As the world is constantly and rapidly changing, education is becoming a problem in different countries. Therefore, the teaching process needs to be re-adjusted by giving students the expertise which can help them to adapt fast to changes and integrate into society. Independent thinking, values, teamwork and social awareness are vital skills that should be included in teaching, nowadays. To develop these delicate and flexible skills, the project coordinator identified social inclusion as the initial and essential point by working together on various topics dealing with environment/nature and science. Learning by doing was a project designed to foster and develop these kinds of skills, both in students and teachers and to promote changes in the involved schools so that they could be as organizations aware of the changes they need to implement to develop new approaches and new ways of learning and teaching. It was implemented by a group of different schools, being Romanian and Portuguese the most experienced partners and led by a British school. The other partners' schools, however, had got the spirit and the motivation to achieve the designed goals for the LBD project. Although the project had been affected by two major events during its timespan, Brexit and COVID pandemic, we believe that the project achieved its main goals and produced a real impact in all the schools involved. Throughout the project we developed the objectives defined in the beginning namely for students, 21st-century competencies or soft skills like creativity, innovation, communication, social and emotional development, experimental approaches to sciences and critical thinking and ICT skills; for teachers, the use of English as a communication language in Europe and their Europeanization skills, the openness to share classroom and methods and the skills they to improve in their student the above-mentioned skills and competencies; for schools, the know-how to accommodate innovation in their classrooms and the flexibilization of structures and traditional practices to grant the room for new approaches for teaching.All of these were achieved under the values of promoting inclusion, diversity, equality and gender balance and non-discrimination.The project in the six partners schools involved directly students from 6 to 12 years old (around 1200 students), teachers and staff (around 300) and the administration boards of all schools. Indirectly, LBD, by sharing new approaches, new practices in the classroom, new ways of thinking and facing Erasmus had reached much bigger numbers and a wider impact in each country, going around above 3000 (students, staff, teachers). Besides this figure, we had also promoted families, parents, communities, and local partnerships involvement that enriched our project and increased the project’s impact in all the six partner schools. To achieve our aim of inclusion, we implemented in our classrooms and during free time activities, new strategies and methods of teaching using the 4th TOPICS: TECHNOLOGY, LEADERSHIP, STEM and TEACHING & INTEGRATION. Teachers’ work also included the creation of 24 lesson plans with the help of an interdisciplinary approach which afterwards were integrated into the e-toolkit. They also created the “FLORA, FAUNA & HEALTH FOOD” book, based on activities with children. When students were experimenting, exploring and creating with a range of materials, they learn about problem-solving in situations where there are no set or ‘right’ answers. Learning outside the classroom helped to make subjects more vivid and interesting for pupils and enhance their understanding. It also contributed significantly to pupils’ personal, social and emotional development. The social and emotional approach helped students and teachers participating in the project to gain knowledge and skills, develop attitudes necessary to understand and control their personal feelings and emotions, set individual goals, increase their empathy perception and create positive relationships. Schools participating in the present partnership contributed to their development in the long-term by the curricula expansion internationalizing it, the development of teaching qualitatively, the improvement of institutional plans and the increase of the school image within the local communities.In terms of results, the LBD project was a very enriching project, since it produced articles for the e-magazine, quizzes, presentations, videos and brochures, besides a toolkit with 24 teaching materials that mirrored the tailor-made lesson plans about the main project topics and dissemination sites (webpage, TwinSpace, newspapers and blogs). All these materials had a strong daily impact in each partner school when they experienced different apps and ICT resources to create learning environments. But, the impact of the project was much wider than concrete results: teachers become aware of new practices and approaches to teaching, overcoming their initial reserve about being able to actively join an European project, they learnt how to cooperate with each other even in different classrooms, realize that different school environments are possible and they also produce rich teaching and learning environment; Students were able to work and learn collaboratively online with students from the partner countries – even before the pandemics online learning – with meeting concerning several topics to show and share their findings and discoveries in different project’s topics, to share thoughts in a foreign communication language and valuate differently outdoors learning environments; Schools gained a new dynamic towards innovation by welcoming the partners and by preparing mobilities among teachers and also resources to develop new technological approaches to learning (the project had a very relevant contribution for partner schools’ performance during the pandemics); and School Communities gained deep conscious of their value in a Europe focused on diversity.

