"Improving European education, “enhancing the performance of education systems”, working towards a more sustainable Union, have been set as two of the key targets in Europe’s strategy “ to become a smart, sustainable and inclusive economy” by 2020. In this scenario the 7 members of the project “A sustainable future, from the Ideal City to the Sustainable City” were committed to developing the quality of education, to providing all the students with the competences necessary to reach their potential, to succeed in a global and changing community and at the same time promoting sustainable education in the curriculum subjects.The objectives of the project derived from the above listed current challenges of education in Europe and in the singular countries, from the limits of some of the actual didactic procedures and from the needs outlined by the single institutions.The common thread that ran through the project was sustainable education (whose concepts have a great appeal on young learners) which can connect them to their community inspiring active citizenship, preparing pupils to be responsible citizens that will use entrepreneurial values and approaches to solve major sustainability problems; citizens who will build healthier communities while addressing the challenges of the 21st century. At the same time, exploring their countries also from a historical point of view through the analysis of the characteristics of the Ideal City of the past times, and the transformation of their living environment, the young learners were encouraged to rediscover their own culture, history and traditions to better understand the urban, socio-economic changes of their own countries getting the chance to discover what the European citizens have in common and differs them.The project activities led students to explore the Ideal City of the past times to identify those aspects of good government that could be applied to the Sustainable City of the future; from the investigation of their urban background and the needs about their living spaces expressed by the different groups interviewed, students developed and planned visions of a future community; they jointly planned, designed, re-invented their urban backgrounds to realize a scale model of the“ Sustainable city of the future”, model that was presented to the decision makers together with their Manifesto, a resolution calling for a common effort and real teamwork for the future of our Planet, a document that also aims to spread the Global Goals of the Agenda 2030.The project contributed to enhance the European dimension of school education developing greater interest in all the dynamics related to the international planning and managing; it helped to make School Action Plans and curricula more international rising the standards of proficiency in core subjects. The partnership enriched the ordinary school curricula with embedded modules and practices on Entrepreneurship, ESD, STEM subjects and Clil modules; contents dealt with through international comparative perspectives; new approaches to encourage students to develop a set of cognitive, affective, behavioral and critical skills that support effective and appropriate interaction in a variety of cultural contexts.The students enhanced their cultural awareness, intercultural dialogue being better prepared to become members of a connected and cooperative global community; they experienced and practiced active citizenship strengthening the ""sense of belonging"" to the social, cultural and environmental context of their territory.The project empowered teachers’ high quality professional development strengthening didactic practices to improve outcomes for learners. Thanks to the exchange and sharing of good practices, staff members developed innovative student's centred, teaching methods and approaches transferable in different contexts that can produce long term effects on education programmes.The project greatly contributed to empower the level of management of the schools in their various members increasing organizational flexibility, improving delivery expertise which supports school-wide global learning enhancement.The involvement of families, local authorities, world of work in a continuous correspondence of cultural enrichment, gave everyone the opportunity to enforce the dialogue and the collaboration with the school institutions fostering joint responsibilities in the educational process.The cross-cultural dialogue enhanced cooperation at all levels, greater understanding and appreciation of diversity; everyone involved had the opportunity to get to know and appreciate different cultural realities creating an open-minded attitude toward the distinct and richly varied global society, a positive signal in the national and international context that seems to give rise to fear, racism, xenophobia, and other forms of intolerance."

