"The European Green Planet Film Festival (EGP) is an exchange of good practices project. It has two pillars: Filmmaking and Animation in the Classroom (FAC) and the celebration of various environmental short film Festivals. The project wants to promote FAC and to engage students in learning through simple filmmaking and animation. Participants will discover how film and animation can be used as powerful tools for encouraging active learning and enabling pupils to establish strong connections with any area of the curriculum.The project was born to face the necessities of our school and students: a low level of linguistic knowledge and a lack of interest for learning languages, poor environmental sustainability and a low level of cultural diversity and tolerance.The eTwinning live platform helped us to find other schools with similar necessities and objectives.Institut Vacarisses (Spain), which will be the project coordinator.Szkola Podstawowa im. Jana Pawla II w Koszecinie (Poland).Agrupamento de Escolas Gil Eanes (Portugal).Istituto Comprensivo ""Falconara Centro"" (Italy).The four schools will work with middle school pupils aged between 12 to 14 years. A total of 120 students, 30 per country.The activities that have to be done throughout the project are organized in order to engage, connect and empower young people as they are related to creativity, environment, social responsibility and culture. These activities are, mainly, the realization of fictions, documentaries and animations by the students and the organization and realization of the EGP where students creations will be shown. During the course, also, there will be the realization and its subsequent publication in the media of surveys of families and members of the jury, as well as the directors after the viewing of the short films. Moreover, there will be the creation and transmission of an informative text or speech with which they will explain their learning and proposals to the rest of their locality and to their partners, the realization of an environmental workshop for partners and the creation of a Logo, a Poster, a Triptych and a Festival statue.With this project, we want to introduce an innovative way of learning. This would be made engaging and empowering students all across the European Union by producing their own original products and services. Everything related to the organization of an international short film festival (EGP). We think that it should be a priority in the digital era in which we live in.Thanks to the EGP, students will work in small collaborative international groups. We will promote the use of digital tools following a constructivist and social construcivist way of learning/teaching in a Projects Based Learning methodology. We will explain and present the use of these tools, all of them linkable from the TwinSpace. This way, students and teachers will enhance their digital abilities and competences. Students and teachers will discover about their school and partners schools environmental policies, and this will allow partners to learn from their European neighbours and vice versa.Moreover, the way in which all we said will be done is not only academically and educationally interesting because everything have been thought in order to do it in a motivating way for the students. That is because all the activities are real and significative, with a deep impact in the society itself and all the community will be involved: the centre, the students, the teachers, the village council and all the citizens.Our project is also engaging and empowering because students will decide the films that will become part of the official selection. They will watch the films and evaluate them before the screenings. Students will also decide and modify the rules of the Festival. They will be able to choose the length of the films and even the topic (air quality, waste, water, climate change...).We expect a deep impact in some weaknesses of the centres in order to decrease them in the short term and the long term thanks to its sustainability through time. Specifically, we expect to raise the linguistic knowledge and the interest for learning languages of our students as we will use English as a working and communicating language. Moreover, the films submitted in the festivals will be in different languages and, all of them, subtitled in English. We also expect to raise the environmental conscience as its problems will be debated, contrasted and worked during the whole project. We envisage it will enlarge different perspectives and environmental issues in the different four schools involved in the project. Besides, we also expect that the internationalism reached thanks to this project and the contact made among students from different cultures will raise the level of cultural diversity and tolerance."

