"Move your body, move your mind - developing mental skills through board, field, sports and ICT games is a project that meets the constant social and economic changes in Europe. High level of migration, high unemployment, and unstable career requires from us to adapt flexibly to the changing social and economic reality. Therefore, children should be equipped with such skills and competences so that they can be active members of society. Games are a great way for a versatile development of a young man. The project activities will mainly involve pupils aged 6-15. These are children from rural areas and small town sand regions in Poland, Romania, Lithuania, Italy and Greece. It is a group of students with a diverse social status, diverse educational needs (Greece, Lithuania 10%, Poland 18%, Romania 10% and Italy 9% ). Multiculturalism and different religious denominations often appear in one country (Italy - 9%, Romania - 10% Catholics, 5% Adventists, Greece - 15 - 20%).The goals that we want to achieve through the use of games in the educational process are to raise the level of key competences and skills. Thus, for young people, the following will be important: communication in a mother tongue and a foreign language, mathematical and IT competences. The ability to learn will also be necessary.Children will use these skills to describe and create games, getting educated from the rich cultural heritage of their own country and partner countries. We will create a book of games that will be disseminated by project participants.Games can be a powerful social inclusion tool and that is our next goal. Students from diverse backgrounds will interact with each other not only during lessons but also during programming, coding, sports or board games, as well as on breaks (""active breaks"") and at family festivals, sports tournaments.Different types of games will give students the opportunity to gain experience in effective team cooperation, coping with problem situations, taking and implementing their own initiatives, and assessing their activities. Thanks to this each student will gain better motivation to plan and organize their own learning, building the foundations for further education.An important goal of our project is to support teachers at work with groups of students of diverse levels, i.e.: people from a migrant background, with low social status or with special educational needs. The teachers will exchange their experiences, observations during short-term trainings in different countries, trainings and meetings in native institutions and local institutions. The tools used in teaching contacts will be: the project website, the eTwinning platform, social networking sites (e.g., Facebook), e-mail and videoconferences. Teachers will develop a catalog of addresses of useful websites, multimedia platforms, applications, and programs that can be used to develop games and use to teach lessons. Teachers, to cooperate effectively, will be obliged and motivated to raise their competences in the field of English as well as information and communication technology.ResultsEnglish is the language of the project and raising the level of its knowledge is the main goal and effect we strive for through international cooperation. The development of key competences through various types of games and activities is to lead to:• Increasing the number of students taking part in knowledge competitions and sports competitions.• The students' use of new forms and methods of acquiring knowledge in practice• Getting better results from the language English, reading, writing, counting, physical educationTIC• The widespread use of technology in the educational process• Creation of a directory of websites to help you learn• Using online platforms and communicators to keep learners in contact with peers from partner countriesSocial inclusion• Increasing the integration and participation in the life of the class and school of children from environments with different social statusPotential long-term benefits:• Increased physical activity of students,• Interesting lessons using ICT• A different space at school (corridor games, whose main task is to stimulate the child's smile, but also to encourage them to play on the move). That is why a great idea is, for example, to move board games to a larger format of floor games, where the pawns are the children themselves and alternately throw the dice and move by a given number of fields• Implementation of the core curriculum in a modern form, through movement, board and online games"

A)Background: A living space away from the city center and activities negatively affects students' cultural and social development. The only thing the child does to be social is to use technological tools. Technology addiction turns the student into an asocial, unhappy, low-motivated individual and cools the student from school. The aim of the project is to increase the love of school, to make the lessons more enjoyable, to enable the student to interact with both his peers and teachers. Moreover it is also aimed to prevent the use of wrong technology and early school dropout. It is thought that these will be prevented in living classes where qualified education will be provided. The project was born out of these. B)Objectives:The main purpose of the project is to prevent early school dropout to increase school loyalty, to increase student motivation in school, to provide students 'and teachers' cooperation, to turn the school from a boring area into an environment that students enjoy. For this reason, living classes will be created not only in the classroom but also in the school garden to teach. There will be a mini zoo in lc (animal species that will not harm students will be selected) and an area where students can plant flowers or grow up vegetable or fruits. Two classes from different courses every week will be held in the living class. This projects aims also to achieve the same goal as the Europe 2030 environmental targets.C)Participants: There will be direct and indirect participants of the project. Direct participants are 4 teachers from each school and 8 students. Teachers will be handed out a form in which each feature on the form will have a score. The teacher with the highest score will be interviewed according to their language skills, sociality, diligence, national and international events out of school and suitability for group work. Each partner school will include at least 4 teachers directly and at least between 10 and 30 teachers indirectly in their own country. All branches will be taught in the living class, so no branch distinction will be made in the selection of teachers. At least 200 teachers in the district schools will be informed and involved in the project in total. Students who meet the expected conditions will be interviewed. These are the ability of speaking and understanding foreign language, being self confident, ability of express oneself, being social and hardworking. The applicants will be interviewed in each country's own language. 