competences especially practical ones such as speaking, using modern technology, coming up with innovative solutions and creating resourceful model of a young European open to the problems of modern Europe and the world, taking innovative and venturesome actions in order to achieve the goals. The results of project work were numerous presentations, albums, films, posters, photos, recordings, exhibitions, scripts, descriptions, interviews, articles and comparative statistics.In the project lasting for two years, there were about 200 students and 33 teachers involved directly and about 2000 students and 150 teachers involved indirectly. The participants came from different schools- general secondary, vocational, vocational – technical ones, the students were from 16 to 19 years old and they represented distinct social spheres and various ethnic nationalities. Project activities were connected with innovative methods of teaching so integrated a lot of cooperating institutions, which enabled us to get a direct contact with education.Each partner school prepared a work schedule in a way to present the most interesting information and unique methods of water management in the region. We learned innovative methods of water testing, influence of rainfall on the quality of the soil and connected with it agriculture. We participated in numerous laboratory classes, experienced direct contact with education by visiting different institutions: water treatment plants, water bottling plants, organic and traditional plantations. We learned innovative methods of testing water quality or purification without using chemicals. We also acquired a new skill of making a business plan and managing our own company. Moreover, in order to get to know each other we exchanged experiences and ideas during intercultural and artistic workshops. The abundant plan of activities during the international exchange visits provided students with substantial number of contacts and thanks to the applied communication means students used English in oral and written forms while working on interesting assignments connected with environmental and water management issues.Project activities enabled students from five European towns to open to other cultures, to learn environmental problems of partner schools’ regions. Project activities also made students aware of the fact that only by collaborative effort on international level we are able to make a big step towards environmental issues, which in consequence means improving quality of our life.Interesting and varied project activities using modern technology made students interested in scientific and natural science subjects, students promoted learning these subjects and as a result we hope they encouraged peers to improve their knowledge in this scope. By many dissemination activities students and teachers from other schools in the region learned about the project and its results, in consequence we hope they will take action in order to plan similar projects in their schools. The status of the school in the local environment was improved and therefore more stakeholders were obtained for school.To make project activities interesting, different methods of work were used: direct contact with education, workshops and laboratory classes, panel discussions and at the Forum, work in international groups, project work, preparing presentations. The quality of our work was checked by means of systematic evaluation: surveys, questionnaires, interviews, SWOT analysis.Teachers participating in the project improved their competence in the field of methodology and didactics, their workroom was enriched by using interesting project results. Mutual work shared with partners from five partner countries enabled us to reassert already existing bond or establish a new lasting partnership when it comes to new partners. The desired effect of teachers corporation will be steps taken in order to form a new partnership in the future and exchange of practises in action ‘job shadowing’.

Raising up bilinguallRaising up bilingually in nowadays European society has long stopped being an exception. Most European capitals and big cities are cosmopolitan ones, where a walk on the streets automatically relates to contact with diversity, either in the form of culinary experiences or the sounds of more or less exotic languages. In such societies the emergence of bilingual schools is imminent. There are indeed numerous bilingual schools in Europe and there is even an online exchange platform made by and for parents of students attending those schools. Still there was no exchange platform for the teachers and students of the European bilingual schools. With WEBS we accomplished our aim of setting up a network of various European bilingual schools, so that we can learn from and with one another. Thus, the understanding and improvement of the European bilingual school systems with focus on strengthening the European identity, best practice in different types of bilingual schools, school life in different bilingual schools and the future of the bilingual students in Europe was accomplished by working together, visiting each other’s schools and comparing our bilingual systems. We also aimed to improve our methodology and the use of resources and assessment criteria when teaching bilingually, which we did by creating a common data base for all interested teachers of bilingual students. These materials are also gathered in an e-book shared with all our partner schools inside and outside of the WEBS partnership. Finally, there has been a massive improvement of the students` communicative skills in different languages as well as the improvement of the students` skills in ICTs. The material result we achieved is our online exchange platform for bilingual European schools www.bilignualschools.online . That being said, the educational value of European cultural heritage has been achieved by expanding the cultural knowledge we had on one of the European countries whose language we teach bilingually to a broader knowledge on all other cultures involved in this project. In doing so and completing our project activities, we contributed to the development of relevant and high-quality competences is linked to the improvement of our students` communicative and ICTs skills ad language skills, since most of them speak at least three languages and they made use of all of them. All the activities completed required the use of the teachers`and students` (age 12-15) communicative and ICT skills. Right in the beginning, making the videos on the hometown, own school, individual presentations the students have operated with new media and have used their foreign language skills. The same applies to the video reports and writing the news reports every 4 months. Furthermore, the students compared a common favorite subject and visit a foreign school. They attended classes, extra-curricular activities and gave presentations on their bilingual school while comparing it to the one visited. Another activity involved the teachers writing short articles on the methodology and resources used when teaching in bilingual schools and similar topics, which were shared on the internet site and in the e-book we created with all teaching materials and which is shared with all our school partners inside and outside the WEBS project. To continue, the understanding of the European bilingual system was achieved through the getting-to-know-one-another presentations, the videos on our hometowns, our schools and students themselves. Through these videos and the visits during which we attended classes, extracurricular and after school activities we compared the way other bilingual schools function, how they disseminate the European dimension and which specific resources and methodology they use to teach a common bilingual subject. Besides we understood that a new hybrid bilingual identity has emerged, as bilingual students feel they do not belong anywhere but at the same time everywhere. Actually, based on this realization we have started a follow-up project of WEBS with new bilingual partner schools, which focus exactly on this cultural dimension our bilingual roots have on our identity.Finally, WEBS Erasmus has enjoyed a huge impact and echo among all participants, who have shared their experiences with their families, friends, students` meetings and teachers` conferences. Proposals such as the implementation of foreign language assistants in classes have been brought up and the participants were able to compare systems, learn from the new schools and at the same time appreciate what their own school has to offer. That being said, the friendships started have proven so strong, that students have been visiting each other with their families outside the project, too and some are even planning a student exchange for a longer period of time. WEBS is indeed the headstone of the innovative cooperation of the European bilingual schools.

