"The visually impaired constitute a community at risk of social exclusion. Beyond the strict definition of visual impairment, or the percentage of vision loss of each individual, adequate training is crucial for the full social integration of this community. In addition, raising the awareness of the rest of the population towards the special needs of disadvantaged groups in general and visually impaired people in particular requires educational interventions in this regard. On the other hand, the emergence of new technologies, such as 3D printing, has opened a range of educational possibilities and services that can alleviate the aforementioned inequalities and collaborate in inclusive actions. The main objective of this project is to attend to the inclusion of students with visual impairment. This objective is addressed from a number of points, including service-learning methodologies that promote awareness of the needs of this group and the educational development of 3D printing skills. The 3D products can facilitate routines and empower the visually impaired students involved in their design, production and evaluation. It is strongly recommended that the visually impaired attend a specific training, but also it should be complemented by inclusive training in conventional schools. Students entering the school for the first time always receive the pertinent documentation that includes, generally: schedules, rules, staff of the centre, facilities plans (blueprint), etc. All these data are usually translated into Braille when a visually impaired student enters. Everything except plans. Around this last ""lack"" and necessity this project is structured. To this end, it is proposed: - Design a specific training of teachers that includes: a) technical and didactic aspects of 3D design and printing; B) knowledge about the service-learning methodology centered on visual impairment. - Develop and edit a didactic unit related to 3D printing linked to the learning service, including a teacher's guide and an associated student mini textbook. - Train teachers in this regard to implement both ideas in the classroom. - To implement in the classroom the learning of 3D printing, with the aim of generating useful objects for the visually impaired, in particular school plans, as well as plans of outpatient clinics, hospitals, metro stations, urban routes maps, etc. - Involve students with visual impairment in the process of learning competencies in 3D printing, including the design, preparation and / or evaluation of the ""3D objects"" produced. - Make available to the community of people with visual impairment such objects. Depending on the number and quality of ""manufactured"" objects, they will be donated to the ""mapped"" places (hospitals, museums, etc.). The expected impact is clearly visible. There will be effects, both in awareness-raising about the visual impairment (among the participating students), and in improving the life conditions of the final users of the 3D objects. All the necessary means of diffusion will be used to guarantee its visibility. Likewise, the sustainability of the project is ensured both by the long ""useful life"" of the objects generated (permanent regarding their designs), as well as by the didactic methodology used. It will be easily replicable in successive years and surely, will leave a mark (in values) in the participating students. In order to guarantee the success of the project, we have tried to ensure that the partnership covers the maximum aspects. The partners are: two governmental and one non-governmental organizations dedicated to the inclusion (education and rehabilitation) of the visually impaired; A company that produces 3D printing equipment; An educational regional institution; Several educational centres where there are visually impaired students enrolled. In addition, the geographic location of the partners (Greece, Latvia, Spain and Iceland) ensures sufficient variety to generate the corresponding synergies, providing very different visions of the project approach, thus ensuring an adequate European dimension."

