"The goal of the project was to make students aware of the most common eating disorders among teens in order to prevent illnesses associated with wrong eating habits. Our aim was to promote healthy lifestyles, through positive eating habits, fostering new models of education through food culture, arts and sports. Besides we intended to make the students acquire more specific competences in the field of nutrition, through an informative campain against misinformation in the food labels and packaging,The schools involved had similar age groups but different cultural backgrounds, belonging to several specific cultures, thus they had different lifestyles and various eating habits. However, one aspect was common to modern teenagers. Frequently they had wrong eating habits and followed unhealthy diets, too rich in fats for their age. The partnership involved 5 European Secondary Schools: Italy as school coordinator, Lithuania, Poland, Portugal and Slovakia. Italy: experiences with international projects, students from different social strata in a small province; Lithuania: experiences with international projects, students from a rural background and often in families with low income; Portugal: experiences with international projects, students usually coming from families with low socio-economic status; Poland: involved in previous Comenius projects, students with special needs, numerous initiatives aimed at helping disadvantaged individuals and families; Slovakia: vocational secondary school with experience in Comenius, students with economic and geographical disadvantages. All INTENTIONS and OBJECTIVES have been accomplished successfully and they were:1 Becoming aware of our body and the connection between this and our psyche (""Mens sana in corpore sano"" A healthy mind in a healthy body);2 Becoming aware of the importance of a healthy diet;3 Developing knowledge and understanding of the diversity of European cultures and languages and their value;4 Helping young people acquire the basic life skills and competences for their personal development;5 Encouraging the learning of modern foreign languages;6 Enhancing students ability in ICT and the development of innovative communication tools;7 Creating the Knowledge of our common roots with European countries;8 Improving the quality and quantity of the mobility of staff and pupils;9 Enhancing the Learning and the Methodology in CLIL;10 Developing, promoting and disseminating innovative materials and new teaching methods;11 Developing, promoting and disseminating innovative teacher training courses.DESCRIPTION OF ACTIVITIES: 1. Preparation – project management was set up, students were selected in each school partner through a motivational questionnaire and project workshops held in each school. Creation of the project blog+ logo, chosen through a competition among the different schools and maintained by the coordinator school: https://healthyteens.eu; 2. There were 3 transnational project meetings in Isernia( Italy), in Agueda( Portugal) and in Bratislava, (Slovakia) for only coordinators and teachers to discuss management issues, to visit lessons and to plan how good practices could be integrated into programmes of partner schools;3. We organized 5 (LTTA) short-term exchanges of students in Bratislava, Slovakia; in Mazeikiai, Lithuania; in Kraków, Poland; in Agueda, Portugal and in Isernia, Italy, where both teachers and students took part in the extra-curricular, education activities of the host school; 4. Results: art cookery book, unit calorie disc, T-shirts and caps, Geographical Map of Food, booklet of Easter traditions,Photo competition, relay story,videos Youth Passes, Erasmus Album.METHODOLOGY: Workshops between students, working in groups or pairs. Presentations, films, sharing information. Students' reports to their peers.Learning by doing, i.e. students worked in transnational groups, took part in interactive workshops, discussions and study visits to local factories and to the nearby cities and its landmarks.RESULTS AND IMPACT:1. Project website for the dissemination of results; 2. Impact on partner schools - the project has enhanced their extracurricular programmes with non formal methods;3. Impact on participating teachers: development of motivation, attitude, professional skills, English and ICT competences;4. Impact on participating students: learning a Healthy lifestyle,critical thinking, communicative skills in English, social, civic and intercultural competences. LONG TERM BENEFITS: Students, as responsible Healthy Teens, actively will contribute to spread the results, experiences, products and good practices in the participating organisations, in the local communities and in the wider lifelong learning community. All materials are available on our school website, on the blog of the project and on the European Erasmus + Results Platform."

