The United Nations Committee on the Rights of the Child’s General Comment No 13 (2011) highlights that violence, harassment and bullying are unacceptable in any context and violate a range of human rights. Even if we believe that the obtained data regarding bullying represent just the tip of the iceberg, the researches' findings show a significant increase of bullying in the last years. Child Helpline International (2012) involved 142 countries in their research and evidenced that in 2012 there were 251 640 cases of bullying worldwide, whilst in 2004 there were 67 142 cases of bullying. Furthermore the same research underlines that nine out of ten cases of bullying take place at school. On the other hand, relevant and updated studies (EU Kids Online, 2014) that involved 33 countries, including Romania, Bulgaria, Czech Republic, Poland and Italy, underline that students are more likely to be exposed to bullying and cyberbullying than in 2010 and a cohesive and proactive strategy is needed in order to decrease the risk of being bullied. Furthermore, bullying and cyberbullying have a negative impact on the child's development, school and social life and the victims are likely to become more vulnerable, to suffer from depression, to encounter school failure and to face suicidal thoughts and behavioural problems (Asociatia Telefonul Copilului, 2014; McDougall and Vaillancourt, 2015). As bullying and cyber bullying seemed to be a growing phenomenon in our schools, during the project's implementation, we focused on this problem and proposed an appropriate approach to effectively manage online and offline bullying. Our target group was made of students who faced social and economical obstacles, students who were bullied, students who bullied or were likely to bully, students who had limited social skills and anti-social or risky behaviour, teachers and parents who wanted to manage effectively online and offline bullying. Based on the needs' analysis that we conducted in our schools, the objectives of our project were:1. To develop 3 skills that prevent online and offline bullying (effective communication, problem solving and creativity) for 1 000 students from 5 school partners. 2. To improve 1 250 students' self-esteem and self-efficacy from 5 school partners.3. To raise the awareness of 500 parents from 5 school partners regarding online and offline bullying.4. To develop one model of good practice regarding the effective management of online and offline bullying. 5. To strengthen the capacity of 620 teachers to manage effectively online and offline bullying whilst promoting participatory approaches and ICT - based methodologies.Our project promoted inclusive education and proposed a complex methodology rooted in child protection research and child's psychology. The project planed not only to manage bullying but also to prevent bullying whilst developing an Open Resource, one model of good practice regarding the effective management of online and offline bullying. Based on the current researches, the school partners decided to help the students to develop skills that matter, such as effective communication, problem solving and creativity as well as the students' self-esteem and self-efficacy, stimulating their involvement in SmartClubs whereby they learnt to cooperate with others in order to achieve specific goals and to express appropriately their views and feelings. The students from our target group developed skills that matter and can enable them to not bully others, to achieve their full potential and to become active and supportive citizens that accept differences of opinion, of conviction, of belief and of lifestyle, while respecting the rule of law, diversity and gender equality. The project strengthened our students' ability to think critically, to exercise judgement, to communicate better with others and to appropriately express their thoughts and feelings. Our students started to bully less as they became more emphatic and focused on solutions rather than problems and differences. On the other hand, the project strengthened the profile of the teaching professions and the teachers from the target group improved their teaching style, using more participatory approaches and ICT - based methodologies, which made the act of teaching more attractive for their students. Furthermore, the school partners increased their capacity and professionalism to work at an international level and improved their management competences. The project reinforced the international cooperation with partners from other European countries and the teachers and the students involved improved further their English language competences.