8 students, aged between 9 and 14, with the highest score as a result of the interview will participate in the mobility. Each partner school will include at least 50 or 100 students indirectly in the project.D)Activities in the project: presentations by students, a three day workshop for teachers, an introduction meeting about the projects for teachers, living class club activities, an e-newspaper about the project for all participants, a logo contest, a short film of the project, a photo gallery exhibition, a school picnic with parents, pickling with parents, a whiteboard animation and two mobilities. E)Methodology: In the project, the method of learning by living and skills based learning content creation will be applied, which are the most effective education method in realizing the cognitive, emotional, mental and social skills of the students. Student-teacher interaction will be prioritized. F)Results and longer term benefits: 1.helping youngs to be in nature 2.helping students to be more motivated at school 3. increasing students' commitment and success at school 4.proving that education can be everywhere 5.growing up the young who love nature, animals and plants. 6. increasing cooperation between students and teachers 7.creating a dynamic school area with its classes, its garden and its environment. 8. learner, leader, collaborator, technologically competent teachers. 9.reducing the problem of behavior in students 10.reduce early school leaving by making students love school more 11.enjoying raising an animal or plant.G)The Products of the Project: vegetable and fruits, brochures, webpage, banner, photo exhibition, a living class club, pickle, a short film, introduction meeting and workshop, roll up, a short film. H)Dissemination: Erasmus+ Proect Results Platform, webpage of the project and school's webpage, the meetings with neighbour schools, mobilities, workshop, brochures, social media, audio visual media, public access picnic and making pickle, logo contest, digital story telling of the project by a students, a photo exhibitionI)Sustainability: 1.A sustainability strategy will be prepared and a contract will be signed with the partners for the activities to be carried out at the end of the project. 2.Project web pages will be accessible after the project is over. 3.After the project is completed, the results will be improved with the ongoing projects and more. The scope of those obtained before will be expanded.

"In the globalizing world, people from many different societies come together as part of social life. This union provides diversity and wealth. But it can also cause conflict and compliance problems.The European 2020 Strategy has addressed this problem on the ""inclusive growth"" agenda particularly so the goal of a high employment economy that provides economic, social and borderline integration is to ensure that people exposed to social exclusion are actively involved in society.Economic and political participation in the social structure usually requires a certain level of education. For this reason, each individual who does not participate in the education process leads to significant social and economic problems.Cultural diversity is evident in our schools and individuals who can not reach sense of belonging are at higher levels of risk of early school leaving. These individuals can cause social adjustment problems.The fact that one school from four different countries (Turkey, Bulgaria, Italy, Romania) tried to deal with the above-mentioned similar problems led to the development of this joint project idea.Our project, which was produced by determining the reasons for dropout of students and based on the data that these reasons are also related to their demographic variables, aimed to increase the interest of all stakeholders in the school with a holistic approach. And also purposed to contribute to the solution of interventionable aspects in the problem of early school leaving.It was aimed that the activities carried out by reflecting the cultural elements that make up the theme of the project to the school environment have various effects on students, parents, teachers, education administrators and curricula:Students will be able to develop self-esteem and sense of belonging, recognize different cultures and promote their own cultures, experience emotional richness of new learners, improve communication skills and language skills.Parents are expected to take an active role in relation to school, to improve their interest and attitude towards the school, and to move away from the indifference of students to school leaving.Teachers and school administrators will be innovative, multi interactive and student centered rather than traditional teaching methods and classroom management. They will also be more sensitive to early school leaving and will be able to do preventive work instead of crisis intervention.A flexible and inclusive approach can be demonstrated in the development of the curriculum.In order for the planned activities to achieve the stated effects, a close cooperation has been established between the project partners. Each partner has presented rich content with its responsibility. Food, dance, music, games and sports, drama, language training, special occasions, clothing design, rhythm and short film workshops were held within the scope of the activities. In addition to these, we held visiting museums and historical places, organizing seminars and mass meetings were organized.Students, teachers, parents, local people, education administrators and policy makers participated in the project activities, depending on the type of activities and studies to be carried out.While the project was in progress and after it was completed, all possibilities were used to convey the results and experiences to more people. School web pages, social media accounts, media promotions, posters and brochures, project magazine, professional seminars, student and parent seminars, meeting with non-governmental organizations were used as dissemination tools. In addition, eTwinning, School Education Gateway, Erasmus+ Project Result Platform were used in all phases of the project (preparation, implementation, dissemination), and plans were made for the aftermath of the project official period."

