CONTEXT/BACKGROUNDSchool community service and volunteering can offer solutions to several social and environmental issues in Europe, sharing the values of solidarity, social inclusion and active citizenship among young people.OBJECTIVESThe main objective was to promote solidarity, social inclusion &cohesion and active citizenship by discovering and exchanging Good Practices of partner schools and supporting teachers with the enhancement of social and civic competencies (knowledge, skills and attitudes) of their students. We wanted to educate our students’ to become active European citizens, to develop their ability to work in multicultural groups, positive attitude towards European projects and tolerance towards different cultures.NUMBER AND PROFILE OF PARTICIPANTSThere were 5 European schools involved in the project - from Belgium, Hungary, Portugal, Spain and Turkey, which all had their extra-curricular programs for social inclusion via community service. They all provide general education at secondary level, the Belgian, Portuguese and Turkish schools are state run, while the Spanish and Hungarian schools are maintained by foundations. Each school has involved participants aged 14-17 with gender balance and English skills at least at B1 level who were committed to school community service.DESCRIPTION OF ACTIVITIES1. Preparation – project management was set up, students were selected, their competences assessed and project workshops held in each school, while the project website was created and maintained by the coordinator school: https://comserv.poli.hu.2. There were 6 transnational project meetings to discuss management issues, to plan how good practices can be integrated to community service programs of partner schools.3. There was a staff training event in Turkey to learn about ESC and applying for Quality Label accreditation. Till the end of the project, each partner registered students on ESC platform, applied for ESC Quality Label, the Portuguese and Hungarian partners have obtained it.3. We organized 4 short-term exchanges of groups of pupils - one in Hungary, Belgium, Spain and Portugal, where both teachers and students took part in community service activities organised by the host school.4. We created our main products: a Teachers’ Manual - https://comserv.poli.hu/2019/12/26/1031/ and a video guide - https://comserv.poli.hu/2019/12/20/video/METHODOLOGYWe used a non-formal, activity and competence based approach in the project. Our main method was ’learning by doing’ and ’peer to peer teaching’, i.e. students worked in transnational groups, presented home assignments, took part in interactive workshops, discussions with representatives of NGOs and carried out community service activities.At project workshops between student exchanges, students worked in groups or pairs. They carried out school community service activities and prepared materials for the exchanges: made presentations, made and watched videos about community service, shared information about partner schools and countries. After each exchange, they reported to their peers: introduced the activities they had taken part in with photos and videos.RESULTS1.Main products - the project website for disseminating results, a Teachers’ Manual and video guide, uploaded to the website with free access for the public.2.The project TwinSpace has been awarded a European Quality Label: https://comserv.poli.hu/2019/11/10/european-quality-label/.IMPACT1.On partner schools - the project has enlarged their community service programs with new activities and their European network, the Portuguese and the Hungarian partners have acquired a Quality Label in ESC.2.On participating teachers – it has contributed to the development of their motivation, attitude, professional skills and methods, English and ICT competences.3.On participating students – they have gained experience in project- and activity based learning and school community service in European context – their knowledge, critical thinking, communication, social and intercultural skills, attitudes and commitment to solidarity and active participation in society has improved. The inclusion of students with fewer opportunities has helped their social integration.LONG TERM BENEFITS3 of the 5 partner schools have started another collaboration in a KA229 project in September 2020.Student participants might get involved in the activities of NGOs related to ESC.There can be other schools in Europe, taking over school community service programs developed in the project.

CONTEXT/BACKGROUNDSecondary school students still learn separate school subjects at lessons and lack the interdisciplinary, global understanding and competences needed in the 21st century. Project weeks, built around a certain topic with an inquiry and competence based aspect, help to gain such skills through various collaborative and reflective activities, encouraging creativity - “learning by doing”.Our project follows the history of a simple product: chocolate, from the discovery of cocoa beans by Spanish conquistadors in the Americas, adding sugar to them in the Azores, chocolate making and flavouring traditions in the ’Chocolate Valley’ of Italy, producing the famous Belgian chocolate to introducing Fair Trade for our sustainable future. It finishes with the Hungarian Chocolate Project Week as a good practice. The entire project may be taylored to the needs and educational program of partner schools.OBJECTIVES•to support students in acquiring both global & key competences, understanding our common history and contributing to our sustainable future,•to encourage social inclusion and help to prevent early school leaving at each partner by implementing an interdisciplinary project week,•to build a European network of schools and teachers, to give them tools to help lifelong learning of their students, thus to contribute to the development of the involved schools in the long term.NUMBER AND PROFILE OF PARTICIPANTS•5 European secondary schools in Belgium, Hungary, Italy, Portugal and Spain, which all have practice in transnational