"""Going green throughout Europe"" is a project planned in the field of Education for Sustainable Development, it deals with a theme of the Europe 2020 Strategy for the promotion of smart, inclusive and sustainable economic growth. In this context of innovative development, the European training systems have had the task of spreading a knowledge towards the Green Economy among the younger generations, in order to stimulate, in the citizens of tomorrow, behaviors that are more respectful of environmental issues and the protection of their own territories.The project involved 3 European schools (IIS ""Focaccia"" Italy, ""Sfanta Ecaterina"" Technological High School Romania, Secondary School ""St. Kliment Ohridski"" Bulgaria) their task has been the spreading of green culture, in order to stimulate a profound change in the lifestyles of citizens, starting with the territories in which they live. The energy issue turned out to be one of the strategic priorities in the training offer plans of the partner institutes, which emphasized the policies for implementing renewable energy sources and for raising awareness and education on energy saving. The main aim of the project plan involved the creation and design of an app to calculate the virtuosity of each Institute in terms of energy saving, but for the spreading of the pandemic situation, there has been the creation of a padlet (https://padlet.com/procidaroberta/reenqllchpwe) where the results of the research carried out by the students on renewable energy sources and urban waste disposal systems in the three countries of origin were reported.The specific objectives pursued during the 36 months of the project can be summarized in the following points:-to enhance students' digital-technical skills and influence their employment capacity;-to enhance knowledge in the field of green energy and environmental sustainability;-to stimulate students to adopt environmentally friendly behaviour;-to enhance transversal and linguistic skills;-to improve the key competences, especially as concerns the social and civic ones;- to promote cooperation between students and school systems of different countries;-to enhance the levels of internationalization of schools with a view to opening up to the European context.Each mobility was attended by 24 students (8 per partner institute), aged between 15 and 18 years. The direct beneficiaries of the project were therefore 72 students (24 per Institute). The preparatory activities to each mobility, were carried out in extra-curricular time, during the first two mobilities, lasting 7 days each (including travel), the students involved were also engaged during school hours. The third mobility has been carried out online because of the Covid spreading . The students of the three school partners have worked together developing online activities. The project activities of each individual school have given the possibility to participate to all 24 students interested in the project. In addition, 4 teachers for school participated in the project, 2 as teachers of specific subjects and 2 for project coordination.The project was developed through a methodology based on educational activities which included: - readings on the themes of the project; - gamification and creative activities to bring students closer to the issues of education for sustainable development; - IT laboratory activities in view of the development of applications, which have enhanced the technical and digital skills of the students; - analysis and research on renewable energy sources and urban waste disposal systems in the three countries of origin of the schools involved;- group activities to develop students transversal skills related to respecting tasks and responsibilities, to make them able to solve difficult situations, knowing how to manage the time available for the delivery of a product and knowing how to work to achieve the fixed objectives . The impacts achieved were assessed through the administration of a questionnaire (https://docs.google.com/forms/d/12Ut6Im20SvwpOjKDBx25_Uc4hAI6vWBP54OXPuq-CLo/edit) - enhancement of technical-digital skills and analysis and data collection for 80% of participants; - enhancement of language skills for 80% of participants; -increasing critical thinking and active citizenship levels for 100% of participants; - development of analytical and research skills for 70% of the participants; -awareness of environmental and energy issues for 95% of the participants.The project has set itself as a medium-long term objective the substantial improvement of the training and teaching offers of the schools involved, with the main aim of stimulating students to make greater use of digital tools and to raise their awareness on sustainable development issues."

