"Our project's name was ""Phoenix"". It symolized a firebird rising from the ashes of educational despair with high aspirations and expectations. We chose that name because it should be a symbol of a huge amount of students taking part in the project whose past was influenced by failures and demotivation at school. With the help of this project we opened new opportunities for disadvantaged, inefficient and especially efficient students. This way they were given the chance to work together in international teams in order to increase their motivation to learn. Thereby we used new media, created new learning strategies and showed them new perspectives for live after school, sharpened their awareness how to take their future in their own hands.We met our objective to increase their self-, social- and media competences/skills. Social skills with cooperating and learning from each other in international teams. Media skills by discovering and trying the 21st century skills. Self competence by increasing the students' self confidence because they had to present their presentations in front of all participants and actively take part in several workshops. In addition they trusted in and improved their English knowledge which was means of communication.All participants widened their knowledge of other cultures, traditions and ways of life and benefited from it. We also felt positively impressed by getting to know other schools systems and exchanging of innovative teaching and learning methods. New media trends were tested, knowledge about them broadened, such as city guides.Six European schools took part in the ""Phoenix"" project. The amount in percentage of students with drop out behaviour was pretty high in the participating schools. The Greek evening school teaches students who try to pass their exams in a second-chance education. During the mobilities we dealt in seminars and workshops with the fllowing aspects: problems and risks for drop out, possibilities of motivating students, how to increase motivation, exchange of innovative teachiing and learning methods, opportunities of technological lessons (digital whiteboard, new media), professional orientation at participating schools, cooperation with parents and local authorities, use of several current online tools for digital presentations/results (website, padlet, ebook, powtoon, learning apps, quizlet and others), effectively sustainable local enterprises.Apart from the mobilities many other students took part in the logo contest, created city guides and their subtitles in English and their mother tongue, produced a rap, learned and used techniques of graffit, created role-plays on the topic integration and presented them in front of an international audience, produced a common picture story on cultural diversity, used eTwinning, made an exhibition about the participating schools and the logo contest, showcases and flyers about the progress of the project, released articles in newspapers and on school homepages, live streaming, tv presentations, completed our youTube channel, websites and evaluations.All participating students, teachers, parents and stakeholders could be fascinated by the Erasmus+ idea in the course of the project. Dissimination was strengthened by publications in local press and on tv. The long-term benefit of the project was and is mainly measured in the increasing willingness of colleagues to run international projects (eTwinning), the more attractive way of teaching lessons by less fear of contact with new media and the sustainable effect of authentic meetings in other countries and partly in other families."

"""Good Food Life: Creating A Sustainable Future"" is an original and timely project in education for sustainable development, which centers on issues of food production, eating habits and green living. For a long time schools have been teaching about a healthy diet focussing on the good and bad effects of certain food ingredients on the human body. Since a few years, however, there has been a rising awareness that our food consumption is closely linked to ecological problems. The harm done is manifold: Overfishing, deforestation, soil degradation, destruction of habitats, issues of animal cruelties, controversies over food waste and plastic packaging, and - last but not least - the frightening effect of global warming. So the question for today is: Can we feed a future population of 10 billion people a healthy diet within planetary boundaries? In 2019 the EAT-Lancet Commission of Food, Planet and Health (which is made of 37 world-leading scientists from across the globe) has come up with a clear answer to this question: Yes, such a diet is possible! Followed by a caveat: But we need to change our eating habits, to re-think our food production and to avoid food waste. We think that schools are a good place to start this planetary food revolution and we are convinced that through this common project we can bring lasting change to our schools for the better.We - that is four schools: formatio Privatschule (Liechtenstein), IGS-Rockenhausen (Germany), Tundalsskolan (Sweden) and IES Poeta Julián Andúgar (Spain) - have already worked successfully together in the KA229-project ""Don't Worry? Be Happy!"" from 2018 till 2020. Since our pupils have profited a lot from this past exchange programme, we want to conduct a follow-up project which gives some of our pupils (who are 11 to 16 years old) the opportunity to visit another European country. Whereas the past project dealt with cultural variations of happiness and important life skills for a good life, the topic of our new project is different, yet similar: It is about food and how it relates to good and sustainable living.Whereas sustainable living is often associated with sacrifices and inconveniences (e.g. taking the bus instead of the car), the topic of food is especially well suited to teach the idea that a green lifestyle offers hedonic pleasures that make it very attractive as an alternative form of better living. Through our