The project has been written on the base of the previous experience of the Polish school gained while carrying out the project 'Code for Green'. The needs analysis carried out at the participating schools showed that students do appreciate school environment heavily supported by modern technologies. Such a technology-assisted approach to teaching should facilitate learning processes and also can endow students with the skills needed in the modern world - technology literacy and media literacy. These skills were pointed out to be the ones that need to be developed. Technology literacy is also seen as a crucial skill by many educators and entrepreneurs and may be found on a lot of lists enumerating the skills of the 21st century. It goes without saying that the urgent need of all countries all around the world is the protection of the environment and such education should start from the earliest age. The students and the teachers can experience climate change and see the hazardous impact of pollution on people's lives. They feel the necessity to do something about it. So does the project. It turns out that the project combines two things of crucial importance - environmental protection and digital skills - and assumes a lot of activities revolving around them. The objectives of the project are manifold and involve: fostering the quality improvement in the field of education and environment protection, improving key competences, especially the ones in the field of technology, increasing motivation behind language learning, complementing the world policy with respect to environmental care and enhancing the skills needed in the modern world - digital ones and soft skills and also introducing the innovative approach to teaching, the one which is student-centered and based on empathy (design thinking, ICT-based solutions, creative methods). The grant is to be spent primarily on equipping schools with technological inventions which can be used to protect the environment (tablets, arduino robots, 3d printers, weather stations, censors, etc) and on providing trainings so as to enhance ICT skills of both the teachers and the students. Mostly, the project will consists in working out ICT-solutions so as to protect the environment. These solutions will be driven by the needs of the school. Students, inspired by their peers, will come up with the ideas how to save the planet. They will share their experience internationally. Such activities will be supported by the ongoing project activities so as to raise environmental awareness and express care about the environment, as well as adopt innovative teaching and learning methods (The Crazy Science Day at the schools, The Day of the Earth, water, soil, air, happenings, cleaning up the local surrounding, events about wasteful consumption and getting to know local facilities which help protect the environment to name just a few). With its great scope of activities combing ICT and environmental protection, supported by international student mobilities, the project is going to have many repercussions. The expected impact on the participants involves better knowledge of ICT tools, raised awareness of environmental challenges, increased knowledge on how to combine ICT and environmental issues, increased motivation for language learning and boost in key competences. When it comes to the teachers, they are to attain the following: grasp of new, student-centered teaching approaches - design thinking, ICT tools-based methods, creativity-boosting approaches, better knowledge of ICT tools and focus on environmental issues, developed motivation for learning languages, strengthened professional profile of teachers and incentives for their professional development.The schools are going to improve the quality of education, get inspiration for constant development, raise awareness of environmental challenges, attain better results at languages and ICT and succeed in the implementation of activities combining ICT and environmental protection into school curricula, implementation of innovative approaches to teaching and learning - ICT-solutions, design thinking and creativity-boosting solutions.The whole idea of intensified efforts taken to develop ICT skills of people while working on environmental issues seems to be bound to bring many fruitful results and get interest of a great many people, not only the ones directly involved in the project.

TOUCHING THE PAST TO REACH THE FUTURE is a pupil,teacher,parent and grandparent based two-year project focusing on the awareness of Cultural Heritage,Mutual Respect and Cultural Identity.Enriching European Year of Cultural Heritage,six partner schools will work together to awake the forgotten tangible and intangible heritages and make them active and alive.The participants will conclude the importance of preserving and understanding heritage, culture, and traditions with the principles of UNESCO conventions.For a qualified education system in the sustainable development targets of 2030,the teachers should establish the connection between the pupils and UNESCO because it contains Education, Culture and Science in itself. (The Turkish Minister of Education, Turkish National Commission of UNESCO meeting ,17th November,2018).With this inspiration we decided to set up UNESCO clubs at schools to share the impressive work and efforts of this organization with our pupils.In all parts of the project the Heritage Cycle (Simon Thursley,2005) will be used and the awakening process will be started by understanding and then continued with valuing and caring activities.In the end the participants will learn to care for the culture and enjoy it.As T. Navracsics mentioned in 2018 eTwinning book,an Euro-barometer survey about Cultural Heritage nine in ten Europeans wanted Europe’s cultural heritage to be taught at schools.The participant teachers will use Europeana (the digital archive on Europe Culture)in various lessons.We try to reach the Europe 2020 strategy for smart, sustainable and inclusive growth with our project.The stakeholders and all the participants will realize the destiny of every nation is bound to the destiny of all others by creating a feeling of togetherness within and across national borders and promoting mutual understanding and sharing values.The partnership process has three basic goals;1-For Teachers: to learn how to use Europeana in their classrooms, teaching cultural heritage with digital tools,to support global understanding in their classrooms against the common problem:the unawareness of cultural heritage.2-For Pupils:to learn how to use 21st century skills and web 2.0 tools in their education process with UNESCO's vision,Mutual Respect of different Cultures with democratic participation to become European citizens.3-For parents and grandparents : to share their experiences on cultural topics encouraging their points of views in European aspects.