"The project ""Enhancing NZEB for STEM skills and motivating Students"" is presented by the Liceo Ruffini in partnership with six other schools from Denmark, Finland, Turkey, Bulgaria, Romania, France and the Netherlands. The strategic partnership we propose is focused on three main topics:1. the teaching of STEM (Sciences, Technology, Engineering, Maths) by analyzing concrete problems and current challenges, such as energy efficiency in public buildings2. the development of selfentrepreneurial skills, even in general secondary schools, where many students are interested in starting the profession at the end of university studies3. methodological innovation through the use of ICT and learning methods on the field, on the job, cooperative learning and blended mobilityThe project is based on a careful analysis of the needs and aims to meet the challenges posed by the EU noth through the ET2020 objectives and through the objectives on energy and environmental concerns.The general objectives are:o Implement processes of education and training using new technologieso reinforce the centrality of the student as part of a flexible educational process to enhance the motivation to learn, the ability to build its own training program, a sense of responsibility with respect to the future patho Decline the teaching of STEM disciplines on concrete and up-to-date issueso Deepening CLILThe specific objectives are:o stimulate students' interest towards a knowledge proposed by experimenting with forms of learning on the job in real situations, more stimulating than those simulatedo instill skills of self-orientation and train students to have confidence in themselves, demonstrate initiative, flexibility, openness to changeo acquire skills in the use of a Content Management System and software for the control and calculation of energy loss, data processing, spreadsheets and presentationso Teaching students and staff of the school to behave differently and reach a more rational use of energyo Solicit institutions to invest in energy saving in order to free up resources that could be used in projects that enrich the knowledge of the pupils and the teachers o Develop a collaborative learning, utilizing the expertise and knowledge of others (peers, teachers and professionals)The project will directly involve 10 students from each partner school, of which 30% with fewer opportunities, aged between 16 and 18 years related to the courses of Applied Sciences in the activities of non-formal learning and based on field research anche on the 'application of STEM disciplines to innovative theme of NZEB. Specifically, 15 events (seminars, lectures and workshops, as well as experiences on the field and on the job) will be organized, taught by teachers at the school in collaboration with experts that are part of networks of stakeholders that NESS aims to involve. 40% of seminars wil be in CLIL. 4 blended mobility are also foreseen, which will consist of 30 days of virtual mobility through TwinSpace and GoogleClass and 5 days of physical mobility in Denmark, Italy, the Netherlands and Finland. The project also includes the integration of the disciplines involved in the programs (Physics, Mathematics, Science and Technical Drawing) of some topics to be covered during the normal teaching, so as to reach students not directly involved in the activities and ensure greater impact and sustainability .The methodologies used are:- Inquiry-based learning- Learning-by-doing- Learning on the job and on the fieldThe training on the job requires that stakeholders inviting classes to make study visits and practical workshops to enable pupils to understand the various concrete applications of the topics they are working on, giving them an outlook for the future choice of university and work.At the end of the activities the students will have acquired skills in STEM, basic and transversal, as self-employment, skills and digital English language.NESS makes the involvement of stakeholders (policy makers, representative organizations, thematic networks) as a strength point; the activities of the project will be organized within the framework of EUSEW 2016 and 2017 and will produce important final products such as:- The Decalogue ""10 Actions to Save Energy""- The final report on the positive actions- Data collected by the students on the energy consumption of their school buildingsthus ensuring a major impact at local and European level. The project aims to produce lasting results cultural approach that both students as teachers will adopt in their relationship with the environment around them, the world of work and teaching techniques."

