The project is aimed to promote the inclusion of excluded students, the ones with lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into the mainstream education and society and to apply new strategies for overcoming learning difficulties in STEAM subjects. The other objectives are to conduct new methods in the field of social and emotional child development as part of students with special educational needs' practical curriculum and to give teachers different methods of education and share the good practices. Four schools from Lithuania, Sweden, Romania and Turkey were collaborating in the project. The Italian partner refused to participate in the project due to the staff changes in the school. Italian school about withdrawal informed all partners at the very beginning- so the changes of project were successfully planned and the tasks were shared among the partners in advance. The project concerned pupils aged 13-17. The project focused on the problem of social exclusion (based on lack of basic skills). In order to reach this goal of inclusion partners practiced new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities. All activities referred to the particular needs of students, according to the needs analysis which took place at the all partner schools. At the beginning of this project, all partners discussed and defined 4 problems which prevent school success. They included lack of social inclusion, lack of basic skills, lack of parental support and finally lack of socio-economical needs. The needs analysis had been done at four schools by teachers' observation, sharing ideas and applying basic survey which evaluated these four obstacles. As a result, in the LT the problem of lack of social inclusion and parental support did not exist, but we needed to develop the level of basic skills and help students who lack socio-economical needs. Other schools had problems, more or less, with this fourth issue. At Romanian school, “lack of social inclusion and basic skills ” of the students seemed to be the most important problem in term preventing students from adapting academic success. In Turkish and Swedish schools “lack of basic skills, lack of parental support and lack of socio-economic needs” became the key reasons for failure. Besides, each school had different good practices in their school curriculum. They were observed and followed by the teachers and transferred after evaluation. The strategies and methods which we agreed upon to apply embody plenty of ideas which stand for a real alternative to solve these four problems. Before creating this project we had a pre-work period about the new strategies and defined 5 new ones to use in our project. Every partner applied these methods in its school environment, observed and evaluated the outcomes. During the meetings these outcomes were discussed by all the partners and transferred to one another. At the end of 2 year time, 5 strategies had been applied and evaluated. According to the observation and results of success the partners will continue to use these strategies and methods at their schools. Through our project the four partners created both short-term and long-term tangible and intangible results to achieve the biggest possible impact. There were 2 transnational meetings and 3 short-term learning activities. Despite of the fact related to withdrawal of Italian partner all activities were implemented, as well as results. Partners created a set of methodological brochures, which could be used in any European school about implementing PBL, personalisation, peer- tutoring, cooperative learning and team teaching, based on good practices. All schools worked on integrating these strategies in school curriculum and prepared lesson plans, based on the best experience. The strategies and methods provided effective solutions to problems of lack of social inclusions and lack of basic skills, increased enthusiasm for school and responsible behaviour, promoted equality, tolerance, active EU citizenship. There were short term exchange activities for pupils to implement the topics (strategies) and all the subtopics of the project and working cooperatively they created a lot of unexpected results such as informative movies, historical/cultural researches, booklets and posters. Working in groups with students from different countries they improved English language, ICT skills became more aware to European values. Teachers and coordinators of the project had opportunity to transfer good practices, to compare different educational systems in order to work more effectively. Partnership collaboration encourage new ideas for collaboration on eTwinning and designing a new ka229 Erasmus project in the nearest future .

