"Climate protection and education for sustainable development in the school context The Robert Havemann Gymnasium is the only grammar school in Berlin to have four special student laboratories and a learning workshop, which have been set up in addition to the science rooms. In the context of ""Environment and Climate Protection"", the ""Solar Laboratory"" offers student experiments on solar energy for groups of students from primary and secondary schools. In the ""Energy Laboratory I"" there are many motivating experiments on the subject of energy (wind energy, hydroelectric power plants, heat pumps, hydrogen technology, geothermal energy, solar thermal energy, etc.). In the ""Energy Laboratory II"" there are many experiments on energy conversion and efficiency. In the student laboratory ""Environment and Computer Science"" students learn to program single-chip computers (BBC-Microbit, Calliope, Raspberry Pi) and use them for measurement purposes. In our ""Energy Learning Workshop"", groups of students can build functional models of solar vehicles, wind power plants, solar collectors, etc. under the professional guidance of a workshop manager. We are integrated into the network of Schülerlabore Berlin-Brandenburg (GenaU), cooperate with several universities and colleges (FU Berlin, TU Berlin, TH Brandenburg) and are involved in teacher training programs through the Senate Department for Education, Youth and Science of Berlin. We cooperate with educational institutions (e.g. UfU, Stratum) on a project-related basis and are networked with extracurricular institutions (Institute for Solar Energy Research, MNU-Berlin). In addition to school classes from 19 partner schools, school classes from all over Berlin can visit our facility. We regularly conduct teacher training courses at our institution and offer workshops at advanced training events for teachers. Within the framework of projects, we train students at our school to become energy managers who actively use measuring devices to determine energy-saving potential at school and make a contribution to climate protection by making sensible suggestions for energy saving. By combining the natural sciences with climate and environmental protection, these projects also contribute to career and study orientation. Within the framework of the Erasmus+ program, we have worked with two partner schools from Greece and Poland on climate and environmental protection The following objectives should be pursued: - international cooperation on climate protection at the level of educational institutions - Exchange of ideas and projects from the participating countries - Improving science education and integrating digital projects (e.g. use and programming of single-chip computers) - Integration of climate protection, environmental protection and renewable energies into the curricula of national educational institutions - Integration of climate and environmental protection into teacher training and teacher education measures - Linking of school and out-of-school partners in the respective countries - Integration of measures for vocational and study orientation (also with new occupational profiles in connection with environmental/climate protection and renewable energies) - Getting to know each other's educational systems and the reality of life in the participating countries.During the working meetings in Berlin (Germany) and Archanes (Crete, Greece), we dealt with student projects on energy saving, photovoltaics (with student experiments), e-mobility (with student experiments), data acquisition with single-chip computers, 3d printing, solar thermal energy, climate protection projects, solar-mobile and various environmental protection projects, with the involvement of non-school organizations and universities.The planned working meeting in Poland and the final working meeting of the participating teachers for evaluation in Berlin could not take place due to the corona pandemic."

