16 000. Approximately 16 000 words are spoken by everyone of us each day. We know that often people who come to the top are very eloquent. This has been the case in history and this will also be true in the future. Our needs analysis shows that companies need people who are able to give a profound analysis in English on a given topic. One of the things we often hear from people who work in (big) companies is that their staff members do no longer know how to do a speech, how to write an effective report, how to get along with people from other companies of other countries. As the title implies, the aim of this project was thus first and foremost to raise pupil's eloquency about current topics. Words, and the power of words, have become of utmost importance in our everyday life. Therefore, we want to give 18 pupils per country, thus 74 in total, the chance to work on this urgent matter. These pupils, aged 15-18, focused on specific aspects concerning speaking, discussing and reflecting, both during preparatory phases which has been developed in each school, as during the learning activities organised as an exchange meeting in one of the partner schools. This way the students acquired knowledge about speaking in public, and also tried to conquer their possible fear and enjoy the opportunity of having a hands on experience with other European citizens speaking about current affairs. As a result, their speaking comprehension was boosted. Due to the Covid Pandemic, the last meeting was virtual. This implied that the students could also improve their online meeting skills, as they had to negotiate in smaller groups. Moreover they debated in front of everyone online. In this world, where at the moment online meetings are the most important, these are important skills. We can speak, I have a word to say, Our words change things and The birth of a common language were different parts of our project. We focused on speeches and the best way to give a speech (verbal and non-verbal), analysed the use of different ways of communication (both written and oral texts) to compare the reliability of the different sources (e.g. in newspapers/tv/social media) where we focused on populism, historical figures who gave society changing speeches and debating respectively. We invited experts upon the different matters, e.g. on verbal and non-verbal communication and on populism. The students did a lot of speeches during the project, and thus improved these skills, as well as their English. Every exchange, we used European topics to talk about. Most of the time, we focussed on the current affairs, the current European matters, as to also raise the pupils' awareness of the European topics. We speeched about it, spoke about it, and last but not least, debated upon these matters. We created a common website for the project that is linked directly to our respective school websites. This was used to upload results and correspondence, and to present the stages of our project to the school as well as the local community. All results are also be uploaded on eTwinning and continuously displayed in our Erasmus+ project corners at school. In all the schools, articles have been written about the project, either in a local news paper or in the schools' paper. The tutorial on how to give a proper speech is helpful as a guideline for teachers and students all over Europe, because pupils have written these guidelines themselves. Writing this, the students became aware of the pitfalls of speeching and they made sure others can benefit from their researches. During the activities, the tutorial was further complemented with the newly adopted skills. All the aforementioned activities facilitated raising an awareness of shared concepts and promoted the capacity to act on related issues. The participation in this project allowed our schools and communities to promote a positive attitude both towards European pupils and to dare to speak in front of a public. The project made our teenagers more conscious about the fact that being able to tell their opinion in a structured, respectful way is of utter importance in everyday life. They became more aware of differences and similarities between different European countries, of how working together could bring them to a higher level. Their level of English increased, as well as their sense of initiative and their digital competence. These skills are important for their future at school and when they look for a job. This project helped them to raise their skills to the top.

Students’ well-being and its associated motivation determine performance at school decisively. In the 21st century students are facing ever more complex challenges which go beyond accumulation of knowledge, especially with regard to using modern technology, acquiring social skills and developing a responsible and independent personality. The project “be-well@school.eu” seeked to promote students’ well-being at school in order to realise their academic potential, thus improving results and reducing student dropouts. Hence schools face diverse developments to satisfy their educational mandate in the long run. This implies inclusion and integration, sustainability as well as health education in a digital world and a multicultural society. Four secondary schools (Niedersächsisches Internatsgymnasium Esens/Germany, IIS Romagnosi Piacenza/Italy, Zespol Szkol z Oddzialami Integracyjnymi Przemyśl/Poland and Saulėtekio gimnazija Siauliai/Lithuania) shared a common goal which was to meet these challenges, thus to benefit from each other’s strengths and experiences. Four core themes had been constituted based on a survey analysing the everyday situation both of students and teachers with their respective needs. To achieve improvement of school life, students’ personality development, well-being and success of all participants, it was to accomplish the following “missions”: - “be-4.0@school” (knowledge of learning types and adequate learning strategies, reasonable use of IT)- “be-ecofriendly@school” (sustainable use of resources/environment)- “be-socially-aware@school” (socialisation with a special focus on integration and inclusion)- “be-healthy@school” (developing a healthy lifestyle concerning diet and physical activities)Four groups of international students (alternately swopping team leaders), each consisting of 24 persons (6 per country) aged 14-17, were involved in the project-based work. By means of IT such as eTwinning, videoconferences or social networks, students did research on the missions outlined above, i.e. collecting data, gathering information and ideas, documenting activities and consequently establishing a broad overview of the necessity and possibility of changes. The insights gained were collated and presented in an international meeting of the current 24 team leaders. Expert groups presented, enlarged upon and developed the insights further. With this European collaboration, students as well as teachers acquired a key understanding of what a “European citizenship” actually means. Media-based lessons, padlets, a school garden, a play and a healthy lifestyle magazine – just to mention a few – had been created in the course of the project. All digital products were put together in a multimedia e-book. The key essentials of the activities that followed the encounters of the groups were to implement the improvement measures in school as well as to publish the results within school community. This led to mutual benefits for all involved. Participants were multipliers for students, encouraging them to reflect upon their behaviour and attitudes as well as to exchange positive experiences. Teachers together with their students initiated activities in order to promote the internationalisation and modernisation of the participating schools. These insights were spread not only by sharing information and materials within schools but also by reports and articles in teacher magazines and regional newspapers. Workshops to involve fellow teachers of other schools and were skipped due to lack of time or organisational reasons. Constantly conducted evaluations prove that students have been made aware of the four core themes outlined above. Hence they will influence their fellow students, school community, families and environment in these matters.A significant improvement concerning test results and a lower dropout rate has not been clearly observed yet. Eventually, the project has definitely raised the students’ awareness of Europe and a European identity.

