"<< Background >>For many years we have been noticing climate threats in all partner schools. Through their actions, all partners have implemented pro-ecological activities both in class and in the form of educational projects. We have promoted actions for ""clean"" environment, biodiversity, waste management. Regular monitoring and diagnosis related to ecological issues is conducted in all schools. We notice many problems connected with environment protection such as: wild dumps, air polluters, bad attitudes towards water and electricity consumption, sea and river pollution and many others. We pointed out that the problems of environmental pollution are more often underestimated in areas considered to be the most ecological. In this way we invited to cooperation partners who live in such areas and who confirmed that similar problems occur in their countries as well. Together we found that so far local pro-ecological actions do not bring any significant success, because the main problem is the mentality of people living in areas considered to be ecological. We want to initiate a change of thinking in environmental issues, while enriching the knowledge in this area. The analysis of environmental issues in the curricula of different countries will be used to formulate conclusions that we will present at climate conferences, which may result in a call for enrichment of this material, because already at this stage it can be concluded that there is too little of it and it is given in an inaccessible form (very theoretical). We are going to investigate this thoroughly. Therefore, we will formulate 6 lesson plans each year (after the training and mobility) conducted by youngsters for the benefit of elementary school students. This is an innovative activity, because young people will reach their younger colleagues more easily and they will do it using forms of communication and activities close to them, promoting the idea of the project. The scenarios will be the answer for not very attractive school forms used so far in ecological education. It will improve the quality of teaching in school and the environment, and at the same time it will internationalize the problem, showing how important it is. The reasons why the project should be financed are as follows:- the project is closely linked to the priorities and objectives of the Erasmus+ programme- the planned activities will respond to the needs defined on the basis of the diagnosis of partner organisations and it is an opportunity to respond effectively to the diagnosed problems (in cooperation with partner institutions already active in the field of ecology)- the project involves disfavoured groups and gives them a greater chance to participate in the project (appropriate scoring)- The project involves highly motivated organisations with qualified staff to carry out the project,- The project involves partners with high socio-economic contrasts, which provides an extremely valuable opportunity for development,- All partners agree on the importance of environmental education which can reduce contemporary threats, which is currently a priority in international programs,- The project will primarily attract participants who have never had the chance to participate in an international mobility project before. For most students it will be their first trip to another country,- The project involves the local community,- The project is based on the principle of active participation and co-creation - both in relation to staff and students,- The project will produce a high quality publication, which may be a valuable source of information for teachers from other countries,- Close cooperation of partners at the stage of project creation, good and smooth contact and sense of common interest predict high quality of partnership, which is extremely important in this project<< Objectives >>The project aims to improve the quality of work, activities and practices of the organizations and institutions involved, particularly in the field of environmental education and environmental protection. It will contribute to raising the environmental awareness of students and teachers and through their involvement will bring about a change in the local environment. It will also have an impact on the community through the dissemination activities carried out as part of the project .The project also aims to increase awareness of the ecological threats occurring in environments commonly perceived as natural and ecological. The project aims to trigger the activity to change young people's as well as adults' attitudes towards climate threats. It is supposed to make us aware that ecological threats arise here and now and are not only connected to industrial and urban environments. The project is aimed at young people aged 14-19 years and teachers, and through them to schoolchildren and their families. The project will be carried out by partners from Poland, Greece and Spain living in areas that are generally considered ecological and natural. This awareness often overlooks the real threats that seriously affect the local nature. Each partner will deal with one of the elements of environmental pollution (Poland - air, Greece - water, Spain - land), make a local analysis of the scale of the threat, conduct research and prepare a map of ecological threats on the territory of the local government unit. Within the mobility, young people under the supervision of experts from the school and local partners of the project will prepare an information