"We are six countries in this project (Turkey, Poland, Spain Italy, Lıthuanıa, Latvia). All our activities aim at educating healthy students, well trained, sociable persons who enjoy working with others as part of a team and also capable of acting alone and use their own initiative, at educating young students to be disciplined, communicative and aware of their European citizenship.We believe that fundamental basics for learning go hand in hand with a healthy lifestyle, with a profound awareness of ones own body and personality. We chose the topics of our project ""Life is good"" to help the students to develop their identity and to express themselves self-confidentially and clearly. If they achieve the aim of personal matureness this way, then they will be enabled to face the requirements of their future at school, business life and life as a whole. Working in small, structured teams that is, cooperative learning is one of the most effective ways for students to master the curriculum. And students who learn cooperatively typically make significant social and academic gains. Team work among teachers, pupils and staff from different countries within a partnership gives a unique opprotunity to experience the European dimension.The specific needs to be addressed include:- Personal growth: to increas self confidence and independence, to improved decision making and problem solving skills - Academic growth: to enhance interest in academic study ,to influence subsequent educational experiences -Intercultural development: to better understanding of the individual’s own cultural values and biases, to fosters inter-cultural understandings, to influenced to seek greater diversity of international relationships -Educational and career advancement: to acquired skills that influence a career path , to ignite an interest in a career direction, to gain international contacts for post study opportunities -Improved language skills: Basic understanding of different languagesThese days, most employers value teamwork skills in their employees as highly, if not more highly than their ability to work independently. In the work place they need to be adaptable, flexible, able to ‘get on’ with people and to put the aims of the team first. Young people seem to be a little out of touch with real communication nowadays and this project aims at actively involving youths in a social dialogue by means of , healthy food and sport Our project will attract young people’s attention and will help them to discover and cultivate their abilities and new competences.The learning methods and techniques (ice-breakers, workshops and outdoor activities) will address the different needs of the participants.The content of our project is access to our cultures, , our traditional food, introduction of various sports, and sharing of impressive activities on computer.Our project targets the young to pay attention to the activities and to complete their personal and social development.The young will participate in the activities in person and will be informed about different branches (healthy food,healthy life,sport, music, art) they are interested in.While documenting their experiences after visiting the different countries the students will achieve an awareness of what they learned.The schools who are applying to be part of this project actually regret that they will not be able to bring their students to the meetings. In turn their profound incentive to tie as many students as possible as well as the whole school communitiy in all local activities will certainly speak for itself. What's more, the positive experiences we had with our projects in the past are a striking proof of the prospects of success."

"CONTEXT/BACKGROUND OF PROJECTIn the last years we have realized in ours schools that the number of students studying experimental sciences was decreasing year after year.Students did not choose scientific options up to the point that biology could not be taught in 4th eso (secondary) during the school year 2006-2007 (in Spain) due to the lack of registered students. Concerned about the problem, the Department of Experimental Sciences began to analyze the possible causes and we soon realized it was a global phenomenon. The same problem was taking place both in Spain and in Europe. The usual teaching of Physics and Chemistry does not take it into account and focuses on the quantitative and operational aspects and ignores some aspects of science which, according to the research in didactics, could contribute to increase the interest towards those subjects as a more qualitative, experimental, more contextualised treatment, showing its contributions to solve human problems and needs.It is in this last sentence where we find the leitmotiv of our project.OBJECTIVESAs a general objective we want to achieve that students, under equal conditions, show more interest in the study of STEM as a result of methodological changes. This project will reach both students with good academic results and students with special educational needs or students at risk of dropping out of school.Secondary Objectives:-The project aims that women feel attracted by STEM subjects as an opportunity, as any other, to get a foothold in society.-Increasing the qualitative character of the STEMs offered in partners schools in order to attract students' interest in science, whatever their academic level. This project also aims to reduce school dropout by making science more contextualized, more practical so that any student may feel attracted to them. -Contextualizing at least one didactic unit for each branch of science worked to bring them closer to students's day-to-day life so that they are attracted to science.NUMBER AND PROFILE OF PARTICIPANTSThe project will reach a minimum of 600 students (50 in mobilities) aged between 15-19 from low and upper secondary students and about 60 teachers including STEM teachers and other teachers (from other subjects). A minimum of 600 families will also be reached (50 in mobilities) in addition to companies, universities and science museums.DESCRIPTION OF ACTIVITIESWe aim to give the five mobilities a scientific congress format with all the details and paraphernalia surrounding a real scientific congress, in order to make the students feel and experience as if they were real scientists. The congresses are the core line of the project, around which a number of activities, products and events are generated before, during and after the congress.METHODOLOGYBefore congresses each school must prepare a practice related to the branch of science that the next Congress will deal with. Teachers to direct that practice