SHE’S the change is a strategic Association whose main aim is the exchange of good school practices and for the creation of a European Network of Sustainable Educational Centres. Understanding sustainability not only as the transformation of ecological or environmental aspects, but also related with the social well-being, including factors such as Solidarity, Healthy Eating Habits and Equality. The initials of these words, and even with that of Sustainability, form the concept of “SHE’S”, which is, “she is”, and it even refers to the Mother Earth, the Nature, the Society, the Population, the Education, the Freedom, the girl who leads the fight against climate change (Greta Thunberg), the woman as the fundamental part of the process of transformation of society, the Hope,… To sum up, SHE'S is the Virtual Community of European Schools for the sustainable development that we want to develop.The Objectives of the Association are: - O1 To create a European Network of Sustainable Schools in which they will carry out environmental practices linked to social issues.- O2 To develop a Virtual Community with the objective of sharing good practices about environmental aspects linked to social issues. - O3 To make mobilities in order to meet, compare and learn how environmental and social aspects are managed in the different cultures involved in the association. - O4 To teach students as the driving forces for the change through the dissemination of what they have learnt to the rest of the educative community. - O5 To stimulate sustainable habits in everyday life making posters and dissemination campaigns in each of the institutions. - O6 To encourage the learning of foreign languages as well as promoting the knowledge of the different cultures through the exchange of information. - O7 To carry out sustainable audits before the mobility and at the end of the project to assess the starting point and the effectiveness of the measures proposed when the composition of the project. In addition to the objectives described before, this project is intended to contribute to some of the Sustainable Development Goals (SDGs): Equality (5. Gender Equality); Sustainability (13. Climate Action); Solidarity (2. Zero Hunger) and Health (3. Good Health and Well-Being).In order to achieve the aims we contemplate, it is proposed to create a strategic association consisting of 4 institutions (Spain, the coordinating high school, Italy, Greece and Portugal) and the design of activities distributed during the 24 months duration of the project, both with activities in each school and with activities in the mobilities.These activities are structured around the 4 themes to work during the development of the project: Solidarity, Healthy Eating Habits, Equality and Sustainability. Each institution of the association will lead one of these cross curricular subjects, it means, they will be the responsible for proposing, evaluating and disseminating the activities carried out in the field that they lead. This Association will be accompanied by a Twinspace project on the eTwinning platform which will be used to carry out the activities, as a means of collaboration between the partners, as a tool of communication, to organize the mobilities, and as well as a means of disseminating them. In this way, all participants will be able to exchange and enrich themselves of the products made by the rest of the members of the Association.Taking into account the participants, there will be involved teachers, students and even their families and the local institutions, both social and educational. The students participating in the mobility activities, between 12 and 15 years old, will be chosen according to a selection criteria based on the principles of advertising, equity, transparency and equal opportunities.In order to achieve a correct development of the project, it is proposed a continuous and regular evaluation of the project. It will allow to evidence the fulfilment of the objectives and thus to achieve the proper success. The project will be accompanied by a dissemination plan whose main objective will be to maximize the potential of the strategic partnership. This plan will be extended to different geographical levels, to different beneficiaries and to the maximum number of languages.As a consequence of the mobilities, an impact will be promoted regarding the improvement of the living together and because of the shared experiences, the development of new skills, the linguistic competence, as well as the awakening of the interest in the principles of the EU, such as its social, cultural and historical heritage. The impact within the organizations and participants directly involved in the project, will be expected not only with the achievement of the proposed objectives, but, through the sensitization of the students. So, we have to ensure that students will able to develop these skills becoming the true engines of the change.

