<< Objectives >>With this project we want to achieve improved inclusion for all students and improve the educational conditions at school. This by improved school scheduling, based on science and proven experiences. We also want to support it with improved organization of break activities as well as strengthen student democracy. Strengthen through more active students’ council, with possibilities to support the scheduling work. With created guidelines our acquired knowledge will be available for others. << Implementation >>The project will consist of three activities, using the same methodology. These activities are focusing on scheduling and inclusion, break activities and student council and democracy. This is supported by project management. The activities involve work within partners, with a current situation analysis and development plan, with support out of a theoretical framework. There will also be mobilities, where staff and students will learn out of job- and class shadowing, seminars and workshops.<< Results >>We expect an improved understanding about active scheduling, break activities and students' involvement in the organisation work. All partners have a development plan in place and actions taken, as well as an improved process with timetables. We expect higher activity of the student councils and guidelines produced, so others can learn from the project. Expectation is also that participants will gain improved personal skills, self-confidence, knowledge and interest for international projects.

<< Objectives >>1. Development of skills for education for a circular economy 2. Increasing by 30% the degree of information and awareness of the participants and the local community regarding the production cycle,3. Development of creativity, critical thinking and initiative4. Develop a curricular framework for school education on the circular economy5. Development of ICT skills , as a result of the development of the set of tools related to the field of green entrepreneurship and the Green Online Game.<< Implementation >>Through the activities of the project, to promote an economy that uses resources efficiently and to protect the environment in which we live, we want to change our consumption habits, introduce eco-innovation and increase consumer awareness that together contribute to this transformation.Thanks to this project, students will explore the circular economy: how businesses can create value by reusing and recycling products, how entrepreneurs can come up with smart solutions.<< Results >>Increase the awareness and education of students about the selective collection and recycling of waste, their responsible management and the transition to a new model based on the rational and responsible use of resources with the introduction of elements of the circular economy.Improve students' motivation, ambition, self-confidence, well-being in school, giving them skills, developing new teaching and learning methods and making learning more attractive, improving the school's policy on educ

"WANDER WITH WONDER is a project that aims to open education and innovative practices in digital era and to promote the acquisition of skills and competences in school practice to stimulatecollaborative learning and individual Productivity.Collège Aimé Césaire in Reunion Island, France is the coordinator. The partners schools are : Tartu Raatuse Kool in Estonia, Kaunas Versvu Gymnasium in Lithuania, Istituto Statale Pascasino in Italy, and Escola Básica Integrada da Praia da Vitória in Terceira island, Azores-Portugal. The presence of the last school as well as Aimé Césaire School is very important for the main goal of the project. Overseas Countries and territories play an important role as outposts of the Union in the areas where they are located because in accordance with Part 4 of the Treaty on the Functioning of the European Union, the purpose of this association is ""to promote the economic and social development of the countries and territories and to establish close economic relations between them and the Union as a whole"": in the interface between school and the global system, digital competences can act a significant role.Technology today allows different schools of different parts of the world to move away from its traditional isolation, to model itself in differently distributed forms.The target group is made up of students aged 11-15; some students will participate in short term exchanges and among them there are students of special needs from the azores school; the project want to create effective assessment opportunities for SEN students (Special Need Education).Each partner school has a group of teachers and managers who will work in this project.The French school, will oversee the entire project, organizing a detailed 24-month timeline template for the project to realize a visual project timeline that clearly communicates the important milestones and tasks; it will outline the major deliverables of a project in a chronological sequence. Students and Teachers will use Blog, Twitter, PenPalSchools, Minecraft EDU, Animoto, Peergrade, Book Creator, Flipgrid, Bubblr, GoNoodle, Quizziz, Canva, Inkle.Reunion Island will collect data from the partners, monitor the implementation of the project, design the Communication Strategy, organise Online Meetings, create the communication spaces and design model documents :- Partnership Agreement- Dissemination Plan- Monitoring and Evaluation plansAction/Work Plan at the beginning of the project that will be updated after each main event.Reunion Island will also manage the EPRP.The Reports will include details of the impact analysis.The project includes 2 joint staff trainings (Italy C1 and Azores C6) and 4 short term exchanges of groups of pupils (Reunion Island C2, Lithuania C3, Estonia C4 and Italy C5).Teacher training has a strong emphasis on our project, as the use of teachers' materials and the search for exciting projects and computer use varies widely from country to country. Sharing the materials and improving them through multi-country cooperation would ensure a sustainable understanding and would help to find a greater common ground on the curriculum and interdisciplinarity of different countries in EU community.Learning in different schools and countries is rather theoretical and real life has little to do with it, then making hands-on projects would bring the theory and practice together and link it all to real life. 8 competencies would be those that could be developed: academic competence; communicative competence; competence in mathematics, science and technology; entrepreneur competence; digital competence; social and civic competence; culture and value competence; self-determination competence.The Development of relevant and high-quality skills and competences will help students and teacher in taking part in many activities and projects by promoting a lifelong education. Technologies and ICT are essential tools to advance social inclusion, as they provide capacities for students with SEN to access and use information, to interact, therefore, to enjoy educational, training and employment opportunities.TOPICS :- Educational technologies and their role in teaching innovation-The role of ICT in teaching-learning processes, strategies and cognitive models even for studentswith disabilities- Creativity and cultureACTIVITIES :- Embrace Connected Learning- Share Content Online- Have Fun with Twitter- Use Video Chats- Create a Class Blog or Wiki- Put Together a Podcast- Use Pinterest- Create Interactive Maps- Harness the Power of Excel- Technology in the Classroom AdventureThe project results will be visible by means of our online dissemination tools , a website, FB, eTwinning and You Tube.Seminars, Interviews,Meetings,Mass-media and Platforms such as eTwinning, School Education Gateway, EU Dissemination Platform,European Shared Treasure will be means to communicate experiences, activities,results and future purposes."

