Living and learning in natural and green environment

When preparing the project application, the main idea was to help partner schools create a learning environment, which provides the knowledge, skills and attitudes necessary for modern life and well as helps to develop the students 'green thinking' and competitiveness, through project activities and environmental education With the basic idea in mind, the following goals and needs were highlighted: -competency-based learning, with an emphasis on developing knowledge, skills and attitudes necessary for modern life, which is implemented through school programs/curriculum. - exchange of good practices on the implementation of the competence approach, especially in the context of environmental education. It involves learning from partner schools with different approaches, subject content, teaching methods and perspectives on green habitats. - the common European dimension and cultural exchange to promote the understanding of the common European dimension in the environmental sector. It emphasizes the importance of 'green thinking' and getting to know the cultural, green and diverse traditions of other countries. -Environmental awareness: understanding that living in a friendly and natural environment is very important in their lives

The aim of the project was through project activities to help the partner schools to create a learning environment, which provides the knowledge, skills and attitudes necessary for modern life, and helps to promote students' understanding of the sustainability of the Earth, environmental issues, factors affecting climate change and life in the natural environment. It was planned to achieve this through the improvement of teachers skills and knowledge and updating school programs. The primary objective was broadening of knowledge of teachers in environment, natural sciences, foreign languages, and creativity as well as to encouraged the teachers to explore innovative teaching methods and techniques to enable them to deliver more comprehensive, engaging and effective lessons to their students. This and the activities implemented during the project were supposed to create improvements in the curriculum of natural sciences (and not only), as well as to help to develop the content for general education based on the competency-based approach, that is in line with national requirements of each partner.

In order to achieve the objectives set in the project, following activities were implemented in the project: --transnational project online meetings for management purposes: 1)Kick-off meeting to start the work in the project; 2)project management meetings (two), to ensure a clear and transparent project management and to address issues as they arise; 3)project final event/conference to look back on the implemented project activities and to summarize the achievements/results during the project. ---LTTA during, before and between mobilities: 1)6 mobility cycles to each participating country to have a 5-day intensive LTTA 2)LTTA before and after each mobility 3)regular and frequent local activities organised by each partner school in their country between the mobilities ----regular dissemination and evaluation activities. We started to implement the dissemination strategy from the project start, having the opportunity to disseminate the project results at local, regional, national and European level, whereas evaluation activities were implemented on regular basis after each activity having its own evaluation system.

Both tangible and intangible results were planned during the implementation of the project. Following tangible results were created: -a digital booklet created by all 6 partner schools (each has its own), where mobility participants-students take the main role in its development, reflecting the experiences gained during the trips; -methodical material, which includes descriptions of all activities carried out during mobilities, to help teachers prepare effective interdisciplinary lesson plans on environmental issues in subjects such as: biology, geography, environmental education, English and others. Intangible results of the project: -increasing the knowledge and skills of students and teachers, which has resulted in the development of competencies and the use of a teaching approach that is oriented towards the development of students' 21st century skills and green thinking, new teaching techniques; -new 'green practices' in schools by introducing and implementing sets of activities with the aim of emphasizing the need to protect the environment and implementing best environmental-friendly approaches -project has contributed in making institutions more competitive and visible, has broadened horizon and raised the confidence