Understanding Europe - Comprehending and recognising the importance of memorial sites and commemorative places as symbols of Polish and German history The 30 Polish participants (15 male and 15 female) and the 30 German participants (15 male and 15 female) were high school students at the II Liceum Ogólnokształcące im. Anny z Sapiehów Jabłonowskiej in Białystok (Poland) and the Aldegrever-Gymnasium in Soest (Germany). Both groups of students worked together on topics of Polish and German commemorative culture. The students were 16 to 17 years old and were studying to receive diplomas that will enable them to enlist in universities or other colleges of higher education. Furthermore the students gained knowledge and insight into their future professions. Polish and German history has manifested itself in various important events, places of commemoration and memorial sites including e.g. the uprising in the Warsaw Ghetto, The Warsaw uprising, the Solidarity movement and the peaceful revolution in 1989. These events create the background for intensive discussion about common European ideals and values of the past, present and future. They show the interdependency of developments regarding e.g. the Solidarity movement and the peaceful revolution in East Germany in 1989. Places of commemoration such as ghetto walls, Pawiak, memorials of different groups killed during the Nazi regime, the former Synagogue in Bialystok and the still existing Synagogues in Trykocin, the Polin museum in Warsaw, the memorial site at Wewelsburg, the French Chapel in Soest and the Auschwitz extermination camp represent these events as symbols of an eventful past and are therefore crucially didactic. Students participating in the Erasmus+ project had a unique opportunity to explore and work in these places which involve key aspects of their respective professions. The students gained insight into new professional perspectives or activities in the context of commemorative culture and thus be confronted with possible job plans or university careers. Hence this Erasmus+ project was closely connected to the program “No exam without continuity”, established by the federal state of North Rhine-Westphalia. To grasp the magnitude of the key sites of remembrance it was mandatory to personally see and experience these places. This in turn justified the project-related mobility carried out during the project. Our approach resulted in an exceptionally authentic experience encouraging our students to experience, analyze and to plan the potential activities we embarked on. Furthermore, our students put their newly acquired knowledge into practice by reflecting and implementing their professional expertise on different topics related to our project. Thus, this acquisition of practical knowledge lead to a vast number of products including video and photo documentations, flyers promoting educational trips, a radio interview, job profiles with the compulsory skills needed within this field, exhibitions as well as a multidimensional timeline illustrating crucial historical events displayed on a homepage serving as a multiplier. We implemented an effective press and public relations work into the project and therefore making it multidimensionally sustained. All participants gained a variety of perspectives on common and shared historical events and development, especially on those historical issues both countries have had in common in the course of the 20th century and the present. Moreover, our approach encouraged our students to recognize the importance of common values and fundamental rights shared not only by these two countries but also by all members of the European Union. With our project strengthening European ties and contributing to a deeper understanding between Poland and Germany we aimed at strengthen sustainable European ties between both nations but also at avoiding prejudices by means of greater knowledge and awareness on common history. In the long run, our primary objective was to develop convictions and courage among our students to defend basic values such as the importance of man’s fundamental rights, the protection of human dignity and respect especially in situations when asserting those rights and values might require courage to stand up for one’s beliefs.

"Project ""Warmia-Masuria, Umbria, Dalmatia- flavours of regions” lasted for 21 months. In the project took part the total of 33 students from 3 partner schools and 15 teachers. The undertaking included the representatives of Zespół Szkół nr 2 im. Jędrzeja Śniadeckiego w Szczytnie, the Italian school Istituto Professionale di Stato Enogastronomia - Ospitalita Alberghiera - Servizi Commerciali ""Giancarlo De Carolis"" in Spoleto and the Croatian school Turisticko - Ugostiteljska Skola, A. G. Matosa 60 from Split.In choosing participants, the schools were guided by the vocational skills, the motivation for staying in the profession and the principle of gender equality. The mutual aim of the partner schools was ensuring easier acquiring and recognition of skills and vocational qualifications in the specific countries and abroad regardless of the way of acquiring them – formal or informal. The project activities were focused on ensuring fulfilling the objectives of the Strategy Europe 2020 which are also included in the Strategy of Regions Development. The completed project ""Warmia-Masuria, Umbria, Dalmatia- flavour of the regions"" was focused on the development of vocational training of students and teachers and on acquiring practical skills connected with preparing dishes from fish and seafood. The project was a response to the ensuing need to improve the quality of catering services in Europe. It was aimed at improving the quality of fish and seafood served in local restaurants in Warmia-Masuria, Umbria and Dalmatia regions. The improvement has been done by raising the professional competence and practical skills of both teachers and students gained through the preparation and drawing up of the dishes made of sea fish, freshwater fish, snails, crabs, molluscs and seafood. In each of the partner schools there were prepared regional dishes typical for a specific country. In Poland they worked on freshwater fish from Masurian lakes and also from the Baltic sea. They also used native crabs and snails. In Croatia and Italy they improved their skills by working on fresh, easily available for the home