With an estimated population of 9 billion people by 2050, « Food For All » is a real issue of the 21st century. It is also a matter of sustainable development.During the first year, the participants of the project will be invited to work on the importance of food in literature and cinema throughout the ages, on dietary transition and the sharing of ressources.During the second year, the focus will be on food supplies, young people's health, consum'action, solidarity and the consequences on biodiversity.The topic of this project arose after a phase of investigation and consultation of the school's students and staff members. The French steering committee created the initial project and decided to include digital media and to answer the students' growing demand to improve their skills in foreign languages.Once the topic and the language used for the project had been decided upon, numerous contacts were established. This procedure started in October 2018 and was extremely profitable.The objective was to find diverse schools - in terms of profile, number of students, origins of the students, social diversity - but with common points :- the same observation as France as to young people's diet and their growing concern for the environment,- the teaching of various foreign languages,- the increasing use of digital tools and the wish to improve in that field.The project aims at :1) demonstrating that food is more and more linked to sustainable development in Europe and that quality prevails over quantity when dealing with young people's health.2) getting the participants involved in actions of solidarity and responsible consumption.3) raising awareness about the relationship between biodiversity and human nutrition.4) getting a certification in digital skills by the various government departments and also in language skills for the staff members and students alike.Groups of teachers (5 to 9 per country) teaching various subjects and with diverse skills will escort groups of 14 to 18-year-old students (20 to 25 per country). Each student will have a penpal in each partner country and they will communicate in English, French or Spanish. First, students will be able to communicate in the language they feel more comfortable with, and then they will use the language they wish to get a certification in. Most of the project activities will involve tasks which will enable both students and teachers to develop their digital skills as well. All the students will work on the same activities at the same time in order to share information. It will help to make an assessment and plan future actions, help to reflect on stereotypes and contribute to the building of a European citizenship.The assessment of the project (video reports, collaborative blogs, surveys, articles...) will be regularly put on line on the project's website and presented during Erasmus receptions. We do hope the diffusion of the assessment will not be supported only by the students and teachers working on the project but also by other teachers, students' parents or school boards.We expect the project to have an influence on the school's internal dynamysm, students' motivation and competitiveness. Moreover, this kind of project enables students' parents and the local population to get invoved on a broader scale. It is also a good way to make the school better known in the town/city or in the region. Finally, it is a great opportunity to bring teachers, students and their families together.An Erasmus project can only succeed if all the planned actions and activities pave the way to a real European dynamic, future partnerships and real or virtual mobilities.

Since environment protection is a priority of the contemporary world, retraced in the Lisbon Strategy and then continued in the 2020 EU Strategy through the EU Environment Action Program up to 2020 and in compliance with EU educational policies, the eight schools aimed at finding the best strategies of approaching the field of environment protection at formal/non-formal level, and the joint creation of “transnational” teaching materials that could be used in any European country and that justified the necessity of this partnership. The objective of this project was to develop by multinational cooperation (exchange of good practices, use of innovative practices based on collaborative learning, critical thinking, ICT strategic use) instruments/methodologies/strategies able to facilitate teaching/learning within the long-standing education context specifically for the environment. We had these goals:1) Enhancement of ecological knowledge, abilities and formal/non-formal work competencies for 115 teachers of the nine partner schools with an aim at shaping a responsible attitude towards the environment within the educational/local communities of their origin.2) Enhancement of competencies of 375 students in identifying environmental needs and problems in the communities they belonged to and in initiating, implementing projects with the purpose of improving environment quality. 3) Development of the capacity of the 8 schools to develop an eco-civic behavior among students by cooperating with the community and the exchange of good and innovative practices. The project activities directly involved:- students with ages between 10-19 who developed their competencies in identifying/investigating environmental issues, in writing/implementing environmental projects - teachers opened towards an inter-institutional and international collaborative culture, interested in their own European environmental professional development at level- management teams of the 8 schools A teacher training curriculum, designed on environmental issues, was tested at partnership level and implemented in the eight schools. Teachers who benefited from joint training activities (on environmental issues and ICT)became training/information providers in their schools of origin. Participant meetings (teachers and students) with local partners involved in environment protection took place in order to identify, investigate local environmental problems. Teachers jointly elaborated projects for formal, non-formal integrated curriculum activities tested, adapted and improved at school level. Students, supported by teachers, designed/implemented school/local community environmental projects to solve the identified environmental problems. All activities had as results: ecology and ICT training of 35 teachers who became training/information providers for a minimum of 95 teachers within the 8 schools, finding solutions for local environmental problems together with local environment partners, training of students/teachers in project management, student environmental projects, exchange of good practices, a Methodological Guide for Formal/Non-formal Ecological Education and Environmental Projects, a Teacher Training Curriculum on Environmental Issues, a collection of ICT instruments integrated in ecological education, institutional development in the environmental education policy of the eight partner schools. There was a definite positive impact on students, teachers, schools, communities: a responsible attitude towards the environment was shaped and developed as well as a student environmentally aware behavior, teachers developed work competencies and abilities in terms of environmental education, digital competencies and of communication in English language were formed and refined, an improvement of institutional capacity of approaching long-standing development education and a development of inter-institutional cooperation relationships, a completion of the school-community-parents triad by involving parents into activities, stimulation of student desire to carry on learning thus preventing risk of early school leaving. Training of teachers at European standards , elaborated work instruments/strategies, exchange of good practices, opening of teachers and schools towards national/inter-sectorial/international cooperation announcing long-term benefits for partner institutions. Application of new environmental educational strategies, elaborated through joint effort, induced positive attitudinal and behavioral effects in participants who were able to act to maintain and improve environment quality in order to prevent future environmental problems.