learning teaching training activities we want to create a range of such joyful experiences. We want to do hands-on projects like gardening, bee-keeping, berry picking in the woods or cooking classes. The sensory quality of this kind of work - digging the earth, harvesting your own food, preparing it yourself, etc. - will help the students to re-connect with their natural environment and to get a deeper appreciation for the products of the earth. Then, the high regard for good food finds expression in mindful eating and acts of conviviality. Unlike other pressing issues of our time (like immigration, populism, etc.) eating habits can be influenced by making the right choices on a daily basis. So by engaging with specific food issues and critically reflecting on their own consumer behaviour, young people can learn how to have a positive impact in this world - and feel good about it. The pupils can also experience their personal self-efficacy by proposing a possible improvement for a specific ecological problem at school (e.g. for replacing PET bottles in the cafeteria). So the school setting is ideal to train political empowerment with a visible and lasting impact. Finally the problem of food packaging will be tackled in up-cycling projects that turn waste into small beautiful gifts or new useful objects.It is our pedagogical aim to involve our students in diverse activities in order to educate their whole person - by engaging the mind, their heart and the hand. Some activities are very much about the mind since they foster key competences like critical thinking (e.g. analysing one's ecological footprint), good judgment (e.g. re-considering one's eating habits) or creativity (e.g. in coming up with a solution for a problem); other activities are intimately connected with the heart and train skills like kindness (e.g. for animal welfare) or social intelligence (e.g. in collaborating with students from another country); again other activities ask for concrete action (""the hand"") and demand character strengths like teamwork (e.g. in gardening) or enthusiasm (e.g. for civic engagement). In short, in this project we support and reinforce the development of a number of vital life skills, which train a round character and promote civic mindedness.To sum up, our project ""Good Food Life"" is about sustainable food production, smarter consumption and a better life. We believe that we can not only create a higher awareness in our students for these big issues but also transform our schools into more eco-friendly institutions in the mid/long term."

"Technopoly Seas - how does plastic get into the ocean? An ecological consideration in tablet-supported NW lessons The worldwide pollution of water by plastic (techno-polymers) represents an ecological catastrophe. This applies in particular to so-called microplastics, which are the smallest particles that reach our table through the food chain. The phenomenon and the associated ecological problems can no longer be ignored and are now examined and documented in many ways. Approaches towards solutions pursued by politics, NGOs, industry and private initiatives are highly motivated, creative and technically innovative. In view of the many advantages and uses of plastic, the reactions to the threatening disadvantages of this material may seem restrictive and ignorant. Europe is now planning to implement bans. The ""Technopoly Seas"" project used this important topic to impart research and communication skills and to deepen the school partnership between the Integrated Comprehensive School Paffrath in Germany and the Tallinna Rahumäe Põhikool in Estonia. During the project, a tablet-based science teaching module was to be developed and then tested in joint lessons during two student exchanges. Three science teachers, an English teacher and two computer science teachers worked together on the project. Fifteen pupils each from the Tallinna Rahumäe Pöhikool and the Integrated Comprehensive School Paffrath took part in the project. In addition to the two student exchange events, the collaboration was supposed to take place through eTwinning. The final learning outcome, the report on ""Technopoly-Ocean"", had young people as its target group and was based on modern communication methods. In addition to school websites, padlets and instant messengers, other online presentation options such as YouTube, Instagram and online tutorials were tested. The project’s learning approach was not only supposed to provide information about the environmental problem ""microplastics"". Through its modern, student-oriented presentation, we were hoping to encourage more coverage of other topics, attractive teaching content and interesting results from (tablet-supported) teaching in reporting in and around the school. The unit was developed and carried out at the Integrated Comprehensive School Paffrath. Unfortunately, however, the teaching unit could not be tested and further developed with the partner school because all student exchange had to be canceled due to the pandemic. In addition, lockdown measures to protect against Covid19, caused severe restrictions on regular teaching and planned excursions to extracurricular learning locations. The Paffrath teaching material, films and pictures of the lessons were posted online. This enabled the Tallinna Rahumäe Põhikool group to also carry out the practical part of the teaching unit. As planned at the preparatory meeting, the colleagues from Tallinn were in charge of the artistic component, specifically the development of the joint logo. The Tallinna Rahumäe Põhikool works intensively on artistic topics and was well prepared in this regard.During the project, the students dealt with the problem of pollution of the oceans by microplastics and the associated threat to the ecosystem as part of a learning task. They researched the history, components and use of plastic, the breakdown and decay of plastic waste, the pollution of ecosystems, as well as solutions from private initiatives, industry and