Three primary schools participated in the project; Green Park Primary School, Dover, Istituto Comprensivo Paolo Emiliani Giudici, Mussomeli, Sicily, and Santiago Ramon y Cajal, Hospitalet de Llobregat, Barcelona.We collaborated to achieve a shared objective - to raise achievement in Migrant Pupils (RAMP). Each school had rising numbers of migrant pupils and had pupils from social and economically impoverished backgrounds. Pupils face low employability futures and many families rely on benefits. Each school had rising numbers of pupils who do not speak the local language and was seeking to provide innovative ways to support those pupils, parents and teachers.Our objectives were to raise attainment and integration of migrant pupils, improve assessment and tracking and provide effective intervention programmes. We aimed to review and improve our use of ICT and provide effective home/nursery to primary school and primary to secondary school transitions. We wished to develop a school culture which valued diversity, to increase positive migrant parental involvement in school and enhance teacher knowledge of potential barriers to learning faced by migrant pupils.Europe's migrant crisis places has a significant impact on Barcelona, Sicily and Dover which all face additional problems due their locality. The Catalan speaking Spanish school had 20% pupils speaking neither Catalan or Spanish and both the British and Italian school were seeing numbers of non-national language speaking pupils rising steadily. Main activities undertaken were six Learning, Teaching and Training weeks, two organised by each partner. These gave carefully selected staff the opportunity to learn from and share good practice in the following core project areas; valuing diversity, teaching methodologies, transition practices, parental involvement, use of IT and learning environments. In each location, staff visited a range of teaching establishments, including centres of expertise in working with migrant pupils. We also visited community based migrant help projects. In each location, staff met with migrant parents and pupils too. In the UK, migrant charities provided visiting speakers and workshops for all pupils, awarding Green Park a ‘School of Sanctuary’ status in recognition of our work with migrant families. Whole school annual diversity celebration weeks were held in each of the 3 schools, celebrating diversity through a wide range of cross-curricular activities based on a joint theme.Staff report that travel has widened their experience, giving a better understanding of migrant pupils – their needs on entering school, home backgrounds, possible previous school experiences. Staff now feel happier to approach parents and build a relationship with them. Staff feel more positive towards migrant pupils, seeing their different culture as an asset to enhance our own understanding.Teachers felt that the opportunity to exchange ideas and good practices with other schools was very positive, e.g. In Spain we witnessed ‘reception classes’ for pupils without Catalan or Spanish to learn through real life experiences. This approach is now being used by some teachers of EAL pupils in the UK .After observing multilingual displays in Spain and Italy, the staff in the UK have improved our own multilingual signage.The teaching of French in the UK was enhanced when a teacher from our partner school in Spain visited, helping teachers prepare themed French activity boxes, to enable a new approach to class teaching of French. This used rotating groups, with each focusing on a different aspect of the language i.e. listening, speaking, communicating for a purpose, writing. Staff in the UK felt that although we already used intervention programs for EAL pupils before the RAMP project, now, the school has a more holistic approach to inclusion. Now prior to intervention sessions, pupils complete gap analysis assessments, and intervention sessions are closely targeted to individual needs. More able English speaking pupils are used as mentors to continue to model new vocabulary in the classroom or playground.All pupils have loved our cultural days. All felt included and the migrant pupils loved the opportunity to shine, leading classroom sessions, imparting knowledge, sharing their cultures and languages. They felt proud of themselves and gained confidence through having their parents in the class. Staff report that local pupils are now more aware of the needs of migrant pupils, they are more helpful and welcoming. Parents feel more positive about school and more able to approach staff, There is better attendance at parent - teacher events.Green Park has collaborated with a migrant charity 'Samphire'. We have attended their Dover Multi Cultural day and they have provided workshops to pupils, awarding us with 'School of Sancturary' status.The above impacts are all considered to have long term benefit.

Our project “Miracle of nature: inevitable learning” targets students and teachers from five European countries: Italy, Finland, Turkey, Belgium and Spain. This is a two-year long project which has as general goal to implement new methodologies based on non-formal and informal ways of learning outside the traditional classroom using the natural and cultural European heritage that each school is owner of as a lab. We recognize the natural heritage as a source of knowledge and motivation. We will use the surrounding environment of each school as a lab to find new possibilities to enjoy the nature in a respectful way and understanding how environmental characteristics influence each place’s culture. The objectives of this project are to increase the levels of achievement and interest of our students in STEM (Science, Technology, Engineering and Maths), to use the natural and cultural European heritage as a source of knowledge, to observe environmental impacts as well as good practices to protect the environment close to our schools, to use innovative approaches based in informal and non-formal methodologies outside the traditional classroom, to enhance ties among of different countries and to reinforce the inclusion of students with specific necessities.The participants will be secondary school students and teachers of the five partner schools. The total number of participants that will join the mobilities will be 137 although more will participate through the eTwinning platform from their own town and also when the activity is held in their own school. Students with social and economic disadvantages will be specially taken into account encouraging their participation. Along the visits at each school, local society as families or local authorities will also be involved in some of the activities.We have planned to carry out eight activities: five short-term exchanges of students, one in each country, two short-term exchanges of teachers consisting in one workshop and a training course, and one long-term mobility of two months for a teacher. Apart from that, virtual mobilities will also be organized for participants through the eTwinning platform.For achieving the proposed objectives, we will use a practical methodology outside the traditional classroom based on informal and non-formal learning using the natural environment as a lab. Learning by doing, observing natural processes and solving problems activities will be organized with the aim that students acquire knowledge based on STEM principles from the natural and cultural heritage that surround each school. Students will join in international collaborative groups to solve specific tasks in an active and motivating way. With the implementation of this project we will obtain different kind or results as a know-how book with didactical guides to learn from the environment outside the classroom, a physical and virtual herbarium with useful plants of each region, logo and song of the project, a multilingual dictionary, a blog, a better motivation for STEM subjects, a wider vision of European cultural heritage, better conscience of local environmental impacts and acquiring new tools to teach in international collaborative situations.We expect great impacts with this project at different levels: school, local society, national and international. These will start from the initial activities of the project till beyond it finishes. Thus, participants will learn STEM subjects in a new motivating way, will understand other European realities first hand better and how culture adapted to specific environmental realities and will observe good practices to deal with local environmental impacts. Other impacts will be learning new teaching techniques to teach outside the classroom using the resources that the natural environment offers us, learning from uses of plants in different countries and enhance ties among European schools. Students will strengthen ties among other mates of other countries. Schools will broaden their European dimension. Families will see Europe closer to them. Towns and regions will know about other European regions and vice versa.Many benefits will be achieved carrying out this project transnationally. It will help participants to learn STEM subjects in new places outside the traditional classroom, use new strategical techniques based on informal and non-formal approaches, discover the natural and cultural European heritage of other countries, develop intercultural communicative skills, learn good environmental practices carried out by other countries and enhance ties among participants working together. After the project ends, results will be accessible from the eTwinning platform, project blog, school’s websites and other European platforms to anybody interested in practical activities to learn from our cultural heritage out of the traditional classroom.

