"The project´s title is LESSONS FOR PRESENT, LESSONS FOR FUTURE and the countries that are participating are: Spain, Lithuania, Slovakia, Greece, Italy, Poland, Finland and Turkey. All partners will prepare short-term exchanges which will include a seminar about the National Educational System and the way their schools work, focusing on the way they face the school failure and the early school-leaving (if it concerns), a seminar about the consequence of WW II in their countries (Concentration Camps), in Spain it will be about the Spanish Civil War, Pedagogical seminars about how to teach/learn the Holocaust/Extermination: Auschwitz (International Center for Education) and History Seminars: Lithuania, Greece, Italy, Poland, Finland, Spain and Turkey.The seminars are very important in order to achieve the aims of the project, which are improving and acquiring innovative pedagogical tools and resources for students and teachers in order to fight against the new forms of totalitarianism in Europe and updating the didactic material under a new perspective according to the current reality and the needs of the society that we are living.The participants will be students of Secondary Education schools and Vocational Education. We address to students from different groups and levels because we also want to involve participants with fewer opportunities which are suffering from the consequence of the crisis and of social isolation. Those participants will benefit from the grant so that money will not be a reason for not participating. We will try to involve their families in the project through the Parents Association. At the same time teachers and Departments will work together to reach the results of the project.All partners will make as a final product four teaching units about WW II from the following perspectives: Resistance, Collaboration, Indifference and Current Totalitarian messages from radical parties in Europe. Those Units will be based on testimonies of survivors and on a selection of materials: pictures, writings, speeches and movies, and they will not only deal with the Historical issue but also with ethical such as Democracy, Human Rights, totalitarian parties, xenophobia, etc. Through those Units we want to emphasize the importance of the social activism in order to have a real Democracy but without causing negative attitudes to the representatives of the different countries.The Teaching Units will be a part of a book of 4 groups (4 x 7= 28 TUs) which will follow the same structure: a) Historical introduction (background)b) Historical materialsc) Content, Concept and Procedured) Activitiese) Resourses and bibliographyThe project is complementary to other works carried out by the partners, related to our topic:1. ""Roots"" project in Lithuania.2. Missions for finding Jewish cemeteries.3. Organizing seminars, delivering educational lectures on the Holocaust.4. Managing the funds of the Jewish Museum, etc.All partners will make as a final product:1. A teaching guide (goals, contents and process) about how to fight the current radical Totalitarianism through the History of the concentration camps in Europe, the consequence of the Spanish Civil War and the Holocaust and its relationship with the national History focused on the way in which society reacts when facing the new reality during the Extermination: four didactic units: Collaboration, Indifference, Resistance and Currunt attitude. This point includes an anthology of texts, fragments of movies/documentaries and pictures about that.2. A home movie/documentary made by all partner students which will include survivors' testimonies and students feelings and opinions after knowing the History from a pedagogical point of view.3. A seminar about the Holocaust in the Auschwitz Teaching Foundation (Poland) at the beginning of the project to learn tools in order to elaborate pedagogical material which meet our current necessity.4. A power-point presentation (by students) about the concentration camp in each country. Lithuania meeting.5. A little biography of a person or family whose life was linked to WWII and a concentration camp from a pedagogical point of view. We are interested specially in noted people who resisted and opposed to the dominant power. Poland meeting.6. A booklet about the artistic works developed as an experience of living in the CC from a comparative point of view, according to the subjects and countries. Final meeting in Spain.7. A dramatical performance as a tribute to the people that died in Auschwitz with readings and songs by students. Greek meeting.8. Europass exchanges.9. Improvement of pedagogical and didactic skills to make students understand the importance of social activism."

