The biggest problems of today are bullying, discrimination, hatred, racism caused by disrespect, intolerance and lack of dialogue. These problems threatening humanity and countries are common in our schools and threaten our children with a great increase in number. This micro-threatening problem, which threatens our schools and children, will cause an increase in crime and huge problems in macro dimensions. Therefore, we think that the solution to these problems is to erase these negative attitudes and behaviors from firstly the children, their families and civil society. The ‘Sound it, create it and flower it’ project proposes to offer solutions for the problems the effect of which is from micro dimensions to macro dimensions. Our project encourages children to socialize through education, equality, gender balance, inclusion, diversity within the framework of the concepts of love, tolerance, dialogue, art and music; it combats disadvantages, discrimination, bullying, hatred and racism.Negative attitudes and behaviors caused by disrespect,intolerance and lack of dialogue should be eliminated in order to move our countries forward and unite them in the core values of the 21st century.Our schools must actively and resolutely participate in this issue to win our children before the seeds of negative attitudes and behavior grow and spread in their minds.This positive war should start with young children who are very clean compared to those of adults who have ideas that make the world worse, and the ideas and values that will make the world beautiful should be taught and the behaviors of the children should be shaped with these.We should be able to teach our children diversity;and to ensure this, our children must be exposed to diversity and adopt diversity. For these reasons,our project should be carried out as an international project. Peer bullying,which is frequently seen in our schools,is a social problem with high negative effects,consisting of verbal-physical attacks by one or more children on another child who is physically or socially more disadvantaged.In our project,we believe that our students should have an interest in art in order to reduce or maybe eliminate peer bullying. As art will increase students’ self-esteem and their respect towards their personalities, give them the ability to work together and improve their aesthetic concerns, the signs of aggression in students will decrease,by this way our students will be less destructive.Orff Approach, which is one of the approaches used in music education, is based on the activities of students such as singing with pleasure, improvising and dancing and achieves these in company with music. Furthermore,although Orff approach is a group study, it is an approach that allows individual students to learn individually.We have defined providing equality which is one of the four main objectives of the Council of Europe 2020 Declaration of Education,achieving social cohesion and promoting active citizenship(inclusive education,equality,anti-discrimination and anti-racism)as the main goals of our project.The priority and objectives of our project are also in accordance with the promotion of tolerance and nondiscrimination, the common values of citizenship and freedom, through education as in stated in the 2015 Paris Declaration. The main target audience of our project is our students aged 10-14 years.As six partner schools consisting of Spain,Turkey,Portugal,Italy and Macedonia, which all have been in harmony with the purpose of the project and suffering from these kinds of problems in their schools,we believe that by reducing the bullying in our schools, we can reach our objectives to some extent.What is more, with the activities of our project that will develop these programs integrated into our education programs,build bridges between our cultures and take part in interacting with them;- Our children at risk will be brought up as individuals who increase their academic success, open to multiculturalism, respect nature and human rights, and do not discriminate against race and gender by being reintegrated into the society and the school,- Early school dropout will decrease,- Our teachers, students and schools will be given chance to feel themselves as European citizens and they will be internationalized,-ICT-language proficiency and multilingualism of our schools will increase,- Integration between curricula will be achieved through the exchange of new and good practices,-Disadvantaged, refugee and SEN students will be made to feel part of the society and the school,-By including all stakeholders in our project,awareness of our stakeholders in the areas such as inclusive education, feeling European citizens, respecting the environment-nature, using digital technology and multiculturalism will be raised.-The prejudices that can be found among the countries will be destroyed,-The national and international prestige of our schools will increase.

