Papier czy plastik? Papierowe, plastikowe... przetworzone (nie zaśmieca), jest jak nowe.

"<< Background >>We conducted research in partner schools to identify the needs on which we based the project assumptions. We observed the need to increase ecological awareness among target groups in terms of learning how to segregate waste, take care of the environment, re-use materials and save energy and water. We wanted to develop students' key competences such as: developing social skills, communicating in a foreign language, innovation and creativity, and cultural awareness. We believed that by participating in the project, students and teachers would increase their motivation to learn and search for new solutions. We saw the need for students with special educational needs and fewer opportunities to participate in the project to strengthen their sense of self-esteem and belonging to the school and local community. We also wanted to promote equality and counteract discrimination. We believed that cooperation in an international group would have a positive impact on improving communication in a foreign language. The variety of activities, including remote cooperation, would contribute to the improvement of participants' digital competences, and the implementation of the project would effectively support the development of schools.<< Objectives >>Our goals were: increasing the ecological awareness of project participants, motivation to learn among students and teachers, social inclusion of students with special educational needs and fewer opportunities. The mentioned objectives were consistent with the following priorities of the Erasmus+ program: horizontal: environment and combating climate change and social inclusion; sectoral ones: developing key competences, promoting a comprehensive approach to teaching and learning foreign languages, supporting teachers, principals and other educational staff in their professional development. It was the first Erasmus+ project for Polish and Croatian schools, we wanted to gain experience in this area.<< Implementation >>There are 9 stages. We completed all of them. Stage I - initiation of cooperation, approval of regulations, assignment of tasks, dissemination of information about the project, development of the project management procedure, schedule of activities, recruitment regulations. Stage II first mobility to Croatia - 4 cultural workshops, dictionary of phrases in Croatian, school newspapers, presentations about Croatia, project song, Europasses, exhibitions of photo reports from the mobility. Stage III: workshops on sorting waste, food collection, activities and Christmas meeting, logo competition for fabric bags. Stage IV - activities related to mobility to Portugal - cultural workshops, glossary, photo exhibitions, presentation about Portugal, Europasses, information on schools' websites. Stage V – Young ecologist's week, posters for Earth Day, 3 films about ecological campaigns, planting trees, collecting waste paper and bottle caps. Stage VI - mobility to Poland - cultural workshops, dictionary of phrases, wall displays, presentations about Poland, Questing. Stage VII- lanyards. Stage VIII – teacher mobility to Portugal, SWOT analysis, ""Clean Up the World"" campaign. Stage IX – evaluations, eco-cleaning eco workshops.<< Results >>Tangible results: Trello, Twinspace, information on the websites of schools, supervisory institutions, social media, project documentation, logos and project T-shirts, posters, roll-ups, information boards, information and educational corners, leaflets, workshops about the EU and partner countries and ecological, lesson plans, dictionaries, presentations, project song, Europasses, collection of recyclable materials and animal food, online meetings, Christmas decorations, fabric bags, teaching packages, planted trees, posters and films, Mini Questing, quiz, evaluation results, reports collective, lanyards, 4 mobilities, pedagogical innovation - Young Ecologist Week, participation in #ErasmusDays.Intangible results - increase in: knowledge about the EU and partner countries, ecological awareness, IT skills and work planning, motivation to learn, linguistic and social competences, professional competences of staff, cultural awareness, personal development of participants, improvement of the quality of school work, including examples of good practices into school work , teachers starting to learn English."