Alexander-von-Humboldt school in Asslar has been successfully conducting school exchanges in order to improve their foreign language teachers' communicative and intercultural skill sets. Reliable partners sharing the same goals could be found at IES Santa Maía del Àguila and Collège La Garriguette Vergèze. With the help of a long-term project on >water connects<, students should be enabled to evaluate their own behaviour as well as getting to know the distinctive features of their home country. While Germany represents Central Europe, Spain and France represent Southern Europe. It would be possible to allow more students to take part in these exchanges if there was a funding, so that personal financial backgrounds do not keep young people from taking part in this educational opportunity.The participants are students aged between 13 and 16 who are interested in taking part in this project and who study either German, French or Spanish. The project is carried out by their foreign language teachers, who can rely on their school administrations and colleagues for support. The chosen topic is water, so there is going to be a close teamwork with teachers of Biology, History and Geography. We expect students to broaden their knowledge about their personal usage of the resource, the historical dimension regarding its transportation as well as the attraction it creates for tourists. The language aspects on the topic are supervised by the foreign language teachers and will be a constant part of the lessons.In order to make the created results available to a larger crowd, we have chosen charts and freeze frames which are independent on one of the languages. Furthermore, promotion videos will be part of the presentation because they are appealing to students of their age. It also enhances students' potential in creating and analysing media. To achieve this goal, the eTwinning platform will be used right from the start. Students have to keep track of their own water usage - drinking and tap water - and compare their scores with the other students. The easy access to water in our countries is a good transition to the historical achievement of water transportation due to the influence of Romans - in France - and Arabs - in Spain. The realisation of this cultural heritage and the visit of certain historical sites will strengthen a shared European identity. A cultural dimension is the bathing culture - present and past - as well as geological features of the respective area, i.e. the Mediterranean Sea or River Lahn. The attraction of water to tourists in these regions will also be analyzed in this stage of the project. During these school exchanges, the linguistic dimension will focus on sayings in the particular languages which have to do with the word 'water'. Moreover, current media dealing with the topic in these countries will be part of the foreign language lessons for the purpose of analysing and presenting cultural peculiarities. The communication in the foreign language and a prereading plan in the mother tongue complete the linguistic dimension.All results will be uploaded onto Twinspace. School amdinistrations and the local media will be informed regularly via a showcase. By the end of the project, we hope students have increased their communicative, intercultural and media skills which a European citizen aware of a careful usage of the resource and the cultural heritage needs. The regular reports about the project in the media and the showcase at school can also make people who are not actually participating in the project aware of this important topic. Because many aspects of the project can not be evaluated in standardized tests, self evaluation sheets will be used for evaluating the long-term achievements students should make during the different stages.

"Our project ""Creating a Sustainable Tomorrow"" aimed at raising students' awareness regarding their consumer behaviour and the ecological problems it entails. We focussed on various environmental problem areas and tried to develop an understanding that a more sustainable lifestyle is needed if we want to save the planet. Students had the chance to learn about their own surroundings, to experience other European realities and to develop an understanding that ecological problems, while being regionally diverse, are universal and concern all of us. The desired outcome of the project was to make the students actively change their consumer behaviour (at least a bit), to disseminate the need for change, and to thus make a difference as young European citizens.The 4 schools involved in this project were very different regarding their social, geographical and ecological conditions - a circumstance that we exploited for the learning/teaching activities. The Spanish school is a medium-sized urban secondary school with a wide spectrum of social backgrounds, located close to the center of Madrid and at the same time close to the biggest shanty town in Europe, where waste is a big problem (topic: ""consumer behaviour and waste""). The French school, a small collège, is located in Anglet, in a semi-urban area in close proximity to the ocean (topic: ""(virtual) water""). Since Norway is rich in oil but uses mostly water power and has a leading role in environmental care, we dealt with the topic ""energy"" at the school in Trondheim, a very modern junior high school with state-of-the-art equipment and a rather different school system. The German school in Groß-Umstadt is a rurally located grammar school, which suggested dealing with agriculture and bio-diversity at the last meeting. The project was subdivided into different phases. In the 1st semester we examined, evaluated and compared our consumer behaviour and examined the ecological consequences of our wasteful lifestyle. We gained awareness that a more sustainable and considerate lifestyle is needed. In the 2nd semester, we explored our communities/regions and found out what is already being done in terms of a sustainable development, before we researched new ideas and inventions to find out what else could be done to be more sustainable in the 3rd semester. In the first 3 semesters, we produced e.g. presentations, podcasts, articles and films in English on all the above topics, which we presented at our schools, at the country meetings and/or shared on the TwinSpace. In the 3rd / 4th semester the students wrote stories about their visions of the future (story competition), which were the basis for films on ""Life