"<< Objectives >>In a context of climate change, the “Water is life” Project aims to address the issue of water care and preservation through problematizations that awaken students' understanding, for the conscious consumption of this natural resource, its rational use and the change attitude towards the use of this scarce resource .We want to encourage the adoption of sustainable behaviors by community and provide this experience to students who otherwise would not have access to this exchange of practices.<< Implementation >>Throughout our project, we will carry out local, virtual and transnational activities. These activities will promote: knowledge about the water resources of each region and the efficiency of its use, research on rainfall data in recent decades, the way of treating water for consumption, the production of innovative devices/methods that encourage a rational use of water.The common activities will be set up - padlet .<< Results >>Wareness of the implications of climate change on water scarcity will increase, not only among students, but also in families and local communities. This concern with responsible water management will be more comprehensive, infecting the greatest number of people for continuous and future work. With this project we will be supporting active European citizenship and bringing the European dimension to the local level. The padlet built throughout the project will be an ""extension"" in the future."

"Our project ""Take a chance"" lasted 2 years, 4 semesters, in which we dealt with 4 areas: student motivation, reading comprehension, active methods in teaching science and social competence, which supported our schools in preventing early school leaving.As part of the project, 2 trainings for teachers, 3 meetings of pupils and 4 meetings of coordinators were carried out.The assumed goals were:For teachers- strengthening their professional profile through participation in training: ""Professional teachers' burnout and motivation of students"", ""Modern teaching methods, using IT tools"",- expanding competences in the field of European project management, in preparing documentation, time and human resources management,- deepening the level of knowledge during the exchange of experience- increase motivation to learn foreign languages and self-improvement,- getting intercultural experience,- deepening communication skills.For pupils- increase of motivation to learn- improvement of teaching results- improving their skills in 4 key areas- increase of faith in their own abilities as well as commitment to performed tasks.- breaking the language barrier and appreciating the importance of knowing foreign languages- deepening of intercultural competences: openness, tolerance and acceptance- skills to work in international groupsFor schools- deepening knowledge in the field of European project management, financial planning and management,- enriching the didactic base with new solutions- raising the prestige of schools in the local communityThe project involved schools from Poland, Greece and Portugal, from areas struggling with socio-economic problemsOur schools play an important role in social and cultural life in our regions. We shared common goals: prevention of early school leaving, willingness to continue learning, openness to other cultures. Schools participating in the project have many years of experience in running European projects.During the project, the following activities were carried out:workshops for teachers in Greece were organized - ""Teachers' burnout and student motivation to learn"" and in Portugal - ""Active methods in science teaching"".Thanks to these trainings, teachers gained knowledge about coping with occupational burnout, ways of motivating students to learn and using active methods during classes. Based on the acquired knowledge, they prepared training for teachers in individual schools and workshops for students.Teachers enriched their workshop with new active methods (experiments). This knowledge helped them motivate students to learn, develop their social skills, learn their logical and critical thinking.Three of the students' meetings took place in Portugal, Poland and Greece, during which the students had the opportunity to learn informally, because learning is not only a school. This allowed students to develop language skills, break the language barrier, become more open to different cultures and tolerance, their self-esteem was increased During these meetings, students took part in workshops during which they worked in international groups implementing tasks resulting from the subject of the project.There were 4 meetings of the coordinators during which the most important principles of cooperation, ways of implementing project tasks, financial management as well as evaluation and dissemination of the project were discussed.The project prepared a number of information materials that enabled dissemination and promotion of the project results.For this purpose, the Twinspace platform is used, the blog project websites of participating school and leading authorities, as well as traditional methods of promotion in the form of posters, leaflets, information at meetings, meetings, articles in the press, interviews.Each of the partners was involved in the dissemination of the project in their country - dissemination conferences took place, which met with great interest of the local community and teachers from the neighboring schools were invited, and the information materials were prepared in the appropriate language of the partner country.The project implementation also influenced the promotion of schools in the region. The developed materials that are the results of the project have been published on publicly available platforms, and links to them are posted on the websites of our schools so that they can be downloaded and used by other educational institutionsThanks to the very high activity of teachers who engaged in the implementation of this project, we can say that they noticed the benefits of this kind of experience.Each of the schools can see only positive sides from the implementation of this project, we will certainly cooperate with each other in the future. Teachers taking part in this project gained motivation to acquire knowledge and have already written new projects."