Our project is addressed to Secondary School students( 16-19) who must be prepared by modern school in best possible way for the future labour market and higher education .The students involved in the project work will have opportunity of gaining comprehensive knowledge by its interdisciplinarity.The project consists of work on discovering renewable energy sources, in particular, solar, wind, hydro and geothermal energy .We are aiming to promote the education and viability of renewable energy sources and to help our students to understand that as a responsible European citizen they should be aware of sustainable development of the world. The educational objectives for the students will be:1. Learning the renewable energy sources.2. Understanding the great value from the use of the renewable energy sources.3. Getting familiar and understanding the potential of technical equipment that we use for the model of Green City (like small panels, arduino, or anything else we decide to use) .4. Making a model of Green City which uses different kinds of a renewable energy source.5. Comprehending the usage and the utility through the construction of a model.6. Exchanging experiences through the presentations of the model creations.Due to international cooperation teachers of partner schools will have opportunity to exchange experiences and introduce innovative methods of teaching in their schools.Workshops and discussions will improve their qualifications while educational activities and mobilities will help towards integration and communicative skills.The activities held throughout the program will be: transnational coordinators’ meeting, mobility for environmental sensibilisation and project planning, mobility for incomplete products, mobility for complete products and exhibition of the models and finally, evaluation of the program.Through international cooperation , mobilities and constant communication , all participants will break social barriers among European citiziens. We believe that the project will help our students to obtain some basic knowledge regarding energy, to learn how to cooperate with people from another country, how to avoid stress and to use and improve English language as well as ICT skills.Moreover the subject area is complementary to school curriculum in partner countries.Getting familiar with cultures of other countries through the interaction with foreign students results in educating young European citiziens who are confident , open ,comunicative , respecting each others.There are 6 partners in the project ( Greece, Poland , Portugal , FYROM , Slovakia , Italy).The project will have 6 mobilities with about 100 participating students and teachers.The impact will be larger because of results dissemination in local area.One of the most important impacts of the project is increasing of education quality in partner schools which will result in future years after the project’s end.There will be boost of teachers’ motivation and engagement , while students will continue their education in universities.The schools develop international cooperation.All these activities will add to promotion of school and European Initiatives We expect some particular acquisitions from European cooperation among which are:1. Providing basic interdisciplinary knowledge of world problems and the problems of international co-operation; 2.Preparing teachers themselves to take an active part in devising programmes of international education and taking into account the aspirations of pupils and working in close 3 studies; knowledge of group dynamics; and the ability to create favourable opportunities and take advantage of them; 3. Including the study of experiments in international education, especially innovative experiments carried out in other countries to the fullest possible extent, with opportunities for making direct contact with foreign teachers;4. Analysing how many students would be interested in continuation their education at University or Vocational Studies or Universtity of subjects connected with RES5. Partnerships with schools in other countries can expose teachers, children and young people to very different learning and teaching contexts. This can help them to examine their perceptions and values and appreciate how these affect attitudes and actions. This can help to challenge negative and simplistic stereotypes and images. Partnerships can also provide a basis for broadening curriculum and subject areas to incorporate wider global input and perspectives.

"Introduction:How could passionate a 15-16 years old student more than the combination of ICT, Outdoor activity and curiosity about local heritage? ""H&H tracks"" project is based in how active outdoor learning increases the academic performance and the learning experience in schools. Moreover, it's a powerful tool to include and help students with differents attention disorders. Also an essential goal of this project is to increase the self conscience and appreciation about the European heritage through the local patrimony. By developing an app that can be used on mobile devices students not only increases their digital skills but contributes to a larger dissemination of the project. Physical activity, well being and learning process are all closely linked, so promotion of it is essential inside the schools. In this sense daily practice of sports and physical activity during school time can contribute relevantly to healthy lifestyles and health improvement, academic performance and general well-being of students, teachers and academic institutions in general.Hypothesis:We are about to finish an Erasmus+ project (2018-1-ES01-KA229-050111) where we´ve found out that movement improves learning experience in schools and also is an impressive inclusive tool for students with ADHD (attention deficit hyperactivity disorder) and ADD (attention deficit disorder). In this sense, we want to expand that experience to outdoor learning process. During this project we have noticed that physical activity helps students to improve their attention for the