According to Greek Mythology, the first volunteer was Prometheus, the Titan who stole the fire from Gods and gave it to humans, bringing knowledge and art to the world. Volunteering is the skeleton that can serve as an antidote to the crisis and social inclusion. Also, as a factor in creating active European citizens. Greek school recognizing the need to improve the quality of education in active citizenship and supporting pupils'involvement in volunteering, joined a Volunteering Greek Thematic Network, trying to give a holistic approach and cover this gap.STAND BY ME project, will work in making it worldwide and sustainable by forming a European networking group of passionate teachers and pupils.Volunteering is defined as volitional provision of services without being paid or rewarded. Thus, people are called volunteers when unselfishly offer time, knowledge or services. STAND by ME project empowers these values focusing in creating active volunteer citizens. This can be accomplished not only by organizing TARGETED actions, but mainly by EDUCATING pupils- teachers and community.Our project seeks with a simple way to act as a starting point for reflection around volunteering, encouragement for action and motivationPROJECT'S OBJECTIVES:1-familiarize students and teachers with the concepts, values and principles of volunteering and active citizenship2-acquire knowledge about the ways of volunteering3-encourage pupils - communities to be engaged in volunteer actions, providing them the necessary tools.4-strengthen teachers’ profession, providing them with non formal methodologies, regarding activities that will make them able to convey the values of volunteering, equality and non-discrimination 5-form a NETWORK of European schools/associations promoting European identity 6-develop the digital, linguistic and social skills of our students7-reduce the early school leavers Just as Prometheus brought the fire to the humans, our project aims to bring the FLAME of Volunteerism across 6 countries, through 6 schools and local communities from Arctic Ocean to Mediterranean Sea.The “Volunteer’s FLAME” will focus on 6 aspects of volunteering that contribute to Culture, People, Sports, Education, Nature and Science.The FLAME will spark in Iceland in Oct 2019 and will run all over Europe inspiring volunteering in many fields and conclude in May 2021 in Romania. Within these 2 years, the FLAME's team, will experience 6 cultures, languages, ways of thinking and acting. In the end of the travel, target groups will have a unique opportunity to gain a deeper understanding of the ideals of mutual solidarity and active citizenship.This project, lies at the roots of Inclusion, Solidarity and Active Citizenship, aims to mainstream volunteering and support disadvantaged pupils/ immigrants or with health problems to be involved in order to take over responsibility, get socialized and improve self -esteem.Target groups will be: 4560 students and 585 teachers from 6 schools, parents, institutions and youth clubs.The project will be developed through a variety of subjects: Maths, Language, History, Science, ICT, Social, Cultural, Environmental Studies, Art, Music and Physical Education in order to maximize impact.A wide range of formal, non formal and extra curricular activities will be used in order to get more inclusive schools and stimulate tolerance. Workshops, STEM laboratories, seminars, presentations, simulations, field trips, workshops, eco-games, role-play, brainstorming, Group discussion, world café, image-making, films, drama, sports. Pupils will be able to interact, having fun! Activities will be disseminated through our website, the Erasmus + Results Platform, EURODESK, social groups and media. Moreover, eTwinning platform will be used in all phases of the project. Through raising awareness of the importance of volunteering and sensitization of pupils to civil society support activities, we expect long term benefits as: extended knowledge of English, improvement of the linguistic and ICT skills, development of key competences, reduction of the early school leavers, changes in the curricula, introduce Europass in schools, prevention of social exclusion, discrimination and racism, encourage of critical thinking, integration of people with poverty in the social and school environment, direct contact and communication of pupils with similar social groups. Our project, will be a basis for sustainability, developing a strategic approach to strengthening the links between the six schools and its local environment, deepening concepts of local and European identity.VOLUNTEERING is a Vision and life style, aims to underline deep involvement and commitment.Gives inspiration and motivation to millions of volunteers worldwide. STAND by ME project, will support this vision to set the scene to enable the movement to grow, so the future generations will be able to live a better life!

