"Physical education in school increases learning and social skills. Through observations and evaluations participants will jointly find a pattern that optimizes learning abilities by combining a school day with healthy food - physical activity – individual responsibility and social awareness. Moving towards the 21´th century means that the project must illuminate some of the Sustainable Development Goals. Student mobility and exchange of best practice must focus on schools as an important framework for encouraging physical activity among young people.Kløvermarkskolen is spezialised in integrating age related physical training into the students learning environment. The concept (hereinafter referred to as SUUS) will be shared and tested by the participating schools in this project ""Health and learning environment towards the 21´th century in Europe"".The objective of this project is to become more aware of the positive development opportunities that arise from physical activity in collaboration with others in a learning environment focusing on the main themes: health,nutrition,outdoor activities, reflecting on the idea of sustainability. Methods and goals from the Danish concept SUUS will provide information, knowledge, skills that lead to recognition and action locally. The Danish students have a special role as they are familiar with the concept and must support their fellow students in this project.Students must practice age-related physical exercises that require equipment and materials. This must be implemented in the participating schools schedule in the middle of the school day as an activity lesson. This means age related training and lunch together with the other students and teachers. Equipment must be for use in the classroom - sports areas - food science and nature. And for as many students as possible. It has to be adapted to each school and therefore the equipment will vary. But basic strength and cycling equipment will have high priority along with virtual equipment.All participants in the project must present the methods to regional and national education authorities and share the new knowledge to other partners in Europe and prove that through physical activity and theory, we can positively influence learning and learning environments so that all students dare to learn and want to learn in interaction with other students, the school and the local community. Through exchange of best practise understand common values, civic engagement and participation in other countries and cultures. International cooperation creates international communication for the participating students,teachers and educational institutions.Number and profile of participants:- Kløvermarkskolen in Haderslev, Denmark. A secondary school. Students aged 13-16. Kløvermarkskolen consists of 527 students and 50 staff members. - The IES Montesclaros, is near the urban area of the municipality, of Reinosa, Spain. Students aged 13-16 years. IES Montesclaros consists of 634 students and 101 staff members. - The American Elementary School, Poland. Students aged 12-14 years. The American Elementary School consists of 236 students and 42 staff members.- Gymnasium Thermoy, Greece is one of the oldest and most historic secondary school in their prefecture. Students aged 13-15 years. Gymnasium Thermoy consists of 89 students and 20 staff members.48 teachers and 112 students participate directly in the project activities.The main objective of the project is to knowledge share and implement the concept of SUUS. Hence, this will include analysis of the participating schools in order to adapt the concept, prepare workshops and presentations of the four focus areas in order to summarize observations and data for publishing educational material. Followed by the implementation of workshops in four different cultural contexts. Finally, and ongoing in the project, communication and dissemination of the results will be an activity. The methodology applied in this project will be, material criticism, text analysis, documentation, activity analysis. Furthermore the SUUS methodology (Information, knowledge, skills, recognition and action)Main objectives is by the end of 2021/2022 school year raising the level of knowledge and awareness of the positive development opportunities that arise from physical activity in collaboration in a learning environment focusing on health - nutrition – outdoor activities. Also develop and describe new learning methods and develop new teaching materials.Furthermore to share the knowledge results internationally. Expected impacts are increased focus on and dissemination of best practice developing a Health Promoting School.The long term benefits are: Early Action - Lifelong learning."