"Talking about environmental sustainability means examining man’s behaviour and the impact on the well-being of the territory and on the exploitation of its resources.It’s possible to talk about Sustainability just when, through the protection of the environment and the promotion of equality and economic growth, natural resources can be both respected and used carefully.The purpose is to preserve the resources of the planet where we live and which we depend on in order to ensure equal chances of development for future generations.Therefore, economic development must be made sustainable towards the environment and society.In 2015, the United Nations Agenda 2030 was adopted by world leaders, which constitutes the new framework for global sustainable development, to which the European Commission, in November 2016, agreed to illustrate its strategic approach, defining the objectives to be followed .From this analysis the project ""BE HUMAN, BE ECO”: grow in a sustainable environment"" comes to life then, strongly desired by the project partners who immediately shared the basic theme.The main objective of ""BE HUMAN, BE ECO"" will be that one of developing the critical thinking of the students coming from Italy, Romania, Portugal and Greece regarding the possibility of making the development compatible human and economic with the environment.The participating students will also be able to achieve further specific objectives such as knowledge of the territory of origin and of the European one; the development of critical awareness regarding environmental risks; the search for common strategies to make the economic and social development of the individual compatible with the ecological footprint; to know the objectives set in the 2030 Agenda; to develop soft skills and improve the knowledge of the English language and the use of ICT.Educational Institutes of Italy, Romania, Portugal and Greece have joined in a strategic partnership to offer the possibility to 128 students (8 for each partner Institute) of 3rd classes of Secondary Lower Schools and of the 1st year of the High School to take part in 4 short-term foreign mobility actions (4 days excluding travel days). Security guardians of pupils in the mobility will be 2 chaperons teachers for each partner School. In the selection phase, in order to include the weakest groups, the reserve of 50% of places for students with special educational needs will be guaranteed.The students will participate in LTTA that will allow them to develop a critical awareness of social-economic development risks. The students will be able , furthermore, to carry out practical activities aimed at the knowledge of the expected objectives within the Agenda 2030. of human activity and the search for strategies to make the ecological footprint and socio-economic development compatible. The participating students will also be able to carry out practical activities aimed at getting to know the objectives set within the 2030 Agenda. The works of genius created during the mobility phases will be the object of exchange for dissemination purposes.Learners who will not benefit directly from the mobility will be involved in LTTA through the use of the e-Twinning platform.At the same time, an e-Twinning project will be carry out and it will allow schools that are not in possession to receive quality certification from the National Agency, the e-Twinning School Label.Gli Istituti potranno creare un corso/laboratorio sul tema della sostenibilità non solo ambientale, ma anche economica e sociale.""BE HUMAN, BE ECO"", will be a moment of cooperation for the exchange of good practices and it will be a starting point for schools to create extra-curricular courses on environmental sustainability, thus enriching their educational offer.The Schools will be able to create a course / laboratory on the sustainability topic that will be not only environmental, but also economic and social.Furthermore, the exchange of good practices and ideas for lessons with both teachers and students is expected to continue on e-Twinning.Each institute may decide to join a new partnership or present its own project proposal, in order to continue the undertaken path of ‘Europeanization’ .Communication in a foreign language will lead at least 50% of school staff to start a linguistic refresher course .The use of new strategies will allow students to improve effectively their scholastic results.In the long term, schools participating in “BE HUMAN, BE ECO” are expected to continue the inclusive path they have started, strengthening the sector of support for young people with disabilities or special education needs."

"CONTEXT: EU, through ''Education and Training 2020"", agreed that in the period up to 2020, the main goal of European cooperation should be to support the further development of education and training systems of the Member States. Education ministers from EU countries have identified some priority areas, as: all pupils should gain the competences they need, including literacy and numeracy. This will be done through modernizing curricula, learning materials and pupil assessment. Literacy, numeracy, science, and technology are the foundation for further learning and are a gateway to employment and social inclusion. These skills are becoming even more important as the digital revolution gives rise to new forms of reading and writing, as well as diversifying sources of information. Starting from a successful experience launched in the US in 2013 which saw the participation of about 40 million students and teachers around the world, several Eu countries began to experience by introducing structural schools of the basic concepts of 'through computer programming (coding), using user-friendly tools and does not require an advanced skill in the use of computers. Following the programme“Programma il Futuro” launched in Italy with the aim to provide schools a series of simple tools, fun and easily accessible form for the students to develop the basic concepts of computer science, the project “thinking… coding” worked on development of skills and materials for teachers and students, in order to adapt the school curriculum to these provisions.The project “thinking… coding” involved the schools in a workplan aimed at:1) Improving the skills of the staff of the school and enhance the quality of teaching and learning2) Expanding the knowledge and understanding of the educational practices of the involved countries3) Modernizing the involved schools contributing to a positive impact on school communities4) contributing to the sense of belonging to Europe, as European Citizens, by creating a program with a transnational component.The following main