The coordinating organization 2nd Junior High School of Kalamata along with the participating ones Anne Frank Schule Linden (Germany), Taurages Ausros progimnazija (Lithuania), Scoala Gimnaziala Bautar (Romania) and Osnovna sola Strocja vas (Slovenia) tried to highlight the primary effect that values such as respect, tolerance, cooperation, mutual help and responsibility have upon the thorough development of students through the Erasmus+ project Active Student, Active Citizen. Moreover, these exact values in fact shape our identity and determine our social status, thanks to their personal, social and cultural importance. Not only do they guide us by showing what is important, good and useful, but they also motivate us, bring humanity to the surface and cultivate our inner qualities. All partners who joined our project have deeply realised that an Erasmus+ project is not merely a short-term event, but also inducement for a constant process of educational development. Within this framework, we established a close collaboration among the school community, social workers, special tutors and therapists. The participants shared both responsibility and provision, even in classroom level – teachers and students learned how to argue for topics and experiences that relate to democratic attitude. Furthermore, they commited themselves to beliefs and roles and experience different points of view. It must be pointed out that the responsible treatment of the above constitutes a high priority for us, along with the moral schooling which carefully targets certain practices and experiences.Students were involved in the following thematic areas:1.Offering help at school (peer mediation).2.Democracy and active citizenship.3.Right decision making.4.Solidarity and mutual help.Through hands-on workshops, artistic expression, role-playing games, debating, collaborating learning and case study, students experienced values, strengthened their self-confidence and learned new skills. These skills enable them to help their schoolmates/fellowmen (mediation) and also cope with difficult situations successfully (right decision making). In addition, young people are able to take a stand at school, peer groups and society, as well as join voting and decision-making procedures actively. What’s more, they understand the role of citizens in connection with political authority and distinguish fair from unfair. They realize that equality and justice constitute essential keystones of a democratic society, whereas they become conscious of other people’s experiences by taking into account moral, social and cultural parameters. In particular, the exact goals of the project, which originated from the priorities set by the coordinators (development of higher value skills and the subsequent acquisition of relevant ones, support for schools against student drop-out), were the following:1. lingual development,2. exchange of innovative practices towards offering help and solidarity,3. active students’engagement in school and social happenings.Furthermore, a new and more positive attitude on behalf of the students towards school was pursued, together with the development of those skills that will enable students to be informed about the evolution of the above values over time and be in favor of them actively for the rest of their lives.During the project mobilities, students worked together and created the following learning outcome:1. Peer mediation – a video showing the necessary steps that we must follow to implement a mediation at school.2. Democratic citizenship – the construction of a tree, the fruit of which are human rights / the planting of a tree at the school yard ofthe Anne Frank Schule in Germany as a symbolic act in favor of democracy being continuously defended by citizens.3. Right decision-making – the creation of an e-book, where students themselves offer advice concerning the making of right decisions and dealing with life dilemmas / the construction of a pyramid that puts priorities about making important decisions on scale.4. Voluntarism and solidarity – the creation of a word cloud containing words from their native languages, English and German, which refer to the above values.Long-term benefits for students:1. The ability to handle conflicts through active listening, empathy and dialogue.2. The impetus for substantial participation in democratic procedures, both in local and national level.3. The skill to make the right decisions.4. The understanding of the value that voluntarism and offering have.5. The training in offering first aid. The results of our project are available in the common website, e-Twinning and Erasmus+ platform in order to act as multipliers for other educational and civil institutions.

From a European collective memory of the two World Wars to a shared citizenship and commemoration.This Erasmus project revolved around the collective memory and commemoration of the two World Wars. It was carried out over two school years with the study of the Great War in the first instance (in 2016-2017), followed by the Second world conflict (in 2017-2018).The aim of the project was to link yesterday and today, not only as far as collective memory is concerned, but also to set up an intergenerational and European commemorative practice .The objective was also to compare the French memorial posture and vision of these two founding events of our history with the ones held in the Eastern European countries, the different ways in which the Winners and the Losers view both wars, and to propose a new European and public-spirited commemorative scheme.Twenty-two students in 3èmes at our school who were studying English as a first foreign language and German or Spanish as a second foreign language took an active part in this project (two hours a week). They exchanged in English with their correspondents in secondary school and travelled to our partner countries - namely Germany (Linden), Poland (Gorlice),and Slovakia (Bardejov), and our correspondents came to Chabeuil.During their trips abroad and trips to places in their own countries, the students worked in groups and went on guided tours in English (in Verdun, Paris, Meaux, Vassieux, Dora-Mithelbaum, Berlin, Auschwitz-Birkeknau, Cracovie, Gorlice, Bardejov... ). Their work on-site enabled the emergence of shared technical and interpersonal skills: mutual reflection, consolidation of knowledge, a real cohesion of the group, and a lived experience of what it means to be a European entity. The aim was to develop our students’ competences as well as their creativity and at the same time to train them to become tolerant citizens, open-minded, open to other cultures, and aware of their past. Taking part in local commemorations in our partner countries also brought life and meaning to our project.This project revealed differences in approach to these historical events, the Germans undeniably showing restraint, and it enabled the students to discover a history of the Eastern and Western fronts.Beside the four countries involved and the classrooms, the project benefited from the involvement of high quality local partners : town councils, veteran associations, members of the resistance, as well as meetings with artists, schools, and of course the students' families.In each school, the project was given a museographic space housing objects from the period, different historical records and testimonies, and students' works. These sites whether they be Polish, German, Slovak or French, try to faifhfully transpose what was done and the trips taken in the course of this Erasmus+ project. French website : site français : https://pafs1618.wixsite.com/in-memoriam.Different indicators lead us to think that the project has achieved its main objective (that of European collective memory of the two World Wars and shared citizenship and commemoration): the students attended commemorative ceremonies together with their ancestors and the seniors, other students were involved with some veteran associations such as “Le Souvenir français”, students spread their knowledge in their families and with their friends, friendships were formed among the youth and maintained beyond school, the students' commitment to think up a new commemorative scheme which was proven by the high-quality of the closing ceremony.In the short term, the benefits deriving from this project can already be seen as it moves forward with the preparation of the ceremonies of the centenary of the Armistice of 11th November 1918, in France and in the other partner countries. In the long term, with spaces for commemmoration being permanently implanted in each country, the project will live on and constitute a proud and lasting legacy for the schools involved.

