CONTEXTThe project was created to respond to two basic needs identified at the level of the schools involved - the need to foster students' motivation, their school results and the need to promote intercultural dialogue among people from different nationalities, cultures and religious backgrounds, in a European context which is now facing great challenges. Therefore, the purpose of this project consists of two apparently distinct directions. We want students to become key actors in their own learning process by providing them with the opportunity to use computers in their lessons, homework, research and project work, etc. And we believe that by exposing all the participant students to different ways of thinking, values and beliefs, we will help them to learn, understand and experience what it means to be European. The partnership includes five schools of five different European countries– DE, PL, RO, IT, TR.AIMTo improve students' motivation, active involvement in their learning processes and school results and to promote intercultural and interreligious dialogue allowing all participants to become more and openminded and tolerant to alterity. To help all the participants of this project to acquire and develop the essential skills for them to be part of the “Smart Generation” really needed today in European schools.OBJECTIVESThe objectives we envisage are:To:1.motivate students to get more involved in their own learning processes with a view to attain better learning results (at least 40 percent from the target group will improve their school results);2. develop students' transversal skills and 21st Century skills – namely, literacy, numeracy, ICT, cultural and civic literacy, critical thinking and problem solving, creativity, social and cultural awareness (at least 30 percent of students will improve these skills);3.develop intercultural understanding and acceptance (at least 60 percent of students will have better knowledge of other cultures);4.develop communication skills in English, the project communication language (participants will improve communication skills in English);5.promote European values and develop cohesion among European citizens. (measurable by analyzing students' and teachers'attitudes to other cultures, as seen in the post-LTTA feedback)MAIN ACTIVITIESC1 – Oct. 2018 - DE - Topic: Using software to create fun lessons; Customs and traditionsC2 - Mar 2019 - IT - Topic: Using online tools to create quizzes; MathsC3 - May 2019 - RO - Topic: Using online tools to create book trailers; LiteratureC4 - Oct 2019 - PL - Topic: Digital tools for artwork; Religious StudiesC5- April 2020 – TR – Topic: Evaluation of the project, Conclusion of the all project outputsNUMBER AND PROFILE OF PARTICIPANTS120 students aged 12-18 from the 5 schools, selected from the target group of 250. The studentscome from very diverse backgrounds in terms of geographical area - urban and rural - and most of them also have different ethnic and religious backgrounds, which makes the project even more appealing and relevant in order to empower all the students with real knowledge and skills which allow them become smarter and smarter. 36 teachers of ICT, English, Literature Maths with the help of ICT teachers, ICT applications will play a central role in the whole project. In fact, it is pretext and context for all the participants to come together and collaborate because the “computer” is the common language they speak irrespective of their national or international background. Computer work will become a catalyst for most of the project’s activities helping students to become “Smart Generation”.METHODOLOGYThe project is designed to cover 5 main areas:A1. Project management communication strategy. 1 TM is included, at the end of the project.A2. Implementation of activitiesA3. Designing and planning ICT lessonsA4. DisseminationA5. Follow-up and sustainabilityRESULTS AND IMPACTStudents will improve knowledge in terms of ICT tools for educational purposes, practical skills related to designing mini-lessons, story trailers, digital projects, online quizzes, digital artwork, motivation, school results, experience another culture, increase adaptability, self-awareness and awareness of cultural differences which make Europe so diverse, and yet unitary. Teachers will have the chance to learn with their transnational peers by exchanging pedagogical good practices, teaching methods, opinions and will improve English and digital skills. Schools will promote a positive self-image and become more visible in the community. They will gain project management experience. They will also become more cohesive and a positive atmosphere will be created among the school staff. All partner schools will help students to develop 21st Century skills and European values that will be vital in the students’ future lives when they will become active and smart workers and citizens.

"This was a socially responsibe project that put the focus on ""Refugees and immigration"" and especially on refugees minors.All of the partner countries involved have to deal with streams of refugees and thus all affected by this issue. Above all Greece,Turkey and Italy due to their geographical position and political agreements have the highest numbers of refugees.The main aim of this project was to increase social awareness in terms of understanding these people and helping them in their difficult situation. We wanted to show our respect to these people and being educational institutions we couldn't solve this problem but could at least contribute to integrate them better.This project examined the following issues: -forced immigrants -the causes and consequences of forced migration -the impact of immigration detention on children -insufficient sensitivity towards immigrants It also promoted and developed: -increasing social responsibility campaigns for migrants -social consciousness, social awareness , social sensitivity, tolerance, empathy for the immigrants and refugees -destroying stereotypes -volunteering skills of our students The project activities were applied at five schools, the schools in the neighbourhood, NGOs in a local area, local community. Students, teenagers, parents, people in local community were the main actors. There were five stages of the project: - Research on background of immigration -Why do immigrants and refugees move to Europe in search for a happy life? -Getting familiar with refugees and immigrants (taking videos and preparing documentaries of them) -Organising social volunteering activities for them including as many people as possible -Disseminating project activities effectively in local, national and international areas to create spreading waves in Europe and across the world NUMBER AND PROFILE OF THE PARTICIPANTS Teenagers: 500 active+ 500 indirect : 1000 Teachers: 50 direct + 50 indirect : 100 Administrative staff: 20 direct + 20 indirect: 40 Parents: 300 direct + 300 indirect: 600 Local community : 300 Total number of beneficiaries : Direct:870 Indirect: 1170 : 2040 RESULTS AND IMPACTS Through our project the five partners intended to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact to future projects and policy processes such as leading students to overcome lack of social skills, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform non-specialist audience about the project background and the main results, communication, and cognitive skills of students, cultivating effective partnerships between trainers, educators and community organizations so as to amplify our collective impact on the students."

