Through this project, we proposed that students became aware both of the need and of the civic duty to be involved. In this respect, we followed the development of participatory culture of the students, who got the consciousness of belonging to the European community. We started from the idea that the information and the knowledge many young people have about the rights and duties as European citizens were incomplete. It was, therefore, necessary to create a dynamic of learning to live together. We believed it was fundamental to raise awareness about the need for active citizenship, especially in this crisis environment, where other values seemed to be of greater importance. Personal survival interests should be compatible with civic behavior. Reviving the feeling that young people belong to the society they live was an urgent task for us, a task which asked for a modernized approach to the concept of active citizenship.This project was structured for 2 years. Through this project participants from 7 countries (high schools) got the chance of having a better understanding of European identity and they were able to emphasize the given points which were:1. To develop the confidence of our students, their potential for civic engagement and well-being, in order to discourage early school leaving by including a new and innovative subject in the existing curriculum2. To develop a sense of European identity, to promote European citizenship based on common values, obtained by participative culture in order to reflect on the common responsibility for the future of Europe 3. To encourage students and the community to become more open to reality and to the European events 4. To determine students and teachers to make better use of ICT and build an on line learning community to be extended to other educational topics5.To enhance the tolerance and find the way of intercultural understanding in order to eliminate discrimination among the nations and to look for more similarities than differences between us 6. To improve transition between the different systems of education.The Romanian school was the coordinator of the project, but all schools participated in the creation and the design of the project products.The coordinator established the activities and the sub-activities and created the Gantt table. The management team developed a plan for monitoring and evaluation, communication procedures established between partners, and within each team in each country. Also, the persons responsible for the dissemination determined the details of its implementation.During the project, various activities were held. Besides attending classes online, there were meetings of the management team, blended mobility of school learners and short-term exchanges of groups of pupils during which there were established and organized activities. Study visits for students and study meetings for teachers were organised. During short-term joint staff training events, teachers shared best practices and were part of the workshops where they were initiated into the use of different learning platforms.The project had a diary, a product that was in two ways: one in an electronic format, which included all forms from the integrated lessons in curriculum, teaching materials or pictures taken on these occasions, as well as forms from the extracurricular activities conducted within the project (eg., visits, flash-mob); another traveling log , to move from one country to another, containing impressions from partners (students and teachers) about the workshops in which they were involved during the project meetings.One of the final products was the glossary of terms specific for the project. There we can find the definitions of several terms/ structures that have recently appeared in the reality of today's language, for example: effective citizens, participatory culture, and illiteracy.The project products fall into OER category, so they can be very easily accessed. Online courses may become optional courses in the future and, most important, they can be adapted for secondary school children. After the successful outcome of the International Symposium, which was the most important way of dissemination, we plan to make it into a tradition in the organizing country.

"As mentioned before, we were motivated to apply for this project because we wanted to examine one of the biggest issues the European Union was and is struggling with at the moment: the so-called ""refugee crisis"". On the political scale, European politicians are trying to solve the challenge by a mechanism that forces some countries to welcome refugees. However, this is not the only problem that comes along with this challenge. Also, countries like Germany and Sweden, who have been quite open as lots of migrants fled to Europe in 2015 are still facing challenges of all sorts, ranging from strong right-wing opposition to extremism caused by the inlux of these immigrants, but also because integrating a huge number of people from a different cultural background causes difficulties, no matter where in the world. Other countries, like Greece or Italy, are facing similar problems, especially right-wing and populist opposition to these migrants, but also seem to be left alone in this crisis due to European policies and their geographical situation. All of these countries were part of this project. Spain has a similar problem to Italy, as it is very close to Morocco, Belgium has a similar situation to Germany, as it has a long history of integrating foreign people to their society and a quite multicultural society. All these countries combined, there was a great mix of ways of how of to deal with people from a different cultural background. As we see it, we did all learn from each other, but also helped each other as we have similar and different challenges in each of our countries. However, this issue can only be tackled on an intercultural European scale, which is why we applied for this project. In this project, we compared and exchanged ideas and ways of coping with the issues above (i.e. How to deal with minorities?) in order to help our countries, but also other countries in Europe, to find solutions for this crisis. We see it as a way of showing best-practices on the one hand, but also to show what doesn't work on the other and how to manage these challenges. This project aimed at a general lack of awareness of the other cultures, prejudices and stereotypes against them which can lead to social exclusion. In many countries all over Europe we can see a huge number of children born and raised in countries that are not home to their parents. Due to the fact that a lot of children do not learn the language of the target society properly, as they only speak foreign languages at home and do not grow up in communities that speak the language of the target society, a number of these children lack behind academically.In this project, we aimed at connecting with these students and give them the opportunity to learn outside the regular learning environment by including them into our project. We created an atmosphere where participants were able to recognize prejudgemental and discriminatory behaviour among themselves which in turn formed them into critical thinkers and helped establish a non-exclusional school environment. Students participated on a highly active level during the whole process of the project in order to make them identify with its goals and to have life-long learning effects. We mixed the group of participants, e.g. had students from different cultural and social backgrounds, so that we had a wide spectrum of ideas and a realistic profile of European involvement, as we think that Europe is also not one-dimensional but mulit-facetted. This is something the students learned in this project. We sendt a minimum amount of four students to each LTT. The activities are a mixture of activities that aimed at raising cultural awareness in a European context in generel and activities that aimed at the achievement of our project's objectives in particular (e.g. interviewing migrants). We worked on one of the following subjects: - Migrants' issues - Romas or other minorities - Tolerance, respect and EU Citizenship - Ethnic, racial, cultural and religious diversity - Understanding prejudices and stereotype - Globalization: Loss of cultural identity? We had each of the following activities and results: 1 Presentation 2 Seminar 3 Round table discussion 4 Questionnaire on the subject 5 Guest speaker/s 6 Workshop Creativity (poster contest) 7 Workshop Game (e.g. ice-breakers) 8 International party 9 Trip to a local museum 10 Trip to a cultural site (e.g. UNESCO world heritage) 11 Culture in a box: Each partner school received information on customs, traditions and cultures of another partner. Then a team had to present another country with the information given by the other country. This increased the intercultural exchange and also raise self-awareness among students. 12 Poster on similarities and differences between the host and the guest nation"

