1. Six schools from Belgium, Italy, Lithuania, Portugal and Slovenia have joined in the project which aims at improving digital skills and literacy with the means of producing short films. With the rapid development of digital technology and their societal implications, we observe the falling behind of the schools and the teachers. Schools are being equipped with new digital devices, but they need time and knowledge to adapt. Through this project, we address technical, cultural and didactical issues in the area of film making in the lessons. 2. The main objective in this project is to strengthen the pupils’ ICT SKILLS FOR FILM-MAKING. This includes also making short films for lessons, for European idea and social issues, and to learn about prominent short films. The pupils will work on social and multicultural issues in their project films; they will raise their SOCIAL AND MULTICULTURAL AWARENESS. Parallel to both objectives above, we will pursue the objective of FOREIGN LANGUAGE COMPETENCE. The pupils and teachers will use English for the communication and in the products. Altogether, we will take some efforts to develop CREATIVITY & CRITICAL THINKING with our pupils while producing media contents. 3. Number and profile of participants: In the core activities, there will be 130 pupils, 14-18 years old, some of them with fewer opportunities; at least 24 teachers (4 from each school) will be involved in mobilities or working in project teams in the school with subjects English, ICT, social sciences and others. Indirectly affected by the project will be 1200 pupils, involved in the local activities or hosting, and at least 60 teachers, involved in local training courses, activities and hosting.4. Activities: Five countries in the project will hold 5 pupils’ exchanges and one initial teachers’ meeting. In the teachers meeting (C1) we will learn about media literacy and film making, technically and didactically; management of the project will be discussed. The first pupils’ exchange (C2) is about short film. The pupils will learn about the genre short film, about its production. They will develop scripts and put them into life. They will get known with some of the prominent short films of the country (as well as in other exchanges). In C3, the pupils, in international teams, will develop a short film, related to specific school subject. In C4, the pupils will reflect on the EU. In several workshops, they will learn about the European idea and try to include it into their existing knowledge and beliefs. In C5, the pupils will learn about producing cartoon with computer software. They will try to develop cartoons in the field of Citizenship Education, addressing social issues related to Europe. In the last exchange (C6), they will exchange the views on Europe, in the discussion in in some of their products, and will review their past work. They will discuss the problem of advertising and the visibility of the European idea.5. Methodology.Tasks should be equally distributed among the partners. Every school sets up one LTT activity. One is responsible for communication design, one for ICT, one for compilation and publishing, local events are in the responsibility of every single partner. There will be regular video conferences, regular activity checks every six months; the communication should be bundled up and be tracked in order to avoid overload and misunderstanding. 6. Results and impact:Pupils: better English level, skills regarding film making, critical thinking and creative techniques of producing media content; higher awareness of social issues and multiculturalism; better team abilities, negotiation skills and organisational skills. Teachers: knowledge on different school systems and schooling approaches; increased usage and deployment of digital tools in the classroom, better English knowledge and their multicultural skills. Some desired products are: TwinSpace of the project, with materials and didactical guidelines; short introduction to the history of short film in every country; technical and didactical guidelines on several topics of producing short films; a set of teaching/learning materials ‘Short films in the classroom'; at least 25 didactic short films and short animated films for a specific topic in one school subject; short film on Europe; filmed story about one social issue from every partner school; the project website; 6 fliers.7. Longer term benefits:Teachers will include and produce more films in the lessons. More eTwinnig or similar projects in the partner schools. Institutions will gain important insights into European schooling and become member of European community. Through internationalization, they will change their existing school culture, for being more open for 21st century skills.

