Our pupils are generally spending their free time with online games and with their mobile phones and don’t love practicing sports; they are often driven to school by public or private means, lack the possibility to exercise on the way to school and don’t have many close sport centers. Despite the fact that they are surrounded by amazing natural places, they aren’t used to appreciating their local environment as a source of well-being and their local food as a healthy one. Our aim is to stimulate pupils to reconnect with nature and help them improve their knowledge of healthier eating habits. Students, families and teachers are given the possibility to learn and appreciate different examples of healthy lifestyles; lastly, by interacting with a variety of European cultures, we promote in pupils, teachers and their families European citizenship and tolerance. This project enhances the stakeholders’ capacity for organization and recognition of learning periods abroad. With these measures we promote engaging, connecting and empowering our students.By limiting the use of mobiles, pupils study the benefits of the physical activity on their physical and mental health, are encouraged to be more active through outdoor learning and functional teaching methods (for example hiking, trekking, walking on the sand, flash-mob, games, orienteering, skiing, ice swimming). Visits to Nature Friendly Companies and agricultural enterprises will help pupils to acquire stronger and lasting cultural skills through experiential learning. Preparatory Chemistry classes are organized through flipped classroom and problem-solving tasks. They learn how to make a healthy meal by using local food and the basics of the Baltic and the Mediterranean diets; healthy recipes are collected in a leaflet/web page/e-book. The objectives for students are: 1) increasing awareness of the positive aspects of physical activity 2) encouraging the new generation to eat more local, in-season food to fight unbalanced diet 3) building up respect for nature and environment 4) promoting the acquisition of Key Citizenship Competences in an intercultural and not formal context . The objectives for teachers are: 1) fostering intercultural competence 2) promoting digital competence thanks to the knowledge of the different digital platforms and devices 3) acquiring new innovative teaching methods and thus improving their professional development 4) receiving good practices and new teaching methods such as outdoor learning and functional teaching method.As for the number of participants, 10 students and 3 teachers per country will be engaged in each mobility but all stakeholders, according to their tasks and their potentials, teachers, students, headmasters, administrators, families will be involved in the realization of the project and its dissemination. Pupils will be 13-16 years old, belonging to different classes or Science courses. They will be prepared and supported in all the phases by giving them the guidelines to follow. Students not travelling will take part in different ways, such as preparing presentations on their English and science classes. Teachers involved are the ones who show their interest in initiating and promoting the school’s international relations, interested in the topic, have the right competences linked to the objectives of the project and wish to contribute in all phases. Through explanatory videos and educational games (e. g. Kahoot, eTwinning uploading) information is shared, digital and language competences are enhanced. Questionnaires are made via Google modules; school presentations, reports about nature protection are created via PowerPoints, infographics, Padlets or videos. A small vocabulary in English, Latvian, Italian and Finnish is created by selecting the main expressions to be used in the project via peer-to-peer work (e-book: final output). English competence is improved by creating materials and meeting students, teachers, host families and communicating with them in English. Our students will be more motivated in eating healthily and preparing healthier meals, understand the benefits of using local, in-season ingredients, find recreation from nature, produce leaflet/web page/e-books (Different ways to get fit and Healthy recipes). They’ll understand the importance of keeping nature clean; acquire digital competences by using various platforms and apps, learn how to search and use data in a critical and systematic way. Thus they’ll be better prepared for their school curriculum and constitute a determining and involving support for the project fulfillment and its dissemination. Partner teachers will improve their English communicative skills and strengthen their European contacts for future. The projects results will be used in curricula planning and the collection of good practices.

Two main tasks of the project were to raise the students’ interest of Math and Science subjects and to create two final products: the game and the e-book. Students visited different establishments and enterprises to see how the knowledge of these subjects are implemented in the real life. It helped students to be more interested in these subjects. During the mobility visits there were organized study trips to enterprises and local universities. According to each countries’ budget schools organized excursions not only for students who were involved in the project but also for all students. It helped to increase the number of the students who are more interested and motivated to study Science and Math. In this case were raised the interest not only in subjects’ studies but also the interest in future profession.During the mobility visits students agreed of the ideas of game. Participants were divided in three groups. Each group had participants from all participating countries. Each group decided of their own game which meant that at the end there would be three different games. These three games were one card game and two board games. The card game is more like a discussion game where the students are encouraged to think more about the future career after the finishing school. Two board games are tended to raise up the knowledge of Science and Math but it is done in more appealing way: they are active and competitive and have different levels. These games could be played in these subjects or in English which helps to increase the level of the knowledge. Everybody can find and download these game from the result platform and use them during the lessons or like a part of entertainment during the class activities. Teachers made together an e-book where are included different tasks in Math and Science. All these subject teachers from the partner schools were involved in making the materials. At the beginning all schools discussed what they would like to see in this material then came to one decision how to make it all in one common system. The purpose of this material was to raise students’ interest, the tasks should be creative and connected with real life. Finally, there are lesson plans, tasks, presentations and work sheets and everyone can find the e-book in the results’ platform, too. Each teacher can use them as they want to. There were involved three different type of schools in this project that is why the tasks are in different levels. There were involved students from three different schools. Students who took participation in mobility and game making activities were direct beneficiaries because they were involved in all activities. Other students from the participating schools took participation in excursions, Science days, tried teacher materials and played games. They were involved only time to time. Teachers had opportunities to meet their colleagues from other countries and discussed different pedagogical problems and searched for the solutions. They had possibility to see how the teachers work in other countries and to share with their materials. All participating schools introduced with the results students and teachers from local communities and it raised the interest of achievements and benefits. At the end we can come to the conclusion that all the results are achieved: raised the interest of students and teacher professional development. All the final products are available to all interested people. It is possible to make similar projects because there will always be actual question how to use the knowledge from school in real life and how this knowledge will be useful in future profession. The same could be said about teacher professionalism and growth. As more teachers meet other teachers from different countries, more teachers expand their horizons which make an impact to their professional development and their own made materials.