learning activities. Moreover outdoor learning is an effective tool to acquire knowledge because it brings emotion to the students who are receiving straight impact of activity, also because they are out of the normal classroom situation. In addition students will feel closer to the environment and will make them conscious about the reality of global warming.After an initial evaluation in our school first and lately in the rest of the partner schools we have found that our students have poor appreciation for their own local heritage either about the importance of the European history and art.For that reason we want to develop an outdoor learning unit that will allow the school community to learn and appreciate through the history their own local european heritage.The fact of going to 4 different countries (but also different cultures with different history) will allow the students to grow their knowledge and appreciation about the European cultural heritage.We also expect to spread this interest in vers their local European heritage to families and the whole school community. In this sense and as dissemination we´ll create digital products that could be used for other schools in our local area.There will be seven participants (5 students, 2 teachers) from each school for each mobility and at the end of the project 100 participants (students and teachers )from each country will directly benefit from the activities, while 500 more students will benefit from the activities indirectly. At the end each local community should be beneficiate with the results of the project.Objectives: O1: To develop students and teachers competences, to raise students, teachers and parents awareness of the importance of their European cultural heritage.O2: Learning the different teaching & learning procedures from every country, especially focussing in cultural heritage through active outdoor activities.O3: Developing digital tools (App and website) to promote their local heritage knowledge through different kind of outdoor aerobic exercises.O4: Inclusion of students with ADHD (attention deficit hyperactivity disorder) and ADD (attention deficit disorder). Outdoor physical activities will help students to increase their motivation and their focus on the learning activities.Our project is also linked with The EU Youth Strategy :- Sustainable Green Europe- Connecting EU with Youth- Inclusive Societies- Mental Health & Wellbeing- Quality Learning- Space and Participation for AllEvaluation: Evaluation will involve all project actors: National agencies, School principals, coordinators from each school, students, teachers, school staff and parents.Different evaluation tools will be used:- Questionnaires: Initial, follow up and final.- Interviews with different local agents- Students and teachers workshops products Dissemination of the project:- At the local and regional level the project will be disseminated through the media: radio and newspapers with publications in local and regional newspapers and radio broadcasts.- At regional level it will be disseminated through meetings with Educational Authorities, Provincial Directorate, Universities of each country, Cultural Associations, Social Centers.- At European level it will be disseminated through the eTwinning portal with the publication of the project in the Erasmus+ project results platform"

"The idea for this project grew out of public discussion about the reducement of the amount of insects. Our environment is suffering from a lack of bees. The big questions are: what threatens the insects’ living conditions? How big an impact humans have on insects’ habitats? If the insects would vanish, how it would affect human life? This project helps to teach respect towards our environment and nature in general. It gives students a possibility to act for nature and moreover, maintain a positive view to their future. In today’s world a tendency is seen where people lose their touch with nature. Respect towards nature has become a necessity.Our schools’ values and operating culture’s guidelines encourage students to a more sustainable way of life. This project answers to this need. Also this project helps our schools to implement the curriculum in practise and increase students feeling of participation and cooperation. The project’s topic is very interesting and motivating from the students’ point of view. They are able to do something meaningful for a theme that really concerns them. The project itself, provides teachers ideas for their teaching and improve their skills in questions concerning climate crisis. The teachers will be able to see how schools in other countries operate and they get tools to fight anxiety of global problems.The countries chosen represent various climate types and natural habitats:Finland: cool middle climate, rural habitatsGreece: mediterranean climate, hot dry summers, mild rainy wintersIceland: cool oceanic climate, volcanicItaly: humid subtropical climate, cold dry winters, hot/mild summers Reunion Island: tropical oceanic climate, cool/dry – hot/humid, volcanicSpain: dry climate, mountains ""We Love Bees"" project objectives:1. to answer the students’ need to understand, to adapt and to fight climate crisis. 2. to learn about insects' importance in polling, primary production, decomposing3. to increase knowledge about insect species, habitats, threats, capability4. to show the wide perspective of insects 5. to increase awareness of insects’ role in nutrition 6. to protect insects’ habitats7. to find ways to get benefit of insects without harming 8. to add cultural understanding, improve skills in english and technology 9. to teach students to love nature Activities are designed not only for the students taking part to mobilities but for all schools' students: a logo and photo contest, kahoot, snapchat filter, bug-survey, climate awareness-survey, writing contest, Clean environment -day, Earth Day and a SDG-theme day. All mobilities are set a sub-topic that lead the participants grow to awareness of the insects' situation. 