"The project was implemented by schools from PL, IT, LT, ES and TR. It aims was to promote students’ awareness of a healthier lifestyle in connection with healthy eating habits and sports activities. The basic idea was to establish a partnership based on developing and applying the transfer of good practices between schools. It also has an innovative character, which consists of actively involving schools in the long-term process of decreasing obesity and increasing an active lifestyle by implementing the results of the projects in our regions. 2 outputs, ""Healthy foods and nourishment information for School Canteens"", ""Recommendations for improving participation in sports at school"" were produced. We have started the process of research and each partner school has found the following rates of OBESITY PROBLEM (OP) and LACK OF REGULAR SPORTS (RS)PL Partner School - 25% of pupils OP, 40% RSIT Partner School - 20% OP, 45% RS LT Partner School - 25% OP, 50% RS ES Partner School - 27% OP, 35% RS TR Partner School - 20% OP, 35% RS Therefore, the problems stemming from unhealthy lifestyle are indeed pressing. Another interesting finding was that most of these students come from families with fewer opportunities. All these physically and financially challenged teenagers thanks to project implememtation were placed at the center of all stages of project implementation. OBJECTIVESThe main objective of the project was to inform students on rules of a safe and correct nutrition and suggest healthy dishes that can combat the desire to eat fast-food. Also, at institutional level, we have intend to impose a change in the menus of school canteens. Students themselves created an info-book containing photos, descriptions and nutritional values of their favourite dishes in line with their traditional cuisine. Other objectives included:- to promote sports as a strategy for being healthy, thus developing a lifelong active lifestyle- to impose a long-term policy of schools in dealing with the problem of obesity and unhealthy eating habits- to support social inclusion and prevention of discrimination- to encourage the learning of modern foreign languages- to develop knowledge among students and teachers of the diversity of European cultures- to improve pupils' sport and social skills.This project were implemented transnationally because we developed a strong synergy among partners. ACTIVITIESWe have organised 3 LLT acivities for students:C1- IT The project teams joined the canteen and observe the dishes prepared regularly there. Then, each school cooked presents traditional healthy dishes from their own countries and cooked 1 meal that werentasted by the other participants. C2 –LT The activities were organized in a forum presented by the students and which includes sub-topics such as - What is obesity?/ Causes / Effects on Health and social image/ The current rates of Obesity C3 – ES students put together the information and statistical data collected and compile a brochure which contains a set of DOs and DON'Ts that every person should follow in order to live a healthy life, students and teachers run workshops in which all kinds of easy-to-do exercises and games/sports will be presented and performed. PARTICIPANTSStudents/teenagers: Each exchange involved the participation of 4 students/ country, which means an overall number of 16 students/country who were participated directly in the exchanges. These students were be selected prior to each mobility, based on transparent criteria, which involved command of English, ICT skills, voluntary work, involvement in the school-based activities and motivation. The number of indirect beneficiaries is a lot larger, as every school were involved at least 10 other students before each mobility in the school-based pre-exchange activities.Teachers/Adults: There were teams of 7 teachers in each partner school so 35 in total who were managed the project implementation. Each of them were assigned clear tasks from the beginning. This team were involved managerial staff: 1 English teacher, 1 PE teacher, 1 Biology Teacher, 1 Medical worker, 1 ICT teacher. They were choosen by the person in charge of the project, based on previous initiatives, motivation, CV and experience in handling projects. RESULTS AND IMPACTSWe have assumed the publication of two IOs and 3 other intermediate products which are result from the activities performed during the exchanges which were publicted on website and through all the dissemination activities included in the dissemination plan. Therefore, we hope that there will be a positive, measurable impact at the level of participants (with a clear reduction of obesity rates among the target group members), of the local school communities and wider communities, at the level of the institutions involved and other related institutions, at local, regional, national and international levels."