ContextWhit this Project is aimed to develop key competences with communication oriented practices in a foreign language and Mathematics-Science- digital literacy to 21st century learnersthrough EU 2020 strategies.Strategic partnerships have been established from Italy, Latvia, Greece, Portugal and Turkey for the change of good practices. As a result of due diligence with partners, it has been detected that Those who have disadvantages from different perspectives;They have low interest in mathematics and science, low motivation for school and learning, and spend an average of 4 hours a day on the screen unproductively. Furthermore the results have been reached that teachers do not prefer teaching through play, project-based teaching methods, and they generally prefer the method of straight narration as behavior, even though they do not adopt it as an opinion.In the solution of these problems that negatively affect education and training activities in schools focused on the activities that form solid bridges between theoretical knowledge and practice.Targets and ActivitiesThe target audience of the project are primary school students aged 6-10 and their teachers.The main application area of the project is realization of 100 events in 5 different clubs which will be established in partner schools.For primary school teachers to perform these activities in an interactive environment with their students, at each partner school Science, Mathematics, Technology, Foreign Language and Project clubs will be established. Activities to be held in these clubs will be designed in short change movements of the teachers ’. The project will be carried out simultaneously in the e-twinning portal. The students interaction with each other will be provided by sharing on this portal the work and project activities of the students in the clubs.These activities will focus on the acquisition of 21st century basic skills such as creativity, problem solving, critical thinking, learning to learn.Students will be able to find solutions to the problems they encounter in daily life through interdisciplinary approaches, to comprehend and use the relationship of knowledge learned at school in life. They will participate in activities and take active duty.They will be provided to live with a learning-teaching process according to both learning by doing-living and active learning principles.It will contribute greatly to the development of cognitive, affective, psychomotor and social communication skills of the students, who are at the key point of the project, by leading the information age with new applications, strengthening their professional profiles and increasing their work motivation.Students will gain positive attitude towards mathematics, science, and communication in a foreign language, learn ways to use technology efficiently.After club activities, products prepared by students at each partner school will be exhibited at the science festival for 2 days, parents and local people will be encouraged to participate in this event.BeneficiariesStudents:Indirectly 100x5=500Teachers: Directly 8x5=40 Indirectly 20x5=100 Total:140Administrative Staff:2x5=10Families: 150Local Community:100 EffectIn SchoolsIncreasing the number of applied activitiesIncreasing the number of social, cultural and scientific activities and participationIncreasing the number of inclusive education practicesTeachersStrengthening their professional profiles,increasing job motivations, using different and new teaching methodologiesIncreasing the number of teamworkStudentsContributing to the reduction of early school leaving by increasing school motivation Increasing their interest and motivation through technologyDetermining their abilitiesDissemination, Sustainability and Usability of ResultsIndicators will be monitored to ensure the visibility of the project and to disseminate the project results.Findings obtainedwill be written and publishedas original research paper. Sustainability certificate will be signed with partners and necessary studies for the use of the project results by the partner schools and the dissemination target group will be done meticulously.EvaluationNumber of activities and social, cultural and scientific activities organized in schoolsNumber of active users and events on the e-twinning portalMotivations to school and learningNumber of products / projects / digital contents, etc. producedTeachers' observation and interview resultsNumber of posters, brochure news, articles (content) of shared dissemination toolsInternet page, social media account visits and likesThe impact of project activities will be measured by questionnaire, scale, observation, focus group interviews, V diagrams, student diaries.Scales with validity and reliability tested and ethical permission will be determined with the partners, surveys will be developed together. The data obtainedwill be evaluatedThe data obtained will be evaluated.

