Our countries are currently facing the arrival of significant numbers of refugees and we would like to enable our pupils to consider the situation in a positive way. Following the first project between our two schools, which we ran via the e-twinning platform, we have now chosen a wider topic which will enable us to study the idea of journeys and travelling from different view points: that of seeing journeys as a source of cultural and human interest, but also seeing journeys as a necessity for finding work or even saving one’s life. Our aim is to provide our pupils with the possibility of meeting people from different nationalities and different cultural backgrounds in order to make the real-life aspects of the problem tangible rather than analysing the issue from a geopolitical stance. We would like to give our pupils the means of overcoming racial prejudice and of broadening their cultural horizon and their being able to meet and work with other young Europeans should enhance these aspects of the project.The topic of journeys and travelling is part of the curriculum both in France and Greece and will enable us to work on the priorities established in the Greek curriculum and also to develop the skills presented in the French common knowledge base. Pupils and teachers alike will use digital tools to communicate and will also improve their IT and English language skills.This project will directly concern a group of eighty-nine people : thirty-eight greek pupils, thirty-nine french pupils and six teachers from each country. This core group will participate in all of the activities, including the exchanges. One of our aims is to reach as many pupils as possible and a much larger number of pupils (one hundred and fifty in Greece and three hundred in France) will be involved in the project through activities done in class and an awareness of the achievements of the core group. One of the first achievements and culminations will be the collective creation of a work of ceramic art. Following this, during the exchange periods, the pupils from both countries will join together to present a show that represents the work done during the year. These shows will be a means of sharing the values and achievements of the project with the pupils’ families and local communities. For the whole duration of the project we will report on progress and achievements via the school website, e-twinning platform, social networks and the media. This project will have an impact on pupils, staff and the local population, by changing the way we look at strangers and by enhancing the feeling of being part of Europe. Cooperation between our schools started in 2015 and we are determined to nurture it and continue after this project’s completion.

"Our aim is to stimulate communication among students within the schools and to strengthen the sense of community by working with our hands to create joint products and actions. In doing so, both immigrant and disadvantaged and impaired students should be able to identify more easily with the school community. In all schools we want to work with local extracurricular partners and share our experiences with European partner schools, thus opening our schools to the outside world, both locally and in Europe. We want to create an awareness of sustainability and the environment among the next generation. Pupils should experience that they can help shape their future and make a difference. The most important result of this cooperation is a garden at the respective location, in which ideally communication is continued. An exchange with the teachers of the partner schools should take place across national borders so that joint activities can be planned and learning concepts for the Garden of Diversity can be developed. First experiences start with researching and presenting edible plants, examining environmental conditions and joint activities with gardeners and youth centres from the communities. In theory, the pupils will get to know the concept of ""Edible Cities"".The creation of these gardens should give the pupils at the respective locations the opportunity to examine their own consumption behaviour with regard to food. By processing the products of their own gardens, within the schools and with partner schools, opportunities for exchange will be created. Through the exchange on the topic of ""edible plants"", the pupils get to know each other and thus discover regional differences and similarities, initially on a culinary level. The pupils become aware of and understand the diversity of Europe through the preparation and follow-up work, but especially through the mutual visits.During the stays, regional peculiarities and similarities are explored. Future questions play a role in each activity:In Spain, action-oriented teaching concepts with a focus on horticulture are on the programme, in Germany the focus is on sustainable, innovative urban greening,in Estonia, the focus will be on recycling, and in Greece, groups of pupils will learn about the advantages and disadvantages of modern food production by learning about traditional food production.Networking skills will be trained and strengthened at different levels. On the one hand, cooperation and communication within the school's internal teams of teachers and staff must be strengthened. Through the planned co-responsibility and co-determination on the part of the pupils, an increased communication across classes and groups is to be achieved, which promotes integration within the school. The project implies cross-curricular work, which should also be included in the school's own curriculum by the respective subject group leaders. In addition, local and regional contacts with local administration, but especially with youth work institutions, are to be intensified. Furthermore, the aim is to use this project as a strategic instrument for the further development of intercultural competences, for integration within the student body and for the internationalisation of the schools. The exchange of experience with parallel European schools should lead to long-term relationships and encourage colleagues and pupils to take part in other European projects.In the Gardens of Diversity, the focus is on edible plants from the pupils' original culture, thus symbolising diversity as an enrichment in a ""Garden of Diversity of Cultures in Europe"".Such a meeting place for exchange will be created at the same time at the partner schools in Greece, Estonia and Spain in their surroundings. With the metaphor of rootedness we want to make the European dimension of a Europe of diversity with common values visible and tangible. A ""Garden of Diversity of Cultures in Europe"" makes the abstract tangible with all senses and at the same time offers space for shared experiences and communication. This applies to both the regional and the European dimension."

