The European Union has aimed to increase energy efficiency, reduce greenhouse emissions, and focus on sustainable development. The food industry is one of the largest sectors in regards to energy use and greenhouse gas emissions; which, is why it is not only relevant but essential that everyone becomes more aware of how their lifestyle (particularly food-based choices) has an impact upon multiple sectors at many levels: the individual, local, national and international levels of agriculture, energy, health, and economics.The rapid process of globalization has had a major impact on how food is cultivated, transported, evaluated, labelled, and distributed. The future economic logistics (distribution, equality, supply and demand, costs), future biological sustainability (seasonal growth, supply & demand, genetic manipulation, productivity, space), and current and past cultural significance of food (traditions, taboo, and identity) all highly intersect. These factors (and more) all contribute to one of the most complex problems of today’s global society: malnutrition versus the obesity epidemic. The majority of the population in underdeveloped and developing countries suffers from malnutrition or hunger; however, the majority of the population in developed countries suffers from over-nutrition and diseases which stem from obesity. The process of how food is cultivated, selected, transported, distributed, consumed, wasted, and recycled will be critically analysed. Our project aims to empower students to gain awareness, knowledge, and skills which will help them to understand the problem and contribute to a solution by first changing their own behaviour. Individual change will not be enough to alleviate the drastic impact food shortages will have in the future. Future generations must also learn to collaborate and think of creative solutions which can be implemented not only nationally but also internationally. Our main project aim is to increase self-awareness about sustainable lifestyle choices, and the effect of an (un)sustainable lifestyle on local/national/international levels. Our goal in writing this project is to empower young students to believe that their individual, food-centered choices can make a difference. We hope to enable these students to become ambassadors of sustainable, ethical and innovative food-based choices by increasing their awareness of the complex problem, increasing their knowledge, and increasing their skills in communicating and implementing their knowledge. The second aim of our project is to answer the international call to train and challenge students to develop skills which better prepare them for the workforce or a career at the University. Our project will provide a platform for students to not only learn about what these skills are, but they will also receive training workshops to help them develop these skills. Each country will focus on one 21st century skill. The four skills our project will explicitly focus on include: (1) Netherlands: Information Literacy; (2) Norway: critical thinking; (3) Italy: collaboration and communication; (4) Latvia: creativity. Our third aim is to provide professional development to participating teachers. Our project will help stimulate professionals to continue to grow personally and professionally. We also recognize the importance of our role, as teachers, are role-models for our students, and we can model the process of life-long learning. Didactic coaching is a practice-based methodology of asking questions which stimulate further learning, and providing feedback regarding the students' learning process and the academic task . This methodology was developed in the Netherlands but has not yet been widely disseminated. Teachers will be given the unique opportunity to develop and practice their didactic coaching knowledge and skills. These skills will not only be essential in facilitating the problem-based learning groups designed for our project, but teachers can also implement didactic coaching in their daily teaching practice. Our final aim is to strengthen the collaboration between high schools and universities and/or local businesses. We envision a project which demonstrates the relevance and importance of the subject matter by linking it with presentations, workshops, and tours by local Universities and businesses. Students will be exposed to the academic standards and various fields of research at the University, and to how local businesses must adapt and innovate to keep up with local/national/and international markets of supply and demand. We hope that after the partnerships have been established that each school will be able to maintain these professional relationships.Project quality will be managed through the online platform of Monday.com, and project results will be shared on the project's eTwinning page and the Erasmus+ Project Results Platform.