Environmental pollution occurs when pollutants contaminate the natural surroundings. Pollution disturbs the balance of our ecosystems, affect our normal lifestyles and gives rise to human illnesses and global warming. Pollution has reached its peak due to the development and modernization in our lives. With the development of science and technology, there has been a huge growth of human potentials. People have become prisoners of their own creations. We waste the bounties of our nature without a thought that our actions cause serious problems. So we are 5 schools who have come together to deepen our knowledge of nature`s laws and broaden our understanding of the laws of the human behavior in order to begin dealing with pollution problems at school age. So, it is very important to know different types of pollutions, their effects and causes on humanity and the environment we live in.This Project “Hug Your Environment against 4P” has been created by aims to adapt 21st century skills with 80 students and 64 teachers. 4P represents 4 types of pollution: Air, Land, Sea, Light. We all met on eTwinning where we use to share the needs of our staff, students and schools. We have seen that we have the same problems, with the same goals. All our objectives and goals met the Et2020 goals which are Nature-Based Solutions and Providing viable solutions of natural ecosystems. Of course we cannot overcome pollution totally. But we can raise awareness for it at a very early age. Since the consciousness begin at an early age, it continues whole your life. Besides as today’s children are born into technology, they already know how to use smartphones, tablets or computers. In order to keep them far away from playing games or social media, we wanted to teach them the educational site of technological devices. We will combine the traditional methods and 21st century skills. We will improve the quality and efficiency of education and training which is one of the goal of ET2020. As we will integrate the topics into curriculum, we will use web2 tools to practise them and to keep their sustainability and to inspire the next generations to enhance creativity and innovation which is one of the goals of ET2020. Another goal is making lifelong learning and mobility a reality, 80 students and 64 teachers will join the mobility. These long-term goals and in addition promoting equity, social cohesion and active citizenship, including entrepreneurship at all levels of education and training all meet each partner schools’ strategic plans as well. Involvement of teachers, students, neighbouring schools, directorates of education, parents make this project more valuable.By learning different web2 tools to be integrated into lessons we will find out and improve students’ critical thinking skills, problem solving skills, creative thinking skills and communicative thinking skills. More than 2000 participants will play active role in project activities. The profiles of the participants have one in common. They all met web2 tools very short time ago and all of them are willing to adapt them into their curriculum. The games, digital storytelling, video making and evaluation web2 tools will be adapted. Traditional games related to environment will enable students have fun while learning storytelling will improve their creative thinking skill. Learning to evaluate assessment using web2 tools teachers will save time Instead of assessing papers, they will get instant results or feedbacks and thus can prepare extra activities for students to practise. Outdoor activities will allow them to find out their skills while exploring.By emphasizing the world’s most common problem pollution, participants will be more sensitive to this problem and they are expected to be more environment friendly citizens. They will be aware of environment degradation but on the other hand will be aware of the solutions which each citizen in the world should take care of.Besides technology and pollution each participant will be aware of respecting other cultures, speaking a foreign language and lifelong learningThe methodology used is based on the principles of learning-by-doing, peer-education, team working and collaborative learning, with a strong focus on developing problem solving skills via web2 tools.The impact of the project will be Europeanwide. More than 400 schools will be aware of our project by the cooperation of Education Directorates. Our books will reach more than 10000 students and 1000 teachers. The exchange and combination of a variety of working methods, teaching styles and competences will also allow developing a common, work-based learning methodology, which will be replicable and adaptable to different contexts and in different European countries. Teachers and trainers will increase their relevant didactic and methodological skills, and will promote collaboration between schools and companies/organizations across Europe.

"CONTEXTCountries all over the world are beginning to introduce computer science, programming, and computational thinking into their curricula, even for very young children. With the rapid expansion of the technology market addressing Early Childhood Education, the usage of ICT in European preschools has expanded dramatically. For preschools and Kindergarten environment, this means taking control over the use of available ICT tools so that they enhance children’s learning, creativity and development of language and expression but also ensuring that the benefits this learning is carried through to other school education levels. The partners in #comake - 5 local school authorities/educational centers and 5 pilot preschools from Sweden, the Netherlands, the UK, Finland and Denmark - believe that computational thinking (a set of problem-solving methods that involve expressing problems and their solutions in ways that a computer could execute) is an very important area of learning and can improve the educational quality in Early Childhood Education. The introduction of computer science concepts in preschools however poses many challenges as few preschool teachers have received pre-service or in-service training to teach in these areas.OBJECTIVESThe overall objective is to SHARE AND EVALUATE MODELS AND APPROACHES FOR INTRODUCING COMPUTATIONAL THINKING AND ENHANCE DIGITAL COMPETENCIES IN EARLY CHILDHOOD EDUCATION AND CARE. By supporting educators and raising the quality of the educational offer in Kindergartens and preschools the project contributes to lay the foundations for later success in life in terms of education, well-being, employability, and social integration for ALL children, in particular children from disadvantaged backgrounds. PARTICIPANTS AND ACTIVITIESMore than 100 preschool teachers and preschool staff, 30 ICT educators,1000 children will participate in activities that will be disseminated and of benefit to more than 10000 preschool teachers and ICT educators, 60000 preschool children and 1800 policymakers across the partner countries.The project’s activities will involve 2 transnational meetings, 5 computational thinking learning and training activities and 4 learning challenges ""learnathons"" taking place across the partner countries and involving both children and preschool teachers/staff. The project will also