<< Objectives >>With the project, we aim to establish initiative that fosters self-care and healthy mindset of students in digital era. Our objective is to encourage students to take responsibility and live healthier by building up their competences for a healthy lifestyle especially students with fewer opportunities. The learning experience comprises inclusion, formal and non-formal education methods. We will focus on: inclusive sport, healthy lifestyle and healthy food, respect for nature, and environment.<< Implementation >>During the project, activities for teachers and later for students will promote inclusion and learning, such as workshops, role plays, intercultural evenings and trust-building. In addition, through the aforementioned activities, participants will acquire new knowledge about environmental sustainability and carry out sports activities in the open area, through which will be promoted a healthy lifestyle and teamwork. Activities will focus on four different topics, facilitated by teachers.<< Results >>One of the most desired post-project impacts is students’ behavioural change towards healthy eating and living lifestyle. A set of activities and materials that will provide teachers with inspiring ideas, motivation, enhanced practice and relevant skills needed to foster competence — the ability to cope actively with complex situations like healthy lifestyle, outdoor sport activities, causes and effects of obesity. Project brochures for healthy lifestyle and wellbeing of students, newsletters.

"The main aim of ""The New Crocodile Club"" project, coordinated by ""Mario Cutelli"" High School (Italy), together with its European partners - ""Fritz-Greve Gymnasium"" (Germany), ""Agrupamento de Escolas de Golegã Azinhaga and Pombalinho"" (Portugal) and ""Jaunogres vidusskola"" (Latvia), is to promote shared culture, identity and European citizenship.The name of the project refers to a significant experience of the 80s and 90s, lived in the European Parliament. The“Crocodile Club” was a spontaneous group of members of the EP led by Altiero Spinelli whose aim was to reform the European institutions.Inspired by the pro-European commitment of Altiero Spinelli, the project aims at promoting initiatives to encourage, transfer and sensitize young people to Europe since, as highlighted by the Youth Observatory in the Annual Report 2019, a conflictual coexistence between young people and Europe still exists.The project, following the priorities set by the EU, will have as its main objective-function the enhancement of the social, cultural, historical and educational values of the shared European cultural heritage.In particular, the project will underlie the following objectives:-to increase European key competences, in particular by improving the knowledge of foreign languages, increasing the level of digital competence and the sense ofinitiative;-to promote greater understanding and reactivity to social, ethnic, linguistic and cultural Europeandiversity;-to ensure an increase of active participation insociety;-to ensure a more positive attitude towards the “European project” and EUvalues;-to enhance and improve understanding of education, training or youth practices, policies and systems in the different participating Countries;-to enhance and improve the understanding of the interconnections between formal, non-formal education, professional training, as well as other forms oflearning.To achieve these objectives, the ""The New Crocodile Club"" project will carry out four European school exchanges in Italy, Germany, Portugal and Latvia, within 24 months. The project will involve 72 European students, direct beneficiaries of the exchange, who will carry out targeted activities to learn about the history and processes of European integration, developed from the ancient myth of""Europe"", to the establishment of the first European Communities after the war and to the editorial staff of the European Constitutional Charter, contained in the Treaty of Lisbon.During the week, the school exchanges will involve students aged between 16 and 18 who will participate in non- formal education thematic activities on the European Union, reflecting on sectoral vectors such as:-the past - the ancient history, the first theories about United Europe, the founders of thought and the processes of European integration;-the present - the seven-year Community programming, the Europe 2020 strategy, the functioning of the European institutions and European policies;-the future - rethinking the European Institutional Treaties, the challenges, crises, opportunities and potentiality that the European Union will face in the following ten years.During the project, the students will meet virtually on eTwinning (after each transnational exchange) by developing a parallel project to create a project mobile app. The mobile app will be called ""Who Wants to Be European?"", the transposition of the famous TV quiz game ""Who Wants to Be a Millionaire?"", in a quiz app on the knowledge of the European Union. The project output will ensure the project's sustainability and will also help develop digital skills, using the notions learned during the exchanges.The impacts of the project will be significant both on the participant and on the whole partner schools:-70% of participants will claim to know the EU better and more thoroughly;-60% of the participants will want to carry out other initiatives to promote European identity and culture;-45% of the participants will have improved their language skills, especially in conversation;-80% of participants will want to take part in other Erasmus + projects;-teachers will organize 5 other eTwinning projects over the following academic years;-the 4 project partners will boost their international network by 10% within 12 months after the end of the project and they will realizeat least 2 more Erasmus+ projects within the subsequent European calls.-the ""Who Wants to Be European?"" App will get at least 10,000 downloads within 6 months after the end of the project."

