World heavily relies on non-renewable energy sources such as coal, oil or natural gas, which are becoming environmentally damaging. To preserve the source of our planet and most of all, leaving a viable and habitable environment. We should encourage, teach, promote, initiate the use of sustainable and renewable energy sources such as wind, solar, biomass, wave and geothermal; focused in this project. The project addresses the preservation of the environment with the aim of educating and supporting environmental-friendly and sustainable energy types at our schools and community. The partner schools come from diverse geographic areas and according the data gathered from Eurostat and database of International Energy Agency, the region of the partner schools are significant in one of the energy types.Erbakır Fen Lisesi is located in Denizli, which has a significant potential for geothermal, hydropower and solar energy. The school attaches importance to the strategy of making the renewable sources affordable and reachable for everyone and promoting them in daily life. The students has many researches and publications in the field of renewable energy and building sustainable environment for next generations. Many of the studies has published on relevant competitions and some symposiums and congress in the relevant area. In addition, EFL will be funded to build a new solar-powered electrical scheme in summer 2019.Liceo Roiti is located in Ferrera, where is very near to the first place the first geothermal energy is implemented to produce heat and electricity. They have good examples of promoting the renewable energy sources, especially geothermal, with the colloboration of University of Ferrera. In addition, they provide a strong brainpower of experienced staff in the field of renewable energy and a capable student group in the field of environmental sciences, thanks to their being a science high school.Lycée Saint Cricq is located in Pau, where is quite close to Atlantic Ocean and wave production facilities. Thanks to geographical region, they have access to many renewable energy sources such as geothermal, solar and wind energy. The focus of their contribution to the project will be improving the understanding of benefits of wave energy, which is very recent for most energy producers. France is one of the best countries in the field of wave energy production.Sodra Angby skola is located in Bromma, which is a district of Stockholm. The school has a strong relationship with the biomass power plants and is a candidate of good implementation of biomass energy production at their school.The King's School Ely is located in Ely, which has a good potential of wind energy. Their school has a momentous impact on renewable energy resources and environmental sciences, especially wind energy. In addition, they have a high-experienced background in Erasmus+ and eTwinning projects, also they have a eTwinning school label.Their experience in the program Erasmus+ will guide and make easier the colloboration among the partners and also, teach to integrate the curricula and students into European standarts to less experienced schools: Sodra Angby skola and Erbakır Fen Lisesi.Our project aims to educate our students about their own and other partners' environmental richness and diversity renewable energy sources, their regional capacities and the environmental issues in their regions. Also, to exemplify how some regions get the highest advantage of limited source of renewable energy with the help of science and technology, and also how they turn a challenging situation into an advantegeous one. Another reason for the implementation of this project is to improve the knowledge and skills of our teacher on adapting the educational renewable energy sources to their curriculum. Nextly, we aim to raise generations who appreciate, respect and take an active role in promoting the use of renewable energy. Our utmost aim is to preserve our planet.

The development of Information and Communication Technology and its gradual integration into our education systems is bringing about considerable changes in the role of teachers and students. The massive use of Internet and ICT by a digital born generation is creating new contexts for social relations and formal and informal learning. The media and social networks have a huge impact and power on individuals, groups and society and we need to reflect on the positive changes as well as the risks this new digital reality implies for its younger users. Participating in the information society requires digital skills in order to prevent exclusion and to reduce the digital gap, which may also become a source of new inequalities. Therefore, we consider digital citizenship as a priority objective for the schools of the 21st century. Our main purpose has been to use the impact of the media and ICT to promote common positive values, improve the quality of our curriculum and contribute to a better school environment. By looking at how participating countries were addressing an issue which directly affects our students´ personal development and their relationships within our school environment, our project would become complementary to the work already carried out by school staff and management in that field. By working together, participants from socio-economically and culturally diverse countries of Europe (Italy, Poland, Spain, Latvia, Turkey, and Greece) have collected relevant data and analyzed the impact of the media, Internet and social networks on both students and teachers. At the same time, we aimed to promote the incorporation of ICT in the teaching-learning process, improve our students´ digital competence and promote a responsible use of ICT, by using a series of creative and challenging activities. About 2500 students and teachers from 6 different countries have been involved in the project´s activities and about 170 of them have participated in mobilities. Our project was based on active student participation, peer-to-peer learning as senior students were prepared to participate in the implementation of some of the activities at their own schools when hosting a conferencee and/or after taking part in a mobility to a partner school. The main results of the project include the creation of EU corners in each school, the implementation of surveys to raise awareness of the media and social networks impact, followed by the elaboration of a guide to promote responsible digital citizenship, the creation of a blog and website and promoting the use of etwinning. We have also paid special attention to the issue of cyberbullying, so other outcomes have been cyberassessment training workshops, for both students and parents, as well as the production of a series of short documentaries on this topic and a book of short stories. Working with staff and students from other European countries has given partner schools an opportunity to share good practices, learn from one another and lay the basis which will ensure lasting cooperation.For all participants, it has increased the awareness of sharing common European values and traditions and at the same time contributed to a better understanding of our social and cultural differences.

