<< Objectives >>1- expand awareness about the importance of energy resources and how to consume them wisely2- expand awareness about the fact that water is important to humanity and how to consume it wisely3- expand awareness about how bad eating habits affect the health and even environment and how to get into good ones4- promote responsible behavioural patterns and recycling5- enhance the sense of social responsibility6- expand intercultural awareness and interaction<< Implementation >>- Transnational events (mobilities), online meetings, dissemination meetings,- Creating eTwinning and social media platforms and websites,- Presentations about the partner schools, cities and countries- Presentations about the place of environment and nature focused education in national curricula of partner schools' countries,- Campaigns at local levels about environment, climate, recycling and responsible energy consumption,- Preparing newsletters for disseminating mobility activities<< Results >>TangibleeTwinning project; Facebook & Instagram pages; website; lesson plans; local campaigns and materials related to them; newsletters; e-books/e-magazines; materials and objects the students will produce; photos-videosIntangible-expanded awareness about importance of energy resources and the fact that water is crucial to humanity as well as wise consumption, about how bad eating habits affect the health and even environment-enhanced sense of social responsibility, intercultural awareness

The aim of our project WATER = Wisdom and Activity Through Enjoyable Realisation was through individual activities and transnational mobilities to develop and improve the quality of key competences and the inclusion of pupils aged 13 to 15 years of three participating schools (SK, CZ, PL) in five interdisciplinary areas - geography/mathematics, biology/physics/chemistry, language/literature/history, physical culture and work with information and communication technologies (ICT). The common element of all disciplines - water - became a starting point, means of education and learning environment in the spirit of environmental education. The main objective of the project was to develop professional and linguistic skills (linking education and practice), reading literacy, critical thinking, manual skills and skills in ICT for all categories of students (including social / health / economically disadvantaged), and the subsequent recognition of skills and competences through European instruments (eg. Youthpass). The aim was also to create learning conditions that would allow scholastic, heuristic and multisensory method of teaching - effectively connecting the modern theoretical knowledge with practical experience in specific field conditions of 3 countries. Special attention we paid to pupils with special educational needs and pupils from socially disadvantaged backgrounds, who thanks to graphic and illustrative teaching aids could have acquired greater opportunities for true inclusion in education.During the project, we carried out 27 thematic project activities, which are in the Twinspace and we implemented them in the learning process in schools.Activities were divided into 5 thematic areas:1. water in numbers and in places2. water - home of plants and animals3. water - a place of memories and dreams4. Water as an experience5. Water in virtual reality.During the project, we organized 2 transnational project meetings and 3 Short-term learning activities.The project planned 6 outputs, which we also managed to realize. The joint project outputs were:1. four language Czech-Polish-Slovak-English pictorial herbarium enriched with Latin names; 2. an interactive map of each country with QR codes, which also includes a print version along with playing cards and game rules for each school and available in the Twinspace for download in PDF format; effectively linking modern innovative teaching with practical experience and play;3. readers' diary, enriched with pupil's illustrations - stories fictional but also from the lives of grandparents and other relatives - thus involving the wider community as well as local legends and stories.4. A four language Czech-Slovak-Polish-English CLIL dictionary with plant, animal, mushroom and geographical names; which, in addition, in print form can serve as a game memory game, also available in Twinspace as a PDF game; the photographs were provided by our pupils or in cooperation with the conservation society, the drawn pictures were created during the informatics lessons by the school pupils;5. The Twinspace website, which has become the basic platform for storing all materials, photos, videos, presentations, articles and project outputs - each school participated in the creation of the site content - both pupils and teachers; as well as the main place for cooperation and collaboration of project partners.6. Project Chronicle - Created from photographs, videos and materials collected over two years of the project. It will serve as an example of good practice for future generations of pupils.Our assumption that by self-examination, presentation of results, communication with partners and reflections would be achieved higher chances of students to get better jobs, to use greater initiative, to enhance self-esteem and self-sufficiency was correct. Their proactive approach resulted in higher motivation to participate in further education in multicultural conditions in the future and the acquisition of theoretical and practical experience/practice for personal and professional life. At the same time an international peer context opens a wide scope for increasing skills in the foreign language (English, German, Polish, Czech, Slovak), awareness of other cultures and specifications as well as identification of the value and importance of the EU.

