The speech of the Headmaster “Loredana Bucci” of the I.C. Renato Moro at the final meeting of the Erasmus + G.R.E.E.N. in Europe

At the end of our Erasmus + project “G.R.E.E.N. in Europe”, years 2016-2018, we report the speech of the Headmaster “Loredana Bucci” of the Comprehensive Renato Moro Institute at the final meeting held in Taranto on May 17, 2018.

This evening’s conference and the challenge of this morning conclude the innovative and exciting training course that lasted almost three years, from the design phase to the approval, application, realization and presentation of the final products, of our Erasmus plus Project entitled ” GREEN IN EUROPE “.
The “challenge” that the students of some second and third classes launched this morning to the Bulgarian students hosted on a problematic situation in Taranto, conceived and presented by the same boys and linked to the seventeen goals of the Agenda 2030, through the application of the business model CANVAS, as a resolutive strategy of the same problematic, was the tangible proof of the didactic commitment, of the study and research carried out by the teachers and pupils of the countries involved.

This evening’s conference, in addition to summing up the design experience of the two years, will also see the presentation of the various outputs, edited by the Project Coordinator prof. Luca Battista and of the Primary School Coordinator Dr. Michela Leandro, ie the main and important products made by young people: from the packaging of eco-sustainable products to the commercials made, to the presentation of business models and related start-ups. Following the award ceremony.


The project, as we all now know, was born with the aim of exchanging and disseminating among teachers and students of our countries (Italy, Basque Country (Bermeo and Bilbao), Wales (Gilwern) and Bulgaria (Sofia) belonging to the European Community, “best practices” in the field of Green lifestyle, green economy and sustainable economic development.

Dear guests, in these two years we have tried to know, to spread, disseminate initiatives, paths and teaching practices aimed at making our young generations and therefore future citizens of the world acquire the fundamental knowledge and skills to mature a style. of life respectful of the environment, an entrepreneurial style starting from the reading, more than critical, proposing of our territories. And we believe that the results achieved are more than positive !

This is the occasion to thank with gratitude all the teachers, the professors involved and all the youngsters who, besides being guided by their teachers, have proved to be receptive, proactive and super active !

Now it’s up to you guys to mobilize families and territory !

Another important objective of our project was the training and self-training of teachers and students on the concepts of sustainability through the exchange of resources or useful documents and resources via the web.
Hence the need to acquire and develop certified technological skills through a targeted training path realized in the kick off meeting held in Taranto in November 2016 and also yesterday at our Institute with the issue of suitable certification, the ONLINE COLLABORATION. This training opportunity has allowed to overcome the physical distances between the various schools and the actors involved, encouraging online collaboration.
The training of the students, by the teachers through curricular and additional paths on the concept of sustainability, has allowed to identify and develop the relationships between environment-productive activities and companies in a mainly positive sense, but at the same time also allowed to mature sustainable behavior in in line with the Green Lifestyle and to train above all 1st grade secondary school pupils on fundamental principles and concepts such as Economics-Finance and Labor Market.
The onsite and online exchange and the dissemination of “good practices” that generate habits, ideas, solutions and entrepreneurial products linked to the principles of healthy living and sustainable economic and social green development, starting from local problems, has been the continuation of the training itinerary of the project.

Undoubtedly at the base of these good practices it was essential to develop and implement, in the course of curricular activities, skills such as technology, language (English), advertising, initiative and entrepreneurship through the drafting of simple business plans and the next study of the Business Model Canvas
But let’s go over the various mobility together.
The first mobility took place in March 2017. Ten students of the secondary classes of the SSIG lived with the undersigned manager of this Institute and the accompanying teachers, an extraordinary experience in the Basque Country, host partner country, and in particular in Bermeo / Bilbao where they experienced a significant moment of cultural exchange that allowed them to know and deal with a socio-economic context, that of Bilbao, which thirty years ago presented the same environmental problems of the city of Taranto. The comparison between what was Bilbao and the discovery of eco-sustainable urban renewal allowed the students to discover a “best practice” to be “replicated” in their territory.