Children, especially preschoolers, can record things into their long-term memory in learning environments which stimulate all the senses. Nowadays kids spend more time playing on gadgets than they do being physically active outside. Since they have less and less direct experiences in nature, these kids will miss out crucial opportunities to enhance their overall well-being, health and relationships. Many children today don’t have a lot of direct or indirect contact with and access to the natural world. Direct experience with nature during childhood is of great importance to influence the children's relationship with nature as a child now, but later as an adult. Sensory experiences will develop understanding and enrich child’s appreciation of the great outdoors. Playing in nature children develop a sense of wonder and curiosity about elements of nature (e.g. weather, flora and fauna, sand, water), and become inspired and motivated to explore, discover, inquire, critically think, and reflect about the real world.Considering these benefits 6 partner countries -Latvia, Turkey, Romania, Portugal, Bulgaria and Italy have come together to create the project: Little Nature Lovers. Project aim: Increase teachers' knowledge and skills to use contemporary teaching approaches to connect children with nature and improving children's knowledge of natural objects in the local area.Nearly 850 children aged between 3-7 and 100 teachers and educators will participate in this precious project.We will focus on the following objectives:-To enable teachers to acquire knowledge and competence to use nature as a learning environment via engaging children in outdoor nature activities;-To provide teachers with competence in nature based interdisciplinary lessons;-To inculcate teachers with new ideas and methods to guide special needs kids in nature activities;- to promote the formation of the child's ecological awareness and attitude focusing on trees, plants, birds and small animals; -To develop children’s creative and cognitive skills in Maths, Science and Art in nature;-To enable teachers to work in a mutual exchange with other kindergartens’ teachers to gain new ideas, insights, and methods across Europe.Our project will have 6 joint staff training with 6 different themes in which the participants will be provided with competence in order to conduct project activities more effectively. Methodical collections for preschool teachers (6 collections joined in one Little Nature Lovers’ Activity Pack) will be created (digital and 6 journals)Throughout 2 years period, we plan to create the following outputs and products with the collaboration of our partners: Project Roll-up, Project web page, eTwinning project, Little Nature Lovers’ Activity Pack, Teachers’ Guide for Nature Activities, Recipe Book, Picture Dictionary for kids.During the project the partner schools will learn from each other, project activities will become an integral part of the daily learning process. This project is also closely linked to preschool educational programs and curriculum of each participating country.Our project will contribute to the development of the involved schools in the long-term. For instance: the staff will have a raised awareness of recent changes in Nature education which will raise the quality at our respective schools;Nature-based project activities will nurture children's mental, academic and emotional development while bringing a sense of fun and adventure to kids. School community will be more conscious about the benefits of children’s connection to nature and outdoor learning. School and local community will feel themselves as part of the European Community. The implementation of the project will foster positive attitude about nature, promote school development and improve the quality of early childhood education and care in each partner school.

This Project stems from the shared concern over accelerating climate change and its tangible effects on all of us. It is also driven by our wish to explore an encompassing view of sustainability that includes its economic, social and environmental dimensions that are interdependent, overlap and together create a holistic perspective. We believe that our students have a central role to play in taking action to stop a dramatic turn in our lives. We feel that the best way to achieve this is by cooperating with European peers and making a joint pledge in tackling it. Taking part in a strategic partnership the benefits are multiplied: working in transnational groups broadens horizons, cultivates European identity and keeps motivation levels high.The main objective revolves around altering existing lifestyles and mentality given the common threat imposed. Lifestyle choices that impose on the environment need to change and by exploring the right questions we can reach feasible solutions. Efforts are put in cultivating different values, attitudes and skills not only raising awareness on the issue. Cultivating and enhancing environmental sensitivity to students, teachers and the local community, adopting an ecological mindset, inspiring and involving students with learning disabilities and socially vulnerable ones are essential.We are four secondary education high schools, with students aged 15-18 from Sparta, in the South of Greece that is also the coordinating school; Frazão in the region of Porto, Portugal; Pascani in the Moldavia region, Romania and Belgrade, Serbia. The participating schools from Greece, Portugal, and Romania are comprehensive senior high schools whereas the Serbian partner is an Information Technology school. We aim to be travelling in groups of 8 students and 2 accompanying teachers per flow. Participants are selected according to interest in the Project topic, willingness to participate and cooperate throughout its stages, linguistic competency, social and communicative skills. They are ready to leave their comfort zones, travel abroad, gain new experiences, experiment with new methods and explore new cultures.Before the mobility exchange, we will be cooperating to organize transnational activities, between our disciplines on the eTwinning platform. During the exchange, subtopics of interest will be explored in further detail. In Romania, students will engage in researching the life cycle of clothes, the soil and composting, the flora and fauna of the region and the process of waste disposal. In Portugal, the main topic will be understanding fresh and sea acidification that is disastrous for ecosystems. In Greece, the focus will be on everyday consumption choices and food safety. Finally, in Serbia, urban growth occurring over the last decades and taking