campaign in the form of leaflets and posters to the local community and will consult scenarios of 4 lessons prepared by teachers from partner schools created after consultation with experts and after a number of study visits to institutions dealing with clean environment. The lesson scenarios will be used for the implementation of classes for children in grades 7 and 8 of elementary school (12 workshops x 4 hours) on environmental protection.After the mobility, students will carry out in their own country classes in younger classes of elementary school (6 workshops, 2 hours each) in the national language. In the framework of the project 3 ecological competitions will be announced to promote the fight against environmental pollution (photo competition, slogan promoting pro-ecological actions, collection of recyclable waste). Carried out activities during the mobility will end with ecological conference connected with educational trip to the institution dealing with fighting with environment pollution in local community connected with summary of announced contests. All mobility activities will end with the development of a publication containing environmental threats from the three partner countries and lesson scenarios for further education of young people. After each mobility abroad, the participating group of young people will conduct further classes in their environment on the basis of the developed scenarios, taking into account their own specific risks. In this way the young people will understand the threats and in practice will form a coalition to overcome them.<< Implementation >>1. a diagnosis of environmental threats concerning particular pollutants will be made and a map of environmental threats will be drawn up (Poland - air, Greece - water, Spain - land), which will allow to understand the problem better. At the moment, in none of the environments of the partner schools is there any analysis of the state of environmental pollution and its impact on climate. Appropriate research, analyses of the scale of threats and consequences for the local environment will be conducted. They will be presented in the form of presentations, films, etc. 2. 2. leaflets, posters and scenarios of classes for school children on counteracting effects of local environment pollution will be prepared. 3. there will be organized classes in elementary school which will be conducted by international groups (6 people, 2 from each country) in 12 classes during 4 hours of lessons (during one mobility, total number of 36 classes). They will be realized in active form, and materials can be used to produce posters and leaflets. The activities will be conducted in the older classes of elementary school in English. This will also contribute to the understanding of foreign language learning awareness. 4. After the mobility will be carried out in younger classes of elementary school in national languages (in 12 classes during 2 lessons per mobility, total number of classes 12 classes x 3 countries x 3 mobilities). 5. the analyses and scenarios will be published in 4 languages (Polish, Greek, Spanish and English) and disseminated to at least 40 schools in each country with a total circulation of 200 copies x 3 countries. Volume of the publication at least 30 pages. 6. 3 climate conferences will be organized (one in each country during student mobility) with the participation of students involved in the project, teachers and representatives of the local environment including decision makers in environmental policy. The conferences will be held via online transfer in the partner schools. 7. 3 ecological competitions will be organized (photo contest, environmental slogan contest, recyclable waste collection contest). Thanks to the conference the problem of environmental pollution (including methods of fighting this problem) will be publicized thanks to invited representatives of media. After the end of the project there will be changes in the way of thinking of people involved in the project (youth, children from elementary school), who will transfer this thinking to their families and friends what will be the beginning of changes in thinking about the environment.<< Results >>In the project, together with partners, we plan to achieve the following results:1) harda) publication on local environmental problems containing: -3 maps of environmental threats for each local community, - the analysis of curricula related to ecology in particular countries; the publication will contain conclusions on this issue worked out jointly by partner schools with the use of experts,- lesson plans developed by teachers with the use of expert knowledge, consulted by students. The scenarios will be worked out according to the following themes: Poland - air protection, Greece - water protection, Spain - land protection. In each area, 6 scenarios will be developed,The publication will be issued in 3 national languages, with translation into English in the number of 200 copies x 3 countries,b) realization of 3 climate conferences during student mobility, concerning particular problems developed by particular countries, with the participation of experts, with online connection with partner schoolsc) participation of 12 teachers (4 from each country) in 3 short-term staff trainings,d) Participation of 36 students (12 from each country) in 3 short-term student group exchanges,e) preparation of leaflets and posters promoting pro-ecological behaviour , addressed to the inhabitants of the local