This project “Be well, teach well, learn well” aims to be a start of lifelong learning about health and well-being. Our goal is to create a model of well-being school. EU health policy focuses on prevention by promoting healthier lifestyles and equal chances of good health and quality healthcare for all regardless of background. The United Nations set The Sustainable Development Goals in 2015 as Agenda2030. These 17 goals have launched to ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education for sustainable development and lifestyles. This project covers nearly every goal and these goals are roots of well-being life. The aim of the project is the unite ensemble of well-being, lifelong learning and sustainable way of living. The project will develop the awareness and attitude of pupils and the school community that well-being is essential for successful learning and happy life. Also curriculums of project countries points out importance of well-being. Well-being should be natural part of everyday life at school. In this project there are four primary schools around the Europe: Volkschule Julius-Meinl-Gasse from Austria, Osnovna škola Pušća from Croatia, Tuiran koulu from Finland and EBS Mouzinho da Silveira from Portugal. Every school will bring their own knowledge to the project. The project is divided to four different themes of well-being: “Teachers well-being”, “Moving towards well-being”, “Healthy food and health in contact with nature” and “Mental and emotional well-being”. Every project school will be responsible for one theme based on their expertise. During Learning, Teaching and Training activities participants will be introduced to the theme by host school. Meetings will include theme based workshops and also evaluation of the project. This project use surveys to find out pupils and teachers knowledge of health and well-being and project schools’ school culture. During the project there will be several surveys to find out beginning level, improvement and where participants get at the end of the project. In a closing meeting each school will set aims for the future based on evaluation of the project. Between the Learning, Teaching and Training activities every school will work with the specific theme leaded by expertise school. This project have four main dissemination channel: blog, web page, eTwinning and booklet. Each project school is responsible of one based on their expertise. In the blog, project’s web page and on eTwinning will be shown what have been done within the project themes. Concrete output of the project is booklet which contains good procedures, summaries of the themes and activities as well as the model of well-being school. Result of this project will be increased well-being and concrete tools for healthy life for pupils and their families. This project will develop pupils’ sense of social and environmental responsibility. The project will develop pupils understanding of different cultures and understanding of their schools and national traditions. Pupils will gain knowledge, understanding, skills and capabilities to make healthy lifestyle choices now and in the future. Teachers will be participants of Learning, Teaching and Training activities. Teachers will gain new pedagogical procedures, get tools for their own teaching and improve their language skills. Awareness of what is good in their own school, but also possibility to get new impacts, will empower them at their own job. This project will strengthen teachers’ profession and teachers will get empowerment from working with teachers from other countries. After the project, teachers have opportunity to continue working with fellow professionals internationally to improve and enrich their pedagogy. Project will affect to whole school society and it will impact positively to school culture. At the end of the project health and well-being will be active part of the project schools' school culture. Influence of the project and the improvement of the school culture will make health and well-being to be permanent part of pupils and staffs everyday life. Concrete result of the project is the model of well-being school which is formed from good procedures and activities. The model of well-being school will stay to be a part of school work and continue to develop. When pupils feel well, they learn well and when they learn well, they feel well. When teachers feel well, they teach well and then pupils can learn well and feel well.
This projects “Be well, teach well, learn well” goal was a start for the project schools in lifelong learning about health and well-being. Project’s goal was to create a model of well-being school. EU health policy focuses on prevention by promoting healthier lifestyles and equal chances of good health and quality healthcare for all regardless of background. The United Nations set The Sustainable Development Goals in 2015 as Agenda2030. These 17 goals have launched to ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education for sustainable development and lifestyles. This project covered nearly every goal and these goals are roots of well-being life. The aim of the project was the unite ensemble of well-being, lifelong learning and sustainable way of living. The project developed the awareness and attitude of pupils and the school community that well-being is essential for successful learning and happy life. Curriculums of project countries also points out importance of well-being. Well-being should be a natural part of everyday life at school. In this project there were four primary schools around the Europe: Volksschule Julius-Meinl-Gasse from Austria, Osnovna škola Pušća from Croatia, Tuiran koulu from Finland and EBS Mouzinho da Silveira from Portugal. Every school brought their own knowledge to the project. The project was divided to four different themes of well-being: “Teachers well-being”, “Moving towards well-being”, “Healthy food and health in contact with nature” and “Mental and emotional well-being”. Every project school was responsible for one theme based on their expertise. During Learning, Teaching and Training activities participants were introduced to the theme by host school. Meetings included theme-based workshops and evaluation of the project. This project used surveys to find out pupils and teachers’ knowledge of health and well-being and project schools’ school culture. During the project there were several surveys to find out beginning level, improvement and where participants got at the end of the project. Before ending the project, each school set aims for the future based on evaluation of the project. Between the Learning, Teaching and Training activities every school worked with the specific theme leaded by expertise school. This project had four main dissemination channels: blog, web page, eTwinning and booklet. Each project school was responsible for one channel based on their expertise. In the blog, project’s web page and on eTwinning is shown what have been done within the project themes. Concrete output of the project is booklet which contains good procedures, summaries of the themes and activities as well as the model of well-being school. Result of this project has increased well-being and concrete tools for healthy life for pupils and their families. This project developed pupils’ sense of social and environmental responsibility. The project developed pupils understanding of different cultures and understanding of their schools and national traditions. Pupils gained knowledge, understanding, skills and capabilities to make healthy lifestyle choices now and in the future. Teachers were participants of Learning, Teaching and Training activities. Teachers gained new pedagogical procedures, got tools for their own teaching, and improved their language skills. Awareness of what was good in their own school, but also possibility to get new impacts, empowered them at their own job. This project strengthened teachers’ profession and teachers got empowerment from working with teachers from other countries. After the project, teachers have opportunity to continue working with fellow professionals internationally to improve and enrich their pedagogy. Project affected to whole school society and it impact positively to school culture. At the end of the project health and well-being is active part of the project schools' school culture. Influence of the project and the improvement of the school culture makes health and well-being to be permanent part of pupils and staff’s everyday life. Concrete result of the project is the model of well-being school which is formed from good procedures and activities. The model of well-being school will stay to be a part of schoolwork and continue to develop. When pupils feel well, they learn well and when they learn well, they feel well. When teachers feel well, they teach well and then pupils can learn well and feel well.