"Recent years and some events have shown a growing need to raise the issue of the protection of human rights.Respecting the rights is now recognized around the world as one of the main issues of education. However, not all European education systems have paid attention to this topic, so schools must take the lead in creating their own materials and integrating human rights elements into curricular and extra-curricular activities.Through this project, partners learned from each other and analyzed HR education in different European countries. The main goals of the project are:- disseminating knowledge about human rights, in particular in the context of the rights of children and pupils,- increasing the awareness of the legal subjectivity of a human being as a citizen,- developing communication skills in students' English,- development of digital education,- learning about the traditions and lifestyle of young people in different countries.The project was aimed at primary school students, their teachers, parents and the local community. Over 3500 students and teachers were introduced to the results, a group of over 100 people directly participated in project meetings. We started working on the project by creating a team consisting of teachers and willing students. As a coordinator, we created a closed group on Facebook for teachers from partner countries. All this to improve the flow of information. Moreover, each school created Erasmus corners, special places in the school where students and teachers could follow the stages of the project implementation. The next step was to set up the project's website, which we updated on a regular basis. An equally important goal for us was to create opportunities for our students to communicate in English, to test and use their skills. Tasks such as introducing yourself to an open Facebook group, preparing a logo proposal were to be motivating, and were also to be a milestone towards breaking the language barrier. Working on the project was conducive to getting to know new cultures, the diversity of other nations, taught respect and tolerance for others, and allowed to present the beauty of partner countries. In order to achieve this goal, the students prepared presentations for which they took photos and created descriptions and even poems that were presented at the meeting in Turkey. During the visit, seminars were also held on the main substantive aspects of the project, including training on the rights of people, citizens, discussion with experts on this topic. However, the main emphasis was placed on discussing the rights of the child, the student. Each of the partners presented in the form of a presentation how these rights are implemented in individual schools. In addition to working meetings, the delegations participated in the daily life of the facility, watched lessons in various subjects, which allowed to feel the atmosphere of teaching in the Istanbul school. Deepening the subject of human rights, while implementing the project meeting in Poland, we put emphasis on the presentation and analysis of basic documents, declarations and treaties related to this topic. Students and teachers participated in workshops that presented the essence of these documents in an interesting way. Students got to know the education system in Poland, during geography lessons they had the opportunity to present their countries and learn interesting information about other nations. The multimedia English lesson was an example of how to talk about your appearance, describe yourself and others in an interesting way.At the next project meeting, we focused on children's rights (the Convention on the Rights of the Child). During the workshop, we focused on the issues of equality, diversity and social justice in the context of children and their rights. As a result of these activities, posters promoting children's rights were created, an international Olympics and art classes were held. The last meeting due to the epidemic was held with the use of IT resources. The main topic was to draw attention to which human rights are not respected in individual countries and how to prevent it. Each country made a presentation on the subject. Attention was also paid to the diversity of each person. The students recorded interviews with their friends who came to school from other countries. The students in the films commented on the difficulties they faced in their new home, school, but also what they liked and how they settled in.The online workshop: ""Associations that defend human and children's rights"" was a summary of this topic. Each meeting is not only HR workshops, but also English and geography lessons, which means creating a bank of scenarios for interesting activities that teachers can use in the following years. We strongly believe that another long-term benefit will be the attitude of our students full of respect for others and the ability to build proper relationships with people."

