"As climate change, overpopulation, and inequalities begin to take their toll on our planet and on global human development, sustainability has become increasingly important for a prosperous future.For the past years, Sustainable Development has been in the EU’s political Agenda. In 2001, the EU established a Sustainable Development Strategy and more recently was a major contributor to the UN’s 2030 Agenda for Sustainable Development.One cannot talk about Sustainable Development without highlighting the role of education. Education is central to the efforts to develop and promote sustainable solutions for the development needs of both people and the planet (UN, 2013).The Education for Sustainable Development (ESD) should be understood as an integral part of quality education and lifelong learning. All educational institutions ranging from preschool to tertiary education and including both non-formal and informal education should consider it their responsibility to address sustainable development and to foster the development of key cross-cutting competencies related to sustainability. (Issues and Trends in ESD, UN, 2018)The project aims to develop an innovative and playful pedagogy for the Sustainable Development education of children (3 to 6 yo) and to raise their interest over STEM. This pedagogy is based on an interactive learning eBook for formal, non-formal and informal learning contexts. Alongside the eBook, it will be produced a guide for educators to facilitate the use of the eBook in learning contexts.Additionally, the project Greenopolis will also deliver:•Project presentations to disseminate the project and the outcomes next to the target groups•Pilot testing activities to test the Greenopolis methodology (Interactive eBook and Facilitator’s Guide), validate it and capacitate educators on ESD •Website and a Facebook page on Education for Sustainable Development with a repository of the materials produced in the project (but not only) and that can be a meeting point for people involved or interested in the topic.•Sustainability Strategy presenting the guidelines for the future exploitation of results and impact of the project.•Contests/Challenges aiming to engage children and educators in the project and to raise awareness towards the Sustainable Development topic•Project Video to promote the Greenopolis eBook.This initiative gathers 5 partners from Poland, Portugal, Greece and Croatia:•SPN (Poland): public elementary school which includes preschool education, working acting as coordinator. •Advancis (Portugal): private company that provides consultancy and training services in Education and People Development, with competences also in ICT based learning methodologies.•BOON (Portugal): private company that provides services in design and illustration.•Center of Education and Entrepreneurship Support (Poland) is a non-governmental, non-profit organization founded in 2004 working in the field of youth, cooperating with businesses, universities, schools, enterprises and educational institutions. •Dječji vrtić ""Radost"" is an Educational Organization with 9 dislocated facilities in which there are 43 educational groups.•EECV is an Environmental Centre from the Education Ministry in Greece, that develops and holds ESD activities for teacher and students, working along with schools."

"Holidays are anticipated and emotion-filled moments in the lives of children and adults. Every holiday is being prepared carefully and for a long time. It brings a positive emotion that mobilizes everyone for its realization. That is one of the reasons why we chose to work on ""Interactive holiday calendar in Europe"" The topics to be addressed by this project are connected with the different holidays, characterizing each partner country and the similarities and differences in their peculiarity, specificity and events. The problems to be discussed are connected with the identity of each country and its overall expression in the big European family. The project aims to help us avoid racial, ethnic and religious discrimination by understanding the lifestyle and traditions of all participating in the project countries. The project will be realized by elaborating and studying the holidays, the traditions of each partner organization, and the holidays will be considered on a seasonal basis. Activities to be done:1. To make an interactive calendar of the traditional holidays in Europe by classifying them into common traditional holidays and Seasonal holidays2. To familiarize everyone with the festive calendars of partner countries.3. To find the similarities and differences between the common holidays that unite us into a common family.4.To Make DVDs to illustrate the festive systems of the countries involved in the project.5.To create Project Recipe book which to contain recipes representing local/national cuisine of each of the participating in the project countries.6. To create Multi Media Phrase book containing common phrases related to traditional holidays and customs in the languages off all the participating countries and in English.7. To create a booklet with pictures representing national costumes and attributes used during traditional holidays in each country drawn by the students.8.To publish a newspaper presenting information for all the activities throughout the entire project.9.The following topics will be discussed during the project meetings Traditions. Holidays and customsCalendars and Holidays Traditions and ValuesTraditional folk cultureCurious rituals and customsHow public holidays and traditions affect pupils' educationThe