The application of the project was based on needs of our school, which were studied and data analyzed. As a base was taken OECD research and exam results of Jaunpiebalga Secondary School.The main aim of the project was to improve students’ motivation to study and achieve better results at science subjects, as well, to promote opportunities for more students in future to pick up career connected with science subjects, which is one of EU single market’s adjustments. As a long-term aim was to reduce the amount of those students, who are early school leavers, not graduating the education without any certificate.The participants of 4 schools from 4 countries – Latvia, Italy, Spain and England. The age of students who participated in the project – 13-18 years old. The main activities implemented during the project:-the local project activities in each partner school, which were realized ( lectures, experiments, studies, video making, excursions, quizzes, questionnaires etc.)-international meetings among project coordinators,-Teaching/learning international events at any of partner schools,-meetings for teachers, pupils and pupils’ parents,-arrangements with people who are interested in the project-informative events-dissemination events of the results -the evaluation events of the projectThe results and benefits during the project:As a particular result can be mentioned manual book for teachers, where are summarized different teaching methods, lesson plans, work sheet examples and other useful information. Ready made brochures about EU offered opportunities for students – for studies and choice of career. Therefore, there is ready- made brochure for pupils, what skills and knowledge are necessary, in order to choose the future career connected with science.As intangible results and benefits from project can be mentioned:- good practice examples exchange among teachers from partner schools – using teaching methods, exchange with study materials, even creating new teaching materials.-improved knowledge about other countries education and evaluation systemsimproved pupils knowledge in different subjectsimproved foreign language knowledge among all participants who were involved in the projectimproved pupils’ motivation to study better and achieve higher academic resultsknowledge and experienceduring the school project more open becoming sinenergies among other organizations, they are more dynamic, more modern.Speaking about long-term benefits from this project, we can admit, that there is a base for not stoppable process in future for school development. There are connections with other school teachers and out of school organizations, we have new ideas for challenges and wish to continue cooperate with partner-schools from this project. As one of the most important benefits can be considered the change of attitude among teachers, pupils and their parents. More often people can distinguish and evaluate benefits from that kind of projects and many of them expressed a wish to be involved in that kind of occasions. Teachers are more ready to accomplish their professional skills, that will lead to more qualitative teaching/learning process.

This project was about Critical thinking, Communication, Collaboration and Creativity. The project grow up from a need in all participating schools improve learning environment in teaching 21 st century skills and competences. As all schools had to change their educational curricula, this project came just in time. Before the project our schools were producing mostly the same knowledge and skills that didn't addressed the future needs, that was the thing we tried to change, offering our students to learn more about 21 century skills. During the project we tried to think on a professions that still don't exist, but could be in the future, schools tried to prepare students for jobs that have not yet been created, technologies that have not yet been invented and problems that we don't yet know will arise.The main objective of this project was to exchange good practices in teaching/ learning 21st century skills, improve the present teaching system. This has helped to motivate our students to reach better results and combating failure in education which usually leads to early school leaving. The concrete results of the project are- collection of methods used to teach critical thinking, collaboration, communication and creativity. Improved skills which students use making qualitative research works and essays about themes they are interested in. Portfolios created by students to show different activities for their acquisition of skills. Students in an age from 13-18 have participated in this project. Project partners were from Latvia, Portugal, UK, Italy, Denmark.The whole project has been divided into 4 parts- Critical thinking, Collaboration, Creativity and Communication. Each part contained various tasks and activities to reach the project goal- improve and learn more about these so necessary skills. Methodology used in carrying out the project - e-twinning platform, job shadowing, workshops, lectures, excursions, quizzes, research work, experiments, different kind of activities for the particular topics, presentations, assignments for other school students, theoretical and practical knowledge during the study process, discussion were carried out during the project.During the LTT mobilities we have shared new ideas, implemented innovative approaches in teaching and learning processes, ICT based methods and processes which were based on recognition and evaluation. In total we were able to organize 2 students mobilities to UK and Italy and 1 teachers mobility to Denmark. Due to Covid 19 we weren't able to held mobilities in Portugal and Latvia, but we organized virtual activities to ensure that we reach all the project goals, and we successfully did it.The project has lead to Improved pupils and teachers competences.The project has lead to Improved pupils and teachers competences. Students developed personally, professionally and academically. They improved their language skills, learnt how to work in groups where language barriers were at times evident, learnt how to respect cultural differences and present their own culture. There was a growing awareness of how nationalities are perceived and the sense of pride that comes from knowing your own cultural heritage. Students broadened their horizons – physically and mentally. We specifically involved a leading practitioner in the Duke of Edinburgh so that all students were encouraged to show determination and perseverance, teamwork and individualism.Students gained new transferable skills which serves to boost employability. They learnt how to make a robot and programme it to follow instructions. Visiting students learnt a new sport - tag rugby. We researched social media and fake news within their own countries and presented this to all groups. They discussed the reasons behind Brexit and came to understand that much fake news was promoted across Europe regarding this. The robotic resources provided has now been incorporated into the IT department's curriculum and is used regularly for extra-curricular activities during computing club and STEM club.