*We will perform the activities with the aim of transforming the elements of cultural heritage topics into an open,knowledgeable and creative society.With Craftsmanship,Traditional Games,Local Dance,Music,Dishes,Superstitions and Folk Remedies,we will touch our PASTS and with digital story telling,digital photo albums,heritage kahoot quizzes, we will reach the FUTURE abilities.*Heritage Talks/ Trips and Cultural Heritage Bazaars enhance the participants’ creative and communicative skills.*With Before and After photos activities,the participants compare and contrast the differences and similarities between the periods in the background of the photos.Their Critical Thinking,Evaluation and Problem Solving abilities will be developed.*With Heritage Selfies, they will enjoy and take responsibilities on Preserving and Safeguarding of all kinds of heritage topics.The expected results are tangible and intangible.1-The tangible results are the digital city maps,Cultural Heritage Selfies album,Heritage Quizzes,A Digital Story,An e-cookbook,A Calendar,brochures,leaflets,A Traditional Games Magazine,Before and After Photo Album,A documentary film on Local Music and Dance Performances,Three Surveys to evaluate the success of the project,the project website,Facebook and Instagram Pages.2-The intangible results are All the participants will feel that they are the part of a UNION,the pupils will become more CREATIVE,they will gain experience on critical thinking,communication skills,web 2.0 tools,problem solving,decision making,citizenship,personal and social responsibility,cultural awareness and mutual respect.The pupils will become more motivated at school,Teachers will increase teaching methods using digital tools of EUROPEANA and Parents and grandparents will feel more responsible on the educational period of their children.During the two-year period,we will organize one Short-term joint staff training events for teachers only in Italy.Each school will understand its responsibilities and tasks. Europeana-digital cultural heritage- will be analysed.The Italian school will share their impressive activities on Cultural Heritage topics.Then with five Short-term exchanges of groups of pupils meetings,all the pupils and teachers will practice on tangible and intangible heritage topics with effective competences,the values of European citizenship by seeing mutual differences and the similarities in Heritages of different Nations using UNESCO vision.

"""I, you, we, Mediterranean Citizens"" was a project born from the collaboration between five countries: Spain, Greece, Croatia, Italy and France.We wanted to participate in an ERASMUS + partnerships strategic project in order to meet common needs: the difficulty of acquiring basic skills of our students, the lack of citizen awareness and increased school dropout.To meet these needs, we have decided to work on a topic that joined us, the Mediterranean. The main objectives was :- To fight against school dropout through an innovative project,- Develop disciplinary skills (language, history, geography, French, art)- To promote the use of ICT (use of different word processing software and images, a TwinSpace, ...)- Develop knowledge of European culture and Mediterranean- To strengthen cooperation between teachers and students,- Improve the quality of our teaching through exchanges with our partners- To germinate the idea of common European identity and intercultural awareness,- Promote the integration of students in the Mediterranean European area,- Personal development in relation to respect for other cultures- Improving building an active and responsible citizenship- Develop the feeling of belonging to Europe- To enhance students' skills and promote social and professional integration.We worked with pupils of the same age group 13-17 years but of different horizons: an English-Spanish bilingual school to Montoro (Spain), a high school of Syracuse (Italy), two vocationnal - high schools to Hvar (Croatia) and to Naoussa (Greece) and a Regional Establishment of Education Adapted to Bevons (France). We wanted to make of these differences a strength to propose to our pupils a totally different working methodology.Our activities during two years quite clung to a theme, the Mediterranean which we declined in sub-themes the main things of which are: the cultural identity, the Mediterranean history (Greek and Roman origins), the geography, the Mediterranean gastronomy, Mediterranean art, Mediterranean music, the Mediterranean architecture, the Mediterranean poetry, the ecosystem of the Mediterranean Sea. We worked most of the time in English, even if a discovery of our languages was made during our exchanges.We worked in partnership with the MUCEM of Marseille during the first year of collaboration on the theme of the Mediterranean urban spaces, then during the second year with the local collectivities of the European partners. Thanks to this support, we realized by means of an artist architect, Olivier BEDU, a common artistic production, "" Small Mediterranean utopias "", which we exposed to the MUCEM on June 3rd, 2016 during the second exchange in France. Of our collaboration was born three modules which represent the urban spaces of our pupils. These objects were exposed 15 days in Marseille, a structure was given to the EREA of Haute-Provence.To dissiminate this work in the partner European collectivities and museum (Spain, Greece, Italy and Croatia), we printed models of modules in 3D and create a multimedia program explaining the committed work. This key usb will contain our whole work in collaboration.We wanted throughout the project to share our experience by spreading at the most our results (movie, blog, key usb, eTwinning) with diverse public (pupils, families, teachers, local collectivities, radio, local channel, local, regional authorities). All the partners respected the plan of scattering established during the elaboration of the project and more still, different support were used: the press, the digital spaces, the local television media, the professional conferences...To estimate our project "" Me, you, us, Mediterranean Citizens "" throughout our collaboration and to straighten our practices, we enormously communicated and realized intermediate balance sheets(assessments) during the exchanges. At the end of project, pupils and educational teams were requested for a quiz balance sheet(assessment) which allowed to estimate our project. To verify his(her,its) impact, we chose clear indicators to verify his(her,its) success with our pupils: increase of school results, the reduction in the early school leaving, the validation of the disciplinary skills of bases, in languages(tongues), in TICE and the improvement of the school climate.The ERASMUS + program, strategic partnerships between schools only, give us a beautiful experience with our five nations during two years in our projectlie, ""I, you, we, Mediterranean Citizens""."