The preparatory phase (since August to October 2006): during this phase the “pilot-schools” (one in each Country) have been contacted, selected and involved; the work in the project will be carried out throughout 8 work packages. In the course of this preparatory phase the educational actors, particularly the schools, have been involved through the proposal and the discussion of specific didactic tools and the agreement about the global empirical-theoretical approach.

The proactive participation has been planned throughout the different steps of the work process. Another important aspect analyzed was the definition of number of the students and teachers involved in the different project activities in each Pilot-School: in the “General Educational Schedule” the project involved most of the students 15-18 years old and at least 15 teachers in the “Pilot-School Meeting”; 30 students clustered in the “Working Group” and 3 teachers of the “Teachers’ Team” in the “frontal lesson educational plan”; the project involved the same “Working Groups” and “Teachers’ Team” in the “Technical Educational Schedule”. So, the total number of the students and teachers involved in the G.E.S. and T.E.S. was, respectively, 180 and 18 in six Countries. The WP2, WP3, WP4, WP5 and WP6 have been developed simultaneously in each Country, furthermore the various activities of communication and dissemination at national and local level have been developed during the whole project process, step by step. Finally, for the common dissemination phase (WP8) there was the precious support of FEDARENE that thanks to its great experience in this field gave an important contribution to the correct circulation of the partial and final results during the whole project duration. A last important, indirect, goal of the project was the improvement of the circulation for the English language as common language for the students and teachers of the involved Countries: every didactic material (CD/DVD-ROM, website/webtools, booklets, tests, games and exercises) was circulated in English and in every national language, contributing to the forming of an European Community sharing experiences, sensitiveness, best practices and language also.

After the first project meeting, the agencies’ personnel will took care to realize (WP2):
- a common educational schedule according to the decisions matured during the meetings with the key-actors and the target groups (preparatory phase)
- a consistent application of the educational toolkit
At the WP3 the educational process realized: in each Pilot-School, the “General Educational Schedule” reached:
- all the most of  students 15-18 years old (i.e. “Students’ Cluster”) and at least 15 teachers (i.e. “Teachers’ Cluster”) in the course of the “Pilot-School Meeting”
- the “Working Group” and the “Teachers’ Team”.

The approach has been detected during the “preparatory phase” and tuned up during the WP2

The WP4 was focused to the definition and implementation of a common methodology to monitor the status quo in terms of energy consumptions. The WP5, named “Technical Educational Schedule”, developed a deepening on the SAVE issues addressed to the “Working Group” composed by 30 students and 3 teachers i.e. “Teachers Team” (in each pilot-school) according to the pre-fixed criteria.
Also, at the end of the WP5 Energy Points of Contact (EPC) were formed; they have been composed by the students from the “Working Groups” and the “Teachers’ Teams”. The EPCs were relevant channels of internal communication and dissemination about the process project t and its partial and finals results establishing a direct relationship students-to-students and teachers-to-teachers.
The WP6 was one of the most relevant of the project: an “Energy Team” has been constituted” (in each pilot-school) made up of 3 teachers from the “Teachers’ Team” and a group of 10 students selected from the “Working Groups”. Those teams, supported by the agencies’ technicians, had the task to make energy audit using a specific software to calculate the energy consumption, pointing out the critical urgencies, planning the potential corrective interventions according to criteria of energy efficiency and obtaining the reduction of CO2 emissions in each pilot-school (one for each Country).
The quoted subjects were related to set up long lasting Energy School Managements (ESM), supported by the technicians of the energy agencies, they had the responsibility to manage permanently the energy consumption of the school buildings as follow-up of the project.
The WP7 “communication and dissemination” had a duration equal to the whole duration of the project and  was managed by ALESA. In the course of the this Work Package events and workshops have been realized at local, national and trans-national levels.
Also, traditional and new media have been used. Particularly, the students which took part in the educational process, implementing the previous activity of the “Energy Points of Contact”, became real “energy ambassadors” in their own school and, indirectly, into other schools of their territory giving a solid contribution to the dissemination of the results and the increase of environmental consciousness.