"School is the first place in which a child is confronted with his own motivational drives, with cognitive, social and relational skills, with challenges.The first reason for students leaving education and training courses early is the lack of motivation to learn.This project was born to try to stem this phenomenon, favoring the involvement of students in school life and supporting their motivation to learn, making them experience the pleasure of discovering new knowledge.With this in mind, planned and systematic activities were carried out with the pupils but in parallel with the training of the teachers and at the same time with due attention to the parents who are an indispensable link for the serenity and success of the children.""How can I guide my child to achieve his goal?"" On this issue, meetings were held on the subject that helped raise awareness among parents to support their children.All teachers in our schools have received coaching training to acquire all the skills necessary to best guide students. After this training, each partner school has identified a ""training coach"". The teachers identified have held periodic meetings with the students and guided them towards self-knowledge and the definition of objectives.The salient activities were the following:- Organization of the ""project corridor"" to raise awareness among students and expose the activities of the project. We ensured the monitoring and follow-up of the project.- Motivating words have been hung in the corridors. A motivational library was created and moments of reading were held.- Creation of the tree of objectives, which collected as unripe but precious fruits, the academic, social, sporting or personal objectives of the students and entrusted to the sheets then hung with the prospect of reopening them at the end of the project.- A poster contest was held on the theme ""Here is my goal"". All the posters were displayed in the corridor of the project to make all students feel valued.- Motivational videos were watched that give the input not to give up, transmitting values such as commitment, honesty, solidarity and motivation to the children.- Music is transmitted during breaks because it regulates mood and in general gives a feeling of pleasure.- Picnic trips for students, team games were organized; initiatives that have served to promote positive feelings towards the school.- Motivational conversations were held with established people. Seeing concrete examples stimulated the students' desire to engage.- At the end of the project, the objectives of the tree were reopened and the percentage of students who reached the set goal was calculated. We found that over 80% of students achieved their goals in whole or in part.- A ""Certificate of Specialization in Motivation"" was awarded to students who achieved their goals.- At the beginning and at the end of the project, we applied the Academic Motivation Scale to the students. We got digital data on motivation levels. The result was an indication that the project activities worked.- The project magazine has been prepared. Motivation Academy Blog, Facebook and Instagram pages were created to exhibit, follow and share results. This allowed the partners to share their experiences but also contributed to the dissemination and dissemination of the project results.The partner schools are: the Turkish school, coordinator, had previous experience on the subject so she led the team; Romania expert in CLIL; Italy expert in the implementation of European projects; Sweden, in the first European project, a first line school for the reception of non-EU immigrant children refugees of war; Spain, a first-time school with a great desire to grow and open up to Europe. We were a close-knit and collaborative group that during the project met almost daily on a special Whatsapp group, where we shared ideas, faced problems always through an assertive dialogue and respectful of the points of view of others.The meetings were crucial for the success of the project as we teachers were able to experience job shadowing in the classrooms, a means of excellence for learning good practices, acquiring new skills and knowledge, making exchanges and mutual enrichments in the professional, cultural and human fields. No training is more effective than watching colleagues and students at work.The exchange did not take place only with job shadowing but the visiting partners themselves organized pleasant and interesting workshops for groups of children from the host school, who were thus able to ""breathe the air of Europe"" by working side by side with teachers of various nationalities. This was an added value."

