Career orientation for the European Job MarketMany firms operate globally and employee mobility is a prerequisite. Students must be prepared to be mobile, adaptable and continually learning. There is a need for them to get to know the work place in other countries. Six European countries, Denmark, Germany, Latvia, Poland, Portugal and Turkey, with 280 pupils, have carried out this project. All of the teachers have experience in instructing vocational preparation. We supported our students entirely according to their individual capabilities and skills so that after their schooling, they are prepared for the job market. We were able to avoid premature school leaving by helping the students realize their talents and abilities and developing these.Exploring the career training environment and comparing one’s own competence profile with the requirements for training in European businesses are important prerequisites for career choice and a successful transition to the business and work world. With the aid of the career choice passport, pupils were able to come to terms with their own personal strengths (What can I do?) and with their interests, goals and commitments (What do I want?)The following actions were undertaken: Compiling a project homepage, work with the career choice passport, preparing presentations about companies in the partner countries, compiling CV and job applications, visiting companies, the creation of an international job exchange market and skilled craft activities in the work experience field.Our pupils were motivated to apply their talents in the working environment. When pupils discover their own abilities this boosts their self-confidence and self-esteem. If we can achieve this goal, then lower grade students can participate together with higher grade students in projects without fear of inferiority. In particular, lower grade students must be encouraged so that with their abilities (e.g. in skilled trades) they can present themselves with complete confidence.With this project we prepared our pupils for the labour market and gave them the opportunity of work experience in other European countries. We want to equip our students for a life and career in a globally responsible Europe. This European dimension lied at the heart of our project and our schools.

Environmentally friendly Europe - the future begins now!The idea and the application for this project came amid the Corona Crisis . Nature has proved its power, unraveling how feeble humanity really is, and the vast degree to which we are dependent on the environment we live in. Following the return to our usual routines, we cannot forget what we have learned, meaning we need to co-exist with Nature and act in accordance with it. Environmental protection is now as relevant as ever. Responsibility for the environment and fellow humans is vital for our existence, as environmental issues are limitless.The unjust treatment of the Mother Earth has been debated for decades, yet little has been done about it. But it is not too late: our students see the dangers but fail to come up with their own initiatives. As project coordinators, we want the students to evolve from passive observers and become active players in the fight for the environment. We all share one, single planet, Seas and Oceans are international as we all breathe the same air. Hence, we want to create an international project, underlining the environmental issued need to be combat collectively as a wider society – a project, where young people exchange experiences across borders and generate impulses. The main goal is to give the students increasing responsibility as they grow to become active environmental activists. They will be encouraged to take concrete contributions striving towards the reduction of the environmental burden.Our project aims for 150 students (age 12-16) from 6 countries to work together, in unison with teachers, school communities, families and participating institutions.The first focus of this project is nature. The students will learn the different landscapes of their countries. In Germany, they will follow wolf tracks, learn about the forest as an eco-system and appreciate biodiversity.Through the second focus of this project, students will debate about energy, the pros and cons of alternative energy sources and visit a biofuel plant in Denmark. In addition, they will build a windmill out of recyclable materials.As a third topic, students will research and discuss their countries’ water balance. In Portugal, a country with an extensive coastline, students will examine sand searching for Microplastics. To build up on their findings, students will visit a sewage-treatment facility.During the fourth focus, students will explore the topic of waste in Rhodos, Greece. A recycling center will be visited, where students will participate in the “Old becomes New” workshop. They will learn to develop little daily habits, which help avoiding generating waste and increase recycling. Every school will then organize exchange markets.The fifth focus of this project will be set on food consumption in Turkey. Students will learn ways to avoid food waste and will visit a “Bio-company” that turns organic waste into fertilizer. The School-STEM-Club will present an app developed to control the watering of plants.As a sixth and final focus, students will visit Poland to create guidelines for a sustainable school, basing on their experiences and knowledge gained throughout the project.The project should follow the subsequent methodical steps: discover, share knowledge, take proactive measures, and use STEM, all supported by various handcraft techniques. It is expected that as a direct result of the project, schools, as well as the mindset of the students, will transition towards further consideration of sustainability in the daily life, while students’ sense of responsibility will be strengthened and a proactive attitude developed. A tangible outcome will be the guidelines created by the students themselves, outlining concrete recommendations on running a sustainable school. These will be created in German, English, as well as each country’s official language. Following the completion of the project, all experiences will be shared and discussed between the participating schools as the relationships will be nurtured though the eTwinning platform alongside a reporting system being put in place.In the past few months, we have discovered the terrifying power of a minuscule virus to turn the daily lives of billions of people upside down. An empty plastic bottle, an unnecessarily lit lamp, a brown banana that lands in the trash can be just as minuscule. Nature has warned us. Now it is our turn and that of the students. The action must be taken.The future starts now!