The project CLIL across the borders – enjoy and learn was created as a result of the previous cooperation of our schools (in eTwinning or Erasmus+ projects). We’d like to broaden our previous cooperation thanks to our new common project under the programme Erasmus+. The aim of the project is to implement the CLIL method to our school curriculums. This method is modern and efficient; pupils prefer it to the traditional methods of teaching. It supports the cooperation among teachers too because the language teachers and their colleagues who teach other subjects (content subjects) have to cooperate. We are going to include the pupils with fewer opportunities in our project team too, so the teachers participating in the project will cooperate with the remedial teachers at their schools. Thanks to our project, we would like to change our “normal” schools in modern “learning organizations”. The project team is created by teachers and pupils of four primary schools: Základní škola Přimda from the Czech Republic (the coordinator of the project), Základná škola A. Sládkoviča Sliač from Slovakia, Szkola Podstawowa w Zespole Szkolno-Przedszkolnym im. Powstancow Wielkopolskich w Mielżynie from Poland and Osnovna škola “Despot Stefan Visoki in Despotovac” from Serbia. Three of the partner schools (the Czech, Slovak and Polish school) are experienced in Erasmus+ KA2 projects, so they will support their partners from Serbia who are newcomers in Erasmus+ KA2 as much as the Serbian partners will need. Two members of our team are the eTwinning schools (the Czech and Serbian school) - they will be responsible for our TwinSpace and they will help their less experienced partners during the work in TwinSpace, especially the Slovak school that has fewer experiences with eTwinning.We are going to use English in the content subjects (Maths, Physics, Chemistry, Biology, Geography, History, Art, Music, Sport, Manual training, ICT and National languages and literature. Pupils and teachers participating in the project will create at least 12 publications for the particular subjects (brochures, videos or presentations) with instructions, ideas, worksheets and advice for the particular content subjects. All these publications will be written in English and our native languages. These publications will be used in our lessons not only during the project but after its end too and we’d like to share them with teachers from other schools thanks to our public TwinSpace. The target groups of the project will be the teachers of language and content subjects and pupils (aged 13 – 15) from our four partner schools from the Czech Republic, Poland Serbia, and Slovakia. We will inform other teachers and pupils of our schools and their parents about the project activities and outputs on the notice boards at our schools. The public will be informed about our project on our school websites and in the local or regional newspaper.

The EU has set constraining targets within the framework of the energy and climate plan and the French law dated August 17th, 2015 supporting green growth and aiming to increase the share of renewable energies. To insure the energy and ecological transition, the involvement of citizens is crucial and lays the grounds for more radical changes in long-term lifestyle and consumption so as to achieve the great sustainable development goals adopted by the UNO in the 2030 agenda.Each partner has its own identity (ethnicity, history, language, sensitivity) and seeks to preserve its cultural diversity. They all try to reduce their consumption of non-renewable resources, their carbon footprint, the local and global environmental risks and damages related to the development of energy systems. These major issues facing the European territory must be at the core of school education.Through a consortium and 140 pedagogical activities, e4L is created with the aim of respect for oneself, for the others, for the planet and its resources.Diversity is a key theme: it is academic, social, intellectual and linguistic. Each school is responsible for the implementation of the actions described and the dissemination of the skills acquisition procedures, the benefits and teaching files.The choice of a rewarding approach to the conventional learning capacity (formal or not) enables our education systems to innovate by integrating into our training plans the teaching methods used during the project, particularly for young people in a situation of under-achievement or exclusion. (Eurostat 2018, EACEA/Eurydice/Cedefop, 2014).The outcomes will be disseminated and accessible to all on the Internet, whatever their form: articles on the blog, school websites, media, evaluation reports, research work, educational booklets, photos. Everything will be printable in the form of worksheets.The variety of languages used (French, Greek, Slovak and Italian) to deal with a universal and sensitive issue will aim to mobilize the 8 European cross-disciplinary skills and varied scientific knowledge. Our study will examine the future-oriented fields of activity such as energy efficiency, renewable energies production, waste-to-energy schemes, recycling, eco-design, circular economy, research and investment, energy supply...Our young secondary-school pupils' interventions with primary schools or specialists are a key success factor for their future.Depending on the territories, identity anchorage and mobilisation around the issue of energy differ. The school in mainland France will harmonise the participatory exchanges. The aim is to look ahead towards a European dimension, where it is fully recognized that moving from a society of energy quantity to quality involves profound changes in our lifestyles. Through the actions, we will endeavour to achieve 3 goals: Form the citizen, Think and Communicate with foreign languages, Learn with methods and tools.E4L provides:- provision of general education on ecoefficiency-knowledge and active participation in virtual and real-life workshops-transformation of the citizen consumer behaviour-involvement of families and young Europeans.- inclusion of any type of educational establishment and consideration of suggestions.-actors' openness thanks to interdisciplinary work.-extensive, professional, and vulgarised dissemination of reusable outcomes.-informed assessment of the work done.-discussion and sharing of the methods used to deal with the themes.-emphasis on actions aiming to protect the planet and discover cultural specificities thanks to experiences abroad.-awareness on the energy transition to meet the climate challenge.Besides the 8 virtual and 6 real-life mobilities, 2 training sessions will be organized: one on a Greek island (November 2020) and one in Guadeloupe (January 2021). An information and awareness-raising congress (June 2022) will also take place. With the help of lecturers and testimonies, each country will present the energy-related challenge as the driving force of existing and future challenges (climate change, energy scarcity, water resource management, competitiveness and economic performance, employment) and also as a way of giving meaning to everyone's success.We will evaluate the degree of achievement of the scheduled activities. The aim is to show that what helps our diversity is a source of innovation, creativity, education, exchanges, while trying to implement a consumption more able to respect the planet, more resource-efficient for 2030, in accordance with the energy and climate plan and the Sustainable Development Objective n°7.

