<< Objectives >>Our goal is to make that the schools will be aware of the role they play in improving the situation of the school neighborhood and the families of their students.Cooperation with local organizations and authorities will contribute to a stronger commitment to upgrade the school neighborhoods and thus improve the living conditions of the pupils. The intention is for partners to develop a number of small-scale projects and put them into practice in their school environments.<< Implementation >>There will be four activities combining a training and jobshadowing. In the training part, the partners learn how to set up successful collaboration initiatives and to monitor and evaluate the projects. During the jobshadowing participants will learn from each others experiences.The Greek partner (an etwinning expert) will help the pupils of the partner schools to start an etwinnig project.Two activities are foreseen to write an inspiration book, make an assessment tool and a webinar.<< Results >>The partnership will write an inspiration book for all schools interested in becoming a Neighborhood Engaged School. The coordinating school and the organisation EtuConsult will organize a webinar with the theme 'Howdo we become a Neighborhood Involved School?'The aim is to inform school boards and teachers all over Europe of the results of the international project.Locally the neighborhood, community, school and pupils will benefit from this project.

Active Citizenship for Sustainable Learning is a three-year ERASMUS+ strategic school partnership. It involved eight secondary schools from Croatia, England, France, Greece, Italy, Lithuania, Poland and Spain. The latter cater for pupils of diverse ethnic and cultural origins. Most of these learners come from underprivileged families with low opportunities for learning, travelling and self-educating. They often lack motivation, ignore the importance of foreign languages and ICT in the labour market. Many of these learners usually give up when they face difficulties and often leave school early without any qualification. Therefore, our partnership will primarily focus on these learners.On the one hand, we first intended to enhance our learners’ motivation and investment in learning thanks to ICT, to offer them an opportunity to acquire oral communication skills in foreign languages and to develop entrepreneurial skills. On the other hand, we wanted to offer them an opportunity to meet their European neighbours, to discover European cultures in native place and to put forward their own culture, to develop intercultural skills, and thus, to build their European citizenship.To implement our partnership and hit our objectives we shared tasks amongst us according to each other’s experience and expertise. We compared our teaching methods, exchanged our practices and combined our know-how. Besides, a five-day ICT workshop was organized for teachers in Lithuania in January 2016. They learnt how to use a variety of ICT tools (eg Evernote, Blendspace) and two digital skills training approaches: the creation of digital stories (Storybird, Storyjumper). They also learnt how to use pictures, videos, flash animation, smart phones and tablets, how to implement a flipped classroom model and to place and to share all created materials on a dynamic project website. Moreover, four transnational project meetings were organized. These meetings offered teachers the possibility to observe classes abroad and to compare. Finally, they practiced foreign languages and got familiar with the European cultural diversity.As regards to our learners, we first made preliminary assessments and rated our pupils’ comfort/ability level on a number of skills. Based on the results we created small groups that blended abilities and backgrounds, and incorporated team-building activities carefully adapted to their abilities and possibilities. Besides, we had them complete tasks that involved using and developing ICT and oral communication skills that they would likely use in their future professional life. Moreover, we chose assignment topics and tasks that were related to the real world, and could be connected to our learners’ lives and environment. Finally, they participated in three ten-day active citizenship language camps which were organized in three different partner countries. These meetings put them in authentic communication situations amongst other European learners of their age, offered them good opportunities to develop team spirit, to gain sense of responsibility, to high up their self-confidence and self-esteem, to enlarge their cultural horizons and to foster tolerance.To ensure the efficiency of our strategy, various evaluation tools were developed and used. Communication between partners via Zoom.us and WhatsApp were frequent to ensure the best follow up of the partnership activities. To disseminate our results we created a Facebook page, a YahooGroup and a YouTube channel and published articles in the local and regional press. All results and outputs of our project have been shared freely on the project website www.ac4sl.eu so that learners and teachers in Europe and around the world could get inspired by them. An international conference was held in Paris in May 2018 to officially disseminate our outputs. To sustain our partnership and its results we have agreed to continue our cooperation beyond the three years of the project via E-twinning and construct a sustainable development module to incorporate into the schools’ curriculum. As a result, this partnership not only helped our learners, about five hundred, to acquire new skills in ICT, foreign languages, entrepreneurial and intercultural skills and to build their European citizenship, but has raised their future social inclusion chances as well. Teachers involved, around sixty, were given the opportunity to develop their language and intercultural skills and to have learnt how to incorporate innovative digital teaching tools in their practices and how to make their classes more engaging and more challenging for their pupils.