1) Finland, Oct 2020: “The climate, habitats and typical insects in our country”School: Photo contestStudents: Online bugbook: “Our country’s favourite bugs and habitats” 2 ) Italy, Jan 2021: ""What threatens the insects’ living conditions?"" School: “What can I promise to do for nature?”Students: “How polluted is our country?” 3)Spain, Apr 2021: “A Life Cycle In A Hive”School: Attitudes researchStudents: ”Attitudes towards bees and other insects” 4)Reunion Island, Oct 2022: “Just Honey” School: Collecting, creating honey recipesStudents: ”Honey production in our country”What can we do to save insects? 5) Iceland, Jan 2022 . ""What can we do?""School:SDG theme day Students: Games of insects and/or SDG's6) Greece, Apr 2022: “Mythology and folklore” School: Writing contest Students: “Bees and other insects in our country’s mythology and folklore Activities include beefarm activities (beehives, honey production, royal jelly, pollination), constructing habitats, an online bug-book, learning and observing insects, relevant visits and lessons, workshops and creative activities. We hope to bring university knowledge to schools and to raise active citizenship by spreading meaningful awareness for example of farming's influences. The methodology used emphasizes flexibility and newal of knowledge. It bases on inquiry-based learning. Nature as a classroom encourages students to pose questions, research and find information to clarify key concepts. Solving problems with collaboration among the people involved is important. Interactions and self- organising teams are encouraged. Students learn to respect the others’ opinions in roles like organiser, scientist, cook, writer, presenter, designer. Teachers promote self-learning and critical thinking. Students cooperate under a guided discovery with teachers and get peer feedback from each other. The process is evaluated after each mobility. The project answers to the students’ need to take the second and the third step: adaption and acting, not just studying climate crisis. This project encourages students acting for environment in their societies. We grow to sustainability, learn from other cultures, learn sciences, tie friendships and we learn to love natur"

"Learning to live together in peace and harmony is a dynamic, holistic and lifelong process which develops understanding, mutual respect, social’ responsibility, caring and sharing and compassion.Harmony, tolerance and acceptance of diversity among individuals and groups (ethnic, social,cultural, religious, national and regional) are personalized and applied together to solve problems and to work towards a just and free, peaceful and democratic society.Quality of relationships at all levels is required for learning to live together in peace and harmony for peace. This process begins with the development of inner peace in the hearts and minds of individuals involved in the pursuit of the truth, knowledge and tolerance for each other’s cultures.The slogan of the European Union is “Unity in diversity”. Mutual understanding - tolerance towards each other and for everybody is the milestone to promote a European identity. A great opportunity is offered to students by our multilateral project to learn and embrace the differences between differentcultures. It will let them become aware of both their own values and the ones belonging to the partner countries.The main goal of the project is to educate individuals, integrated to the cultural identity of our age at all, approaching with respect and tolerance to different cultures, owing and recognizing cultural richness and diversity, seeing culture as area for creating not demanding resources, and believing inthe necessity of creating economic and social sustainability.More specifically, the following goals have been outlined:To share visions of the world, to understand and learn from those that do not see the world with thesame perspective we do;To identify similarities and differences between different cultural traditions and perceptions;To achieve a consensus that disputes should not be resolved by violence;To help manage cultural diversity in a democratic manner, by making the necessary adjustments to all types of existing social and political arrangements;To bridge the divide between those who perceive diversity as a threat and those who view it as an enrichment;To share best practices particularly in the areas of intercultural dialogue, the democratic management of social diversity and the promotion of social cohesion;Learning about identity and cultural diversity will help young people live and work together in diverse communities, both in their country and the wider world. It can also help them develop their identity and sense of belonging which are fundamental to personal well-being and the achievements of aflourishing and cohesive society.The main target group of this project is students that are the owners of future.That is why all our activities are students oriented and can be only accomplished with their participation. The aim of the these activities is to enable the students gain knowledge and abilities that they can use in future.Pupils will become more open-minded and interested in other cultures through the experiences gained in the project. We hope that they will make use of the good opportunities offered by the European Union and become mature ""European"" citizens with and understanding of European and global issues.In addition to this, the project expected results will be;• To develop in individuals the skills of interpersonal communication in order to promote understanding, acceptance and tolerance;• To create an awareness of the solidarity of humankind irrespective of race, religion, creed and culture;• To enhance the quality of human relationships through a sense of dignity and equality, mutual trust, and an appreciation of others’ beliefs and cultures;• To develop effective democratic decision making that will lead to equity, justice and peace;• To promote active participation in all aspects of social life, and to ensure freedom of expression.belief, and worship."