In our society we feel necessary to educate our children to respect the environment and understand the tight connection between people's actions in different contexts and the territory around them. The analysis of different life contexts, their changing over time and the interactions between people, activities and the environment are necessary to develop sensitivity and awareness to then act so as to adopt, sustain, develop and share healthy life styles. for oneself, the environment and the people that live in it. This means also studying the impact that our everyday actions have on the environment; it entails researching and deepening not just traditional subjects but also behaviour and attitudes that could lead to more sustainable life styles, starting from the very young. This by providing them with suitable tools, to analyse, plan, act and share sustainable actions, no matter their age. The partners in this project, despite their different geographical, social, historical and cultural backgrounds believe that school is the privileged space where to start, a permanent laboratory of study and research. We strongly believe that notions like sustainable development, recycling and re-using, circular economy, green transports, energy saving, eco-friendly life styles, healthy eating habits, the removal of architectural barriers to promote integration and inclusion of differently-abled people, can be made real at school through dedicated actions, shared by pupils, teachers and the other people who live in this little community. The main objectives and expected results are: - start from oneself (body, home), move forward physically (school, one’s town, the partners’ towns) and socially (the others) to develop healthy life styles and environmental awareness. Pupils, educators and families in each context will reflect and share considerations about our relationship with the environment and our lifestyle. This by means of questionnaires and online surveys, from one's own personal space (how we live, what we eat, how much we move, ...), to wider contexts (level of traffic/pollution/energy consumption in one's town and in the partners' towns ...), from the environment in general (presence of parks, green areas, care for urban furniture, waste recycling…) to other people's needs within it (eg. presence of social/ or architectural barriers) - study possibilities for better behaviour, attitudes and strategies to decrease negative impact (eg. the carbon footprint) at school and in the territory, sharing concrete actions with the whole school and town communities - create and share pathways within the various contexts by focusing on healthy eating, responsible consuming, physical activities, removal of architectural barriers, recycling and reusing, to see how this can contribute to sustain the environment. We will prepare work-stations, a vademecum or dedicated pathways for the community with useful information about healthy diet, transports, inclusive areas, etc. - inform and train educators about environmental issues, the relationship between people and their natural context, the impact that the life of a school community can have on the territory around it. Experts will share their expertise and guide us in each school and during mobilities. To reach the objectives above, each partner will dedicate a first phase to the study and research of the identified issues, and then LTTAs will allow the schools to share strategies, interventions, practices and ideas based on each country's background, to build a better environment in each context. We will use a cooperative, laboratorial approach to the activities proposed. The pupils will be challenged to share and cooperate and the project will provide opportunities for teacher's development. The availability of project materials, products and results through the dedicated channels (eg website, blog, eTwinning space, etc.) will have a positive impact at the local and at a wider level. Good practices will be shared and made public, setting examples and developing the participants' ability to match ICT and practical activities, to make sure that positive behaviour becomes a habit, within and outside the school environment. We are planning to involve about 150 primary school pupils and teachers over the dedicated mobilities, and to cascade the results and achievements to the other school members and to the five partner communities. Most of the project objectives and desired impacts are meant to be long-term and qualitative, as they cover students' and teachers' motivation, attitudes and lifelong skills. We hope that in the long run the identified pathways will leave a permanent trace in all the project participants, raising healthy life awareness all over the five communities, and beyond.
Our main project aim was to educate our students to respect the environment and understand the tight connection between people's actions in different contexts and the territory around them. To do so, we tried to carry out simple analyses of the different life contexts of the partner schools, their changing over time and the interactions between people, activities and the environment. This to develop sensitivity and awareness and then act to adopt, sustain, develop and share healthy life styles: for oneself, the environment and the people that live in it. Such aim also included studying the impact that our everyday actions have on the environment, researching and deepening not just traditional subjects but also behaviour and attitudes that could lead to more sustainable life styles, in a way accessible even to the very young. All the partner institutions shared the belief that school is the privileged space where to start a permanent laboratory of study and research in this respect. When we started the activities in 2019, we strongly believed - and still do - that notions like sustainable development, recycling and re-using, circular economy, green transports, energy saving, eco-friendly life styles, healthy eating habits, the removal of architectural barriers to promote integration and inclusion of differently-abled people, can be made real at school through dedicated actions, shared by pupils, teachers and the other people who live in this little community. Then the pandemic disrupted us all and forced us to adjust and find new ways of collaborating. The main objectives basically remained the same: - start from oneself (body, home), move forward physically (school, one’s town, the partners’ towns) and socially (the others) to develop healthy life styles and environmental awareness - study possibilities for better behaviour, attitudes and strategies to decrease negative impact (eg. the carbon footprint) at school and in the territory, sharing concrete actions with the whole school and town communities - create and share pathways within the various contexts by focusing on healthy eating, responsible consuming, physical activities, removal of architectural barriers, recycling and reusing, to see how this can contribute to sustain the environment - inform and train educators about environmental issues, the relationship between people and their natural context, the impact that the life of a school community can have on the territory around it. The expected results were obviously deeply affected by the restrictions imposed due to lockdown and technological problems. After the first months of displacement, and thanks to the project extension and the support of the National Agencies, we managed to share practices and raise awareness to most of the above aims, through online meetings, virtual and finally physical mobilities.The only objective that wasn't investigated was the architectural barrier one. We managed to carry out questionnaires and online surveys about how we live and move, what we eat, etc. to reflect on traffic/pollution/energy consumption, on the environment in general (presence of parks, green areas, care for urban furniture, waste recycling, etc). And this was also done by means of the help of experts who shared their expertise and guided us in each school during the physical mobilities carried out in February 2020 and then in 2022. The students were guided throughout the lockdown phase and kept engaged by means of simple online tasks related to the project (songs, Kahoot challenges, videomaking activities, etc.), later shared at the time of the virtual mobilities using a common language. The project materials, products and results were all made available through the dedicated channels (eg website, blog, eTwinning space, Google Drive, etc.) We are now expecting to be able to share our reflections and good practices in wider contexts, both within the school environment (for example to new students, teachers and families) and outside (for example to the municipalities and beyond) The planned aim to involve about 150 primary school pupils and teachers over the dedicated mobilities was reached thanks to the virtual mode of the ones organised during the lockdown. As mentioned at the application stage, most of the project objectives and desired impacts are meant to be long-term and qualitative, as they cover students' and teachers' motivation, attitudes and lifelong skills. We are confident that in the long run the identified pathways will leave a permanent trace in all the project participants, raising healthy life awareness all over the five communities, and beyond.