create an international network through which preschool teachers and educators can work together on resources and documentation to support ongoing progression in their learning and collaboration around computational thinking.METHODOLOGYThe transnational nature of the project will enable each partners to apply methods developed in other countries’ contexts and to learn from best practice outside of their immediate environments. For example the programming expertise in the UK pre-school system, the practical 'maker education' approach in the Netherlands, the discovery and collaboration approach in Finland, the aesthetic and creative approach to using technologies in Sweden and the social pedagogical and outdoor learning approach in Denmark will be synthesised to produce documented innovative and practice-informed pedagogical approaches for the preschool environment. Tasks have been divided into 5 work packages ( PROJECT MANAGEMENT, COMMUNICATION AND DISSEMINATION, LEARNING AND TEACHING ACTIVITIES, CURRICULUM IMPLEMENTATION and EVALUATION) and distributed democratically among the country coordinators on the basis of their expertise. The 5 pilot preschool schools will serve as local ""role models"" for all other preschools within the reach of each educational center.RESULTSThe project will result in establishing clear evaluated and documented knowledge, approaches and pedagogies for the teaching and learning of computational thinking in Early Childhood Education on both a partnership and individual level. Results will also include a shared website where all results and resources, materials and lessons plans will be accessible and disseminated to targetgroups at a local, regional, national and international level. .IMPACTA generation of European citizens growing up with these valuable computational thinking skills and high levels of digital competency will secure a successful economic and community engagement on a global level. The project will not only target the educational goals of the Erasmus+ programme, in particular by increasing access to affordable and high quality early childhood education and care, but highly contributes to the top priorities of the strategic framework for European cooperation in education and training (“ET 2020”) related to lifelong learning, mobility and the quality and efficiency of early childhood education and care systems."

The “CONNECTION OF HEALTH AND DAILY ROUTINES” reunites 5 schools from the UK, Greece, Poland, Romania and Turkey. The motivation of the present project is to help pupils internalise healthy habits and broaden their vision about healthy lifestyles in the European community. Having a healthy lifestyle is about eating healthy, doing physical exercise, being in harmony with the nature, learning to cope with our emotions, promoting wellbeing, having healthy relationships and social support. Through the present project we approach the topic from all perspectives mentioned above.The partner schools are confronted with more pupils who refuse to attend the PE classes and the number of overweight pupils is increasing every year. Participants will gain hands on knowledge on how to have healthy eating habits and how physical exercise impacts our mental and psychological well-being. The project’s aim is to develop awareness about different EU healthy lifestyles among 64 students from 5 schools during 24 months of project.In order to reach the main aim we set the following objectives:-to develop participants’ knowledge and skills for having healthy and balanced diet-to encourage participants to have a healthier lifestyle-to offer participants opportunities for learning in a multicultural environment-to strengthen the international exchange of good practicesA number of 120 participants will be the direct beneficiaries of our project (64 students, 40 teachers). At the partnership level, we will involve 250 students (10-14 years old), 80 teachers, and approximately 200 local participants (parents, school staff, representatives of the local communities, stakeholders, guests, etc.). The common working language is English.The planned activities will offer participants the opportunity to explore together the nature around them, the impact of their actions on the environment and how nature affects their health. Sport will be used as a tool to communicate health related information to pupils, but also to help building human relationships and teambuilding. By organising friendly competitions, goal setting, team cohesion and team climate will be supported. The project clubs, international face to face meetings and the eTwinning project will provide pupils the opportunity to develop friendship with one another. International friendship will provide sources of inspiration, role models, opportunities for growth and personal development. The topic related activities developed during the international meetings will be implemented by each partner in their school as activities organised at the project clubs and also integrated into teaching. These activities will be adapted to the local context of each school. Pupils will be engaged in interactive activities that will develop their ability to summarize the information, critical thinking and IT competences, creativity, practical knowledge and healthy habits.The activities will also encourage them to be more active by joining sport competitions, friendly team sports, eco-sports. Pupils’ connection with the environment will be promoted by activities that will be organized outdoors. The activities aim to show pupils that education is also outside school. There are planned study visits, field trips, as well as meetings with guest speakers from organizations that encourage having a healthy lifestyle. The project activities use the learning by doing process which will strengthen team work, cooperation, sense of belonging and social cohesion. As a result of this project all participants and schools will broaden their concept of having a healthy lifestyle in different European communities and expand the quality of the educational process. This unique experience will contribute in the long-term because it supports understanding the importance and impact that the lifestyle has on people, what should to be done in order to be healthy and active. The activities also boost self-awareness and the idea that each individual is responsible of having a healthy lifestyle.Therefore, the project results will be integrated in the school curricula and we will continue to disseminate the project's results during Open Days events, Educational Fairs and reunions. We intend to continue our cooperation via the eTwinning platform at least three years after the ending of this partnership. One of our project activities implies to organize a health awareness campaign in each school/ community on the 7th of April when it is celebrated the World Health Day. The partnership will offer school a European dimension, internationalize the school curricula and teachers will expand their knowledge and ideologies. Through this partnership, all participants will improve their communication skills, will be exposed to different accents, cultures and lifestyles. Participants will become more competent in working in multicultural environments and develop their social skills.