"Summary of Project Motivation. The genesis of this project has grown out of a number of news stories which enter our living rooms via the TV every night. These stories include the plight of refugees from Syria, Ukraine and other war zones which don't even hit the headlines. But it is not only war, migration driven by hunger, drought, climate change, the hope for a better future is an ever present story. If all news outlets, if all the opinions our students are exposed to expressed tolerance there would be no need for this project. If the questions our students read, see and and hear was ""how can we help and support our fellow human beings to live rich peaceful prosperous lives as good as our own in a place close to their families, their friends their roots?"" instead of ""why should we accept ""them"".....how can we prevent ""them"" from coming here? there would be no need for this project. Over the past two years , From Budapest to Barcelona and from Britain to Bologna, our students hear the voices of isolationist demagogues, many of these voices are not driven by a localist agenda calling for greater democracy, but by, at worst xenophobia or at best an unrealistic nostalgia for a past that never existed. The need for our students to develop an understanding of the complex factors that have led to these contemporary news stories has never been more pressing or urgent , our students , now , more than ever need to have the opportunity to experience their partners from other regions of Europe, we as teachers have the opportunity to introduce our students to the influences, opportunities and experiences that exist outside our regional boundaries. Summary of Objectives In planning this project, we wanted our students to strengthen their sense of empathy for fellow human beings seeking refuge from war, hunger or despair In keeping this outcome in the forefront of our planning, we want our students to increase their capacity to be active citizens. For many students, their school experience does not fully prepare them for the reality of life outside school, transferable skills are not fully recognised and there is a sense that individual curriculum areas exist in isolation from other areas. We want our students to strengthen their learning outcomes through recognition of the curriculum concepts within a broad context. We hope that engagement in this project will assist in developing critical thinking skills which will empower them to evaluate and interpret news stories. By allowing them to work in a project based learning environment we want our young people to apply their skills in language, numeracy, creativity and citizenship in a real life context. Summary of Project Content Part1 ""If birds fly free...why cant we?"" Students create a powerpoint or portfolio of cases where walls and borders dont exist, so for example a look at bird or fish migration, ocean currents or prevailing winds, this could also include pollution, if I dump filth in the sea, or toxins in the sky it affects you, we dont live in isolation. Part2 ""I am a Rock I am an Island"" The theme here is how events which affect one region can affect us all, the title of ""I am a rock ..."" is intentionally ironic. In this part we are going to consider the eruption of Vesuvius in AD 78 and each partner is going to assume the role of a journalist in their own country and describe how it has affected their region. We will combine these accounts to make a magazine to be published (following the model of something like Time/The Economist/Der Spiegel), with analysis of the impact. Part 3 ""Free Bird"" We looked at bird migration earlier, this part has very little to do with Birds, but migratory birds from Africa or from the Arctic do tend to suffer high casulaties from hunting, lack of food, exhaustion, so this ""chapter"" provides linkage between the problems faced by animals and humans .....We will look at why people migrate, fleeing war, famine , drought.....money...jobs, better futures for their children, the results will be presented as an art exhibition, a drama performance, which includes dance and singing or a multimedia show. Part 4 ""Prison without bars"" How do we as humans impose our own prisons? I would like us to collaborate on producing an ebook or magazine which illustrates how we voluntarily impose limits on ourselves and others, this could be about the acceptance of and the need to challenge sexism, racism, disability, homophobia.....""girls can be builders"" ""boys can be nurses"" ""blood is always red"", if we say we cant do it, we all sit in our personal wheelchair, homophobia is a straight problem. Part 5 "" Imagine"" Imagine a world without borders, we could create an album of songs which all have songs on the theme of a shared humanity, we could write these ourselves or cover established songs. The final meeting would feature a performance celebrating the diversity, optimism and joy of being young."