We aim to promote using Nature As Teacher (NAT) in our project. The internationality of NAT Project will allow the exchange of best practices among partner countries. The project activities will guide to enhance the experience, knowledge and competence of Kindergarten teachers to connect children with Nature via Outdoor Learning and provide children with freedom to explore using multiple sense, confidence, physical and emotional resilience via plays and adventure in the Nature. 5 countries and 6 schools will be involved in this project (Norway, Estonia, Turkey, UK and Spain) with approximately 700 children aged between 2-7 and about 120 teachers and educators. The other participants of this project will be parents, educators and leaders, local authorities with different experience, knowledgeand beliefs, but common educational ideals. For this project our main OBJECTIVES will be as follows:-To provide teachers with skills to use Nature as Learning Environment via engaging children in Outdoor Nature activities-To connect children with Nature through 4 Elements: Air, Water, Earth, Fire-To raise children’s ecological awareness focusing on Trees, Plants and Edible Wilds-To develop children’s creative, imaginary, inspirational and cognitive skills in Maths and Art in Nature-To provide teachers with competence to use Forest as a Learning and Adventure Place-To foster kids' multiple senses, confidence, physical and emotional resilience via Forest plays-To strengthen kids’ skills of discovery and curiosity for the Circle of Life by exploring the Animals and their Habitats.-To let children play, discover, fun and be healthier-To strengthen kids' speaking, listening and comprehension skills in Storytelling and Drama-To develop together with all partners a long term strategic plan for Nature Education-To enable teachers to work in a mutual exchange with other kindergarten teachers to gain new ideas, insights, theories and methods across Europe-To strengthen teachers’ competences in communication, teamwork, foreign language, problemsolving, ICT by encouraging them to be more open-minded and feeling themselves as part of the EU.In order to achieve these objectives, we will organize 5 Short term staff training which will enable toacquire required knowledge and skills to promote Nature Education via Outdoor Learning in theirown institutions. Not only children and teachers but also parents will benefit from this environmentaland healthy program via workshops and special events. Additionally, our project will focus on Europe2020 priorities and targets to ensure universal provision of ECEC via developing teacher training inthe partner countries, transferring and implementing innovative practices and promoting cooperationbetween schools and local authorities and other sectors.The TANGIBLE RESULTS of the Project will be:-Project Brochure, Roll-up (Leaflet-Flyer), Project Web page, Twinspace, Facebook Group, Instagram Group.-2 NEWSLETTERS-Digital File for NATURE CRAFTS & ANIMAL CRAFTS-Digital File for FOREST PLAYS (with lesson plans)-Digital RECIPE BOOK-Digital PICTURE DICTIONARY- FAUNA &FLORA of 5 COUNTRIES,-2021 CALENDAR-A STRATEGIC LONG TERM PLAN for Nature Education at Kindergartens.The INTANGIBLE RESULTS of the Project will be as follows:Training events and job-shadowing will provide teachers with inspirational ideas, motivation, improved practice, relevant skills required for integrating nature based curriculum in their own institutions. They will explore how to use nature as a learning environment and develop their skills in storytelling, drama, art, math on different themes such as Trees, Plants, Animals, Forest, 4 elements of Nature. They will reflect on their experiences with colleagues, parents and international partners. Being outdoors and connecting with nature will help children be healthier, raise awareness on the Circle of Life, reduce stress levels, increase motivation, gain better attitudes about environment, enhance communication skills, develop outdoor skills and get more self-reliance. Nature-based project activities will nurture children's mental, academic and emotional development. They will bring a sense of fun and adventure to kids. School community will be more conscious about the benefits of children’s connection to Nature and Outdoor learning. School and local community will feel themselves as part of the European Community. Teaching staff will be more qualified in ICT, English and communication skills by working online platforms and attending mobility. Partner schools will motivate other schools to join international projects in their local areas.