politics. As a learning product, the students reported on their research and published their results in the form of padlets or other forms of exchange between the respective schools and other suitable social media channels. This included ""e Twinning"" as a communication platform. While the digitization of teaching is well advanced in Estonian schools, German schools and school authorities are finding it more difficult to use new media. This discrepancy enables a comparison of how tablets were used in digitized teaching in Estonia and Germany. It turned out that the approach of their school authorities is very different in the two countries. In Estonia, students use their own equipment as a matter of course, but not in Germany. The Estonian partner school had quite a few laptops for their students, while the German partner school only had two computer rooms and 60 tablets for 1400 pupils. For the project, the problem at the Integrated Comprehensive School Paffrath could be solved by providing tablets for all participating students. The work on this current environmental topic as part of a student exchange promoted not only scientific and ecological skills, but also intercultural and foreign language skills of the students. The scientific approach to data acquisition, description and possible solution of a problem was experienced as a universal research method. This broadened the students' perspective on European education and employment opportunities in the natural sciences. Through the use of tablets, data research, recording, processing and presentation as well as feedback on one's own work are combined on one device. Analyzing and describing a “modern” problem with innovative means, increased the students’ motivation and their digital competence. Despite the restrictions posed by the COVD-19 pandemic, it was in essence possible to achieve the intended project goals. The resulting natural science lesson ""Technopoly Oceans"" was evaluated with regard to the intended goals, the usability of the method, and the possible uses of tablets. It will be incorporated into the school's internal curriculum and can serve as an example of a tablet-based, European-oriented teaching unit for the school's internal continuing education program."

A) The basis of ESD:SuperVision 4.0 are three key factors relating to the implementation of Education for Sustainable Development (ESD) into school curricula, that were identified during the previous MetESD project:1) Capacity building for teachers and educators2) School development as a whole institution approach and3) Policy making in the sense of a support system towards ESD in secondary schools to deliver ESD more effectively.This results in three challenges that the ESD:SuperVision 4.0 project will tackle:1. Capacity building - training and further training challenge• The insufficient level of support for teacher training on ESD in the context of both pre-service and in-service programs in Europe• Issues/topics of sustainable development require appropriate learning and teaching approaches, enabling students to make a connection between their (daily life) habits, their professional training and global challenges.• Many topics are presented solely through knowledge acquisition, so that it is difficult for students to develop their own mind-set/attitude towards a certain subject/topic and to verify/reassessing their values and knowledge.2. School development as a Whole Institution Approach - curricular challengeESD is thematically inter- and transdisciplinary and in many countries is not formally integrated within the school subject curricula of secondary schools. This challenge is to be tackled through taking a Whole Institution Approach (WIA) to ESD, which means that an educational institution includes sustainability principles in every aspect of school life. This includes teaching content and methodology, school governance and cooperation with partners and the broader communities as well as campus and facility management.3. Policy making - educational systems challengeESD is not only environmental education, but also includes aspects of economics, social, culture and policy. For this reason, a support system must be developed at the level of funding policy that helps teachers and schools to integrate ESD into curricula. There are several reasons for this:•Contribution to SDG 4 Education 2030 - ESD is an excellent and future-proof framework for general education•Criteria for a European wide Curriculum - ESD helps to structure a competency-based educational training and further training as well as the development of subject curricula, because it is compatible with the European Qualification Framework (EFQ)•Concepts for school curricula - lessons and learning are designed for students to everyday life.B) Aims and objectives of the projects:As part of the project, school staff and teacher trainers shall be trained to facilitate an ESD-based school curriculum development process to provide a specific concept for school quality management. A differentiated political strategy for implementing ESD in schools is to be proposed, which considers national peculiarities on the one hand and claims validity across Europe on the other hand.C) Participants:Our consortium is made up of ESD-experienced and reliable partners and new partners, who are also experienced in the implementation of complex EU projects, and newcomers with special technical expertise.D) Methodological approach:ESD Supervision takes following four folded approach:•Blended training of school staff for the implementation of ESD via a WIA;•The schools integrate the learnings ESD as part of their school's curriculum;•Review and revision of cross-curricular school materials;•Policy driven strategies and educational marketing concept to contribute to further development of ESD in the educational system of the participating countries towards ESDE) Description of activities:•Training of teacher trainers and school staff on the implementation of ESD-focused school curriculum