Our project has collaborated to make students aware of the importance of basic products for the maintenance of cultural tradition and economic wealth generation in their respective towns. After investigating the processes of production, operation and marketing of Italian citrus fruits, Lithuanian curd cheese, Romanian honey, Polish bread and Spanish olive oil; The five partner schools have applied their creative skills to offer insight into new business , different from the traditional, and try to promote such products in other locations of the various partner countries. In order to implement those goals, we have simulated the whole process to set up a TransEuropean Company with offices in each partner country. 1.To start with, each team reflected on the virtues of the product by itself and the added value that it can bring to the potential consumers in the area, from the point of view of business, cultural and economic. 2. The next phase was to develop a feasibility study that provides clear strategies for try to introduce it in other countries according with the consumption habit of foreigners, which was obtained by the partner school located in the target country. 3. Finally, students simulated the creation of 5 local companies and a trans European one which markets and distributes the five products and position them in the local markets. This enabled them to know the legal and administrative procedures to start a business, devising creatively the hallmarks of the new company (corporate image and industrial design, departments for each business function, business philosophy in accordance with the principles of corporate social responsibility and environmental sustainability); and eventually, it was a powerful way to promote entrepreneurial culture and creating a potential niche of employability in the area. With this goals, we carried out an active and cooperative methodology to develop a series of final tangible products (reports, surveys, brochures, promotional videos, commercial prints, radio commercials...), which were realized through five meetings in the different involved countries, where each school organized a trade fair in which it promoted the product itself to other partners, as well as we implemented a specific phase of the enterprise creation. All our results were focused on boosting the acquisition of various skills in participants: instrumental skills (focusing on the development of the capacity for analysis and synthesis, on the initiative and entrepreneurship, oral and written English communication, handling new technologies, civic and cultural skills ...), interpersonal skills (mainly teamwork, respect for diversity and multiculturalism, ethical commitment and environmental sustainability) and systemic skills (competence to research, design and project management, autonomous learning, leadership and creativity). We offered our students an active and cooperative approach, working from situations as closer as possible to real life, according to a practical working method based on projects and real cases on entrepreneurship. We worked from the enormous potential offered by the Design Thinking method so as to implement innovative proposals for traditional business and also we will implement a methodology that promotes learning of the English language, from the action and the communicative approach onto the labor environment. Our project lasts over time. From methodological agreements and commitments in each centre, we have opened the possibility of future partnerships and we have involved of other social, administrative or productive entities with schools. So as to get this goal, it will be promoted a clear strategy for dissemination of the actions contemplated the plan through various mechanisms that allow effective visibility of the project. The impact we want to reach is for the widest possible audience. To achieve these objectives we proposed a distribution of tasks and express responsibilities either because each partner is responsible for promoting the final products in each transnational meeting, either because it has been agreed a schedule of previous work where tasks and responsible agents are clearly defined and scheduled. Finally, we focus on transparency, effectiveness and rigor in the control of financial resources for which the European grant has been asked, trying to optimize them so as to allow undertake all planned actions.(competence to research, design and project management, autonomous learning, leadership and creativity). We offer our students an active and cooperative approach, working from situations as closer as possible to real life, according to a practical working method based on projects and real cases on entrepreneurship. We work from the enormous potential offered by the Design Thinking method so as to implement innovative proposals for traditional business and also we will implement a methodology that promotes learning of the English language, from the action and the communicative approach onto the labor environment. We expect the project will lasts over time, setting methodological agreements and commitments in each centre. It would open the possibility of future partnerships and the involvement of other social, administrative or productive entities with schools. So as to get this goal, it will be promoted a clear strategy for dissemination of the actions contemplated the plan through various mechanisms that allow effective visibility of the project. The impact we want to reach is for the widest possible audience. To achieve these objectives we proposed a distribution of tasks and express responsibilities either because each partner is responsible for promoting the final products in each transnational meeting, either because it has been agreed a schedule of previous work where tasks and responsible agents are clearly defined and scheduled. Finally, we have focused on transparency, effectiveness and rigor in the control of financial resources for which the European grant has been asked, trying to optimize them so as to allow undertake all planned actions.

