The objective of the project is to compare and contrast the cities we live in and how we want our cities to be in 2020. The students have examined the effort the citizens of a city make in order to improve it and what activities and facilities are offered to advance their life. They have visualized what kind of life they want their cities to offer them in 2020 and realized that they must play an active part in it.The project concentrates on central aspects for the age group of participating students (12-14 years old), such as freetime activities offered by each school and the city students live in. Those can broaden students`horizons, increase their knowledge and enhance educational and social skills . Consequently this will have an effect on willingness to gain qualifications, their future employability and their current attitudes on life, this is a key aspect of Europe 2020.Taking into account the main focus on improving learning, creating a youth in movement that is educated, has achieved qualifications and is part of life long learning, the life of our target group of students certainly includes learning support, whether at school, or offered outside. In cooperation with other schools they realize and learn about the different and common elements in our lives in a European community. Thus, recognition of a common European background, will lead to a decrease of prejudices in their minds and make them realize the benefits of a common future.Our profile of participants is very extensive consisting of 5 different partners: A school in rural France (300 students), a Greek gymnasium (270 students), a small comprehensive school in Austria with 95 % of students with a non-German speaking background (200 students), a secondary school in Germany (700 students) and a large Spanish school with many international students (French and German) (900 students). This diversity is beneficial to implementation of the project, as the many different European partners have enhanced the progress and targeted outcomes. Our activities and planned results are very comprehensive, starting with all students completing an English questionnaire about the city they live in and creating Erasmus corners at schools. They prepared a DVD with important aspects of their hometown and PowerPoint of their educational system for each other to understand, compare and contrast. We used a twinspace for uploading material and reports of the proceedings ; there was preparation before each trip by learning simple phrases of the host`s language ; a competition across schools for the best logo to represent the whole project ; Logo T-shirts worn during international meetings to enhance a feeling of unity and common goals. Students learning, teaching and training activites at partner schools always included the making of a film about their visits and findings as well as the creation of a long-term diary blog, as well as students personal ones to express feelings and experiences.Students wrote articles, created poems, contacted the media and talked to local politicians, expressing wishes for more chances for young people in their city. Highlight was the creation of virtual models of the future city in 2020 and exhibiting those, focusing on free-time and learning activities.Dissemination has been a major focus throughout the project, we have share our activites and results via various channels and media, from school website to local media and upload to the European Shared Treasure site. The principle in all methodology applied has been equal participation of all partners, respecting each others culture and values. The project has improved cooperation skills. Direct contacts of staff and students from different countries facilitates language communication in English, thus enhancing teamwork and interpersonal skills and creativity. Informal learning (e.g. workshops ) is known to foster learning and transfer gained knowledge by means of entertainment and hands-on experiences and activities, it can offer a serious complement to the usual classroom based programmes. Participation in the project encourages participants to learn foreign languages and increase their awareness of linguistic diversity in different European countries, reinforce the contribution of learning on active citizenship, intercultural dialogue and personal fulfilment.The project`s long-term benefits are a better understanding of diverse and common life experiences in the European Union for both, students and teachers. It will open new horizons for the students to enable them to work and live in a Europe without frontiers. We want to establish long-term contacts and mutual help between the participating schools. The objective is to develop and and disseminate the strategic aspect of the project : improving awareness of today`s children about their actions for a better future, in terms of education, job- dreaming and finding, appreciating unity in diversity.

"The word « Robot » was created in 1920, it is a Czech word meaning ""chore"". For years the robot has been considered an enemy, nowadays it is seen as an industrial opportunity to do things that are both sustainable and fulfilling, while creating value.Robotic learning is essential if we want to deploy it in industry and in our societies. A project like this will help participants (students, parents or teachers) to understand and appreciate how robotics can be useful in their lives.The use of robots at school will increase student motivation. They are scalable, innovative and creative educational tools that allow students to use digital technology as an enjoyable way to solve the problems they face. The multidisciplinary approach of robotics also makes the involvement and expression of all easier. Thus, students will be able to increase their knowledge and develop their curiosity as well as their communication skills. Students will also improve their science skills. Interculturality strengthens creativity and develops a growing taste for foreign languages, with concrete opportunities to practice them.Robotics is a good way to develop a thirst for entrepreneurship. Firm visits, testimonials from entrepreneurs and a simulation game to create and promote a business will immerse students in a work environment. We want to give them the opportunity to get a glimpse of the real world and feel more secure and confident as for their future career choices.Each activity will be thought and developed to include a European dimension of education.The number of partners in this project (six) makes it complex but also extremely rich. The range of activities is diverse as all the partners have made their contribution to the global program. Some areas of expertise have emerged: organization of European projects, coordination, electronic twinning, robotics, entrepreneurship, environmental protection, cultural actions. Each partner has taken responsibilities of a specific area. We have decided to work in pairs so that a school in which teachers are experts in one of the different fields can tutor another institution in need to improve their knowledge and skills about it. Each of the partners being experts in different ways, we will all learn from each other.In the process, the pairs will have the responsibility to organize the activities within their areas of skills. The group is composed of schools from different countries in Europe. Thus, it offers the possibility to discover and understand a wide range of social and economic contexts. The use of the eTwinning platform (presentation, mobility preparation, mobility, post mobility) will help students’ interaction. Audio-visual productions will testify. The live broadcast of a play organized in the Czech Republic will be a fantastic moment to share. Two periods of staff mobility are planned.Six periods of students’ mobility are scheduled:-Presentation and discovery of robotics-Robotics and protecting the environment-Assembling and programming robots: mechanical and artistic fields-Robotics competition: junior Robocup-Entrepreneurship, Robotics and Culture (Theater)-Robotics Challenge and EntrepreneurshipFor students, the objectives are diverse.Some assessments will be conventional. Linguistic, creative thinking, problem-solving, robotics and programming acquisitions will be assessed according to targeted skills. A common frame of reference will be created and shared.Other objectives are less obvious: progress made on the desire for entrepreneurship or the discovery of European citizenship.Teachers will pursue a dual objective: to reinforce ""pupil-centered learning"" in order to develop the autonomy and independence of the learners, and to discover the educational systems of the partners as well as improving their language skills.This project will allow us to seize the opportunity to improve our educational methods in order to adapt it to social realities. This, to lead our students to have a better understanding of the world they live in.To sum it all up, we aim to:-Develop a long-term relationship between partners to help students socialize discover different cultures and practice English.-For the teachers, to improve professional skills by sharing national teaching practices.-Increase the knowledge of environmental problems, robotics and develop a thirst for entrepreneurship. We think these 3 objectives are tightly linked and necessary to develop a will for a better future in which Europe must take its rightful place. We want to help our students seize this challenge in the future."

