Our project is called: "Sustainability: learn, change, live - A future for all". The watchword is "SUSTAINABILITY", the imperative is "TO TRANSFORM OUR WORLD" and change cannot fail to pass through school. The reflection on Agenda 2030's Global Goals will be predominant, inspired by the document "WHAT YOU CAN DO!". We want to give European relevance to the topic and take advantage of it in terms of exchange of good practices, training for active citizenship. This path is intended to incorporate pedagogical lines concerning common aspects of our cultures, the plurality of languages, social integration to encourage inclusion. We will work on 4 of the objectives envisaged among the Global Goals of Agenda 2030. They are: OBJECTIVE 13 - 11 - 6 - 3. The specific objectives are: to know the causes of the phenomena that afflict our planet and identify the resolution strategies; transnational exchanges; train the project team. This project will bring together 6 countries. Three of the 6 project partners (Italy, Poland, Greece) are currently concluding the Erasmus and eTwinning project "... and health for all!" and the present project is preparatory to the first because healthy life cannot be achieved except in a global vision of a healthy environment. Three other partners (Turkey, Spain, Portugal) have joined them with significant experiences in environmental sustainability. THE PORTUGUESE SCHOOL HAS NEVER PARTICIPATED IN STRATEGIC PARTNERSHIPS. The target groups are: pupils, teachers, school staff, parents, municipal administrations. We expect a total number of around 8000 people involved differently. The CHILDREN who will participate directly in the project are 700, aged between 4 and 14 years. Among these 60 pupils will participate in educational activities abroad, among which at least 40% of pupils belonging to the weakest and most deprived social groups will be included. We will take care of the plan of activities of our schools on the topic of "sustainability". The activities with the children will be grouped into 6 Learning Units (LU) which will be carried out in parallel by each partner school. Each mobility will be dedicated to the experimentation of these LU, with the advantage that this will be done in common with the children of each nation and with the teachers, becoming an exchange of practices. Three international moments of face-to-face educational activities are planned.The LU will materialize in products such as TUTORIALS and INTERACTIVE GAMES that will be exchanged and disseminated inside and outside schools. There will be two international training sessions for teachers: the FIRST for the acquisition of methodological references, essential for carrying out the project; the SECOND will be a training session for the design of creative forms of reuse and recycling; a project meeting. On eTwinning we will create a training environment by making teaching materials, assessments and products available. The planned activities will lead to the achievement of objectives through: - the choice of active teaching in a collaborative and action-research dimension - a global approach to the environment in which to find stimuli for research. The different thematic areas will be characterized by a strong interdisciplinary value across all the STEM disciplines but also in the humanities and non-verbal languages. Pupils belonging to economically and culturally deprived social groups will be carefully involved thanks to the use of inclusive teaching and educational methodologies such as circle time, cooperative Learning, Peer to Peer, laboratory and non-formal teaching. The results we expect is that children and their parents become aware of the importance of the indispensable binomial "Environmental sustainability - LIFE"; they will be sensitized and educated to sustainability understood also as acceptance and enhancement of diversity, equity, tolerance, justice, hospitality, respect for life in all its forms. The project involves the adoption of a systemic and multidimensional evaluation methodology which, through process monitoring and analysis, can facilitate the realization of potentially transferable good practices. We will disseminate and make known the results through visualization of the results in the school foyer, library and information centers; on the eTwinning electronic twinning platform; DISTRIBUTION OF THE INTERACTIVE GAME PROTOTYPE, TUTORIALS and multiple events. We expect to achieve a profound change: environmental sustainability will become a "MODUS VIVENDI". However, this project is in itself a guarantee of implementation even after the conclusion because it will allow the acquisition of quality training and will give tools to live the present but also the future.
