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.

"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."

Our project is focused on the adaptation of the European Commission’s Policy on the field of Early School Leaving (ESL) within participating schools. The main goal of the project was to deal with awareness of early school leaving on a European scale. The project main coordinator is the school from Estonia, and the other six partners are from Italy, Norway, Poland, Portugal, Turkey and Croatia. The partner schools from Turkey and Croatia are located in the countries’ capital cities, and the remaining partner schools come from smaller communities. This was a first-time participation in this type of projects for Croatian partners, the other partners had previous experience with Erasmus+. The project teams from Poland and Italy include eTwinning ambassadors. The focus of the project was thinking about values as the basis of the individual personality as well as the society on the whole. Recognition and development of values through the exchange of ideas and experiences were viewed as the essential framework for a high-quality school, and life. This topic was symbolically pointed out in the activity Box of Values. Each partner made their own box of values, and the boxes were exchanged among the partners in each mobility. Each school added their own values in the boxes as they journeyed around Europe. Eventually, each school got their own box back, now containing the values of all seven partner schools.Throughout the two years we tried to make a positive impact on the quality of work within the school curriculum through a great number of intertwined activities andmobilities, with the aim to help in the development of a more positive attitude of students towards school. We improved the motivation of the teachers through stafftraining events, allowing them to apply new knowledge in their work with students, which improved the quality of work in the school and also had a positive effect on thestudent motivation.The project had been structured in such a way that each partner had to host one mobility, and five teachers got the opportunity to take part in job shadowing events. This assured an even distribution of responsibilities, as well as giving each partner equal opportunity to present themselves.Students traveled to Portugal, Italy and Croatia. The topic of the student mobility to Portugal was storytelling. The students studied traditional folk stories and legendsand participated in a storytelling festival. The result of their hard work is the e-book “Keepers of the Values”. In Italy, where to students from Portugal and Croatia traveled, the topic was free time. The students participated in sports and art activities, which promoted the development of their social skills, of a positive attitude towards exercise, and of creativity in an informal, relaxed setting. In Croatia, the students attended an animation workshop. The result of their work is an animated film “Journey of the Legends”, which was based on the stories of the storytelling festival in Portugal.To ensure the quality of the workshops, external local experts had to be engaged for the workshops in Portugal – a professional storyteller, and Croatia – a film studio.In staff training mobilities, the teachers exchanged their experiences on the issues of early school leaving, reflected on the relationship of the school with the localcommunity with regard to the prevention of early school leaving and improving the quality of work (Norway), studied new ways of teaching in the segment of outdoorlearning, whether it be in a natural environment (Estonia) or an urban setting (Turkey, Croatia).There were two transnational project meetings (Poland, Italy), and few video conferences.Five eTwinning projects were opened for the purposes of this project, one as the main, “umbrella”, project and the other for specific activities.Web page: https://twinspace.etwinning.net/5992.Towards the end of the project, a documentary film “The Project Values” was created, incorporating video materials from all the partners, both teachers and students. Thefilm emphasizes the main topic of the project – prevention of ESL. We hope that this film might move other European schools to get involved in Erasmus+ projects. Thedocumentary’s viewpoint is personal to highlight one of the essential ideas of the project, namely the expression of personal thoughts and feelings, as part of theprocess of individual development and as the basis of the improvement of school quality in the 21st century.This project had a lasting effect on all of the institutions and individuals that participated in it. We found out about the differences and similarities of our schoolsystems, we experienced the cultural diversity of Europe, we developed social skills and the abilities of team work, we improved our English language skills, we learnedsome simple expressions in the languages of the partners, we broadened our ICT skills and learned about Internet safety.

