The Helping Everyone Achieve Lifelong Total Health project, or H.E.A.L.T.H., comprises many goals. The first two words “helping everyone” comprise our first goal: that of spreading information and furthering the dissemination of health information from a previous project. Our current work has grown out of a previous Erasmus+ project, “Health Education for Life,” which produced an international, multi-lingual, cross-curricular workbook designed to promote healthy living. Our plan is to expand the influence of this workbook by adding a supplemental digital library of related websites, and to encourage students to experience the benefits of healthy living through cross-cultural practices. We also chose the word “achieve” because we believe that a healthy lifestyle does not happen accidentally, and is worth working toward. We want to create a sustainable health curriculum for our students that will encourage their lifelong learning about healthy living, and seeking out opportunities to improve their health. The final adjective “total” in reference to health is a reference to our belief that health is not simply eating well or going to the gym, but the complete mind-body-spirit experience, including stress release, helping others, and maintaining healthy relationships with others and ourselves. Our main objective is to promote open education and digital practices as we want to share the quality materials online with all-new international partners; additionally, we want to improve the sustainability and quality of our project work by reusing and updating the project materials we helped to create 3 years ago. We also plan to involve students in both the creation of material and the sharing of material. Another goal of our project is to promote the teaching professions, and we plan to do so with student-developed, student-led seminars between the meetings of students. During these, teachers will step into the background and serve as mentors and guides, rather than the primary educators. It is our hope that students will come to a better appreciation of teaching when they are asked to do it themselves. In addition to Hungary, the coordinating country, we have four international partners: Romania, Italy, Spain, and Slovenia. Each country will bring its own culture to the project in the form of healthy activities, healthy foods, and innovative teaching practices. Each country is represented by a high school, and the main project work will be completed by students of the ages 15-18. Teachers will provide mentoring, support, and advice; however, we hope to encourage the teenagers to take up leadership roles in developing a new health curriculum for their peers. Methodology: Students will have weekly meetings where they deal with different aspects of our topic health, do the tasks in the workbook, prepare for the meetings, do web researches, surveys, and make presentations. They will exchange information through various on-line tools with the partners.There will be one training course for teachers and 5 students’ exchanges, where we will focus on particular aspects of health education such as The effects of social media on health in Atri, Healthy foods, special diets, meal planning for health in Cluj-Napoca, Disease and injury prevention, hygiene, and first aid in Leganes, Professional and Amateur sport; the importance of exercise; doping in Skofja Loka, Mental Health and stress management in Kőszeg. Between the mobilities students will serve as teachers themselves, teaching their peers and making new teaching materials from a student’s perspective thus practising the teaching profession and learning by doing.Results: logo, website, videos, posters, digital library of tools, students’ own educational online materials, media articles, recipe book, surveys, digital magazines/newsletters, PPT and Prezi presentations on their town/regionParticipating schools will have an access to all the online tools that are being created through the two years as well as the existing workbook on health. The tasks can be and will be used to teach young people about health issues in different subjects thus the project is an excellent example for the interdisciplinary. The actual exchanges will be essential in the multilingual communication of the partners, the mutual understanding of students from different nations. Students and teachers will combine work, fun and knowledge in an effort to realize their common European identity. During the two years they will have the opportunity to improve their competencies.To sum up, this project will certainly awaken and foster a sense of awareness for their health and will help make individuals lead a healthier lifestyle. To make the results available for a large audience we are going to choose a wide variety of tools to disseminate the findings and outputs of the project ensuring long-term results and impacts.

