"From 2016 to 2018, four schools - Germany, Sweden, Portugal and Finland - jointly carried out an Erasmus+ project with the theme ""Comparative studies for individual support and digital competence"". The cooperation between the schools proved to be very good, successful and pleasant. At the last meeting of the coordinating teachers, the participants decided to plan a new joint project on sustainability. In view of the climate change that can now be increasingly observed, everyone felt that this topic was urgent and cross-national. In the meantime, the Finnish school has joined another Erasmus+ project group. The three other schools decided to take a fourth school on board again. The Italian school, which had already taken part in many Erasmus+ projects, showed interest in the topic and joined the project group. This is considered an enrichment by all.So the four European schools have set themselves the goal of collectively addressing the issue of education for sustainability as a crosscurricular topic. Our main objectives are to make our students aware of their environment and the climate change. Teachers and everybody working at school have to take social and environmental responsibility. We want our students to become aware of environmental issues. We also want to raise the awareness their parents and the local communitiy about the importance to take care of our planet earth. It's our duty to encourage the young people to behave responsible and be proactive with nature. Not only our students but all people belonging to our school environment should understand how important the planned activities are. Other goals are the development of personal competences among the pupils and the continuation of the goal of the last project. This was the expansion of digital competences. Another key objective is to meet young people from other European countries. Through these encounters, the European idea, the importance of the European Union and friendship are spread across national borders.At every school Erasmus+groups will be established. In these groups there will be about 18 - 20 students per school. They will meet regularly with Erasmus+ teachers to discuss sustainability, identify regional environmental issues, plan activities and take part in mobilities to exchange ideas. The confrontation with our project title sustainability is to be worked on by all those involved in school life and by extracurricular groups as an superordinate topic. This is the only way to achieve long-term results. During the project phase and beyond, the topic of sustainability is dealt with in various subjects. The teachers of natural sciences, social sciences, nutrition, technology, computer science and English are particularly in demand. Theoretical and practical approaches are initiated in the lessons. The following methods and approaches are mentioned here as examples of our project work: Interwiews, discussions, experiments, evaluation of results, graphical representations, use of digital tools, presentation techniques, communication in the foreign language English. As an overall result we see the reduction of the ecological footprint of our schools. In concrete terms, this means that after taking inventory of school and regional problem areas we want to reduce or eliminate the problem. Here the activities reuse, reduce and reecyling are of particular importance. At the transnational meetings, activities are implemented that are exemplary for dealing with environmental problems. For example at the meeting in Portugal: collecting garbage on the beach, separating the garbage, recognising recyclable raw materials, putting up signs with tips on how to avoid garbage on the beach, summarize the activities, record results and process them so that they can be presented to others.As a joint result, we want to create a digital and a handmade handbook on sustainability in order to present our work to other schools and motivate them to imitate it. We hope that this will have a positive impact on our students in terms of increased environmental awareness and responsibility for this planet. Other impacts will be that students will be able to develop and implement personal competences such as self-confidence, responsibility, endurance, communication skills and digital competences in relation to lifelong learning. There will be several long-term benefits from the Erasmus+ project:- The development of a spiral curriculum on sustainability that will assign themes and activities to different subjects and grades.- The further cooperation with environmental groups and thus the deeper anchoring of the school in the community. - The awareness of pupils that it is a transnational issue and therefore the exchange between nations is necessary.- The solidarity with the participating countries and thus the further consideration of their problems and solutions.- Feeling the European idea and the importance of the European Union."