This Erasmus + project aimed to improve the quality of school education, to strengthen its European dimension and promote the improvement of learning through reading. All partners had a common problem, that of students with lack of interest for reading and they also had students who were at the risk of early school leaving because of their low results.The project 'Just in time for nurturing a love of reading' was a 6 school partnership: Romania, Poland, Spain, 2 schools from Italy (Canicattì and Marsala) and Bulgaria. The Romanian coordinator school was a general secondary school where pre - primary, primary and lower secondary education is provided for a number of 300 children. The school is situated in the rural area, quite far from the nearest city ( 40 km). 80% of the pupils come from very poor families and 33,48% of the pupils are of rroma nationality who are very difficult to be convinced of staying at school and study further. The students of the Polish partner are from one-parent families and they are at the risk of early school leaving.The Bulgarian partner is a secondary school with students aged 7- 18 and about 10% of them are coming from jobless families, i. e. both parents are unemployed.The Italian partners have pupils with attention deficit in classes, students with risk of exclusion because of the great number of absences; students with lack of interest in the learning processes and Spanish partner also has socially and economically disadvantaged students. The mother tongue plays a key role in a child's social and personal development, in education and in second-language learning. As reading gets to mental stimulation, knowledge, vocabulary expansion, memory improvement, the main goal of the project was to develop a lasting interest in reading at students in order to improve their school outcomes and test scores regarding basic skills at literacy with the involvement of socially and economically disadvantaged students for avoiding early school leaving. We organized different book-related activities in classroom and after school (Lecture club once a week, reading sessions at the library ). We encouraged communication by implementing different activities that supposed cultural exchange among children and teachers which were planned to strengthen the international and European character of the project. The results of our strategic partnership are questionnaires, a logo, a photo exhibition, a website of the project, an ETwinning platform, a T-shirt that pupils and teachers wear during the actions and events of the project, usb materials with photos from each of the events, an Erasmus+ booklet later used for visibility in dissemination activities. We expected and developed a great impact on pupils´ competences: they demonstrated to be more autonomous, self-confident and motivated to learn. They changed their way of thinking to be more open-minded. The progress in learning process was enhanced. Pupils’ managing skills, team work, cooperation and communication were improved as well as relationships with their school. With this project we wanted to develop key skills in pupils´ teaching and reinforcement of motivation for reading both in their mother tongue and both in English. On the parents' and local communities' level there were positive changes such as: increasing support and engagement in school's activities, a positive attitude regarding the cultural, social and environmental acquisitions, a better communication between schools, parents and local community and an ability of the local community mentality to adopt the European values more easily. The longer-term benefits of the project are that students are still in contact with their new friends and teachers plan to make other projects. Teachers, students and their families promote the Erasmus Plus projects to their friends and relatives, as a chance for a better learning and for a better future to pupils. The coordinator school in Romania has already organized 3 dissemination activities after the end of the project.On the 12th of October celebrating the Erasmus Days 2018, the school organized more activities to familiarize the European projects with the participants. On the 19th of October, the director of the Romanian school presented the project and its benefits to another school’s students and teachers. On the 27th of October the Romanian school organized a meeting for the directors of the Hungarian schools of Bihor county and promoted the Erasmus Plus project to them.

Project’s background The project is born both with the aim to offer a solution to the issue brought up during the 1st, 2nd and 4th European Antibullying Network Conference (EAN) financed by Daphne III in 2014, 2015 and in 2017 that had highlighted an increase of the bullying and cyberbullying phenomenons and the need of a coordination on a European level ,and to support the action plan of teachers’ training activities to prevent bullying presented by the MIUR in Italy in 2016. The objectives of the project were : the updating of teachers’ competences in their action of contrast of the bullying phenomenon in the school environment through the creation of a methodology based on the Applied Theatre techniques and the e-learning training and designing of video campaigns to arise awareness about such issue, planned by 13-16 years old students, aimed at their peers. Teachers from five European primary and secondary schools have taken part in the project, coordinated by three expert trainers in the various steps.During the whole course of the project teachers could personally explore the methodology to contrast the bullying phenomenon designed by partners Playhouse and Action Synergy, on the base of the Applied Theatre and Community Engagement strategies, in particular during the Joint Staff Training Event, getting to the creation of a methodological prototype. Students from the five schools have taken part in several workshops and have launched some short videos to make other teenagers aware of the bullying issue, after improving their knowledge about communicating through the social media.Very important results have come out from the project such as a methodological prototype of a set of laboratories in English to be used with students from different school levels; the prototype brings together the Applied Theatre methods with the Community Engagement strategies. Other relevant products are the translations of the project materials from English into the national languages of the five schools (Italian, Greek, Lithuanian, Polish and Portuguese), five short videos made by the students containing their messages against bullying, five more videos made by the schools about students’ and teachers’ experiences and opinions concerning the method used.Teachers, students, parents, headmasters, field experts , local authorities and NGOs members have appreciated the project results during the six final events organized by schools and trainers, in particular participants have welcomed the application of the Applied Theatre to such context for it has created among students empathy and understanding of the dramatic consequences of aggressive behaviours, as it can be inferred from the videos which have been designed and launched.