environment, - will be prepared after each mobility in the circulation of posters: 100 pieces , leaflets 1000 pieces - they will refer to the themes implemented by each country (air, water, earth).f) Conducting classes in elementary school by young people which will be conducted by international groups during student mobility in the language of a (6 persons, 2 from each country) in 12 classes during 4 hours of lessons (during one mobility). g) Provision of classes in elementary school by young leaders after each mobility in English in 12 classes during 4 hours in 2 countries (excluding the country where mobility took place). Total of 24 classes supportedg) Conducting lessons by young people for elementary school pupils in national languages (in 12 classes during 2 hours of lessons after one mobility, total number of classes 12 classes x 3 countries x 3 mobilities). h) realization of 3 ecological competitions in each year, realized in each country (9 competitions altogether) - photographic, for the slogan promoting the environmental protection, for the collection of recyclable waste. Settlement will take place in each country,i) implementation of 3 project activities carried out at local level in each partner country,j) implementation of 3 activities disseminating project results with the participation of partner organisations among school and local community2) Softa) change of attitude of local community residents towards environmental problems,b) an increase of intercultural competences among the representatives of the host organisation will occur thanks to the high quality preparation by the partner organisations, the close interaction with the host young people and the evaluation of the stayc) There will be an increase in motivation among staff dealing with burn-out and limited international opportunities through professional development,d) The level of key competences of the students will be increased,e) the awareness of partner countries' culture, political situation and education system will be increased."

<< Objectives >>We wish to reach all the Ob. At the level of partners:-Boosting the knowledge of Ss onwater in scientific-artistic sides-awareness of Ss on how vital the water is for the mankind-Ss trainings in identifying common issues on water shortages and personalizing them according to the local context-encouragment Ss participation in all ecological matters-soft skills evolvements, creativity and cultural awareness-enhancement of linguistic skills of Ts-Ss-network creation for aqua friend school<< Implementation >>Activities:Face to face and virtual exchanges/LTTAs:C1 - Spain (October 2022)-Water in the old daysC2 - Turkey (February 2023)-virtual-Water & healthC3 - Italy (May 2023)-Water & ScienceC4 - Turkey (June 2023)-Water and the futureC5 - Italy(September 2023)-virtual-Sustainable water consumers schoolsLocal activities to meet objectives:-participants selection&preparation-activities related the topic-PM&communication-monitoring, evaluation-follow up/dissemination-hosting events<< Results >>Tangible-Parading of Local Water Day/Week-Aqua Friend Environment plans-Aqua Friend School plan-English Leaflet-local water sports opportunities-a Map-Presentations,posters,flyers,movies,poetry,surveys,querries,local campaigns related the water-Dissemination items-Website, eTwinning and media pages of the project-Europasses &attendances-reports of impact evaluate sustainability dissemination interaction and plans-Aqua mapsIntangible-water&civic responsibility-soft skill evolvement

"<< Background >>Climate change (CC) is affecting every country, quality of our life and it will continue to do so, unless we try to educateourselves and our children to make changes in our lives that will impact the environment less. Knowledge on CC in formaleducation helps the development of sense of responsibility through creation of informed awareness. Such awareness isnecessary to guide students’ behaviour towards concerted ameliorative actions (McMillan et al., 2004; Kuhlemeier et al.,1999; O'connor et al., 1999). Moreover, the school students should be motivated towards an environment-friendly lifestyleby inculcating informed awareness in them so that they can influence adoption of better climate policy by choosing proenvironmentleadership (Boyes et al., 1993). Environmental education is very fragmented in EU schools, lacking a holisticapproach. Partners decided to collect existing good practices used in schools, youth, training organizations and create ancurriculum for environmental interdisciplinary learning with holistic approach for all levels of education<< Objectives >>ECOSTREAM project is an attempt to summarize the available experience in the European countries, the experience ofteachers in the use of elements of social simulation as an efficient environment protection pedagogy offering an overviewof the positive effects of learning by doing. The objectives of the project are: *to collect and share good practices amongproject partners, *to increase professional development of teachers *to collect ideas and create a Curriculum forenvironmental interdisciplinary learning based on climate change simulation games and follow up activities for the projectresult. *to develop and reinforce EU networks for sustainable environment among teachers *to enrich the network forsustainable environment and awareness raising on CC effects among schools, education providers.