Real Life Assignment

Since the main theme of the project was climate change, one of our main goals was to increase pupils' awareness to nature and our influence on it. We were focusing on allowing students to learn ab...

Since the main theme of the project was climate change, one of our main goals was to increase pupils' awareness to nature and our influence on it. We were focusing on allowing students to learn about climate change through different outdoor and indoor activities. By enabling students to talk and cooperate with their friends from abroad, we were trying to improve their English language skills, but also social and personal skills or students' motivation. One of our main aims was also to teach students the principles and the culture of outdoor education and familiarise them with teaching / learning methods related to nature. Apart from the above we were also aiming at improving students' critical thinking skills.

As Real Life Assignment method was our main tool, as far as implementation of the project was concerned, we focused on activities requiring working and cooperating outdoors: trekking, first aid workshop conducted outside (North Macedonia), orienteering (Turkiye), trashtag challenge (Poland), planting remembrance trees (Turkiye). As for indoor activities, which mainly aimed at improving students' knowledge on climate change,

The Erasmus project had several concrete outputs and results. Through collaboration with transnational partners, the project fostered improved working relationships among staff and pupils. Students became more motivated as they actively participated in the project's activities and shared their ideas. The real-life assignment method in an environmentally friendly context caused them to be more engaged in their education. The project's emphasis on real-life activities provided students with a deeper understanding of the subject matter. Teachers benefited from effective professional development as they shared pedagogical approaches and skills with their transnational partners. The project facilitated collaboration and communication among partner schools, which was vital in achieving the project's main goals. This enabled the sharing of best practices and innovative ideas among institutions. Both teachers and students improved their language skills through conducting activities in English. This language proficiency is an essential skill. The project encouraged creative thinking as students worked on real-life environmental challenges. It significantly increased natural environment awarenes.