"Mathematics has always been a difficult and quite unattractive subject to students in many countries. Another reason why students do not get engaged in Mathematics is that they do not see its practical application and necessity in their lives as well as in other subjects. One more cause is their opinion and experience that it is boring as it usually involves sitting and solving problems with no interaction at all. However, the reality is that Mathematics is very important to the students’ future in every country both their studies (career) and their personal development, especially logical and critical thinking, problem solving in life in general, concentration, patience and perseverance. Those who commit to solving more complicated problems during Mathematics lessons do not give up when they have to solve sophisticated problems in real life. Mathematics is everywhere around us. Its relation with almost all subjects is clear, and mathematical knowledge is essential in order to study some other subjects successfully. Our project teachers allowed our students to discover, see and experience this relation. Working together as an international team we discovered and presented some new innovative and entertaining ways to our international group of students, applied new teaching methods while working with them, got them engaged into new kind of activities and integrated Mathematics with other subjects, our environment and life. The aim of the project was to make Mathematics an interesting, attractive and engaging subject not only to the target group of students participating in the project, but also throughout the project with the help of its diverse activities we reached as many students as possible in our schools as well as spread the good and efficient practice to some other schools. This project allowed us to increase students’ motivation to learn and find the beauty and practicality of Mathematics. Our students experienced that ""aha moment"" which led them to harder work and better marks. All teachers shared their good practices and worked out new innovative methods as well as prepared material and guidelines for other colleagues experiencing the same problem and wishing to diverse the situation with Mathematics. We wanted our participating students to get “hooked on Mathematics”. We reached our aim by organizing integrated lessons (CLIL) and the module “Interesting Mathematics”. The students participating in the integrated lessons and the module were of different abilities: those who faced difficulties in Mathematics, did not have motivation for that, saw it as boring theory and an unattractive subject, thought that Mathematics was not for them because they were not capable of understanding it, its importance, practicality and relation with other subject as well as those who were good at Mathematics. Some of those students participated in Short term learning teaching activities as well. The activities of the project involved one transnational meeting, five Short term learning teaching activities, contests, activities organized for the school communities and local people, exhibitions, cultural excursions and events, seminars, presentations, visiting museums, attending lectures at universities, meeting famous mathematicians, CLIL and STEM lessons, the module “Interesting Mathematics” and some other minor events. The methodology applied involved group and team work, filling in online and paper Evaluation sheets, online and paper Reflection cards, interviews, discussions, outdoor hiking and filming, making videos, doing research while preparing for presentations, conferences, educational programs in museums, observation, making models, presentations, workshops, wall displays and filling in questionnaires. Students gained and developed new important competences such as critical thinking, communication and cooperation, foreign language, leadership, self-confidence, self-esteem and social activeness. Students experienced the qualitative change of their competences in general. Teachers developed their professional and personal competences and experienced the qualitative change of them in general as well. .The project ""Hooked on Mathematics"" and its diverse trends and results contributed to the development of inclusive education, CLIL and STEM promotion in relation with Mathematics and sustainability of being ""hooked on Mathematics"" in every participating country."

"<< Background >>Today's fast digitalization of the world and especially COVID-19 Epidemic process has brought out ""Digital Games Treasury and Library"" (DiGiTaL) project. Distance learning including digital education has supplanted the face-to-face learning. Teaching profiles of educators have been changing fast.They should be trained, supported and keep up with digital education. Thus, we conducted a simple questionnaire to the teachers of partner schools and defined their needs in distance/flipped/blended/virtual learning classrooms. Lack of digital abilities, not having enough knowledge of web 2.0 technologies, need of digital resources and difficulty of taking attraction of pupils to the online courses are the major problems they face with according to the results of the questionnaire. Thats why, we will arrange educations and workshops to develop their digital abilities and ensure digital transformation in education especially to contribute to distance learning process. We will produce substantial project results such as digital games and digital course contents in some common courses taught around Europe. As our partners have similar distance learning problems and needs in this COVID-19 period and this Digital Era, we would like to carry out this project transnationally and produce results that educators and students of all European countries can easily use, adopt and transfer to their own classrooms or learning processes.