end result will be to get to know each of the partner organizations through the most anticipated moments of all - the holidays. By getting to know the country's holidays, we can easily perceive everyone, understanding some of the features in their lifestyle, tradition, culture. Knowing the common and equal holidays of the partners will make us feel like a big family celebrating together.The target groups of this projects are students /aged 10-16/, teachers, parents and the local communities. All activities in the project will have direct involvement of pupils, both in gathering information, planning and preparing products, communicating with pupils from partner institutions and in presenting their findings to all members of the partnership.Throughout the project all pupils will be encouraged to evaluate the activities and provide feedback about their own and others contributions. Questionnaires will be designed for evaluating the project activities. Students will take part in project forums during which they will answer questions about the project activities and their own personal learning. We believe that by involving students in the project we let them make not only friends for life but also teach them tolerance, respect towards other cultures and nations, faith in their own possibilities. And that it allows eliminate aggression and violence from our communities. Engaging pupils in different forms of learning can prevent students from alienation, fight xenophobia, teach openness to new cultures and let them know about new lifestyles, languages.Teachers and parents will also be active participants in the project because they will be involved in all stages of its realization. They will also have the opportunity to learn about different holiday calendars, which will have a unifying function for the entire institution and the project implementation. We hope that it will enable us to cooperate in various fields and help to exchange our experience. We will take part in activities which can help us quickly and easily accept the different cultures and traditions and by knowing them to unite them with the help of the final products. Teachers will share good practices among Europe concerning school management, cultural issues and national traditions. All these could help teachers, students, parents and local public to be aware of the differences and improve the way of work. Families and representatives of the local community can attend the numerous events that we plan to organize in each school in order to promote and benefit from the project."

The partner schools from Romania-Bucharest, Romania-Tomesti, Italy, Turkey, Poland, Latvia and Spain carried out meaningful activities that led to the development of participants’ skills of communication in all its aspects: orally (introduced themselves, delivered speeches, talked to colleagues from partner schools,etc); written (wrote stories, theatre script, etc.); visually (made drawings, logos, videos, etc.) or non-verbally (mimics, gestures, theatre expression, dancing), thus enabling the participants to gain more confidence in using their communication skills. All partners concluded on the importance and necessity of a project with these objectives and activities prior to the application by running relevant analysis at the level of each school. The main objectives of this partnership were to increase participants’ abilities to communicate in different contexts and being given diverse incentives: cultural, artistic, aesthetic and psychological and to create useful teaching tools for teachers in using various communicative techniques in the teaching/learning process: a book with teaching resources, exchanging best practice in teaching between teachers from partner schools, project’s website, etc. The target group of this project was made of 285 pupils aged 10-15, from 7 lower-secondary and secondary partner schools and 65 teachers of different subjects who wanted to develop their teaching techniques and communication skills. The partner schools found each other on eTwinning and settled the common aims of the partnerships. 6 partners had previous experience in running European projects and 1 school didn’t. The 2 schools from Romania had lower-secondary level classes involved in the project and the other partners had secondary level classes. The designed activities combined activities to improve participants’ communication skills and knowledge about partner countries’ cultures. During this partnership about creative communication there were created fun, simple and easily accessible teaching resources and activities to improve communication and creativity in pupils aged 10-15 linking different topics which of interest for the participants and relevant for everyday life: how to introduce themselves and to communicate using verbal and non-verbal techniques; to express themselves through clothes and discover the traditional art patterns of participating countries; to understand the messages behind paintings made by colleagues from partner countries; how to communicate with children from partner countries through e-postcards; how to express themselves by jointly writing and performing a European play; how to communicate face-to-face with pupils from other countries and how to work in teams to create different materials; how to deliver speeches on European values. There were also activities to innovate teaching techniques and methods which involved various forms of communication: creating a handbook for teachers with useful classroom activities to improve communication skills developed and