The acronym of the project is TITLE - Teaching, Improving and Training Literacy Education. Since PISA research showed that the results of Croatian, Portuguese and Italian students are below average considering reading literacy, and Estonian students were 5th among tested countries, we decided to improve these skills among students. We were guided by the PISA definition of reading literacy as the ability needed to reach personal goals, develop the reader’s potential and knowledge and achieve active participation in society through understanding and evaluating texts while reading.The main objectives of the project are development and improvement of students’ reading literacy, improvement of students' linguistic literacy and popularization of reading various kinds of texts in printed and digital sources. On the project will be actively involved around 100 teachers and around 900 students from all partner schools. Most of the activities will be carried out by language teachers and librarians, but the project will involve all subjects in school so every teacher will be somewhat involved in the development of these basic skills. Students who will take part in this project are 11 to 15 years old. Parents will have the opportunity to take part in some of the activities of the project. Most activities will be common for all partner schools. One of them will be designing an area in the school called the Book Nook, where students will be able to read peacefully, spend time, where a book club will be run, and numerous activities with parents or younger students held. Book Nook will encourage other students to read and will be thematically decorated based on the books that students read. Each partner school has selected one writer and a piece of literature to be read by all students actively involved in the project. Students will also produce illustrated cards based on these books. This will foster their creativity, and book-related workshops will encourage the development and improvement of their reading literacy. Additionally, through numerous exercises held throughout regular school subjects and through extracurricular activities students will work on the development of reading literacy. From these exercises that teachers will use we will make a manual that will serve in the further work of all teachers. Three eTwinning projects will be launched before Short-term exchanges of groups of pupils.The methodology that will be used to carry out the project are active learning methods like creative writing, meditation methods (fantasy journey, imagination of texts), project learning, cross-curriculum methods (combining music with literacy), creative work, critical thinking, problem-solving, research games, collaborative learning, etc.By having an active role during this project, students will learn how to approach different types of texts and read them with comprehension. This will improve their general knowledge, understanding of context and grades. They will be able to recognize false or sensational news by researching authors and subjects on scientific databases. Students will be able to express themselves and their emotions through the written word with acquired linguistic literacy skills or through spoken word, thanks to their widened vocabulary. Students’ self-esteem will be improved, and they will have more general knowledge such as climate change. Improvement of linguistic literacy will be based on learning and applying rules of language expression, grammar and writing in their native and foreign languages. The popularization of reading of various kinds of texts in printed and digital sources will be achieved through meetings with authors, family nights at school, etc. Students' creativity in writing a graphic novel and creating illustrated cards will be this project's heritage. Potential long-term benefits for participating students are skills that they will gain or perfect by using them in all subjects and throughout education, but also in everyday life, as they will learn how to approach any type of text critically, and will have a broader knowledge of the culture and problems of the present. Partner schools will after this project have illustrated cards based on the books that students have read that can be used for a variety of purposes, from stimulating creativity and designing stories to workshops regarding social skills and emotions. Teachers will learn and develop methods of working with students and of adequately transferring the knowledge and skills needed for their entire education and life. In addition, we will publish and disseminate a collection of exercises for the development of reading literacy, decks of illustrated cards and tactile books to neighboring schools and educational institutions. Learned methods, acquired knowledge and produced materials will be beneficial for teachers working with students with fewer opportunities.

"Out of a common need, secondary schools from Veurne (Belgium), Lagos (Portugal), Maroussi, Athens (Greece), and Villaluenga de la Sagra, Toledo (Spain) wanted to improve social inclusion in their schools. All these schools have a number of pupils for whom it is very difficult to get integrated into the regular education system. Students with social/economic problems, with a different cultural, religious, or language background, or with learning disorders. During the project working methods and activities in which all students, also from our target group, participated, were discussed, developed, implemented, and shared. We got rid of prejudices, discrimination and intolerance. As such, we created better inclusive schools, i.e. schools where all pupils are welcome and where initiatives are taken to adapt learning methods to every student, also the ones from our target groups. In other words, schools that focus on inclusive education or which offer our newly created word “incluation.” With our project, we enabled success for all students.The teachers and staff adopted an inclusive attitude while preparing, educating and evaluating. During the project, there was extensive cooperation with external stakeholders, such as special schools for pupils with learning disorders and/or psychological problems, welfare organisations, schools for pupils with a different mother-tongue, factories for people with fewer opportunities etc. Besides learning from their experience, we established a closer relationship between our schools and these organisations.Last but not least, we made our parents and the local community aware of the fact that “incluation” is not just a choice, but should be inherent to all forms of education. We also crushed the taboo as much as possible which is linked to these types of problems and/or disorders. The participants in the project were pupils from the four schools between 13 to 16 years old, with or without a problem or disorder. They were monitored by a team of enthusiastic teachers and staff in each school. To achieve our objectives, we organised four learning, teaching, training meetings, one in each school. These meetings were prepared by the students and a small number from each school (7; 2 from our target pupils ) were able to participate in a meeting abroad. These meetings were carefully prepared by means of presentations and extensive correspondence via eTwinning between the hosting partner and his/her guest. Unluckily, due to the worldwide Corona-crisis, the fourth meeting in Spain could not take place. In these meetings we organised different activities during which special attention was drawn to inclusion. In Belgium, these were: a hackathon, a multicultural buffet, a refugee walk in Brussels and visits to welfare organisations and a factory for people with fewer opportunities. In Portugal, there were special workshops, visits to special needs institutions and an adapted way of exploring the historical city centre. In Greece the focus was on connection and inclusion activities and drama. In Spain, there would have been a photo contest and a socioincluative”Gymkhana, an escape room and an adapted visit to Toledo. During the implementation of these activities not only the international guests were involved, but also an extensive number of students of the hosting school. There was also a joint staff training event in Portugal during which each partner school presented its view on dealing with special needs students and learning disorders, experiences and good practices were exchanged and common outlines to deal with these students were discussed and developed. Furthermore, there was a job shadowing experience and several workshops and visits to special needs institutions. Last but not least, the teachers attended a national conference on inclusion in education, on which also the Secretary of Education was present. There they presented their educational system and the efforts that are done what inclusion is concerned. There was a massive impact on our inclusive approach in our schools. The project created more awareness and fostered improvements in several types of teaching methods of inclusion (hackathon, drama, radio workshop, public talking/presentation, intergenerational dialogue, etc.) and it allowed us to build better methodologies through a cross-fertilizing European experience. One e-book with common education outlines for the target students and one with good practices from ""incluation"" are published. Our project ""Incluation"" also succeeded in raising the profile of English in order to increase global intercultural understanding and appreciation, developed better social and communication skills through working on challenging activities and improved working with digital technologies, which enable new types of social interaction and, last but not least, all this acquired knowledge is implemented where it is most needed: in real life."

What would a teenage show a peer from abroad around his/her hometown? The mall! Do our students have any personal cultural awareness? Not really... Do they know which countries belong to the European Union? UK is messing them up! This is exactly what made us feel the urgent need of applying for an Erasmus+ project aimed at the mobility of students. We absolutely want them to have a direct contact with other cultures, compare them to theirs and start thinking about the values of their own. Also, travelling out of their country may offer our students a good input to develop new ideas and build relationships for their future, especially for their job career, hopefully in a European perspective. Last but not least, all school staff members will surely benefit from exchanging information about other school systems and didactical approaches.The participants involved in this project are about 150, aged 10 - 14, coming from public schools located in Italy, Netherlands, Portugal and Slovenia. Some of them might have learning difficulties or be poorly engaged in their education, so potentially early school leavers.We would like our school community to be aware of the local cultural heritage starting from food. Not only is food a necessity for nutrition, but it also incorporates many cultural values. We want our students to visit and discover the numerous economic realities around that produce specialties with passion and tradition from generation to generation; local products such as the Parmesan Cheese or the Traditional Balsamic Vinegar are known worldwide! These are PGI (Protected Geographical Indication) and/or PDO (Protected Designation of Origin) products, and it is important for our future generation to recognize, evaluate and cherish them. We also want them to realise that so many job positions are required in the food field, going from the farmer or dairyman to the cook, giving them some inspiration for their future decisions in terms of education and employment. Food is also a synonym of gathering: families and friends so often meet around a table to share a meal. But who keeps the culinary traditions? We want to put different generations together, our students and old people, and different cultures to make them work together on traditional recipes in order to create a wellbeing atmosphere for a better social cohesion. Another objective we would like to achieve is a deeper knowledge of what the European Union is for, how it started, how it is evolving and why it is so important for all the nations to cooperate and distinguish their own cultures at the same time. Diversity is the resourceful key for European citizens just like the numerous culinary good traditions! Since English will be the language of communication among the projects' partners, we will engage students in a new and useful way of learning a foreign language.The planned activities are very practical and include:- visiting a local food reality, for example a farm where the Parmesan Cheese is produced;- creating a traditional recipe book in English;- taking pictures of whatever is linked to food while walking down the streets;- prepare a typical dish from the culinary tradition with the help of old people;- creating a digital cartoon to tell every single activity of the project in English;- visiting the nearest Europe Direct info point for a workshop on Europe and the EU;- comparing different uses of the same ingredient;- analyzing GPI and PDO labels.The informal atmosphere of these activities can help students evaluate education in case they are not engaged in school; the chance to be creative in their own special way and to communicate with foreign speaking peers in a simple way will increase the students' self esteem.The participation in this project will contribute in the long-term to:- make the teachers rethink about an effective approach to raise cultural awareness in their pupils;- continue and create transnational collaborations on diverse topics;- engage students more actively in their own learning process, since the international atmosphere they have tasted in their school and the creativity required will give them a positive input to focus on their future education, be it in their country or abroad;- have the support of more donors to sustain future projects, both on site and transnational, all bearing the same aim: raise European citizens who will eventually choose to be tolerant and collaborative.