The coordinator is Lithuania, partners are Poland, Romania, Italy and Turkey.The project lasts 24 months. 60 students of 12-14 years old and 40 teachers will take part in LTTAs.The world around us and the environment is more than a source of inspiration and admiration; it provides good opportunities to teach the amazing world of STEAM disciplines and the 21st century skills. Nature inspires and motivates students to study, to discover the mysteries, to understand how the world of plants work. Nature also expands their imagination and creativity and develops their Maths, Science,Art, Engineering and Technlogy skills by the use of the five sense organs.The nature-inspired STEAM is based on a complex curriculum that teaches students in secondary school a great variety of STEAM school subjects and skills with methods inspired by nature. Students will gain knowledge and expertise in science,technology, engineering,art and mathematics working in teams with students from other European countries. Our main objectives are: motivating students to integrate knowledge among school subjects; providing opportunities for students to become 21st century learners who own certain competencies such as innovation,collaboration,digital literacy, critical thinking, problem solving, creativity and who thrive in today’s world; to develop new abilities and skills and encourage the integration of STEAM skills in the school curriculum in order to help teachers to teach STEAM school subjects differently and more efficiently.The project activities we planned to organize are; project opening gala/welcome show, outdoor activities, designing insect hotels, sundials, solar cells, terrarium 3D shapes, bird feeders; building towers,roads and bridges; workshops in which students are modelling airplanes after birds; designing different objects in the mud workshop; creating simple machines and weather station using materials from nature; designing and building environmentally friendly smart homes following models from nature and solar ovens; making sun prints out of sunscreen, nature collages using branches and leaves and creating musical instruments from natural materials; restoration work; searching and recording the data about different plant species observed in nature; searching and discovering fractals in nature; designing different mathematical patterns and structures using origami, STEAM Fair, Maker Competition, eTwinning seminar, entrepreneur pitch and speaker events and using Audubon Bird Guide and iNaturalist apps.The coordinator(contact person) of each partner schools and the coordinator of the whole project are responsible for the project management.The members of the project from each school meet once a month, accomplish the tasks according to the 24-months work schedule and inform the Lithuanian coordinator about the duties being fulfilled.The results of the project are: Students develop STEAM skills in connection with nature, understand how some school subjects work together; students are interested to take up scientific professions, prepare students for an unknown future, learn to think critically, have access to authentic resources and learn to solve real lives problems. Students become aware of STEAM issues and they will be able to increasingly apply interdisciplinary integration, knowledge, abilities and skills; Resources regarding the STEAM will increase, school staff and teaching will be better, acquired knowledge and skills will be integrated in the curriculum, there will be a good communication and cooperation between partner schools and key stakeholders.Teachers will improve their teaching methods and will learn how to associate nature with STEAM subjects; students will be eager to benefit from nature, to be encouraged and inspired and create different products.The project teachers will improve their teaching abilities and competencies in European dimension.Students develop to effective learners who know to relate STEAM disciplines, develop their problem solving skills, critical thinking, critical questioning, creativity skills, and intellectual curiosity.Teachers will acquire and exchange new methods and techniques in European level,they can develop some innovative teaching-learning strategies and an improved and integrated curriculum in which good practices will be included.Inspiring examples of good practices in nature will be included in the curriculum of all partner schools,so that we can use the resources and new knowledge and skills, discovered during the Erasmus project,in our lessons and further try to develop them. Students will use the acquired 21st century knowledge and skills in the following educational contexts will use them in a creative and efficient way becoming more successful.The project participants will disseminate the project results and outputs to other teachers and new staff who will teach in the school later, and will help and encourage them to make use the experience.

CONTEXTWhile humans are willing to lead a more comfortable life, they sometimes destroy nature involuntarily. A varied range of dystopian films released in the past decades are intended to provide a nightmarish insight in terms of what the world may look like in the future if we do not look after it. Consequently, through this project, we would like to make students aware of the environmental problems created by humans that lead to negative long-term impacts on our planet. We want them to become responsible citizens that contribute to leaving a clean and safe world for future generations. We want our schools to be environmentally-friendly schools that implement environmental policies. Finally, we would like to become a model for our communities and encourage other schools to take measures in the area of ecology. OBJECTIVES-To exchange good ideas and practices with other European countries regarding environmental issues-To familiarize the students with different environmental issues and with concepts like sustainable development and renewable energy sources-To raise students’ autonomy and self-learning by carrying out research, gathering and presenting data-To foster students’ creativity, analytical thinking and critical thinking-To enhance students’ self-confidence with regard to new environments, to promote their flexibility and adaptability-To promote the development of the participants’ intercultural competence and the awareness of shared European values-To improve communication, social and interpersonal skills in a multicultural context-To promote social inclusion in terms of students facing all types of difficulties-To empower and encourage students to become involved in the life of their communities-To foster teachers’ development by means communication and practice sharing with their European peersPARTICIPANTSThe project is mainly aimed at students, who shall be involved within all the different stages of the project – preparation, exchanges, dissemination and exploitation activities. The target group of students is made of 1,000 pupils aged 14-16 that constitute a mixture of different nationalities, economic and social backgrounds, rural and urban areas, students of mixed abilities (high and low achievers), religions, VET or general training students. That is why, the project so appealing, since all of us can observe and learn from each other in terms of problems, career paths, interests and opportunities. Out of these students, we will choose 100 students to participate directly in the exchanges.MAIN ACTIVITIES AND METHODOLOGYC1 – Water is Life (transdisciplinary approach, water as a source of life, water shortage).C2 – Keep our environment clean (recycling, waste management).C3 – Breathe and Let Breathe (air pollution, air quality).C4 – Global warming issues and renewable energy for sustainable development.C5 – Take action to build a cleaner future. In order for students to be prepared for exchanges, they will carry out research, interview schoolmates, parents and acquaintances about the environmental issues addressed. Moreover, students are meant to talk to the local authorities and the local NGOs to find out about local and national policies and how schools could be involved. All these findings will be shared with partners during the exchanges, which involve activities and presentations created by students for students, as well as teacher-coordinated activities to work on topic-related STEM projects. In the case of C5, students carry out and share campains on environmental awareness.RESULTSOur results consider initial and final evaluation documents, pupils’ surveys carried out in the local communities, online quizzes, brochures related to environmental issues, presentations, reports and statistics, countries and environmental issues, leaflets on recycling and responsible water use, STEM projects, campaign posters and methodology, pictures, videos, dissemination tools and platforms.IMPACTThe project will result in positive changes for all the partner schools involved. Firstly, the student-teacher and school-parent relationships will improve, The participation in this project will make parents more aware of the paramount role school plays in the development of future citizens who will contribute to the progress and the development of their communities. Moreover, local authorities will regard the schools as dialogue partners and support the pupils’ current and future initiatives, since we expect the students to develop and take part of new initiatives and become active agents in their communities. NGOs will also become our partners, so this will enable us to develop future projects together with them.As a result, the schools involved will increase cooperation and collaboration with the local institutions and boost or improve their image in their community. This will benefit from active learners and teachers who feel motivated by their involvement.