“IL SENSO DI APPARTENENZA,” feeling compact … united … team … it is certainly the right spring to reach important goals and overcome difficulties.

In this school year, for the second year of the project, the mobility of primary school pupils took place. In October 2017, 11 students, always accompanied by the Scholastic Director and some teachers took part in the second mobility, this time in Wales to find out what it means to live according to an eco-sustainable lifestyle and get to know an ECOSCHOOL. The host school in Gilwern is Gilwern Primary School, a school where the watchwords are three: “RECYCLE, REUSE, REDUSE”. RECYCLE, RE-USE, REDUCE “.
Of GALLESE we have appreciated their wonderful “LIVE SLOW”, centered on the enhancement of natural beauties: a dimension of life that helps to mature a style oriented more towards “own wellbeing” and therefore … “feel good about yourself … it is equivalent to … feel good also with others “! In the green of your nature we have been really good … even our little ones!
Finally, in February 2018, the third mobility took place in Sofia, at the school “137 Angel Kancev”, during which the teachers attended an important training course at the “SofiaTech” center organized by the experts of the Junior Achievement. . The training day allowed the mobility participants to know what is at the base of the development of each “business plan”, that is the model of development of an entrepreneurial idea also called “Business Model Canvas” and the “social” version of the same. The “model” is the basis for the development of start-ups and is widely used by the teachers of the “Angel Kancev” secondary school in the entrepreneurial education path. Thanks to this training experience, the teachers of the I. C. Moro have been able to gain awareness that educating entrepreneurship is possible, but above all that, as underlined by the same experts of the Junior Achievement, the “Model Canvas” can constitute a “canvas” from which to carry out any planning activity.
Of the BULGARIANS we have especially APPRECIATED THE ATTENTION TO THE FUTURE GENERATIONS, a dimension of life projected towards the professional working realization.

All these “our” qualities have allowed us to “appreciate” each other …, to understand and live our DIVERSITY as a real added value … that has allowed us to “compensate” us and at the same time to aim at acquire the qualities of each one of us.

We would be very happy to know, at the end of this summary, what the Erasmus friends think of us and our qualities.
Finally, it should be recalled that the quality element of the project was the Europass Mobility, ie the certification of all the mobility of cultural exchanges achieved, using the certification system for training credits provided for by the Europass European mobility plan.

We believe that the structure of the project is certainly easy to convert, that is an exportable school curricular process that can be an example for other schools, but above all replicable in our educational institutions in line with the most recent changes made by MIUR to the National Guidelines with the document “National Indications and New Scenarios” in relation to the thematic scope of Citizenship and Sustainability.

Taranto: in the sea our future!

Best practices related to the theme of sustainability that are related to business ideas, productive activities that could create a value that is not only economic.

 Describe the BEST PRACTICE

Best practices related to the theme of environment  and economic development  that by experiencing the “dolphin watching” on board of special “catamarans” make aware the citizens of the existence of cetaceans not so far from the cost of their own town. The lesson given by marine biologists during the trip educate children to preserve the sea and the aquatic life from the bad habit to throw in the sea plastic and other polluting materials.

 Proposer Country : Italy

To which subject  of the Sustainibility does it refer?

14- life below water


Who does it practise ?

Jonian Dolphin Conservation association for tourists coming in Taranto, but also families and students of Primary and Secondary school.

 Where? (If it belongs to B type, please indicate the geographic place)

 In the Apulia Region,  in Southern Italy, in the Gulf of  Taranto


Since 2009.

From Spring to Summer. In Spring time 3 tours per day from 09.00 am to 05.00 pm for scholastic trips. During Summer months are proposed several touristic tours.

Why do you think that this best practice can be exported?

Because in our opinion this practice is very attractive for students who explore the “treasures” of the sea and learn how to defend it ! It’s also a very important tourist attraction that can increase the economic development of towns where live cetaceans!