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"The background to this project was initially the desire of teachers in Scoil Shéamais Naofa, Galway, to further advance the inter cultural experience of both teachers and children in the context of shared projects, inclusivity and culture . We felt the children in our school had benefited greatly from our previous project. They found opportunities to interact with children from cultures they might never otherwise have done. They learned a great deal and also thoroughly enjoyed the varied tasks, projects and cultural events that they participated in. Teachers too witnessed teaching styles, methodologies and systems of education that helped them in turn re-evaluate their own styles and planning. We felt that exploration of the theme ""Transport,Past Present and Future"" was an ideal theme which might interest others. It also was opportune as it fit in with the Irish government's road map for future mobility as well the European Commission's Transport 2050 initiative. Through eTwinning we found partners of a like mind who were eager to join in the project, add their suggestions to the theme and put this whole application together. The objectives of the project are to offer both educators and children the opportunity to share cultural experiences, advance cohesion and social inclusion, develop technical /It abilities, foster educational cooperation and promote joyful and meaningful work. We also expect in the region of 100 teachers minimum to learn and benefit from this project as well as SNAs, and children. They in turn were to become multipliers of this information so that thousands of children would benefit from this project. Furthermore, we agreed to open all our work on the e-Twinning platform for others to learn of our work and ideas. We agreed on many shared transnational activities to date including the following: the design and production of a guide book, building futuristic vehicles, postcard competition, the compilation of songs from each country, a log book, art display projects, questionnaires and surveys, the construction of boats from recycled materials , skype to skype calls for children, an international Kahoot quiz competition, the design of a project mascot and construction of board games. Further activities were added to our plan at transnational meetings. We gave emphasis to the 17 Global Goals and focussed in particular on issues associated with children, education, pollution, recycling, school policies on plastics and clean environment. Each partner worked independently on curricular areas to suit the needs and interests of their children. As a group we used a broad spectrum of methodologies to suit transnational projects. Children will have the opportunity to be creative in art projects, creative poetry,music and construction work. Individual work as well as group work will be encouraged. Participation in cultural group events will be important as will research and displays of work. At domestic level children 's work was recorded and displayed in their own schools, as well as updated and loaded onto school websites. In the context of transnational partnership, all activities were uploaded onto eTwinning and maintained by teachers with responsibility for this task. Surveys were also be used at the end of the two year project to measure its success in terms of general understanding of transport throughout Europe, our interdependence, our cultural heritages, and the enjoyment having participated in the project. It was hoped that participation in this transnational project would leave long lasting positive cultural, social and even economic attitudes towards our neighbours in Europe. Secondly, by putting our efforts onto the public eTwinning forum, it may be of benefit to other schools throughout Europe who might like to consider similar projects."

<< Objectives >>EcoSocial I-City aims to improve teaching-learning processes in education to enhance community values and tackle current issues of climate change and social justice. - Train 12 teachers in Scratch - Ensure 100% of participating students know Scratch programming basics- Integrate Digital Competence Framework in schools - Generate SDG observatory groups in schools- Explore how to dynamize and open education ecosystem to society - Improve education on values, cooperation and language<< Implementation >>1. Ideation training: design and preparation of the teachers training activity 2. Scratching & EcoSocialising: teachers’ training process and education initiatives design3. Ecosocial I-City: work with students and school ecosystem, feedbacking and open source results allocationOther activities: online coordination, monitoring of evaluation and quality of the project, or dissemination and exploitation<< Results >>Training program for teachers in Scratch and in SDG 12 teachers trained in Scratch Didactic proposals in each of the centres in the eTwinning platformImprovement of skills in + than 100 students 4 applications in Scratch to raise awareness 4 SDG observatory groups Involvement of education community and other agents Integration of proposals developed in this project in the official training given in participating centresIncrease sensibility and interest in the SDG & European cooperation