HAPPY PLANET

As part of the job shadowing activity, a Greek teacher and vice-principal from the partner school 2nd Gymnasio Sykeon visited the Polish school to observe its educational practices and daily work. During her stay, she took part in meetings with a mentor teacher, observed lessons in various subjects, and learned about different teaching methods and approaches used at the school. She also participated in environmental activities and activities connected with the HAPPY PLANET.

The student mobility in Thessaloniki focused on developing environmental awareness, intercultural competences, and communication skills through a combination of workshops, outdoor educational activities, and international teamwork. Students were welcomed by the host school and integrated with their Greek peers through collaborative activities. They participated in thematic workshops such as “Eco-Detectives” and “Eco-Story,” where they analyzed their surroundings, identified environmentally friendly practices, and created visual materials promoting sustainable lifestyles. Working in international groups, they developed critical thinking and proposed practical solutions to environmental challenges. Students also took part in joint environmental and dance workshops and presented activities carried out within the project, which fostered integration and the exchange of experiences. Outdoor educational workshops formed an integral part of the programme. In Thessaloniki, students explored important landmarks such as the White Tower of Thessaloniki and Aristotle Square while completing ecological observation tasks, including “Eco-shopping,” which combined cultural heritage with environmental awareness. They also carried out learning activities at historical and cultural sites, including the Basilica of Saint Demetrius and the old town of Ano Poli, where they compared traditional and modern architecture in terms of sustainability. Field-based workshops in Pella and Vergina encouraged students to reflect on how ancient civilizations used natural resources in a sustainable way. During outdoor activities at Edessa Waterfalls, they explored the importance of water for ecosystems and human life. Learning activities in Meteora provided insight into the harmonious relationship between humans and nature, while environmental workshops in Chalkidiki focused on protecting marine ecosystems and reducing plastic pollution through observation, discussion, and collaborative tasks. An undeniable benefit was also the accommodation of students with host families, which enabled them to gain an in-depth understanding of Greek culture and traditions, as well as to improve their English language skills in authentic communicative situations. Overall, the mobility provided a comprehensive educational experience that combined environmental education, cultural exploration, outdoor learning, and the development of key competences necessary for active and responsible participation in a global society.

During their exchange in Greece, the Polish-Greek students participated in integration activities designed to build relationships between participants from both countries. The students attended a presentation summarizing the implemented activities of the Erasmus+ HAPPY PLANET project and participated in an "Eco-Detectives – Investigate & Report" workshop, where international groups observed different areas of the school to analyze existing eco-friendly practices and propose improvements.

During their field activities in Thessaloniki, the Polish-Greek students took part in an "Eco-shopping" task alongside local city exploration (Modiano Market, Kapani Market, Agia Sofia Square, Aristotle Square). During these activities, students observed and recorded local and seasonal products, as well as the contrast between plastic and paper packaging. The session concluded with a group discussion on why buying local food is more environmentally friendly. After the mobility, the students created the poster.

FIELD ACTIVITIES IN THESSALONIKI

Based on the provided worksheets, during their educational field workshops in Thessaloniki (conducted at locations such as St. Demetrius Basilica, Ano Poli, Byzantine Walls, Trigonion Tower, Heptapyrgion, and Acropolis), the Polish-Greek students worked in international groups/pairs to complete the following activities:

• Architectural Observation & Comparison ("Tradition vs Modernity"): Students analyzed and compared old and modern buildings regarding their construction materials, size, colors, surroundings, and energy usage. They evaluated which building types were more environmentally friendly, how old buildings utilized natural resources, and the environmental issues caused by modern constructions. Additionally, they discussed sustainable solutions, such as renovating existing structures or incorporating solar panels and green roofs into modern architecture.

• Urban Environmental Analysis ("View on a Happy Planet"): Observing the cityscape from high viewpoints, students surveyed the area for buildings, nature, roads, and visible signs of pollution (e.g., traffic noise, smog, litter). They identified specific local environmental issues—such as air pollution, high traffic, and a lack of green spaces—and proposed matching solutions (e.g., promoting public transport, planting trees, and establishing quiet zones).