"The idea of this project was based on transferring expertise and experience in predominantly outdoor project-based learning from experienced schools (Kogeka 2) to schools at the beginner stage of implementing it (PMG""Yane Snadanski"" and I.I.S.S. ""S. Trinchese"") and a school which didn’t completely apply this method (Zespol Szkol Ogolnoksztalcacych nr 1 w Gdansku) as well as an exchange of interdisciplinary lessons.Our approach was strategic and innovative, because we aimed to share and disseminate the benefits of a wider exploitation and implementation of the project-based learning in natural scientific subjects, as well as transferring expertise in interdisciplinary lessons. Our priority inside the project was promoting the acquisition of skills and competences. This project aimed to promote students' interest in the sciences through its intersection with various cultures throughout Europe. The two main objectives of our project were cooperation between schools in promoting, implementing and improving project-based learning involving outdoor activities and exchange of best practices in the field of Learner-Centered Teaching Methods, exchange of interdisciplinary lessons and approaches to sustain that method of teaching in our school and disseminate to a lot of schools in Bulgaria and partner countries. By doing so, we hoped to inspire students to pursue further studies in these fields, and to do so in creative ways. A second objective was to acquire and share innovative teachings methods across the participating schools. By exchanging these best practices, schools have had the opportunity to raise their standards of excellence and provide exceptional learning opportunities for its students. A final objective was to strengthen the local community, as mentioned above. Through this partnerships, each community had the opportunity to showcase itself to foreigners, strengthening community ties and improving quality of life through the process. Students participating in this project, aged between 16 - 19, demonstrated exceptional skills and interest in Biology, Chemistry, Physics, and English. These students worked together in groups under the supervision of teachers within the educational fields mentioned previously. All activities, at each respective school, centered around our theme of “Culture Meets Science.” Some activities took place at school or inside the classrooms, while others were held in informal settings. In general terms our project was focused on learners-centered teaching methods and learning, inquiry- based science education, in workshops and practical laboratory experiments - a discovery science methodology was included in the experiments. We also included interdisciplinary and intercultural approaches. Most of the activities were based on hands-on experience and data collection on environment; swot and gap analysis. Moreover, we used contests, games and playful quizzes to keep the students’ motivation and interest high. As for the activities to be developed, each participating school decided time, methods and settings. Parts of them were dealt with during lessons; other parts in extra project sessions following flipped classroom or non-formal settings, while methods, time and length were adapted and tailored according to the interest and the results obtained during the activities, from evaluation and assessment. Some activities such as warming ups, brief history information about the host country, students’ workshop activities in mixed international groups, cultural programmes were a part of each meeting. The expected results were integration of the innovative project-based and interdisciplinary approach alongside with the traditional methodology into the classroom and beyond. Students had the opportunity to see how the challenging natural science subjects can be easily and successfully learned by taking part in various, attractive learning models. Experience and ideas exchange led to faster and easier implementation and creation of innovative interdisciplinary data base of lessons. Project-based learning when adequately applied resulted in students enhanced quality of studying compared to traditional instructional methodology. It increased long-term relation of material as well as students and teacher’s motivation and collaboration."

<< Objectives >>This project's main objective is to offer students the opportunity to study the local and global situation regarding environmental and climate change issues and to suggest and implement new practices and policies at different levels (individual, school, local). They will meet professional researchers, non-profit organisations and local authorities, compare their ideas and work with peers from other European countries.They will become active European citizens and ambassadors of greener practices.<< Implementation >>We want to implement 3 types of activities:- regular workshops in the schools where students will study the situation and work in groups on a chosen issue. They will meet professionals, researchers, non-profit organisations and local authorities to make suggestions and implement them.- students meetings where they will meet their peers and compare situations, visit environmental main places, share their ideas and work together.- teachers meetings to prepare, organise and monitor the project.<< Results >>We expect our project to result in:- effective changes of practices regarding environment and climate change at different levels, informed participants who will persuade organisations and local communities to accept and implement new ideas- an increased involvement of participants in their civic and political local life- an improvement of participants skills in projects management (cooperation, organisation, communication, English, digital)- a spread of those good practices to other people.