<< Objectives >>Ensuring digital transformation and adding an attribution to the education that was largely affected by Covid-19 Epidemic is our main goal. We aim to change innovative practices in distance education with our partners to support our distance learning processes. We will improve our teachers' ICT abilities that are necessary for the digital education. We would like to support teachers'/ educators' teaching profiles in digital education. We aim to introduce them with web 2 tools to give opportunities them to prepare their own digital course contents. At the same time we will prepare some useful and enjoyable digital course materials that all the teachers and students in Europe can use during in flipped, virtual or blended learning in real classrooms or during individual online study. In this sense, we aim to focus on designing digital educational games as useful and enjoyable course materials to practice some common courses taught in Europe such as English Language, Maths, Natural Sciences, Philosophy and Art because we would like our course materials to be able to be used in wider environment, especially around Europe. We aim to produce a digital game library as a course material that has an open/free website site as an Open Educational Resource (OER). In this project, there will be both vocational schools having an experience in ICT, web 2 tools and gamification and general schools not having knowledge of these digital issues and also there will be NGOs having an experience in ICT, web 2 tools, gamification, graphic design and making animations etc. Thus, vocational school partners and NGOs will be leaders for general school partners in technical issues and achieve the project together. Achieving this project, we first of all want to support all teachers of the partner schools and then reach the other educators, teachers, students, schools, local/ national/ European educational associations and wider public related to education.<< Implementation >>Project activities we plan to implement are as follows;1.Preparation: We plan to accomplish language preparation, researches, making strategic plan/ work plan/ risk plan and definition of tasks/responsibilities/duties, defining project teams, selecting a communication strategy, doing selection of participants and involving stakeholders as preparation activities. Planning and achieving these activities at the beginning of the project will ensure the smooth running of the project and arouse less problems during the project time. 2.Learning Teaching Training: We will achieve our LTT activities below in order to support teachers/ educators' teaching skills, contribute to digital course contents, digital course materials and they are also the necessary educations and workshops hold to have the needed skills to be able to produce a substantial project result-Digital Games Library. Besides, they are necessary educations to accomplish for the digital transformation in education. 1.""Web 2.0 tools in Education"".Teachers of the partner schools will gain basic knowledge of web 2.0 tools used in digital education and introduce with the major web 2 tools of digital classrooms. This Learning Teaching Activity will ensure us to achieve the objectives of the project such as strengthening teachers' skills in new technologies, ICT skills, web 2 tools used in digital education. 2.""Gamification Implementations"". Participants will improve their knowledge of gamification and will be able to produce simple digital games for their classrooms. Thanks to the workshop, they will make their own digital classrooms more enjoyable and contribute to their own distance/ flipped/ virtual education processes. They will be role models for the other colleagues around them and lead others out of the partnership to understand the needs of new digital Era and produce their own educational games.3.""Digital Content Development"".Teachers will take an education about the digital course contents and assessment & evaluation in order to create engaging and interactive multimedia content and presentations and to learn how to digitally assess students' knowledge.This Activity will contribute to one of the most important result of the project -producing Digital Games Library. The teachers will contribute to the project objectives by developing teachers' strengths and preparing the course contents that will be used in the digital games. 3.Dissemination: In order to raise the visibility of the project and share all the project activities, results and outcomes with the target audience, we will carry out various dissemination activities in or beyond our partnership. These will be local seminars, multiplier events, school events, Erasmus+ days events, preparing posters and bulletin boards, meetings, designing project logo, sharing results/outputs in local/national/international media or platforms, designing a project website and activating social media accounts.Methodologies used in the project activities is cooperative working, innovative learning, collaborative working, e-learning, blended learning, learning through experience, and hands-on training approach.<< Results >>Results and outputs we expect to have as follows;We are planning to ensure digital transformation in education. We will develop teachers' skills of ICT, web 2 technologies and gamification. We will contribute to digital classrooms/ distance, virtual, blended, flipped learning processes.We aim developing teachers' teaching profiles. We plan to make a collaboration about innovative practices in education. We will produce digital contents. We are planning to arrange local seminars. We aim to produce 10 Digital Educational games in the courses of English Language, Maths, Natural Sciences, Philosophy and Art. We will produce an open/free access Digital Games Library Website (OER) as a substantial project result. We will organize national and international Multiplier events to promote the Digital Games Library. We will design a Project logo and poster to use during the project events and activities. We will activate Social (such as Facebook, Instagram, Twitter) and International accounts (such as e-twinning, School Education Gateway, Erasmus+ results Platform), and share project activities and results on these platforms. We aim to activate a project web-site which includes every knowledge, audio-visual materials, activities, events and results of the project. We plan preparing bulletin boards in partner associations and other local possible associations. Expected impact:Participants will gain and actualize knowledge of ICT and new Technologies, have experience in digital education, use web 2 tools effectively, have experience of digital classrooms, learn from colleagues in Europe, be able to prepare digital course contents, have knowledge of gamification, develop their teaching profiles, and improve foreign language skills. At local/national/European level, the project will enlighten target groups about using web 2 tools and gamification in education, ensure them to use the open/free Digital Games Library website and create a motivation to develop teaching profiles of teachers.Long term benefits will be a sustainable free/open access to substantial project result (OER)-Digital Games Library; motivation and enthusiasm created to use web 2 tools and gamification in digital classes; and developed course contents and materials."

