"CONTEXT AND OBJECTIVESMany European issues are constantly appearing on the title page of newspapers and are part of current affairs. Faced with all these challenges, it goes without saying that young people have many questions. Our project wanted to provide at least some information and answers to our students.We wanted to address some of the key issues of the European project that affect all citizens. It was not only a matter of giving only elected representatives and institutions a forum, but also ordinary citizens (and also our students, in particular, by taking part in numerous debates) in the most open manner possible. So we wanted to:- further anchor Europe and a civic approach based on exchanging information and debates in our projects and practical activities- opening up the school even more to the outside world through partnership with non-school organizations and out-of-school activities- promote the use of French as a language of communication, implementing IT and free educational resources (OER).- (re-)motivate students, especially those with academic difficulties, by proposing stimulating and different activitiesNUMBER AND PROFILE OF PARTICIPANTSApproximately 40 students per school, of which 16-17 participated in mobility. The total number of students was about 230 for the 6 schools. We strove to involve students with heterogeneous and complementary profiles. We paid special attention to the 45 students with fewer opportunities (7-8 per school). Between 11 and 12 teachers per school, about 70 in total participate in the project.In addition to these 300 or so participants, there were between 200 and 400 pupils and teachers ""indirect beneficiaries"" participating in certain activities.Other school actors were needed to carry out our projects (managers, accountants) and external partners (European information centers, elected officials).DESCRIPTION OF ACTIVITIESAll activities involved students (except those related to coordination / management) and were normally documented by films. All results were in French or bilingual. The list below is not exhaustive:- training activities involving joint meetings: C1 Bulgaria: video / film workshop; C2 Spain: debates on EU representations and objectives; C3 Luxembourg: quizzes and visits by EU institutions and discussion with MEPs; C4 Italy: preparation workshop for a Europe Day; C5 France: Simulation of a session of the European Parliament; C6 Belgium: simulation of a televised debate and visit of the EU parliament in Brussels- local activities between the joint meetings which serve to prepare or implement common training activities: debates; Workshop on the EU; Interviews with political representatives; Surveys in streets, families, retirement homes and schools and formatting of results; Films documenting activities; European Day- dissemination: Erasmus + space in each school, articles for school websites and the press, website documenting our project, Etwinning, Youtube films, project logo, European Day in each school on 9 May 2019- internal evaluation with an evaluation grid with components for all participants- external partnerships: elected representatives, European information centersMETHODOLOGYThe local coordinators, assisted by a team, coordinated the project at their school level and the Luxembourg coordinator coordinated at the school and transnational level. Two meetings were planned at the beginning and end of the project and six training activities were organized by the schools (one per school). An evaluation grid was used to evaluate the progress of the project and to respond to potential problems throughout the two years. Students were at the heart of the project and actively involved. All participants were ""multipliers"" in order to be able to transmit the skills acquired.IMPACTS AND RESULTSThe main impact expected was civic: Our students could develop their critical thinking in order to become ""savvy"" citizens. They could realize their knowledge and their commitment by organizing well-argued debates and a European Day in May 2019. Our schools and teachers could open up more to the outside world: invitations from elected representatives, partnerships (partner schools, centers of information).LONG-TERM BENEFITSThe activities and results are sufficiently multifaceted (debates, simulations of parliamentary sessions ...) to benefit many other pupils and teachers. Partnerships between European schools and information centers as well as political representatives can easily be sustained by similar projects. Partnerships between schools can be continued through projects, activities and occasional mobilities. Europe Day can be easily sustained once it has been set up for the first time."

"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 ."