Describe the activity

Jonian Dolphin Conservation is an association of scientific research aimed at studying cetaceans in the Gulf of Taranto in the Northern Ionian Sea Tues. Since the know of the marine environment in its many different aspects, the members of the working group put their experiences and skills available for research in the most profound sense of the word. The objective of protecting cetaceans in the Gulf of Taranto can be achieved only by creating awareness in the population that cetaceans still exist in Taranto sea. Such awareness can only be achieved by creating knowledge.

JDC is specialized in the management of marine projects with particular focus on the environmental impact study; specialized in the design and conduct of Marine Mammals Surveys with visual and acoustic equipment and skilled personnel. Its main activity is the “ dolphin watching” that involves tourists and citizens on board of its BOATS; all in cooperation with other organizations and by using nautical means equipped with echo sounder, multiparameter probes, photo-video recording systems in HD, hydrophones for bioacustica studies; It leads sighting campaigns and scientific research on cetaceans for students of lower and upper secondary schools. The association has participated since 2010 to OBIS-SEAMAP, the interactive portal of Duke University that collects worldwide data on sightings of cetaceans.




Sustainable company Eggplant

Best practices related to the theme of sustainability that are related to business ideas, productive activities that could create a value that is not only economic.

 Describe the BEST PRACTICE

 Proposer Country : Italy


To which subject  of the Sustainibility does it refer?

7 – affordable and clean energy and, to a lesser extent

12 – responsible consumption and production.


Who does it practise ?

Eggplant S.r.l. – Domenico Centrone, Vito Emanuele Carofiglio and Paolo Stufano.

 Where? (If it belongs to B type, please indicate the geographic place)

 In the Apulia Region,  in Southern Italy, Bari.


Since 2013.

Why do you think that this best practice can be exported?

Because I think to reuse the scraps of the urban’s activities is really helpful to fight the wastage.

Describe the activity

This company provides advanced bioplastic-based solutions. It reuses organic leftovers and waste waters coming from towns to make new materials -such as fertilizer- and sell them on the market. One of the most important goals of the company is to obtain final products without contributing to pollution.


C.L.I.L. activities 2016-2017 – “OUR CARBON FOOTPRINT”

During the last school year, Classes 1^B and 1^C of junior High school of IC “R. Moro”, Taranto  – Italy,  developed a C.l.I.L. activity about: “Our carbon foot print”.

Following their previous knowledge about the water cycle and some ecological issues, they were guided by their teachers to carry out a general brainstorming concerning the environment and other related topics; they learned about  ecosystems: atmosphere, soil, water and living beings, they studied the carbon cycle and found out that carbon is present in the natural environment.

Step by step, they built up their  vocabulary, they worked in pairs and in small groups and had great time too. Learning by doing they created posters and slogans and it was really amusing for them;

They tested and graded their carbon footprint and understood how fast we consume resources and generate waste.

They debated about Global warming, pollution, recycling, the ozone layer and deforestation; they focused on What to do to reduce our carbon footprint and Why,  filled in charts with missing information and learnt how they can make a difference in the world to preserve our wonderful natural beauties.

They children used Google Classroom app to keep in touch with their teachers and their classmates and  share their activities with them.

Now they are aware that the environmental implications are in our everyday activities It would be a big mistake not doing anything  to  help our planet, they promised they won’t give up and they hope they can change our world, but above all they are very proud of learning all the above improving their English knowledge.

Erasmus Mobility Diary – Gilwern Mobility

At the end of the mobility in Wales, the students of Renato Moro Primary School of Taranto have made short multimedia diaries. Below you will find one of them. Have a Good vision!

Erasmus Mobility Diary – Green in Europe – Gilwern Mobility

Big Pit National Coal Museum

The Big Pit National Coal Museum is an excellent example of the recovery of abandoned industrial areas. Thanks to this museum the workers of this ancient coal mine, now closed for years, have been able to keep a decent work.

Subjects  of the Sustainibility: 8-10-11

The museum provides an underground tour. The route runs 100 meters underground. Only by visiting these places is it possible to understand how the life of coal miners was.

