"According to The World Health Organization (WHO) depression is the principal cause of illness and disability in the world. The organisation has been issuing warnings over several years, as this disease affects over 300 million people all over the world and is characterized by a high risk of suicide (the second most common cause of death in those aged between 15 and 29). Studies on the child population have observed prevalence rates of, for example, 4% in Spain, 8% in Greece, 10% in Australia and up to 25% in Colombia. As the World Health Organization (WHO) has also stated, preventing depression is a key aspect of major importance and the organisation argues that school programs and interventions aimed at parents help reduce the prevalence of this disease. Depression prevention programs do exist, mainly targeted at adolescents and only a few at children that are younger.As these numbers and first remarks show, issues of mental health are supposed to play an important role in contemporary education, be it in school or outside. However, they do largely play a marginal role in schools. Having said that, it has to be clearly stated that schools are not institutions that can cure diseases. But what we can do is to focus on prevention. For this the concept HAPPINESS plays a very important role. Therefore, the main idea of this project is to deal with the different facets of HAPPINESS, declined in different perspectives: happiness can be experienced, following very different ways and paths and because of that also a intercultural approach of the European countries involved is valuable and benefitting. Besides that, respect of cultural differences will be a common goal, in order to make our pupils more sensitive to one of the main mottos of EU: United in diversity. Given that happiness is a basic human need, we want to open up opportunities to the pupils, so that they learn themselves to become happy. This project answers a fundamental need in today's Europe: it makes the pupils think about an existential aspect of their life, although they are not used to reflect on it and they usually take it for granted. For this reason, we see the urgent need for them to talk about these topics, to discover what could possibly make them happy, and to make use of that knowledge in their daily life. At the beginning of the project, pupils will not be aware of the need to discuss the concept of happiness. These ideas include e.g. questions why happiness is such an important issue not only for an individual, but also on a social or even political level. Whereas in countries of the Western hemisphere political debate is still dominated by e.g. the gross domestic product, in Bhutan GROSS NATIONAL HAPPINESS is a major goal of governance of the country's leaders there. Following a resolution ""Happiness: towards a holistic approach to development"" (UN General Assembly 2011), urging member nations to follow the example of Bhutan and measure happiness and well-being and calling happiness a ""fundamental human goal, the UN Sustainable Development Solutions Network has published a World Happiness Report almost every year, making it clear that overall happiness of a population is influenced by a set of factors in every country. Similarly, the EU commission issues health reports every year and has called the physical and psychological health of the young generation an important aim. To deepen those philosophical and political ideas of happiness we, the European citizens, have to ask ourselves questions like: What kind of effect does the lack of happiness have (again: for an individual, for society)? What is the relationship between human concepts like HAPPINESS to others like FREEDOM?Participation in this project will allow each participant to reflect on a person's individual resources of happiness as well as on those that have its origins in society. One goal is to facilitate students from different countries to have a cross-cultural reflection on the achievement of happiness. Is it because we are people from Italy, Germany and France that we have different ways of achieving happiness? This is another question that will be raised during the project.Pupils will be confonted with the concept ""happiness"" in a more THEORETICAL way throughout literature, languages, philosophy, art, theatre, sciences, social studies, as well as in a more PRACTICAL way with the exchange of experiences (in the fields mentioned before, but also by means of e.g. sports) and the encounter with other cultures. The concrete results are: -Final Common Product: a video documentary with the title “The Art of Happiness”-Specific Products: Collège Henri Wallon will produce a theatre play. Liceo IESS will prepare a photo documentation of the project. Leonhard-Wagner-Gynnasium will host a panel discussion at the end of the workshops, reflecting on the results and findings of the project."