"In all our schools we work on Health Education from the early stages of Early Childhood Education. We start teaching children the importance of body hygiene, we continue with food and the need to ""eat everything."" Later we show them the relationship between diet and health, the importance of sport and we teach them driver education. When we finish primary school, we talk about eating disorders, we teach them how to prepare a complete and balanced diet, and in secondary school we expand on the risks of excess internet use, drug consumption, sexually transmitted diseases, etc. Dealing with all these issues is essential for the correct development and personal growth of our students, but at what point do we teach them to care for others? When do we explain how they should behave in the face of the asthmatic crisis of a partner, or the loss of consciousness of a friend or even in the event of a significant nosebleed of the child who falls face-first in the yard? Are the teachers prepared to give these explanations?Currently, first aid is not treated properly in schools. In most schools, the Physical Education teacher or the Biology teacher give certain notes about it in their classes or, in some cases, the educational authorities facilitate small courses or workshops taught by health personnel, who do everything they can to adapt their technical knowledge to a child audience. Without a doubt, it is neither sufficient nor efficient.The schools that make up this project consider it necessary to make a change to the training techniques and guidelines for action in first aid. Confucius is credited with the phrase “tell me, and I will forget; show it to me and I'll remember it; Get me involved and I'll learn it.” We agree with this thought and therefore, we have decided that we will create the first aid training materials that we will use later to share with our educational community, and we will do it together, teachers and students, using innovative methodologies. such as cooperative work or problem-based learning, in which both groups are equally involved, and we all learn from everyone.To work on this project, each school will create a specific working group of teachers and students (between 3 and 8 teachers and between 16 and 24 students from 11 to 14 years old). Throughout the 2-year project, this group will prepare files and presentations on various common first aid practices (such as CPR, the Heimlich maneuver, etc.) and later, during the LTTAs, translate it into explanatory videos. More usual aspects of Health Education will also be worked on through infographics, posters and other works, the elaboration of which can be shared with the rest of the classmates or class members of the group. The members of the Erasmus group will also do small workshops for colleagues, and even for parents, in which they will present the work done.An important part for the development of the project will also be the work carried out through the eTwinning platform: complementary activities to those carried out in the LTTAs, such as competitions to better understand each partner country, challenges, photo albums, classes of the own languages, etc.It will be a project with a clear vocation of service for the entire school. The obvious objectives for students and teachers to learn new teaching and learning methodologies, or to improve their skills in the use of ICTs or in linguistic communication in English, or to deepen their knowledge of the EU, personal and social growth objectives will be added: students will empathize with those who suffer from diseases such as epilepsy or suffer frequent asthmatic attacks or fainting spells, who, in turn, will be encouraged to be included because they are better understood by his companions.We will create various evaluation systems for the different results and the various activities. From knowledge tests based on gamification to self and coevaluation rubrics. We will also seek the opinion of health professionals and specialized teachers to assess our products more objectively.The sustainability of the project over time in each school will be assured, since the management teams of the 5 educational centers are convinced of its need and give their full support.For its part, the dissemination of the results, which will begin practically at the local level, will eventually be able to be extended to schools across Europe thanks to the use of eTwinning or the Results Platform of the Erasmus + Projects."

<< Objectives >>This project is the result of a common reflection made within the European schools that are France, Italy, Germany and Portugal. We are all acting at our own level, but we now want to give a European dimension to our actions and our reflections. We are going to center our project around three precise objectives which are the creation of an application for smartphones, the revegetation of our schools and the establishment of a digital booklet for the European eco-citizen.<< Implementation >>We are thus going to make an inventory of the energy situation of our schools then at the regional level in order to seek solutions to reduce our carbon footprint, hence the creation of green spaces, a green wall and a development of the exteriors of our schools. A collaborative comic strip and household recipes will complete the system. A radio and television program will illustrate ecology in our schools. An exhibition on digital waste will take place.<< Results >>The aim of this project is to make a wide audience think about and raise awareness about ecology, not only schoolchildren but also local elected officials for better energy management. School canteens can still fight against food waste as we will demonstrate. The outdoor spaces will be redesigned to fight against global warming. The students will then be informed eco-citizens. Less waste and better use of resources.