Our project developed from research we carried out into the issues facing young people and the impact this has on their learning and student retention. Life for young people today is highly stressful with pressure to look a certain way and to be ever present online. This is having an impact on their health due to inactivity, unhealthy diet and substance abuse in order to fit in and also to help them either lose weight or look fitter quickly. This in turn can lead to a lack of motivation to learn and early school leaving. The 6 partners from Norway, Poland, Lithuania, Greece, Germany and the UK all have a common interest in healthy diet and sport. Sport participation has been proven to increase activity, improve mood and combat obesity and diabetes, but it is often difficult to convince young people of the benefits as it involves more effort on their part. Students first created a survey about lifestyle. We benchmarked the results with European and WHO statistics and used this information to feed back into our training sessions and outcomes. Our project then created an eBook designed by young people, which will help teachers to motivate their students to improve their lifestyle through relaxation, diet and active sport. It can also be used by employers to motivate their young workforce to become more healthy It contains information about the partners, the results of the survey, newsletters, case studies, video clips and activities which teachers can use to promote healthy lifestyle. This was our key outcome and can be found at https://issuu.com/shareerasmuska2/docs/erasmus__ka2_share_new?e=31517398/64403542 We developed and trained student ambassadors who can now run events and training sessions in healthy living and can motivate their peers to change their lifestyle. These ambassadors have commented on how much more motivated to learn they have become through the project. This will benefit not only educational establishments but also employers as they will have access to a healthier workforce in the future. The training was delivered via 5 student/teacher learning/training activities, each involving 2 teachers and 2 students. At every stage students researched an aspect of unhealthy lifestyle before the session and then worked together to provide solutions which can be found in the ebook. This includes healthy recipes, relaxation techniques, sporting activities and information raising addiction awareness. Students gained Europass certificates to recognise their learning outcomes.In addition we have created a five-language digital application – audiovisual guide for smartphones about the ancient Stadium of Messene and the Palaestra which has been donated to the Greek Ministry of Culture in order to be uploaded onto the site of ancient Messene. Furthermore we have developed an ethical code for fairplay in sport and a video presentation about the Olympic ethos. We used Facebook, Whatsapp and eTwinning as platforms for communication and created a project website http://erasmus-share.net . We held a Teachers' conference in Poland for local schools and colleges promoting Erasmus+ and our project.We have impacted on a wide range of internal stakeholders, including more than 400 students and more than 60 teachers directly and over 800 staff and students indirectly. The project has encouraged students who are disadvantaged in some way to participate either through direct involvement in the training sessions or through events run by the student ambassadors. This included students at geographical disadvantage, those with emotional, physical and psychological barriers to learning and refugees and migrants.We believe all stakeholders will benefit from the results of our project as young people become more healthy and motivated to learn. This, along with the opportunity for them to work alongside their European peers has helped them better understand the common and different issues each partner country faces and so make them more aware European citizens. Through the sharing of best practice, teachers now have new resources available to them to help them plan their classes and improve results. Employers will benefit from a healthier and more knowledgeable workforce in the long term.

The objective of this project was the enhancement of the international cooperation capacity between European schools through themobility of students and teachers and through the improvement of the transparency and recognition of studies and qualifications. Itpromoted the establishment of joint study programs, thus contributing to the sustainability of cooperation among partners andimproving school staff and students' skills and qualifications. It contributed to the development of the European schools inremote areas and to the provision of further informal and interdisciplinary education.The Partnership was formed by 5 European schools (Greece, Poland, Romania, Hungary and Slovakia), carefully selected according totheir excellence, geographical coverage and thematic needs, which cooperated for the past two years. Mobility of 60 students atsecondary education level and 40 teachers has been carried out through this project. The consortium had designed a full strategy forthe implementation of these activities: Joint on-line application, selection procedures and specific criteria.Students have carried out research on the climate of each region, on the entrepreneurial opportunities, on how to start a new job, onrunning a scientific experiment, on finding missing links between science and arts, on making and analyzing on-line surveys aboutcrucial social issues. Students involved in the project work had the opportunity to acquire comprehensive knowledge due to itsinterdisciplinary nature. They have worked in groups (also international), and conducted field research using different types of specialequipment (weather stations and telescope). The final goal was the establishment of a virtual international enterprise. Students haveexpanded their knowledge of history through fine arts, information technology, mathematics and statistics, charting, development ofdata using, inter alia, spreadsheet and multimedia presentations. The results have been presented in a digital way/media–films,multimedia presentations, website, photo blog. Through workshops and specially prepared practical activities, participants havedeveloped their rhetorical skills, listening and reading comprehension, writing skills, foreign languages, time management andlearning strategies. Teachers have presented, exchanged and evaluated good teaching practices. They have presented the educational systemof each school, analyzed the response plans to deal with crisis and critical issues at school, individual learning plans, content andlanguage integrated learning (CLIL), interdisciplinary learning, motivation by means of active participation in schools administration,testing methods, ways to reward a job well done, bullying and the claim about the value of education. Participating schools have beenable to introduce innovative forms and methods of teaching in their institutions and reduce disparities in education. Organizingmeetings, supervising the students’ activities and working on the designated tasks has taught all participants time and humanresources management. A timetable had been agreed on in order to guarantee the success of the project as well as measures for theparticipation of all target groups, for preventing brain-drain and for ensuring gender balance and equal opportunities.Outdoor games and all educational activities have enabled the participants to integrate and develop their communication skills.This international cooperation and interaction has been developed by constant contact via social networking sites and email.The dissemination plan strategy had as key priority to complete with measurable, realistic objectives the maximum use of projectresults by students, teachers, parents, school authorities, other schools and the European educational community.The project has improved the relevance of the educational offer, schools’ prestige and internationalization, which will also beobserved in the years following the completion of the project. Teachers' and students’ motivation and activeness has increased.Students are more aware of the importance to continue their education. International cooperation has been strengthened. All project activities have contributed to the promotion of the schools and the European projects in the local community and region. All the above mentioned have resulted in breaking down the social and mental barriers between the citizens of Europe.In the era of a united Europe, when multiculturalism has become the reality we live in, this project has fostered transnational citizenship as a challenge to be met by both teacher trainers and their trainees.After all, while this project has persuaded students, teachers and parents for the value of disciplined thinking, its goal was to prepare them for lifelong learning in an undisciplined world and to consolidate the sense of European citizenship.