will preferably use and take advantage of what the science curriculum in their country offers. In this way it is ensured that these practices are integrated into the syllabus of the school's science subject.On the other hand, the Congresses have allowed us to establish a clear and homogeneous structure of the visits. As we have said before, we intend to give a ""professional"" format, therefore there will be a keynote lecture led by a scientist of some significance in the host country, an exhibition of science communications, workshops where students will carry out the practices, a visit to the school and a presentation of the science curriculum in each country, a training visit to a university / museum and a company related to the congress branch of science, an informal training visit to the school's surroundings and, lastly, a closing ceremony.RESULTS- We will carry out 3 surveys to students and families involved in the project/country to find out their interest in STEM. To observe the interest of the target groups.- Publication of a digital book showing: new laboratory practices, the importance of women in Science, changes made in STEM/country curricula (more experimental, less theoretical, content adapted to students with special educational needs, inclusive and helping to alleviate early school leaving).- Scientific papers and posters presented by the different partners at each congress- Students from the different partner countries will participate in the Experience Fair organized by the University of Valencia showing their experiments.IMPACT/POTENCIAL BENEFITSDigital publishing of all project's products will allow to prolong in time the use of practices and teaching units. Likewise, the fact that they are easily accessible will allow many teachers and, therefore, many students to take advantage of those practices.Finally, we would like this project to wake up in some of the participating students (boys and girls) the wish to pursue science studies and become scientists."

"Our project ""Scan your city and culture with apps"" had as main objective to work in the classroom in a more innovative way, using new technologies to show our cultures, cities and countries in a different and motivating way for students. Another objective of the project was the inclusion of students with special educational needs, avoiding absenteeism, as well as the improvement of skills and abilities in students. Also, the realization of exchanges of good practices between teachers to learn new educational methodologies. In addition, we intended to improve language learning and knowledge of other cultures, as well as open our schools to internationalization and promote mobility between different countries and educational systems. Finally, expand the results of the project to other institutions and schools so that they can make use of both the materials produced and the ideas in the project.The three participating countries: Spain, Italy and Latvia, were already working with new methodologies in the classroom: we use electronic devices, mainly tablets, instead of paper books; We use other methodologies such as cooperative work, augmented reality, flipped classroom, etc. In addition, we all work with students with special educational needs, trying to include them in the classroom in most subjects. Considering these similarities between the three schools, we saw a great opportunity to carry out this type of digital project and to continue growing in our teaching-learning processes and in the knowledge of new cultures and internationalization of our schools.The participating students have been secondary students (12-16), approximately 360 and about 100 teachers / staff of the center. All these students presented needs that we wanted to cover with the project: greater motivation towards language learning (use it in real contexts), greater motivation towards learning in general (using motivational methodologies), working skills and not just content (students put in practice, do and discover for themselves), improvement of digital skills (use of new ICT methodologies), improvement of social skills and respect and solidarity (through cooperative work and relationships with peers and those of other countries).Regarding the activities carried out, all of them have been digital activities using tablet or mobile apps and computer programs. In order to show their countries, cities and cultures (traditions, history, monuments, emblematic people, gastronomy, fauna and flora, etc.) students have used new digital techniques: Chroma technique to record videos, digital printing of the Salamanca Cathedral , 360º images, activities with QR codes, apps to edit videos about gastronomy or traditions, audio guides with the main monuments of their cities, creation of an App to translate into four languages, creation of virtual reality glasses, recording of podcasts with city news using a new app, etc. These activities have been carried out mainly during the two years of the project in several subjects and also during the mobilities with students.The results of the Project have been very positive since the students, in addition to considering it as an incredible experience, have improved their linguistic, digital, social, etc. skills. Students' motivation towards learning has greatly improved, since it has been an innovative and dynamic learning process for them and for teachers. The work of students with special educational needs has also improved, they have been more integrated, motivated and have felt more gratified when working with simple apps and cooperative work in which they have been able to move forward without great difficulties. Teachers have also managed to improve their digital and linguistic skills, thus growing in their teaching process.Finally, the objective of dissemination and use of project results has been achieved thanks to the fact that we have added all the activities to the project's WIX and Facebook as well as the Results Platform. Our goal is that this Project, with its materials, ideas and methodology, reaches many institutions and can make use of it.In the long term, this project will make us advance in the European dimension, since we all want to continue or we are already following with Erasmus + projects, so enriching for students and teachers. In addition, we will continue with innovative and digital methodologies, using everything we have learned in the classroom, so that, in the long term, both students and teachers will benefit. Finally, participating students will be more prepared for their future thanks to their improvement in digital, linguistic and social skills."