tested by partner schools during blended-mobilities activities; creating a project website displaying materials developed during the project activities; sharing ideas regarding teaching techniques between the participating teachers during the short-term joint staff training activities. There were carried out dissemination activities - all project activities were disseminated with the help of the project web-site (https://sites.google.com/isidrodearceneguiycarmona.es/saywriteshow/home-page), by inviting guests to project activities, through periodic displays of materials in schools, in local media, using TWIN SPACE (https://twinspace.etwinning.net/27396/home), by periodical posts on Facebook page (https://www.facebook.com/say.write.show/), etc. The planned activities created the context for all participants to work together, to communicate with each other and exchange experiences. All participants –pupils and teachers, cooperated with their peers from partner schools in various forms: mails, videoconferences, live streaming, face-to-face, etc. The tangible results of the project are the project web-site, Twin Space and Facebook page, a booklet and audiobook with the title ONE PAINTING, MANY STORIES, a video with a theatre play A GHOST WITHOUT PASSPORT, a Teacher’s Resource Book with communication activities, e-postcards, T-shirts with art patterns, etc. All project’s objectives have been achieved. All partners have carried out all activities and worked jointly for all materials. All partners have fulfilled all the tasks and responsibilitiesThe materials produced are in digital format and uploaded on the project web-site and on EPRP, thus their availability is open even after the project ends for all possible stakeholders. The participants’ increased knowledge about partner countries, their improved communication, digital, language and social skills will be used in the future thus proving project’s sustainability in time.

All organisations that agreed to take part in 3DP TEACHER project, recognize the meaning and significance of the impact that 3D printing may have on many aspects of our lives and work in near future. 3DP market is developing fast, with its applications found in more and more different areas like architecture, medicine, and industry. Increasing number of businesses are interested in making use of its potential, hence it is reasonable to assume that also the number of jobs in this sector will be on the rise. The Industry 4.0, and particularly technology of 3D printing (3DP) is entering schools curricula all over the world, and its potential is becoming widely recognized. Many teachers consider this innovation in the sector welcome and necessary, but they very often lack proper technical and methodological knowledge to embrace this new technology. In order to change this situation, the aim of the project is to improve the digital competences of teachers in relation to implementing of 3D printing in education. This aim will be achieved through:- developing 3DP Teachers' Guidebook (covering case studies, lesson plans with 3DP, recommendations on possible implementation)- developing 3D modelling course for Teachers- developing of online environment for teachers interested in applying 3DP solutions - initiating the network of 3DP teacher expertsProject’s objective is also to facilitate cooperation between schools, policy makers in the field of educations and business sector. This cooperation is crucial from the point of view of future implementation of 3DP. Target groups: - teachers from secondary schools interested in innovations and development of their digital skills in teaching- students interested in new technologies and pursuing career in rapidly developing technology market- school managers/directors, officials responsible for education.To encourage teachers’ involvement and contribution, AEMRN, GD and SP interested in 3D printing became partners in this project. To ensure the effective transfer of technology and proper management of tasks and activities the schools will cooperate with business partners. As a result, an effective and mutually supportive partnership was established.The activities planned within 3DP TEACHER project lead to the formation of two intellectual outputs: “3DP Teachers’ Guidebook” and “Innovative Teachers Environment (ITE)”. The first one is to show teachers possibilities of 3DP implementation, examples of good practices, recommendations on methodology, hardware and software tips, as well as safety issues. The second will serve the creation of international teachers’ experts’ community, sharing their experiences and ideas on how to enhance the teaching process with 3D printing and create relevant 3D models. Their active involvement in the community will contribute to the creation of database of 3D models to use on lessons, lesson plans involving the 3D printing, methodological and technical aspects of using 3D printing for educational purposes.The expected impact is that the 3DP TEACHER project will significantly and in sustainable way influence participants, participating organisations, target groups and other relevant stakeholders. The desired impact is that teachers will improve their digital competences in relation to implementing of 3D printing and also that decision makers and teachers will understand and incorporate 3D printing in the process of teaching young people and that in effect, prepare them for the needs of labour market. The impact will be significant at all levels but especially on local and regional levels in which partners have access to schools and decision makers.