The concept of sustainability was first mentioned at the World Environmental Conference,held in Stockholm in 1972.However,in Brundtland Report published by the UN Comission on Environment and Development in 1987, it was also defined as the concept of sustainable development and today its scope has been expanded thoroughly.The concept of sustainability is based on the idea of reducing environmental problems as well as preserving the natural structure of the environment. Along with the needs of the next generations, the aim of bringing the idea of long-term sustainable consumption to daily life without putting the whole World in danger reveals the importance of this concept. Protecting the environment will only be possible if individuals have the confidence to act with an edequate environmental awareness.In this context,school as educational istitutions should strictly follow the principles of sustainable development as a whole,including their students, teachers,administrators,assistant staff and families.The ESST Project aims to contribute to their target audience, who develop empathy for all lifestyles , adopt sustainability as a life principle , can look at nature as a whole and be aware of the effects of their beavior on nature.In addition,it will contribute to the development of basic skills and competences (Science and Social Science , Language,ICT, etc.) by supporting its partivipants a academically.By including disadvantaged student groups in the Project , they will increase their loyalty to school,remove social barriers and work specifically to raise therir academic success.In addition , it will enable the exchange of good practices by acting with an environmental action plan to learn and transfer the successful practices that the partners are carrying aut locally.For ESST Project , 5 EU member countries (Germany,Lithuania,Croatia,Spain,Italy) with a cordidate country (Turkey) schools have been met. These are successful practices to create environmental awareness by adopting local sustainability principles.They adopted the principle of “think global,act locally”fort he solution and prepared an EU sized sustainability education action plan under the coordination of the Turkish school. Each school has prepared a transnational education activity (LTT) fort the project within the framework of the practices and expertise they focus on locally (6 pieces).They will also take leadership in the tasks to be carrried out during the Project and in the outputs that will emerge.Topics to be covered in transnational education activities are climate change effects,nutrition,biodiversity,carbon footprint,energy and waste management (resycling) within the scope of environmental sustainability.A total of 120 students and 60 teachers will participate in the transnational trainings.Students will be selected from the 12-15 age range. Apart from this,schools will make and expand the activities they will perform locally within the framework of the activity plan prepared,open to all student groups.Qualitative and quantitative measurement tools that will be used for measuring Project objectives are also determined.These are;-Pre and post tests(Wise human test,what kind pf consumer you are)-Achievement tests at the end of the activity (Kahoot)-Written grades and caurse success of participating students.-Teachers evaluation reports and feedback after the activity-Number of students attending environmental clubs in schools.-Participant profiles in in-school and out of-school activities.-Activity minutes (Attendancy,duration,number of participants)-Numerical data of social media accounts (follawers,views,comments and likes)-Written and visual press news. The education and trainning outcomes that will emerge at the end of the Project are;-E-journal(3 months,6 issues)-Sustainability agenda-Mini greenhouses, seed libraries, project commemorative forests.-Intelligence game named Defeated Pollutant.-Sustainable recipes book.-Information corners with zero waste campaign.-ESST Project Effective Consumer Law.-eTwinning Project and potential quality labels -Social clubs and social media accounts they control-Sample lesson and activity plans , video,photographt etc. Materials.Within the framework of the Project is dissemination activity plan, the priority of the schools to be followed fort he target audience and stakeholders at the local level in the visibility of the Project, the promotion of the work done and the announcement of the results; all students at schools (4600) and their families,educational institutions in the immediate vicinity,local government agencies,relevant NGO’s.Transnationally, the website and social media addresses will be opened with the Project,and the eTwinning Project will be launched and implemented simultaneously with the Project within the scope 2020,eTwinning “Climate change and environmental challenges year.”