in the Future"" (film competition). During the country meetings the students worked in-depth and in international teams on an ecologically relevant topic (e.g. waste, water, energy, food). In international work groups, they produced “tangible” results, using different methods of cooperative and task-based learning. Eventually, the sum of all the theoretical and practical project work resulted in a ""Charter for a Sustainable Lifestyle”. (For some of our results see: www.cast-erasmus.com)By participating in the project, the students acquired and/or developed important key competences and transversal skills relevant for their future careers: they expanded their foreign language skills, digital skills, presentation skills as well as their basic competence in science, geography, social studies and technology. In addition to that they also developed their ability to think critically, taking a step further on their way to becoming more involved European citizens.For the teachers, the project provided the opportunity to get to know different school systems and innovative teaching methods as well as to reflect on and improve their own teaching style. Teachers at each school worked more closely together in interdisciplinary teams and thus enhanced the cooperation and team spirit among colleagues.Project results such as multilingual glossaries, the presentations on ecological problems, the “Charter for a Sustainable Lifestyle"", the evaluation material for the story/film competition etc. can be used for class work at all schools beyond the duration of the project. Other potential longer term benefits might be an increase in transversal skills and competences, individual changes in consumer behaviour patterns and the possibility that some sustainable ideas might be implemented in the participants‘ families and/or communities in the future."

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"The project entitled ""The educational center as a generator of change for sustainability"" brings together four public centers: the IES Santamarca (Madrid, Spain), the Liceo Statale Classico e Lingüístico Cristoforo Colombo (Genova, Italy), the LGT Marie Curie (Vire Normandie, France) and Jac. P. Thijsse College (Castricum, The Netherlands) with a COMMON OBJECTIVE: to get students to convert their theoretical knowledge about environmental and sustainability issues into a real, concrete and authentic commitment, leading them to modify their styles of life and become engines of transformation in their environment, that is, getting participants to pass from knowing to doing.The four centers share certain signs of identity: commitment to social equity and care for the environment, commitment to art and culture as forms of expression and social transformation, and a strong European vocation, which translates into the involvement of all of them in programs European, bilingual exchanges or programs. And also the four have detected the same NEED, in that they have observed that their students have theoretical knowledge about the deterioration of the environment, excessive energy expenditure or inadequate waste management, but do not show a real commitment in their lives to change this situation. Hence, from the verification of this lack, the need to start this project has arisen.The PRIORITIES to be worked on are: environmental and climatic; transport and mobility; social inclusion; citizen participation / responsible citizenship. The activities that will be carried out will be aimed at achieving the following OBJECTIVES:- Know the national and local European legislation on the subject of the project.- Obtain statistical data on energy use and consumption, consumption habits, mobility.- Promote changes in our daily life that can foster sustainable habits.- Produce documents, short films, dramatizations, and advertising spots.- Publicize the project and its results, in different media.- Stimulate the participation of students from various backgrounds and financial resources.- Provide students with knowledge, skills and tools to participate as active agentsA DISTINCTIVE SIGN of the project will be work in the emotional, intellectual and behavioral dimensions using artistic expression and fostering creativity and a critical spirit and awareness for change. To do this, the teachers and students of the four centers will carry out different types of TASKS:-Diagnostic, through questionnaires and audits.-Reflection and analysis, with analysis of different European, national and local laws.-Promoters of change, such as holding debates, participating in cycling routes or preparing a decalogue of good practices in search of a sustainable lifestyle.-Propagators of change, whose purpose will be to spread these changes and spread them through social networks and official channels (eTwinning, EducaMadrid).-Valuation of the changes achieved, through final questionnaires.These tasks will be exposed and exchanged in the following TRANSNATIONAL ACTIVITIES:MEETING IN GENOA: 10 mobility of STUDENTS and 3 of TEACHERSMEETING IN VIRE: 10 mobility of STUDENTS and 3 of TEACHERSMEETING IN CASTRICUM: 10 mobility of STUDENTS and 3 of TEACHERSMEETING IN MADRID: 10 mobility of STUDENTS and 3 of TEACHERSThe METHODOLOGY used will be service-learning (students committed to their environment), which implies research, reflection and greater autonomy on the part of the student, crossing the barriers of the center and getting involved in the environment and cooperative learning (inclusive methodology)Through the mobilities students will exchange proposals and experiences and before and between the mobilities they will work together using eTwinning.As a RESULT, based on its need and the proposed objectives, with hopes to obtain long-term benefits that go beyond those obtained by the participating students and teachers, but will expand and radiate throughout the educational community and, even more, to the whole environment. Specific products will be: decalogue of good practices, final surveys with changes in lifestyle, Greencard, green badge, spots, dramatizations, photographic exhibitions, infographics, etc.Finally, each of the objectives is evaluated through EVALUATION INDICATORS, based on the objectives and defining indicators for each of them. Later the evaluation instruments and the moments in which they will be applied are specified.The project contemplates the DISSEMINATION, both during its realization and later. One year later the impact achieved will be reviewed."