<< Implementation >>Partners will collect good practices examples during all project implementation, create a Curriculum for environmentalinterdisciplinary learning based on climate change simulation games and follow up activities for the project result. During2 short term joint staff trainings partners will share their experience in using Climate change and environmental protectiongames and methods for pupils training. 2nd LTT will be dedicated to Verification and evaluation interdisciplinary lessonplans<< Results >>The project will produce tangible and intangible results: Intangible results (project outputs): - new competencies forteachers in the partners' organisations; - exchange of experience and good practices among teachers at internationallevel; - increased intercultural competences for the staff and learners; - lifelong learning network of partners and otherstakeholders involved in the project at local, national and European level; It will be represented by tightened cooperationof different communities in relation to issues of youth education. Effects of this cooperation - consolidation of mutualunderstanding of the essence of training tools for teachers. - increased EU project management competencies; -improved project partners educational offer. Tangible results: - ""Curriculum for environmental interdisciplinary learning"",based on holistic approach and seek to address the emotional, social, ethical, and academic needs of students in anintegrated learning format. This PR will be used by teachers and educators in their efforts of raising awareness on climatechange effects and protecting the environment with students aged 11-15. - videos about the training sessions; -promotional materials (project logo, leaflet, press releases, information for social media, Facebook"

"<< Background >>Water is a crucial aspect of our lives. We use it not just for drinking and washing but also for industry, agriculture and making almost any kind of product, from food and tin cans to newspapers and cars. We are accustomed to having water when we want it. However, as population increase and businesses and industries expand, our water resources might be strained. Water conservation will be imperative. According to latest survey, EU countries use billions of cubic metres of water every year not only for drinking water, also for use in farming, manufacturing, heating and cooling, tourism and other service sectors. With thousands of freshwater lakes, rivers and underground water sources available, the supply of water in Europe may seem limitless. But population growth, urbanisation, pollution and the effects of climate change, such as persistent droughts, are putting a huge strain on Europe’s water supplies and on its quality use in farming, manufacturing, heating and cooling, tourism and other service sectors. Over the past 30 years substantial progress has been made by EU Member States to improve the quality of Europe’s freshwater bodies, thanks to EU rules, in particular the EU’s Water Framework Directive, the Urban Waste Water Directive and the Drinking Water Directive. These key legislative texts underpin the EU’s commitment to improve the state of Europe’s water. The goal of EU policies is to significantly reduce the negative impacts of pollution, over-abstraction and other pressures put on water and to ensure that a sufficient quantity of good-quality water is available for both human use and the environment.Our project “Water is life” aims at raising awareness of schools, authorities at local and national level, CSO’s on environment protection and enhancing their role in using water in a sustainable way. The overall aim is to stimulate increased knowledge of students and teachers on the importance of water and how it can be used efficiently in school<< Objectives >>Our project “Water is life” aims at raising awareness of schools, authorities at local and national level, CSO’s on environment protection and enhancing their role in using water in a sustainable way. The overall aim is to stimulate increased knowledge of students and teachers on the importance of water and how it can be used efficiently in school.The project emphasize the importance of including water education in schools curriculum. We recognize that learning the “why’s” and personally adopting the “how’s” of water conservation is greater when students are shown how water affects the daily lives at their schools and their community. By incorporating these interdisciplinary activities into an existing curriculum, teacher will motivate students to look at their own, as well as their families’ water use patterns and will then be able to differentiate between patterns between using water and conserving water.İn addition, the project includes activity that contribute to greening our environment by reducing schools water consumption and assessing how much they use every day and devolopping creative and innovative ideas to contribute for more sustained use of water in the future. During the project implementation, the students will interact with each other and have opportunity to improve their language and social skills. Several visits to ancient places will increase the students awareness on Europes’s aquatic heritage. The project will encourage educational activities that will develop dialogue on water culture between teachers and students from different cultural and ethnic background. Also, relevant approaches for solving the water problem will be encouraged within the project. The project promotes initiatives for equal education and includes students from disadvantaged groups, stimulates new working methods and key competences on environment, promotion and acceptance of tolerance and diversity each country history and culture, exchange of knowledge and information between various relevant public and education institutions on water/environment management and distribution, etc. The development of strategic partnership among different stakeholders and the Exchange of Good Practices comprise the basis of our partnership in this project.