"The project ""Zagraj w przedsiębiorczość!” (""Play the Entrepreneurial Game!"") is a response of schools located in poorly developed regions of EU member states to the rapid changes that take place on the labour market. The current tendencies show that we evolve towards abandoning stable, linear career in a specific field for implementing numerous diversified projects. In order to meet the demands of dynamic environment and equip students with knowledge and skills, which they will find useful for next decades of their adult life, schools need to develop their competences which are essential for self-fulfillment and self-development, for being active citizens and for social integration and employment. The main objective of this project is to create coherent environment which will shape key competences, that is : communicating in a native language; communicating in foreign languages; mathematical competence and basic technical and scientific competences; computer skills; the ability to learn; social and civic competences; a sense of initiative and entrepreneurship; cultural awareness and expressiveness. The project target groups are students aged 16-19 and teachers from partner schools: I Społeczne Liceum Ogólnokształcące im. Unii Europejskiej w Zamościu (Poland), Evangelische Fachschule für Sozialpädagogik Schwäbisch Hall (Germany), Daugavpils 3.vidusskola (Latvia), Agrupamento de Escolas de Mangualde (Portugal), 1st EPA.L Orestiadas (Greece). In order to achieve the main objective, we set ourselves the following specific objectives: to enhance entrepreneurial, computer and linguistic competences and the ability to learn, to strengthen cultural awareness and expressiveness of the project participants in professional situations, to equip teachers with innovative teaching methods that will lead to shaping key competences while teaching various school subjects. Besides, the project partners will create digital educational platform with ready substantive and teaching tools that could be shared and students will gain knowledge of social economics and entrepreneurship, which will in turn reduce their fear of setting up and running business activity. There are planned several activities to be implemented under this project: 6 mobilities (4 of them are short-term exchanges of groups of pupils, 2 are staff training events) and 38 local and virtual activities including dissemination events. The above include artistic, film and knowledge contests, student and teacher presentations and publications, online contest (including “Doing Business”), meetings with business people (e.g. speed dating form), professional portfolios, creating school career space or “Entrepreneurial Mindset” dictionary. There will take part at least 100 students and 40 teachers in the above activities. The project will equip the participants ( both students and teaches) with key competences that are essential to function on the labour market. It will use experiments, observations and attitudes of the target groups according to empowerment principle. It is based on teaching through experiencing, experimenting, gamming and a flipped classroom method. It will create teaching and educational situations that create favourable conditions for creativity, inventiveness and entrepreneurship. It promotes creative approach to solving problems and will provide schools with knowledge and tools enabling them to adapt teaching methods to changes in the environment. It also adjusts solutions worked out in partner schools and countries to educational practice in one’s own institution. It will expand educational offers of schools and use ITC technologies in teaching. As the project will be implemented in the international environment, it will strengthen ties among partners and will create an opportunity for regions with low level of entrepreneurial dealings and their local communities to prosper.During the implementation of specific project activities there will be used stimulating methods of learning and teaching, such as: teamwork, simulations, role-playing, discussions and debates, feature and out-of-classroom games, educational games, elements of the escape room, field trips and workshops. The project will provide schools and all interested parties with tangible results, which could be easily adjusted to changing conditions (e.g. school career space, games, on-line courses). A great of them will become a part of school educational and teaching programmes."

