Our project deals with active environmental protection at school. We will actively bring the idea of environmental protection to school in the coming years and act as ambassadors for active environmental protection in the fight against climate change. We are mainly concerned with small actions in everyday life and will try to find easily implementable solutions for climate protection at school. With our partners in Italy, Portugal and France we have found three like-minded schools and want to learn together as well as develop these environmental protection measures for our schools in collaboration. Furthermore, we are also planning to integrate the following topics into this project: personality development, internationalisation and foreign language promotion. We think that European citizenship can be improved by a stronger European awareness. So, if teachers and students gain new professional, cultural and personal experiences by their mobility, they can then pass them on to other teachers and students. It is also a fact that a person who speaks several languages is generally more tolerant and flexible in his or her thinking and therefore has better career opportunities. Our project goals are first of all to find practicable environmental protection measures for the schools and implement them. We concentrate on four target groups - the PUPILS (perceiving environmental protection as something positive, training analytical and critical thinking and developing innovative and creative solutions and products for environmental protection), the TEACHERS (applying and promoting interdisciplinary and innovative thinking), the PARENTS (contributing to the exchange as host families; being more strongly and actively represented in the school community; experiencing appreciation of their knowledge and skills through participation as experts at home) and finally the SCHOOLS, which increasingly experience themselves as a LearningCOMMUNITY and open themselves to innovative teaching and assessment practices and therefore make "Europe" a visible part of everyday school life. Each school will be responsible for two or three of the eight parts of the project (school as host institution of the exchange). In this role it is supported by the incoming school and usually also by the headmaster of its own school. The only school that leads the exchange only once is the school in Portugal. This school will still be participating in another KA229 project in 2021 and thus, will not be able to find any more host families for that school year. In autumn 2020 there will first take place a training event for the teachers involved in the project in Portugal. Each project partner will take care of the implementation of the monthly projects for four times during the two years. These projects will take place in parallel at all participating schools. We will form international teams for the following topics: evaluation, dissemination, timetable, total budget, preparation of the project results. We plan to use eTwinning in all phases of project work (planning - implementation - follow-up). Participation in the project will have a positive long-term impact on environmental, media, language and social skills of the four groups involved: pupils, teachers, parents and society. It will also enhance the school's external image and visibility, i.e. it will increase its recognition and profile not only within the school community itself, including parents and other schools, but also at local level with the authorities (especially at international project meetings).
Our project focused on active environmental protection. Over the past three years, we have promoted the concept of environmental protection within schools and acted as ambassadors for active environmental protection in the fight against climate change. We primarily engaged with small everyday actions and endeavored to identify practical solutions for climate protection within our schools. We found three like-minded partner schools in Italy, Portugal, and France, and together, we learned and developed environmental protection measures for our schools. Additionally, we integrated the following themes into this project: personal development, internationalization, and language promotion. Through our mobility experiences, we were able to gain new professional, cultural, and personal experiences as active EU citizens and then share these experiences with other educators and students. This also enabled us to learn and improve multiple languages and become more tolerant and flexible in our thinking. Furthermore, our newly acquired social skills enhanced our career prospects. Our project goals initially focused on identifying feasible environmental protection measures for schools and implementing them. We concentrated on four target groups - STUDENTS (perceiving environmental protection positively, fostering analytical and critical thinking, and developing innovative and creative approaches and products for environmental protection), TEACHERS (applying and promoting interdisciplinary and innovative thinking), and SCHOOLS, which strived to become a stronger learning community, open to innovative teaching and assessment practices, making "Europe" a visible part of daily school life. Unfortunately, we couldn't integrate parents as planned due to COVID, which prevented us from placing our students in host families. However, despite some challenges, we were able to carry out almost all mobilities, albeit in slightly modified forms. Each school led two or three of the eight project components (school as the receiving institution for exchanges). In this role, they were supported by the incoming school and typically by their own school's principal. The only school that led the exchange only once was the school in Portugal. This school was still involved in another KA229 project in 2021 and couldn't find host families for the specified school year. In the fall of 2020, a training event for the teachers involved in the project took place in Portugal. Each school also took care of the implementation of monthly projects approximately four times during the entire project duration, which occurred simultaneously in all participating schools. We utilized international teams for various areas, including evaluation, dissemination, schedule, overall budget, and preparation of project results. Furthermore, we intended to use eTwinning in all phases of the project (planning, implementation, follow-up), but the migration of eTwinning to another platform hindered us towards the end of the project. Through our participation in the project, we achieved a long-term positive impact on environmental protection, media literacy, foreign language skills, and social competencies across four levels: students, teachers, parents, and society. Additionally, the school's reputation and perception were enhanced externally, both within the school community and among parents, other schools, and local authorities, particularly through international project meetings.