Education Systems in Europe from nursery through to professional lifeIn this project we want to extend our knowledge of education systems in Europe and to compare them with one another. We are living together in one Europe and want to learn from one another, work together and get to know each other well. It is necessary to extend our knowledge of education systems in other countries, as here the requirements for working professionally in Europe are defined.Six European schools from Austria, Bulgaria, Croatia, Germany, Greece and Turkey with 280 pupils wish to implement this project. The students participating are between the ages of 12 and 15. From our school, mainly pupils from elementary and secondary school who have for the most part German as their mother tongue, will participate. Thus, they will be able to work well with pupils from partner schools from any school form as the language of the project is German and this advantage helps to build confidence in weaker pupils. The activities are creating a project homepage, preparing presentations on our education systems from nursery through to professional life, we will cooperate on assignments, acquire knowledge on different school forms within our education systems, visit companies and universities. For our six learn, teaching and training activities all pupils will prepare a short profile to introduce themselves. All schools work on all topics beginning with presentations on work in nursery followed by primary, orientation, secondary I and II, vocational with apprenticeship and universities.Anticipated results: Pupils and teachers acquire knowledge about good practices in our education systems, learn about education systems in partner countries, develop digital competence, develop social competence, improve foreign language skills, broaden interest in Europe and other cultures, make new contacts in Europe. We want to prepare our pupils for living and working in a Europe which is aware of its global responsibility. This European dimension defines our project and our schools.

Diversity and Integration We find ourselves at a time when refugees are fleeing to Europe in order to escape war and oppression. Most of the students involved in the project realized that the integration of refugees and migrants is essential for a peaceful coexistence. Our students became aware of their global responsibility and understand that nationalistic politics can provide no solution in a globalized world. Our students celebrated with the refugee children in integration classes and assisted them with learning the German language. Reciprocally they learnt about the culture of the new children.The students should understand that in the professional world international dependency exists and that people from different cultural backgrounds must work together.During our project meetings we visited very different firms. There the pupils learned about the international dependency of the firms and several pupils could envisage working in another country. In this project we wanted to eliminate prejudice against foreigners. Our short term training class and working activities certainly assisted in this.Working together in international groups provided the children with lots of fun and prejudices and generalization were forgotten.This project was conducted by six schools from Austria, Croatia, Germany, Poland, Portugal and Turkey, together with 300 students. The cooperation was excellent, all pupils worked on presentations, plays and texts.We wanted to compare the work of the different schools to discover how the best possible integration of refugees and migrants can be achieved in our schools. In the Integration Classes the Europaschule Gladenbach presented the work to the partner schools, we demonstrated how we worked with migrants and of course learned about the work of our partner schools.Activities were: Creating a project homepage, immigration and emigration in our countries. Preparing a presentation of the work with migrants within schools and society, preparing presentations on culture in the partner countries, compiling curriculum vitae for migrants, visiting companies, handicrafts and cooking.Our students were encouraged to integrate with pupils of migrant backgrounds and to help one another.Our secondary school pupils from Realschule (not so much Hauptschule) even with migrant background, were able to work with grammar school pupils from partner schools.This project enabled us to educate most pupils to become cosmopolitan people and many students had the opportunity of visiting our partner schools.Our aim was to prepare our students for living and working in a Europe that is well aware of its global responsibility. This European dimension characterized our project and our schools.