An award-winning national museum that still retains many features of its former life as a coal mine, standing high on the heather-clad moors of Blaenafon, the tunnels and buildings that once echoed to the sound of the miners now enjoy the sound of the footsteps and chatter of visitors from all over the world.



Here is the presentation of the activities of the project done by the students of the Primary school to discover the meaning of a “Green lifestyle”.

ERASMUS Galles IC R Moro Taranto

ACTIVE SCIENCE – Outside and inside the sea – Project

Best practices related to the theme of sustainability that are related to business ideas, productive activities that could create a value that is not only economic.

 Describe the BEST PRACTICE

 Proposer Country : Italy


To which subject  of the Sustainibility does it refer?

8 – Decent Work and Economic Growth

14 – Life Below Water

17 – Partnerships for the Goals


Who does it practise ?

I.C. Renato Moro (School); “Co.MIR” – Southern Cooperative Surveys and Researches, “Ittica Jonica”- Cooperative Society, Department of Biology of the”A. Moro” University of Bari, Networked with the IISS- High School of Applied Sciences – Industrial Technician with sections of Computer Science and Telecommunication, Chemistry, Materials and Biotechnology “Majorana”  Martina Franca.

 Where? (If it belongs to B type, please indicate the geographic place)

 In the Apulia Region,  in Southern Italy, in the sea of Taranto.


The activity took place during the academic year 2016-2017

Why do you think that this best practice can be exported?

This activity is exportable as Best Practice because it is an important partnership between school, university and workers’ consortiums.

Describe the activity

The project was intended to expose the students to science and its research method throughout a task oriented and guided practice teaching approach. The on-site visits on the coast line, for inspection, detection and sample survey and collection, aimed to learn more about the oyster reproductive cycle (Ostrea Edulis).
Considering the local oyster farming cultural and historical roots, the oyster spat collection, the growing cycle, the organisms set aside, the morphometric evaluations and the environmental assessment were the main activities developed on the matter.


SCIENZATTIVA Demo Output.pdf


SCIENZATTIVA fuori e dentro l’acqua



Proposer Country  

■ Basque Country  

To which subject  of the Sustainibility does it refer ?

□ 1   □2  ■ 3  □ 4 □ 5   □ 6  □ 7  □ 8 □ 9   □ 10  □ 11  □ 12 □ 13   □ 14  ■ 15  □ 16

□ 17

Who does it practise?

Askora is one of the companies that practises the use of green products.


Askora carries out this practise in some schools and other places. One example is our school. Apart from here, it is also carried out in other parts of our area. Askora also render services in Gipuzkoa, Bizkaia, Navarra, Araba and La Rioja.

The central office is in San Sebastian, Gipuzkoa.


Askora service is always working, but our school only has few highlight days in which we eat ecological or local food.

They started working in 2015, few years ago.

Why do you think that this best practice can be exported ?

This company is committed with local producers so people gets interested. Despite being interested, local products are an advantage for our environment because they do not have to use much transport. So, using local products is a way to pollute less. Because of that, this company can be exported.

Describe the activity

Askora is a group that is committed with local lands, products and producers. The forty per cent of the menus contain local and ecological products.  The days that the menu is not highlighted the food is not local or ecological.