"MYwords has developed in an educational-institutional context in the ambit of the partnership between the regions Emilia-Romagna and Hesse. Through the application of new teaching methods, it aims to increase interest for German and Italian as foreign languages. The publication of the anthology My words with yours has indeed produced interest in a field of Italian-German bilingualism at local, national and international level by students, writers, translators, editors, school and university teachers; a group of students from the three institutions involved who did not study Italian / German as a foreign language, after the experience of the project, enrolled in Italian or German courses; the interest also grew among colleagues, after Professor Ickler held language courses for adults in Bensheim and Ferrara.The specific objectives of the project, described in the grids published on the site https://www.mywordswithyours.eu/index.php/it/mywords-school-network, are the following:- investigate translation as a process and as a product and identify the competences that derive from it: intra- and interlinguistic reformulation skills, ability to distinguish between the expressive and communicative component of the text.- organize workshops during which the participants discuss the search for meaning in order to have a correct understanding, learn the use of the tools for translation and the rendering of the expressive component of literary texts- create inclusion through ""creative translation"" laboratories. The experience, which began at first with German and Italian, extended to other languages, such as the Filipino and Moldavian. (video n. 5: https://www.mywordswithyours.eu/index.php/it/video)- create a bilingual anthology for the digital publishing house ComunEbook Ferrara with open source software, thus acquiring computer skills and understanding the production mechanisms in the publishing field. The anthology can be downloaded for free on e-readers, tablets, smartphones and computers.Most of the activities took place in peer-to-peer mode.Students from the last two high school classes took part in the project, around 100 in mobility, others in the activities carried out during the reception phase. The students were selected on the basis of the interest shown towards translation and writing, even if their performances were poor or just enough. The laboratory experiences developed in a school-work mode.The following aims have also been achieved:- meetings with writers (Decker, Boerdner, Foersch, Pavani, Bianchi) and translators (Galli, Mattazzi, Bernascone, Rossari);- the site and the project logo;- shared documents for the repeatability of the project;- the Mywords network.- Facebook and Instagram pages;- some meetings on European planning, dedicated to the CTQ, but also open to other school teachers.The project brought benefits: • to the students, who gave a positive opinion about the activities included in the project, as shown in the satisfaction questionnaires, stating that they had improved their skills; • to the participating schools, which have gained visibility by coming into contact with university institutions, experts and presenting the project at national and international events dedicated to publishing; meetings on European planning were organized for the CTQ members and for all the interested teachers; • to European schools and institutions, which have access to the digital anthology and can download materials; in this sense we know about the experience by professor Giulia Cartini (University of Amsterdam). The MYwords network was established on the e-twinning platform, in order to make possible an exchange of ideas on the relationship between translation and teaching and to make known the ComunEbook publishing model in a school / local authority partnership.Through participation in national and international events for the dissemination of the project (Turin Book Fair, Buchmesse Frankfurt, Internazionale Festival - Ferrara) and at territorial and interregional events (meeting with the Hessischer Jugendring and the press conference With the eyes of the Germans) the good practices experimented in MYwords have had wide visibility.Thanks to the collaboration with the Municipality of Ferrara and the Hessischer Literaturrat, MYwords contributed to the achievement of a more widespread knowledge of the Writing Residence Program; to a better collaboration between schools and local authorities; the tourist-cultural sector has also benefited: the collaboration with the Darmstadt Polytechnic and the stay in Ferrara of the architecture students, who through their drawings have spread the image of the city, was of great importance."