"Context:Referring to the Treaty of Lisbon on 1/12/2009 on the conservation and protection of human health and the prudent and rational use of natural resources the Erasmus+ Project entitled ""Protecting the environment is an opportunity! Not a burden we must bear.” brought together schools from Germany, Finland, Lithuania, Spain and Turkey. The project implemented objectives formulated in the Agenda 2020 - Youth on the Move: improving educational systems and promoting international attractiveness of education. In a world of changes in regional labor markets, we wanted to promote the language and intercultural skills of the project members. Taking an active part in shaping Europe’s new face our aim through this school project was to make an important contribution to the preparation of our students in these pan-European challenges.Project objectives: The main objective of the project was the promotion of basic and cross-curricular competencies combined with higher learning motivation and the improvement of learning outcomes of the students, reduction of the rate of school dropouts and raising students’ awareness and responsibility they bear for the conservation of natural environmental resources, using the specific example of water. They acquired knowledge on specific environmental problems and improved their foreign language skills.Number and profile of participants:The project involved 5 schools. Turkey and Finland had previously none or little experience in international projects. Germany, Spain and Lithuania were very experienced. The participating students were aged from 12 to 16 years old. Teachers involved were mainly language and science teachers. The project included 121 students and teachers’ mobilities.Undertaken main activities:Three Transnational Project Meetings (TPM) were held to prepare Transnational Teaching and Learning Activities (TTALA) and to discuss the details of activities carried out during the project. Before each TTALA the students of each school prepared a presentation about a certain environmental topic in their homeland. During the TTALAs, participants expanded their knowledge on environmental issues via these presentations and other workshops. Full programs and detailed descriptions of the activities are in annexes. After the TTALAs, the participants spread information they had learned during the meetings at their schools. All the students in each school carried out practical actions to protect the environment at least once during the project. In the Language Labs during each TTALA the linguistic and intercultural skills of the students were trained. Results and impact:An evaluation of the project during and after the completion was carried out via questionnaires for students, teachers and parents involved. With the international activities in various fields, the use of ICT and interdisciplinary lessons, our project managed to improve the participants’ English language and technology skills and make them more aware of environmental issues. A lot was learnt about local cultures and cultural differences. The participating schools had an opportunity to share good teaching practices and the way different schools organize their everyday life. While working internationally it turned out that all schools have similar ideas and similar problems. The project involved not only the students who attended the mobilities, since the TTALAs and the activities were always presented to the whole schools and occasionally to a wider public via social media and news articles etc.This project had also tangible results. A European Phrase Book prepared before every visit for using it during the meetings developed into a pan-European phrasebook created with the five participating languages and English at the end of the project. It documented the increase of linguistic knowledge and it can also be used in future projects.A newspaper ""River Magazine"" was created after each TTALA by the host country. It included environmental issues explored during the meetings, information and images from the TTALAs, quizzes etc. During the project, a project website was established for documentation and dissemination of the project and for exchanging documents, videos and results. The website will remain available for the partners and other people interested in Erasmus+. A Twin space was also opened, mainly for teachers to share ideas for preparing lessons, to exchange educational experiences and to store material prepared during the project. In the future teachers of the schools involved will have the opportunity to maintain this contact and use the gathered info in their further teaching practice. During the project, the Spanish school prepared a marked path on the banks of River Ter provided with QR codes containing information about the flora and fauna of the area. The path will remain in use of locals and tourists as well as students in the future."