"During the last hundreds of years, people have been crossing countries and borders within Europe to pass or get into a new country. Their objectives might have been to travel, to trade or to build a new life. In order to this, different aspects of culture and heritage have been brought along all of Europe. But, where is the origin of Europe? Where does Europe come from? One has to go back into history to find the origin source: The Roman Empire. Nearly from its beginning it had a tremendous impact on the afterlife. Some people call Rome the ""ancient European Union"". Many European countries have a very important heritage from the Ancient Romans: the language. In modern times, topics like military, architecture, law, culture and political institutions of democracy were influenced from the way the ancient Romans did it.The project entitled ""How Roman Are you?"" will be implemented by six partner schools from Portugal, Spain, Germany, Italy, Croatia and Greece and, as the majority of our pupils don't think of the topics above, it has the objective to expand the knowledge of our pupils and exchange good practices in this field to achieve greater competences needed in daily life in the 21st century. Project objectives are:- become aware of and improve knowledge of European history and the common origin of different cultures- realize the importance of belonging to the EU by participating in this project and by cooperating with different nations- get to know similarities and common values of European cultures - What does connect us?- increase openness of pupils and step out of their comfort zone to improve skills in general - enable pupils to widen their horizon and make formal and informal contact with foreigners- learn respectful interaction and non-verbal behaviour- develop intercultural competences (in interacting with people from different cultures and in experiencieng daily (family and school) life in foreign countries)- get to know different, new values and beliefs in the increasingly globalized world - especially value their own things- develop ICT skills, critical thinking and get open-minded in interaction with people- to connect the curricula of different subjects by implementing project and involving all teachers, todevelop an interdisciplinary knowledge.Ambassador pupils are selected to participate in transnational activities between pupils aged between 12 and 15, according to their merit and linguistic competence, encouraging the participation of pupils who face economic and social obstacles, in order to allow them to travel abroad, interacting with other cultures, communicationg in another language and contributing to becoming adults with open and tolerant minds. The pupils/teachers participating in the project have online meetings and offline information exchanges with their European partners in order to prepare the next mobilities and activities, presenting their needs and organizing what they will have to do. Pupils select important information to disseminate during the project (project website, school website, local newspaper articles ...).To implement the activities and achieve the project's objectives, pupils, teachers and members of local communities work together, enriching the work thanks to the particular skills of each one. The joint work of the project allows everyone involved to improve their language skills, ITC skills, personal development as well as their knowledge of different areas (History; Sports and games; Languages; Architecture; Culture and political institutions of Democracy). We expect to achieve the following results during the project:- six multimedia documents (video or PPT/Prezi) with summary information from all partners about their school, region and country (population; economic data; ...)- a logo for the project- a calender- a virtual museum in form of a web page with several multimedia documents that show the influence of the Romans in the different partner countries, namely in the topics: History; Democracies; Sports and games; Languages; Architecture and Culture) for the dissemination of project activities- an e-twinning space, so each participant of the project can communicate with the other participants.- exhibitions We expect the following impact and benefits in the long term: the strengthened awareness of communication in a foreign language (English) and increased interest in learning other European languagea , the increased tolerance to social and cultural differences, the increased willingness of teachers to take on new challenges and projects, the increased openness of the teachers to educational cooperation, perception of the teaching staffas active and involved in lifes of local people, improved educational offer of the schools, the increased experience in implementation of EU projects, the opportunity to use examples of good practices by other organizations."