The project ‘Healthy body, healthy mind’ was designed to respond to a series of problems observed among young people today. Malnutrition and the lack of physical activity have been shown to undoubtedly have a negative impact on teenagers’ physical and mental condition. Furthermore, these factors lead to the so called diseases of civilization, which hinder teenagers’ everyday life and generate social costs due to the required treatment.It has been shown that some teenagers avoid physical activity. This fact reduces their body endurance and causes concentration problems, which impede their academic success and have a negative effect on their future careers. Low self-esteem, anxiety and depression lead to poor social skills and socializing problems, which may result in teenagers’ withdrawal from social life. Additionally, more and more teachers observe other worrying behaviour problems among young people, such as the lack of openness, empathy, collaboration skills and not respecting cultural heritage, which have a negative impact on their proper functioning in society. The following problems have also been observed in other European schools. That’s why, 4 partner schools decided to join the project to gain an insight into the issue, using the resources, tools, methods that each of them possesses. In addition, the different geography and traditions of the participating countries, as well as their different knowledge regarding healthy eating and physical activity, will allow them to contribute to the project in different ways. This two-year project, ‘Healthy body, healthy mind’, will involve the whole school community of the partner schools including students aged 14-19, their parents, teachers, counsellors as well as local communities. The students participating in the project come from different cultures and communities characterised by different socio-economic status and educational opportunities. Thus, the project aims especially to involve students with fewer educational opportunities and those especially affected by the problems the project tackles. The main objective of the project is to make participants aware of the importance and benefits of healthy eating and physical activity as well as to implement changes in their eating habits and lifestyles which, as a result, will positively affect their health, wellbeing and how they perceive themselves and how they perceive others.Joint implementation of activities and dissemination of the project results will teach the participants cooperation, openness and empathy. The teachers involved in the project will increase their knowledge of psychology and teaching methodology and will broaden their personal and professional competences. Another aim of the project will be to create teaching materials such as lesson scenarios and a prevention education programme to be used in the schools now and in the future.The project implies involving participants in innovative activation initiatives such as mini projects in international teams, physical activities, workshops, debates and dramas that will be scheduled during the school year in each partner school and during the students’ mobilities. The main events in the project schedule will be 4 thematic weeks carried out simultaneously in each school: International Healthy Eating Week, International Physical Activity Week, International Wellbeing Week, and International Regional Cultures Week. The participants will also be involved in four student mobilities and a teacher training mobility. Taking part in the project will enable students to learn about healthy eating and physical activity and, consequently, will positively influence their health and personal development. Participants will have an opportunity to learn about different cultures, traditions and languages thanks to their cooperating in international teams. Furthermore, taking part in different project tasks will contribute to the development of their personal skills such as cooperation, responsibility, openness and will boost their self-confidence.Throughout the project, teachers will be involved in the cooperation within four international groups: health, physical activity, wellbeing and national heritage in order to share experiences and their best practices. All the resources resulting from this cooperation will contribute to teacher professional development and to the enrichment of the schools’ didactic resource base. All the project participants will broaden their knowledge of the culture and traditions of the partner schools, thus fostering international awareness and European citizenship. International cooperation activities will also improve the participants’ linguistic competence. The project will contribute to the long-term development of the schools, as they will benefit from the resources and methods developed in the long run. In addition, dissemination of the project results will allow local schools to take advantage of it.

