By implementing the project, we wanted to achieve the following goals: increasing environment problems awareness, learning strategies to avoid wastes and saving money (also by reusing objects with different functions), teaching our students to follow a sustainable and healthy diet and producing by themselves, if it is possible, bio-fruits and vegetables. Transversal objectives were also improving our teachers skills, such as: public speaking in official and institutional contexts by presenting multimedia issues prepared by themselves, their oral and written English, having chance to observe their colleagues from other countries, learning to integrate environmental issues to different subjects. With regard to the students, we wanted to achieve the improvement of their creativity and manual abilities, learning the importance of the environment, learning the risks of climate change, learning to work in groups (cooperative learning), learning to reuse different materials, discovering the importance of saving energy and water as benefits for their parents and economic goal for their future. As it concerns our institute, it wanted to achieve the increase of its fame and visibility in the territory of belonging and in a european scale.
The needs we addressed to were, according to our educational offer plan: promoting the environment and the fight against climate change; developing digital transformation; supporting teachers by improving their professional skills. In order to achieve these goals, we organized with the european partner institutes that shared our ideals online meetings to coordinate and plan the steps to wage for the project submission. Particularly, we discussed about actions to carry out in order to minimize the waste of paper, the reduction of carbon footprint, the usage of recycled or reused plastic, accurate separate waste collection, usage reduction of gas, water and electricity and saving money on the bills. All these topics are included in the curricular daily activities, at different levels, at kindergarten primary and secondary school of our institute. Moreover the remote meetings with our european partners, we held in each of our schools meetings which involved teachers appointed by the principal to form a working group aimed to the writing of the project to submit. In conclusion the project submitted can be considered the result of expectations of both the teachers of our institute and the ones of our european partners.