The goal of our project is to understand the relevance of European collaboration for using renewable energies and avoid natural catastrophes.The project should motivate adolescents to be aware of their responsibility for protecting nature and become active European citizens by travelling to other countries and being curious about their solutions concerning the use of renewable energies and avoiding nature catastrophes. By learning more about the details of science and technology the adolescents will have more concrete knowledge to see the difference between news and fake news.During the project they will learn more digital skills by communicating, monitoring and evaluating (eTwinning) the activities. Furthermore, they learn to feel comfortable when being in a different country and while welcoming people from other cultures because of their acquired intercultural skills. Europe needs tolerant,open minded, empathic and active young people who experience the enrichment of learning new languages, getting to more knowledge about energy ressources and climate change to take the advantages of a united Europe in the battle against climate change. With our project we try to make school exchanges more popular so that students who leave school built out the listed competences and have a positive attitude towards the European Union and environmental protection.Experiencing exchange between the partnerschools leads us to strenghten the competences of teachers and students.Different schoolsystems and education methods will bring the teachers more experiences and new ideas in teaching and more quality of our education.We also include teachers with no language subjects to create an interdisciplinary concept and an internationalization of our schools. Students will be creative during the process by finding new solutions.They will have intercultural experiences which give them life long contact to other Europeans and prepare them for the European and international working market.The topic is important to recognize and realize our responsibility to care about the planet, to use renewables ressources more effectively and adapted in daily life. New ideas from the partnerschools, teachers, students and experts from universities will be innovative and helpful.The students learn about the problems of climate change and the catastrophes taking place in the different countries and search innovative solutions to avoid them.We'll also avoid emigration because of destroyed parts of countries by avoiding catastrophes.Our school is a certified »Schule ohne Rassismus« which was initiated by the SMV/students.Recently our students are interested, engaged and motivated to find answers for the relevant questions of our days.Their engagement in Fridays for future shows their high sensitivity for topics about sustainability and ecology.We integrated the SMV in the preparation of our project.Our project is also open for refugees or handicaped students. Repeating fire problems in Portugal and Spain are not resolved, increasing of floods in Germany and other european countries caused a lot of damage because of lacking drainage systems.Usage of renewable energies and subventions are not adapted to the environmental status quo.With our project we'll amplify the awareness of our students and teachers and increase the knowledge about connections between the climate change,the use of energies and the danger of catastrophes.Creative solutions for the challenges in Europe will be found by adaquate and reasonable WATCHING of THE PROBLEM FROM OUTSIDE, a perspective change, a profit from already existing solutions and informations in other European countries.The national perspective only on a problem is in our days not enough because there always will be a blind spot.With our project we have the chance to collect the ideas of all the participants to widen our national view and turn it in a European one.The collaboration within our project will rise the understanding of the subject in other countries and gives also a chance to influence the regional politics by active involvement.The intense contact with other young Europeans during the mobilities is the base for friendships and lifelong collaboration in Europe and a positive attitude towards nature and environment.