<< Objectives >>We aim at increasing Ss motivation and including them directly in learning process to be able to equip them with a variety of soft skills including, creative thinking, teamwork, , conflict resolution, and problem-solving skills. we plan to contribute to the development of key competencies such as communication in mother tongue, basic competencies in interdisciplinary subjects, digital competence, learning to learn.<< Implementation >>Firstly we will implement a 5 day teacher training on GBL approach. Afterwards, using the knowledge we gained in the first activity, we will carry out game-based activities. Firstly, we will carry out activities involving lego bricks to teaches a variety of soft skills like creative thinking, teamwork, communication, conflict resolution, and problem-solving skills. Then, we will apply coding activities using programs like stractch to develop digital competencies along with social skills.<< Results >>Students' motivation will be increased with game-based activities and in turn their social, academic, and digital developments will be supported. Additionally, intercultural exchanges will promoted and teachers and students from other nations will develop a bond of friendship. They will also be motivated to learn foreign languages. The participatns will spread knowledge and experience in their surroundings, contributing to the formation of common values in Europe.

The project was focused mainly on the connection between science and digital technologies, between modern and traditional world with the direct message on the historical heritage of European countries. The main project aim was to build multifunctional school gardens using raised gardens and composting. The second main aim of the project was to create an open air classroom in the school garden of each partner's school. The intention was to create a place at school where the pupils will develop their digital skills and ICT literacy in a modern way in a natural environment. The classroom will be used not only for science education, but due to modern mobile ICT devices which don’t need the classical computer labs, we want to use it also for ICT lessons directly connected with science lessons as we showed our partners during the 2nd LTTA in Slovakia. The gardens will be the place for education in science and environmental thinking, maths and digital competences (use of mobile ICT) with the focus on prosocial behavior of the pupils. The topics which were the base for the project aims and project timetable were environmental awareness, agricultural skills, healthy nutrition and food sovereignty. These topics were the main leading topics of realized LTTA's. The priority goal was also the increasing of pupils' digital skills through mobile ICT using and creating digital textbooks which will be used in further educational processes. The next intention of the project was the increasing national awareness of pupils, multiculturalism and natural respect of cultures from different European countries. The workshops and open lessons were also included in each partner school. They were focused on acquiring new knowledge and skills with ICT and using created digital textbooks. The acquired knowledge and digital or practice skills will be useful for easier inclusion into today's European labour market. The aim was to support the development of ICT literacy and ICT competencies for the pupils who want to build their future career in agriculture, horticulture and food industry or do their own business in this segment. The project activities will develop ICT skills which pupils can use just in these areas where ICT were not used in the past and therefore there were no claims according to ICT education and skills as it is now. The main educational methods used for project activities and aims achievement were progressive and active methods such as problem based learning, peer to peer, CLIL method, inquiry based learning etc. It was used mainly for project activities and education in a multilingual and multicultural environment. We achieved the development of the language competencies and presentation skills of involved pupils by the using of these methods.The pupils worked in international teams, so we supposed they had to show their self-activity, the ability to make their own decisions and to be responsible for their individual work but also for team work. The project activities were focused on the national crops growing, digital documentation of the vegetation cycle and the effect of the climate conditions on the crops growth in the first project year. We planned to grow the national crops of partners schools during the second project year, but an unexpected pandemic situation crossed our plans and we had to face pandemic restrictions, canceled LTTAs in Germany and Spain as the consequence of closed countries, closed schools and impossibility to work together in school gardens. We were able to exchange our information and knowledge on growing technology and factors of chosen crops as well as seeds but realisation of this activity is still a big challenge for each partner school when the schools will be able to teach F2F directly at schools. Electronic magazines were the final outputs of each realized LTTA and they were published on dissemination project platforms. The sustainable project outputs are almost completed school gardens with raised beds. There will be purchased tables and benches for an open air classroom located in school gardens in spring. The digital textbooks prepared by Spanish and Slovak schools are published for the wide public for free on project web site and schools web sites as well as on Twinspace. They include technology of cultivation and growing cycle of chosen crops together with their use in local gastronomy.

