"In all our schools we work on Health Education from the early stages of Early Childhood Education. We start teaching children the importance of body hygiene, we continue with food and the need to ""eat everything."" Later we show them the relationship between diet and health, the importance of sport and we teach them driver education. When we finish primary school, we talk about eating disorders, we teach them how to prepare a complete and balanced diet, and in secondary school we expand on the risks of excess internet use, drug consumption, sexually transmitted diseases, etc. Dealing with all these issues is essential for the correct development and personal growth of our students, but at what point do we teach them to care for others? When do we explain how they should behave in the face of the asthmatic crisis of a partner, or the loss of consciousness of a friend or even in the event of a significant nosebleed of the child who falls face-first in the yard? Are the teachers prepared to give these explanations?Currently, first aid is not treated properly in schools. In most schools, the Physical Education teacher or the Biology teacher give certain notes about it in their classes or, in some cases, the educational authorities facilitate small courses or workshops taught by health personnel, who do everything they can to adapt their technical knowledge to a child audience. Without a doubt, it is neither sufficient nor efficient.The schools that make up this project consider it necessary to make a change to the training techniques and guidelines for action in first aid. Confucius is credited with the phrase “tell me, and I will forget; show it to me and I'll remember it; Get me involved and I'll learn it.” We agree with this thought and therefore, we have decided that we will create the first aid training materials that we will use later to share with our educational community, and we will do it together, teachers and students, using innovative methodologies. such as cooperative work or problem-based learning, in which both groups are equally involved, and we all learn from everyone.To work on this project, each school will create a specific working group of teachers and students (between 3 and 8 teachers and between 16 and 24 students from 11 to 14 years old). Throughout the 2-year project, this group will prepare files and presentations on various common first aid practices (such as CPR, the Heimlich maneuver, etc.) and later, during the LTTAs, translate it into explanatory videos. More usual aspects of Health Education will also be worked on through infographics, posters and other works, the elaboration of which can be shared with the rest of the classmates or class members of the group. The members of the Erasmus group will also do small workshops for colleagues, and even for parents, in which they will present the work done.An important part for the development of the project will also be the work carried out through the eTwinning platform: complementary activities to those carried out in the LTTAs, such as competitions to better understand each partner country, challenges, photo albums, classes of the own languages, etc.It will be a project with a clear vocation of service for the entire school. The obvious objectives for students and teachers to learn new teaching and learning methodologies, or to improve their skills in the use of ICTs or in linguistic communication in English, or to deepen their knowledge of the EU, personal and social growth objectives will be added: students will empathize with those who suffer from diseases such as epilepsy or suffer frequent asthmatic attacks or fainting spells, who, in turn, will be encouraged to be included because they are better understood by his companions.We will create various evaluation systems for the different results and the various activities. From knowledge tests based on gamification to self and coevaluation rubrics. We will also seek the opinion of health professionals and specialized teachers to assess our products more objectively.The sustainability of the project over time in each school will be assured, since the management teams of the 5 educational centers are convinced of its need and give their full support.For its part, the dissemination of the results, which will begin practically at the local level, will eventually be able to be extended to schools across Europe thanks to the use of eTwinning or the Results Platform of the Erasmus + Projects."

<< Objectives >>We aim at teachers: to be ready in Distance education training to complete the distance activities, to increase digital determination, to increase knowledge in online education,to increase the competence of online courses, to improve the use of alternative learning education and technology, to digitize alternative learning, education and technology, to offer a funny and playful learning environment using web2.0 tools to their students,giving them equal opportunities for digital literacy.<< Implementation >>1.Cooperative Learning(Greece Mobility):They will play game without computer (Minefield Game)2.Peer Tutoring(Bulgaria Mobility):Some of students will teach to others “Canva” .3.Team teaching(N.Macedonia Mobility):The students will prepare story book by StoryJumper 4.Project Based Learning(Italy Mobility):The students will create a cartoon by Pixton.5.Personalization(Turkey Mobility):They will make a presentation about cultural arts by Google Slides. 6.Presentations using Padlet,Prezi,Thinglink<< Results >>All of our participants: Increasing digital competencies, increasing information processing and technology use skills, actively participate in the distance education period lessons with fun, being active in online learning environments, increasing the efficiency of distance education, increasing participation in online education, the diversification of learning platforms and enrichment of activities,Learning to use Web2.0 tools and using them in the future by integrating them into lessons.