""" PUT ME IN A FAIRY TALE "" project aims to be an education project predominately centered on “ENHANCING BOOK READING, CHANGING INTO PRACTICAL ACTIVITIES” and taking students to read much more, to be more active through their participation in different activities such as ICT, Arts, Literary, Media, Social and Volunteering. Its main move is “ACTIVE AND EDUCATED CITIZENSHIP”. This partnership is developed by schools from ES, SK, IT, RO, TR According to a research made by American Academy of Art&Science, that made an international comparison of percentage of Adult and Teen “include people ages 14–64. Books read were for pleasure, not for work or school”, population having read at least one book in the previous 12 months; The IT: 64%; SK: 56%; ES: 54%; RO: 54%; TR: 21%.OBJECTIVESOur students will become active readers and they will improve their skills on how to create their own quality products from the books they have read. We will endeavor to make books more important again since they are a vital source for real information. With this project, we will manage to increase the amount of reading books in our schools’ curricula. With the project we will decrease the lack of book reading and increase the average level of book reading in our schools’ curricula.ACTIVITIESTwo types of action are included in this project.-Students will read different kinds of books such as Novels, Poetry, Biographies, Philosophy.-They will improve their literacy levels and will develop activities such as SCENARIO, writing essays, creating a poetry magazine, filming and editing short FILMs. Each partner will read their own national authors and, when they come together in the LTTA meetings, they will share them and produce their activities together.METHODOLOGYWe will create project clubs in each partner school and will invite the students to join the club. A minimum of fifty students will be involved. Five different teams will be formed: Literature Team, ICT Team, Culture Team, Magazine Team, Arts Team. Each team will have tasks for a certain period of time regarding the different planned stages and activities of the project. There are four LTTAs in two years and 1TM at the beginning of the project. Teachers will involve the students in order to do all kinds of activities (book reading, creation of scenario, magazine, making short FILMs, etc)PARTICIPANTSIn the project, students are our main target and its stages are planned for them. Teachers are coaches and beneficiaries in this whole process. Other participants included are the administrative staff. Side beneficiaries of the project are parents and local community as they will be our main target groups for dissemination.IMPACTThe project "" PUT ME IN A FAIRY TALE "" will have a positive impact within all the partner schools not only due to the direct contact and collaborative work among students and teachers from different countries, but also because of the shared good practices concerning reading books. This good practices sharing will take students to read much more, to be more active through their participation in different activities in the classroom as well as in cultural activities in the localcommunity.StudentsGetting students involved in a wide range of activities – book reading, designing and creating book, magazine, taking scenario and writing essays – will help them develop new skills and make them more active in their daily life at school, at home and in their local communities, allowing them to raise learning processes as well promoting socio-cultural heritage through books. Students will develop and boost their self-esteem as they will be appreciated in international contexts by participating in LTTAs workshops that will stimulate creativity and, at the same time, will help them reduce stereotypes and prejudice. Team work and ICT skills will be developed, making students prepared for the future labour market and their lives. Having the possibility to organize an international brainstorming will increase students’ dynamism, citizenship, respect, responsibility and courage to act as future leaders and as active citizens in their communities, in their own countries and all over Europe. By preparing presentations about the books they read, their school, local community and country and making videos to disseminate the mobilities, they will be able to developtheir public speaking skills and communication in English.TeachersTeachers will have the opportunity to share professional and cultural experiences by organizing school activities, local activities and international meetings (LTTAs) within the project. They will be able to explore and learn about other educational systems, pedagogical and methodological approaches and tools concerning teaching reading, according to the European standards in line withthe Organisation for European Cooperation and Development (OECD)."