activities were performed:- 4 transnational meetings (with elements from all the countries involved) which took place in the various countries involved, for project management and coordination;- Mapping and Survey phase (needs, challenges, good practices);- Creation of “Teaching method and flexible tools” which included: Programme Design, Initial Staff Training (in Italy), Pilot Test with children at local level (in all involved schools); Blended Mobility of students (In Slovenia);- Multiplier Events in each of the countries involved to disseminate the project and its results (in Italy with transnational component).The project had a good geographical balance, involving 5 countries from Southern, Northern and Central Europe, which contributed to ensure a real European outreach of the project.The project achieved successfully the objectives proposed: for teachers to achieve good practice exchanges and also exchange of information, ideas and concrete methods of working with coding, improving skills, pedagogical and teaching tools and analysing the differences of the diverse educational systems from the partner countries regarding education, computational thinking and coding as optimizing the impact of European cooperation on the innovation of education through the activities of results dissemination; For pupils in understanding the breaking down when attacking a large complex task or designing a large complex system, choosing an appropriate representation for a problem or modelling the relevant aspects of a problem to make it manageable, as developing skills universally applicable. All materials are free downloadable in project website http://www.thinkingcoding.com where it’s possible also to try online coding applications."

"""Combining Approaches in Literature and Language Learning"", CALL, is a two-year project between five partner high schools from the Croatia, Italy, Turkey, Romania and Northern Macedonia. Aim of the exchange of good practices between teachers/schools is to strenghten regular curricula and tackle students poor reading rates and low level of academic skills achievement (reading, writing). Two educational analyzes were used on which cooperation between schools is based: a SWOT analysis in all 5 schools which showed that students have low level of academic skills (reading and writing skills) and that the most students are in some sort of disadvantaged status (geographical disparities, low economic development of the places in which they live, parental unemployment, low level of parental education, learning disabilities, social barriers) which directly affect their learning success and the achievement of the basic learning skills (reading, writing). Second analyze was the PISA results analyses (Dec, 2019) which shown how one in five students in average, in all schools, cannot complete basic reading and comprehension tasks. Project was planned with the main objective: to develop a comprenhensive approach of literature learning/teaching. In addition, according to a survey conducted in schools, teachers don't use enough ICT tools in classroom and even when they use, they don't have a clear perception of all possibilities of strategically planned digital and blended teaching. In addition, schools don't have a clearly defined international development strategies and they lack planned development in the area of ​​curricula and teaching/learning skills and competences improvement.In order to successfully respond to all stated students and teachers needs, ""CALL"" project is planned to bring new approaches in literature and language learning and teaching with the following methods:a) integration of non-formal and informal teaching methods in the regular school curricula (mobility to Italy)b) planned use of ICT tools in teaching (mobility to Turkey)c) learning at the places which are not typical for language and literature teaching/learning just as sites of significant historical and cultural heritage (mobility to Croatia) d) learning literatue/language with the sense of gender equality (Mobility to Romania)f) teaching with the special concern for the students with any sort of disadvantaged status (mobility to Northern Macedonia). All project activities are designed to make students literature and language learning easier, more fun, and most importantly effective. In addition to transnational project activities, all other project activities are carefully designed for the achievement of the goals of reinforcing regular curricula and better learning outcomes for students. During the project cycle, 6 eTwinning projects will be launched to engage, on transnational level, as many students as possible. At least 200 students will be involved in the project implementation activities and 1000 students will get familiar with the project particularities.Although project activities are designed for the development of students academic skills and are focused on literature learning (written and spoken communication and reading rates), thanks to the innovative teaching methods and teachers collaboration, project activities will also contribute to the development of students skills that are required for the active participation in the 21st century societies such as: problem-solving, creativity and immaginaton, collaboration, critcal thinking, social entrepreneurship, initiative and self-direction, media literacy and active citizenship. Teachers will use innovative teaching methods and acquire skills needed for their successful professional development: teamwork abilities and intercultural competence, active learning and creativity; initiative for the improvement and international development of their organisations. Teachers will introduce 20 digital teaching tools during the project, show their best teaching practices and integrate all didactic, methodical and pedagogical materials into a handbook named ""Combining Approaches in the Literature and Language Learning- teaching lessons from the Erasmus+ school partnership project ""CALL"""". Handbook will serve all teachers for the future preparation of classes and will become strategic document for designing extra-curricular and cross-curricular activities in all partners' schools. Schools will operate in international environment which will demand development of internationalisation planning and strategies. Schools curricula will be enriched with the new teaching methods and the network of transnational cooperation and internationally recognizible quality of teaching will be achieved. Project will make schools internationally relevant and make them recognizable places of quality, innovative and modern teaching practices aligned with students' learning needs in the 21st century."

