"Mathematics is an international language of signs and symbols recognised all over the world and will provide a good way to overcome language and social barriers. We aim to make the students more motivated to learn Mathematics and challenge the mathematical problems in their life. As a result, their understanding of Mathematics and skills in solving problems will have improved and their ICT skills will have been further developed too. In addition, the teachers will strenghten their knowledge of teaching (Maths, English, ICT) in the participating schools. Looking at our students' low exam results ( Maths and English ) in our schools we believe that project develop a positive attitude towards maths that will positively further their achievements and development in the future. ""With Mathematics Through Life"" was project in which, students were accessing a more practical and functional aspect of Mathematics by creating mathematical games and puzzles, mathematical mockups , joining in tasks, they could understand the purpose of Maths and were making their own mathematical problems for others to solve. In some tasks they were involved in creating and solving puzzles, rebuses and were inspired to create their own games. This project let them exercise their mind and practise logical thinking.The tasks and activities were chosen to demonstrate that maths is always in our lives and we see the effects of maths in our cultures. Those tasks students realised maths in their roots and maths in other nations’ cultures. The project was about exchanging materials about students themselves, their school, city and country. The materials were presented in English which also developed students’ language competencies. Interesting mathematical problems gave an opportunity to teach through creativity and fun and encourage those students with dyslexia, dysortography, dysgraphy and dyscalculia to search for solutions to mathematical problems. Seeing Mathematics in action rather than working from a textbook improved their understanding and use of mathematical skills and helped them to learn to use them in everyday life. Disguising Mathematics through riddles, mini projects, games, writing raps and other interesting tasks improved their attitude and motivation for the subject. This project helped them to realize how useful and rewarding group work can be and develop their confidence in sharing ideas and knowledge with others and overcoming difficulties in a joint effort not only increased the students’ acquaintance with Mathematics, but helped them develop their social and communication skills. This aspect was especially important in view of the disadvantaged students who are often inhibited and needed much more encouragement to take part in group activities. Using a foreign language for a specific purpose was a good chance to overcome language barriers and cultural differences. In this sproject took part four schools: 1)Szkoła Podstawowa nr.1 im.Kazimeirza Wielkiego w Grybowie2)Zağnospaşa Secondary School in Balıkesir,3)Agrupamento de Escolas Pedome in Vila Nova de Famalicão,4)Midsund skule in MidsundThrough the project we produced:​1. Team introduction - ppt, voki, video.2. Patchwork of maths3. My school- ppts, slideshare4. Logo of project5. Maths for travelling -planned travelling to Poland, Norway, Portugal, Turkey6. PPts, videos from meeting in Poland7. Maths is here -postcards from my town8. Maths calendar 9. Sightseeing my country - artworks are made - Students prepared mile and hour problems10. Math in Daily life. Students prepare survey about spare time activities of teenagers in their country.11. Famous mathematicians, scientists from our country - PPTs, slideshow or Web 2.012. Maths in shapes -making kites(legendary heroes of the country), organizing kite festival,13. Maths in calories - Famous dishes with shapes. Math problems about dishes: Sudents calculate the calories, proportion.They are shared on facebook. 14. Maths & Games -group-work –e.g design a treasure hunt15. PPTs or vides of Portuguese meeting16.Traditional games with rules- preparing videos or PPts17.Traditional art crafts, students will find out shapes and numbers -PPT, videos or slideshows.18. Maths in models - searching the traditional buildings and making models19. PI number celebration and Model Exhibition is organized.20. Maths with rhythm -countries’ traditional musical instruments and rhythms.21. Exhibition with photos of all the activities.22. Website/ facebook/ e-Twining 23. CD ROM with all tasks."