Our Erasmus+ project is based on the comparative analysis among Germany, Iceland, Spain, Greece, Poland and Finland having as horizontal priority Inclusive education, training and youth and as specific priority supporting schools to tackle early school leaving and disadvantage as well as to address all students from the lowest to the highest end of the academic spectrum. All the institutions involved will work on the following difficulties : Students who leave school early due to different reasons, with low academic performance, and poor economic resources. Immigrant students or refugees with problems to integrate. Social difficulties such as discrimination for genre, age, sexual orientation. Geographic obstacles: students from areas (rural or small peripheral islands) where the public transport is really limited.Our objectives are: To research and compare ways for avoiding early school leaving, absenteeism, bullying. To foster school nets and collaborative atmospheres. To prevent early school leaving and favouring the inclusion of students in disadvantaged conditions. To research and compare more efficient ways in the organization of resources to meet the needs of disadvantaged situations students. To carry out activities which reinforce the cooperation among the six countries for the exchange of good practices. To find and share effective ways for the inclusion of immigrants or refugees. To design a Do’s and Don’ts Decalogue on ethical habits. To create a planning to be presented at schools to show how to act ethically. To create cooperative workshops, along with the town council and psychologists. To held open doors meetings. To get to know different cultures and traditions. To develop the linguistic and digital communicative competence. To update and reinforce teachers’ competences for detecting and solving situations of discrimination. To disseminate the results of the project in Europe. To verify, check and assess the results of the project by comparing the initial point and the last point of itself. The number of participants is around 7000 taking into account students, teachers, families and stakeholders and the profiles of participant students range from refugees and/or immigrants, those with cultural, social and economic obstacles, cultural differences, to educational difficulties. The activities to carry out are questionnaires to analyse the issue in the six countries at the beginning and at the end of the project, to state the situation before the creation of the storage of resources which benefit and help students, to check that students and families can have access to the nets and collaborative atmospheres, to assess the benefit of exchanges of good practices. Refugees’ and immigrants’ parents’ interviews to check their children's inclusion. A Do’s and Don’ts Decalogue on ethical habits to be presented to parents, local authorities and other schools. A workshop presented at schools to show how to act ethically. Cooperative workshops, along with the town council and psychologists . Open doors meetings for parents to present the students' work. Videos at the end of both years. The e-twinning platform to assess the students’ performance. The committee of Kiva students will give speeches. The upload of outcomes on the National Agencies blogs, on e-twinning, radio programs and articles for the schools webpages, local authority’s webpages and newspapers.The methodology we intend to carry out is a cooperative research on how to integrate disadvantaged students due to different reasons such as absenteeism, early school leaving, poor economic backgrounds, geographical obstacles, immigration, refugees, bullying, among others, by means of virtual and physical contact through the exchange of good practices and by experimenting the methods the different countries are putting into practice to try to give solution to these problems. We will have three transnational meetings and three training ones with students. The impact will be at the local level where local authorities will be encouraged to have more workshops related to how to help families in disadvantaged situations. Final product containing all the reaches and results will be published at schools blogs or webpages, local press and radios, nearby schools and open doors activities. At the regional level: workshops, interchanges with other schools. At the national level: to spread all the results by means of online spaces. At the international level: Final products will be published at the website of e-twinning and on the Erasmus+ platform.For sustainability, we will continue sharing educational experiences and resources created once the project has finished with the aim of enrichening the strategies related to the objectives. For this purpose, we will settle a calendar of work with the compromise of having virtual coordination meetings at least twice a year during the next five years.