Many scientists prospect of our near future is alarming. In 2050, we live well, within the planet’s ecological limits. Our prosperity and healthy environment stem from an innovative, circular economy where nothing is wasted and where natural resources are managed sustainably, and biodiversity is protected, valued and restored in ways that enhance our society’s resilience. Our low-carbon growth has long been decoupled from resource use, setting the pace for a safe and sustainable global society. That means there are approximately eight billion seven hundred species on Earth but unfortunately hominid line is the most serious threat risk among those creatures for our planet. With the globalization; our planet is faced with destruction as a result of not only materialist politics of the countries but also insensible attitudes of people against to nature. Nowadays, as the technology and industry develops, problems of the environment increase and natural sources will be run out limitlessly. Concordantly, some species are extinct and some have faced with danger of extinction, as well. We may be “late”, but teaching our future generations how to protect the world, must be our privileged response. The aims of the project with this project was to increase our student’s attention on science and ecology by developing their lifelong learning skills that will allow all of them to be critical and conscious about European challenges. Denmark was the coordinating country and Turkey, Hungary, Spain and Italy were the partner countries. Our target group were especially students who had little knowledge and lacked motivation in science aged 8/12. We did project activities both in our own schools and partner schools’ workshops, performance halls, classrooms and nature according to 24 months’ calendar. Students experienced creative workshop activities, had their awareness raised, learning how to protect the ecological balance, created fashion shows with the collaboration and participate to nature activities with their peers. Students also designed and built prototypes of green houses and smart life areas. With these activities, the students’ developed foreign language communication skills, tolerance towards other nationalities, discovered the spirit of collaboration, and improved and their awareness of cultural similarities and diversities. It was a great opportunity for our school, communities, students and teachers to do international activities. Our teachers were proud to see how students showed sensible and creative ideas on ecology and science. It was excitin to observe different teaching methods in different countries and share their opinions with their colleagues. The joint international work enabled teachers to understand one another's educational systems, and adopted well tried methods to increase the efficiency and fairness of education in childhood, experienced other cultures and got to know one another as individuals rather than national stereotypes. This project also equipped students and teachers to challenge racism and xenophobia. Finally, it is with great pleasure to see the 17 SDG enter the worlds stage and educational systems around the world. Our project Future Green Generation began in 2017 and has led us straight into working with 17 SDG in 2019.

Our project has collaborated to make students aware of the importance of basic products for the maintenance of cultural tradition and economic wealth generation in their respective towns. After investigating the processes of production, operation and marketing of Italian citrus fruits, Lithuanian curd cheese, Romanian honey, Polish bread and Spanish olive oil; The five partner schools have applied their creative skills to offer insight into new business , different from the traditional, and try to promote such products in other locations of the various partner countries. In order to implement those goals, we have simulated the whole process to set up a TransEuropean Company with offices in each partner country. 1.To start with, each team reflected on the virtues of the product by itself and the added value that it can bring to the potential consumers in the area, from the point of view of business, cultural and economic. 2. The next phase was to develop a feasibility study that provides clear strategies for try to introduce it in other countries according with the consumption habit of foreigners, which was obtained by the partner school located in the target country. 3. Finally, students simulated the creation of 5 local companies and a trans European one which markets and distributes the five products and position them in the local markets. This enabled them to know the legal and administrative procedures to start a business, devising creatively the hallmarks of the new company (corporate image and industrial design, departments for each business function, business philosophy in accordance with the principles of corporate social responsibility and environmental sustainability); and eventually, it was a powerful way to promote entrepreneurial culture and creating a potential niche of employability in the area. With this goals, we carried out an active and cooperative methodology to develop a series of final tangible products (reports, surveys, brochures, promotional videos, commercial prints, radio commercials...), which were realized through five meetings in the different involved countries, where each school organized a trade fair in which it promoted the product itself to other partners, as well as we implemented a specific phase of the enterprise creation. All our results were focused on boosting the acquisition of various skills in participants: instrumental skills (focusing on the development of the capacity for analysis and synthesis, on the initiative and entrepreneurship, oral and written English communication, handling new technologies, civic and cultural skills ...), interpersonal skills (mainly teamwork, respect for diversity and multiculturalism, ethical commitment and environmental sustainability) and systemic skills (competence to research, design and project management, autonomous learning, leadership and creativity). We offered our students an active and cooperative approach, working from situations as closer as possible to real life, according to a practical working method based on projects and real cases on entrepreneurship. We worked from the enormous potential offered by the Design Thinking method so as to implement innovative proposals for traditional business and also we will implement a methodology that promotes learning of the English language, from the action and the communicative approach onto the labor environment. Our project lasts over time. From methodological agreements and commitments in each centre, we have opened the possibility of future partnerships and we have involved of other social, administrative or productive entities with schools. So as to get this goal, it will be promoted a clear strategy for dissemination of the actions contemplated the plan through various mechanisms that allow effective visibility of the project. The impact we want to reach is for the widest possible audience. To achieve these objectives we proposed a distribution of tasks and express responsibilities either because each partner is responsible for promoting the final products in each transnational meeting, either because it has been agreed a schedule of previous work where tasks and responsible agents are clearly defined and scheduled. Finally, we focus on transparency, effectiveness and rigor in the control of financial resources for which the European grant has been asked, trying to optimize them so as to allow undertake all planned actions.