The project will encompass teachers and students (aged 13-15) to promote the idea of engaging various methods and active approach in English language teaching and learning as well as foster student motivation and, as a result, increase effectiveness of their learning process. Transnational cooperation will aid the comparison of language teaching methods applied in partner schools and lead to the creation of new teaching modules that will later be tested across three countries (Hungary, Poland and Portugal). Furthermore, students participating in the project will have a unique chance to face real-life situations when foreign language proficiency is essential for effective communication and functioning within a society.Ability to speak foreign languages is a must nowadays and is considered key competence indispensable to the proper functioning not only on labour market, but also in other aspects of modern life. Languages have become an element of every day – they help access information, entertainment, shopping or travel options. We understand others and their life choices way better owing to our language proficiency so that we can build an open, tolerant and cooperative society.Main objective: increase the effectiveness of English language teaching through better student motivation by promoting among teachers the idea of using various, modern activating methodsSpecific objectives:1. teachers: - building know-how to vary tools and methods used in foreign language teaching - strengthening competence of creative and efficacious utilisation of glottodidactical resources - raising awareness re the role of international projects (learning about educational programmes offered by transnational initiatives will improve the planning of school activity) - raising awareness of the importance of lifelong learning2. students: - improvement of foreign language learning results - encouraging more active learning of the English language - building intercultural dialogue - inspiring deeper reflection on the reality we currently live in (training modules will be based on most recent issues e.g. migration, interculturalism, entrepreneurship) - bridging educational gaps for students in rural areas and tackling disadvantage by creating real-life situations where English is the working languageEffects and results envisioned1. during the project: - promoting the idea of intercultural and peer-to-peer learning among teachers and students - appreciation of foreign language skills - raising teachers’ awareness of various teaching methods and techniques - 7-day student mobilities to Portugal, Poland and Hungary - 5-day teacher mobilities Portugal, Poland and Hungary.2. after the project finishes: - supporting schools in long-term actions to tackle student social exclusion – creating training modules for English lessons based on most recent issues e.g. migration, interculturalism, entrepreneurship - supporting teachers (training 6 teachers on new techniques in foreign language teaching) - training 38 students with the use of the aforementioned modules and new teaching approach - increasing students’ communicative competence in English - boosting participants’ confidence through active mobilities - building teachers’ motivation regarding CPD (continuous professional development) - enhancing students’ engagement in foreign language acquisition - familiarising with work conditions, environment and educational systems in partner countries.

The 20th century surveys have proved that the popularity of the natural sciences in Europe, including Hungary, has been lost. Not only primary schools have decreased interest in sciences, but universities and colleges have also lost a lot of students. Thus, the competitiveness of natural sciences has been significantly reduced against other sciences. It is our fundamental interest for us Hungarians as well as for the countries of the European Union not to reduce the professional supply in technological competition, the professional supply should not be reduced because then the region loses its competitiveness. Our investments can only be successful if well-trained and motivated professionals manage, otherwise the EU will lose its competitiveness. Due to the new results of education and psychology at the beginning of the 21st century a paradigm shift began in pedagogy. The concept of knowledge, learning, and the role of a teacher has changed. Those countries that could change their capability, ranked forward in the OECD surveys.In the middle of the 20th century Hungary had an outstanding achievements in the field of natural sciences, as well as in the mathematical logic of these units. However, as a result of the PISA surveys, we learned that this knowledge base falls perpetually for the 21st century. Moreover, the results of recent measurements show that we were below the average level.The great advantage of our partnership composition is that Germany and Poland are working with us, where the impact of the PISA shock has been a major turning point in the education, and as a result, significant results can be detected. The new knowledge and new methodology can make a significant contribution to partner countries. We want to achieve this in our work.There is also a tradition beyond the old teaching methods, there is a transition towards modernization, and naturally there are radical, practical and motivating approaches.We used the details of the so-called Rocard report to create the structure of our work and to develop new methods:- the memorial approach is overwhelming in schools,- lack of teamwork, problem solving; teaching how to learn are missing - many good initiatives have been taken to renew education, but they remain isolated- the use of inductive methods should be used in teaching (research-based) instead of deductive methods- dissemination of research-based methods- the teachers’ methodological knowledge and motivation should be developed Our main goal was to experiment with a method of teaching natural sciences that can be used to strengthen student motivation, we may arouse to learn these subjects by creating a research-based project. We want to raise students' social and collaborative skills, digital and language competences to a higher level.Our subgoals: - to apply and experience of research methodology and reinforce the explorative attitudes - students experience the benefits of the scientific approach and the interdependence of those in the workSix institutions are involved in the project:- Jászsági Apponyi Albert Általános Iskola és AMI, Jászberény, Hungary- Escola Josep Veciana, Perafort, Spain- Grandaskoli, Reykjavik, Iceland- Szkola Podstawowa im. Powstancow Wielkopolskich w Wirach, Wiry, Poland- Scoala Gimnaziala Domokos Pál Péter, Gyimesfelsőlok, Romania- Alexanderschule, Vechta, GermanyThe six participating institutions are primary schools. In Spanish, German, Icelandic schools there is only fivth grade education, and the other three schools have upper education. The institutions have no special profile. For three of them this is the first international project (Romania, Poland, Iceland). During the past three years, we have accomplished many tasks. Our most important activities included the preparation of the curriculum for the application, and then try the ones described there. The organization of the student camps was an important activity, where students’ work was being realized in the contrencation of the following subjects: geography, biology, nature, music, art and physics-chemistry. These camps have the same methodology according to the same documentation system. The whole teaching process is tested during the 24 hour teaching process, followed by a 4-6 hour preparation and a 1-2 day closing session. The expected local impact of the program is that the science strategy of participating schools is transformed. Of course, it is an important activity that, in adult education, we put the pedagogical culture of the institutions towards the right level. It is a concrete result that the Jászberény Campus of Eszterházy Károly University indicated that they would like to use the developed program to train teachers. In addition to this, all partner schools continue to use this method.