While analyzing students’ learning achievements in three regions it has been noticed that the achievements do not always correspond to the national average and one of the factors that might have a positive influence on students’ achievements is the improvement of students’ personal progress. Considering this situation, the problem, which has been solved during the project activities, was the implementation of new modern teaching methods and methods of student personal progress’ assessment. Seeking systematic changes in the educational system of participating regions in the project, the decision has been made as concerns implementation of interregional strategical partnership, the impact of the project has been done on general education. The project was implemented together with partners from three countries: Lithuania (Prienai Region Municipality and Prienai “Azuolas” progymnasium, Prienai “Revuona” basic school, Prienai “Ziburys” gymnasium), Portugal (Alijó Municipality Government and school Agrupamento de Escolas D. Sancho II) and Spain (School Ildefonso Serrano). This kind of partnership was chosen because it helped us to achieve the aims of this project and to implement sustainable changes in education quality in schools. The main problem we tried to solve was the average results of mathematics and all of us felt the need to update teaching and learning methods, monitoring and evaluation methods of the student's individual progress. The strategies of schools foresee the increase of educational success in the area of mathematics. All partner schools had similar strategic goals according to education quality, so international partnership helped us to find more possibilities to solve relevant problems together. Seeking the aim of the project with the help of teachers’ reflective practices, new modern teaching methods and methods of student personal progress’ assessment were implemented keeping their continuation in the groups of different aged students. In order to achieve this aim, teachers who work with students from different age groups were gathered together for the searching, testing, and applying effective, modern individual progress encouraging assessment and teaching methods, and there were made agreements concerning the continuation of applied methods in groups of different age levels. The agreements were established at municipal and school level legislation, thus ensuring the sustainability of project outcomes. Following the practices of implementing the project activities, methodological recommendations were prepared on the application of modern teaching and assessment methods at different age levels. The essentiality of all project activities is to strengthen the learning educational community (school, municipality, as well as at an interregional level) in order to improve student learning achievements through new and effective methods for assessing their individual progress in different age levels. That is, the progress of ongoing discussions about the activities of the project, with the mutually agreed help of learning together, partners looked for the most suitable alternatives and made the most effective decisions on teaching, assessment, and improving individual student learning progress.The project target groups were students, teachers, schools administration, representatives of founders. In all countries (Lithuania, Portugal, and Spain) more than 50 percent of teachers, 100 percent of administration from schools partners, and 20 percent of students participated in the project activities, also more than 70 percent of staff from municipalities took part in the project activities.3 transnational learning, teaching, or training activities (workshops) were organized (1 workshop in each region – 2 live and 1 online), 3 project meetings (2 live and 1 online ) were held (1 project meeting in each region). To sum up, there were 63 mobilities. 20 lessons were organized in each region implementing the new teaching, learning, and evaluation methods of individual learning progress during the lessons. The intellectual product was presented during 3 virtual multiplying events.We constructed the project activities in such a way that new teaching/learning methods would not only be tested but also their impact would be analyzed. At the beginning of the project, schools in all three regions identified problematic areas for teaching mathematics and later observed changes in the progress and achievements of the students involved in the project. During the project, each school performed three diagnostic measurements, the results of which confirmed that the achievements of the students participating in the project lessons improved in all selected areas of mathematics teaching/learning.

<< Objectives >>We are 6 partners and for 24 months we will work on a project with the following goals:1) Improving the quality of the partner's school communities in terms of climate change and the impact on water resources and inclusion;2) Increasing the debate with partners on climate change and water saving through a model of international cooperation;3) Providing training opportunities/resources for teachers;4) Promoting European identity;5) Disseminate our findings/recommendations to our communities.<< Implementation >>The project implementation model includes 5 Work Packages (WP) with different goals:WP1 - Project Management;WP2 - Assess and building awareness about environment, climate change and SAVING WATER;WP3 - Assess and building awareness about REUSE OF WATER, WATER POLLUTION;WP4 - Fighting against negative effects of deforestation and water pollution on living things;WP5 - Creating solutions for ongoing issues and promoting the exchange of practices.<< Results >>- Postponement of water scarcity, which is expected to occur in the coming years, thanks to water savings,- Increasing the awareness of students and teachers about saving and recycling.- Increasing respect for the environment through the reuse of gray water and the widespread use of treatment- Minimize the effects of climate change- Creating a curriculum for water resources- Expect results in the distribution, monitoring, wastewater management and reuse of water and land awareness.