"Project summaryBesides teaching and learning, personality development is probably the central task of our educational system. What resources do we want to give our students for their future lives? How do we live and learn today and how will we live and learn tomorrow? How do we exemplify, convey and implement values in everyday life?These are the central questions. With our project ""Responsibility for ourselves - Responsibility for our environment and Europe"" we would like to make a contribution to these very topics. People, especially young ones, are increasingly confronted with the question of who they are. The process of finding an identity, with the aim of creating a stable self-image, is also associated with crises that need to be overcome. We would like to support young people's assessment of their current situation in a world which in its complexity often causes confusion and disorientation. The ""tool"" we use for this is ""The Leader in Me"" (LIM) by Stephen Covey. All project partners use this personality development program in their schools. With this program, students learn to take their lives into their own hands in order to gain more self-confidence, increase teamwork skills and improve their school performance. Self-initiative, actively and creatively shaping one's own life and cooperation are also part of this. Through project-oriented, intercultural learning there will be a lively exchange of ideas on these issues over a total period of three years. The question ""How do I take responsibility for my life, my environment and Europe?"" will be considered from different perspectives. In addition to the personal question about the individual life path, the students’ own lives are to be placed in the context of European citizenship. When we talk about responsibility, the environmental aspect is of course more topical than ever.The aim is to develop new ideas for implementing LIM in the form of step-by-step strategies. The ""annual topics"" we are going to deal with in the project are ""WinWin Europe"" and a responsible approach to ""digitalization"" and the ""environment"". These topics are developed in various subjects and classes at the schools concerned. The short-term exchanges between the groups of pupils create an intercultural working community, enable a transfer of knowledge and promote the acquisition of foreign languages; together, groups of pupils continue to work on the topics. The planned exchange meetings, in which five to eight pupils from each partner school take part, serve to exchange preparatory thoughts on the annual topic and thus to be inspired for the implementation in their own schools as well as to discuss the final results. The pupils involved attend secondary school. A special feature of this project is the long-term mobility. Three pupils from BG/BRG Fürstenfeld will have the opportunity to attend the Spanish partner school for two months. The participating teachers will use their meetings for joint further training, for the further development of the implementation of LIM, for job shadowing and for teaching contributions at the host schools. We expect the schools to benefit sustainably from the set topics and the different approaches from five EU countries. By dealing intensively with the EU and answering the question of what young people themselves can do for the EU and what they ""get"" from it, the awareness of a positive basic attitude towards the EU is generated. Through home-schooling in particular, we are currently experiencing how important digitalization is for our contemporary life. This makes it all the more important for young people to find a personal answer to how to use the positive possibilities of digitalization and how to protect oneself against its dangerous aspects. Dealing with our environment is an issue that concerns us all. We want to find out with the pupils in our schools what we can implement proactively in a responsible way at school. It is possible that the topics will provide opportunities for links with the local authorities and regions of the various schools. To be able to verify results, we will work with different methods: from presentation to publication and evaluation. A total of five schools are involved. The BG/BRG Fürstenfeld, which has been implementing LIM since the 2018/19 school year, participates as an Austrian school. The Czech school Základní škola a Mateřská škola Pohádka has already been working with this programme for six years. In addition to the Spanish private school Colegio Pureza de Maria, the Portuguese private school Centro de Educação Integral is another partner. As the first LIM school in Germany, the Metropolitan International School is also involved in this Erasmus+ project."

The project entitled “Art & Literature in Education's Nature! Is it an A.Li.E.N.?” is to be implemented by six schools: Turkey,Lithuania,Croatia,Spain,Italy and Greece(school applicant). We are all experienced and full of enthusiasm schools with a serous Etwinning and Erasmus footprint so far. Our school and local communities are looking forward to this project with great interest. Giving children access to all varieties of literature is extremely important for their success. It provides students with opportunities to respond to literature; it gives students appreciation about their own cultural heritage as well as those of others; it helps students develop emotional intelligence and creativity; it nurtures growth and development of the student’s personality and social skills;Developing positive attitudes toward our own culture and the cultures of others we help for both social and personal development.Exposing children to quality literature can contribute to the creation of responsible, successful, and caring individuals. In this way future leaders will be nurtured by developing students' social and emotional skills, communicating internationally in the arts. Arts education on the other hand is often said to be a means of developing critical and creative thinking by developing skills that enhance performance in non-arts academic subjects.Emphasis on both Literature and Arts education can have a positive impact on the three subsets of skills that we define as “skills for innovation”: technical skills; skills in thinking and creativity;behavioural and social skills.It is crucial to empower our young generation to tackle with future challenges and to be competent enough for the future world where they will be leading the society and economy as adults. Our objectives are A) to improve -students competence of Learning to Learn – identifying and leveraging personal strengths and preferences in a way that enables subsequent learning -competence of Multi-literacy -communication competence (meaningfully exchanging ideas with others) make up the rest of these learning tools-cultural