projects and are ready to start a new collaboration;•2-3 teachers (of English, arts, history, geography, science, religion, etc.) in each school;•about 25 students in each school (14-17 years old, with gender balance), altogether 125 students, 40 of them with fewer opportunities.DESCRIPTION OF ACTIVITIESThe project starts with a joint staff training in Budapest, Hungary, in October 2019 to learn about eTwinning (TwinSpace) and make a teachers’ manual for the student exchanges to be used as guidelines throughout the project.It will be followed by 5 short term exchanges of pupils, one at each partner:•’A Journey from Cacao to Chocolate’ – Barcelona, Spain – January 2020•’At the Crossroads of Chocolate and Sugar’ – Angra do Heroismo, Portugal – April 2020•’From Bean to Brain’ – Pisa, Italy - October 2020;•’From Colonialism to Fair Trade’– Ghent, Belgium - February 2021;•Chocolate Project Week - Budapest, Hungary – April 2021.METHODOLOGYThere will be activity, inquiry and competence based, non formal methods used – field and Internet research, laboratory work, interactive & creative workshops. Educational visits to museums, factories, monasteries, castles, community shops and cafés combined with seminars and workshops will activate students’ interest and raise their awareness of history, production, consumption and sustainable future.•AT THE JOINT STAFF TRAINING: presentations, reports, analysis, discussions, brainstorming, peer to peer learning, editing teachers’ manual.•AT AFTER-SCHOOL WORKSHOPS FOR STUDENTS: group and pair work, presenting to an audience, research about history, geography, partner schools and countries; home assignments before exchanges, collaborating on the TwinSpace, editing digital project journal, etc.•AT STUDENT EXCHANGES: ’learning by doing’ - transnational group or pair work, peer to peer learning; educational visits, interactive workshops, presenting to an audience, discussions, games, intercultural learning, working on the TwinSpace, etc.RESULTS AND IMPACTPRODUCTS•teachers’ manual – created at the joint staff training, revised after exchanges and uploaded to the TwinSpace with free access for the public,•digital project journal (5 editions) – after each student exchange, participants will make an edition about their activities and results,•board games created and printed.IMPACT ON PARTNER SCHOOLS•the project will enhance their educational programs with a project week using non formal, inquiry and activity based methods.IMPACT ON PARTICIPATING TEACHERS•the project will contribute to the development of their motivation, attitude, professional skills and methods, English and ICT competences and help to prevent professional burnout.IMPACT ON PARTICIPATING STUDENTS•participating students will find school more attractive and their academic performance will improve due to the learning outcomes of interdisciplinary, cross-cultural, creative activities;•the inclusion of students with fewer opportunities in the project will help their social integration.LONG TERM BENEFITS•students of the partner schools will actively support fair trade and sustainable future.

This project will focus on good practices for environmental and climate challenges now & in the future. The partner schools cope with different challenges: Norway (sea pollution, droughts), Denmark (heavy rain, pesticides drinking water), Belgium (pollution cities, drought), Spain (forest fires, tourist pollution, drought). We use the 17 SDG goals of the UN.Our goal is twofold: identify the individual role in coping with these challenges & enhance a positive attitude towards the EU by showing the importance of countries working together.We include four European schools in Norway, Denmark, Belgium and Spain, three of which have participated in EU projects before and know the benefits of learning from each other. About 20 students per school (various backgrounds, ages, etc.) and 10 teachers (different subjects) will be included. All schools have their own expertise and good practices to bring. Kick-off will be the Joint Staff Training Meeting in Norway in October ‘20 to agree on rules, distribute tasks and learn about eTwinning (TwinSpace), Europass, etc. Four student exchanges are planned to do research, learn, discuss and come to new good practises: • Denmark, NOV ’20 - ’A Journey of Food in the Future’ • Spain, MAY ’21 - ‘Preserving Natural parks and facing drought, forest fires and tourist pollution’ • Norway, SEP ’21 - ‘The human factor and how can we contribute?’ • Belgium, MAR ’22 - ’From Sustainable food to the year 2050’. A final project evaluation will occur at the Joint Staff Training Meeting in Spain. ‘Responsibility for their own learning’ will be the primary methodology used, encouraging and engaging the students to take responsibility. Other methodologies include: making presentations, peer to peer learning in transnational groups, research, debate, intercultural learning, progress evaluation, workshops, educational visits, home assignments, collaborating on TwinSpace, etc. Students and teachers will know their role in coping with environmental challenges and contribute to a sustainable future through:· Understanding the importance of an EU-wide approach in tackling global challenges· Learning hands-on methods and abilities for use in their daily and professional lives· Newly taught expertise, knowledge, professional and managerial skills· Building relationships and exchanging good practices· Becoming ambassadors of the European and democratic valuesdisseminated through eTwinning, Google Drive, TwinSpace, E+PRP during and after the project. The exchange contributes to long-lasting benefits for skills and attitudes (e.g. language dexterity, critical thinking, …). Being hosted in families and working in internationally mixed cohorts helps discern other cultures and foster social competences. Project Communication Plan which is a concrete result of our project is a guideline for all future projects. The purposes of the board game, calendar, video and website are to keep on disseminating the results of this project in the future.