country freshwater fish, sea fish and sea food.The goals were acquired by the mentioned three gastronomic schools. They have built a strategic partnership for vocational education. Within the project there took place the exchange of experiences of good practice by organizing cooking workshops. They took place partially in local restaurants and partly at schools, which were prepared to conduct this kind of activities – Agrotourism – Tusinek (Poland), Premijer Gaz (Croatia), CirceoPesca (Italy), and also in Pomeranian Culinary Academy in Gdańsk. Taking into consideration the different profiles of the activities of the mentioned companies, the participants of the project worked on the fresh, regional fish food. During the project activities the participants created and shared in virtual space the following results: Cookbook containing descriptions of regional dishes of the above mentioned regions and Dictionary of regional cuisine. The two products are the results of the acquired experience and knowledge of both students and teachers and were created during project visits in Szczytno, Spoleto and Split.The main aim of the project - to improve the qualifications of the students by preparing them in a practical way to perform in the future the profession of cook and related occupations in the field of regional cuisine and improving the qualifications of the teachers was accomplished. In order to acquire this goal the experience of the partner schools in improving the skills of the gastronomic workers was used. The participants also learnt new tools and teaching methods.Thanks to the international cooperation, by working under the guidance of professional coaches, the participants were able to learn specific techniques during working on regional products, they were able to choose a fresh product of the highest quality and prepare it in a professional way, being able not to waste it. The added value to the project was the raising of participants' awareness about the traditions, culture and culinary heritage of the above mentioned regions, which has increased the attractiveness of their gastronomic offer. Thanks to the project the participants gained new practical skills, built European identity. Also, the linguistic qualifications of the participants were improved. The project has influenced improving vocational training in the three partner schools in a positive way. There were introduced innovative pedagogical solutions, and above all there were introduced changes to the modular programs for the profession of waiter and technician of nutrition and gastronomic services. In a positive way there has been developed the cooperation with local community and gastronomic organisations. The skills acquired during the project, confirmed with the certificates, increase the participants’ chances on the labor market."

<< Objectives >>Waste FEW has been generated to promote one of the most important problems for our future, Nature Loss. There are projects that promote consuming less food or energy or water separately. we would like to show that ıf we waste one of them two others will effect. There is a chain. So wasting water brings problems on energy and food sources. And our project is not local it is a global water. If we lose energy sources in one part of the world the other parts will affect. So we must take it seriously<< Implementation >>There will be 2 TPM 3 LTTA and 20 local, 4 online meetings, 2 online event activities during the 2 years of the project plan. There will be 20 local activities that will be carried out by partner organisations. The main titles of our projects are Food ChoicesEnergy Choices Water Choices Three partner organisations focus on one of them according to their capacity and background.<< Results >>The expected results of our project are; - Smart, energy sources will use at schools and homesCreating; - Zero waste Classrooms- School campaigns on saving water, food and energy- School water collection tanks at school gardens- School energy-wasting campaigns will be done at schools- School food banks will be generated at schools

Aqua ... à quoi? Raising awareness and sensitivity for a responsible use of water through cooperative scientific inquiry following the nature of science approach. Our goal is to implement the European idea in various ways into science lessons within our schools. In the framework of fostering international competence, we would like to intensify and expand European connections and provide a variety of – virtual as well as face-to-face – encounters of the participating 100 students from these four countries. Specifically, this means we would like to initiate an intensive exposure of our students to the encompassing and connecting topic “water“. Water is a habitat for extremely adapted fauna and flora, it is the source of life and an inevitable aspect of human nutrition, connected to water various jobs are created and activities enjoyed. When aquatic ecosystems are interfered with, for example through environmental changes or anthropogenous factors, this has severe consequences for the whole fabric, not only regionally but transregionally and even globally. Depicting this far-reaching dimension to adolescents, we aim to implement a practically oriented approach. A shared experimenting environment and scientific knowledge acquisition are used to work on previously developed question from multifaceted perspectives – in chemistry and biology labs, outdoor investigation, through interviewing experts and on-site research. The participating students will get to know methods of scientific knowledge acquisition that by far exceed possibilities at school, thus, they are able to broaden their methodological horizons. The mutual cooperation of adolescents from four different countries, implemented through the specific and physical student exchange as well as mediated through digital platforms in further project phases, leads to a raised awareness concerning matters of environmental protection. Besides, questioning own attitudes and lifestyles in respect to environmental issues makes an effective change of perspective possible and eventually results in better identification with the project and shapes European awareness. This is also why we are going to engage our 16-to-17-year-old students as much as possible in planning processes throughout the project. Hence, they are going to assume responsibility for a