"The project tackled the problem of Fair Trade ideology. The main goal was to strengthen the European identity of our students, to create transnational bonds, but most of all to shift focus from the nation state to internationalism and from ""me"" to ""us"". Based on the Feel-Think-Act approach, our first objective was to raise consciousness concerning conventional and fair trade products among European students. Secondly, students reflected on their own consumer behaviour and developed solutions in order to prevent the exploitation of workers and the endangerment of the environment. Finally, our students actively promoted fair trade consumption by informing other students, families and the local community.Currently radical nationalism is on the rise in more and more European countries. To counteract this tendency, students need to be offered the possibility to acquire the skills to successfully communicate and collaborate with people of other cultures. They also need to understand global connections.Therefore the need to experience Europe as a union need to collaborate in real face-to-face situations. We put transnational cooperation in every activity in the foreground. In addition to that, we did not only focus on the contact between the students of different countries, but also on real contact with local people from the world of school, economy, culture and every-day life. During the joint activities students worked on different topic connected with Fairtrade, prepared and conducted interviews for local firms concerning their involvement in the issues around fair trade, and met authorities in the field of interest of the project. We focused on particular issues in the following countries: Italy - food Spain - conflict minerals Poland - fast/fair fashion Germany - economics"

"""Off the Beaten Path: Studying the Architectural, Historical and Social Heritage of Local Communities in European Cities"" is a project involving 6 secondary schools from 6 partner countries (Hungary, Denmark, Portugal, Italy, Poland and Lithuania) and is running between 2019 and 2021. The project's main aim is to study 12 (2 per country) neighbourhoods in the partner schools' home cities that are architecturally, historically and socially characteristic and relevant but not in the forefront of public interest. With the activities of the project, the partner schools will bring these local communities closer to the public and each other. Another aim of the project is to help these local communities, make them known outside their cities or countries and boost local economy by increasing the number of tourists visiting these neighbourhoods. From the students' and teachers' point-of-view, the main aim of the project is to strenghten the position of History, Arts and Social studies in the participating schools, increase the students' motivation towards these subjects and get better exam results at national exams. The project also aims to increase students' tolerance and respect towards other cultures and local communities all around Europe. With the help of the project's activities, the students will be able to develop their team-working and presentation skills, as well as their English language knowledge. They will use modern multimedia platforms and devices to get to know and present the chosen local communities to the wider public. During the mobilities they will visit the chosen neighbourhoods and make interviews with locals, historians, business owners, take photos, shoot short video clips, do further research on the history of the communities. At the end of each mobility, they will organize a mini-conference at school, during which they introduce the neighbourhoods to the school's studentship. Between mobilities, the participating students and their teachers will engage in various activities connected to the place and topic of the previous mobility: they will work on the materials created during the mobility, upload them on the project's website and eTwinning page, create and send each other online quizzes related to the studied topics and communities and organize local history walks to the chosen neighbourhoods for their fellow students, students from other schools or the wider public. The project's events are evenly distributed for the periods between mobilities and cyclical, so they will be easy-to-follow and can become a practice during the project and afterwards. The results of the project include a website and a mobile app introducing the 12 neighbourhoods from the 6 cities for the wider public and tourists, preferably. The project will have its own multimedia and social media platforms (Facebook, Instagram and YouTube channel), on which the materials will be made public. The students will also design brochures introducing the neighbourhoods and their sights to tourists and these brochures will be placed at local hotels, tourist agencies and restaurants. With the help of the local history walks, students will be able to introduce the neighbourhoods to tourists and they will learn to respect local communities.The students participating in the project will be between 14 and 18 years of age and many have fewer opportunities. The project intends to involve these students at various stages of activities. The students, their teachers and local community members will be the main focus of the project. These 3 groups will benefit from the project the most.The students' motivation towards subject such as History, Arts and Social studies will be increased. Consequently, they will get better results at national exams. They will also learn to respect other cultures and be proud of their own. They will develop such interdisciplinary skills as team-working, presentation, self-discipline, self-confidence, cultural awareness multimedia and foreign language knowledge. The teachers involved in the project will be able to engage in activities new to them and this way they will reinforce their commiment toward the teaching profession. They will learn and practice to use multimedia devices and platforms, learn how to integrate them into their teaching and this way their lessons will be more modern, interesting and engaging for their students. The local communities will also benefit from the project. They will be able to present themselves to the world, show their values and ""hidden treasures"", tell their own stories. This will not only make them more appealing to the wider public but streghten their own sense of pride and local patriotism. They will meet with members of other local communities and engage in talks with them. They will be able build relationships and exchange good practices that may lead to a long-lasting relationship between local communities around Europe. ""Off the beaten path"" will become mainstream."