(competence to research, design and project management, autonomous learning, leadership and creativity). We offer our students an active and cooperative approach, working from situations as closer as possible to real life, according to a practical working method based on projects and real cases on entrepreneurship. We work from the enormous potential offered by the Design Thinking method so as to implement innovative proposals for traditional business and also we will implement a methodology that promotes learning of the English language, from the action and the communicative approach onto the labor environment. We expect the project will lasts over time, setting methodological agreements and commitments in each centre. It would open the possibility of future partnerships and the involvement of other social, administrative or productive entities with schools. So as to get this goal, it will be promoted a clear strategy for dissemination of the actions contemplated the plan through various mechanisms that allow effective visibility of the project. The impact we want to reach is for the widest possible audience. To achieve these objectives we proposed a distribution of tasks and express responsibilities either because each partner is responsible for promoting the final products in each transnational meeting, either because it has been agreed a schedule of previous work where tasks and responsible agents are clearly defined and scheduled. Finally, we have focused on transparency, effectiveness and rigor in the control of financial resources for which the European grant has been asked, trying to optimize them so as to allow undertake all planned actions.

Schools are common workplaces for both teachers and students and it is really important for them to feel comfortable in order to do their best. There are a lot of demands which society is placing on schools nowadays and existing legislations are constantly being improved with the idea of students wellbeing but, as a matter of fact, the phenomena of bullying , harassment and in addition – discrimination of various types which are still pressing. It becomes more and more obvious lately a good prevention plan and a fair treatment plan to deal with discrimination. Schools are in constant search of ways and paths to involve students in the process. It is essential to make sure that bullying prevention activities cannot be limited to “a theme week” which is to be held annually – in fact it must be an inseparable part of our daily routine. We need a rich experience and knowledge to achieve it. It is largely possible to encounter some problems such as not sufficient resources – meaning finances or time, or – in rare cases – unwilling staff. Completion of the task requires a massive support by the side of the local authorities, agencies and private organizations – their help is precious. Objectives -To give motivation and strength to teachers to overcome violence and bullying cases at school - To build a common strategy of bullying and violence prevention -To present a new culture of tolerance, care and mutual respect. -To promote the idea of disadvantaged students` inclusion. - To bring about to participants` language knowledge and to develop their communicative and intercultural Skills. -To create the context for peer learning. -To encourage self-expression and creativity ParticipantsTo achieve the goals of the project two large groups of participants were involved – that of the teachers on one side and that of the students by the other side. Teachers are important as the leaders of the process of dealing with aggression and discrimination – at least they have theoretical knowledge and experience to deal with the problems. They not only analyzed the situation but they also tried to change it every single day and meanwhile they took and passed information and ideas from their partners. By the other side there was the students group – teachers had to convince them to be more tolerant and patient. Some of them needed help in order to change their opinion and begin to accept the differences between people in various aspects thus making the school environment better and friendlier in the name of their own wellbeing and higher life quality.Six LTTAs have been planned in which an overall number of 117 students and 58 teachers have participated. Activities C1 – Violence and discrimination in schools – common and different aspects (short-term joint staff training event) – 8 teachers C2 – Say NO to stereotypical thinking (student exchange) - 24 students and 9 teachers C3 – Say NO to violence (student exchange) - 24 students and 9 teachers C4 – Say NO to bullying (student exchange) - 44 students and 13 teachers C5 – Say YES to equality (student exchange) - 25 students and 9 teachers C6 – Say YES to equality (short-term joint staff training event) - 10 teachers Results Concrete results - A student magazine, a calendar of the most important moments in the project, a website which contains all the activities developed, information about the project and its objectives, students’ works during LTTAs, CDs with photo stories, films, pictures, video diaries. A series of outcomes were also planned – All the participants became aware of the concept of equality and equity – this way they are ready to celebrate diversity. They developed a new feeling of respect and tolerance of other people. And because English was the language of the project, they improved their communicative skills and also their interpersonal competences as a result of their work in multinational groups. These achievements were supported and assured by the time spent with host families. Better cultural understanding and personal awareness led them straight to the desire to lessen aggression and bullying. The working atmosphere became more pleasant and school results higher. ImpactTeachers are able to manage the problematic situations in new and more effective ways. The cooperation between partners will never end – they will celebrate important anti-discrimination dates together in online projects.