<< Implementation >>The activities are in line with the project objectives. The planned activities are included in three categories.1.Time line activities to be implemented by each institution within a predetermined plan without mobility with a certain date and time. In addition, these activities include several topics a) Water-themed curriculum study activities: While the educational activities of each institution continue, water-themed activities will be loaded into the course contents. b) Environmental Investigation Activities conducted inside and outside the school that aim to determine where the water is consumed the most, whether there are defective taps, etc. c) Remarkable Information and Awareness Activities d) Field Trips: Organizing trips to water treatment facilities, aquarium, drinking water facilities, dam and hydroelectric power plant areas, natural water resources e) Use of Media and Communication Activities with Other Institutions.2. The following activities will be held within the scope of the Project Activitiesa) Online Event TOMORROW WATER-WATER FOOTPRINT ""on Preventing Water Depletion by Changing Our Habits and Handing it over to Next Generations "" b) “HEALTHY GENERATIONS-I WALK IN WATER” (Travel and Research Activity) Going to the source of water to see the efforts made to accumulate and reproduce the water, touching the water, watching the effect of water and playing in water clutch. c) Online Event Choral Activity- Understanding the effect of water on other living things. Knowing that nature and water are not only ours but also sources of life for other creatures.(e) Social Responsibility Activity-""NAME OF EVERY CLASS: FROM WATER"" -Making water a part of our lives and placing it in the minds of generations f) Travel and Awareness BALL EVENT Event -To understand that greening our environment will increase water resources or on the contrary, our environment will become greener when we increase water resources and raising awareness. g) Observation and Research Activity- BUTTERFLY EFFECT Realizing that small changes in your place of residence or anywhere in the world can lead to big and unpredictable consequences. (h) REGULAR ONLINE MEETING (Project team, Project and budget officers etc.) Creating a project group. Online meeting to start the implementation of the project: introduction of the project to teachers, families, authorities (internet, emails, school's official website, posters), organizing administrative arrangements: preparing a plan for appropriate budget use and checking; time management; efficient use of resources; establishing a clear strategy for monitoring and evaluating the success of the project; finding partner schools, artists and NGOs willing to cooperate and support our activities; Facebook group will be created for both students and teachers. Our eTwinning project will be uploaded as A1. Creating an Erasmus + corner in each school i) Innovative product development and design activity will be held in all countries. (PUMPING THE WATER UNTIL HEATING, introducing the innovative product and the design activity of the WATER MILL)<< Results >>Solving the water problem will now tell whoever you ask anywhere in the world that it is the primary problem. Although the water problem is considered to be the priority problem, unfortunately, no concrete progress has been made in the solution, the problem has gradually worsened and grown. The main reason for this is that the water problem has not been discussed at the top level and has not been turned into a problem of the people at the lower level. Here is what we want to do here: We agree with all the decisions taken regarding the water problem so far. We support the solution proposals and we want to support them. With the WATER CURRICULUM BOOKLET we will prepare, we want to raise awareness of the new generations and their parents about the water problem. We want to make the problem of water sustainable. We are aware that this can only be achieved through the education and awareness of generations. Therefore, the issue of WATER should be included in the EDUCATIONAL CURRICULUM of all countries! The content and the outcome of our project were related to the school curriculum. As our subject is water problem, we will present innovative ideas and practices as well as existing applications in the solution of water problem. Especially in SCIENCE and TECHNOLOGY, TECHNOLOGY and DESIGN, we will recommend project-based innovative ideas and design applications to students. We will encourage them by organizing INNOVATIVE IDEAS competitions to reduce water consumption and increase water consumption. The effect it creates on the minds and hearts of the students who read the text on the subject of water in the curriculum and make the activity will have a BUTTERFLY effect on their families, families, society, societies, countries, countries to the whole continent and the world. The above-mentioned solution proposals will spread to the public and the people will become aware of this issue. WATER WILL BE PROTECTED and WATER WILL INCREASE."