<< Objectives >>During the project, learners in the target group will be able to:a. identify other possibilities of energy production than the conventional ones and to illustrate them through experiments;b. understand the production of energy from renewable energy sources;c. participate indirectly in the transmission of green energy information to other persons;d. communicate impressions, to issue ideas, based on the activities carried out by us and our partners.<< Implementation >>Through various field trips participants will have the opportunity to examine alternative energy sources, the share of energy sources in electricity production, and ways to reduce energy dependency. They will have the opportunity to learn about renewable energy sources such as solar energy, wind power, and so on. They will visit alternative energy power plants and learn about environmentally friendly energy production methods, while measuring their carbon footprint.<< Results >>We will organize:*1 transnational meeting in Poland;*2 Learning, Teaching, Training Activities for Staff in Italy and Turkey; *2 Learning, Teaching, Training Activities for Learners in Romania and Poland.During these meetings, we will obtain the following results:*workshops, open lessons, seminars, experiments, field trips, etc. on biomass, solar, wind and water energy;*carbon footprint of participants;*A Green Calendar and Green Book with pro renewable energy messages.

Our project was about harmful and toxic chemicals which we often used in our daily lives.The damage given to the environment, nature and human beings was also included in the project subject. This project were carried out as “etwinning project” at our school since the November of 2014.The project aroused interest among students and teachers.That was what we wanted.Our goal was to guide students to build up a sustainable and healthy future.To raise awareness about the environmental issues and let them to learn how they could change their eating habits were our main goals.We used many chemicals in our daily lives. Due to those chemicals the troubles such as cancer, obesity, asthma and allergy have been increasing and we also have been suffering from such problems of global warming, air pollution and climate change. We observed that most of our students would rather eat fast food than homemade food; they could not read the product labels properly while purchasing them, and prefer cheap and attractive foods instead of healthy products. The reason of our carrying the project onto an international platform derived from the fact that our subject was a common and universal issue. Through cooperative studies and information sharing, the policies and implementations of the partner countries about the chemicals were compared with each other.The purpose of our project was to raise the awareness rate of the students as our main target groups from 25% to 40% about the harmful chemicals and their results on the environment and health. To reach our aim, we, as one of the 6 schools from 5 different European partner countries, started our Project as an “Awareness Campaign”. We targeted the students between ages 15-18, their parents, our school teachers, surrounding schools and shopkeepers. We expected that around 3000 people would benefit from our project. Our stakeholders such as relevant ministries, universities, healthcare organizations and environmental clubs contributed to our project and they played a great role in the dissemination process. Sharing the same world and similar problems with our partners was the biggest cause of our study. The wish for a common solution, a healthy and quality life, the pursuit of similar policies on chemicals and sensitivity to the nature gathered us together.Through the project, we proposed : Identifying simple chemical products which were used in our daily lives and awareness of their harmful effects ,learning how to live without harmful chemicals , learning how to change eating habits,improving knowledge of science ,improving language skills,self confidence and entrepreneurship,strengthening intercultural cooperations and participation in society ,gaining environmental consciousness for students.For teachers : gaining new knowledge of the ideas and practices in the disciplines of science,an understanding of intructional strategies, observing partner countries' lifestyle,eating habits,their curriculum and how often this subject was mentioned in the lessons,the government's approach to this topic, enriching their teaching methods and learning new ways to motivate students, increasing in the consciousness level about harmful chemicals and their effects.In addition to these impacts , our other stakeholders gained from the results.We had opportunity to promote our school and our country in European Union countries.Also we contributed to the internationalization of our school.Present partnership opened the way for future European cooperations on other topics of common interest.Our project comprised short term exchanges of student groups; workshops, presentations, science festival, field trips, experiments, team work, and transnational project meetings; the discussion on the chemistry and biology curriculums, planning, evaluation and the summary of the project. As a result of these studies, the materials such as, leaflets, posters, short videos, blog, websites, magazine, e-book were prepared and they were provided for all target groups to raise the awareness. The success and results of our project were evaluated through the surveys, reports, statistical information. After the project, information sharing continued through the social Networks like facebook and whatsapp so the sustainability of the project would be supplied.We studied through different teaching methods and learning techniques.Those were active learning,effective teamworking,social networking, gamifications, problem based learning ,researching and analysing. Holistic approach, interdisciplinary and student- centered approaches were also mostly used in this project. Now our project team is ready to share its knowledge,develop the project further and gain new experiences.