The school bullying was a real problem of scholar environment, generating a powerful negative impact in cascade: at individual and collective levels. School violence/aggression was a phenomenon which conducted to the development of negative emotions, low scholar results, failure, isolation, school abandon and even suicide and murder. The European Strategy to Prevent and Tackle School Bullying confirmed that the procent of children who were bullied was too high in Romania: 60% by students and Greece: boys 23.4% & girls 8.8%. The data were confirmed in Romania by a sociologic report of Save the children _NGO, in 2016. The need of our schools for handling in an efficient way the bullying and cyberbullying was also confirmed at our partnership level, by a survey- questioners in autumn 2017 on 50 students at each partner (results are available on eTwinning and www.cnlr.ro). The project objectives were: 1.Enhancing Socio-Emotional Competences of students & teachers for a better inclusion and tackling with disadvantage situations, 1.1. Development of Socio-Emotional Competences for a min. 25% students. 1.2.Improving capacity of min. 25% of students to apply acquired knowledge, skills and attitudes which are requested for building resilience, understanding and managing emotions, behaviors and relationships with others. 1.3. Building capacities of a min.36 teachers to experiment innovative, interactive & effective ways of teaching based on Emotional Intelligence and Socio-Emotional Learning, to create and use educational tools based on Emotional Development. O2-Promoting a supportive organizational culture of the imperfect peace, kindness and carrying coexistence in diversity. 2.1. Fostering the sense of belonging to a collaborative community of diversity, inclusion and peace. 2.2. Enhancing the potential of min. 25% students & 36 teachers for building peace in an intercultural community. 2.3. Development of min. 25% students &36 teachers capacity of dealing with power by perspectives of conflicts and imperfect peace coexistence, in sense of positive transforming of reality into more peaceful, inclusive, integrative and carrying conditions. O3-Development of digital citizenship & social-media safety. 3.1. Improving the abilities of min. 25%students &36 teachers to detect and manage the on-line aggression; 3.2. Enhancing the abilities of min.25% students &36 teachers to connect the damage ,danger and risk with ICT use, to protect digital identity and applying security measures for a safe/suitable use of digital resources; 3.3. Empowering the parent conscience and engagement as as reference actor of well-being, healthy and safety life of their children in a Digital Era. The project proposed common activities at each school level, 3 short terms training sessions for teachers and 3 short term exchange of students; the methodology wass based on communication, cooperation and interaction, an active and participative one, mixing emotional learning, games (including digital), participative workshops, intercultural events, TED conference format, case studies and investigations and IT tools using.The activities were focused on cooperation, collaboration, working in intercultural teams, active and participative strategies in order to involve students, teachers, school staff, but also parents and other stakeholders.Results obtained: min.36 trained teachers and 750 students involved in common educational activities (77 vulnerable &62 in mobility); increased digital citizenship and level of competences as: socio-emotional, intercultural &interpersonal communication, cyberbullying management, e-safety & security, IT using and developer, English language, 6 organisational culture increased in the sense of safety, peace and inter-institutional relations, 1 network; 1 project web page, 1 etwinning project, 1 Facebook page, 1 Journal, 1 Flash-Book as good practices collection, 1 handbook of Coexistence in peace , 1 curricular proposal-training course for teachers, 6 e-Safety certificates, 6 intercultural events, 6 programs for scholar bullying preventing and early-intervention, 6 e-lessons and e-games, 6 digital stories, 6 national petitions on digital future, 60 Flash-signs/stickers, min. 6 digital stories, 1 article, 4mounths intermediate monitoring reports and a final report. Impact: there were improvements in teaching and planning based on socio-emotional learning& management of bullying situations in school, increased the level of using digital tools&educational platform, developed educational resources, increased the quality of educational act and services, improved the relationship between teacher and students, created a safe and confident learning environment in classroom/ school, changed organisational culture in sense of inclusion and coexistence in an imperfect peace, decreased the level of bullying in scholar environment, school failure, abandon &discrimination acts, antisocial behavior, even suicid.