"1) Context/backgroundThe project involved four schools in diverse European regions: Greece, Portugal, France and Germany. Due to the Covid-Crisis essential aspects could not be carried out, such as the production of the travel guide, which was largely depending on the canceled final meeting in Greece. But our work lead to the creation of parts of a travel guide written and produced by teens for other teens. We cooperated with local experts, researched, examined three out of four region’s tourist attractions, became familiar with travel guides as a literary form and developed categories for our guide book. 2) Objectives Our objectives were related to the four strategic objectives of ET 2020 and Europe 2020. Despite the challenges of the pandemic we suceeded at enhancing basic and transversal skills, such as promoting empowerment, participation and the active citizenship of our students. Their intercultural competences reached a higher level. Students became aware of their abilities and built up confidence to cope with future challenges.We focused on the usage of English, French and German and gave the students an authentic experience of Europe. The informal cooperation between schools and partners from the local area was a complex and ambitious challenge that turned out to be only applicable on a lower level. 3) Number/profile of participantswe aimed at directly involving 25 students and 4 teachers of each school. A qualified estimate lead to about 170 people (students, parents, stakeholders from the region). Those numbers were slightly surpassed because more teachers and other local and regional stakeholders particpated. 4) Description of activitiesOur work process progressed from basic to more complex learning situations. - The participants examined their own school’s region (with the exception of Greece) and its tourist attractions for teenagers. The local students worked as tourist guides for international guests. - The participants got to know three out of four of the partners’ regions by researching and creating e-books. - They dealt with principles of writing and producing travel guides and met an author of travel guides. - This cooperation enabled the participants to become familiar with travel guides as a literary form and with current genre trends. The students developed categories based on their acquired knowledge and ideas. - Since the meeting in Greece could not take place, the participants could not organize an exhibition to present advance copies + first results of our guide book and get feedback. Alternatives were not feasible due to the lockdown since March 2020. - Legal matters and some technical aspects were dealt with. Working on design, layout and the printing process fell victim to the pandemic. 5) Methodology We applied the systematic PDCA-cycle to keep our project on track. Our methodical approach included defining a main topic and subtopics, anticipating results, developing a schedule and a risk management. Moreover, we focused on evaluation, dissemination and budget control and assigned responsibilities to each national team. 6) A short description of the results/impact Despite not being able to produce the guide book, some relevant products were accomplished: - twinspace (E-Twinning): our working platform; data pool - project homepage: to spread info about the project, to ensure free access to products for the public - project logo: to jointly create a corporate feeling - ""Erasmus+ Corner"": an info-place in all participating schools - newspaper articles, info events and exhibitions at ‘open-house-days’ - e-Books: to compile the info about the partner countries - the Europass/Youthpass- a compilation of ice-breaker-games - a collection of receipesEven though the project was abruptly paused and for the students practically ended in March, we see a significant impact on the participants. Cultural, management and ICT-skills as well as linguistic proficiency have increased. We created motivating learning situations and encouraged students to consider an extended stay abroad. The students have a more nuanced understanding of European regions and the teachers reached a higher proficiency of teaching methods, assessment forms, evaluation etc. Working with twinspace had a high benefit for teachers and students. The wider school communities gained a deeper awareness towards the Erasmus+ program. 7) Potential long-term benefitsEven though our cooperation could not be carried out as intended, we can state to have ensured sustainability and benefits that will outlast our cooperation.- The project added to the positive image of all partners.- All involved teachers and some colleagues are motivated to implement new projects or have already done so.- We have seen students coming in contact with literature and parts of the process of creating it. - This experience and the establishment of contacts will be useful for future traineeships of the students."

In the 2-year-long duration of the “Let’s take a CLIL L.E.A.P. – Limitless Employment Abroad Possibilities” project, all five enlisted partner schools have contributed and cooperated to achieve all the pre-set goals of the project. The differences among partner schools were noticeable and have also brought a sense of variety into the project, including not only the size and number of students, but also various teaching methods as well as social and financial background of the school. All the partners schools’ profiles can be seen on the website clil-leap.weebly.com, originally created by the Hungarian school. Furthermore, the database, magazines and all other materials created for the project are accessible there.The actual CLIL method was introduced to schools, which had had no prior experience. There were presentations, seminars discussions leading to successful implementation of the CLIL method. Schools with experience have shared their know-how among the group. The database of lesson plans using the method was created to show that all partner schools grasped the essentials of CLIL and encourage all potential interested teachers or schools to start as well. Afterwards, the CLIL method was used both within and outside of the project activities.Students in every partner school had the opportunity to communicate with foreign visitors when hosting the partner schools. They could also see the benefits of participating in a project on an international scale. They can read the project’s magazines and see for themselves how ordinary people live and work in different European countries. By using the CLIL method, they could test themselves and see how difficult it would be for them to study or work abroad using English. Students, who had been chosen to travel to a foreign country could get to know different educational systems, lifestyle and cultures. Additionally, they conducted the interviews, which enhanced their foreign-language skills and provided them with a chance to use a foreign language outside of the pre-defined, “artificial” situations that teachers create within lessons. At the end of each mobility, each of the participating students was asked to fill in a form, which was collected to evaluate the student’s experience and shown for others to see the benefits of participation.Every school organized an Erasmus Day. During that time, all available physical content and results of the project were displayed within the school halls and classrooms. It was thus made available to the public, including the parents, employees of local press and members of the city hall, who were naturally invited too.Even after the Erasmus Day, the partner schools will carry on using CLIL method within their curricula and hopefully they will continue taking part in Erasmus projects in the future, with students and teachers getting more and more experienced in organizing and taking part in them.

