<< Background >>The project GeoExplorer aims to improve the quality of teaching-learning in the high school system through an innovative learning approach that links natural science and language education through Content and Language Integrated Learning method in cross-curricular collaboration (or in the natural science curriculum in respective partners language).Besides school partners, partners of the project are part of UNESCO Global Geoparks (166 Geoparks in 47 countries). Geoparks are tools to conserve and enhance the value of areas of geological significance in Earth history and to promote sustainable development through geo-tourism and education. Global Geoparks are living, working landscapes where scienceand local communities engage in a mutually beneficial way. One of the key aspects of this cooperation is to develop new services in geoparks and new teaching methodology and tools for teachers of high school’s science and language teachers based on innovative approach aligned on the needs of school’s system, schools, teachers, Geoparks and guides to offeran attractive new way of science and language education to the pupils. UNESCO Associated Schools Network is focusing on sustainable development as well, and our partnership approach could be an example for a wider school community and education (ED) system, curriculum and cross-curriculum integration. Following quality and interdisciplinary approach,we aim to become the best practice in forming better connections and synergies between the ED system and natural heritage sites. UNESCO’s work in Science Education is important for dissemination and explanation since they push for updating curricula where needed, offering hands-on workshops, providing kits and guidebooks free of charge, training teachersand students.<< Objectives >>The general objective of the project is to improve the natural science and language teaching process in combination of cross-curriculum activities and new teaching methodologySpecific objectives (to):- acquire information about the needs, proposals and improvements in science and language education by teachers- study (cross-)curriculums, existing toolkits and materials used in natural science/language teaching of science- ensure high-quality toolbox and methodology of science and language teaching designed in collaboration with teachers, experts in the field of science, interpretation of the natural heritage and in the field of CLIL- increase the frequency and effectiveness of the cross-curriculum integration in the teaching of science and languages- increase level of competence and confidence for teachers- increase level in foreign languages for teachers and pupils- enhance education services of UNESCO Geoparks<< Implementation >>The following outputs and activities are going to be implemented: (O = Objective / A = Activity within the objective)- Review of (cross-)curriculums, existing toolkits and materials used in natural science teachingO1-A1| Desk research about curriculums and cross-curriculum in the participating countryO1-A2|Two structured questionnaires for natural science teachers and English teachers in schoolsO1-A3| Focus groups with teachers in partners schools to review the materials, tools and propsO1-A4| Preparation of joint document with findings- Young European GeoExplorer toolkit concept and examplesO2 - A1 I Geopark Homework – specific geopark informationO2 - A2 I UNESCO Global Geopark Homework – general geopark informationO2- A3 I Nature Education Homework – specific nature education informationO2 – A4 I GeoExplorer Toolkit - Concept paperO2 – A5 I GeoExplorer Toolkit – Production- Young European GeoExplorer cross-curriculum activities and new teaching methodologies implementation (CLIL)O3 – A1 I Cross-curriculum material for pupilsO3 – A2 I Guideline for pupilsO3 – A3 I Cross-curriculum material for Geoparkmanagement and teachersO3 –A4 I Guideline for teachers and guidesO3 – A5 I Cross-curiculum connection- Recommendations for teachers, schools, Geoparks and national education systemO4 – A1 I Summery and clarifying recommendation for teachers and schoolsO4 – A2 I Summery and clarifying recommendation for GeoparksO4 – A3 I Summery and clarifying recommendation for national education systems<< Results >>The project GeoExplorer aims to improve the quality of teaching-learning in the high school system through an innovative learning approach that links natural science and language education through Content and Language Integrated Learning method in cross-curricular collaboration. That can happen in the class or nature of (UNESCO Global) Geoparks in theform of living labs for pupils, as being an innovative learning environment. The project will result in cooperation between stakeholders in local communities and abroad (UNESCO Geoparks, schools and project partners schools).To sum it up, the project is addressing the following target groups:- UNESCO Global Geoparks* on an international EU and worldwide level (166 Geoparks in 47 countries)- Natureparks* on a European level- Natureparks, Nationalparks* or other protected areas in Austria, Denmark, Norway and Slovenia- Stakeholders in the educational fields concerning natural science in each partner country- Additional secondary or other schools, their teachers and pupils in each partner country or part of other international Geoparks- Secondary or other schools (schools and teachers) in EU using Erasmus + Project Results Platform, the eTwinning portal and the School Education Gateway- National, regional and local authorities within the educational system in Austria, Denmark, Norway or Slovenia- Local communities including youngsters and adults involved in the partner schools- General and schools visitors of the partner's Geoparks- Other not yet identified decision-makers and stakeholders at local, regional, national and EU level who can benefit from our case and results- Press and media- General public*institutions, management and guides

"The project ""Health 4.0 - Health in school also means health in professional life"" was launched because of the changing social, educational and economic conditions for pupils, which affect the physical and psychological health in their life. Against the background of globalisation, technological change and, in particular, the development towards the fourth industrial revolution (Industry 4.0), not only technology but also human beings must become more and more efficient, flexible and faster.This, as we have been able to prove in our vocational schools, led to various situations that affect the health of the pupils. For this purpose, solutions should be found and teaching modules should be developed that sensitize students for the topic of health maintenance and provide them with precise methodes in order to deal with this problem in everyday life.Students should learn at an early stage that healthy eating, exercise and self-responsibility as well as time and self-management for stress management contribute to mental and physical fitness in the increasingly fast-paced world.The selected five partner schools from Austria, Luxembourg, Poland, Norway and Germany are all vocational schools. Each individual school had already identified the above mentioned problem and worked it out on the basis of various priorities. This project linked the already developed concepts of the individual schools and created a holistic student health concept in relation to the changing society. In a first step, the actual state of the school was collected with a questionnaire developed by the project partners. After that, improvements in the individual schools with regard to exercise, healthy eating and stress management (addiction prevention) were collected.A moving break concept was the focus of attention, in order to offer students a range of exercises during the entire day of the vocational school. A nutrition concept based on fresh fruit and healthy eating was also taken into consideration. However, an important block was certainly also connected with a rethinking of school culture, as teachers teach students healthy behaviour. Therefore, theories and models were also considered in order to reconsider and, if necessary, adapt behaviors.Teacher health also played a not insignificant role.In the long term, this project has helped to develop and establish a holistic health concept in the partner schools in order to offer pupils support that helps to vanish the above mentioned, negative effects on health in the age of ""Industry 4.0"" and thereby give other schools suggestions for implementation. This was done with the help of a European Health Day. The concept for this day was developed and concretized by the project partners. The project partners decided to have the European Health Day on the Europe Day 2019 in order to achieve a wide reach. More than 300 students from Germany and the partner countries took part on this day. After a concert reading, the students were allowed to take part in various workshops which dealed with stress management, exercise, nutrition, self-responsibility, addiction prevention and time management. These workshops were the results from the project partners' modules and were previously tested in the schools before. During the breaks there were healthy smoothies and fair trade snacks. In addition, a museum tour was presented, which presented the specifics of the partner countries in dealing with the topic ""Health at School"". The concept of this day has proved to be very efficient because it had a great acceptance among the students and gave them the planned concepts and methods for dealing with their own health."