successful project and experience themselves as part of an actively involved team, fostering motivation and individual personality development. Four student exchanges build the key face-to-face encounters of the project. Eight students from each partner institution respectively are going to participate in each encounter, so that every student is able to experience one exchange, getting to know one of three partner countries’ culture based on the accompanying cultural program, visiting school and living in a host family. All exchange activities are going to be conducted in small multilingual and culturally mixed groups, following a CLIL approach using the lingua franca. By students previously developed multilingual dictionaries of subject-matter vocabulary will support communication, modelling the value of learning foreign languages for sciences. They are going to consider mobility and international cooperation an asset, which will unveil for them a precious glance into the world of work and universities.As an essential factor for this project to succeed we identify a necessity of effective communication. As a consequence, the platform eTwinning is going to be utilized in order to share all outcome (e.g. documentation, pictures, videos etc.) with each participant. The discussion board and other tools are going to be used for regular exchange. Utilizing digital media is in accordance with each school’s developmental focus and, furthermore, fosters motivation following the zeitgeist of students. Thus, the students’ and teachers’ digital competence can be expanded. All project outcome, in form of digital material for classes as well as extensive documentation via a digital magazine, will be made public to a wider audience – school community, parents, other schools, local media etc.– to sustainably highlight the project’s significance. For all participating schools the project provides a fostered international focus and an expansion of existing contacts in respect to future projects.

"According to the EU Commission, "" Entrepreneurship is an individual’s ability to turn ideas into action. It includes creativity, innovation, risk taking, ability to plan and manage projects in order to achieve objectives."" The Entrepreneurship 2020 Action Plan foresee teaching actions and education to provide our students with the tools to become future entrepreneurs. Moreover, it shows how up to 20% of students who have participated, during their secondary school, in programmes targeting this type of learning - which involves project work, real-life experience and simulated roles - are ready to start their own company or business. To support productivity and growth in Europe, it is essential to invest in education and training. While the definition may sound simple, its execution is more difficult. The main objective of our project is to develop entrepreneurship as a way of thinking and acting in order to improve pupils' educational-socio-economic development, to create transparency and common criteria for evaluation of skills, to develop social inclusion, non-discrimination and citizenship values. First, the project aims at increasing basic skills of the students in the participating schools in terms of entrepreneurship and innovation. The participating students have learnt to see themselves as future entrepreneurs in an intercultural society with possibilities without borders, and they can now use the acquired knowledge in their future professional life. The students from the participating schools have been exposed to an environment where such life skills as creativity, sense of initiative, innovation, risk-taking, communication across cultures, collaboration and critical thinking are employed. The project has also provided a powerful effect on the pupils’ language skills and their ability to act and behave in a multicultural setting. Second, pupils, apprentices and teachers have traced their European identity and have become aware of the great chances our global world offers by meeting people from different European countries. By working and living together they have explored and understood similarities and differences, improving their personal ideas about a “European” life and making big steps on their way to become active European citizens. Each school has contributed one field of the business plan:- Italy: From planning (projects, computer aided design tools) to production. What are the methods to create a product? - Denmark: what are the means to advertise a product? From packaging to communication impact - Poland: Business aims, objectives and ethics. How can technology be used to promote a product or service? - Germany: focusing on financial and legal aspects: How do you set up a business and create a marketing concept for it?The many activities planned by the project have been carried out keeping in mind that entrepreneurial teaching needs a horizontal approach and becomes a cross curricular subject which requires teacher-teams and room for experimentation. Moreover, the participating schools have established a cooperation network with community organisations, companies and businesses to support their activities. As a consequence, besides: - the opening of project websites (eTwinning, stand-alone, Facebook page, Moodle platform) for students and teachers' sharing ideas, presentations of schools and country, - uploading of our activities that form a data-bank for EU colleagues who want to engage and experiment with our outputs; - common evaluation questionnaires and quality analysis; - dissemination via the web, newspaper and official meetings; our planned activities have foreseen: - setting up and implementation of a 2-year programme of activities to develop each country's domain, based on: research, direct experience in companies, analysis of finance/ innovative methods/ production technology as well as channels used for product promotion and advertisement - visits and workshops in local companies, conferences with experts, managers and companies' technicians - teachers' exchange of teaching methods and their experience of the integration of the present project as a horizontal approach - modelling and production - exchanging produced outputs and results through ICT tools and during mobility meetings to share ideas, knowledge, experience, and best practices among the students, teachers and stakeholders, enhancing ICT skills in the students"