<< Objectives >>The main aims of this projects are :Making students more conscious on climate change issues and improving students carbon footprintEnhancing their Science and foreign language competencesImproving their digital skillsKnowing how to face and try to solve climate change issuesImproving team work competences and problem solving.Increasing students' motivation and interest in school activitiesboosting internationalisation of students' activitiesImproving teachers' professional skills.<< Implementation >>We will implement activities which let students and teachers how to install weather station and to collect,compare and analyse data. During the project will take part in conferences, meetings and lessons with experts in environmental issuesand discuss and report their different analysis in the four countries using English language. We will also participate in factualactivities such as cleaning beaches during mobilities and how to make new things from old/used material.<< Results >>Students will:-be more conscious about climate change and environmental issues-enrich their science and foreign language competences-improve skills in Data collection and Analysis-know how to face and try to solve climate change issues and reduce their carbon footprint-enhance their competences in group work and problem solving-learn how to be an independent learner-increase students' motivation in school activities and internationalisation.Teachers will improve professional skills.

The project “Be the Change” has addressed the environmental challenges we are facing today. The main objective of our project was to develop new cross-curricular teaching and learning practices, and to develop skills and competences necessary to meet these challenges. Such teaching and learning practices will foster the development of social, civic (democratic) and intercultural competences, science and media literacy, critical thinking, ICT skills, as well as increased environmental awareness fostering innovation and entrepreneurship. In line with the UN goals for Sustainable Development the project builds on the idea that a successful sustainable development agenda requires the establishment of inclusive partnerships locally, regionally and globally. It is all project schools shared opinion that the project “Be the Change” has contributed positively to the professional development of the teachers involved, as well as heightened all praticipants' awareness of the environmental and social challenges the earth is facing today and provided them with opportunities and a repertoire to act accordingly. The success of the project can largely be explained by looking at three key factors: First of all the effort made to establish good connections to local institutions with expertise such as the University for Life Sciences in Ås, as well as local NGO’s working with both Human Rights and Environmental problems. This has given teachers confidence that they are updated and knowledgeable on a topic that was not on the curriculum in their teacher education. The fact that students get to interact with and learn from real-life people who work in the field (not only teachers) also triggers their entrepreneurial curiosity and ables them to picture themselves as being part of the solution, not mere bystanders taking in information about a “dark-future”.Secondly it has been incredibly inspiring and valuable to work with the others partners in the project. As all partners have been very ambitious and hard-working, we have pushed each-other’s work forward by sharing cross-curricular lesson-plans, students work and inspiring material/resources, as well as discussed difficulties we have encountered. The cooperation on TwinSpace, the Transnational meeting in Norway and the LTT’s have allowed us to create a shared identity connected to the slogan/project title “Be the Change”. Through the philosophical dialogues that have taken place in each LTT the students have been able to voice their opinions in a respectful and caring atmosphere and they have taken on the role as “ambassadors of change”,both on the visits and when we have returned home to our local schools. Learning about cultural, geographical, social and economical differences within Europe by living with families and exploring the localities of our partnering schools have broadened student’s horizons, awoken their curiosity and empathy and strengthened their feeling of being a Global Citizen, which is in accordance with the stated project goals and in line with the UN sustainability goals as pointed out in part E of our application. Thirdly, the fact that this project all the way from the start has been carried out as a whole school project in most of the partner schools with the support of the school administration and entire staff has been crucial to its success.Looking back at the completed project Be the Change what is also striking is that the timing of the project could not have been better. When we started writing the application it seemed we knew quite a lot about the challenges connected to Climate Change, but lacked the willpower, spokespeople and tools to act and truly change things. Meanwhile there has arisen an international movement of young people, from august 2018 led by the Swedish teenager Gretha Thunberg, demanding change for future generations and challenging governments worldwide to act. This contextual change has played into our project and utterly strengthened its actuality and impact.