This two-year project aims to develop a package of training materials and resources at a European level to upskill teachers in supporting students with mental health issues and building resilience in both themselves and their students. It addresses the well-being of both students and staff. The target age group is the Secondary sector, and the project brings together 6 partners from 5 countries. Partners will identify the issues relating to the well-being of both students and staff and develop a common methodology to address those issues. The project has two strands. Firstly, it will address the vulnerabilities faced by students and develop strategies to address them, and secondly it will identify the pressures facing school staff and develop training resources to help mitigate them. There are therefore two sets of target groups, both staff and students. There is ample research to show that there has been an increase in stresses and pressures on both staff and students in recent years leading to a range of undesirable outcomes, such as increased absenteeism through mental illness, reduced performance, and teacher drop-out. EU level policy recommendations include, promoting schools as a setting for health promotion and prevention of mental and behavioural disorders, early identification for all children and young people and enhanced training for all school staff on mental health. Research also points to the need to build resilience in teachers and school leaders to develop strong self-regulatory skills. The overall objectives are to:•analyse and share existing strategies and resources for identifying and addressing vulnerabilities in both staff and students •identify common areas of strength and priorities for development •undertake a study visit to Batley Girls High School in the UK to investigate the policies and practice of assessing vulnerabilities and resilience and preparing teachers to address them•use the outcomes to develop a generic tool for identifying those at risk •develop a model set of training resources and a methodology to equip teachers to identify and target vulnerable students and address their own life balance issues•test the methodology and associated resources in schools in 5 countries•produce an impact report incorporating a series of case studies and recommendations for school policy •disseminate the outcomes widely There will be 2 Intellectual Outputs and 1 training event. The training event will explore an example of best practice in the UK and then produce a framework for a set of 5 training modules which are developed in Intellectual Output 1. The training modules will be:Module 1: Understanding well-beingModule 2: Supporting the well-being of young people Module 3: Professional Development for teachers and support staff Module 4: Support for the well-being of school staffModule 5: School policyOnce these modules are produced they will be trialed in schools in 5 counties with around 50 teachers, 30 trainee teachers and 460 students. There is a need to undertake this work transnationally as the target groups in the different countries have different contexts, but the issue is an EU wide problem requiring transnational solutions. This can be achieved by sharing of best practice and expertise and by specifically creating a set of resources and methodology that is applicable and relevant for all European schools by testing them in the different contexts.

"“It is abundantly clear that a much deeper, faster and more ambitious response is needed to unleash the social and economic transformation needed to achieve our 2030 goals The coming years will be a vital period to save the planet and to achieve sustainable, inclusive human development.” Said United Nations Secretary-General António Guterres in the 2019 report of the Sustainable Development Goals (SDGs). Set by the UN in 2015, the 17 SDGs to be met globally by 2030 are:1.No Poverty2.Zero Hunger3.Good Health and Well-being4.Quality Education5.Gender Equality6.Clean Water and Sanitation7.Affordable and Clean Energy8.Decent Work and Economic Growth9.Industry, Innovation, and Infrastructure10.Reducing Inequality11.Sustainable Cities and Communities12.Responsible Consumption and Production13.Climate Action14.Life Below Water15.Life On Land16.Peace, Justice, and Strong Institutions17.Partnerships for the GoalsThese SDGs are presented by the UN as the “global blueprint for dignity, peace and prosperity for people and the planet, now and in the future”. Since they were first presented, a lot of progress has been achieved. However, the 2019 report shows that there are many milestones yet to be reached and they need urgent attention. It is evident that a much deeper, much ambitious and much sustainable effort is necessary.Local and national efforts need to be diligently carried out and be supported by international cooperation. The project will aim to broaden the knowledge of both teachers/trainers and students/young people about SDGs and their implementation.They will both learn about the work already carried out internationally and also develop new ways of thinking into achieving the goals. Teachers will develop and publish new ways of integrating the SDGs in their current curriculum and also develop new competencies about their assessment. Unesco’s “Education for Sustainable Development Goals: learning objectives” report will be our main resource in studying the SDGs and their integration into ESD. Our target group will be both young people ( students in schools, youth) aged between 15-25 and educators.We will also contact local and national educational administrations and policy makers and they will represent an indirect target group.The project theme of ""Together For Sustainable Development Goals"" wants to bring about new skills and knowledge to support activism and practical steps towards implementation of Sustainable Development Goals ( SDGs) and also to be beneficial to the young people ( students, youth) for their future academic careers and jobs in the areas of 17 SDGs.The target group of the project will broaden their knowledge about common values and needs, their civic engagement and participation in global issues will develop while learning about the necessity of achieving the SDGs by the end of the designed period and they will become active citizens both in their local area and in the global field. The target group will become the ambassadors of sustainable development and embed this to their current and future lives. The main results expected from the project include:• The development and delivery of a research report on SDGs and the extent to which they are implemented in each of the partnering country. -The development of a report by each school partner related to the extent to which SDGs are integrated to their curriculum and how the integration can be improved. • Training delivered to educators from participating organizations to introduce them to concepts of Global Education and SDGs in order to gain the skills and confidence to implement SDG-related activities and programs locally. • The development of a website resource for educators on exploring how the approaches of global education • Young people will have completed participation in the SDGs program -Assessments methods about the acquisition of the SDGs by the students and the institutions-Sustainable development goal mini projects prepared by student teams of the project by using all the competencies and domains listed in the relevant section. -Supplementary educators and young people developed outputs from the project such as reflections, training assignments, blogs, community needs assessments etc that don't form part of the main Outputs.-Informal educator to educator peer sharing around project activitiesThe Project includes 7 partners from 6 program countries. The constitution of the project partners is balanced as 3 schools, 3 NGOs and one educational directorate as the decision maker. During the LTT activities of the project 90 students and teachers will have the opportunity to learn from each other on an international environment and transfer the good practices.Thinking that the achievement of SDGs until the set deadline has to be a global priority for all individuals and stated, the project will enable their achievement through international cross-sectoral cooperation."