The main objective is the development of continuous learning in a European collaborative environment and the improvement of healthy lifestyle skills with positive effects on the relation between the professionals in education, families and communityin order to form a strong personality of the children/teenagers.The project “Our precious plants” is accomplished by four schools (GER, RO, IT, SP). In this project we want to support our youngsters in acquiring and internalizing the healthy lifestyle skills necessary for the improvement of their life. With our project we want to focus on the value that lies in our nature and to make use of it. We want our students to live in relation with our environment and to appreciate our nature and the plants that grow. We need our nature to nourish us. Our project includes nutritional science, theoretical and practical knowledge that shall help students with future food choices. We want students to see the importance of good nutrition and realizing what our plants from Europe provide. Science, especially the human body and the quality of plants is part of the project. We examine plants, extract and write tables about their goodness.Gardening and home economics are a big part of the project. Students learn how to grow different plants and will monitor how plants of the partner schools grow in the different locations. We will process freshly made food and create new recipes enrichend by the ideas that we come up with through our partnership.In our project students will communicate about nutrition and work with our nature's gifts. In language classes students get prepared with the necessary vocabulary and present each other their work. Creative tasks capture the beauty in pieces of art.During the two years the partners bring in their expertise and do complementary work as well as comparing their results on identical tasks. Different groups of students across the school are involved in the project, whereas groups of six to eight students with two or three teachers travel to the transnational meetings.The transnational meeting in Italy focuses on extracting the goodness of plants and what our body gets from different plants.The transnational meeting in Romania focuses on planting, tecniques and requirements. This learning event will provide the partners with good knowledge for school gardening in their respective schools.The transnational meeting in Spain focuses on harvesting and processing mediteranean fruit and vegetables. Students learn about the healthy impact and create scrumptious recipes.The transnational meeting in Germany focuses on harvesting and processing berries and herbs. Students learn about the healthy impact and create scrumptious recipes.On a long-term basis students of all partner schools improve their language skills, their awareness of nutrition, their knowledge about plants and their body and about planting, harvesting and processing. In transnational meetings they aquire knowledge that they share with their schoolmates after returning home. They communicate and cooperate in teams using ICT. They broaden their horizon and increase their job opportunities.

"Our project “The Impact of Consumerism on our Environment (ICE)” dealt with consumerism in relation to environmental protection. Its aim was to raise awareness of the impact of consumerism on nature and our living environment among the teachers, students and their family members and the public in general - estimated number is 10000 people. Since our Greek partner withdrew from the project before it commenced, our school took over its responsibility for designing and administration of the project official website and it was also necessary to rearrange the planned mobilities. At the beginning of the project in October 2017 there was a project introduction conference held at all participating schools followed by the first transnational meeting in the Czech republic. Students made a video and presented their school on facebook. Then there was a logo contest at all schools and in February 2018 one logo was chosen as the best. In March students made decorations from recycled materials and exhibited them in their schools and local galeries. In April students were acquainted with the importance of the Earth Day and celebrated it in different ways in the participating countries. In May students made clothes and accessories from recycled materials. In June 2018 the first Learning, teaching and training activities took place in Turin, Italy (C1). Students brought samples of decorations, costumes and accessories made of recycled materials, displayed them and organized a fashion show. An excursion to a local sewage treatment plant was organized. The students presented their Earth Day activites and videos about their schools. They visited a nature reserve and planted four trees. In September and October students prepared and conducted a survey on cleanliness of their towns and participated in excursions to local ecological farms or organised a lecture on ecology at their schools. In October 2018 there was the second mobility in Romania (C2). The participants shared the results of their surveys about the cleanliness of their towns. A lecture on ecology was held in cooperation with the Romsilva organisation and afterwards a quiz based on the information of the lecture was taken by all the participants. An excursion to a local incinerator, salt mine and a walk through a ´pedagogical forest´ were organized. The Romsilva specialist Mrs Adriana Bartha held a lecture and afterwards there was a follow-up ecological game. In November 2018 students made maps of Europe from recycled materials and marked the participating countries, towns and cities and important geographical features on them. In December students prepared and conducted a survey on consumerism and recycling at home, at school and among the inhabitants of the towns focusing on Christmas and in January they made a presentation and posters based on the result of the survey. In February there was a month of ecological awareness. Teachers at all participating schools organised a competition of all the classes and monitored various aspects of ecological awareness in the classrooms. In April students and teachers took part in a Clean-up day and collected rubbish in towns and their surroundings. In April students planted project trees. The last planned mobility (C3) took place in Bulgaria from April 30th to May 4th. Students presented their maps and surveys, the course and the results of the Month of ecological awareness at the schools and planted one project tree for each of the participating countries. International teams made works of art from recycled materials. The Bulgarian school also provided shrubs to create ""The flowerbed of friendship"". Czech, Romanian and Italian students took part in activies which helped them to learn some facts about Bulgarian history and culture and visited some important historical sights in the area. In June students took part in the excursions to the local sewage treatment plants and learned some interesting information about processing sewage water. In September and October students localized places using alternative sources of energy in their areas, made a map of them and uploaded the results on the Facebook and webpage and visited recycling centres and local waste disposal plants. In December and January a literary competition dealing with the topic of consumerism was organised. The final stage of the project was heavily influenced by the coronavirus crisis which resulted in canceling the last transnational meeting in Romania and final conferences at schools. In March students conducted the last survey about the impact of the project on the schools, teachers, students and their families. The results showed that the awareness of the issues connected with the problem of consumerism among the teachers, students and their families has definitely raised, which can be taken as a long-term benefit and it also means that the project was worth carrying out."