"Concern for nature, our environment, the planet’s natural resources, Earth’s population, and society in general makes commitment to sustainable development essential. It is the duty of each of us to recognize our responsibilities in social, environmental, and economic issues to ensure optimal quality of life for current and future generations. In response, the United Nations developed 17 Sustainable Development Goals (SDGs) in 2015 that include ending extreme poverty, giving people better healthcare, and achieving equality for women. Nearly every country in the world has promised to improve the planet and the lives of its citizens by 2030. If this is to happen, everyone needs to become familiar with the SDGs, particularly young people. The main goal of this project is to increase knowledge and awareness of 96 students in Europe (including at least 16 students with special educational needs) in the field of sustainable development through the implementation of actions supporting key competencies.Specific objectives:O.1. By the end of 2022 raising the level of knowledge and awareness on the subject of sustainable development in 96 project participants (students 11-14 y.o.) through direct participation in activities. O.2. By the end of 2022 developing 96 students' key competences: communication in foreign languages, learning to learn, social and civic competences through direct participation in project's activities. O.3. By the end of 2022 increasing the motivation to learn and self-esteem in 16 students with learning difficulties and economic problems through direct participation in activities related to project.Ninety-six students from partner schools aged 11 – 14 will directly participate (24 local and 72 students participating in mobilities). Some participating students will be appointed to perform specific duties (e.g. manage cooperative ICT tools, update social networking). A minimum of 16 students will have special educational needs or economic obstacles. Because outside community organizations (e.g. kindergartens, senior centers, etc.) will have been involved in the project, the benefits will be shared by the wider community and its citizens. We will organize four short-term exchanges of groups of pupils: C1 Sustainability now! Let's meet 17 SD goals! We'll mainly focus on introduction to the subject of sustainable development and 17 SD goals that balance the environmental, social and economic dimensions of sustainable development. Participants will take part in educational workshops and vision-building exercises e.g future workshops, scenario analysis, utopian / dystopian story-telling, science-fiction thinking. General knowledge will not be given, but rather experienced and co-created by students and then forwarded in the process of peer teaching in the local environment (the fixation function and implementation of the action) C2 Future is ours, part 1! Let's start from environmental side. Again, students will participate in workshops, this time in places/institutions/organisations directly related to the topic. They will be using their creativity, critical thinking and problem solving to work collaboratively and transform ideas on the planet’s protection into action. They will write and present short stories about their vision of the future. C3 Future is ours part 2! Social issues. Students will present their song lyrics and create a series of Public Service Announcements (60 sec.) regarding SDG. And again, they will participate in workshops (working collaboratively in mixed groups). C4 Future is ours part 3! Economic issues. Students will have the opportunity to live interview with entrepreneurs and innovators in the Science and Technology Park. They will also create the final screenplays based on the winning stories , rehearse them, and, finally, record them ( two short films).After short-term exchanges, the resulting tangible products will be assessed:C1: scenario of the workshop ""Team-building games and introducing activities""(1) drawing/printed posters, photo collages, short movies, scenario of the workshop ""Visioning Excercises"" (1) scenario of the workshop "" 17 SDG""(1) workshop scenarios prepared by students for disseminating the SD idea at school and in external organizations (8)C2: futuristic short stories (8), scenario of the workshop ""Environmental SDG""(1) utopian screenplay (1), dystopian screenplay (1)C3: scenario of the workshop ""Social SDG""(1), song lyrics (4) short movies - PSA (16)C4: scenario of the workshop ""Economic SDG""(1) utopian movie (1) dystopian movie (1).There will be also many long-term benefits for those who participate in this project, like: the life-long learning approach (the development of the students’ key competencies is an investment in each participant’s futures), teachers""networking, cross-cultural communication, durability of goals and results (further teaching in the field of SD, use of developed educational materials)."

The main goal of the project “Sense your city, Taste its Sights” is to promote the cultural heritage of four European cities: Agios Nikolaos (Greece), Barcelos (Portugal), Gdynia (Poland) and Tarragona (Spain) through the five senses giving students, who are hundreds of kilometres apart from each other, the chance to know each other, share their traditions and points of view, exchange and appreciate their heritage while fostering a sense of belonging to a common European space. The inclusion of students with social and educational difficulties, the prevention of early school leaving, the improvement of students' communicative ICT skills, the rise in interest for foreign language learning and the development of lifelong key competences such as autonomy, curiosity and creativity have also been one of our main concerns throughout the whole project, playing a predominant role in the accomplishment of all the tasks proposed. Participants have had the opportunity to value and widen their knowledge about their home cities and learnt what to see, hear, smell, taste and touch in four other European cities. Seeing totally different landscapes, archaeological sites and traditions; hearing the waves that lap the four shores, its musical instruments and such different languages; smelling and tasting its most representative