• Visioning an Eco-Friendly City: Students collaborated to imagine Thessaloniki as a "Happy Planet" eco-city, defining how residents should act and proposing ways to increase green areas and clean energy while reducing traffic, waste, and pollution.

FIELD ACTIVITIES IN PELLA, VERGINA AND EDESSA

During their educational field workshops in Pella, Vergina, and Edessa, the Polish-Greek students worked in international groups to complete the following activities:

• Analysis of Ancient Sustainability ("Past vs Future – Sustainable Choices" in Pella and Vergina): Students examined ancient archaeological sites to observe building materials (such as stone and clay), city layouts, water elements, and natural shading techniques. They completed analytical sentences on how ancient people utilized local resources and natural light/ventilation. Finally, they discussed whether ancient solutions were more eco-friendly and identified ideas that modern cities could adopt, such as utilizing green spaces and natural cooling methods.

• Observation of Natural Ecosystems ("Water = Life" in Edessa): At the Edessa Waterfalls, students observed the surrounding landscape and recorded characteristics of the water flow, vegetation, and sound, identifying how water shapes a green environment and climate.

• Study of Historical and Modern Water Conservation: Students analyzed how ancient populations in Pella and Vergina used water for drinking, farming (irrigation), and cooling. They discussed the critical importance of water for living organisms, evaluated the consequences of water scarcity, and brainstormed practical methods to protect and save water today.

FIELD ACTIVITIES IN METEORA

During their educational field workshops at Meteora, the Polish-Greek students worked in international groups to complete the following activities:

• Observing Architecture and Nature Integration ("Living in Harmony with Nature"): Students examined the unique monastery locations built on high rock formations and analyzed how these structures integrate with the environment. They identified the building materials (such as stone and wood) and noted the minimal presence of modern construction. Additionally, they described how humans can live harmoniously with nature, took or described photos illustrating this balance, and formulated personal rules for environmental protection.

• Evaluating UNESCO Heritage & Cultural Value ("Protecting a Natural Wonder"): Students identified why Meteora is recognized as a UNESCO World Heritage Site, highlighting its unique natural landscape, history, and cultural significance.

• Identifying Environmental Pressures and Solutions: Groups identified current environmental threats to the site (such as over-tourism, noise, litter, and damage to nature). They mapped out practical solutions—such as limiting visitor numbers or requiring guided tours—and completed a quick speaking task explaining why preserving Meteora's nature and heritage is essential

FIELD WORKSHOPS AT THE BEACH

During their educational field workshops at Kassandra beach in Chalkidiki, the Polish-Greek students worked in international groups to complete the following activities:

• Beach Observation ("Sea Without Plastic"): Students observed the beach and resorts to identify positive eco-friendly actions (e.g., recycling bins, beach cleanups, reusable bottles) and negative practices (e.g., plastic bottles in the sand, litter near the water, single-use plastics in restaurants).

• Environmental Impact Analysis: Groups evaluated the dangers of plastic in marine environments, discussing how plastic degrades into microplastics and how pollution harms marine life and human health.

• Discussion on Responsibility & Action: Students debated who bears responsibility for ocean protection (tourists, governments, or companies) and brainstormed practical, individual steps to reduce waste.

• Essay Writing & Eco-Pledge: Working on written expression, students wrote a short essay (80–120 words) titled "How can we protect seas and oceans?" and ended the workshop by formulating a personal "Eco Promise" outlining how they will personally help protect the sea.

DANCE WORKSHOPS

The students took part in dance workshops, where they learned and performed traditional Greek dances together.

GREEK HISTORY, ART AND CULTURAL HERITAGE

During their museum visits, the students broadened their knowledge of Greek history, art, and cultural heritage: They explored exhibitions in the ancient capitals of Macedonia—Pella (the birthplace of Alexander the Great) and Vergina (ancient Aigai, home to the Museum of the Royal Tombs, among others). There, they saw priceless artifacts from the tomb of Philip II (Alexander the Great's father), the golden larnax featuring the Sun of Vergina, golden crowns, ancient armor, weapons, and intricate floor mosaics. They learned about the rise of ancient Macedonia, gained deeper insights into the lives and achievements of Alexander the Great and Philip II, and discovered ancient burial customs, architecture, and Hellenistic art. The students also visited the museum and exhibition spaces located inside the historical monasteries perched atop the rocks of Meteora. They admired ancient Byzantine icons, rare manuscripts, liturgical vestments, wooden carvings, and everyday items used by former monks. Through this experience, they deepened their understanding of Byzantine Christian history and monastic life, while learning how the past inhabitants lived and constructed these monumental structures in rugged, mountainous terrain while remaining in harmony with nature.