action to tackle the social and environmental challenges it entails will be studied. Videoconferencing, experiments and research guided and supervised by teachers will be carried out and visits to topic-specific, institutions are believed to bring added value to the effectiveness of activity implementation. Transnational group work, group and plenary discussion of findings and student suggestions are also key to tasks. Assessment of students’ performance will also be essential to determine the success of the interventions proposed. Green Open Days will inform the community on the Project. The methodology followed is mainly based on innovative learning and teaching methods as the tool to connect real-life needs to classroom practice. We aim to enable students to work collaboratively maintaining their motivation and interest through addressing real-world problems and attempting to answer complex questions. Project tasks chosen are inquiry-based and cultivate deep content knowledge, critical thinking, collaboration, creativity, and communication skills. They will be able to demonstrate their knowledge and skills by creating public products for a real audience. They also include field research and hands-on experience, multiple resources and methods to meet students' learning styles. Integrating environmental education in a cross-curricular and interdisciplinary approach is also crucial in the realization of the Project.We expect these activities to have a real impact on the school and community level. Raising awareness about global environmental topics can reach afar through electronic media. Thereby, all student families and other stakeholders will be informed about our progress. It will highlight the imperative awareness from all of us about natural resources' protection. Interdisciplinary lesson plans will be used long after the Project is finalized. In collaboration with cultural, educational and social organizations, this project will present positive results that will arouse substantial identification with the European Green Deal and civic participation. International bonds and European identity will be strengthened.

Our most important goal is to prevent early school leaving (ESL) and supporting all students from all levels. Studies show that people without secondary education are less involved in democratic processes and are less active citizens. With the help of our project, we intend to create schools which are much more than a place merely for teaching, but rather an institution intended for upbringing a future active citizen who has basic abilities for a healthy and good lifestyle.With the help of this project, we (Portugal, Latvia, Turkey, Romania, Poland) intend to cover two dimensions: being active and learn to living EVs, specifically in sport environment by emphasizing fraternity, justice, peace, equality-especially gender equality, tolerance, solidarity. These are the important values and we believe that sport is a good way to learn and transform them to the daily life.We also intend to promote number of persons who give importance being physically active not only because of health related reasons but also social-related reasons. With the help of this study we will promote equity and inclusion by giving chances learners with disadvantaged backgrounds and fewer opportunities, enhance the quality of education in partner schools and promote being international and ultimately prevent ESL by making students deal with activities and work cooperatively in a group. To understand the effectiveness of the project a pre-test and a post–test analysis will help us. Prepared questionnaires will be applied to both control and the experiment groups. Although the experiment groups will participate a-2-days-a-week training program, the control group not. In this project, totally two Transnational Project Meetings will be actualized. The objective of the first one, in Romania, to plan all the project process; indicate which sports games will be emphasized, practiced and through which EVs will be put forward, or how evaluation procedures will be administered. The 2nd meeting will be in Poland where partners will evaluate all project process and find a way of writing final reportTo strengthen the quality of the project through the cross-border cooperation and to include the pupils for their own development and to get an idea about other cultures, this project includes 3 teaching- learning and training activities. The 1st meeting will be in Latvia where pupils show their preparations about Fraternity and peace. They will also learn each countries traditional games. The 2nd learning/ teaching and training activity will be actualized in Portugal. The mobility will be in March. All the participants work for organization of an exhibition showing women success in sport, and a date banner including people struggling for the justice. The products will be shown in Portugal. Pupils are also responsible for the practicing swimming, Folk Dance and/or fencing. All the partners will do some activities to increase awareness about women and sport on Women’s Day and during the March. After the 2nd learning/ teaching and training activity, an e-book (O1) collecting traditional games of the partners will be published. The last learning/ teaching and training activity will be in Turkey. Before the activity, pupils will study on tolerance and solidarity. They will prepare a school magazine and prepare a theatrical activity-role play. These activities will be presented in Turkey. A comprehensive conference (E1) prepared and organized by Turkish Sport for All Federation (TSFAF) and Inonu Anatolian High School (IAHS). Activities related to tolerance and solidarity (walking, running, Trekking, cycling) will be practiced during the mobility. All the partners are obliged to do evaluation and informative meetings after return of each exchange of pupils, to understand what participants have done or which topics are covered to include the school stakeholders into the process. By all the informative activities, introductory booklets, banners, Transnational Project Meetings, Teaching- learning and training activities, communication groups, websites, posters, brochures, corners and slogans related with EVs and the importance of being active, this projects aims to reach approximately 8000 direct and indirect people.In addition to the O1, this project will also produce “A Comparative Study and Needs Analysis Report” (O2) which will be published and uploaded on the net. It will be also published and delivered to the Local or National Institutions and/or the school libraries for the ones who are interested in the child development.