The five participating countries have many and different cultural and natural beauties because of that we want to take advantage of this circumstance to involve our students, teachers, authorities, parents, public institutions and communities in preserving our Cultural and Natural Heritage. Two partners are newcomers to the action and want to gain experience, three partners are very experienced so will learn one from each other.Our main objectives are:1. Strengthen the feeling of being a European citizen and develop the feeling of having a regional and cultural identity which is part of the European Union and that we are responsible of preserving it. 2. Develop positive and responsible attitudes and behaviour in our pupils as future European citizens. Elements of DEMOCRATIC PARTICIPATION in the project - active involvement of the students in decision making in various stages of the project.3. Language learning. One of the project’s main goal is to show the participants the benefits of the ability to use the foreign language to communicate in a transnational setting. 4. Integrating ICTS. Open virtual learning and digital contents during the process teaching - learning as usual resources so that they contribute to develop the student’s key competences in a context that responds to digital reality of society.ACTIVITIES AND METHODOLOGY:The activities will be done during preparation,execution and dissemination.- Erasmus Plus Corners- Publication of the strategic partnership - local, national, international- eTwinning- website- blog- Youtube- Facebook- Intercurricularity: It combines several school subjects, especially History, Biology, Geography, ICT, Citizenship, and Foreign Languages. DISSEMINATION- Work on the project products that will let disseminate our project: guide, photos, leaflets for Tourist Information Centre, workshops, lectures, etc.- Get in direct contact with real nature “outside” of classrooms, computers and homes: The students will speak to the locals about the natural beauties they live in, they will create materials “on the go” , they will get absorbed in the issue of preservation and will involve more people in this issue. - Exchanges of students with other European students: The pupils will have the opportunity to learn something new together, to compare themselves and to motivate each other. The idea of interdisciplinarity and mixed European groups makes students learn with joy.RESULTS AND IMPACT:Students:- Increasing awareness on the issues of Environment and climate change - Cultural impact as it will open up the pupils to other cultures, values and languages- Pedagogical impact as this project will improve different skills such as those of ICT, communication in English, understanding nature and its potential for our future way of life, creative and expression skills and understanding scientific information.- Enhancing students' sense of initiative, autonomy, cooperation as well as their sense of responsibility.Staff:- Getting experience in the field of managing and controlling projects that involves partners f from other countries.- Developing personal experiences, forming personal contacts and learning new pedagogical methods and practising English. - Broadening their intercultural, pedagogical competencies.They will gain new stimuli for their everyday work. This project will be an exciting challenge for teachers so that they will create activities, manage different situations and recognize and rectifying mistakesSchool:- Bringing changes into the organizational system of the schools regarding foreign language teaching.- Getting popular scientific school subjects, to emphasize their importance and usefulness. - Raising the institution to a higher status and prestige. New partnerships will be created and reinforced, innovative ideas will betransferred.Education community:All the work will be subsequently transferred on the school environment, parents, school partners and the public.Parents, together with other organizations (environmental associations, local authorities, Tourist Information Centres, libraries) will be involved in organisation of the meetings and evaluation, so the local community will undergo a positive change.

"Theatre pedagogic - DRAMA - as an innovative method to develop basic and transversal skills in students, is an already proved method in our German schools. As we wanted to expand our experiences and use this topic nationally and internationally, we tried to combine it with educating entrepreneurial skills in our students. While designing, planning and acting a common play in interdisciplinary approach, entrepreneurial skills were trained. On the basis of the project work ""Projektprüfung"" in practical subjects, the drama clubs were working in phases like:goal setting and planning: an independent planning and preparing the work process and the documentation of the action on the artistic intentions.Phase of implementation: Performing the (practical) work according to the tasks.Phases of presentation and reflection: Presentation the results and evaluation.These phases were prepared and accompanied the artistic work.""Start-up-entrepreneurs"" have never been educated in such innovative, playful way and in international context. The prearrangements, scheduling and diverse preparational work of the plays was schemed and calculated firstly in every school individually and at project meetings it was compared, discussed and evaluated. In student’s companies and theatre clubs, in team work, like theatre ensembles, in fields of artistic, administrative and technical ranges students and teachers worked on the planned tasks. Finally it was worked on to implement intrepreneurial tasks with the participating students. The German schools introduced the model of ""Projektprüfung"" as a pioneer in international comparison and as a basis for entrepreneurial education. Each school prepared workshops with practical and artistical content, according to the strengths of students and instructors.In these groups, the students trained each others at the meetings. Those skills were the basic for common scenic plays, which were rehearsed and presented in Estonia and Latvia. On first stage each school worked individually on distributed tasks, on second stage the work was brought together at LTT-meetings. The process and results were documented continuously, nationally and internationally.Each school offered individual skills. The Germans, Bobingen was experienced in musicals and ICT, shooting and editing videos. German school teams have tested the procedure of ""Projektprüfung"" since 2 years and introduced this method for entrepreneurial education. In preparation for the LTT meetings, German teams were prepared for the performances with the help of a theatre pedagog. Teachers gained experiences and increased their competences regarding learning and teaching strategies for education of entrepreneurs. These methods were discussed and evaluated within all meetings. The impacts on students, teachers and school community were varied, it had a strong effect on self-confidence was helpful in personal and entrepreneurial ways. Students and teachers developed practical skills, enlarged their competence in interdisciplinary work and teaching methods. Students improved their knowledge of foreign languages and promoted the EU's broad diversity and intercultural awareness. Teamwork and manangement skills were improved in an international dimension.Long-term-benefit is guaranteed in publications on diverse platforms, like school websites, homepages, teaching materials. Publications were presented to schools and colleagues in multiplier events.This practical work was accompanied by a survey, which was informative regarding background, previous knowledge and interests of our students, parents and teachers, in terms of experiences and interests in theatre. The survey was created and performed in every school, compared and evaluated; among participating students of the project on beforehand and after activities, which showed their learning abilities and process of charge, regarding entrepreneurial interests."