<< Background >>The partnership is applying for a grant for the project ANIWORX due to the necessity of connecting the educational sector with the creative industries to present students’ additional contemporary professions and options when planning/choosing their educational paths. The partnership consists of a balanced team of school partners and industry partners working directly in the animation film industry. The project should act as a best practice to bring such different stakeholders together.There are multiple needs the project addresses: An animation production consists of many different professions, and therefore covers a lot of different subjects. Commonly an animated film is associated with arts and creativity, but a large amount of work done is in the technical area and details about the activities conducted there are not known. The project wants to show students how all the topics they are learning school are applied in practice in an animated film production. A main goal of the project is to foster the popularity of the STEAM subject. Another need for students is to have another information source of possible career paths for planning their future. They will get detailed information of the skills, know-how and education which is needed to work in the industry. The materials resulting in the project will show teachers and students directly how theoretical topics are applied in practical examples. The European Commission’s has issued recommendations on “media literacy”. Following needs can be derived directly from there: spreading knowledge through information campaigns on how information and creative content are produced, edited, and distributed in the digital world; improve awareness of national and European audiovisual heritage and actively informing citizens of how the creative economy works. Also, the European Audiovisual Observatory found that only 20 % of the animation market of Europe consists of European productions. With the raising popularity and commercial interest on animated film – also with a focus on children’s programme – it is important to strengthen the European values in productions made in Europe. Another aspect is the application of the Digital Competence Framework, since participants – students as well as teachers – learn in the project the basic competences to produce their own animations and are enabled to utilize them for micro-learning and micro-teaching content.<< Objectives >>1. Insights into the animation industryThrough a strong partnership between industry and education, ANIWORKS creates the possibility for young people to work on topics about a medium that they really enjoy. They will learn that content from school curricula is an integral part of the daily work in the animation industry. In the specific professions, they can “look over people's shoulder”, but also see what they are learning for at school - especially natural sciences and STEAM subjects. These examples are selected by the interdisciplinary teams. Their implementation in the process of creating an animated film leads students to a fundamentally different perspective and deeper level of understanding. In particular it gives students the opportunity to test their talents in areas of which they previously had no information. They will discover the path in which their studies and careers aspirations can go.2. New innovativ Didactic with microteachingThe animations are a medium that speaks to everyone. It's fun to watch movies and animations also have a firm place in information technology. They are the medium of choice for “explaining the world”. Phenomena from technology, nature and philosophy, analyzes in daily reporting - every kind of illustration uses the products of the animation industry.In everyday educational life, animated films are standard today for illustrating complex topics. Microteaching as a short intervention to guide learning processes and to set impulses for independent learning has a high level of motivation in innovative lessons. ANIWORXS goes one step further! Students gain profound insights into the animation industry and the making of a film.The lessons refer to the essential technical, physical, biological, linguistic, artistic and digital basics of animation production.Ultimately, with the help of their teachers, the students use these skills to implement learning content in short animations themselves. They will be able to analyze the content down to its details and to link it with all its contexts. This creates the most complex and productive learning environment the human brain can find.Learning is no longer consumption, but active production. You learn to see and explain things in their complexity. Not only do they understand the lesson, but also how the medium works exactly.3. Connection of theoretical content with practiceIn order for lessons to come to life, it should be shown that theory is the basis of professional work. With this project, the students learn from concrete examples how practice depends on theory and fundamentals. The project partners choose examples from the curricula in interdisciplinary teams. They are prepared as teaching tasks for the individual subjects. Its content is theory, but the tasks are formulated in such a way that they correspond to work in animation. This creates a clear connection between the school requirements for the students and the applicability in the job. In addition, the students also acquire skills to be able to implement such small tasks in the animation area.<< Implementation >>The project ANIWORX consists of an interdisciplinary project team with three school partners and three industry partners. The activities leading to the project results are different approaches, they involve:- Design Thinking- Industry Research- Requirements Engineering- User Testing- Production of digital content (videos)- Production of a modern information platform- Career guidance- Curriculum research- Material development- Iterative testing of teaching and learning materials- Training scheme creating- Guidebook developmentThe methodology of the project team is to use modern approaches to create products that not only fit the needs of the target audience but excite them when using our outcomes.Within the project, there are four Transnational Project Meetings planned: - Project kick-off in Austria (11/2021)- 2nd meeting in France (06/2022)- 3rd meeting in Slovenia (02/2023)- Final meeting in Spain (09/2023)Also, in the 2nd project year a Learning, Teaching and Training Activity will take place in Vienna. Hosting organisation is the renowned HTL Spengergasse who will give students from school partners of Spain, France and Slovenia insights into their subjects and educational approaches. Students will learn more about animation and for teachers this activity acts as a platform to exchange about the progress made in the project. Both students and teachers will be able to identify in special workshops additional needs and topics the project results should cover. With a strong project team where every partner has a large network it will be able to disseminate the project directly to target audiences addressed.<< Results >>Within the project ANIWORX following results are produced: Result 1 - Information Portal - Website containing all other project results and more. The ANIWORX information portal is a hub for students, teachers and interested citizens to explore the scenes behind an animated film production. The goal of the website is to enable teachers and students browse through the departments of an animation film production and learn about the activities performed in there. Students and teachers will learn about the specific job profiles within the departments including the needs skillsets and educational possibilities in the project partner countries, as well as educational videos about the activities carried out in the departments and jobs.The platform consists of following parts: - Interactive journey through the departments - Information about the animation industry - Information about animation films/productions - Sections for 15 departments - Information about each department - Information about jobs/activities in each department The other results R2-R4 are also integrated natively in the information portal and are as following:Result 2 – Learning and Teaching MaterialsThe learning in teaching materials are building upon the industry information of the first project result, where topics have been identified to relate content of the regular curriculum to its application in an animated film production.There are lesson plans for about 50 topics showing students where and how the knowledge the are learning are applied in practice. Also, a collection of micro-learning exercises is provided for students, so they can sharpen their cognitive skills and create animations to explain and present certain topics.Result 3 – Discover Animation VideosThe educational videos are produced by industry professionals and not only give students and teachers a glimpse into their work, but they also communicate basic know-how about creating animations and its related topics, so students and teachers are enabled to create their own animations for micro-learning and micro-teaching.Result 4 – Teacher Training and GuidebooksThe fourth result of the project will be a teacher training scheme to train teachers who did not participate in the project in using the project materials. Every product of the other results is didactically embedded and for each category of materials a guidebook is created.All this will be accessible freely on the portal, so autodidacts are also enabled to study the contents themselves.The information platform with the other project results, which are deeply integrated in the site is a novelty since it combines insights of a creative industry, modern technologies, novel teaching and learning materials and an appealing topic – animation!