"Geomythology is the scientific field which interprets mythology in relation to natural environment and climate during the mythological period. During the long pre-historical times geo-environmental changes were numerous and dramatic.Eight primary and low secondary schools from Greece (coordinator), Latvia, Italy, Poland, Turkey, Portugal, Turkey and Hungary followed the adventures of a meteorite, a ROLLING STONE, which fall from space in Latvia in October 2016 and rolled all over Europe, searching for GEO-myths and climate changes. Finally in May 2019 fall in the Atlantic Ocean in Portugal. Over the 3 years pupils, teachers and local communities experienced cultures,languages and ecosystems The ROLLING STONE was a vehicle to motivate and inspire pupils in language - spoken and written - and also be involved in all the activities. Pupils interacted with the RO*STO and shared their experiences on the Project Blog and Pupil's Discussion Board THE MAIN OBJECTIVES were:1)the study of nature and environmental changes, their interpretation with the assistance from mythology.2)the multi disciplinary approach of the subject through various scientific fields, exploring the relation between Myths and geological /climate changes of the past3)the research of the past or contemporary relations in different parts of Europe, such as common river names, city names, local customs similar in many parts of Europe4)the migration and ethnic diversity, answering the question why people were migrating from one place to another and environmental changes that forced them to migrate 5)to improve the practice of foreign languages and ICT for students and teachers and strengthen teachers' profession6)to reduce the early school leavers Through the activities the project:- brought students in contact with nature, found solutions and realized that is constantly changing - familiarized students with Myths, legends, traditions and interpreted the phenomena they were describing in times when natural sciences were unknown- helped exhibit cultural values, cultivated eco-knowledge and increased attractiveness of local and European monuments - designed THEMATIC GEO-mythological parks in eight countries, connecting mythological places where intense environmental changes have left their marks, for sustainable development and Alternative Educational Tourism,- worked in making the Greek Thematic Network world wide and sustainable The project had a Language/Literature theme throughout and encompassed themes like Entrepreneurship, Supporting Disadvantaged Pupils, using ICT across all work.This project was addressed to mainstream and disadvantage learners, teachers, parents, stakeholders/ leaders in local communities, tourism organizations, school heads and youth.The target groups learnt about other nations in the long time history and to realize more deeply the principal idea of mutual rapport and understanding.Students planned and carried out eight project events during three years for the general public and invited guests. The impact was very big for all target groups and local communitiesFollowing RO*STO’s adventures we improved teachers' and pupils' language and digital skills. Management, leadership, planning and organizational skills also improved.Teachers reconnected teaching and learning activities to the natural environment and transferred this to their daily school actions.The project was developed through a variety of subjects: Maths, Language, Geology, Geography, History, Technology, Cultural, Environmental Studies, Art and Physical EducationEight countries introduced STONE from Space and developed concepts of active citizenship (national and European), sustainability and social coherence through engagement with the myths and the history of the sites, their place in the local environment, as markers and continuers of cultural identity.Also produced tangible results as: ""The amazing trip on Earth"" book and e-book, The ""Myth book"", Geomythological paths and maps in eight countries, Calendar, Mini-Geodictionary, activity e-book and local eco-clubs The project used the existence of GEO-myths of different areas of Europe and Asia as a basis for sustainability, developing a strategic approach to strengthening the links between the 8 schools and its local environment. Encouraged communication between schools, historical sites and social/economic partners at local level in order to develop the knowledge of learners.Future generations will have the opportunity to visit, study and discover the places where myths took place as a tool for Alternative Educational Tourism. As a result of close and and fruitful collaborations between partner schools and local communities, plans have been initiated for twin-city schemes, as well as exchange student programs, in order to support language learning and cultural development.All results are uploaded in Twinspace and project's Blog:http://blogs.sch.gr/4dimlamias/"

<< Objectives >>The ASTR@CTIVE project will propose an novel methodology to motivate primary school students and teachers to participate in interdisciplinary science-and-sports initiatives and to develop and establish a network that will work together, exchange practices and maintain the activities and results in the Future.Using SPORTS, NATURE, outdoor and DIGITAL learning in a meaningful, attractive and challenging way, will give know how to educators to teach one of the oldest sciences (ASTRONOMY)<< Implementation >>-2 onsite and 2 online TPMs-monthly brief virtual meetings to ensure proper Managment of the project's budget, time, partners, tasks, roles of the partners and risks-1teachers' training-Testing of Toolkit and Web plaatform-local courses for teachers and audience -3 OERs-2 conferences, stakeholders’ visits, social and mass media advertisements.-a wide Dissemination Plan including:7 progress reports, 7 financial and 7 newsletters per partner, material, internal workshops, online training<< Results >>RESULTs:5 WPs linked one to other and to ASTR@CTIVE general objectives.WP1-ManagmentWP2- Analysis of best practices, ASTROguide and ASTROcamp 1.WP3 - ASTROtool for teachers and ASTROcamps 2 and 3.WP4- A Web Platform in multiple languages integrating digital educational modules and the OERsWP5- Dissemination and exploitation of the results. National Conferences and local activities in 8 countries for the promotion of the results Directly involved 4560 pupils, 585 teachers in 8 countries.