"Our project is called: ""Sustainability: learn, change, live - A future for all"". The watchword is ""SUSTAINABILITY"", the imperative is ""TO TRANSFORM OUR WORLD"" and change cannot fail to pass through school. The reflection on Agenda 2030's Global Goals will be predominant, inspired by the document ""WHAT YOU CAN DO!"". We want to give European relevance to the topic and take advantage of it in terms of exchange of good practices, training for active citizenship. This path is intended to incorporate pedagogical lines concerning common aspects of our cultures, the plurality of languages, social integration to encourage inclusion. We will work on 4 of the objectives envisaged among the Global Goals of Agenda 2030. They are: OBJECTIVE 13 - 11 - 6 - 3. The specific objectives are: to know the causes of the phenomena that afflict our planet and identify the resolution strategies; transnational exchanges; train the project team. This project will bring together 6 countries. Three of the 6 project partners (Italy, Poland, Greece) are currently concluding the Erasmus and eTwinning project ""... and health for all!"" and the present project is preparatory to the first because healthy life cannot be achieved except in a global vision of a healthy environment. Three other partners (Turkey, Spain, Portugal) have joined them with significant experiences in environmental sustainability. THE PORTUGUESE SCHOOL HAS NEVER PARTICIPATED IN STRATEGIC PARTNERSHIPS. The target groups are: pupils, teachers, school staff, parents, municipal administrations. We expect a total number of around 8000 people involved differently. The CHILDREN who will participate directly in the project are 700, aged between 4 and 14 years. Among these 60 pupils will participate in educational activities abroad, among which at least 40% of pupils belonging to the weakest and most deprived social groups will be included. We will take care of the plan of activities of our schools on the topic of ""sustainability"". The activities with the children will be grouped into 6 Learning Units (LU) which will be carried out in parallel by each partner school. Each mobility will be dedicated to the experimentation of these LU, with the advantage that this will be done in common with the children of each nation and with the teachers, becoming an exchange of practices. Three international moments of face-to-face educational activities are planned.The LU will materialize in products such as TUTORIALS and INTERACTIVE GAMES that will be exchanged and disseminated inside and outside schools. There will be two international training sessions for teachers: the FIRST for the acquisition of methodological references, essential for carrying out the project; the SECOND will be a training session for the design of creative forms of reuse and recycling; a project meeting. On eTwinning we will create a training environment by making teaching materials, assessments and products available. The planned activities will lead to the achievement of objectives through: - the choice of active teaching in a collaborative and action-research dimension - a global approach to the environment in which to find stimuli for research. The different thematic areas will be characterized by a strong interdisciplinary value across all the STEM disciplines but also in the humanities and non-verbal languages. Pupils belonging to economically and culturally deprived social groups will be carefully involved thanks to the use of inclusive teaching and educational methodologies such as circle time, cooperative Learning, Peer to Peer, laboratory and non-formal teaching. The results we expect is that children and their parents become aware of the importance of the indispensable binomial ""Environmental sustainability - LIFE""; they will be sensitized and educated to sustainability understood also as acceptance and enhancement of diversity, equity, tolerance, justice, hospitality, respect for life in all its forms. The project involves the adoption of a systemic and multidimensional evaluation methodology which, through process monitoring and analysis, can facilitate the realization of potentially transferable good practices.We will disseminate and make known the results through visualization of the results in the school foyer, library and information centers; on the eTwinning electronic twinning platform; DISTRIBUTION OF THE INTERACTIVE GAME PROTOTYPE, TUTORIALS and multiple events. We expect to achieve a profound change: environmental sustainability will become a ""MODUS VIVENDI"".However, this project is in itself a guarantee of implementation even after the conclusion because it will allow the acquisition of quality training and will give tools to live the present but also the future."