This project has raised awareness of the precarious health of our planet. Both students and their families realised that each of us can and must do something to achieve balance and sustainability in our modus vivendi. The educational path was created in 6 stages, 6 teaching learning units such as: LDU 1 – “OPEN MOUTH: WE GUARDIANS OF WONDER” it aroused "wonder" in the students and at the same time a sense of commitment to those who have the task of safeguarding the treasure that has been entrusted to us, preserving it and handing it down intact to those who come after us. LDU 2 “POLLUTION: IF I KNOW YOU I LEARN TO FIGHT IT” led the students to do some research and delve deeper into the overall pollution situation of the planet, the causes and possible solutions. LDU 3 - “LET'S CLEAN UP THE WORLD: TOGETHER WE CAN”, a path that led to a better understanding of the 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT”, focusing attention on 4 guiding principles. The students understood that it is our commitment to provide some tools for the reconstruction of the damage caused by Man and to change direction towards a better future. UDA 4 – “I LEARN, REUSE, RECYCLE AND HAVE FUN”, study path of waste materials to discover their properties and characteristics; an interesting approach to the waste problem, on redoing waste separation with a view to reusing and recycling in a creative way. LDU 5 – “SCHOOL CHANGES ITS FACE: W THE SCENTS AND COLORS OF NATURE”. The care of the garden of our schools has become the METAPHOR for the care of every public structure and of planet Earth in general. We guided the students on how to reform the courtyards and gardens, experimenting with cultivation, harvesting, scents and properties thus made the gardens more beautiful even with simple creations. LDU 6 – “PROTECTION OF BIODIVESITY: FLORA AND FAUNA”. The focus was on the concept of biodiversity, understanding what traditional, organic and zero-km agriculture is, the short supply chain, but it also made the children aware of the biodiversity existing in their territory. Each international meeting was functional to the project: 3 meetings were aimed at the in-depth analysis and conclusion of three Didactic Learning Units; 2 to the training of teachers for the acquisition of functional tools for the project itself; 1 project meeting for the creation of a final product and to outline a path for disseminating the results The groups that took part in this project, each with their own skills, were: pupils, teachers, school staff, parents, managers of ecological companies; experienced professionals. Around 9,000 people were otherwise involved. The STUDENTS who took part directly in the project were aged between 4 and 16. Among these, 60 students participated in educational activities abroad in person. 32 TEACHERS followed the training: in Portugal, for the correct start of the project, and in Turkey to follow workshops on artistic creations and toys with waste materials. NON-TEACHING STAFF and PARENTS took an active part in organizational and logistical support and in the dissemination of the results as well. Due to the transversality of the topics, the students improved their linguistic skills and studied scientific topics in depth; improved geographical, mathematical (coding) and graphic pictorial knowledge. The students also learned to be positively critical in safeguarding the Earth; they have deepened their knowledge of popular traditions; they have learned to consider diversity as a resource of creativity. As far as the teachers are concerned, they were able to train, exchange good practices, multiply CLIL opportunities and in away perfect their English language. The parents have acquired mental forms of openness, sharing the themes of the project which they have deeply probed into and therefore have been able to convey them externally with conviction and effectiveness. All target groups of the project have acquired a modus vivendi that will continue to bear fruit even after the end of the project. However, our priority was to adequately involve students who are considered to be socially deprived with the aim of transforming difficulties into small victories and the joy of being at school as an essential prerequisite for promoting a healthier life. We involved all the students in all phases of the project, working hard on their self-esteem and the mastery of their emotions; we made sure that they understood through reflection all the topics of the project,so as to freely express their opinions and above all their emotions. In all the learning units the children worked in groups, dividing tasks during the research and the laboratory phases. All partners collaborated actively and established friendly relationships based on respect and loyalty. ITALY dedicated itself to general coordination; to the construction of the project timeline; to the creation of the project brochure, and to the writing of the Report. POLAND was responsible for managing the electronic twinning on eTwinning and edited the Collection of songs on ecology. GREECE had the responsibility of the evaluation and translation of all the texts of the programme into English. Turkey opened the project's Facebook page; curated the collection of stories created by partner schools; and finally edited the tutorial on building toys. Spain curated the biodiversity product. Portugal opened the project website, provided important insights into the coding activities and curated the final interactive game on the salient contents of the project. We guaranteed good project management thanks to the constant comparison between the realities of the various partner schools and the different experiences gained in each one of them. We had no problems in the management of the project other than the pandemic. This path has allowed us to incorporate and share pedagogical guidelines regarding any common aspects of our cultures, promoting interculturality, the plurality of languages, social integration, encouraging inclusion. The international meetings provided: • authentic and multiple functional learning for students; • teacher training, exchange of good practices and consolidated friendships and collaborations for cutting-edge teaching in step with new educational challenges; • allowed families to make friends with each other in a meaningful way. The implementation of the project was accompanied by evaluation processes through a systemic and multidimensional evaluation methodology. The phases of the skills assessment were: initial, intermediate, final. The training courses were therefore evaluated both through quantitative tools, such as registers and survey forms, and through qualitative techniques such as the administration of ad hoc structured questionnaires, focus groups, interviews with students and teachers, activity reports, etc.). To facilitate this educational and training path, we have created numerous products which have had the function of consolidating specific learning but are themselves teaching tools for the implementation of CLIL and the dissemination of results. The products for each UDA were as follows: UDA 1: photographic exhibition “We custodians of wonder” UDA 2: collection of ecology stories created by each school UDA 3: collection of songs on ecology interpreted by each school UDA 4: Tutorial on creating toys with waste materials UDA 5: Creation of a garden with numerous floral varieties Uda 6: Murals celebrating biodiversity in each school Presentation of biodiversity with all the collected images of animals and plants from our countries. FINAL PRODUCT: Interactive game on the salient contents of the project These products have become working tools in our schools and will guarantee that the relevant activities will be implemented long after the project has ended. To conclude we can say that our work has been profitable because together we have made our children better European citizens, more democratic, tolerant, aware, respectful of the values that distinguish our ancient civilisation1s. We believe we have achieved the true spirit of Erasmus as we have given a push in the opposite direction to individualism and nationalism; an impulse towards inclusion and understanding, all in parallel between rationality and emotion.