"This project had the aim to make our students understand about the importance of SUSTAINABLE HANDLING of resources like WATER. All of the project partners (Greece, Lithuania, Bulgaria, Portugal and Germany) have great interest in SPREADING KNOWLEDGE about this essential ressource. There are versatile reasons: some experienced droughts, others floodings of their hometowns, dirty rivers or too little groundwater. Even during the course of this project the students went through very dry summers with dried out lakes and parched harvests.So our participants experienced the ELEMENT WATER in various ways: they did some RESEARCH on the (historical) meaning of waters as ""life veins"", did a CHEMICAL AND BIOLOGICAL ANALYSIS of the water quality of their region, took part in a PHOTO COMPETITION about beautiful landscapes with waters, PREPARED, PERFORMED AND EVALUATED A SURVEY about the consumption of water of fellow students, PRESENTED their results and COOPERATED with the students from the partner schools, for example during a TALK SHOW in which they discussed the effect of climate change or by creating a joint LEAFLET ON SAVING WATERS. Other activities were...By all these activities our students gained not only mere knowledge of the topic water, they also improved their ability of THINKING CRITICALLY and were raised to be ENVIRONMENTALLY CONSCIOUS INDIVIDUALS who know about the importance of SUSTAINABILITY. Additionally, the students developed intercultural, creative, communicative, scientific and social skills and identified new technologies as a valuable tool to communicate. One result of the project is a CALENDAR, designed by the students and called ""the Beauty of Water through the Seasons"". It contains self-taken photos of waters in different times of the year and shows that water is not only a resource but also has an irredeemable contribution to the scenic beauty of our regions and therefore must be protected.Finally, the students created a LEAFLET about the topic of sustainable handling of water whcih can be used in lessons, for example Biology or Geography.Our hope for the future is, that the participants are EXPERTS at their own schools and messengers for SAVING WATERS."

The whole project represented a team’s work and if, at first, it all started with four coordinators, then it grew to 50 teachers that are officially on the project’s website and, gradually, more than 500 people across Europe have joined the activities of this project.The nucleus of this project was the coordinators’ team that was highly efficient, its members’ being very prompt, hardworking, respecting deadlines, coming with new ideas and solutions. I would like to personally thank all the coordinators for being so effective and efficient, for communicating so well on our whatsapp and e twinning group, for organising, responsibly and impressively, relevant activities during mobility and bringing all their teams closer together for the same goals, for being so professional and at the same time, so friendly.General Review:We have been working together for nearly two years now and we have successfully achieved the objectives of this project. All participants observed the similarities and differences among cultures, adopted a respectful attitude towards other countries, raised cultural awareness, developed their language skills and multicultural competences. Teachers enhanced their personal and professional growth and supported their students’ involvement in the activities of the project. Students established and maintained new relationships, improved their interpersonal and emotional intelligence. Local communities grasped the need to be a part of the European Union and got actively involved in the educational activities of this project. In order to reach the above-mentioned objectives the tasks have been evenlydistributed among partners. There are 4 final results and all made with the contribution of all partners.All partners:Have organised mobility with activities relevant for the cultural theme of our project. Our project had a total number of 4 mobility 23 teachers 68 students in the 4 countries, although we had initially applied for 24 mobility (8 teachers/ 16 students). The mobility followed the pattern from the application form; arrival day, school visit and activities, observation of the local surroundings from a cultural/historical/geographical/economicalpoint of view. We have involved a great number of students, teachers and local authorities in the planning, developing and the assessment of the activities.Students have been communicating on the Internet: e-mails, e twinning Instagram, Skype. In all countries, they prepared, in turn, performances such as folk/local/national/ modern dances, plays, songs etc. They haveworked together in workshops or group activities, such as:In Poland they baked traditional cakes during the “home economics class” at school;-they attended scout camp.In Romanian host students together with guest students, discussed the school systems of the 4 countries, they reported early school leaving created power-point presentations about bullying.In Spain students observed and practices specific activities such as making and playing sling, Cultural diversity European Music Group, sport competitions.Students also had a workshop called “Different and the same” where they presented the mobilities in their countries and, on a flip chart paper, they have written impressions, opinions, draw conclusions together. In all countries students visited places of interest, very important from a cultural or historical point of view, such as museums, art galleries, Roman Theatres, workshops, observed traditional cuisine and be active in the traditional and cultural introduction etc. They created power point presentations about their local customs and traditions/mobilities and presented themTeachers have been communicating efficiently on a whatsapp and Facebook group also in twinspace: (over 2200 messages, up to now) and on Facebook and Net log. They helped organising students’activities, planned open-classes, performances, workshops. Examples of activities:Round tables/meetings: during each and every mobility;They visited the school and observed the organisation of the school systems, equipment, curriculum, staff etc. – in all countries;E twinning uploaded all the documents such as presentations, workshop, photos where teachers presented the mobility, worked in groups, discussed and draw the final conclusions of the project. In all countries teachers visited places of interest, very important from a cultural or historical point of view, such as museums, art galleries, Theatres, historical sites, observed traditional cooking etc.Local community/authorities:Visits to local Town Halls, municipalityParticipation of local authorities at the activities organised during mobility, such as performances, contributions, official statements, etc - in all countries;Parents were involved in the organisation of the activities such as: hosting students, costume making, performances’ preparations, etc – in all countries.

"The modern world is constantly changing, which also affected a significant effect on the area of education. There are also new challenges for students and teachers. Therefore, thinking about the modernization of education we must take into account the global processes and changes which take place in Europe. If students want to be able to meet the dynamic changes in the future they must demonstrate competencies necessary to function in the coming reality. Among students there should be developed key competences, which are responsible for school education activities necessary not only for gaining knowledge but also for student’s life perspectives. The project ""You and Me - through art to a better future"" involves developing these competencies among students with various problems. As part of the work in the project we intend to take action to equal educational opportunities for students from incomplete families or these with financial problems what became a source of school failure and antisocial behavior. Artistic activities will be organized in the form of artistic, technical, musical and culinary activities aimed at strengthening self-esteem, restoring tensions, stimulating creative activity. Project activities are aimed at education and upbringing a creative person, well prepared for life in the family, the local environment, homeland and united Europe. Each of the partner schools will have a contest for the logo of the project, artistic workshops will also be held and their results will be presented in the form of various products (cookbook, spatial form, photo album, short film, national dance, national song, artwork, multimedia presentations) They will be presented and summarized during international meetings. Information technology - computer technology is also used to design activities, so close to children today. ICT tasks will be designed to develop creativity, creativity and curiosity among the participants. As a result of the planned activities, a change of attitudes and behaviors among pupils involved in the project is anticipated. Pupils with the help of teachers will develop their creative talents, learn how to properly manage their spare time, be independent and open to new experiences. Their development will be more harmonious, they will be easier to cope with difficulties and learning problems. With mobility and international exchanges, project recipients will broaden their knowledge of other European countries and raise awareness of European identity. During classes in international groups they will learn how to work together in a team and communicate with their peers. They will also develop their language skills and coping skills. By exchanging the experience of the partner school staff during the short-term joint staff training events teachers will have the opportunity to know innovative teaching methods and ideas for teaching. Discussions, workshops and sharing of ideas will also improve the qualifications of teachers engaged in the implementation of the project in the field of didactics and work-related education with students with learning disabilities resulting from their family situation. Through international co-operation (mobilities, regular contact via e-twinning, e-mail, Skype, Facebook), virtual and literal mobility will be developed, resulting in learning about the culture of the participating countries and promoting the regions visited. The implementation of the Erasmus + program will help to overcome the language barrier, geographic and cultural barriers in reaching agreement for the development and improvement of education in the future. The project will be attended by five schools from different parts of Europe (Latvia, Portugal, Italy, Turkey and Poland). In 3 short-term joint staff training events and 4 short-term exchanges of group of pupils, approximately 120 visiting students and teachers and a community of the school organizing the meeting will participate. The impact of the project will be much broader, as the effects of joint actions (photos, videos, exhibitions, presentations, spatial form, dances, songs) will be disseminated in schools, the local environment, the Internet and the media. Evaluations will be conducted in all schools and will be made available to interested parties. The implementation of the project, apart from the expected results, also foresees its continuation and sustainability after the completion of the funding in the form of good practice. They will be used in the future by schools involved in the project but also others who want to take advantage of these innovative ideas. It raises the educational offer of the school, motivates teachers for continuous activity, promotes the institution, and the European Union in the local environment, region and other European countries."