"« WATER, THE OTHER AND ME » is a project carried out by pupils from three European high schools (Spanish, Portuguese and French) and by young French disabled students who want to put at the heart of questionings the issue related to the management of water. We know that water resources, the use we make of it on a daily basis and its management in the medium and short term is a central issue in our societies and more widely in the ""world’s village"".The management policies of this vital and fragile resource involve technical and scientific decisions as well as socio-cultural and philosophical ones. The feature of this plan approach is that it grants a central part to the artistic approach and to the circus arts.Circus becomes a helpful lever for a common questioning setting for all pupils and with all pupils whatever their bodies, their specificities, their difficulties are and where they come from. Circus allows the emancipation of every individual through group life. Circus is an instrument of social inclusion. In addition to the values of rigour, self-control, circus also stands for team spirit, self-esteem and respect towards others. All these values are necessary for a real questioning about what we want to do with this good indispensable to the survival of our humanity: water."

The project focused on the phenomenon of migration based on individual biographies in different places in the European Union. In Planegg, the work focused on a W-seminar of 14 secondary school students who were going through the two-year qualification phase. Within the framework of a scientific work, they dealt with various biographies they had chosen themselves. These were chosen to be representative of the German post-war eras. Here are examples: Contract worker from Vietnam, schoolmate from Switzerland, mother from GuatemalaThe FLG has expanded its political education work: Three times, students of grade 10 took part in project-related day seminars.There was an intensive analysis of migration biographies at different levels: - intellectually-analytically in the upper school lessons in Planegg, - socio-critically in the seminar events for grade 10 in Planegg, - in panel discussions with experts and contemporary witnesses in Planegg and Bari, - investigative for the biographies in Planegg, for video documentaries in Nea-Moudania- creative for the comics and designs in Rutigliano The cooperation with the Munich City Archives and the municipality of Planegg, and through them also with Prof. Rappenglück from the Munich University of Applied Sciences, proved to be very fruitful. In the partner schools of Porto and Rutigliano, the cooperation with the municipality proved to be profitable because politics and democracy present themselves as close and transparent. In Planegg, this applies to the level of Bavarian state politics and the members of the German Bundestag; in Rutigliano, it also applies to the government of the Puglia region.New forms of teaching and working by teachers and pupils were panel discussions with politicians at different levels of decision-making, simulation games and election simulations, but also countless interviews with those affected from their personal environment, schoolmates, parents or grandparents. New forms of presentation can be found on the project's homepage. Digital products form material for future teaching projects.The great, wide-ranging increase in knowledge, the contribution to personality development and the formation of a European identity was surprising even for us teachers. The high level of work in the southern European partner schools and the reliable, trusting division of labour is demonstrated by an ebook with the joint products.The following table presents chronologically all Learning, Teaching and Training Activities organised by the project, as well as any other project events (such as project management meetings, dissemination activities and other local activities and events in each school):C1: Rutigliano•Presentations: Project design, aims, methods, activities and goals•Jobshadowing•Cultural visits guided by students•Agreement on the timetable, allocation of duties and responsibility assignments•Questionnaire for a status quo overview•Homepage->Greek teamC2: Planegg•Presentations by all students – showing a portrait of their nationial educational system•Jobshadowing•European cultural heritage: Munich historical sites•Visit to Stadtmuseum, “Migration bewegt die Stadt“•Round table discussion at Planegg´s Town Hall•Lecture by a speaker of the EU on migration policy •Press conference: Süddeutsche Zeitung and Münchner Merkur •Common exploration of etwinning platform•Agreement on the learning productsC3: Porto•Abstracts of the thesis presented by German students•Video Interviews presented by Greek, Portuguese and Italian students•Logo design, comics and graphic novels•European cultural heritage visits•Visit to the City Hall and meeting with local politicians•Upload of interviews and logos in eTwinning•Doodle voting for logos created•Website to be continuously updated:•Interviews and Video