"As teachers, we observe that students are no more interested in poetry, drama and classics in recent years .They are getting further and further away from reading these literary works since they are thinking of poetry, drama and classics are not the part of modern life and modern education .They also don't find them benefical for their education.The result of the survey we submitted to the students emerged out the problems why students don't prefer reading these literary works; many students suffer from studying them in their lessons. They find this method quite boring. Most students spend most of their time playing computer and video games.Many others prefer reading the same kind of books such as science-fiction,fantastic stories and detective stories and most students focus on doing tests for their exams which carry them better university life and a future career.They are unaware of the taste of reading a poem, a play or a classic novel. Seeing all these problems, we started the project idea to create opportunities for students to understand the value of these literary works for their educational and social lives.We are six countries from different parts of Europe.; Czech Republic ,Portugal, Italy, Latvia, Spain and Turkey.We met for the same reason to open new windows for the students with the activities. Since each partner school has specific competence, we have great expectation that all partners will host this project with their contribution and literary background. We planned various activities such as Poetry Contest,Oratory,Theatre Play,Musical Play,the World Literature Quiz Show, Liteary Magazine and Poetry book.With all these activities we aim to enrich the students' knowledge of poetry,drama and classics and make them realise the importance of them in educational and social life.We want to revive these literary works on stage and make them part of students'lives breaking their prejudice and opening their hearts to these works.We planned more activities such as visiting charity organisations to perform plays, read poems and share classic novels with these lonely people. So that students will learn to emphaty with other people and they can be inspired to write about real life stories. Role play very important literary figures and national poets on stage with ""Who Am I"" activity ,they will also learn to emphaty with the writers and the characters living and feeling on stage.To write for the Essay Competition and to speak and defend the idea in Debating Activitiy,they will need to research from different sources,they will read different books and learn different opinions.So they will develop critical thinking and form their own idea being respectful to the other opinions. We also forsee ""Families Are Reading Classic Novels""activity to enhance students reading poetry, drama and classic realising the importance of these works in lifelong learning. To make these literary works part of modern education, we will appeal to the ICT integrating it into our activities. Students tend to be addict to computer and video games, they use technology pursuing no aim.With this project they will learn to use technology for knowledge engaging with the ICT activities; preparing facebook page, project website, weebly page ,slights, videos, digital diary of the activities.Furtermore they will live the enjoyable side of poetry activities using coding method. Reviving very important literary works of past , teaching us literature,history,cultural values of different nations, in multicultural area will create big opportunity to compare past and today to think about the future. They will manage this sharing knowledge, learning traditions, social values and today's life style through project activities. While creating these opportunities, one of our aim is to teach students to be more understanding of others,respectful to the values and accept them without prejudice. They will also have a chance to observe attitudes of European schools towards these literary works and how they benefit from them to increase the quality of their education and prepare the students for their future life. We believe that students will broaden their minds analyzing the different points of view through poetry,drama and classics activities with schools from different countries in different settings. This will be a unique opportunity for them not only to develop social, global competences but also they will start to think critically to form their own ideas. All these improvements will carry them to an intellectual area where they can be open to innovation and progress during throughout lives in a life-long learning perspective. When participating in LTT activities, the students will realise the importance of improving language skills, which they will need during their educational lives and for future work careers."

<< Objectives >>The project aims at achieving the following objectives: increasing participants' awareness of forest fires and ways of preventing them; improving both linguistic and digital skills; promoting the students' involvement, commitment, democratic participation and active citizenship; developing non-formal education methods in addition to the formal ones and improving the level of key competences; enhancing European identity and citizenship; exchanging best practices , teaching methods and tools.<< Implementation >>THE DECALOGUE OF THE RESPONSIBLE CITIZEN: infographics made by the students for developing digital skills and summarizing graphically the duties of the responsible citizen in protecting green areas against forest fires. COLLECTIONS OF POEMS ABOUT FORESTS for stimulating creativity and innovation at school. DEBATING ABOUT CLIMATE CHANGES for training critical thinking . PREVENTION CAMPAIGNS for achieving active citizenship. SCIENTIFIC MAGAZINE: digital collection of the main results.<< Results >>Tangible and not tangible results are expected: analysis, reports, spots, videos, ads, banners for the prevention campaign; collaborative products such as digital collections of poems, paintings and drawings about forestry and nature to be exhibited; prototypes for preventing forest fires (robotics); articles for the Scientific Magazine. About the intangible results: the improvement of skills, environmental responsibility, digital citizenship, solidarity and cooperation among partners.