Science in our Hands project was born out of the idea to enhance the teaching of science in partner schools as their curriculum is concentrated on the transfer of content, theories, and facts from the textbooks instead of developing skills. We have a thorough understanding of the fact that there is a need for the learners in this 21st century to have a distinct set of skills that are different from the proficiencies of the science students of the past centuries and a comprehensive science education can provide a solid background for the development of skills required in this 21st century.Our objectives are:To enable the students to acquire necessary competencies such as innovation, problem-solving, critical thinking, creativity, decision-making, and ICT literacy.To ensure the science subject is appealing to the learners. To present science as a real subject that can be applied to the daily lives of the learners.To nurture individuals who are science-literate.To ensure full participation of students in the learning process.To enable students who possess the right skills to take up a scientific career in the future.To develop the multicultural knowledge of the students and teachers as well as assist them to have tolerance for diverse lifestyles and cultures.To inspire teachers and learners to enhance their language skills.To influence the professional development of the teachers and assist them to go with the pace and trend in their sector.The project consists of two major groups of activities. In the first category, the practical activities of the learners will be conducted under the guidance of the science teachers. This session will feature experiments that involve the participation of the learners in various scientific procedures like the interpretation of data, classifying, measuring, observing, and experimenting, amongst others. This session will enable them to utilize creative thought and logical thinking skills to assist with reasoning, decision-making, communication skills, and problem-solving. These are examples of the experiments in this session:Removal of DNA from fruits and human tissue.Analyzing soil from all countries.Analysis of pressure with water rocket.Science experiments.In the second collection of activities carried out by the students, they will create and design devices by making use of science. Engaging in these actions will allow them to unravel the science behind various technological devices. In this case, science will make more impact and applicable to the daily activities in life.Activities in the second group are building and designing:A scale models of all schoolsA bridge made with spaghettiA robotic ArmSolar-energy-powered carsTheir own video gamesAbout thirty teachers and one hundred secondary school students within the age bracket of 11-15 years will directly participate in project activities in partner schools.Experimenting, surveys, lectures, student-centered learning, peer and collaborative learning group working, experimenting and sharing experiences will be some of the methods used in our project.EXPECTED OUTCOMES AND LONG-TERM BENEFITSScience will be more attractive to the learners as the innovative methods and hands-on activities introduced to them during the two-years project, will enable them to have direct participation in the learning process. Valuable skills required in the 21st century such as critical thinking, decision making, problem-solving, ICT literacy will be acquired during the training. These competencies will assist them to be more independent and successful in other life endeavors.When these students acquire these skills, it will enhance their abilities when they start working and will improve their proficiency in a high-responsibilities work position.The LTT meetings have been planned to entail the working and co-habitation with peers from various nations. This will help the participants have a broader knowledge of the differences in the cultures and languages of European nations. With this experience, they will achieve more social, intercultural, and civic skills required for their personal growth.Teachers will also attend the LTT meetings, which will make them improve their comprehension and offer them a deeper understanding of the educational settings in other nations.These teachers will also communicate and explain the techniques, practices, and ideas with different partners. The project will be a fantastic opportunity for them to enhance their professional growth.Schools will benefit from this project too as their international outlook will be developed and advanced. It will also increase the learning of new languages and help them to enjoy the advantages of international cooperation.