Educating Innovative and Creative European Citizens The objectives of the project are to improve digital skills of teachers and pupils, to promote knowledge about the EU institutions and democratic decision-making, to study the cultural, natural and social heritage of the participating regions and by doing so fostering the acquisition of digital and language competences. To reach these objectives we carried out several activities. They consisted of acitvities at the participating schools and at short-term exchanges of pupils and their accompanying teachers. The activities at schools include meetings with political representatives, lessons in history, geography, biology and languages about the cultural, social and natural heritage of the participating regions, expert talks and research of teachers on suitable IT tools to create surveys, quizzes, puzzles and boards about the areas. Teachers also got aquainted with UNESCO -the United Nations platform platform for cultural and natural heritage. Pupils and teachers visited these heritage sites.The students also got information on internet security. The schools also promoted the use of etwinning and they organised parents´evenings or public events to disseminate the results of the cooperation. All participating schools published results on their websites in forms of newsletters. In the last year of the cooperation Corona forced the participants to work online and with digital tools. The short-term exchanges of pupils comprised visits to places of cultural and natural importance in the participating regions and of training sessions in the IT rooms - in which they used certain tools to create puzzles, quizzes, surveys and boards. They also wrote blog entries about their stays and actively produce traditional food of the areas visited and presented this work in a digital form to their collegues back home. There was also the chance to meet a political representative or visit a democratic institution. All short-term exchanges included a dissemination activity with parents or the wider puplic, in which pupils presented their schools and their regions. The pupils also learned to find their way in the visited town by using Google maps or GPS. The last short-term meeting could only be held online, because of restrictions by Corona measures.our previous digital activities helped us to install virtual meetings. The results of our cooperation are a list of suitable IT tools for elearning activities in history, geography, languages, social studies and biology lessons. We exchanged best practise examples for surveys, quizzes, puzzles and boards. We provided five issues of our project newsletter consisting of articles describing activities at the participating schools, students articles about their stays and reports about the short-term exchange of pupils focusing on the region visited. These newsletters are published on our school websites. To organise our work we use an etwinning TwinSpace, all forms of communication also including video conferences on MS Teams. Virtual project meetings were organised on Zoom.Long-term effects are that in all participating schools the use of digital teaching methods increased and teachers and pupils are able to handle the challenges of the Corona pandemic better. The tools we used will be permanently used in lessons in the participating schools.

Climate Change- raise awareness - take actionTo be able to tackle Climate Change one has to study various environmental problems, which all contribute to global warming. The project focuses on raising more awareness to our energy consumption, to consumerism and waste disposal, water supply and water treatment, on behavioral change of our present lifestyle also dealing with nutritional habits. The objectives of the project are to motivate young people into action and letting them develop creative ideas how to tackle the environmental problems also on a very individual and local basis. Firstly pupils and teachers will concentrate on scientific expertise in all subjects and pupils will also get the chance to meet experts/scientists to get first hand experiences. Then the participants will develop ideas how to tackle the various problems. They will do this in discussions and in creative lessons in the arts, in the languages. All schools will set up Climate Corners, in which the ideas of the pupils of all schools are presented. The complete school community of all participating schools will be involved in the project. The teachers and pupils at the schools work in their normal lessons in in extra activities. The parents will be involved in dissemation activities and in surveys. The local communities will be involved as the special facilities like waste treatment, public transport, water treatment are also a main focus of local work and these institutions will provide expertise. A limited number of pupils and teachers will also have the chance to take part in multinational meetings. They are responsible to provide a lot of information about their school activities and they work together at the meetings to create new ideas, to get personal insight into best practice examples. Each participating school will host such a mulitnational meeting with about 6 - 7 participants from each country. By the end of the project there is on meeting for teachers only to evaluate the project and to plan long-term activities. Throughout the project we want to integrate online opportunities as TwinsSpace, school websites, social media channels to draw attention to our project and to make sure the project can still be carried out in case of eventual lock downs. The project consists of work at a local basis in the participating schools and work done in preparation for mulitnational meetings and of work done during these multinational meetings. Outcomes of the work will be public activities to raise awareness, e.g. a cyclists day, a saving energy week, upcycling waste together, theatre activities, a week when we focus on the carbo footprint of our nutrition and activity days together with local facilities, eg water treatment units, garbage collecting facilities, electricity plants. On TwinSpace and on our schools´websites we will share all acitivities and will learn from each other. Teachers also share their ideas how to address the topic in their lessons, by providing material they used in lessons. To achieve a European impact we not only work together on a European level but we also want to provide our ideas on our schools websites, on the European platform and in social media. The variety of dissemination activities will reach from leaflets, brochures with tips for eco-friendly schools, to video clips with eco-friendly behavioral tips especially designed for pupils. We also want to inspire authorities to develop a qualtiy label for eco-friendly schools.By organising our environmental multinational meetings we want the pupils to meet experts, to see official activities like waste treatments units themselves and to discuss measures how to help the environment further. The pupils develop ideas how to live a more eco-friendly life and present their ideas in public events.By working in the project we want to reach a longterm effect at our schools - with better waste disposal systems, careful use of water, energy saving concepts and changes in the use of means of transport by the school partners - teachers, pupils and parents.The most important objective we want to reach is to raise more public awareness for the environment and to help people to motivate themselves to change their daily routines into more eco-friendly ones.