statements: https://europeonthemove.eu/index.php?pg=65010032C4: Nea Moudania•jobshadowing•Presentation of historical research on migration by Italian students•Refugee simulation game designed by greek students for all teams•European cultural heritage visits •ErasmusDay ActivitiesC5: Rutigliano•European cultural heritage: Carnival in Putigliano•jobshadowing•Panel discussion with local politicians•political talk in the regional government of Apulia•Website updated•Agreements on contributions to the final ebook containing the project results•Evaluation tool survivo to examine the change of attitudes and impact of the project experience on a felling of european identityPlanegg: Workshops on democracy, danger of attacks on migrants by rightwing extremistsC6: ---C7+8 Planegg +Nea Moudania•Digital Presentation of project results•Discussion about the impact of Nazi history and visit to KZ Gedenkstätte Dachau •ErasmusDay Activity: Digital distance meeting (homepage KMK)•Mutual exchange on final conclusions online•Press Conference: Interview Münchner Merkur•Final Work on the ebook

The EXON project - The Explorers of the Nature - was implemented from 2017 to 2020. Four partner European countries, the Czech Republic, Poland, Portugal and Slovakia, cooperated on the project. The aim of our project was to innovate the teaching process in the field of environmental education and science literacy. As part of improving students' science literacy, we focused on research-oriented teaching that uses children's natural curiosity. The target groups of the project were pupils aged from 6 to 15 and teachers of primary and secondary education. Pupils from the partner schools solved tasks in the basic areas of the environment - Water, Air, Soil, Transport, Waste, Plants and Animals, Man and Healthy Diet. During the duration of the project, activities were implemented on individual topics, which were planned by coordinators and school headmasters at transnational meetings. For each topic, we made CLIL methodologies, worksheets, coloring books, created models of watercourses, wetlands, models of a wind turbine, videos about illegal landfills, the school environment, PowerPoint presentations about our national parks, protected plants and animals, transport and its impact on clean air, maps of our school surroundings. Moreover, we worked together on board games such as a memory game of water bodies, a quartet of protected species of plants and animals and a red book of protected animals. All didactic material and teaching aids were processed and presented during short-term exchanges of groups of students, which took place on the occasion of various environmental festivals:C1 Water Day - Portugal (032018),C2 Earth Day - Poland (042018)C3 Mobility Week - Czech Republic (102018)C4 World Health Day - Slovak Republic (05 2019)C5 World Day of Forests and National Parks - PortugalC6 Car Free Day - Czech Republic (092019).Through the implementation of individual sub-tasks (schedule), students got acquainted with the experiential form and discovered the individual components of the country, thus jointly contributing to the results and achieving the goal of the project. They were active in environmental issues, examining the various components of the environment, comparing the state of air, water and the number of illegal landfills around schools, municipalities with protected areas, which they visited during excursions. They participated in improving the state of the environment in their surroundings - cleaning, mapping illegal landfills, sorting waste, creating a composting site, using waste material in classroom decoration and making gifts, monitoring the acidity of precipitation, lichens, feeding animals and birds during the winter. They developed their talent, creativity and imagination in the creation of individual materials, improved presentation skills, language and digital skills. They had the opportunity to get to know the beauties not only of their homeland, but also of partner countries, to make new friends, compare the culture and way of life in different European countries. Teachers developed their personal and qualification competencies - in linguistics, technologies, multiculturalism, innovative thinking, creating European projects, using new methods. The acquired didactic material, teaching aids and proposals for activities in the field of environmental education were presented at professional seminars, conferences for teachers and the professional public in partner countries throughout the project and at the final project conference in August 2020, which took place in the coordinating school with the participation of the professional public. With this project we managed to create comprehensive didactic materials for the implementation of environmental education in schools. The EXON project has contributed to improving the climate in lessons, using innovative methods and improving the approach of pupils, teachers and school communities to environmental issues and awareness of their own responsibility for the quality of life on our blue planet.