The participating schools identified that many of their students have a fixed mindset when it comes to their learning. This means many of them believe they are intelligent or not intelligent, able or not able to play sports, are musical or are not. Teachers in all partner schools attended a training course to learn how to help their pupils to develop a growth mindset approach to their learning. This helped teachers to understand how their use use of certain vocabulary and praise has a great impact on the way pupils respond to challenge in their learning. Teachers were introduced to various learning styles, considered the impact of the classroom atmosphere on learners, and were encouraged to think critically about how they plan activities for their pupils and what expectations they have of students.Teachers from the partner schools in Portugal, Czech Republic and Turkey attended the training event in Wales. Those teachers shared the training with the rest of the staff at their schools following the training event. Two or more teachers from each school then met in each of the participating schools for a transnational meeting to discuss the effectiveness of the strategies and pedagogy introduced in the training, to share experiences, and to observe the use of a growth mindset approach first hand in the various schools.Schools have employed various methodologies including verbal and non-verbal approaches in the classroom, team teaching, pupil led learning, pupil self and peer assessment, enhanced use of empathy, a recognition of a variety of learning styles, the consideration of the impact of teacher and pupil expectation of learning and achievement, and a focus on emotional intelligence when dealing with challenges, frustration and failure.Partner schools have observed more confident learners who are more willing take on challenges resulting in increased engagement, better achievement due to increased motivation, more skilled and competent teachers, better links between school, home and the local community, and a change of ethos in schools where effort and determination are valued over perceived intelligence. Learners and teachers have learnt that intelligence is not fixed and achievement can improve with perseverance and strong will.Longer term benefits are vital to this project and the reason we have all worked together. We now have an effective group of teachers from around Europe who work collaboratively to impact on the teaching and learning provision in their own schools but also other local schools and partners. Also, a permanent change in teachers' and learners' attitudes has been achieved so that all can achieve and progress with the support of their peers. We have all brought about a permanent and lasting change in the running and organisation of our schools. Growth Mindset talk is prevalent in all partner schools, and other schools in our local areas have visited our schools to learn about this pedagogy in order to implement it in their schools, thus furthering the impact of the project. Pupils are enjoying school and looking for challenges, they feel more confident as they know their teachers and peers believe they can achieve what they are working towards. Their aspirational goals are within their reach and the best result is that our learners' goals are more aspirational than ever before because they have self belief and determination. This supports the four purposes and the ethos behind the new curriculum which is soon to be implemented in Wales.All partner schools identified that use of supportive and inspirational language with the children and staff has improved. The overall learning environment in all schools has benefited and learning behaviours have lead to better results. Pupils', confidence has greatly increased, they are more willing to face failure in front of their peers. They are experiencing success but through the process of trial and error in order to improve. Self confidence has changed the pupils' learning because they are not afraid to fail and try again.

The participating schools have recognised that the skills our learners will need as they grow and enter the world of work are as yet uncertain. It is the role of schools, as learning communities, to offer the best chances possible to our learners. Learners should leave school knowing that they have the skills and knowledge they need to achieve their goals, and these goals should be aspirational. Furthermore, in our local communities we identified a lack of skills needed to allow social mobility and self improvement. We are working to develop our schools as places of community learning, offering members of the community support to gain new skills which will promote life long learning and employability. We have learnt that this is an excellent way of encouraging our students to develop their communication and social skills during this project. Learners experienced authentic learning with a real purpose and grew in confidence whilst developing their skills. Pupils from all partner schools learnt a variety of digital competence skills with members of their family and the local community. These digital competence skills included the areas of presenting, data handling, video and audio recording and editing, coding, internet safety, data storage and many more. Staff and pupils worked together using various programmes, online resources, apps and technologies to produce presentations, teaching resources and activities. Pupils carried out research prior to the workshops to investigate what needs were present in the local community. They attended pupil exchange visits during the first year of the project to benefit from a variety of European approaches to teaching and learning and activities designed to increase their digital competencies. They developed their appreciation of other cultures and traditions across Europe. As a result of their improved skills, they were well equipped to plan and prepare community learning workshops in order to meet identified needs and will consequently provide incredibly valuable digital competence skills to many people across the various countries involved. All participants developed their digital competence skills as well as the digital competence skills of members of the community. Furthermore, they developed communication, empathy and understanding, whilst helping to increase the employability of members of the community. As a result of Covid-19, all participants actually developed their online communication and collaboration skills much further than we anticipated when planning the project. Participants are now confident to share, communicate and develop activities, skills and learning projects which were started before schools closed due to Covid-19 but have been vital throughout the last year of teaching and learning. Teachers and teaching assistants benefited as their digital competence skills improved throughout the course of the project. As well, their professional practice improved through collaboration with other practitioners. There has also been an increased focus at national and government level on schools as learning organisations and teachers carrying out regular action research. There is now an expectation for staff to participate in life long learning activities and to set an example to our pupils, sharing the benefits of continuing to learn and grow throughout our lives and as adults. This is how we are developing schools as learning organisations and this project has been an excellent base on which to work towards this goal. We will continue to organise community learning activities which we have started in this project after the completion of the project. The project partners will also continue to collaborate in order to develop best practice and share our learning and experiences. The project has had a huge impact, involving 4815 pupils, 428 members of teaching staff, members of local education authorities, school governing bodies and parent teacher associations, and hundreds of members of local communities. We planned for the oldest primary pupils to work with the youngest secondary pupils because they collaborate well and relate to each other effectively. The oldest primary pupils were also better equipped to manage being away from home during exchange visits because they are more mature than younger pupils. The high number of people involved in the project ensured that participants were committed to its success as everyone relied on each other to put in their best efforts in order to make a positive difference in communities across Europe. Long term benefits include improved skills and key competencies of all involved, better international links between project partners, increased understanding of European cultural heritage, better equipped educators, more independent learners, improved skills and employability of the local community, and an improvement in community links and collaboration.