Through our initiatives we wanted to respond to the concern that children from all our schools do not experience nature as much as past generations and moreover they encounter difficulties in science classes. Since technologies are a demand of the 21st century we focused on the integration of technology into nature and science programs, incorporating interesting technologies into programs to engage children’s attention and interest. Our project aimed to promote the use of technology to increase kids' interest in and engagement with the natural world. We wanted to identify opportunities for digital technology to support children’s connectedness to the natural environment, thereby encouraging positive environmental attitudes in children, as well as healthy physical play. We also needed to innovate our curricula with a new actual theme - participatory science – in fact the implementation of CITIZEN SCIENCE as an elegant, efficient and engaging solution to the huge environmental problems we face in the 21st century.Our main objectives were to promote a responsible environmental awareness and increase understandings of science, leading to more positive attitudes towards STEM subjects. Bringing scientists, teachers and students together in partnerships have created lots of opportunities to explore new pedagogical approaches. The partnership consisted in the end of 5 European partners Romania, Spain, Czech Republic, UK, Italy Our target groups were students from 10 to 18 from all the five European schools and we addressed our project as well to the skilled students in STEM subjects, as for less skilled students to amplify or improve their competencies.Each partner brought its own experience and expertise to the project. All the schools took students of broadly similar age range.Our main activities have been:1. Create visual elements and ID of the project (logo, sociomedia, blogs, websites) 2. Prepare questionnaires and online surveys: based on 3 main aspects: How Can Technology Enrich the Nature Experience/ How kids are using technologies/ Impact of Technology. 3. Train teachers and students - teachers from the project have been trained by other teachers, specialists, scientists on the next main subjects:i. Deal with Bioblitz and Citizen Science in schoolsii. Managing iNaturalists iii. Virtual Curriculum (making & integration)iv. Naturalist expeditions step by stepStudents have been also trained on:i. Bio ID - Scientific Identification of plants, birds, mushrooms and dealing with species inventories - Students learnt how to identify and record the number of species they find in a certain area and document their findings using digital cameras using smartphone apps and/or field guides.ii. Macroscale Photographyiii. Writing scientific articles - Scientifical protocols- interpreting scientifical data;iv. Using iNaturalist v. Using Apps to explore NatureTeachers training have been made face to face in local schools or during the transnational meetings.4. Prepare Nature Chronicles - this activity aimed to investigate the meaning of nature for ancient people (and this according to the local legends, songs and fairy tales, and by exploring the exhibition, local gardens etc), interrelationship between the local people and nature evolution in the 21st century. We also wanted to investigate the impacts of a modern lifestyle and its activities on the ecosystem and biodiversity. Students and teachers made researches and compilations,preparing presentations.5. Organize Nature Challenges - Bioblitz and many field trips & naturalist expeditions6. Making Science More Attractive: researches and experiments - Students have conducted lab experiments Our approaches provided much more skilled students in different ways: 1. Using technologies helped kids to go outside for observation and active learning about local habitats2. We developed many authentic STEM learning materials to encourage the Science careers3. We have designed a pedagogical model of citizen science projects for schoolsOur project lasted 3 years and all the activities have provided the next results>1. Create methodologies regarding the integration of ICT into nature and science 2. Develop on-line/ virtual/Internet materials 3. Publications on researches and methodology at small scale- brochures,4. Training and events for teachers and studentsThe project offered us a deepen understanding of nature, we have challenged with new pedagogical approaches for the 21st century. Thanks to new tools we will constantly improve the nature study by using technology.