All the schools involved in this project have the environment at heart. We promote a healthy lifestyle, inclusion and lifelong learning in our endeavour to provide a holistic education to our pupils who come from multicultural backgrounds (including immigrants).The main objectives of the partnership for permaculture in schools are the following ones:• To develop Care of the Earth, environment and People• To develop the key competences, such as ITC skills and linguistic competences• To encourage students to cooperate with European partners since early ages• To promote a European dimension amongst all participants, develop internationalization and be open-minded.• To improve students’ and teachers’ communication, group working skills, the use of English language.• To compare methods of teaching and learning, values of education, school organization and curriculum in order to look for innovative ways of teaching and learning and introduce pedagogical innovations.• To find a creative approach to special needs / physically impaired students and people in general.This project will show that Permaculture is much more than environmental awareness or a gardening technique. It’s an ethical design science that assimilates land, resources, people, and nature in ways that supply human needs as well as benefit the environment.The role of a European school today is to encourage internationalisation. We need to think of a common Europe, be proud of our own culture but at the same time respect the other ones. This is an interdisciplinary project using the subject of permaculture garden in schools to awaken the knowledge on other countries in Europe. It shares knowledge but not in a stereotypical way, it explains and encourages celebration of the unique identity of partner countries but crucially asks children to evaluate these from another's perspective. By working on this project, as well as improving their knowledge on the environment, pupils will improve their skills in geography, history, the arts, foreign languages and knowledge of other cultures.

"Background of ProjectThis project was an answer for a common need to develop these competencies in our schools environment. The Internet is one of the most important additions to our lives and we take full advantage of it. Parents, struggling for existence& career, neglect their children, don’t have enough time to listen, share their joys and sorrows, guide them. Frequently young people seek refuge in the virtual world and feel the Internet makes their life easier, empowered. Being liked, acquiring skills in games, feeling equal& killing the time fills the void of adolescents with deficient social skills. This project approaches social& civic EU key competencies because our students need to understand how they can attain personal& social well-being through a healthy lifestyle. These include personal, interpersonal& intercultural competence and cover behaviors necessary to participate in an effective& constructive way in social& work life. Acquiring the civic competence will allow them to engage effectively with others in the public life, and display solidarity& interest in solving problems affecting local& wider community. This project looked at the EU's key social and civic competences so that young people understand how they can achieve personal and social well-being through a healthy lifestyle. They cover personal, interpersonal and intercultural competences and include the behaviors necessary for effective and constructive participation in social and working life. Acquiring civic competences will allow them to engage effectively in public life and demonstrate solidarity and interest in solving problems affecting the local and wider community.ObjectivesThe aim of this partnership was, through European cooperation, to make students aware of the need for rational, efficient and safe use of social media, preventing school drop-outs. It promotes the key competence of ""learning to learn"" - the ability to organize one's own learning, including the effective management of time and information. This includes being aware of the learning processes and needs. In this way, our students can acquire, process and assimilate new knowledge and skills, seek and use guidance.ParticipantsA total of 79 students took part in short-term student exchanges and they were accompanied by a total of 26 accompanying persons (teachers) - it concerns three physical mobilities. One short-term exchanges of students, realized in the form of virtual, was attended by 119 students and were accompanied by a total of 25 accompanying persons (teachers). 9 teachers from partner schools took part in the training for teachers organized in Turkey. Students and teachers will participate in meetings in partner countries and work in multicultural teams as planned. The partnership was an opportunity for everyone to participate, work, see, compare and learn in a multicultural environment in a foreign country. All partners actively participated in: project meetings, worked in multicultural teams in planned activities, assessed the progress and impact of the project, shared experiences and good practices, planned further activities. The project coordinator monitored the implementation of the tasks in cooperation with the people responsible for the teams.Results and ImpactImpact on students: -Awareness& improvement of Social Media (SM)safe and rational use -Knowledge of SM addiction danger& effects -Development of social& civic skills, self-esteem, critical thinking, creativity& synthesis -Enhancement of healthy& accountable alternatives to SM -Hobbies importance for talent developmentImpact of teachers: -Professional portfolio enrichment with extracurricular activities (competitions, shows, photo exhibitions, campaigns for healthy& responsible lifestyle) -Digital skills improvement (Web 2.0 tools) -English skills improvement School: -Local, national& international school image improvement -Increase of attractiveness, students’ number& competitiveness, implementing new teaching strategies -Introduction of new approaches to institutional development& resource management -EU projects experience gain -Extracurricular offer diversification -European dimension’s consolidation in education, active European citizenship promotion Wider learning community: -Providing other schools with new teaching strategies -Other schools’ benefits by using disseminated end products -Promotion of lifelong learning& school application for EU projects in other schools Community: -Parents’ awareness of SM dangers& rational use need -Local, national& international image promotion -Improvement of school-community relationship, community’s confidence"