competence when students successfully navigate different values, ideals, and traditions interacting and cooperating with others- work and Entrepreneurship competence collaborating and negotiating with others to create new solutions at school and in the broader community- creativity competence- multilingual & digital competencesB) to share, pass on and construct Collective MemoryC) to tackle early school leaving and disadvantageD) to include innovative learning approaches E) to enable cross-curricular collaborationF) to promote the STEAM approach through interdisciplinary teaching with the involvement of all academic disciplines (coordinating school awarded the Label Etwinning school was recently selected as STEM Greek school)to promote inclusive education.A rich variety of activities is planned to take place before, during and after the LTTAs: workshops, logo, poster, even sonnet creations, museum visits, cultural events, tales & legends are to immerge everyone into European linguistic, literature and art background and history. A creative combination of evaluation and dissemination activities, drama and short play presentations, mini films, seminar events, website designing and administrating, storytelling and meet the author (either virtually or metaphorically) sessions, even transforming school walls to “art galleries” will be presented in our S.H.AR.E. ending festival hosted by the project coordinating school in Greece.The methodology to be used is the student centred approach, inquiry based and cooperative learning, tailoring instruction to meet individual student needs (inclusive education methodology). Also the Project-Based and game-based learning with challenging activities, the Museum and gallery pedagogic strategies and the experiential education learning. During public speaking sessions (National oral literature, Art on the walls, My Erasmus story) we focus on integrating intensive experience and skill-building into the fabric of education. This approach to teaching and learning is centered on our belief that education should place equal emphasis on development of character and the intellect.The results and impact of our project envisaged is to be disseminated on regular basis via our website, the Erasmus and Etwinning Platforms. In situ diffusion activities in all countries will highlight the potential impact of our efforts and reinforce longer terms benefits. The A.Li.E.N. project footprint will inspire our school and neighbour school communities and create a school atmosphere with more attractive education and training implementations, in line with nowadays individual needs and expectations. The increased competence in transversal skills (like social, civic, intercultural and language competences, critical thinking, digital skills and media literacy) will be the long lasting benefits of our Project.

The name of the project is Environment surrounding us as a challenge and responsibility. It is made as a project for the European ERASMUS+ project, Key Action 2, Cooperation for innovation and the exchange of good practices, Strategic Partnerships for Schools Only.The main objectives of the project were to raise interest in the natural environment and the necessity of its protection; encourage pupils not only to learn foreign languages, but to use them actively in their everyday life; find out about cultural, social, historical and geographical differences between nations living in the Europe and to respect these differences; discover more about the European Union policy; help pupils with learning using modern teaching approaches (CLIL, modern technologies); develop transferable skills (communication, creativity, decision making, organization, planning, problem solving, team work) and build up better cooperation between schools, public and participating educational institutions.The coordinator of the project is the Czech Republic. Partners’ countries are Croatia, Greece, Latvia, Poland, Spain and Turkey. All the institutions are state schools providing general education for the pupils 6-15 years old.During the project we carried out three main types of activities: project activities at our schools, realized international mobility to partners’ countries and organized project meetings for the coordinators to discuss issues of the project (management, implementation, evaluation and dissemination).The aim of all activities was to fulfil the main objectives of the project. We dealt with flora and fauna (learnt about endangered plants and animals and the reasons / ways of their protection); we discovered the characteristics of the natural environment through its elements: water, air and soil; we talked about recycling (how to recycle and why to recycle); we learnt about geography and history of our partners’ countries through CLIL lessons; we discussed cultural and social differences by doing projects about customs, typical food and holidays.The international mobility helped us to enforce the experience and knowledge gained in the online activities. Furthermore, we met our partners, did activities together by developing transferable skills such as problem solving, planning teamwork, practised English in real, everyday situations, and got know about the way of life in different countries. To produce activities outputs we used various digital tools to create a project website, reports, online brochures, dictionary, gallery of photos, etc. The project had an overall impact on pupils, teachers, participating schools, parents and general public. However, we expect that knowledge and experienced gained in the project will endure even after the project ends.For pupils it was a unique possibility to learn about the environment and its protection, to increase and apply their gained knowledge about historical and geographical facts of partners’ countries, raise their awareness, understanding, tolerance and respect of cultural and social differences between nations, enlarge their foreign language competences and motivation in language learning, build up higher level skills (such as, problem-solving, decision-making, cooperation, interpretation, organizational, presentational, literacy skills).For teachers it was a great chance to cooperate with the teachers from the other countries, to improve their pedagogical skills by exchanging and sharing teaching methods, good practices and ideas that will enrich their pedagogical job, and to make contacts for further cooperation.For participating schools it was an important experience to develop links with other European schools, to get known about different educational systems and approaches.For parents and general public it was a great opportunity to find out more about European Union, European projects, to gain new experience by hosting international pupils and to find out more about various cultures in Europe.