"The project entitled Program yourself into logic will be carried out in schools in Poland, Lithuania, Bulgaria and Romania from 01/09/2020 to 31/08/2022. The project is aimed at students aged 14-18. They are primary and secondary school students. The project will involve around 70-100 students and about 20 teachers from each school. We would like to engage people who are interested in science as well as students with learning difficulties. The main goal of the project is to improve science education in the practical application of knowledge in everyday life, learn new teaching methods in the subjects and exchange experiences in this field with partners from other countries. The priority of the project is Science Technology Engineering and Mathematics. Our priority is to increase the quality and attractiveness of science subjects in schools - mathematics, physics, natural sciences, geography, chemistry and computer science. The aim of the project is to make science classes more attractive and show their practical aspects, develop students' creativity, further motivate them to use creative learning and be active. As for weaker students, they will get additional stimuli to develop their interest in scientific subjects and overcome learning difficulties. The aim of the project is to use mathematics and computer science in practice, the application of modern technologies in creation and communication of robots, the use of the latest digital communication techniques, foreign language development in the field of technical concepts and communication in everyday life. All the factors will improve the quality of academic standards in all the schools implementing the project. As part of the implemented project, we anticipate to undertake the following activities:1. Collaboration in making lesson plans for scientific subjects resulting from the exchange of experiences, methods and materials between partners that will teach specific issues in each, particular subjects.2. Giving regular open lessons both at their home schools and during the planned mobility using ICT.3. Interdisciplinary games, giving a chance to shape general knowledge in the field of mathematics and natural sciences. The games will be created in detail during the preparation of the project, e.g.: mathematical stalking game.4. The cycle of workshops entitled ""Science subjects in the kitchen"" that will use the knowledge of physics and chemistry in the process of preparing dishes, and during which students will have the opportunity to present their regional dishes.5. Geographical and cognitive field activities with the use of traditional maps and GPS in smartphones, which will help students to learn the tourist values of the states involved in the project by making and presenting online presentations.6. Programming an international robot performing specific tasks set by all partner schools. Students will begin the configuration and programming of the basic elements of the robot. Then, by communicating on the internet, they will establish contact and, by giving commands with their e.g. smartphones, they will check the correctness of the implemented commands and verify the accuracy of the performed tasks.7. Holding an international competition in mathematics and natural sciences involving mixed teams.8. Science and Robotics Fair as an activity summarizing the results of the joint undertakings. During the Fair physical and chemical experiments, mathematical quizzes and puzzles will be presented as well as robots built during the project implementation.The methods used in the implementation of the operations will be methods activating students, methods of learning from each other, self-presentation, creative action, self-reflection, as well as observation of classes, modern technologies supporting the didactic process, research and group work.The expected results of the project are the following:- to increase of scientific and linguistic competences of the participants - to increase motivation to learn- the ability to correlate cross-curricular knowledge and to identify practical aspects of its application- through the international teamwork and the improvement of their linguistic abilities, the participants will extend their knowledge and improve their skills, which will increase their social and personal competences- the participation in the project will allow teachers to supplement traditional teaching methods, to make their work more attractive and encourage self-reflection. This will make them to increase their support for gifted students and those poor ones. In the long run, we expect this will have a big impact on the creation of a database of didactic resources which will allow to give lessons in innovative ways, to introduce new issues into the curricula and stimulate students' cognitive aspirations. The implementation of the project will add to raising the academic standards and the attractiveness of the school in the local community."