Teaching methods should keep up to the rapid pace of their development. Considering we are living in a new technological, fast era we can’t afford to neglect influences coming from new media and tools, keeping in mind the desire to start our students to the journey of discovering & rediscovering own or others' cultural heritages. We should organise activities to improve students' basic competencies like language, communication, as well as skills such as interpreting our past to better plan our future, in a period when they passively absorb information just using a phone, a computer or even watching TV, without even knowing what we are. They usually ignore our common past. We will ask the children to challenge themselves, to explore and compare different cultures and heritages, ask them to leave the comfort zone coming from information easily acquired through images or films. Students will take part in workshops, design buildings or structures, compare them and draw conclusions They will take part in competitions dealing with Cultural Heritage. So doing, they will take advantage of their potential to boost their imagination & creativity. The same applies to their ability to express themselves, either artistically or for more down-to-earth purposes. With this in mind, we will attempt to explore that latent part of the students’ brain which is responsible for and or interpreting, deeply understanding, imagination, creativity and reflection. So learning by doing or in context is the key method of this project. Our target group includes students of the ages 12-17 with basic English skills (minimum A2 level) from our schools. We chose this age group as they are still showing enthusiasm for cultural heritage explorations and willing to learn. Approximately 600 students are being involved in addition to those who have little command of English who would be involved in artistic and cultural project activities in their mother tongue or virtual exchanges. Many of them come from disadvantaged/underprivileged families or having social, behavioral or other problems. The exposure to English, through meeting foreign students at school or virtually, anyway, will inevitably bring them valuable communicative skills benefits. Teachers from our schools will renew their working methods, share good practices and experiences with their colleagues from other countries & this way establish a professional network. Their prestige will increase dramatically & they will also improve their living standards.The motivation to carry out this project raised from a discussion among partners concerning our cultures and what cultural Heritage means to our students. Unfortunately, many of them are not aware of our similarities, differences & its importance to our communities. Since then, consulting frequently before applying, we elaborated a draft about the topic leading to the following aims in detail :Help our students/teachers to :-understand the general idea of Culture & European Heritage- demonstrate the different aspects of Culture & European Heritage while learning tolerance/acceptance/empathy/sympathy- identify tangible, intangible cultural elements and common European Heritage-explore or improve different methods of teaching the Cultural Heritage by diversifying the lessons-explain the concept of the experiential learning cycle & how it is used in teaching- have teachers reflect on their own practice of teaching heritage and diversity themes-develop outlines of a curriculum for teaching cultural heritage and cultural diversity in our and others' classrooms-improve language, ICT, math, sciences, social skills/competencies. The project's transnational character is essential/indispensable in the attainment of the project objectives. That is why we need urgently this project to be granted.While preparing for the exchange meetings they will learn about their differences/similarities and boost their curiosity about other similar/different cultures around Europe. This will help them to feel respect, accept differences & be respectful towards other nations/cultures of Europe.By carrying out local events students will also discover forgotten or neglected sites and will have the opportunity to study, document and share them with their peers from other countries.By visiting, documenting, exploring Cultural Heritage sites, students will be able to analyse, compare, write legends, make films, report and research about those places and draw conclusions about the impact on our communities and countries.Evaluations will be carried out frequently to ensure we achieve the project objectives and keep its high quality.The methodology used will be experimenting, Problem Based Learning(PBL), CLIL and non-formal methods like reflection, brainstorming, discussion, etc. The most effective, innovative good practices will be included in the curriculum of our schools as follow-up activities after the project ends.