"<< Background >>CONTEXT: There are multiple factors and causes that explain the inequality between men and women. But one of the fundamental ones is the cultural construction of gender roles, which is based on stereotypes or shared beliefs about the personality traits and behaviours of each sex.The persistence of these roles and stereotypes has harmful consequences for women and girls from an early age:- lowering their aspirations- limiting their career options- making it difficult for them to build a healthy self-concept and self-esteem. In this sense, the research ""Gender stereotypes about intellectual ability emerge early and influence children's interests"" (2017) stated that girls begin to feel less intelligent than boys from the age of six.Similarly, the report ""Global Early Adolescent Study"", produced by WHO and John Hopkins University, argues that ""gender stereotypes affect girls around the world regardless of their country's level of development and are fostered by society at large, from parents to educators"".For this reason LOOK LIKE ME, focuses on secondary school students and teachers, training them in:* Emotional Intelligence: set of skills that develop the ability to understand, process and express our feelings, and identify the feelings of others.* Nonviolent Communication: a communication methodology that aims to enable us to communicate effectively and empathetically. * Alternative Masculinities: a model that proposes to rethink the idea of masculinity and unlearn gender roles, it aims to put an end to gender violence. NEEDS: We have to develop LOOK LIKE ME to address the real problem of persistent gender stereotypes. This problem is present in most Member States, which only scored an average of 67.4 out of 100 in the 2019 EU Gender Equality Index. The European Institute for Gender Equality (EIGE) affirms that inequality and discrimination of women and girls based on roles and stereotypes eventually lead to gender-based violence as the most brutal manifestation of inequalities. This is evidenced by the survey conducted by the European Union Agency for Fundamental Rights (FRA), ""Gender-Based Violence Against Women""(2014). According to which:- 33% of women in the EU have experienced physical or sexual violence in their lifetime. - 22% of women in the EU have experienced intimate partner violence.- 55% of women in the EU have experienced sexual harassment.TARGET GROUP: LOOK LIKE ME, addresses the educational community, developing a training plan, tools and resources to combat stereotypes, inequality and gender violence with a direct impact on:- A primary target group: secondary education teachers, due to the innovation of its application to secondary education in relation to the purpose of the project.- A secondary target group or final beneficiaries: secondary education students (14-18 years old).<< Objectives >>LOOK LIKE ME aims to develop a training and educational plan that has a direct impact on teachers and students in secondary education (14-18 years old) to prevent the potential problems that gender discrimination can cause in adulthood. Our main objective is to develop Emotional Intelligence, Nonviolent Communication and Alternative Masculinities models to:* Deconstruct traditional gender stereotypes and their replacement by more egalitarian, inclusive and diverse ones.* Promote equal opportunities and the prevention of gender violence.* Provide students with competences in order to empower and critically position themselves in the face of stereotypes, inequality and gender violence.* Train teachers in the three areas mentioned above as well as in the use of the educational tools provided by this project, to fight against gender stereotypes and their consequences on their students.SPECIFIC GOALS:- Know and identify gender biases- Avoid the generation of gender roles and their early assimilation.- To understand stereotypes and social clichés in pre-adult age. To show the limiting beliefs associated with these false cultural, social or ability patterns.- To approach stereotypes from an evolutionary perspective in order to break them down in adolescence.- Develop the concept of new masculinities- Addressing emotional management for diversity and social inclusion.- Learning to communicate in a non-violent and non-discriminatory way.