The project will address shared and, locality based, environmental concerns that affect the school local community and wider geographical area. Each school will identify the main environmental issues in their locality and then share these with their partner schools. Action plans will be written to focus on how the school can contribute to the positive development of the key issues. Pupils will be involved at all stages of the project; planning, implementation and evaluation. The focus for this involvement will come through school”eco-groups” that will be established in all schools in advance of the project. At the end of the first year the group will decide on one key issue emerging from their own school and one shared issue that is common to the partnership .Work on the project will actively involve our wider school communities developing real, purposeful community cohesion. The mobility aspect of the project will not only allow for teachers and pupils to see first- hand the issues in their partner countries but will motivate them to develop their understanding and usage of other European languages provide learning and teaching opportunities. The way in which the partnership has been set up in terms of communication and co-operation will provide learning and teaching opportunities that allow individual schools to develop their existing skills and knowledge and understanding of Information technology as a means of sustaining the effectiveness of the project. End products will include, a report on the project to be sent to various agencies including; local education and environmental authorities and national “eco schools” co-ordinators .Schools will produce and be able to use traditional and electronic board games which will be further project end products.