The MISO project addressed important and lasting trends in the academic world that revolve around the question of how knowledge about STEM could be used to increase the attractiveness of science for students in school and in general. In this context the title MISO (Motion in the Science Ocean) was used as a metaphor for the energy and motivation students, teachers and schools in general needed to navigate the ocean of mathematics, information technology, science and engineering to meet these challenges. The project partners tried to enable learners in school and beyond and tried to give them strategies to achieve better overall performance in the natural sciences. They tried to look at the natural sciences from a perspective that is closer to real life and also applied to everyday life. With the help of experiments specifically designed to activate students they could develop a feeling that they - as the younger generation - were urgently needed to save this world from a possible ecological catastrophe. Six different countries from very different regions of Europe were involved in the project. This was done to ensure that a. the goals of the project could be examined in every corner of the European continent and b. that dífferent ideas from all those regions could be appreciated in the project. The project was also intended to promote integrative teaching and learning in order to make science more attractive particularly for women and disadvantaged schoolchildren. In this context, innovative teaching and learning activities such as experiments in groups, interviews and outdoor activities were developed, tested in practice and evaluated. The project was therefore not only aimed at teachers who were shown new approaches to teaching the natural sciences. Also, the connection between the MINT disciplines and the world of work helped the student participants to make decisions about a job career in a scientific discipline. Another aspect of the project was the social approach. Sciences were not only seen as theoretical formulas or theoretical scientific knowledge, but as academic disciplines which include ethical, social and economic issues. These aspects were continuously reflected in the activities throughout the project. Debates, conducting and reading surveys, listening to experts and looking at the connection between science and the daily lives were therefore particularly important activities and goals of the project. The key question that needed to be considered in the context of this project was whether Europe was going to be successful in the transition, i.e. presenting itself to the world as a union of innovative, inclusive and reflective societies, as proposed in the priorities for strategies for Horizon 2020. This question was treated in an interdisciplinary approach in order to relate the international project to the social issues raised above. The participants dealt with the topics of STEM by carrying out experiments and surveys themselves, planned and gave lessons and presentations to others, developed games and evaluated statistics. Stakeholders and scientific institutes were visited and existing technology and science resources were used. Some students even presented the project and its objectives at an international conference in Turkey. International meetings with all partners were the focal points when the results of the activities in the time between the meetings were exchanged, compiled, and reflected within the project. Various everyday topics were brought into line with the priorities of the great challenges described by responsible research and innovation (RRI): Safe, clean and efficient energy, environment and climate, health and sport, food security, sustainable agriculture, green transport, water and sustainability. The project was aimed at building bridges between science and society. The use of ICT and English as the language of communication ensured the improvement of these skills in all participanting schools and institutions. E-Twinning and a project website were the platform for communicating and tracking the project. The project aimed at reaching school communities as well as local and international target groups. At school level, all participants (teachers, staff, families) were informed about the goals of the project and worked on the activities. Local authorities in the education sector as well as peer schools were invited to participate in the activities. The methods used in the meetings were task-based activities, collaborative learning, interdisciplinary approach and problem solving. It also included reflection on how science affects society. In order to reflect the results of the activities carried out, a website was set up where all topics and activities were published. A logo was developed to ensure that there a strong identification with the project could develop in all the schools.