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

"The idea of the “70 Y.E.H” project was born under the acceptance of how few things students know about European History, about the process of European unification and the reasons that led to it. We strongly believe that in times of crisis such as we are experiencing in recent years, it is crucial to cultivate the “shared memory”, to enhance the faith of young people to common European values and to promote discussion on issues regarding our common future as European citizens. This project was designed to contribute to the improvement of all participants’ knowledge of European History and to provide them the opportunity to develop critical thinking on issues concerning E.U. Motivated by the above considerations, eight upper secondary schools of different types (general education, vocational, theological and private) were joined in order to accomplish the following aims:1. Learn more about the historic events that took place in Europe after the end of World War II2. Find out how these events effected on the artistic evolution in painting, literature, cinema and music3. Connect the historic events with the scientific and technological development of the European countries by that time4. Find out the reasons that made the creation of the E.U necessary5. Cultivate skills in searching and using information critically6. Introduce new methods and teaching tools with a European dimension within school education by exchanging teaching practices7. Expand digital competences of both students and school education staff8. Stimulate the curiosity of students9. Contribute to the increase and deepening of knowledge, aiming to achieve better performances10. Foster the spirit of cooperation between people from different cultures and contribute to the removal of existing geographic, national and ideological borders in the school environment11. Cause reflection and debate on issues about E.U and our common future in it12. Promote the development of a common European consciousness and identity and contribute to students' development into active European citizens.The “70 Y.E.H” project lasted 2 years and Greece was the coordinating country. A great number of participants (students, teachers, administrative and educational staff from all partner schools, parents, members of the Education Offices and Municipal Councils, as well as members of the academic and the local community) was involved in it, through a variety of activities. The project included activities at both local and transnational level, designed to achieve the realization of its objectives and the delivery of the final products. These activities aimed to strengthen cooperation among partner schools by exchanging of practices and to promote the development and the implementation of innovative teaching methods.Local activities included: information research, workshops, debates in classroom, interactive classes, webinars on the web2.0 tools, lectures, on line conferences, presentations, informative seminars, study visits to museums /art centers /scientific laboratories, meetings among members of the local teams, competitions, song festivals, exhibitions and dissemination activities.The transnational activities (a total of six) combined short-term exchange of groups of students and short-term joint staff training events and included: attending courses, participating in presentations/ debates/interactive lessons/ exhibitions/ festivals, carrying out researches and studies and visiting monuments of historical interest, art galleries, museums etc.There were also, two transnational meetings (at the beginning of each project year) among History, English and ICT teachers of the schools’ local teams for coordinating and management purposes.Almost all the final products of the project are available in both digital and printed form. Among them there are: a collection of work and evaluation sheets, a historical guide, a vocabulary booklet, a film file, a board game, an application for mobile phones, two albums, timelines and the official project’s blog.The ""70 Y.E.H"" project had a great impact on students by offering them a different education prospective, discovering new ways of learning and achieving greater cognitive development by cultivating most of the ""21st century skills"" like critical thinking, research skills, team work, ICT competences etc. At the same time it equiped teachers with new tools for interdisciplinary teaching for courses like History, Art and Science and helped them to introduce a European dimension in the classroom. An overall ambition of our partnership was to contribute to the improvement of knowledge and dissemination of the culture and history of the European people."