<< Implementation >>Project is divided into 2 types of work packages:1. PROJECT RESULTS (PR), responsibility for each PR lies with a Result Leader.2. MANAGEMENT AND IMPLEMENTATION WORK PACKAGES – (financed under the item Management and Implementation) cover whole project duration and are realised at two levels:a. transnational levelb. the level of partner country There are 3 main work packages under the item Management and Implementation including the following fields of activity:1. MANAGEMENT AND ADMINISTRATION:* DOCUMENTATION* COMMUNICATION AND MEETINGS* PROGRESS REPORTING* BUDGET CONTROL AND FINANCIAL REPORTING* TIME MANAGEMENT* HANDLING RISKS The responsibility for work package 1 lies with Project Coordinator, who cooperates with Management Group (MG) on a regular basis, at country level is cascaded to partners to person responsible for management (members of Management Group).2. QUALITY ASSURANCE AND EVALUATION:- preparation of Quality Assurance Plan- setting qualitative and quantitative indicators- quality checks and quality assessment of the PRs.- evaluation of the project different than PRs: quality of management, communication,- evaluation of meetings and promotion activities etc.- final evaluation of the project’s success – does the project meet the goals, the- potential of results, potential to sustain.The responsibility for work package 2 lies with Quality Assurance Leader who cooperates with Quality Assurance Group (QAG) on a regular basis, at country level is cascaded to partners to person responsible for quality assurance (members of QAG).3. PROMOTION: * Promotion plan with measures and indicators* Graphic standards* Visualization of the project: logotype, colours, templates of documents* coordination of promotion in partner’s Social networks (FB, LinkedIn, YouTube)* newsletters* project leaflet / one pager for promotionThe responsibility for work package 3 lies with the Promotion Leader who cooperates with Promotion Group on a regular basis.Moreover, our project is fully aligned with the environment and the fight against climate change in the procedures we will follow from the start. This is in line with the project guide, which encourages creative approaches to help learners and workers become true changemakers (save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). As a result, all parties involved in the project have agreed to protect the environment by taking all measures within its power and where necessary.<< Results >>LOOK LIKE ME will produce three Project Results:- In PR1 (ATHENEA) The project consortium will develop a training system of 18 podcasts for Secondary school teachers in the application of Emotional Intelligence, Nonviolent Communication and Alternative Masculinities to deconstruct stereotypes and roles based on traditional concepts of masculinity and femininity.- In PR2 (IRIS), the consortium will bring together a collection of 18 videos as case studies. These will show how gender equality and equity produce successful and transformative initiatives that improve society, economy, and culture, generating a positive impact in Europe, generating a didactic resource.- In PR3 (HEFESTO), the consortium will create an educational resource bank with 24 online tools for students based on EI, NVC and Alternative Masculinities to develop and foster diversity, egalitarian values, equal opportunities, prevention of sexism and gender-based violence in students.- In the multiplier events (E1-E5), the project consortium will hold workshops to ensure sustainability of the project results beyond the partnership and project life.In more detail, the project will produce the following outputs:- Reports related to the MANAGEMENT activities (also described in this application form):* Management guidelines;* Reporting procedure and administrative guidelines;* 4 Transnational meetings + minutes of meetings.* Monitoring and evaluation related products (also described in this application form):* Evaluation tools: meeting evaluation questionnaire, project progress questionnaire, project results evaluation tools and multiplier events evaluation questionnaire.* Evaluation reports: mid-term and final evaluation report, Project Result reports;* Project risk analysis.- Deliverables related to PROMOTION and sustainability activities (also described in this application form):* Graphic design of the project;* Project website;* Project mailing list;* Newsletters;* Information leaflet;"