“Active citizens promoting cultural heritage” Partnership is based on an inclusive approach and involves 5 EU schools from Romania, Italy, Portugal, Poland and Greece. İn the framework of the Romanian Centenary and the European Year of Cultural Heritage, the project is designed to raise awareness about cultural heritage as a key factor that facilitates the dialogue between cultures.The EU cultural heritage is non-renewable common good and it is a shared responsibility of each of us to preserve, protect, restorate and promote it. Partners compared their institutional development plans and all identified the common characteristics: interest in developing the students’ civic spirit, active engagement in promoting the national values, intention to develop activities aiming to promote cultural heritage, and intention to internationalize the school curricula. Our project aims to be a foundation in equipping the adults of the tomorrow’s world with the necessary knowledge to promote the EU cultural heritage and empowering them to act as active citizens creating a more inclusive Europe. The main aim of our project is to activate civic engagement among 200 students from 5 EU schools in promoting the European cultural heritage during a two years project. The project’s objectives are:-to raise awareness about the cultural heritage of the 5 EU partner countries -to encourage cultural dialogue among students and teachers coming from 5 EU schools-to develop students’ knowledge and skills needed to build fairer communities-to enhance cultural sensitivity fostering students’ integration in a multicultural societyThe aim and objectives of the project are a response to the common needs partners identified at their school level: students became less patriotic, they are less motivated to learn and their interest in socio-cultural life in reduced. The project will boost students’ self-esteem as they will act as cultural ambassadors representing their country and nation, interculturality as students will directly cooperate with students of 5 different EU nationalities, cultural openess as students will closely observe other EU lifestyles, and expand their cultural mindset as they will strenghten the feeling of beloning to a group and to a united European Union.The project is addressed to students of 12-14 years old, a range of age when pupils develop a sense of right and wrong, when they are developing their indepent spirit and create their own personalities. The activities are designed to determine students realise how important is to appreciate what we have inherited from our ancestors and that it is their moral responsibility to promote the national values and customs, as well as, to contribute in transmitting the cultural heritage to the generations to come. The concrete results we would like to produce are:-questionnaires -logo of the project-slogan of the project-Erasmus+ corners-schools presentations -1 heritage exhibition – souvenirs - 5 presentations – Active citizens promoting EU heritage -1 cultural festival -5 videos “My culture: Facts, Customs and Traditions” -1 e-cookbook -1 Kaleidoscopic Journey Guide –-1 EU museum corner -1 common T-shirt -1 silent play -3 webpages of the project (common website, Twinspace, Facebook page)-promotional materials: flyers, leaflets-toolkit of the project-DVD of the project The project is addressed to students (12-14 years old) and teachers from 5 EU schools. A total number of 80 students and 40 teachers from all partner schools will directly attend the LTTAs. Families and the local community will be indirect beneficiaries.The project activities are based on an interdisciplinary approach. Each activity contributes to the richness and diversity of the EU cultural heritage. The activities tackle cultural, artistic, spiritual and scientific features which formed to our EU identity. Students will become more aware regarding the EU cultural heritage through research, learning by doing and peer work. There are planned 5 meetings with students and before each meeting students will be asked to prepare some materials. Also, during the meeting students will create common products together. The diversity of the activities will enhance cultural sensitivity and students will be better prepared for adapting to living in a globalized society.All involved schools will benefit from this project in the long-term. The international exchange will contribute to the improvement of the institutional development plans, to internationalizing the school curricula, to giving an international dimension to the teaching and learning process, as well as to the integration of ICT tools and modern teaching materials. The schools’ visibility will be increased at a local level.The project will increase the quality of the educational process as a results that participants were exposed to other EU educational systems and saw different contemporary teaching approaches.