EVALUATION

At the end of the exchange, the mobility was thoroughly evaluated, and certificates were presented to the Polish students and teachers to recognize their achievements. The evaluation provided a moment to reflect on personal development, gained competencies, and the project's learning outcomes. Through this reflection, participants highlighted how the mobility helped strengthen their teamwork, communication skills, and intercultural awareness, while promoting tolerance and a shared European identity. Furthermore, it allowed everyone to summarize their knowledge regarding environmental protection and sustainable development, share project results, and boost motivation for future international cooperation.

The student group mobility of Primary School No. 13 in Zawiercie to Ekpaideftiria Bouga A.E. in Kalamata was an intensive and highly enriching educational experience. Participants visited the partner school and took part in environmental workshops and sports activities. Conversations with their Greek peers about everyday life provided an excellent opportunity to overcome communication barriers and improve their English language skills in authentic situations. An important part of the programme consisted of a wide range of outdoor educational activities. During a city challenge in Kalamata, students identified environmentally friendly solutions in public spaces, explored urban biodiversity, and created environmental slogans on the beach. Among the ancient ruins of Ancient Olympia, they investigated historical relationships between humans and nature and discussed the importance of protecting forests and rivers. In Ancient Messene, students tested the acoustics of the ancient theatre to understand how historical architecture promoted energy efficiency. They also examined ancient water management systems and discussed the impact of climate change on the landscape. In the coastal town of Methoni, participants observed the powerful effects of wind and waves on the castle walls, searched for microplastics on the beach, and designed innovative machines for cleaning sand. Outdoor learning activities in the picturesque towns of Pylos and Mystras enabled students to explore the natural value of the coastline and discover Byzantine architecture harmoniously integrated into the mountainous landscape. In Sparta, through an interactive activity, they evaluated environmentally friendly habits of local communities and investigated the cooling effect of trees by comparing temperatures in sunny and shaded areas before making their own personal environmental commitments.

The exchange concluded with joint evaluation workshops, during which students shared their reflections and completed special environmental discovery cards, summarising the knowledge and experiences gained throughout the programme.

 

Unfortunately, we are unable to publish all of our photos of mutual activities and workshops because some parents of the Greek students did not give consent to share their children's images. While we regret that we cannot show you every moment, we fully respect their privacy choices.

 

During their time at the partner school in Kalamata, the Polish students were warmly welcomed and enjoyed a rich variety of collaborative activities. The students explored the school grounds and viewed impressive exhibitions of Greek students' artwork, including innovative eco-products made entirely from recycled materials. They took part in sessions at the school library and attended engaging music classes, where they had the hands-on opportunity to try playing various instruments. Embracing the outdoors, the students were introduced to the school garden, learning about native plants and local agricultural practices. They also participated in friendly football and volleyball matches. Throughout the experience, the students spent quality time together, exchanging personal experiences, sharing ideas, and building lasting friendships with their Greek peers.

During the student exchange in Kalamata, students participated in educational field workshops focused on sustainability, biodiversity, and environmental protection.

Navarino Seafront & Beach Workshop: Students assessed water cleanliness, counted trash bins and eco-friendly items (like reusable bottles), discussed marine plastic pollution, and created an eco-slogan with a sketch.

Municipal Railway Park Workshop: Students explored urban green spaces by photographing flora and fauna, listening to local sounds, discussing the role of urban parks in fighting climate change, and writing statements about city greenery.

Old Town Workshop: Students conducted a sustainability audit of the historic center by looking for pedestrian zones, recycling bins, and local eco-products, while analyzing sustainable tourism practices and sharing eco-friendly observations.