development;•Transferring, evaluation, adaptation and development of competence-oriented methods (tool-set) for the promotion of ESD•Implementation, reflection and review of school and curriculum development towards a WIA•Networking within the participating regions•Marketing - Making ESD and school development visible•Development of an ombudsman system for regional, national and Europe-wide educational policiesF) Results and impact envisaged:Expected results and products (tangible and intangible outcomes):•(virtual) Training courses and methods for teaching sustainability issues as part of a WIA•Co-design and development of ESD-based school curricula – adapted/aligned internationally•Evaluation tools, performance review•Manual of methods•Support system for ESD and school development on a policy level•Marketing strategyAnticipated effect (impact envisaged):•ESD issues/topics as part of the subject curricula•Improvement of teacher-student and teacher-teacher relationship through a WIA•Open-source acceptance of cross-curricular school material•Contribution towards achieving SDG 4.7 in countries

The motivation to join this project was clear: There was a need in our schools that is also a national and European aim: to reduce early school leaving using innovation to motivate our students. On the other hand, we wanted to improve the social inclusion of our youth and fight against gender discrimination. Apart from these main aims, we wanted our students to be conscious of the European heritage, especially the European Year of Cultural Heritage 2018. There was a strong motivation towards the learning of English as a second language, so this will be a fantastic opportunity for students and teachers to improve their ability to communicate in English. Some of the partners were already involved in other Erasmus+ projects which finished that year, and all were very excited about the idea of starting a new one. Although most of our partners had experience in Erasmus+ projects, it was going to be a new European project experience for our partner school from Latvia. The items, objectives and priorities of the project affected all the stages and all the subjects in the school, so all the teachers wanted to participate in it, increasing their motivation towards their role as teachers. We were much appreciated our project was granted because with this project we could help other schools in our countries and in the EU to get the aim of reducing early school leaving. Another reason is that our schools are places in areas with low- medium incomes and for most of our students this was the only way to go abroad and improve their abilities in English, especially when they get the opportunity to travel abroad to meet our other partners. There were students with poor economic means and we encouraged them to take part in the project and had the chance to take part in the mobilities. Many students of our schools came from families with low income. Therefore, we considered extremely important that our schools get involved in European programmes to offer them the possibility to exchange ideas, widen their horizons, compare, contrast, learn and respect one another. The coordinating ensured the effective communication between the institutions, by creating Facebook Messenger or Whatsapp groups for the different aspects of the project, another group for coordinators, a Facebook website to share materials, documents, pictures… A Google Drive space was also created. For the communication among students, the coordinator created a TwinSpace for this project, and every partner coordinator added their students data before each mobility, so they could interact in advance. They could participate in Forums and in a Live Chat. Before each mobility, we prepared a planning with the activities to be developed in our school, according to the blocks below. Each partner put them into practice and prepared a report on achievements, difficulties and improvement proposals that were presented in the mobility. They will also recorded video showing how they put those activities into practice. As this year is the European Year of Cultural Heritage, we planned that before each mobility, the host country would work on cultural aspects from its country to present It to the rest, including cultural visits. During each mobility, a meeting schedule was established. Once the presentations of the students were made, the teachers elaborated some material promoting the activity worked during that mobility. The resources were digitized by the ICT team and disseminated by the team responsible for Dissemination. In all the schools, that material was published, also on the web pages and social networks, as well as on the project website and Facebook. There was also a dissemination of this explanatory material of each motivating and innovative technique at European level, through the Erasmus+ Project Results Platform and social networks.As a part of the overall dissemination plan, assessing the short and long term impacts was a crucial step in our project, thanks to which to measure achievements and to generate recommendations for future improvements at any project level. If the short term impact was measured while developing the project, the long term impact will have to to be monitored after finishing activities. Activity blocks were divided in terms: 1. Presenting the project: different meetings with teachers, students, families so they all know the project and they feel an important part in it. International Logo Contest. Presenting our school. 2. Theoretical studies in each school, area and country to compare the results and get agreements on how can we learn from the other schools. 3. School Plan to avoid ESL 4. Digitalization plan.Get acquainted with ICT tools. Establish and disseminate a decalogue of good use among students, teachers and families. 5. Innovative approach; Flipped Classroom, Cooperative work, Project Based Learning... Advice on the dangers of the internet. 6. Agreements and dissemination of conclusions.