it has been 30 years since the Berlin Wall has fallen, thus, in 2019, we would like to... • Connect the European fortified cities; • Get to know the cultural and architectural environments of each other's cities (Roman walls, medieval ramparts, modern fortifications...); • Question the identity of the fortified cities, in terms of history, architecture, urban life ; question the evolution(s) making them open or destroy their walls; • Question the symbolical aspect of the notion of fortress - or rampart, which supports the citizens' values, those of the human beings all over Europe; • Establish a network to share the European values of freedom, the spirit of openness, the idea of integration. The different partners - their profiles: • 120 pupils, 20 accompanying adults (cf. attached file); • 5 European high schools - Ferrare (Italy), Tabor (Czech Republic), Velo (Greece), Tolede (Spain), Metz (France); • 5 trips. The different activities: • Creating and voting for the project's logo - multinational contest; • Pupils' collaborative effort on Twinspace (and in English) to fill in questionnaires, to exchange pictures...; • Guided tours of city walls, in English; • Online conferences held by historians / sociologists / authors chosen by the host schools; • Writing workshops, supervised by Stanislas Cotton, a playwright; • Reporting on the four final productions (that will serve as the bases of the final performance); • During the last trip : rehearsing and preparing the live show (drama play, video, body performance...) - the pupils from the different countries wil work in groups. How we are going to complete the project successfully: • Setting up a steering group; • Working together or online with the help of Twinspace; • Assessing the project; • Circulating information about the project; • Making it durable; Expected results and impacts: For the pupils • Improving their English language skills; • International links, building up a European citizenship and identity; • Improving their digital skills; • Improving collaborative work, be it together or online; • Developing a sense of creativity. For the schools • Reinforcing the European identity; • Integrating the project into the schools' development plans; • Spreading the project so the schools can benefit its repercussions; For the teachers • Discovering other educational systems; • Exchanging views on the way we work; • Multidisciplinary work on a European scale; • Forward thinking; • Creating a group dynamic; • Recognition of skills; • Professional training.

"This project is an answer given by teachers participating in it to the new methods of teaching which every educational system in every country needs and the desire of their students have more opportunities in the future not having any limitation or fear to live, work in any european country. Teachers implied in the project tried to teach our students that nothing is impossible, that the difficulties we encounter on our way are to overcome. Having into account the priorities of our project ""The social and educational value of European cultural heritage"" , "" Promoting the acquisition of skills and competences"" and ""Open education and innovative practices in a digital era"". Our project is based in the creation of maths challenges linked to the cultural heritage of each city in order to design a european mathematical route, so our countries and in special our school always will be joined by maths. With these routes our students had improved their knowledges about historical aspects from their own cities, they learnt english terminology related to history and architecture, they needed to use different apps to post in a blog and record videos and audios, they learnt to work together and the importance of planning and dividing tasks to get the targets and of course, they worked in their classes many topics in the maths curriculum of every country in order to prepare maths challenges. In addition, the project also let students to develope other importance values: tolerance, cooperation, solidarity and, above all, a sense of belonging to a much wider community – Europe. When we were together we feel we were no longer Portuguese, Spanish, Polish, Croatian, Italian or even English. We were all Europeans and we realized that when we get to know other nationalities they are pretty much alike, with the same needs, the same feelings and desires. However teachers and students also were conscious of cultural differences between people from every country participating in the project. But they always understood and respected that this was something nice. The differences and diversity is the richness of our beautiful continent. Needless to say that the most serious challenge we had to overcome was the worldwide pandemic we faced, which prevented the project to be concluded as initially scheduled. Students were sad, teachers maybe even sadder … However, we apply for one more year, we kept optimistic and showed a lot of courage to fight against the virus. So, finally we organized the mobility in Poland in July in despite of so many difficulties and fears. Furthermore, in this third year by one hand, we took the opportunity to have so many meetings between coordinators, which made us not just partners in a Erasmus+, it can be say that we're friends and we feel very confortable working together. Even we applied for another Erasmus+ project. And by other hand, we tried to disseminate our project as much as we can. In fact, not just on internet (our web and social media) and in our schools (other students, teachers and families). Also we had a close connection with local institutions in every town in order to imply them in our project and help us to disseminate it. We confess that we feel proud of our work, we got the main results we proposed. To design a website with all the information and materials we've prepared, To prepare our maths routes in every city where school is situated and so to have the opportunity to get our brochure with the routes and putting it in the local tourist information. And to organize every mobility having in them, activities scheduled related to the project. But what it's more important, we had in our project a fantastic atmosphere between teachers and students. And we just didn't mean during the mobilities, where at the end, on the farewell, was a truly drama for students participating in it to say goodbye because they felt that they really had enjoyed and had learnt so many things for their future. We also mean about the kindness, the dedication and the effort of everyone made in order to fullfill the targets planned. They got in contact using different tools (Etwinning, whatsapp, mail), they worked using blogs, etwinning, drive, meet, genially, facebook, twitter, youtube,... And all of us helped eachother. This is an Erasmus+ project!.Words like “great, incredible, unbelievable, awesome” are used by our students when referring to this experience but deep down we believe that “rewarding”, “enriching” and “unforgettable” are probably the ones that best describe it. Projects like this, though time consuming and demanding, should keep on happening as they are a valuable asset to those who participate in them.Our website is https://erasmusplusmaths.wixsite.com/erasmusplusmathsOur Twinspace is https://twinspace.etwinning.net/73183/home"