The general aim of the project was to prevent dropouts and create a favourable school environment, while contributing to the affirmation of a European citizenship, with the promotion, through good practices, of the widest linguistic diversity and intercultural awareness of the EU. During 3 short exchange, pupils socialized and collaborated with their foreign peers, finding effective ways of communicating and becoming highly motivated towards the participation they were experiencing. Many activities, always in direct connection with the partner schools, saw them involved in contributing to the success of the project. Among these, the contest for the creation of a common logo, the shared drafting of an Anthem in 5 languages, the creation of a multilingual e-Dictionary on Early School Leaving, with hypertext links to their drawings, audio, video, photos. All the activities done during the 3 years project were focused on students showing lack of control, lack of self-confidence, difficulty in finding school interest, lack of values that often discourage the weakest, that after frequent failures at school leave it forever. Through the project activities, the students were able to discover their own abilities and change their negative perception of school into a positive image of it. The aims were to find the right strategies, educational tools, methodologies to deal with those students to prevent their early school leaving. The school became a place where to increase confidence in themselves and in their own potential and not a commitment to bear. A place where to participate actively and consciously to their path of growth, where to acquire or valorise their social and communication skills, where to establish or improve the relationship with peers, teachers, parents. About 2000 participants were involved in the project and at least twice benefited of it, if we consider teachers, students, parents, other schools, experts, decision-takers at local, regional, national and transnational levels, local and national education authorities, public reached by press and social media. 4 partners in the project: Italy- Naples- the coordinator, France – Paris, Portugal- Frazão, Paços de Ferreira, Spain – Gran Canaria - Arguineguín;There were 5 Transnational Project Meetings: TPM1 in France (Paris), TPM2 in Portugal (Frazão), TPM3 in Spain (Arguineguín) and TPM4 France (Paris) and 3 Project activities: C1 - a students’ exchange in Portugal (Frazão), C2 - a students’ exchange in Italy (Naples) and C3 - a students’ exchange in France (Paris). The last TPM was held online in Italy (Naples), due to the pandemic, in 3 different steps: in May, in June, in July. The original intents of the project were all met. All the partners carried out the different activities planned and they, according to the tasks assigned, prepared or collected the materials for the different activities carried out and the products done. At the end of the project the tangible results are:- questionnaires, with graphs and their interpretation - videos of the most impressive activities carried out during the 3 years of the project- e-book collecting the results of the students exchanges, stressed on Best Practices for integrating also students with disabilities and for preventing dropouts -interactive e-Dictionary in 5 languages with the most used terms about ESL -flyers and leaflets to inform the educative community about the project-a Facebook and WhatsApp project group-the logo of the project-public Twinspace-website with materials-semi-annual Erasmus newspaper-brochure regarding ESL and its first signals;-slogans and video diaries; -short films, comics strips and posters on prevention of ESL;-final school show (in virtual mode).Expected results and long-term benefits are:increase students' self-confidence and self-control and their competences in foreign languages;increase motivation and satisfaction in school work;increase quality of education and training in all the areas involved in the project, for disadvantaged students and to align education to the needs of the disadvantaged students, too.We think that the project had and will have a very positive impact of the local communities of all schools involved, because:Students: developed a positive attitude towards school and opened their horizons; shared with parents and friends what they saw abroad; raised self-awareness and self-esteem.Teaching staff: increased expertise concerning pedagogical approaches and teaching methods;shared experience and best practices.Teaching staff and students:enhanced the social/ict/language skills and communication abilities;gained team spirit.Parents: were more involved in the educational process and increased their support and engagement in school’s activities;developed a positive attitude regarding the cultural and social acquisitions;Other schools: became interested in European projects and learnt from our experience to fight ESL.