The European Council of October 2017 called for education and training systems to be ‘fit for the digital age’. However, according to the Digital Education Action Plan (COM 2018 12 final) “progress on integrating technology in education remains limited”. The recent “European Skills Agenda for sustainable competitiveness, social fairness and resilience” (COM 2020 274 final) stated that the Covid19 emergency revealed “the limitations of our current digital preparedness”, and especially in the education system.Our project is designed to target one of the most pressing issues in the educational landscape across Europe: how to make the transition of teaching and learning from the traditional face-to-face setting into the modern digital realm. This enormous task is further aggravated through the extraordinary conditions the Covid-19 pandemic has put upon schools and societies. Now there is the need to accomplish this transition in a very short time period. While there are a lot of objective obstacles to be overcome like the lack of hardware (especially with students from low-income-families), missing software or non-existing broadband internet access, the most profound hurdle is the mindset of teachers, students and parents. Digital education is broadly viewed as inferior and only acceptable as a substitute in times of an emergency. While the economy is making big steps toward a digital era (work 4.0), the educational system is persevering in a century-old setting.Our project aims to make a difference in the underlying triangle of teachers, students and parents and develop a growth mindset in all three points of this specific triangle. A growth mindset, according to Carol Dweck, enables individuals to overcome failures and open them for new experiences and skills. It gives us a fundamentally different view of our abilities and changes our perception of changes and challenges.This growth mindset is not only a suitable metaphor for the modern attitude within the current generation of students but rather the pivotal requirement for the successful transition of education into the digital realm. Only with a growth mindset, the educational triangle can support young people to acquire the skills needed for the labour market of the near future.This project has five objectives that we together aim to achieve:1. better teachers self-efficacy in regard to their digital skillset2. better usage of digital tools by students through growth mindset methods3. better the acceptance of digital tools within parents4. broaden the support for a growth mindset at schools5. practical growth mindset model for digital teaching We will engage members of all three points of the educational triangle as our target groups:- teachers- students- parentsDigital education inherently needs a growth mindset, because it is based on a fundamentally different kind of engagement of the students. While students might - through their age and their natural habit to be curious - be better equipped to develop this kind of mindset, teachers and parents have a much harder way to go. Thus, we will apply our experiences from different previous projects to helping the whole educational triangle to develop the necessary growth mindset.We will develop innovative practices that are based on the individual as well as the collective needs of teachers, students and parents.Digital education will be a key part of the European educational landscape even after the current Covid-19-pandemic is over. With a growth mindset, the necessary transition into the digital world will be much easier for everyone.Our activities:- four intellectual outputs (IO) with a focus on the support of growth mindset within the whole educational triangle, including a growth mindset model for digital teaching- two short-term joint staff training events for the project partners (Train - the - trainer event for growth mindset, Interactive workshop for design of growth mindset model)- one central multiplier event titled “Promoting growth mindset in the educational triangle” in Germany- five multiplier events titled “Best practices: growth mindset in digital education” (one in each country)- Pan European conference on the growth mindset activities in digital education. - four transnational project meetings, one of them as a virtual meetingLong term benefits and sustainability: the developed IO and the content will be made available online for the public in five languages. We will ensure that this website will remain online after the finalization of the project for five years. The teachers that were trained in the training activities will coach colleagues and disseminate the principles of growth mindset further. Our growth mindset model for digital teaching with its compendium of best practices can be used throughout the school landscape in the EU.