“FLIP&MOVIE” project arose from the need to find solutions to the problem of poor reading comprehension on behalf of the pre-adolescents and adolescents, it was highlighted in dierent occasions at national and international levels. The project wanted to experiment incisive ways to encourage reading and communicative skills and to develop digital and media literacy in pupils because these skills are essential in today’s life for the formation of the critical thinking and the building of an active and conscious citizen. It also wanted to continue and widen the European project Comenius Regio “Leg@mi di parole” coordinated by the Regional Direction of Abruzzo and to give continuity to “Class Smart Future” project promoted in Italy by Samsung in collaboration with a University Network in which the innovative teaching methodology of EAS (Learning Episodes Located) is taught. The partnership was built involving schools with European design experiences which are active in the eTwinning Action, open to innovation and cooperation, with a common interest in the theme. The Istituto Comprensivo Pescara 8 (Italy) was the Coordinator, the partner schools were: Osnovna Škola Bartula Kašića Zadar in Zadar (Croatia), Daugavpils 3 Vidusskola in Daugavpils (Latvia), Základná škola s materskou školou Želiarska in Košice (Slovakia), Instituto de Educación Secundaria Palomares in Palomares del Río (Spain). In Italy the project took advantages of the collaboration of the University “G. d’Annunzio” of Chieti-Pescara and, in particular, of the Scientific advice of a Professor of Children’s Literature, Ilaria Filograsso. The partners shared goals and operational strategies focused on development of linguistic literacy as strategy in order to prevent the school abandoning and drop out; development of a lifelong learning dimension; promotion and exchange of good practices to allow pupils to acquire the fundamental skills to exercise citizenship rights; encouragement of creativity and innovation also through the awareness of use of digital skills; development of communication through the creation of real and virtual mobility for pupils and the knowledge of a community language: the English language. It can be said with satisfaction that all these goals were widely achieved because the project represented a continuity of very positive and enriching experiences which improved the quality of schools and communities so it is possible to think of a continuation and expansion of the project with further collaborations and networks in the respective territories. The international dimension of the whole project has outlined a very important added value to the school oering, thanks to the establishment of the so-called European class that was made up of the deserving pupils who, supported by their families, lived the “experience” with an extraordinary involvement and a contagious enthusiasm. Throughout the life of the project, they took part in innovative workshops on reading and creative writing, in mother tongue and in English, enhancing transversal, linguistic and digital skills; Headteachers and teachers of the schools involved had the opportunity to work in a transnational context too, attending formative workshops, laboratories and seminars organized and shared through a dense communication via emails, WhatsApp and Skype Meetings. The school communities involved in this project took part in a fruitful exchange of ideas, educational experiences and insights which helped to improve the professional competences and the relational dynamics in the light of lifelong learning, laying the foundations for future collaborations. The common work of partners has materialized through the realization of two Intellectual Outputs: the training kit “Be happy 2 Read & Write” that consists of a theoretical and didactic repertoire for reading education in Europe and “StoryInventor”, an educational game for the creation of digital stories. In occasion of the Multiplier Event on 24th May the video “Europe inside” was shown. It wanted to sensitise the sense of belonging to Europe on the occasion of the 60th Anniversary of the Treaties of Rome and the 30 years of Erasmus. The cast was made up of the pupils involved in the mobilities carried out during the two years of the project, these pupils played the most interesting moments of the planning and the European Citizenship. The video can be very useful for the promotion and spread of further Erasmus+ Projects. The dissemination of reflections, good practices, and the works realized addressed to a wider audience, will be a good point of reference for those people who deal with education and themes related to reading, it can be also very useful for those people who have the dicult task to approach children, teenagers and adults to the world of books.