"The main goal was to develop English communication and we succeeded. The realized objectives -English communication developed with the help of the methods of competency-based teaching, cooperative workforms and using ICT -A large number of students passed the language exam -The involved teachers got trained in Methodology and ICT -Communication in the mother tongue developed -The students got acquainted with their own and the partner schools’ history and culture -The digital competency of students developed Participants -Students with a minimum A2 level of English according to CEFR at the beginning of the project who turn 14 no later than the finishing year of the project. -Teachers of English, ICT, History and mother tongue -Members of the project management – school leaders, colleagues with project experience -Parents -Maintainers of the schools and local governments -Local and regional mediaActivitiesIn the first year we assessed the English knowledge of the students, and they joined a virtual classroom. Parallel to the exam preparation there were 10 skype lessons taught by all five schools. These lessons prepared the students for the interview and short conversations parts of the exam. The syllabus was prepared together but making the lesson plans was the responsibility of the involved teachers. The video recordings, the vocabulary lists, the lesson plans and the syllabus were uploaded to the project pages of the websites of each school so that other teachers and students have access to them. The children put together a presentation about their schools in any digital format for the students of the other schools. As a complementary activity, the students were prepared for the reading part of the exam.The activities of the second year followed the path of the first year, only the topics were different. During the skype/messenger lessons pupils practiced for the transactional dialogues, picture story and making notes parts of the exam. The digital presentations were about the towns where the students live and the complimentary activity was preparing children for the writing part of the exam.In the third year the children prepared for the discussion and radio programme parts of the exam. The platform of online preparation was changed to google classroom and we used MEET for the digital lessons. The topic of the presentations were the participating countries. Instead of practicing for the written part of the exam, the students were to register on the website of Euroexam and take part in the e-learning course available there. Because of the COVID-19 situation it was impossible to organize the ""international"" exam in Poland so this step was left out for all partners except for Hungary.The transnational project meetings were nor financed so the planned tasks such as planning, determining responsibilities, assessment, compiling, analyzing the doccumentation of assessment, planning necessary changes, etc.were realized together with the short term learning/teaching/training activites.There was training for teachers twice during the project, once in Hungary in autumn 2017 and one in Greece a year later. The topic of Euroexam training was the methodology of preparing students and training evaluators of oral exams. Both were available for English teachers in the region and for those meeting the legal requirements, they were accredited. The topic of the second training was methodology of teaching English and using ICT in teaching English. These were be open for other teachers.The students met only twice instead of the planned three times and took part in activities based on the topics of the skype and MEET lessons. They worked in mixed nationality cooperative groups in lessons, took part in individual competitions based on the tasks of the exam and they shared their digital presentations with the other students. The third meeting was to be a sample exam as well, and it would have been followed by the real exam in May. Because of the COVID-19 situation we had to leave out the training and the sample exam instead the Hungarian school compiled a sample exam and it was conducted by the participant schools.The methodology of the project -Thinking together -Constant contact -Careful and well thought out planning -Continuous assessment -Planning the necessary adjustments The realized results and impacts -13 B2 complex exams, 2 B2 oral exams, 43 B1 and 20 B2 ""sample"" exams -Syllabus, lesson plans, wordlists, video recordings connected to the skype/MEEt lessons -Digital presentations -Students’s communication developedboth in English and the mother tongue -Students and teachers’ digital competency and creativity developed -Techers renewed in terms of methodology and are ready to use ICT in their lessons effectively -Students and teachers’ self evaluating ability developed -Students are able to cooperate, make decisions, organize and keep deadlines for a common goal"