CONTEXT The project was created in response to two basic needs identified at the level of the schools involved - the need to boost students' motivation and consequently their school results and the need to promote intercultural dialogue among people from different countries and backgrounds, in a European context which is now facing great challenges. Therefore, the purpose of this project consisted of two apparently distinct directions. On the one hand, we wanted to get students more involved in their own learning by having them use the computer in their studying, thus improving their results and performance. On the other hand, we wanted them to experience what it means to be European, to expose them to different ways of thinking, values and beliefs. The parnership included 5 schools – IT,MK,PL,PT,TR AIM: to improve students' motivation, involvement and school results and to promote intercultural dialogue OBJECTIVES The objectives we envisaged were: 1. to involve students in their own learning with a view to attaining better results and becoming more motivated; (at least 40 percent from the target group improved their school results) 2. to develop students' transversal skills - numeracy, computer literacy, critical and creative thinking, personal and social capability; (at least 30 percent of students improved these skills) 3. to develop intercultural understanding and acceptance; (at least 60 percent of students had better knowledge of other cultures) 4. to develop communication skills in English; (the 100 participants, students and teachers, improved communication skills in English) 5. to promote European values and develop cohesion among European citizens. (measurable by analysing students' and teachers' attitudes to other cultures, as seen in the post-LTTA feedback) MAIN ACTIVITIES C1 - 12-16 March 2018 - MK - Topic: Using software (Powtoon) to create fun lessons; Customs and traditions C2 - 7-11 May 2018 - PL - Topic: Using online tools(Geogebra/Edmodo) to create quizzes; Maths C3 - 29 Oct 2018-2 November 2018 - PT - Topic: Using online tools(Animoto) to create booktrailers; Literature C4 - 25-29 March 2019 - IT - Topic: Digital tools (MyPaint/PInta) for artwork; Religious Studies NUMBER AND PROFILE OF PARTICIPANTS 78 students aged 13-18 from the 5 schools, selected from the target group of 250. The students came from very diverse backgrounds - urban and rural - and had a variety of ethnic and religious backgrounds, which made the project even more appealing. 36 teachers of ICT, English, Maths, Literature and Religious Studies. METHODOLOGY The project was designed to cover 5 main areas: A1. Project management – included monitoring and evaluation, risk management, financial management, cooperation and communication strategy that were applied throughout the project. 2 TMs were included: 1 at the beginning (Italy 13-15 December 2017), and 1 at the end of the project (Turkey 12-14 June 2019). A2. Implementation of activities - involved selection of participants, preparatory training sessions, participation in exchanges A3. Ellaboration of ICT lessons - done prior to the exchanges by each partner institution. A4. Dissemination - dissemination was a continuous process that involved the sharing of both tangible and intangible results at local, regional, national and international levels, using a variety of channels and addressing school and non-school audiences A5. Follow-up and sustainability - each school selected a group of teachers to implement the new methods during regular class work. The success was measured comparatively against the results and level of satisfaction of students who learned the same contents without digital instruments. Then another school in each area was supported to include digital tools during class work in the next year. RESULTS AND IMPACTAccording to the questionnaires completed by students and teachers, the objectives set, were achieved and in some cases the outcomes exceeded expectations (see https://docs.google.com/document/d/1jwuA0Uuwev7GqbZukv_56bgkLjInDI1yFeJ0gEpqDYU/edit?usp=sharing) Students improved knowledge in terms of ICT tools for educational purposes, practical skills related to designing mini-lessons, story trailers, digital projects, online quizzes, digital artwork, motivation, school results, experience another culture, increase adaptability, self-awareness and awareness of cultural differences which make Europe so diverse, and yet unitary. Teachers had the chance to exchange good practices, teaching methods, opinions and improved English and digital skills, organizational skills, teaching methods and tools. Schools promoted a positive self-image and became more visible in the community. They gained project management experience and set examples for other schools to apply for projects. They also became more cohesive and a positive atmosphere was created among the members.