Over the past few decades, all of us witnessed a steady decline in the students’ interest in math & sciences which was reflected in their poor results in the graduation exams. At the same time, people often complain about the gap between what is taught and what is needed in life and so, the students’ motivation for study keeps falling. Students blame the entire system of education for being obsolete/oblivious to the requirements of real life. Through this project we want develop basic & transversal skills and to address the problem of low achievement in math & sciences by using an innovative and less widely used method: the cross-curricular approach in the teaching of math & other exact sciences, both in formal & informal contexts, special attention being paid to the development of digital & EN skills. We believe that, by studying one particular topic from the perspective of other subjects, always involving ICT based methods, we will help the students see the connection between theory & practice, thus raising their motivation & their interest in the study of math & sciences. Objectives: We want to increase the motivation for study & develop the thinking skills of ~300 students by using cross-curricular approaches & flexible learning pathways; We want to foster the EN/mother tongue & IT skills of ~ 700 students & 140 teachers, to contribute to the professional development of at least 140 teachers who will enlarge their knowledge & develop their skills by using innovative cross-curricular teaching & managing the project activities. By organizing short-term exchanges for students, we instruct 70 students (10/partn) to become peer-trainers. Other objectives are: to foster the social & leadership skills of the students through the peer education system, to enrich the curriculum with optional courses &, through the elaboration & free distribution of the training kit & through the training sessions, to contribute to the professional development of a large no. of teachers. We are 7 partner schools, out of which 3 are high schools providing education in exact sciences & humanistic subjects (EL,HR, RO), 2 are scientific high schools (IT &TR), a vocational high school (PL) & a middle school (SP). The topic of the project is new to all & is a challenge & opportunity to consolidate the quality of the educational services provided.The tasks & responsibilities are agreed upon, all partners will implement all the activities, all will be involved in all the stages of project management, some partners having special responsibilities. All the project activities facilitate the study of the exact subjects through cross-curricular approaches in order to develop basic & transversal skills. Besides the transnational mobilities, where project issues will be discussed, experience will be shared & optimum solutions will be found, we have envisaged 2 short term exchanges for students (80students), designed to train the students as peer-trainers. After being trained, they will use the experience, knowledge & skills acquired to train other students, thus ensuring the sustainability of the project from within. Other activities: creation of the website,the poster, the logo, workshops for students , the e-learning platform, 2 optional syllabus hand books, (online) contests, peer-training activities of students & training sessions for teachers, constant dissemination & evaluation. We will maintain regular communication using the Internet, during the 5 meetings all problems will be discussed , assistance will be offered, procedures made, ceaseless monitoring , evaluation & special plans for the project risks. Results: 1. the training kit (student's book , the teacher’s book , 2 video guides, a test book with key & a booklet with questionnaires for students & teachers. 2. the e-learning platform, in EN & all the 7partner languages, is an on-line collection of materials offering support.3. other results: the 2 optional syllabus hand books, the magazines of the contests, selection criteria for all stakeholders, dissemination materials, multimedia presentations, newsletters, diaries, questionnaires, reports, etc.Through the implementation of the activities, we will help students better understand math & exact sciences, they will get a more comprehensive view on the applications of math & exact sciences in life, while the teachers will develop professionally through the training sessions organized & through their involvement in all the project activities; moreover, all the students involved in the peer-training activities will develop their knowledge & skills in multiple directions. The intellectual outputs, being freely distributed, will be tools for the development of a larger category of stakeholders . With the optional courses, we will enrich our school’s curriculum and we will contribute to the institutional development of our schools, also raising their prestige within the local communities.