CONTEXT, OBJECTIVES & PARTICIPANTS:During this project students from all over Europe find out about CLIMATE CHANGE and the importance of RENEWABLE ENERGIES respectively bring the use of them into question. The project aims students to adopt more sustainable behaviours towards our ENVIRONMENT. The project is carried out by 5 schools from Germany, Greece, Croatia and Portugal. Although there are two schools from Portugal, they both enrich our project in various ways: on the one hand, their geographical location is completely different (island vs. mainland) and on the other hand they both contribute a great knowledge about environmental education. For example, Funchal has won the international eco flag for the last ten years.All participating schools establish a club for about 20 students aged about 14 years who work on the project's topic.All of the PROJECT´S PARTNERS have - due to different reasons like problems with too little groundwater or catastrophies - great interest in SPREADING KNOWLEDGE about an essential topic: CLIMATE CHANGE. For all of us it is a big aim to educate our students and raise them to NATURE CONSCIOUS ADULTS who are willing to protect our planet. The project is divided in 5 SUBTOPICS, which culminate in a mobility: 1. Our school, our region and our climate (Coordinating country: Germany) 2. Climate change - Facts and figures (Coordinating country: Croatia)3. Power to the people - Generation of electric power as a cause and answer to climate change? (Coordinating country: Greece)4. Renewable energies of our regions - chances and limits (Coordinating country: Portugal - Lixa)5. The renewable energy directive of the European Parliament - How EU policy works for renewable energies? (Coordinating country: Portugal - Funchal)METHODOLOGY & ACTIVITIES:By performing various methods and activities like... RESEARCHING (for example on the disadvantages of fossil energy sources)... MEASURING the consumption of electric power in an electricity diary... TAKING PHOTOS of beautiful places in our regions to show why they have to be protected from climate change... EVALUATING questionnaires about the climate change in our regions... VISITING different renewable power stations... PRESENTING their results in a foreign language... COOPERATING with students from other countries (by using our own website to release vlogs as a basis for online discussions, each student gets access to the website comparable to Instagram)the students develop intercultural, creative, communicative, scientific and social skills and use new technologies as a valuable tool to communicate.RESULTS & BENEFITSResults of the project are VERSATILE and will be used for various lessons for the NEXT GENERATION of students after the end of the project: The main result of the project will be a FILM which includes the BEST VLOGS made by students. They will research on each topic so that they can become EXPERTS who explain the topic for peers and film themselves. The vlogs can include written key information, also photos or music. Therefore different types of learners are appealed. In the final version of the film all different subtopics of our project will be focussed on and used in STEM subjects. Another result will be a LEARNING POSTER about climate change showing what climate change means, reasons for it or causes we will face in the future. Besides the students take part in a PHILOSOPHICAL CAFE discussing the link between climate change and human rights. It's like a talk show with a moderator in a relaxed atmosphere. It will be filmed and uploaded on the website. Thus, they acquire not only the skill of CRITICAL THINKING in complex issues and learn to use the media competently and socially but also gain a deep understanding of the project´s topic. In the end they are EXPERTS at their own schools and messengers for FIGHTING CLIMATE CHANGE.All in all, our students sophisticate their possibilites to reflect themselves as politically active members of the European Union and consider themselves as European citizens.