Our projects name is ECO Echo. The priorities of the project are: Environmental and climate goals Reinforcing the development of key competences Environment and climate change Health and wellbeing International cooperation, international relations, development cooperation We believe that priorities chosen at the beginning of the project are closely linked to the objectives and results we would like to achieve. The main objectives are: to help all the participants to protect their health and wellbeing from environment-related risks and impacts to develop and manage their educational, physical and emotional wellbeing to raise consciousness to counteract environmental challenges to involve as many people as we can in the learning teaching and training activities to develop knowledge and consciousness towards environmental and well-being issues to learn new skills to reinforce key competencies of pupils and teachers to know more about each other, in order to compare how different people and cultures are trying to achieve the same goals The expected results are: a project blog a public notice video a collection of Mindmaps, Collages Interview videos Maps of the historical and ecological routes Hand-made souvenirs. a youtube channel promoting the project objectives FB group providing the wider audience more wiser consumers more socially integrated people more motivated learners more citizens who are able to counteract climate change and other environmental challenges Project participants: Partner from Estonia (Coordinator). Tallinn Kuristiku Gymnasium. Public school providing all levels of education from pre-school to upper secondary. The number of students is 930, staff number is 90. In the 3 years preceding this application participated in 1 Erasmus+ project. Partner from Turkey. OZEL DEMRE BIL OKULLARI. Private school which has campuses in 7 regions of Turkey. It provides education for students from 5th to 7th grades. This school takes part in Erasmus+ project for the first time. Partner from Greece. 5o GYMNASIO VOLOU. Public school providing education for students aged 12-15. The school includes 250 students and 25 teachers. In the recent 3 years this school took part in 6 Erasmus+projects Partner from Spain. LIzarra Ikastola Sociedad Cooperativa. This is a nonprofit Educational Centre supported by parents. This co-educational school educates students from 4 months to 16 years, from Kindergarten to Secondary school. There are 665 students and 70 staff members. In the 3 years preceding this application school took part in one Erasmus+ project. Partner from Portugal. Agrupamento de Escolas Latino Coelho, Lamego. This is a big public organisation which includes pre-school, primary, middle and secondary levels for students aged 6-16. This school has a valid eTwinning label. There are 1200 students and 120 staff members. In the recent 3 years the school participated in 3 Erasmus+ projects. Activities: We are planning to organise short-term student exchanges in all partner schools and countries. Each partner school will select students and teachers themselves. The teachers who take part in the project are responsible for all kinds of activities including organisation and holding. As the entire school approach is used in our project the support of parents and school/local authorities is also essential. Before these activities, we are planning to organise preparatory work and short-term joint staff training event during which eTwinning platform, FB group, project website and Youtube channel will be created and they will be led during the whole project and after it. After each phase of the project we are going to assess our objectives, evaluating the following points: schedule, quality, cost, participants satisfaction and students performance. As for dissemination, there will be two local dissemination events to be organised by each partner. In the long-term the project participants are going to improve gained skills and competences. We would like them to look critically at their own lifestyle and to become citizens of the entire world who are responsible for global issues, who are ready to reconcile their lifestyle with environmental challenges. The more long-term results are that after taking part in our activities and promoting them for wider audience all people involved into the project are going to be citizens who can protect “their health and wellbeing from environmental-related risks and impacts”.
The project has been implemeted according to the context, objectives and activities that were planned and set up in the first project description. Chosen priorities remain the same: Environmental and climate goals Reinforcing the development of key competences Environment and climate change Health and wellbeing International cooperation, international relations, development cooperation The project was strictly linked to the Climate Change, Environnement, Sustainabitlity of planet Earth and the Sustainable Development Goals (SDG). Different activities were made to achieve the prefixed objectives according to the methodology of learning by doing. So, the students were challenged by creating logos for the project, making a logo contest, leaflets, use of social media, creative workshops, project corner at school, participating in twinspace of the project, writing on the webpage of our school, and creating a Blog to publish and disseminate the activities we were doing. We were applying for 5 mobilities, but financial support was given only for 4. All four mobilities took place phisically. All the mobilities have involved teachers of different subjects and students from 12 to 16 years old. Along the three years of project, have participated about 52 teachers and 200 students. The activities were always prepared with the collaboration of the teachers of the countries in this project (Estonia, Greece, Spain, Turkey and Portugal) by online sessions, by mail and whatsapp of the group. The works about the topic of the sustainability of the Planet Earth were posted on eTwinning Space, on the project website, at the corner of the project at school, disseminated in the curricular departments of the school, on a blog, in newspapers of the region and on the school website. All the activities were always related to one or two of the SDG that could promote the discussions and debates among students of the different countries. Students impact: Positive intercultural awareness towards people coming from different countries. Positive viewing themselves as European citizens rather than just citizens of these countries. Positive benefits of learning a foreign language and enjoy communicating during mobilities. Greater understanding of healthy and sustainable world, the diversity of ideas and values. Greater understanding of their own cultural background and that of their European partners. Teachers impact: Sharing good practices through strategic planning. Gaining from the opportunity to work alongside partner teachers and visit the partner schools. Gaining an insight into other countries’ education systems, and be able to share resources, approaches and methodology amongst a network of European colleagues. Adding an international element to teachers’ professional development as well as the awareness of healthy lifestyle issues among participants. School Community School communities as a whole benefited from the Erasmus partnership as it will raise awareness amongst students, education staff, governors, parents and the wider community of EU citizenship, enrich the curriculum and offer an opportunity to learn about other cultures and countries in a real and meaningful context. This support community cohesion. Assessment All the activities were constantly monitored by the partners through communication on media (twinspace, Blog, whatsapp, quizzes and google Forms).The watsapp was privileged as a mean of communication, and sometimes the e-mail. When the activities were completed we checked the gaining of the prefixed objectives by giving a questionnaire to the participants about their feelings and approaches of the SDG. The results were shared together with the partners. Results of the project On participants: better knowledge of themselves from the humanistic point of view; ability to understand the difference as a form of enrichment for themselves; Will help new generations in keeping with the old tradition; skill in managing a project according to specific tasks among different partners-better skills in using English in real multicultural context; better digital skills in doing research. On the school greater vision of the learning-teaching process; enrichment of the national curricula; developing an interesting way of doing school on the model of learning by doing; involvement of the students in real tasks, motivating them to learn. Participating in our project ofeered school children and teachers various long-term benefits, such us fostering a sense of environmental responsibility, developing critical thinking skills through problem-solving, promoting team work and collaboration and instilling a lifelong appreciation for nature and sustainability. Additionaly, involvement in our project can encourage leadership qualities and help children develop a deeper connection to their community and the world around them.