People willing to become active European citizens need knowledge, skills and the right attitudes concerning democratic structures and active participation. For all these reasons we created a partnership from different schools and countries and we joined our forces in order to learn the human values. A Lifelong Learning Programme supposes intercultural dialogue, as partners from different countries and cultures were involved. Any discrimination national or religious was excluded. This program offered the occasion of a better acquaintance between countries, their residents, as well as, the way of promotion of intercultural education against the racism and xenophobia.Intercultural dialogue is the basis for real and lasting understanding and respect, which can only be built up through the acquisition of knowledge about other cultures. In our intercultural dialogue we tried to combat ignorance, prejudice, racism and xenophobia.The main concepts of the project was the sensitization to the idea of “other people” and reflection on one's own intercultural identity. The concepts were expressed through the topics of migration, cultural diversity, stereotypes, prejudice,tolerance, traditions, human and children rights, respect and self awareness. The final products MY CULTURAL IMPRESSIONS notebook and short films are living witnesses of progress achieved by the project. The students involved in the project did use languages, ICT, theatre, cinema, music, photo, arts, culture, local dances, traditions and local customs, as vehicles for research and to communicate the results of their work.The schools involved created the portfolios which include photos, paintings, video, theatre , etc. and shared them in project website and digital newspaper. A new learning environment which is attractive to teachers, students and the whole school was gradually created, favoring innovation and creativity in the field of teaching. At the meetings we worked together, become more aware of our own national identity and at the same time we learned about and appreciating to other cultures. At a more global level, this project offered a new perspective of culture and values. Our project represented a necessary approach to address the question, how cultural diversity and values can contribute to dialogue in Europe. How European citizens of different religious, cultural and political backgrounds can live together and enter into dialogue of mutual respect and understanding. The project examined their belonging to Europe while discussing their outward cultural identity, thus opening the debate to include issue of migration, racism, integration, mutual understanding, tolerance and acceptance of everyone in Europe. We are currently witnessing a new generation of young people who are redefining their cultural identity in a changing Europe. Many children of migrants were born in/out Europe, went to school in Europe and tired to work and create a family in Europe.Nine European meetings took place during the development of the project and allowed the European dimension of activities to be reinforced. Teachers and students were able to benefit from these exchanges and meetings, thus creating a true opportunity for intercultural exchanges and dialogue. The project aimed to raise awareness amongst EUROPEAN citizens and particularly among young people on the importance of using intercultural dialogue as a tool for promoting an active European citizenship. The target group included students and teachers. The foreseen activities were discussion, survey, case study,workshops, promotion of ICH/TCH,seminar, digital newspaper, international folk dance and song team.The objectives were:To raise awareness of the importance of intercultural dialogue, especially among young people, which aims to contribute to foster an active European citizenship – cosmopolitan and with respect for cultural diversity.To enhance interest and respect for the originality and variety of other cultural, national and religious groups.To confront younger generations with differences in culture, opinions and behavior and to look for ways to cope with these issues in an open manner without judging each other.The motto of our project was: Nice to meet you!Subjects: Migration,Early Leaving School, Racism, Stereotypes, Tolerance, Acceptance of differences.The project method was an educational enterprise in which children solved a practical problem. The students first chose the project, and then they discussed what they need to know for solving the problem and learned the required techniques and concepts. Finally they executed the chosen project by themselves.Time for reflection was provided during all phases of project learning, gave students the opportunity to evaluate their progress.The phases of approach: Discussion and sensitization, organization and realization of activities, collecting information, synthesis and process of information, evaluation.