"Our project is called ""European journey - film festival"" and is going to present participants countries, their culture, traditions, natural environment and literature from different perspectives. The project involves 4 schools providing primary education:• Public Primary School Maria Konopnicka in Bystrzyca Stara (Poland) - leader;• Thomas More Scuola Paritaria Scarl from Palermo (Italy);• SCOALA GIMNAZIALA ,, SFANTA VINERI '' from Ploieiti (Romania);• 32 SU s izuchavane na chuzhdi ezici ""Sv.Kliment Ohridski"" from Sofia (Bulgaria).Each school has a different potential, which is why it can share its experiences and knowledge for the benefit of others. The implementation of the project results from the needs diagnosed by schools - project was planned in such a way as to maximize the development of various key competences and skills, as well as to bring added value.PROJECT AIMS• Strengthening the potential of schools through the development of teaching and management staff through participation in the project;• Increasing the quality of education in cooperating schools thanks to the implementation of new educational methods, exchange of experience and international cooperation;• Promoting common values such as social inclusion, openness, equal opportunities, tolerance and non-discrimination through international student exchanges;• Increase in key student competences: ICT, language, interculturalism, cultural expression;The following main categories of activities are planned:Work on films - the main method of work in the project. Students will have to research and prepare a lot of information: the topics of the films relate to the natural environment, cultural heritage of the partner regions and national literary works. It will certainly broaden the knowledge, opinions and views of students in these areas. In addition, students will be engaged in teamwork, will increase their self-esteem, confidence, communication skills and creativity. Work on movies requires device and software support, so ICT competence will also be greatly increased.Cooperation on the eTwinning portal - familiarizing students with digital tools, increasing language skills. The potential of partner schools and their involvement in international cooperation will increase. Students will work together on multimedia presentations, film scripts, will choose the project logo, and communicate on a regular basis.International meetings - will broaden the horizons of students, raise language and intercultural competences. Students will gain new friendships and experiences. The meetings will be based on interdisciplinary learning. Teachers will learn new teaching methods and ways of organizing and managing the school that can be transferred to the national level. Thanks to the cooperation of students and teachers from various fields, we will be able to improve both language and ICT skills. This will help students and teachers to gain greater confidence, increase self-esteem, which in the future will increase the attractiveness of young people on the labor market.Local events - international events with local dishes, dances, songs and typical traditions, presentations, films. It will be organized to show the diversity and compilation of the most characteristic features of the groups participating in the project. A local community will be invited to strengthen contacts, an attitude of tolerance, openness and intercultural competence.PARTICIPANTS• Students participating in activities on the eTwinning platform - aged 12-15, in total of at least 100 people• Students participating in mobility - aged 12-15, in total at least 60 people• Teachers participating in mobility - 8 people;• Teachers supporting students in local activities, in activities conducted via the eTwinning platform - minimum 8 people• Local participantsa) Participants in international events (parents, teachers, people associated with the school community) - a total of minimum 250 peopleb) Participants of dissemination conferences (representatives of neighboring schools, teachers, local authorities, parents council representatives, other invited persons) - a total of at least 120 people.LONG-TERM IMPACT OF PROJECT IMPLEMENTATION ON SCHOOLS:• A more attractive image of schools thanks to the extensive portfolio of activities;• More experienced teaching staff who know new teaching methods;• Better student results due to increased competences;• Wider use of ICT tools in the didactic process."

