Background of the projectThe prevalence of obesity in childhood is increasing all over the world and the World Health Organization (WHO) shows the obesity as one of the most important public health problems. Most of these children continue to be obese adults in their lives. Besides, they may have low self-esteem and some social problems. Treatment of obesity is not much effective once it develops so community-based preventive measures in early stages of life seem to be more significant.Treatments after diagnosing the illnesses create financial and emotional costs. When we manage to regulate the basic factors such as nutrition, physical activities, and weight, we can get more effective result on preventing chronic illnesses rather than treating them. Maintaining a healthy life may not always be easy. Yet, this should never be an excuse to give up on our efforts. We can continue to have a healthy, happy and hopeful life only if we reduce the risks that are threatening our well-being. A life with the least amount of risks and threats is an invaluable present for our beloveds and ourselvesObjectives• Having preventive measures and risk decreasing approaches in early stage of life• Reducing high BMI among teenagers• Backing the students up to take part in physical activities and exchanging experiences on outdoor activities in all countries and adapting them to their lives.• Decreasing the level of stress, anxiety and isolation• Preparing action plans including one hour school and after school activities (prepared by WHO for children 5- 17 years) and taking it on international scale• Reducing the overweight and its risks from 19% to 15% for the first year and below 10% for the second year• Creating awareness regarding different healthy life styles in the EU• Enhancing the knowledge of the participants on different local cuisines• Organizing competitions to support active lifestyle in a kind but firm atmosphere and improving the team spirit• Downloading and actively usage of health friendly technology and apps (pedometer, calorie counters)• Creating a common health diet with apps• Learning how to grow own food (adaptable in the city) and how to collect food from the natureThe Participants and ProfileEach short-term exchange mobility will include the participation of 20 students(age range between14-18) and 10teachers, and totally 120 students and 60 teachers will take part in all mobility. Selection criteria for the students will be computer and language skills, peer and teamwork ability, availability and adaptability.ACTIVITIESC1-FR- Swedish Diet/Yoga/Healthy Minds/Family Information/Midday fitness/Friendly competitions/Creating GOAT mascotC2-HU-Decleration/Stop Being Couch Potato/Mobile Apps/Homemade Products/“Consumerism culture” SeminarC3-TR- Seminar: “Diabetes Among the Young”/Atkins Diet/Bring your own food/Fundamentals of Healthy Life/Probiotics/Folk remedies C4-IT- Mediterrenean Diet/Sedentary life/Mobile Apss/Trekking/Pitching a tent(Skill)/Cooking Class C5-SK-European Food and Nutrition Action Plan/Dash diet/Local herbs medicine C6-LV- Organic Food/Growing your own vegetables at school/paper magazine/final reportCONCRETE RESULTs are questionnaires, logo, website, social media tools, a common eTwinning page for the project, handbook for children in 6 languages including health tips, a common recipe book, Local Herbs Book, Local Remedies Book, recorded video clips of cooking classes, sport offer, travel diaries, language booklets, cultural booklets before the trips prepared adequately to the age of pupils.Results and ImpactsWe estimate a great deal of long-term benefits of our project as a result of numerous of activities and workshops such as developing action plans including 60 minutes curricular and extra-curricular activities, taking preventive measures in order to mitigate risks (individual – family – indoor and outdoor of the school based), combining well-being with sport, outdoor activities, information for the parents, “Healthy Students & Happy Schools”, presenting “Vienna Declaration on Nutrition and European Food and Nutrition Action Plans”, “Stop Being a Couch Potato and Sedentary Life”, creating a GOAT Mascot (Goats are dynamic animals which represent healthy and organic life), healthy minds, healthy diets (Mediterranean / DASH / Atkins / Weight Watcher / Swedish), “Bring Your Own Food” campaign, growing vegetables, finding the best mobile apps.The METHODOLOGY to be used in carrying out at the project is basically student-centered and cooperative learning and learning through experience. In addition, different assessment methods (evaluation and feedback forms, preliminary and final and satisfaction survey)are used to evaluate implementation, management and dissemination of the project.The success of the mobility is measured comparatively against the results and level of satisfaction of students who gained the healthy life awareness.

The partnership started from a meeting organised by AEF-Europe in Lyon. The interveners immidiately saw the interest to get involved in a common project around the culture of meals. The different partners will invest themselves in a similar way. In an open-minded spirit, we put an open lettre on e-Twinning inviting all interested schools to join the project. An Italian school came to join our group. Four out of the five schools have options linked to people, to child Education and sciences... The fifth school (the French Lycée Mimard), offers industrial and technological grounding. These sections develop their program around sustainable development and eco conception. This partner will have another (but very interesting) look on our realizations... it will be a real added value to our project. The main themes our teachers would like to develop would be:- how to introduce organic food in everyday life: at school & at home,- communication and conviviality at lunch time (how different is it from one country to another?)- would it be possible to only eat local and organic food (to be in harmony with our environment...)- different cultural behaviours - the different partners will feel free to develop all other subject related to health, well-being,... Our schools intend to implement a “well-being project” in the frame of the Erasmus + Key Action 2 Program.This project considers the human being as a whole (physical, psychological and social). We’d like to share good practices (though plays, exhibitions, courses and multimedia documents) from several European countries… Main themes our teachers would like to work on:- Healthy food in daily life, at school as well as in the family context,- Communication, sitting together and conviviality,- Local, ecological, organic food,- Cultural behaviour, respect.Of course other topics related to health, well-being and positive school atmosphere are welcome. Outcomes: Short films, Plays, Pictures exhibitions, e-books... using multimedia’s as communication tools.Work languages: French, English… and partners’ languages.