The concept of sustainability was first mentioned at the World Environmental Conference,held in Stockholm in 1972.However,in Brundtland Report published by the UN Comission on Environment and Development in 1987, it was also defined as the concept of sustainable development and today its scope has been expanded thoroughly.The concept of sustainability is based on the idea of reducing environmental problems as well as preserving the natural structure of the environment. Along with the needs of the next generations, the aim of bringing the idea of long-term sustainable consumption to daily life without putting the whole World in danger reveals the importance of this concept. Protecting the environment will only be possible if individuals have the confidence to act with an edequate environmental awareness.In this context,school as educational istitutions should strictly follow the principles of sustainable development as a whole,including their students, teachers,administrators,assistant staff and families.The ESST Project aims to contribute to their target audience, who develop empathy for all lifestyles , adopt sustainability as a life principle , can look at nature as a whole and be aware of the effects of their beavior on nature.In addition,it will contribute to the development of basic skills and competences (Science and Social Science , Language,ICT, etc.) by supporting its partivipants a academically.By including disadvantaged student groups in the Project , they will increase their loyalty to school,remove social barriers and work specifically to raise therir academic success.In addition , it will enable the exchange of good practices by acting with an environmental action plan to learn and transfer the successful practices that the partners are carrying aut locally.For ESST Project , 5 EU member countries (Germany,Lithuania,Croatia,Spain,Italy) with a cordidate country (Turkey) schools have been met. These are successful practices to create environmental awareness by adopting local sustainability principles.They adopted the principle of “think global,act locally”fort he solution and prepared an EU sized sustainability education action plan under the coordination of the Turkish school. Each school has prepared a transnational education activity (LTT) fort the project within the framework of the practices and expertise they focus on locally (6 pieces).They will also take leadership in the tasks to be carrried out during the Project and in the outputs that will emerge.Topics to be covered in transnational education activities are climate change effects,nutrition,biodiversity,carbon footprint,energy and waste management (resycling) within the scope of environmental sustainability.A total of 120 students and 60 teachers will participate in the transnational trainings.Students will be selected from the 12-15 age range. Apart from this,schools will make and expand the activities they will perform locally within the framework of the activity plan prepared,open to all student groups.Qualitative and quantitative measurement tools that will be used for measuring Project objectives are also determined.These are;-Pre and post tests(Wise human test,what kind pf consumer you are)-Achievement tests at the end of the activity (Kahoot)-Written grades and caurse success of participating students.-Teachers evaluation reports and feedback after the activity-Number of students attending environmental clubs in schools.-Participant profiles in in-school and out of-school activities.-Activity minutes (Attendancy,duration,number of participants)-Numerical data of social media accounts (follawers,views,comments and likes)-Written and visual press news. The education and trainning outcomes that will emerge at the end of the Project are;-E-journal(3 months,6 issues)-Sustainability agenda-Mini greenhouses, seed libraries, project commemorative forests.-Intelligence game named Defeated Pollutant.-Sustainable recipes book.-Information corners with zero waste campaign.-ESST Project Effective Consumer Law.-eTwinning Project and potential quality labels -Social clubs and social media accounts they control-Sample lesson and activity plans , video,photographt etc. Materials.Within the framework of the Project is dissemination activity plan, the priority of the schools to be followed fort he target audience and stakeholders at the local level in the visibility of the Project, the promotion of the work done and the announcement of the results; all students at schools (4600) and their families,educational institutions in the immediate vicinity,local government agencies,relevant NGO’s.Transnationally, the website and social media addresses will be opened with the Project,and the eTwinning Project will be launched and implemented simultaneously with the Project within the scope 2020,eTwinning “Climate change and environmental challenges year.”