Welcome to Automata for STEM in early ages Erasmus+ project!Automata are mechanical toys, small kinetic art sculptures. Each automaton is constituted by a set of mechanical elements and a figure or figures with a narrative, totally “off the top of the soul” product, a creative work. Automata can thus be a good introduction to engineering, mechanics and science, through syncretism between game and technical principles. Furthermore, Automata’s history is very ancient and going into the latter means to deepen into cultural awareness. The steps occurring to realize an Automata enact several pedagogical implications for learning at all ages.In AutoSTEM project, partners (Portugal, Italy, UK, Norway, Bulgaria) used Automata as a vehicle for curiosity and motivation towards STEM at a very early stage of education (children aged 4 - 7 years old). These children are the final beneficiaries, but the project also directly addressed teachers of pre-school and primary school, in order to equip them with tools to render STEM subject appealing and, at the same time, promoting cooperative learning and inclusion of all learners. AutoSTEM main results focused then on capacity building of teachers and educators to use automata to promote motivation for STEM and transversal competences. In this scope 3 tangible outputs were also developed:•IO1 Automata School Piloting Toolbox – Activities and Materials•IO2 Guidance and Case Studies book•IO3 Online CourseIO1 Automata School Piloting Toolbox includes a complete set of didactic materials: Teacher step by step guide presents the pedagogical framework to use automata to implement an interdisciplinary approach, considering that when planning and constructing an automaton, children can explore STEM areas, discover relationships and connections between the different disciplines and develop different competencies, including problem-solving, group work or creativity. The pedagogical framework developed for the project also considered the crucial role of play for children development, that it can be an opportunity to create new meanings and understandings. The Toolbox includes Pedagogical guidelines and construction instructions for 17 automata implemented during the project as well as Reporting and Evaluation templates and examples of scenarios and narratives.IO2 Guidbook and Case Studies include a guide for teachers and educators, organized with QR codes directed to all the important documents, videos or pages and a case studies booklet that report on some of the findings from workshops and teacher training by the project partners in their countries. The AutoSTEM Online Teachers’ Course (IO3) is designed as a modular course that teachers and educators can use to understand the project better and learn how to use the project’s resources autonomously.During project life, approx. 400 teachers were trained and guided through the piloting process and 800 children participated in activities of the project.Results from evaluation pointed that the project made a very positive impact on teachers, they were curious and enthusiastic about the pedagogical proposals and wanted to learn more about how to implement automata in their classes. They also expressed willingness to continue implement the project and recommended it to other teachers.Benefits for the children are a core result of AutoSTEM, which include the development of interest towards Science and STEM, in general, but also the development of transversal competences as communication, creativity, problem solving, cooperation, positive emotions, wellbeing. The piloting brought evidences that making and playing with automata can help children to understand mathematics and science concepts in a better and deeper way and of the value of the project to promote intrinsic motivation, engagement and transversal competences referred above.From the dissemination point of view, the project reached also important results in terms of networking and promotion, with 11 campaigns, the videos available on 5 channels with 76,860 views, five webinars and four online workshops, 20 presentations in national and international conferences, 6 papers published in international journals, 2 book chapters and several abstracts and papers in proceedings.Interest about AutoSTEM project and resources are also evident taking in account its implementation foreseen in a near future. Together with the resources and benefits, this guarantees that the project will continue contributing to the development and wellbeing of children and teachers!AutoSTEM website https://www.autostem.info/

<< Background >>Environmental protection is a priority of the contemporary world. The objectives underlying EU environmental policy are clearly set out in Article 174 of the EC Treaty. These objectives are: conservation, protection and improvement of the environment; protection of human health; rational use of natural resources; promoting measures at international level to address environmental issues at regional level. Multiannual environmental action programs set the framework for future action in all areas of environmental policy.Education for sustainable development must make a significant contribution to the development of appropriate knowledge and skills.Environmental education aims to improve the quality of life through knowledge, but especially through the motivations and behaviors it provides to give the environment the necessary attention and care.Proof that environmental protection is a priority for European Union countries is the fact that the basic treaty of the European Community (Article 2 of the Basic Principles section) stipulates that the role of the EU is to promote a high level of environmental protection and improvement. . Carrying out activities by students with teachers, parents and other members of the local community is an effective way to consciously do environmental education, so that a small part of the environmental problems can be solved.Therefore, the project aims to cover the need for ecological education classes in the school through activities organized and carried out by students and teachers, aiming to raise public awareness of the environmental problems facing humanity (lack of concern or weak ecological management skills and infrastructure procurement required by local authorities, poor knowledge of the need to grow green and forested areas, the need for selective waste collection and recycling, low interest in alternative energy, low concern for healthy food ).<< Objectives >>The project aims to form a responsible attitude of students towards maintaining a clean environment through proper waste disposal and maintenance of green areas, extensive involvement in environmental conservation and solving environmental problems.The project also helps to educate students for sustainable development by bringing about changes in their behavior in terms of energy savings in everyday life, to strengthen the European dimension of education by developing the skills needed for continuing education and promoting European citizenship. and the environment of responsibility.<< Implementation >>In the project we will implement activities in the field of environmental protection: training sessions, workshops, documentation and information, activities for selective collection of recyclable waste, activities for the maintenance of green spaces, greening, activities with students on the eTwinning platform to exchange information, materials, project promotion, etc.In the current context of the growing interest in the field of environmental protection, the specific skills acquired by students can be complemented, developed and capitalized on by participating in mobility in Erasmus + projects. We believe that participation in EU-funded projects is of interest to our students.<< Results >>Intangible results:• improving the skills, abilities and training skills of students working in the field of environmental protection;• training and development of environmental behavior in students;• changing students' attitudes towards environmental protection;• improving language skills, communication and IT participants;• knowledge and experience in the field of ecology and environmental protection obtained by teachers;• personal development of teachers;• strengthening cooperation with partners from other countries in the field of education;• develop project management skills by project team members.Tangible results: training sessions, power point presentations, thematic visits, thematic panels, ecological models, etc.