"The project has the title ""Save the Nature Save the Future""and its coordinator is Greece and partners are Portugal, Czech, Romania and Turkey. Project duration is 24 months. Totally 120 students aged 12-14 and 40 teachers will participate in LTTAs. The natural world is more than a source of beauty and admiration. It offers perfect opportunities for teaching the exciting world of STEAM and the technologies of the 21st century. Nature motivates students to learn, keeps them alert, promotes their creativity, and improves their abilities in mathematics, science, art, engineering, and technology using the five senses. The nature-based STEAM will introduce a powerful programme which will teach students a wide variety of STEAM subjects and skills in an approach influenced by nature. The cooperating with other European countries will help students to develop experience in science, technology, engineering, art and mathematics.Our objectives are to: -Enable students to incorporate knowledge into disciplines -Build opportunities for students in order to become imaginative, creative, considerable in problem solutions, analytical thinkers, interested in science and capable to collaborate with others in the 21st century -Develop new content and promote the introduction of STEAM skills into the curriculum so that teachers can teach STEAM subjects effectively. The activities we are intended to accomplish are:Gala opening project, forest events, insect hotels, solar panels, terrarium, bird feeders, 3D shapes, sundials; building towers and bridges; workshop on bird modeling aircraft; designing objects in the mud workshop; constructing simple machines from natural objects and weather stations; designing environmentally sustainable and smart homes in the mud workshop inspired by nature, solar ovens; creation of sunscreen prints, natural collages using natural objects collected leaves and musical instruments; restoration works; searching and documenting of the species data observed; design of mathematical structures using origami Maker Exhibition, eTwinning conference, STEAM Fair, business pitch and speaker activities, and the use of Audubon Bird Guide and iNaturalist applications.All schools meet once a month, perform their roles and obligations in accordance with the 24-month schedule and inform the supervisor about the results.The results are:-Students are acquiring nature-inspired STEAM skills, understanding how mathematics, arts, sciences, technology and engineering can work together, becoming involved in scientific fields, learning to think critically and finding problems' solutions.-Students understanding of STEAM issues, capability in interdisciplinary integration, awareness and abilities will be improved; STEAM-related services are strengthening, school personnel and school efficiency are expanding, curriculum incorporation of acquired knowledge and skills will be ensured, cooperation between partner schools and key stakeholders is increasing.-Teachers will learn new methods to align nature with STEAM; students will aspire to take advantage of nature, be motivated and make it a commodity. Teachers-participants will strengthen their professional skills in the European aspect. Students will learn how to link STEAM disciplines, develop problem solving, analytical thinking, questioning, innovation skills and will be interested in science issues. At European level, teachers will be able to study new approaches and strategies, they will develop a more advanced curriculum by implementing good practices into their teaching methods. The sharing of best practices in learning will be included in the partner school curriculum which teachers can use and further improve the latest knowledge and skills they gained in their classes. Students will use their knowledge and skills of the 21st century in the next educational steps and it will help them to be profoundly better. Management staff will share the results and successes of the project with new people who will come to school after years and it will enable them to learn from this experience."