In this project students study the European cultural heritage were focussed on art to find an answer to the question: what binds Europe together? For that purpose we used Art by creating a project where students learned about EU cultural heritage, similarity in cultural heritage, to create a mutual product of art: representing the bonding of EU based on heritage and their ideals to face European problems and to fight for a better future for all. Students weren’t aware that Art bonds people, despite where they’re from, what kind of religion they have, the color of their skin, economical background. It leads to better understanding, to better social inclusion (also for new comers), creates a better future.We wanted students to find own answers to this question, work together to get more social involvement, to become a better European citizen, to reach social awareness and that people have more similarities than differences. Our objectives were that the learning and growth would be carried out in an innovative and motivating learning environment. Our aim:: we wanted students be highly committed to the content of the project (inclusive education). In this way it empowered active citizenship. Young people will be open to cross-sectorial cooperation. We achieved: social awareness, entrepreneurial skills, better skills in the use of technology and digital media, better research skills, the use of and exploring of creative skills, better debating skills. Concrete results were: -products of art (final product) by each partner made by an international group of students -knowledge of European and national cultural heritage -outlines of the piece of art as a whole and pieces produced in mixed international groups -presentations of research results and product -workshops to get knowledge of entrepreneurship (focus on social entrepreneurship) -taking part in Session Night Live Planned activities lead to achievement of the objectives:: -a research assignment about cultural heritage of the home country of a partner school done in mixed international group of students to gain knowledge and awareness mutuality of cultural heritage -outlines of the piece of art are on the results of the students research (the mutuality of Europe has to be visible) -presentations of research results and product and explaination why their idea represents the mutuality of Europe and why their idea is the best to represent social inclusion, to get a better Europe, that Europe has to stick together to face the dangers mentioned in the background of the project -a final product of Art by each partner made by an international group of students combined to one piece of art. The students produced their part of the piece of art during workshop time (atelier-hours) coached by art-teachers -debating battles: to achieve even more social awareness and understanding the students will follow workshops on how to debate and took part in debating battles . Topics were in connection with the project. In this way the student learned more how people of their own age think about the dangers Europe is facing and how these dangers can be solved according to the participating students -Session Night Live. Students of all participating partner schools performed during Session Night Live to express the mutuality of art. They chose music or dance which is typical for their country of origin. The reaction of the audience to the performances showed the students that art is really bonding together Europeans. In this way students increased social awareness, learned that art bonds, that you can use art to reach ideals, that working and living together is part of social inclusion (you learn from each other, get respect for the others, feel responsible for each other) and that Europe has a mutual background. 20 students (age 15-16, pre-university level) are involved in the project in each partner organisation. In mobility’s planned in the project, students hosted peers from partner countries or were guests themselves. Students got into contact with host families, friends and neighbours. All this has lead to better understanding of cultural diversity in EU, more tolerance, which is an important part of our project. 5 organisations from 5 countries were involved. They disseminated the results of the project in their countries. Each partner also cooperates with numerous other foreign partners (schools etc). We had plans to present and to promote the results outside the participating countries. In this way non-participating teachers and students would have had the benefit form this project in the long-term. Because of the travel-restrictions by Corona we could not carry out this plan, just like the 2nd part of our plans in april 2020. We could not travel to each other. All the mobilties were not allowed. Interested? We will share the project, experiences with other schools ( part of our dissemination)