People who are now in the middle of their lives have experienced a rapid development of new technologies and political contexts. Our students who are at the beginning of their professional activity will not be able to adapt to the rapid change in technology and the world of work in an unknown future without openness in many different areas. Well-trained skills, high-quality training and awareness of these skills are intended to help students prepare for their later lives, especially their professional lives in a united Europe as responsible, critical, creative, multilingual citizens. Knowing about these skills and the understanding to constantly improve them helps avoid early school leaving. Questionnaires, project work, workshops, courses and shared experiences should help strengthen European cohesion in the Meetings on place. The schools mentioned here in the project proposal have different specialties and will pass on their specialist knowledge to the partners in workshops with modern teaching methods and the help of digital media. Meeting experts in and from companies will help students learn about the needed skills for different kind of work-spaces in their own country as well as in different countries. Visiting the different countries is a good way to learn new skills and complements expert knowledge given at schools. Being a guest in a foreign family and school is also a good way to learn about tolerance. It is important to include all students in the learning, teaching and training activities related to the project, regardless of their religion, gender, social background, academic performance, economic or social background. Participating teachers and students will pass on their newly acquired knowledge in their schools through workshops and presentations. In the end not only there will be a collection of tasks and project ideas on the project website but also a collection in the form of a file that can be used in future project works in your own schools as well as in other schools and institutions. A collection of job profiles will give students knowledge about many different professions. We would like to share our experiences with as many people as possible in many different ways as possible.

CONTEXTThe project Bon Appetite Europe! is developed by four countries: Spain (coordinator), Croatia, Czech Republic and Portugal. It lasts 24 months from September 2019 to August 2021. The partners team is made up of three partners with experience in Erasmus +, a new one at it and two partners with eTwinning labels.OBJECTIVES- Social and educational value of European cultural Heritage.-Strengthening the profile(s) of the teaching profession.- Open education and innovative practices in a digital era.DESCRIPTION OF THE ACTIVITIES AND METHODOLOGYThe goal of this project is to know the cultural heritage and make it available to all, through digital means, removing the social, cultural and physical barriers. Students and teachers are going to work cooperatively to achieve the projects’ objectives. We intend to use different student-centered pedagogical approaches. We have designed different types of activities and practices to share among our students and teachers. We will develop each year a project based learning in each school, learning about gastronomy as a European Cultural Heritage. It will lead us to use different strategies such as: pair work, team work, cooperative learning, developing social skills, use of ICT and creative expression... that are useful for dealing with diversity in the classroom and developing our students’ key competences.Coordinators in each schools have started an eTwinning project to which the students from each school age 10-13 will join. We have programmed short-term exchanges of groups of pupils to share their work and boost its continuation and development in each school. During these meetings students will also experience workshops, educational trips designed to contribute the achievment of our objectives.Teachers will also continue working via eTwinning. To assure the well development of the project a short- term joint staff training has been programmed, in which we will share good practices about innovative practices in the digital area and necessary training for developing the project's activities and getting our objectives.Activities are designed so that each month all partners work on the project. In that way, we can assure objectives are achieved by students and teachers. Although students aged 10-13 are the ones working on the eTwinning project and taking part in the mobilities, we will try to involve our whole communities.Year 1: Each school investigate about traditional products in its own region: raw materials, how they are cultivated or harvest, sustainable agriculture and the traditional recipes or products with that raw materials. Our final product for this year will be a digital handbook with traditional gastronomic raw material from A to Z- from birth to kitchen.Year 2: Our objective is to discover the influence of our gastronomical cultural heritage in our societies, how it si an important part of our diet, celebrations, in the development of our cities and how the monuments, places and buildings related to gastronomy in the past are reused today. Our final product is a urban gastronomical handbook, describing the buildings and places related to gastronomy present in each region, a map with geolocation and an interactive Map - UNESCO World Heritage Sites by children’s eyes. RESULTS AND IMPACTWorking on all the activities will lead us to get the objectives of this project to improve our teachers' profile, the use of innovative and digital practices in each school, language communication skills in a foreign language in our teachers and students, develop critical thinking investigating about our gastronomical cultural heritage and how we can preserve it.During the project we will use different media to disseminate our activities and results. We will create a web page for the project, Twin Spaces, Instagram and Facebook page. They will be used by teachers and students. This media will be linked to each school website.All students, staff and families will be informed of the project activities through meetings and displays along the project. Project corner will be designed in each school so local community will be informed about project activities. We will also send the information to local newspapers and local authorities as our project can contribute to keep our gastronomical cultural heritage among local citizens and tourists.LONGER TERM BENEFITSThis experience will have a positive impact on teaching and learning. The outcomes of the project will certainly be useful in many ways in our schools in the future:- Positive motivation of teachers to further participation in projects.-Continuous improvement of language and communication skills.-Use on new educational practices, teaching methods, approaches, examples of good practice.-Use of creative activities leading to cognition and further development of cultural heritage and awareness.-Encourage the active participation, communication, intercultural knowledge among students and teachers.