« No Dump, No Dumb» is a collaboration project based on the environment at a local, national and European level. The partners are invited to think and to act on their environment at school, in their everyday living space and in Europe. How to handle at every level in order to produce less waste and to reduce its impact by recycling. What’s the schools’ strategy to limit their environmental footprint? What policies about ecology do the different countries implement at a local or national scale? How does Europe handle politically to solve the problem concerning waste?“No Dump, No Dumb” is a project based on three points: on the one hand, the aim is to exchange, to debate among partners in order to gather innovate and efficient ideas set up in the different countries. This would lead to create a sitography, a good-practice handbook, a digital guide for responsible citizens. On the other hand it consists in setting up real actions lead by our schools: cleaning actions on local sites, organizing advertising campaigns, visiting innovative recycling sites, crating artistic works thanks to recycling materials. Finally this project will help the students to extend their knowledge on how Europe works globally and what current actions about environment are put in place.“No Dump, No Dumb” is a project developing digital skills because many applications will be used to communicate, to exchange ideas or to transmit the actions results set up in the different schools. The e-Twinning platform, the social medias, the project or the partner schools websites will integrate the students in a modern digital world.The partner students will have to behave as responsible European citizens getting involved effectively for the climate challenge. They will also be able to debate and exchange good practice among the European Union inhabitants and at the same time they will get the opportunity to enlarge their knowledge on the European Institutions.

"As teachers, engaged in this project, our goal was to prepare our students to face the challenges both in their studies and later in life. We have made efforts to make our students more motivated and interested in the topics we teach. After two years of work, we found that most of the students, involved in the activities and their friends, say that many of the subjects taught at school are already more relevant to them. Of course, there are still others with whom we will continue to work.Following the exchanges made between the school teams, many colleagues focused on up to day teaching. We changed the traditional approach and as a result we managed to achieve this new goals proposed in our application. This project allowed us not only to go into the chosen areas and share our experience; for teachers it was an opportunity to find teaching methods that helped this transition.At the same time, the goal of our project was to find topics and tasks that would be of interest to our students and help them play a more active role in their own learning process. We believe that working and being able to interact with European colleagues has given new ideas to everyone and has helped us to develop a learning process based on research and self-study. We hope to safeguard this valuable experience well beyond the active phase of the project and to improve it throughout life. Among the many challenges Europe faces today, migration and the integration of migrants have a special place. Unfortunately, we often face a Europe - and a world - where attitudes towards people from cultures differant from ours seem to be moving in a rather negative direction. As part of our activities, we have offered to help change these attitudes by increasing personal knowledge and contacts across cultural boundaries. Our efforts were rewarded because the issue was relatively easy for students to understand, as immigrant students and their families are part of their daily lives. The four partners all face a large number of migrants currently arriving in our countries. Everyone reacts in more or less different ways. The exchange of practices within the project has been interesting and meaningful for our learners, their families and our colleagues.Teachers from partner schools have worked on this subject in many subjects such as English, Social studies, Geography, History, ICT, etc. We have also engaged students from different levels and consider it a great asset, since a significant number of our students have been directly or indirectly involved in the activities carried out and the obtained results.A significant result, due to the work in the project, deserves attention - we have been able to increase student activity, engagement and motivation by helping them learn by doing. To achieve this goal, we used various activities such as interviews with other students, interviews with people who work with newly arrived immigrants, visits in migrant integration centers, etc. Students were encouraged to find their own answers to their own questions. In this process, contact with students from partner schools opened them up to different solutions and points of view and also offered them a motivating opportunity to practice foreign languages learned in school in a realistic setting. We consider that we have increased the learning outcomes of our students. In addition, they now better understand the challenges migrants face and are ready to help them integrate into a new reality. Thanks to the contacts made, we are all better aware of the enrichment that these ""foreigners"" bring to our societies.Our project and the innovative work on the subject of migration have helped our educational teams to create rewarding professional contacts and create ties between them. In our opinion, these results will continue to facilitate integration and prevent exclusion and xenophobia from taking over.The results of our work are published both on the project blog, a Facebook page and on Etwinning. We believe that they have resulted in a more active teaching of students.We wanted to keep our colleagues informed of our experience since the methods used can certainly be applied in other areas."