The project „A creative student in the service of the local society and natural environment. Young European - aware of the needs of the community and environment.” will be carried out by five schools for a period of 24 months. The project includes a short-term joint staff training event and five short-term exchanges of groups of pupils. The age range of students participating the project is 12-15 years old. The project shall target the participation of pupils with fewer opportunities as well, such as: educational difficulties, social obstacles, cultural differences, geographical obstacles, economic obstacles. The overarching objectives of the project are: - to form the awareness of the effect of cultural heritage, namely inventions, on economic growth and social cohesion;- to develop a modern and attractive model of after-school clubs;- to acquire new educational strategies to promote the development of creativity, self-awareness, innovation, entrepreneurship, tolerance, empathy, civil sense of duty;- to acquire new strategies stimulating students’ participation in events held at school and their service to local community;- to acquire new comprehensive teaching methods in the senior classes;- to acquire new teaching methods, forms and learning tools concerning career counseling;- to familiarize with educational systems of all participating organisations;- to familiarize and compare European labour markets;- to implement intercultural and multicultural education;- to acquire new methods of development of critical thinking towards the use of mass media;- to enhance language competences of teachers and students.The work programme establishes, first and foremost, obtaining durable results, the implementation of the good practice, enhancing knowledge and the effectiveness of teaching, the development of skills and teaching methods, a high degree of cooperation with local community, efficiency in career counseling. The project provides a range of activities covering areas such as: inventions, entrepreneurship, marketing and advertisement, labour market, career counseling, ecology, culture, education and economy of the countries of participating organisations. The project involves the implementation of a modern, innovative and attractive model of extra-curricular activities involving an increased cooperation with local community and outdoor lessons. There willI be innovative curriculums of , based upon the concept of the project, created in each of the participating organisations. Young Scientist Club, Young Journalist Club, Young Artist Club, Young Entrepreneur Club, Young Ecologist Club, Young Social Worker Club, Young IT Specialist Club and Young Translator Club. Apart from many other local creative projects, the clubs will cooperate to accomplish the overraching project related to inventions as elements of cultural heritage called ‘Creativity makes world better”. The main task of the clubs in each country will be to create inventaions solving problems of the disabled, their promotion, creating advertising campaign, sales strategies and business plans of fictitious companies created by students. The project involves participation of the teachers, students, management section, counselors, parents and local community. Twelve teachers from four participating organizations shall take part in the short-term joint staff training event, which will be absolved by highly qualified methodologies from a leading organisation in Bulgaria. Five pupils and two teachers from each country will participate in each short-term exchange. In order to prepare students to the international meeting and engage the entire local community in the project, participating organizations will be obliged to carry out a wide range of activities. In addition to the above activities, we shall prepare an extensive project documentation. The dissemination of the results of the project shall be carried out in both a native language and English