The main topic “infectious diseases” of the Erasmus+ project “Be infected to be protected” is corresponding with the aims of the EU Health Programme of 2014 and a result of the Comenius project “Neobiota” (2013) showing that vectors and germs do not stop at national borders either.Reports about Ebola in Africa and multiresistent bacteria in the hospitals at home upset citizens of all ages. But already existing teaching and learning material was often not suitable or motivating enough and often yet analog on paper and protected by copyrights. Due to the redrawal of the Spanish school the multilateral partnership includes only five partnerschools: Gymnasium Donauwörth in Bavaria, Liceo Statale Coluccio Salutati in Montecatini Terme (Toscany), Aizpute Vidusskola in the western part of Latvia, Christelijk College Groevenbeek in Ermelo (Harderland in the middle of the Netherlands) and Os Gymnas south of Bergen (Norway). The aim of the project was to develop diverse digital material for schools, enhancing in this way the use of digital media in teaching, learning and training. Applying for a multilateral school partnership international students‘ working groups (of the secondary II classes) were established on Etwinning, moderated by the teachers involved and met face-to-face during the l-t-t-activities to finalize and present the results there in English. That was the main approach to train diverse transversal skills of all participants. The project was able to motivate girls to follow up information technology through communication and science through the international team work. On the other hand boys were motivated to deal with foreign languages to be able to share their ideas and knowledge with their team members. Furthermore, this special learning arrangement was a challenge for each group, motivated each student and supported weaker students to develop their competences.Innovative common teacher and student trainings like hygienic and scientific lectures at hospitals and university as well as workshops practising unkonwn digital tools stimulated the next working phase beyond the impulses given by well experienced participants.One group of students produced e-learning material concerning biology, i.e. infectious diseases and pathogenic germs, from digitalised fact sheets, presentations and a creative game, stop motion and online quizzes.A second group was occupied with statistics, from the targeted use of special medical databases and simulations to producing tutorials, in an own design, implementation and analysis of passers' surveys or observations of relevant behaviour.A third group adopted an interdisciplinary approach, to change point of view to a economic, social, historic or ethical perspective producing digital presentation using quizzes, learning apps and controverse discussion.Prevention of all these dangerous germs, proper hygiene measurement and vaccination is a basic need for each person, from the children in kindergarten up to the elderly people in nursery homes. Therefore P(revention)-Units have been developed targeting other eduction institutions, where students were learning by teaching, integrating also digitalized creative comic booklets, posters and short films in their targeted presentations. The N(ews-)Group dealt with digital news not as planned analyzing a continuous blog, but on a different approach. These students designed not only a digital flyer or presentation, but also used role plays for a fictitious TV-interview or debate.Not only students changed their attitude and practice of learning being well prepared for the studies or professional career. Also teachers enlarged their repertoire of methods and digital tools successfully and got a lot of impulses to reflect their own teaching attitude.

We want to encourage students to learn to listen to the other, to understand the other’s point of view, to feel strong to dedicate themselves to their community and to be able to help social minorities in their surroundings. Developing these competences at school, we expect our students become responsible citizens committed to their closest social setting as well as to the European society, having as their own the values of respect to diversity, understanding, cooperation, equality and solidarity, and considering dialogue as an essential part of coexistence. With this project, we want to exchange good practices with the aim to strengthen our active citizenship education. Here, we define active citizenship as: 1) to engage and participate in socials issues in society and 2) to engage in political issues in society and in democracy as a concept that guarantees individual choices of its citizens despite opposite interests.First, we want to find methods to develop the social and civic (= democratic) skills of our pupils. Second, we want to find expertise to create a learning environment in which ‘active citizenship education’ flourishes at school and outside the school, targeting different target groups (disabled persons, refugees, etc.) , using different concepts/methods (social internship, etc.), and with different intensity (1 day-activity, long-term engagements, etc.). And to find ways to evaluate and recognise the learning results of ‘active citizenship’-activities.The students of 17-18 years old are involved in the project. About 100 of them (20 per school) will be directly implied participating in mobilities, while the rest of them will be involved too, as they will participate in other activities and/or will be affected by results of the project. About 50 teachers (10 per school) will be involved in mobilities. We will develop activities addressed to increase the knowledge of the students about citizenship and to increase the motivation of the students to be socially committed. For the teachers we prepare activities with the aim to exchange strategies and methods to give more knowledge to teachers about organizing citizenship projects and how to evaluate those kind of projects. We make also sure that the teacher widen their horizon and get to extensive their network of schools and organizations. This we do with the goal to broaden our knowledge and visions so we can improve the quality of education about citizenship, coaching and motivation of students .The results we expect are that our students feel social and civic values as their own, and feel as an essential part of their community itself. We also aim for resilient young people who will seize the opportunities to take an active part in life as citizens, caring for themselves but also others. This will be reflected in our schools, in our student’s after-school lives and in our society. The most important outcome of the project is an increase of knowledge, awareness and engagement about and for citizenship initiatives to help each other and especially social minorities. We will disseminate the activities we have carried out, the documents we have elaborated and the benefits of participating in an Erasmus+ project in cooperation with other European Schools.