"Last year, in 2018, the 100th anniversary of end of the ""Great War"" was commemorated. For this reason and on this occasion a number of ceremonies, events, exhibitions and historic publications were initiated on the topic and the effects it had as introducing a radical and global historical change. This anniversary was impulse and motivation for the three schools united in this Erasmus+-project to trace back the developments that led into WWI as well as to observe which results and consequences the war had on European societies in the years after - and in the long run - up until today.Therefore, the scope of and the approach towards the project was quite comprehensive and diverse: issues that been hotly debated by the people 100 years ago were scrutinised from a current perspective, trying to find modern answers that are also supposed to help to understand 21st century Europe. The consistently adopted, transnational character was the outstanding feature of the project, focusing in past and present on overcoming traditional, national and post-national patterns. During the project this transnational approach proved to be able to contribute to erasing historically developed antagonisms and oppositions by raising the awareness of another contrast, which should possibly be called a ""historic gap"". This gap mentioned is the deep contrast between the values, lifestyles and global perspectives between the ""1914 generation"" and their great-grandchildren of the 21st century.These differences (also in the approach towards the terms ""nation"" and ""Europe"") between then and now, between past and present would turn into one of the central guiding themes, leitmotifs of the cooperating teachers and schools, helping to analyse the radical changes originated by the Great War. This theme was also used to illustrate the effects it had on local, regional, national and international developments since then. Results of these observations and their analysis were presented and discussed in a transnational pupils' exhibition taking place from November 2018, each at the same time at every participating school. This exhibition had been prepared and assembled in two project meetings in Germany and France in the months before. The core ideas of all the three exhibitions was the same: the use of a certain number of exhibition panels had been part of the teachers' agreements and was therefore compulsory. But there was also space for a more individual, flexible approach for every school, trying to meet local needs or the individual requirements of every school involved. It was also optional for the schools to accompany the exhibition with a supporting programme, that was intended to disseminate results of the project into a local or regional public open to the topic.The evaluation of the project took place in a final exchange programme in Reggio Emilia in February 2019. It was an important feature of this last meeting to involve the participating pupils in the evaluation: which gave birth to the final project of a common Erasmus+-video prepared and produced by members of all three schools."

The project was delivered in line with the application.The project has produced and piloted a Personal Finance Programme in a modular curriculum aimed at students aged 14 - 21. The focus of the programme is on how to manage their money and how to be aware of the various opportunities and risks that they may encounter throughout their lives in relation to money.This was achieved by: a. conducting research within each country to establish what finance information already exists, whom it is aimed at, and what levels of access and awareness there are in relation to the topic. Along with this we conducted primary research to accurately establish the specific needs of the target group. b. We then developed a training programme (curriculum) which is in a modular format consisting of ten topic areas to teach students how to manage their money.c. To support the training course, 10 instructional videos were produced which summarised and promoted the topics. d. To further support the training course, we produced a series of work sheets which combine to form a booklet, which complements both the training programme and the instructional videos. e. The materials were tested during a C1 blended learning week which enabled both students and teachers to pilot the programme.A number of multiplier events were held to showcase and promote the intellectual outputs of the project.