The topic of this project was cultural heritage, as 2018 was European Year of Cultural Heritage. The aim of the project was to encourage students of partner schools from Latvia, Iceland, Greece, Italy and Estonia to discover and engage with both their own and the partner nations' cultural heritage and to reinforce a sense of belonging to a common European space. The idea was to link local cultural heritage and tourism in a more actively engaging way whilst taking into consideration cultural sights, nature trails, local legends etc. There were planned five short-term students´ exchanges during two years to Estonia, Latvia, Iceland, Greece and Italy totaling 80 student mobilities and 40 teacher mobilities.The main aim was not to explore well konwn tourist sights, but more remote areas and local real life experience. For example students lived in families and were part in family life. There was something new and exciting for everyone.With the support of teachers and specialists, but taught by peer to peer learning, students form a tourism route and experienced this. This way they gained new knowledge that could be used as working experience. For example they learned how to make pizza, one of the very popular dishes throughout the world. Five tourism routes in the locality of the schools were created by students. Students made some local souvenirs and introduced some games and dances. These sovenieres were sold during national festivals that took place at the end of each visit. Income was donated to local charities. Unfortunately, due to the global Covid 19 pandemic, the project was postponed by a year. As the situation did not improve, it was not possible to actually carry out the last stage of the student exchange and we had to make changes and the Latvian events took place online.Although the situation had changed, students and teachers still took part in exciting and educational online events. This change in the situation also provided excellent experience for teachers and students in the use of ICT tools, as well as online collaboration skills.Students were between 15 and 20 years of age. Two of the schools were vocational schools and three were secondary schools. All the schools' curriculum were tightly related to 1) local culture, 2) giving work experience to students, 3) doing international cooperation. Products that were completed during the project: 1) 5 tourism routes in the form of digital map /video etc 2) souvenirs/games according to the cultural heritage 3) a national festival at the end of each students meeting The webpage of the project: https://herstu.fas.is/?fbclid=IwAR1DVBmgAhlA6p_MQYwl2IhmHMIbNsa6-KMW1vznNGaukhsJCdTMfLNgqxE As our cooperation with these partners began already 2 years ago, we think that this project gave further consolidate our good and fruitful cooperation, our students had friends from different parts of Europe and their sense of a common Europe was strengthened.

"Erasmus+KA2 programme Cooperation for Innovation and the Exchange of Good Practices, Strategic Partnerships for Schools aimed to develop entrepreneurship learning in the upper-secondary schools with the students aged 14-19. The title of the project was ""Sharing competencies in entrepreneurial learning, linking theory with practise "". All partners – Tabasalu Ühisgümnaasium from Estonia, Jelgavas Spīdolas ģimnāzija from Latvia, I.I.S.S. ""L. Vanvitelli"" from Italy, 2 EPAL TRIKALON from Greece and Framhaldsskólinn í Austur-Skaftafellssýslu from Iceland – teach entrepreneurial subjects at school. Some schools more (Jelgava, Tabasalu, Höfn) some less (Lioni, Trikala).The challenge for all the schools was1) how to raise the entrepreneurial teaching level as this subject is relatively new in our curriculum, and 2) how to link theory with practice. For this reason the aim of the project was to 1) exchange good practices between all partners, combine it with the local entrepreneurial knowledge – visits to the local enterprises, some of the examples: ACCASOFTWARE (Lioni), Tyras (Trikala), Piano factory - Estonia (Tallinn), Skinney-Pinganes (Höfn)2) offer our students the opportunity to research local enterprises and find out the features of well-functioning examples, student groups of the same school did research mainly about local dairy product companies. Afterwards they compared these results.3) work out the ideas for students' small businesses, choose the best ones and put them into work. The challenge for the students was that the main communication when deciding and organizing activities about small businesses should be done online and in English. English was a real challenge for students from Southern European countries. As well following timetable and sometimes accepting partners' ideas was a challenge. Sometimes teachers needed to be involved to solve problems. Nevertheless all misunderstandings were solved and the final result fulfilled – students' businesses sold the products at students' fair in Jelgava. 4) work out an e-lecture (each school created 1 topic) with 5 different topics about certain topics. This way we hoped to involve into schooling these students who could not come to school. The creating of the e-lectures was guided by a specialist and the outcome is available at https://entrepreneur.fas.is/. We should say that all these aims helped us to link formal education with non-formal education.The project lasted 24 months, during this time 2 transnational meetings with 17 mobilities were arranged first in Tallinn and the last one in Lioni. 5 learning-teaching-training activities were organized with 111 mobilities. Four of the latter were students' short-term exchanges with 67 students and 33 accompanying people and 1 short-term joint staff training event with 12 mobilities. As a result and impact of the project, the quality of learning of entrepreneurship was raised as the theory taught in lessons was combined with local and international practices. Students' communication skills, language skills and ICT skills were improved, they received great experiences working in international teams, forming international businesses and in the realization of products of their businesses at the students' fair. Teachers' communication skills, ICT skills and language skills improved as well. They gained knowledge of how to compile e-lectures. All the information about the project can be followed on the project web-page https://entrepreneur.fas.is/. The main product of the project – the project video showing the outcome of students' businesses and their participation at the students' businesses fair – is on display.All in all, the teachers and students experienced international cooperation. Students could use the experience obtained from the project later in life."