 

Additionally, the students took part in an exciting city quest game throughout Kalamata. Divided into two competing teams—boys versus girls—the participants raced against each other to decipher clues and solve engaging riddles. Each solved challenge guided them from one historic landmark to the next, ultimately leading them step-by-step toward the final destination in a spirited test of teamwork, problem-solving, and speed.

Students participated in outdoor educational workshops at the Archaeological Site of Ancient Olympia and the Sacred Grove of Altis. They observed the natural environment, identified local plants and animals, discussed the relationship between nature and ancient Greek civilization, and reflected on the importance of protecting cultural and natural heritage. They also completed international teamwork tasks by writing short conclusions and creating an environmental message promoting forest conservation.

Students took part in outdoor educational workshops in Sparta. They completed environmental observation activities, identified eco-friendly and non-eco-friendly elements in the urban environment, explored the importance of trees and green spaces in adapting to climate change, and reflected on their own environmental responsibility. Working in international groups, they proposed ideas for making Sparta greener and created personal eco-promises to support.

During outdoor educational workshops in Ancient Messini, students explored how ancient architecture used natural light, sound, and local materials to save energy, investigated historical water management systems, and reflected on the importance of responsible water use. They also observed the landscape, discussed the effects of climate change on the environment, and completed international teamwork tasks by proposing sustainable solutions and evaluating environmental protection at the site.

Students conducted an echo and sound propagation experiment in the ancient theatre, observed how the structure uses natural stone and sunlight, and discussed how ancient eco-engineering methods can inspire modern energy-saving buildings. They sketched the theatre and proposed practical energy-saving solutions for modern schools based on their observations.

Students participated in educational field workshops: Ancient Methoni Eco–Map Challenge. They created sketch maps of Methoni Castle and the surrounding area. They identified natural elements such as wind patterns, wave impacts, and sunny or shaded zones, and discussed the effects of coastal forces and climate change on historical monuments. Finally, they proposed eco-protection solutions, such as planting natural wind barriers or introducing restricted access zones.

Micro-Plastic Detective: Students conducted field observations on the beach near the castle to locate tiny plastic fragments, cigarette filters, and micro-colored particles. They discussed the environmental dangers and removal challenges of microplastics and designed innovative inventions for cleaning beach sand, complete with names, descriptions, and slogans.

During the educational field workshops at Navarino Seafront & Beach, students completed the following tasks: Beach Observation & Data Collection & Discussion & Creative Final Task. They evaluated water cleanliness, checked for litter and recycling bins, described the beach using three adjectives, and counted available trash bins as well as people using reusable bottles or bags. Working with international partners, they discussed the threats of plastic to marine life, sustainable tourism, and school eco-habits, culminating in the creation of an eco-slogan and a supporting sketch.

During educational field workshops in Ancient Olympia, students had the opportunity to explore the birthplace of the Olympic Games and learn about history, architecture, and ancient values. They explored the archaeological site, including the iconic ancient Olympic Stadium, the magnificent ruins of the Temples of Zeus and Hera, the ancient gymnasium where athletes trained, and historical artifacts showcased in the archaeological museum. Students gained deep insights into the origin and traditions of the ancient Olympic Games, the concept of the Olympic Truce, ancient Greek architecture, and how physical movement, fair play, and sportsmanship served as foundational values for ancient society and remain essential today.

EVALUATION 

The evaluation of the exchange in Kalamata took the form of a multi-stage wrap-up workshop titled "Happy Planet – Final Reflection Activity".  To begin, the students formed an "Eco Memory Circle," where they stood in a ring and shared their most important thoughts about Greek nature and the places that inspired them most, ensuring no ideas were repeated. Next, each participant individually completed and decorated a "3–2–1" reflection card, writing down three things they discovered about nature in Greece, two environmental issues they observed, and one personal eco-action commitment to follow after returning home. The next stage involved international group work, during which students discussed the lessons modern society can learn from ancient civilizations regarding harmony with nature, presenting their key conclusions to the rest of the group. The reflection concluded with the collaborative creation of a final eco-message detailing how ancient wisdom can help build a greener future.