The CIVIC (French for Innovative Cooperation towards Civic Interdisciplinarity) project is part of the horizontal priority of the Erasmus+ programme of development of basic and cross-disciplinary competences among students that aims at developping civic competences and European values. Its goal was to lessen lacks in the European educational systems concerning the acquisition of civic competences by offering a united approach with common references.The education to civic rights is the responsibility of the whole educational team, thus the project offered to integrate in different curriculae (communication, science, IT), civic education notions thanks to cross-disciplinary common activities as well as created inovative educational projects.CIVIC spanned over 2 years and gathered 8 senior high schools and about 380 students from 15 to 18 years of age : 280 students in Tours, 20 students in Felgueiras, Portugal, 20 in Ascoli Piceno, Italy, 20 in Modena, Italy, 10 in Romans sur Isère, France, 10 in Suceava, Romania, 10 in Jelenia Gora and in Warsaw, Poland. 2 or 3 ambassador-students per school and per mobility have produced intellectual cross-disciplinary works based on key competences in the French language.The first activity consisted in a workshop on the rules accepted by all to be part of a community. The target group studied their school rules and functioning. Then, the ambassadors wrote a set of Transnational Cooperation Rules and Regulations afterwards applied to the following mobilities and integrated in the partner's high schools rules. Finally the ambassadors directed a video advertisement illustrating the rules for being part of a community and submitted it to the Italian Ministry of Education. The second activity was devoted to the European identity by studying a local patrimony and its management. During each mobility, at least one patrimonial visit was organized. The third one favoured the knowledge of European civic values through the analysis of legal texts, the creation of a photographs exhibition on the failure to respect and a debate around the respect of these values in the world. The fourth one focused on the knowledge of the democratic functioning of the European institutions with the writing of a bill defending a civic value and the signature of a petition to support this bill, the visit of the European Parliament and of the European institutions district in Strasbourg. The fifth one was about adopting an eco-friendly behaviour by the creation of a common ecological footprint and of a code of 10 eco-friendly habits. The sixth one was devoted to the priciples of justice thanks to a questionnaire about discriminations, the comparison of national under-age justices and the writing of a leaflet about the European justice. The seventh one aimed at provoking a reflection on the principles of solidarity by promoting surveys with local charities and by highlighting the experience of volunteer students. The students from the target group acquired civic knowledge and competences, a wider autonomy in leading surveys with participants of the civil society and in the documentary researches that they learned to summarize thanks to IT tools. They boosted their creativity by producing diverse intellectual works and expanded their knowledge of the European culture through the patrimonial visits. Finally, they developped their reasoning and critical mind thanks to debates, for instance.The aim was to promote the involvement of the students in one or several areas of the society (political, voluntary, legal, cultural, environmental) so that they would become active members of their community, experts in the pursuit of the activities of the project and originators for new civic actions and for the respect of the European values and Human fundamental rights . On the long term, the civic competences developped by the students should increase their ability to find an employment and their capacity to evolve professionally. The intellectual work of the project, the book CIVIC, presents inovative work methods and contents , offering a new key competence (civic education), for the three different fields : language and communication, sciences and IT. The content of this book could be adapted to teaching methods such as EMILE (both language and scientific content) for bilingual or supplementary French classes.

The project included three secondary schools - Střední škola rybářská a vodohospodářská Jakuba Krčína, Trebon in the Czech Republic, Nord-Troms videregående skole, skolested Skjervoy in Norway and LYCEE PROFESSIONNEL GUERANDE -O.GUICHARD, Guerande in France. The three schools were traditional partner schools in COMENIUS projects. All three schools teach fishery and aquaculture. Previous projects were focused on this field. But schools from Norway and France have more fields of study. That was the reason why we were looking for different, general project topic. This project was focused on comparison of cultural and natural regional wealth linked with water. The thematic content of this project was general, thus more students from different branches of studies could be involved. Each school had from 18 to 20 pupils directly involved in the learning activities and others involved in the project at home schools. Totally there were about 90 pupils working or helping with the project, 7 teachers responsible for the project and about 45 other teachers or school emploees helping with project activities.The main impulse for the project came from pupils interested in previous project activities at schools. The representatives of the institutions took part in the National Agency’s seminars, where they got information about new ERASMUS+ programmes. The actual intention was to process materials from certain areas (cultural and natural wealth, and the wealth of folk literature) as a printed brochure and a DVD with videos from chosen places. All outputs were published in the project language - English. The most essential objectives include understanding other cultures and traditions and communication in English. The project was connected with water, so they could get some professional information from the branch of fishery and aquaculture, too. Traditions of fish production were a part of national treasures. Our project work aimed at support of national awareness within Europe and at the sustainable landscape development.Other outputs were a project logo, an eTwinning platform for shearing materials from the project and a project exhibition in home towns of partner schools. One part of the brochure contents local legends connected with the regions. Thus we wanted to attract attention of pupils to literature and history. Through written or oral communication, writing screenplays, translating texts and playing in videos or little plays we increased motivation to study foreign languages, meet together and establish contacts with the students of the partner schools. During the project work students had to use ICT, share experience, work in teams. The project supported the students’ interest in European traditions, lifestyles and European citizenship.The project activities were namely: vocabulary seminar, project team assembly, team work, selection of “regional treasures”, creating the common logo, photography course, creating screenplays for videos, recording videos, editing videos, compiling and editing the brochure, creating texts and commentaries, selection and translation of local legends, preparation of guided tours for visitors, preparation of presentations about treasures and project work, photographic documentation, preparation of the exhibition, work in eTwinning. The Czech partner entered the project to the competition of International language award LABEL and the project was awarded.All the goals and tasks of the project were fullfilled and we hope, that our regional authorities will be interested in our outputs and they will use it for promotion of our regions. At schools the materials will be used for teaching in geography, history and languages.