dishes and touching the essence of its history have become the main targets of this project. The observation and discovery of all these aspects have made possible the accomplishment of different types of tasks carried out before, during and after each short-term exchange; and also the long-term tasks which have been completed throughout the whole project. The cooperation among the four schools has resulted in tangible materials such as: “The Recipe Book” which includes the most representative starters, main courses and desserts of the four culinary traditions. “The Multilingual Travel Glossary” which gathers basic and useful expressions in the languages of the participant countries (Catalan, Greek, Polish, Portuguese and Spanish), four “Glossary in Progress” language video tutorials”, each one in a different language to practice pronunciation and intonation, and “The Multilingual Video” where students communicate in the languages above mentioned. The four “Tutorials on Traditional Dances”, where each participant school shows and teaches the others how to perform them before the international dancing event. Four “Sing-along videos” which show the song “Ode to the Joy” in each national language for students to familiarize with the lyrics before the “Singing event” where the choir, consisting of all partner students, was another symbol of cooperation and unity. The four presentations of “Our City and the Sea” have brought closer our differences but also similarities and the travel brochures “Sense Agios Nikolaos, Barcelos, Gdynia and Tarragona” have awakened the desire to discover a city from a different point of view, the human senses. Moreover, the completion of all these short and long-term tasks has led to the creation of “The Board Game: Sense your Cities” “which is a round-up of what all participants have learnt during the project's lifetime. Through senses and surprise cards, students move around a board remembering what they have experienced and sharing the cultural heritage of four European cities.To evaluate the right implementation of the different stages of the project, regular assessment has been carried out. Online questionnaires, charts, personal interviews, performance observation, and final output have been the means used to guarantee the accomplishment of all our main objectives. The participants in the project were 122 pupils aged between 13-15 who represented the working teams from each school, 24 of whom took part in each face-to-face short-term exchange. These international learning experiences have helped to develop an intercultural awareness, making possible the participation of other students and teachers who were not directly involved in the project, but they also collaborated in the activities organized at each school as part of the process. The four school communities have benefited from the materials produced, which are available online and at the schools to be used at any time. Teachers have swapped good practices and applied those significant to their teaching contexts. Furthermore, teachers have widened their professional network, thus facilitating future cooperation within Europe and the internationalization of the schools.The implementation of this project has also made possible that from now onwards, students, teachers and families are more willing to take part in further international projects. Participants have developed key competences for lifelong learning since all tasks carried out have favoured research, cooperation and autonomy.

The project is based on the importance that teaches and equips the students in essential skills to deal with the workplace and society. The fundamental goal we want to achieve with the development of our project is that students acquire notions necessary to undertake a project that will be able to start their ideas and make them a reality. One of our main objectives is to educate the students of the responsibility they have in society. They have the power to change and improve many aspects of the society in which they live and help other people. The creation of material and didactic games using a 3d printer and other methods is justified to make them participate actively in their communities by collaborating with groups that need it at the same time they will boost their creativity and get some entrepreneurship knowledge.Arising from the creation of games and educational materials will be developed activities, workshops, and conferences based on the respect for the environment, to promote social inclusion and implement service to the community.There will be six school participants; Poland, Italy, Croatia, Greece, Portugal, and Spain. Spain will be the coordinator of the project but all the tasks will be perfectly divided into departments. Each department will be led by a school so the roles and functions of each will be clearly defined from the outset. A good organization is fundamental to the success of the project. Three schools have previous experience in projects and three others who are not.The project participation and being in contact with other cultures will get students to open their minds inculcate important values such as respect, tolerance, and empathy. Diversity and inclusion in the classrooms and society is a reality and it is necessary to teach young people to respect it. As regards the curriculum students improve their abilities in the following areas of English, technology and new applications, entrepreneurship, art and community service. Subjects that are taught in the centers. Pr Participation in this project will improve their results in these areas.Teachers of all the participating centers will acquire new methodologies that can be applied in their classes enriching them. Through the workshops, meetings and conferences will be an exchange of ideas and opinions which will favor the learning of teachers in many fields.The results of the project will be inspected in every step we will take. The benefits of the project will last after the end of it. We will establish a new way of teaching base on the idea that all of us have to work together to improve our society and help to the extent of the possibilities of those who need it. We will continue creating new didactic games and materials which may help other people.