<< Objectives >>Thanks to the international cooperation and efforts of the partner organisations, we would like to increase public awareness about environmental issues, explore possible solutions, and to lay the foundations for a fully informed and active participation of individual in the protection of environment and the prudent and rational use of natural resources.We will achieve education about the environment, education for the environment, and education through environment...<< Implementation >>We are going to implement many activities which aim to protect the environment and fight against the climate change, but partner organisations will be able to add more activities when they think they can contribute much to the project. They are face-to-face activities, seminars, sowing seeds, environmental cleaning, sorting out garbage, visit to water treatment plant, collecting waste oil, watching films or documentaries about our topic, planting sablings, photo contest, and cycling tour.<< Results >>We expect our project to have the results below: eTwinning, Facebook, Instagram and web-site, digital logo, digital poster, organic garden and growing vegetables, making Bokashi compost, collecting rainwater, preparing natural pest controls, making bird feeders, detailed e-book on organic farming, writing essays about our topic and essay contest,photo contest, recycling exhibition,etc...

"Context: With Greta Thunberg`s launching of the “Fridays for future” movement she has succeeded in creating a global attitudinal shift, transforming millions of vague, middle-of-the-night anxieties into a worldwide movement calling for urgent change. Being a teenager, she especially appealed to the youth since it’s them who will face the worst effects. Using this enormous global spotlight our aim is to address the climate crisis. Without environmental action, the future of our planet would be doubtful. The more citizens do something to contribute to conservation and protecting the environment, the more resilient the natural environment will be for future generations. Informed, targeted action is a key component of education for a sustainable future.Objectives:•To promote environmental education amongst students and instil values, knowledge and skills, which lead to positive behavioural changes that support the school and the environment. •To instil values of positive behaviour and sense of responsibility among all students in accordance with sound environmental practices. •To encourage all students to actively participate in their schools’ environmental activities and promote their own initiatives. •To educate students about environment and global environmental issues. •To promote students’ attitudes towards greening their school through environmental initiatives. •To encourage schools to invest time and effort in creative environmental initiatives.Number and profile of participants:We attempt to adopt a whole-school approach to climate action in our project. In this approach, students’ classroom learning about climate change is reinforced by the formal and informal messages promoted by the school’s values and actions. In other words, students and other members of the school community live what they learn, and learn what they live. It means that we include action for reducing climate change in every aspect of school life. This includes school governance, teaching content and methodology, campus and facilities management as well as cooperation with partners and the broader communities. We consider that the active involvement of all internal and external school stakeholders, namely students, teachers, principals, school staff at all levels and the wider school community such as families and community members in reflecting and acting on climate change is key to a successful implementation of the whole-school approach.Although the number of students and teachers actively travelling and taking part in the mobilities will be of course much smaller due to the restrictions of the budget.Description:During our project we will adequately educate students about-Reasons for climate change in general-How has global climate change affected the countries of our project partners (Latvia, Portugal, France, Turkey and Germany)-What has been done so far to mitigate it in the respective countries-What individual action can be done to reduce emissionsIn terms of the individual action we identified the following five ways of decreasing the carbon footprint as the most effective ones and the most related to the daily life of our students. C1- Dec 20 DE Optimise your diet- Food waste & other ways of reducing carbon footprint C2- Apr 21 FR Plastic- ain’t our-bagC3- Oct 21 PT The buzz on e-waste: technology, waste, and the environmentC4- Jan 22 TR Shop smart- The fashion industry and climate changeC5- April 22 LV Ready, set, sow- gardening for climate changeMethodology:Our approach is twofold: In a first step students will learn about factors that drive climate change and the vulnerability profile of their own country and their partners’ ones. They will also learn about key approaches and technologies, to adapt to the impacts of climate change and to reduce emissions of greenhouse gasesIn a second step after identifying a focus issue and learning about the current situation in their green space it is important to enable students to follow through to act on their ideas, in order to make a real difference for our native plants and animals. Consequently, in every single topic mentioned above they will participate in hands-on activities.Results and impact:- 1 website- 1 Facebook page- 1 e-Twinning project space- 1 set of initial and final questionnaires/tests- 5 workshops during the learning, teaching and training activities (LTTAs)- 3 e-books (Cook yourself green- a recipe book/ How to give up plastic: tips and advice for an eco-friendly household/ DIY- how to upcycle)- 1 calendar (containing tips to a planet-friendly gardening)- various charity events (bazaars, markets, repair events,...)- 1 exhibition ""Fashion & climate change""- 100 certificates of attendance- 100 EuropassOur project will help students understand and address the impact of global warming, increase “climate literacy” among young people, and encourage changes in their attitudes and behaviour."