Everything can be recycled, except the Earth - it is the title of our project, which focuses on the current issue around us - recycling and environment protection. We are a project team of six countries from different corners of Europe. Our project is an answer to our pupils´ and teachers´ needs. The main aim of our project is to increase the awareness about environment protection and recycling among pupils and other school staff members through various creative and innovative activities, increasing participants’ knowledge about other countries and cultures, developing social and intercultural competencies, increasing competences in ICT and foreign languages. To get the project aims in all partners’ organizations, we will introduce methods of non-formal education by promoting equity and inclusion and reducing disparities in learning. We are going to introduce such activities that will address culture and social diversity, actions involving students with disadvantagedbackgrounds(social and economic obstacles) and minorities. Taking part in the project activities and creating the common products, participants will becomeaware of the importance of recycling, reducing and reusing waste materials, moreover, they will become tolerant of other nationalities. They will better understand the differences and similarities between cultures and break stereotypes. The participants will get the knowledge but also practice about different educational systems and good practices in recycling around project team schools.With our project we would like to achieve for pupils and teachers:- raising an open debate on the benefits and risks of recycling and environmental protection- recognize the problem of recycling more efficiently and promote it more effectively- promoting critical, peer, initiative and experiential teaching and learning- closer involvement of laic and the professional public in school activities- more purposeful and conceptual involvement of interdisciplinary and cross-sectional relationships in innovative problem-solving- the return of natural elements to the local community- fight stereotypes and increase inclusion, tolerance, mutual understanding, and future international cooperation We intend to achieve the aims in cooperation with all project schools. We are sure that the project teams will exchange good practices and way know-how between all partners. The methods and techniques of working in the project are interesting and innovative both for pupils and teachers. The work in the project is provided through integrated approaches and is incorporated into the partners’ school programme, according to the project plan. The target group consists of pupils aged 10 - 14 where disadvantaged pupils are also included as well as learners and teachers who want to develop their personal and professional possibilities. Doing the project and creating outcomes, participants will increase their competences, motivation, and satisfaction in school work. Teachers and pupils who want to participate in project activities are not discriminated according to age or sex. They all have the same possibility to participate. What is necessary is their motivation to work on project tasks, fulfill the objectives of the project and their effort to implement and disseminate the project, and also to ensure the sustainability of the project by applying of gained know-how into the educational process in each project school. Working in international groups, leading multicultural dialogues and sharing ideas and knowledge will be the irreplaceable source of innovations, developing critical thinking, non-formal education, peer learning. The project's innovation lies mainly in its cross-sectional nature - across all subjects, methods, and ages - from direct teaching, field teaching, direct meetings with professionals to support active pupil access to self-interpretation of recycling and environmental issues through creative workshops and creative drama. These are activities that can be carried out in parallel in several subjects, not only within one subject, as in traditional teaching.In order to achieve these goals, there will be workshops that are focused on the pupils, enabling them to contribute ideas and put them to good use. For this purpose, we will use the following resources (input): -experts -questionnaires - informal meetings -presentations and reports -good examples of environment-friendly companies indicators and measurements: e.g. self-assessment, participants project diaries, questionnaires, successful implementation of the project activities into the curriculum, open lessons, different products: project logo, poem book with illustrations, e-booklet, slogans, worksheets, music CD, film, toys and other handmade objects, posters, postcards, video blogs, etc.The project of the topic is relevant to the priorities of the Erasmus + programme and Agenda 2030, it is cross-sectional, sustainable and participatory.