We decided to move our work titled “Keep Calm and Stop Bullying”, which is our project on the e twinning platform we founded in 2019-2020 academic year, to the Eramus platform. Based on this idea, we have started to work systematically and cooperatively with our 4 partners, which we believe can contribute to our project locally and internationally, and we have created our project.Our project is due to peer bullying, school dropout, absenteeism, uninterested and unwillingness to school, not wanting to go to school, desire to change school, anorexia in the morning, constant abdominal and headache, nickname, ridicule, humiliation, exclusion and physical harm. It is based on studies to minimize negative behaviors such as giving.Defining the development of education and human resources as the pioneering force in the development of the EU, Europe 2020 draws attention to the potential contribution of education and training to smart, sustainable and inclusive growth. Those who are bullied frequently increase their chances of absenteeism 3 to 4 times. Reducing the early drop-out rate below the 10% level, which is among the EU 2020 targets, coincides with the prevention of bullying behaviors.In education, besides academic knowledge and skills, teaching of human rights, positive communication skills and approaches to solve problems without using violence, teaching students to increase anger control, self-expression skills, self-esteem and self-worth, and to increase the bond between students and institutions. Minimizing and increasing the pedagogical development and academic success of our students is the main motivation of our project.The project partners are Spain, Romania, Greece, Macedonia and Turkey in total with our partner consists of five participating institutions. Mobility will be organized for each country for 2 years. During our project, we will carry out 5 LTT activities in total. 4 participants from all partner institutions will participate in each LTT activities.C1 EARLY SCHOOL: It will be held in Macedonia. For 5 days, participants will develop by discussing what methods of multicultural and different socioeconomic students to properly combine in the host country, the positive aspects of cooperative and peer and learning methods in reducing the peer bullying behaviors of students. Participants will learn correct communication skills related to peer bullying.C2 STEM: It will be held in Greece. Participants will work on Robotics and coding and STEM in the host country for 5 days. By integrating interdisciplinary learning environments into their classrooms, the 21st century they will learn their skills.C3 GAME-BASED LEARNING: It will be held in Spain. Participants will work on garden games, classroom games and online simulation games for 5 days in the host country. The contribution of mental intelligence games to our students' academic success will be observed. Our institutions will become the preferred training centers with the game based school environments to be created.C4 ICT:It will be held in Turkey. Participants will work on current internet trends and web 2.0 tools in the host country for 5 days. With these studies, our institutions will become a learning center with mentors integrated into the changing and developing age.C5 Trust Based Relational Intervention: It will be held in Romania. Participants will learn about the comfort of the participants for 5 days, sharing the successes and challenges with each other and the basic ideas of TBRI. Useful ways to connect with children who come from “hard places” and have no secure bonds will be learned.Project website, website of our institutions, distribution of posters, brochures, pens and balloons with project logo, sharing via social media, informative meetings suitable for the specified audience, studies in the local press, billboards, project boards to be created in our institutions, e-twinning shares, short film, District - The project will be made widespread by sharing project outcomes with the provincial directorates of national education.