This project is designed as informal learning on the topic of the SAVE EARTH LIFE FOR YOUTH.The coming few decades – the active professional lives of today’s pupils and students – will mark some of the greatest transformations that humanity has ever seen. The 21st century is an age of converging social, economic and ecological crises. Not only is the climate being altered in catastrophic ways, environmental degradation is in an alarming rate and it results in various environmental issues such as global warming, ozone layer depletion, greenhouse effects and others threats of human life, the health of many essential ecosystem services is also at stake. The first step is to ask ourselves whether implementation of environmental education in schools would truly be worth the prerequisite investment. WE BELIEVE THAT THE ANSWER IS YES AND THAT THE TIME IS NOW - to decide the future of our children and to produce environmentally conscientious, global citizens, tomorrow's leaders.The objectives of the project are derived from the current challenges of 21st century education in Europe:•to enhance the quality of students education from rural and urban area, including students with special needs, for sensitivity awareness to the environment and for related sustainable development issues •to encourage students’ environmental curiosity and creativity, to provide students’ to work together for a better and healthy environment, •to improve students' linguistic, communicative competences in different European Union languages and ICT methodologies and virtual collaboration, •to assist teachers to integrate environmental management principles and practices into schools programs and maximize student learning, •to encourage a whole-of-school approach to sustainable management of school operations and to built new model environment to facilitate student’ learning, •to increase European dimension in school through improvement of teachers communication and integration of a greater number of schools into this exchange of good practices, •to develop tools for analysing the different dimensions of sustainability..We are 9 partners from different parts of Europe, N-Latvia, S-Italy, Greece, E-Romania, Turkey, W-Portugal, Middle-Germany and outside of Europe-France-Reunion Island so that our project may have a larger relevance. We agreed to participate in this strategic partnership teams with experience in such projects and teams that do not have the experience to be able to share what we know. Innovative Educational Moodle platforms will demonstrate European added value, especially with the regional education of eco-innovation support and offer virtual collaboration spaces, databases about wild lands identified in our area, species protected by national laws, possible environmental threats and map of polluted areas, using new media web 2.0, communities of practice and other online services for students/teachers to demonstrate their commitment to save our natural world. The platform has a very useful topic for our students and future generations.Each eco science topic is carefully selected, in the purpose to cover the acquisition of a large amount of knowledge. As methodical approaches, those topics are treated using a wide range of pedagogical approaches: research activities, online courses, interactive maps, conferences, workshops, learning through art (posters, logos, building an eco house) educational games, outdoor education. Educating for Sustainability promoted by SELFY platform and community is “learning that links science and practical knowledge, inquiry, and action to help our students, future leaders for their community, to build a healthy future on our planet.”The target group for our project is consisting by: students from the age of 12-18 (more than 50 people/each country) from 8 countries of Europe, teachers, careers officers, administrative staff of our schools, all people interested in competences centres of professional training, cooperatives and environmental services organizations.Activities for students for each of the eco-regions include science, social science, mathematics, language and arts, being fun, educational and easily adapted to a variety of settings and ability levels.Students from all schools collect the information, make the design and the proposed electronic product and then post it on the platform and print it for the rest of the partners. Final products proposals:• e-book: THREATS OF MAINTAINING LIFE ON EARTH• e-book: STOP GLOBAL WARMING ! You can do it too !• e-book: DIVERSITY AND WILD AREA• e-book: ORGANIC BY CHOICE• Cookery book• EARTH CHARTER AND EUROPEAN LOW IN THE FIELD OF ENVIRONMENT PROTECTION• Glossary of illustrated Scientific and Eco• EARTH CHARTER AND EUROPEAN LOW IN THE FIELD OF ENVIRONMENT PROTECTION• Glossary of illustrated Scientific and Eco Terms• INTERACTIVE MAPS with descriptions, presentations using new media web 2.0 tools