G.R.E.E.N. in EUROPE – Il progetto

Il progetto G.R.E.E.N. inEUROPE scaturisce dal bisogno di scambiare e divulgare, tra docenti della scuola primaria e secondaria di 1°grado dei diversi paesi della Comunità Europea, buone prassi che sviluppino e diffondano iniziative didattiche che mirino a far acquisire  agli allievi competenze e conoscenze fondamentali per far crescere in loro uno spirito imprenditoriale ed un comportamento rispettoso dell’ambiente. Le difficoltà per la gestione del progetto,  dovute alle distanze fisiche tra le varie scuole e al numero elevato degli attori coinvolti, potranno essere superate grazie all’utilizzo di strumenti  di collaborazione online. E da questi strumenti che parte il progetto, questa è la prima competenza che i docenti devono acquisire attraverso un percorso di formazione che si completa con una certificazione riconosciuta dal programma ECDL. Acquisite le conoscenze per attivare un flusso di comunicazione di buone prassi e metodologie, i docenti si attiveranno per testare le competenze acquisite direttamente su un progetto didattico di respiro europeo. Essi   guideranno i propri allievi , verso lo scambio e la divulgazione di buone prassi che siano portatrici di abitudini, soluzioni, prodotti e idee imprenditoriali che ruotino intorno ai principi di una vita sana ed uno sviluppo economico ecosostenibile. Ogni scuola  sarà portatrice di soluzioni verso un reale sviluppo green, sociale ed economico, ma al tempo stesso mostrerà le proprie criticità locali. Proprio su queste criticità gli studenti potranno elaborare proposte creative per un piano di comunicazione o un’ idea d’impresa partendo dallo studio di soluzioni reali acquisite on site grazie allo scambio transnazionale. Per ogni abitudine, soluzione o prodotto, che ogni scuola deciderà di importare da una diversa realtà nazionale verso il proprio territorio, team di allievi potranno scegliere di intervenire con una delle seguenti azioni:
• sviluppare un progetto di comunicazione per una campagna pubblicitaria che miri alla divulgazione di processi/abitudini o
commercializzazione di prodotti appartenenti alla sfera del Green Lifestyle; .
. sviluppare uno schematico business plan per quelle soluzioni green che possano tradursi in idee imprenditoriali nel proprio
Lo scambio di queste buone prassi non potrà prescindere :
–  dall’utilizzo delle moderne Tecnologie;
–  dall’uso di competenze linguistiche;
–  dal possesso dei fondamenti della comunicazione pubblicitaria;
– dal possesso dei fondamenti per la stesura di un semplice business plan.
Il  progetto prevede inizialmente una ricerca da parte dei ragazzi ciascuno nel proprio Paese, di cosa sia uno stile di vita Green. Si tratterà di una ricerca-attiva, una scoperta su quali siano le giuste strategie  per una vita sana, su quale sia la giusta alimentazione, sull’importanza dello sport, sull’abitudine al rispetto dell’ambiente, al riciclo dei prodotti, alla riduzione dei consumi, alla rigenerazione delle risorse, all’uso di energia pulite.  Da queste osservazioni e riflessioni scaturirà un GREEN LIFESTYLE caratteristico del proprio paese di appartenenza (con soluzioni, abitudini e proposte ecologiche) che  sarà schematizzato e  condiviso   virtualmente con tutti gli altri studenti dei paesi partecipanti attraverso strumenti dell’ Online Collaboration. Sarà un primo momento di confronto e analisi “a distanza” delle buone prassi proposte dai vari paesi. Seguirà poi, uno scambio culturale sul posto, con i  viaggi  degli alunni nelle diverse nazioni , durante i quali potranno  acquisire una documentazione fotografica, fare dei video, ricerche testuali, fare interviste  e persino prendere  dei campioni di prodotto. Questo scambio culturale sarà certificato utilizzando il sistema di certificazione dei crediti formativi previsti dal piano EUROPASS per la mobilità.
L’ultima fase del progetto darà agli studenti una grande opportunità: i bambini della scuola primaria potranno sviluppare una campagna pubblicitaria per la produzione di prodotti ecosostenibili o di sensibilizzazione verso l’acquisizione di nuove pratiche green, oppure dei packaging di prodotti ecosostenibili; i  ragazzi di scuola secondaria dovranno sviluppare un Business Plan semplificato, basato sull’emulazione di idee di impresa acquisite durante lo scambio culturale, ma contestualizzate nel loro territorio. La struttura del progetto è di facile conversione verso un percorso curriculare scolastico esportabile. Esso può essere esplicitato anche conservando la struttura di scambio internazionale. Il gruppo dei docenti di coordinamento del progetto elaborerà, al termine del percorso, un documento che sia formalmente una proposta curriculare ben dettagliata. Il percorso così testato sarà pubblicato sulla piattaforma web TES ( che raccoglie tutte le buone prassi attinenti all’insegnamento della competenza dell’imprenditorialità.