<< Objectives >>Specifically, in our project, we are going to focus on: - gaining analytical thinking skills- allowing the students to see the relationships between events or situations- helping creative thinking and systematic thinking- increasing problem-solving ability- helping students understand the machines’ working logic- making a difference not only in students’ profession but throughout their lives- promoting teaching coding- developing the capacity to understand coding and robotics<< Implementation >>Teachers will be sharing innovative methods and exchange good practices during LTT meetings.The Project activities will assist the students in finding an appropriate place as a bridge between their identity and the European values.Students will take part in project activities, both during and outside the classes, being involved in all stages of the project, and contributing to the creation of project outcomes.<< Results >>Teachers will develop themselves professionally thanks to training, seminars, meetings, and conferences. They will have a chance to observe the education system of their partners and apply the positive sides to their lesson plans.Our methodology will be based on holding Erasmus+ Day, street interviews and surveys, organizing an Entertainment Day, coding workshop, career days, related fun activities and social activities during the project activities and LTT.

CONTEXT/BACKGROUNDOur project was based on the shared value of citizenship education used as a tool to educate active and conscious European citizens. We wanted to discover and exchange new innovative ways of curricular and extracurricular good practices of our partners and to give a model how secondary schools can contribute to the development of the social and civic competences of their students and to their active citizenship with a competence- and project-based approach.OBJECTIVESThe main objective was to promote solidarity, social cohesion and active citizenship in European school education by discovering and exchanging good practices of partner schools and supporting teachers with the enhancement of social and civic competencies (knowledge, skills and attitudes) in a combination of both curricular and extra-curricular school based activities. We wanted to educate our student participants’ to become active European citizens, to develop their ability to work in multicultural groups, positive attitude towards European projects and tolerance towards different cultures.NUMBER AND PROFILE OF ORGANISATIONSThere were 5 European schools involved in the project - from Germany, Hungary, Poland, Spain and Turkey, which all had their curricular and/or extra-curricular programmes for citizenship education. They all provide general education at secondary level, the German, Polish and Turkish schools are state ones, while the Spanish school is maintained by the Church and the Hungarian one by a foundation.DESCRIPTION OF ACTIVITIES1. Preparation – project management was set up, students were selected and project workshops held in each school, while the project website was created and maintained by the coordinator school: https://crosscult.poli.hu/.2. There were 6 transnational project meetings to discuss management issues, to visit lessons and to plan how good practices can be integrated into citizenship programmes of partner schools.3. We organized short-term exchanges of groups of pupils in Budapest, Hungary; Zielitz, Germany; Kraków, Poland and Seville, Spain, where both teachers and students took part in the extra-curricular, citizenship education activities of the host school.4. Finally, we created our main products: a handbook: https://crosscult.poli.hu/2019/02/18/handbook-final-product-of-the-project/, and a video guide: https://crosscult.poli.hu/2019/02/18/video-guide-final-product-of-the-project/ of our good practices.METHODOLOGYAt after-school project workshops between student exchanges, students worked in groups or pairs. They prepared materials for student exchanges: made presentations, watched films about the topic, shared information about partner schools and countries. After the student exchange, they reported to their peers: introduced the activities of the exchange with photo and videos.At the student exchanges our main method was ’learning by doing’, i.e. students worked in transnational groups, presented home assignments, took part in interactive workshops, discussions and study visits to places of remembrance, created board games, etc.RESULTS AND IMPACT1. Main products - the project website for the dissemination of results, and a hand book and video guide, uploaded to the website with free access for the public.2. Impact on partner schools - the project has enhanced their extracurricular citizen education programmes with non formal, project- and activity based methods.3. Impact on participating teachers – it has contributed to the development of their motivation, attitude, professional skills and methods, English and ICT competences, which can help to prevent professional burnout.4. Impact on participating students – with learning about human rights, democracy, civic responsibility and the history, geography, culture and habits of their partners, the project has developed their critical thinking, English, ICT, general communication, social, civic and intercultural competences. The inclusion of students with fewer opportunities has helped their social integration.LONG TERM BENEFITSParticipating students will become active, conscious European citizens after graduation, actively contributing to the development of democracy, inclusion and social cohesion in society, collaborating with NGOs.With the help of the hand book and video guide developed in the project, extracurricular activities of citizenship education will be adapted and introduced in other European secondary schools.