"The European Union needs an active and vibrant European public sphere.Only through a common public sphere citizens will see themselves ascitizens of the EU; a common public sphere can help people to lookbeyond their own national horizons. A European identity would contributeto the democratic legitimacy of the EU. After all, a strong Europe needscitizens who also have a European identity. How can we arrive such apublic sphere? Five schools from Germany, Finland, Poland, Hungary, and Italy have setout to do so. About 100 upper school students* and about 20 teachersfrom these countries went through a joint exchange programme, at the endof which impulses for the establishment of a European public sphere weregenerated.The project had three interlinked levels of action. They ensured that inthe end the students were able to enter into a discourse withdecision-makers as responsible Europeans. Our steps: 1. create a European public sphere ourselves: through eTwinning andother formats, we provide lessons in which we understand how issues ofEuropean relevance are discussed in our partner countries. We startedtalking about digital formats for this purpose. The focus was on digitalliteracy and the adoption of perspectives.2. In a first week of exchange, during which each school sent andreceived delegations in each partner country, we developed our ""nationalnarratives"". Historical, economic, and social backgrounds that influencethe partner countries' perspective on European issues were examinedin workshops. The adoption of perspectives, professional andlanguage skills, and critical thinking were trained. With the results weprovided the basis for the establishment of a European public sphere,because mutual understanding and knowledge of the interests of thepartner countries are the basis for a strong Europe. At the end of thisweek stereotypes were broken down, prejudices were overcome and a deeperunderstanding of national self-understandings was developed. 3. In the second week of the exchange we worked out the conditions fora common European public sphere. To this end, we looked at the role ofthe public and the media in democratically constituted systems. We thendeveloped ideas and prepared impulse papers and lectures for theestablishment of a European public sphere. Moreover, we came intocontact with content creators from radio, television, and newspapers andlearned first-hand about the conditions under which the media work andhow they report on the EU. The focus of this exchange was on technical,linguistic, and methodological competences. In the end, the students wentfrom media consumers to media producers. 4. The highlight was a joint trip to Brussels. Here the results werepresented to European decision-makers in the legislative and executivebranches in a discourse. This way we wanted to promote the civilsociety involvement of our pupils and to bring concrete impulses to theEuropean level. As responsible citizens, the pupils were to take part inthe development of the European idea. However, the pupils were also able toexperience the ""engine room"" of the EU at first hand with Brussels andexperience the internationality lived in the EU as a diverse normality.With this project we promoted the European idea and set our own,concrete impulses. Our schools deepened the exchange, and the digitaland civil society skills of those involved were promoted in the longerterm. We conveyed our results to the regional public and thus alsostrengthened the European idea locally."

"The year 2019 has shown, partly through the influence of Greta Thunberg, that rethinking and concrete actions in environmental and climate protection are a long overdue goal, formulated by young and old people not only in the ""Fridays for future"" movements, which is being dis-cussed by leaders worldwide. At the Herderschule there was even a project day, ""Herder for Future"" at which various workshops were held on the topics of environmental protection and sustainability. This movement is also relevant at schools in the partner countries. The Polish school has been taking many actions connected with practical ways to protect the environment: rubbish selection classes, collecting plastic bottles for charity purposes, recy-cled materials art classes. Ecology and sustainability are important elements of the school curriculum.During the evaluation of the previous project: ""What do you think - what do we think? Over-coming borders, finding common ground!"" it became clear that environmental and climate pro-tection are topics that are of great concern to the participating pupils and their fellow pupils in all partner countries and should be addressed in a follow-up project. In discussions and in the exchange itself, differences with regard to sustainable nutrition and health became visible. Another issue that was discussed was sports and nature. Many students regularly do sports. The practice of various sports can influence and damage the surrounding nature to a great extent. For example, waste is produced, additional infrastructure is needed and made possi-ble, noise is produced. This has negative effects on people and nature. It turned out that the pupils are concerned to practise sport in a nature-compatible way. The teachers involved in the project immediately agreed to support the plan to work on these topics and to encourage the commitment of the pupils. Thus, the selection of the project partners resulted from the previous project and continues a tradition of our school partnerships.In addition, the eTwinning 2020 theme ""Climate change"" has motivated all the participants to initiate a project described below.Furthermore, the previous project showed that digital media literacy skills are developed dif-ferently in the partner countries and that there is much to learn from each other (peer to peer learning). Accordingly, the idea was born to develop the project: ""A common European reference framework for health and sustainability - vision or necessary reality?“ The pupils will pursue two main questions and enrich them with theme-related excursions and activities:1.""Sustainable nutrition: seasonal and regional - the only way to a healthy future?""2. “Holistic and sustainable health: Sport and exercises - parts of the ecological footprint?!The results shall answer the questions formulated in the project title and serve the exchange and discussion with representatives of the European Commission Health Care in Brussels. In order to further promote the digital media skills and the key competences of the pupils and to collect the results in a functional, target group-adapted and motivating way, the pupils shall produce and present videos."