Working on the subject of WATER through different aspects ( theorical, cultural and practical ) has contributed to develop the pupils ' skills and develop them as individuals, through formal and informal education.This has allowed the pupils to contribute to the activities according to their own knowledge and skills. They were therefore able to become actors in their studies and not to remain passive, waiting for the teacher's course. Discovering new countries, new cultures, speaking with young people in a foreign country has also contributed to their personal and socio-educative development, has encouraged them to be more active in class and to share their ideas, their knowledge, their experiences with others.The objectives and priorities were above all to work on a 'development project' which consisted, for each school, in finding a method dedicated to the development of its students and of its own structure thanks to a common theme which is WATER. By sharing experiences on specificities specific to each country, each region : the use of water in history and especially in Roman times, the use of water in the economy of a country, thermal spring water, water in agriculture, water in sport ... with partners from 5 countries, the social and educational objectives and orientations have been redefined, re-oriented, added to, transformed ... in order to give a common aim to the 5 schools and to all students in their operation, to give meaning to the various actions implemented in the schools, to allow all the participants (students, teachers, management and administration staff, etc.) to understand and to be part of the different objectives defined and encouraged their adherence.All the proposed activities, even if they only targeted a specific group of people, tended towards a single goal: knowledge and acceptance of the others though specific themes so that all of them can converge on exchanges rich in knowledge and friendship. This wealth then allowed to better understand current European issues, to discuss different themes and to take awareness that friendship and European construction remain fragile and that every citizen must work to achieve this goal.Exchange, knowledge, friendship have been achieved, not only among students but also adults. It was in fact the first participation of these 5 countries together and even if some had a lot experiences of European projects and other not at all; the exchanges were warm and friendly and created strong links for future partnerships.Before each mobility, students had to prepare the theme studied so as to share it with the partner schools during the mobilities. Working with administration, local businesses, teachers, professionnals...has been a great deal for the students because all these people have contributed to explain them the beauty of nature and emphasize the notion of protection and preservation of what is useful for humans .The practical knowledge acquired in each country on the different subjects, the experimentations linked to water, the interactions and the productions made by the students when they came back into their own country valued the work of teachers and students on environment and on the aspect of the preservation of a good useful for the survival of humankind. It will be used in the future as a basis and examples of teaching when environment, natural ressources, arts and litterature on water and nature ...will be taught. Unluckily only 4 activities on the 6 have been able to occur and it has been too bad that , because of the COVID, the face-to-face links couldn't go on on the following of the subject (water in agriculture and its difficulties and water in leisure) which were the logical continuation of the project. It is important for new partners to learn to know each other and what could be more important than meeting, exchanging...even if links have go on thanks to new technologies (Facebook, mails...) some of them felt too fragile to continue working together just by visio classes and far from each other. Yet friendly links go on since some of them have decided to work on new projects together.

"The project ""Our hands and minds to become an active and responsible tourist looking forward to promoting our own regions in the future"" aims at:-promoting ecological and cultural awareness, increasing metodological competence of teachers involved in the project;-supporting new participating and intercultural approach towards heritage and supporting social initiatives which consider international dialogue of students from the early stage of life;-make teachers and students aware of European heritage of regions;-exchange of good practices including social link, critical thinking and teens involvement.School involved into the project are from : Greece, Romania, Latvia, Turkey, Poland. The location of schools help achieve intercultural and intenational dialogue of nations.Students involved in the project come from different social background needing great support. There are about 10 students involved from each partner school including students with less learning chances. Description of activities:-learning new skills of communication using ICT by using various communicative methods;-getting to know places in Europe of the world heritage; becoming more aware of caring for it in the future by empirical methods;-learning new strategies to achieve some goals;-paying attention on ecological, touristic, cultural aspects of regions environment by observation and measurable methods;-learning critical thinking towards project aspects by communicative methods-getting to know how to make attractive professional films; Methods used while carrying out the project: active learning methods,communicative and empirical methods, project method, debates, discussions, SWOT,Short description of the results:The results are going to be material and non-material. -lesson plans in each partner language considering ecological and cultural aspects of the project;-introducing new methods to pedagogical work;-analysis reports of questionnaries, interviews etc.involving the increase of awareness cultural heritage of regions in Europe;-increasing language competence among teachers and students;-increasing group cooperating competence, self-confidemce among students;-increasing experience of leading multicultural projects;-increasing awareness of the influence of implementation project results among locals;-quality of schools improvements;-increasing of cooperation between local societies and schools;-learning abilities of using ICT tools among teachers and students.We are going to share good practices experience with other sectors: local ecological organizations, local and regional heriatge associations, other schools in regions. The results of project will be provided to local governments by ICT. After having completed the project all teachers will implement observing good practices into their daily pedagogical work by: organizing ecological, tourist, sports school activities and events, supporting students self-involvement. Teachers will create new attitudes towards cultural European heritage in schools by putting innovative lesson plans into practice. They will also gain new experience to become leaders or partners in eTwinning projects.Each school is going to use project results and to implement activities after having completed the project.Fast social and cultural changes in Europe make teachers develop their teaching skills all the time. They still ought to learn new innovative methods and tools to provide their schools with new and practical and effective methodological and pedagogical skills not to forget about our European cultural heritage at the same time. Participating in the project will make other school teachers aware of posiibilities of eTwinning programme. The annual eTwinning events are going to be held in each pertner school after completing the project. As a result, an increase of language of communication and logistic competence will be noticed among teachers and students, which is going to be a background to lead other multucultural project in the future."