"In all our schools we work on Health Education from the early stages of Early Childhood Education. We start teaching children the importance of body hygiene, we continue with food and the need to ""eat everything."" Later we show them the relationship between diet and health, the importance of sport and we teach them driver education. When we finish primary school, we talk about eating disorders, we teach them how to prepare a complete and balanced diet, and in secondary school we expand on the risks of excess internet use, drug consumption, sexually transmitted diseases, etc. Dealing with all these issues is essential for the correct development and personal growth of our students, but at what point do we teach them to care for others? When do we explain how they should behave in the face of the asthmatic crisis of a partner, or the loss of consciousness of a friend or even in the event of a significant nosebleed of the child who falls face-first in the yard? Are the teachers prepared to give these explanations?Currently, first aid is not treated properly in schools. In most schools, the Physical Education teacher or the Biology teacher give certain notes about it in their classes or, in some cases, the educational authorities facilitate small courses or workshops taught by health personnel, who do everything they can to adapt their technical knowledge to a child audience. Without a doubt, it is neither sufficient nor efficient.The schools that make up this project consider it necessary to make a change to the training techniques and guidelines for action in first aid. Confucius is credited with the phrase “tell me, and I will forget; show it to me and I'll remember it; Get me involved and I'll learn it.” We agree with this thought and therefore, we have decided that we will create the first aid training materials that we will use later to share with our educational community, and we will do it together, teachers and students, using innovative methodologies. such as cooperative work or problem-based learning, in which both groups are equally involved, and we all learn from everyone.To work on this project, each school will create a specific working group of teachers and students (between 3 and 8 teachers and between 16 and 24 students from 11 to 14 years old). Throughout the 2-year project, this group will prepare files and presentations on various common first aid practices (such as CPR, the Heimlich maneuver, etc.) and later, during the LTTAs, translate it into explanatory videos. More usual aspects of Health Education will also be worked on through infographics, posters and other works, the elaboration of which can be shared with the rest of the classmates or class members of the group. The members of the Erasmus group will also do small workshops for colleagues, and even for parents, in which they will present the work done.An important part for the development of the project will also be the work carried out through the eTwinning platform: complementary activities to those carried out in the LTTAs, such as competitions to better understand each partner country, challenges, photo albums, classes of the own languages, etc.It will be a project with a clear vocation of service for the entire school. The obvious objectives for students and teachers to learn new teaching and learning methodologies, or to improve their skills in the use of ICTs or in linguistic communication in English, or to deepen their knowledge of the EU, personal and social growth objectives will be added: students will empathize with those who suffer from diseases such as epilepsy or suffer frequent asthmatic attacks or fainting spells, who, in turn, will be encouraged to be included because they are better understood by his companions.We will create various evaluation systems for the different results and the various activities. From knowledge tests based on gamification to self and coevaluation rubrics. We will also seek the opinion of health professionals and specialized teachers to assess our products more objectively.The sustainability of the project over time in each school will be assured, since the management teams of the 5 educational centers are convinced of its need and give their full support.For its part, the dissemination of the results, which will begin practically at the local level, will eventually be able to be extended to schools across Europe thanks to the use of eTwinning or the Results Platform of the Erasmus + Projects."

Education in schools is mostly done at cognitive level and mostly cognitive behaviours are gained. Young people in our schools have very different cognitive characteristics, different interests and abilities. For this reason, activities outside the classroom are vital as well as the variety of teaching methods to be applied during the lessons.Students who like to spend time outdoors will arrange school gardens as they wish and use materials that we consider as waste. In this way, they will both have to find more creative solutions and gain awareness about today's urgent issues such as production-consumption-recycling. To do this, they will first analyse school gardens, plan what they can do for the design of the space, what materials they can use, and from whom they can help with to provide these materials. They will provide interviews with relevant teachers to provide knowledge. They will share tasks for everything to be done and include their parents as well as all the school staff.In the light of all this information, we need a focus on out-of-school activities, We should give students the opportunity to organize their own living spaces to enable young people to know and question themselves, to feel the pleasure of not harming others and the environment, to make life meaningful and beautiful, to create a space where they can give themselves body, spiritual and physical sense, and thus to love their school.We have been inspired by three ET 2020 objectives:- Make lifelong learning and mobility a reality- Improve the quality and efficiency of education and training- Enhance creativity and innovation, including entrepreneurship, at all levels of education and trainingAs 5 partner countries, we have set our goal to approach recycling with art and make education applicable to real life and enjoyable.Essential objectives of our project are:raising awareness about recycling and waste materials, our depleted natural resourcespreventing young people from spending more time than necessary in the face of technological tools and to enable them to communicate with nature and peopleby enjoying the pleasure of being beneficial to the environment, producing, and finding creative solutions by evaluating everythingensuring young people help each other and communicate with environmental institutions while determining and supplying waste materialsbeing aware of the surrounding living beings, willing to protect themcomprehending the importance of the main elements such as soil, water, air and the plants, animals, other creatures and human beings that are intertwined with usgetting more energy instead of tension caused by hunger for successstrengthening students' communication with peoplemaking the school culture attractive for studentsreinforcing the culture of the school institutionensuring the students enhance being self-confidentincreasing school attendance rate by making students enjoy the school environmentunderstanding the importance of cultural integration, language learning, broadening the horizon100 students and 40 teachers will participate in international visits. 300 students will directly participate in the activities to be performed locally. At least 1000 people will be actively involved in the project, together with those who will indirectly participate in activities and dissemination from surrounding schools and local institutions.Our main activities will be,using art in recycling, recycling activities, collecting waste materials, classifying old objects, painting and shaping old materials and waste, producing new materials from waste, designing school gardens with waste materials, preparing presentation about our country and waste policyIn order to implement the activities such as researching, classifying, shaping, painting, reusing, garden redesigning with waste and old products;Active learning, learning by doing, case studies, cooperation, observations, checklists and portfolios will be the main methodology of the project.Results and Outputs will be,Project Corner, exhibition of the products, Booklets, Video albums of the renewable waste in each country, Video albums of materials renewed by artPosters, Questionnaires before-after mobility, Logo Contest, Project Website, A mini multilingual Recycling dictionary (digital), 2021 and 2022 Recycling Art Calendar, Facebook Group, YouTube Account, eTwinning Project.Our project will continue its effect for a long time with its dissemination activities such as Video albums on YouTube, Project Website multilingual Recycling dictionary (digital), 2021 and 2022 Recycling Art Calendar Facebook Group, YouTube Account, eTwinning Project. Moreover, the outputs to be produces (new school garden designs, exhibition, reproduced items) will make the project both visible and effective over the years.

The main aim of the project was to implement new motivating methods of work and improve effectiveness of teaching - learning process in the six European schools. With pupils from partner countries being engaged in the project, teachers conducted activities with WEB 2.0 tools to transform each partner school into modern, up to date, encouraging to learning institution. Project concerned schools of the same type and student's age, providing general education in the area of basic skills. All six schools were willing to participate in international project, as it was a crucial point in the European Development Plan of each of them. The schools in their curriculum focused on introducing innovative methods and Web 2.0 tools into teaching-learning process, which was stated as means to increase motivation for work both of students and teachers and thus to improve educational offer and teaching results. Project work was to be that kids engage in, their effort, strategies their focus, perseverance and their improvement. What more partners had in common was that, according to partner school statements, all schools faced the same lacks in teaching - learning areas. In particular, there were problems in creating a student centered classroom where learners can engage in high interest content that is relevant, useful, and promotes innovation. Thus, partners worked in the interesting context of different countries and cultures, with the use of WEB 2.0 tools in order to improve the lacks in students' 21st century skills and practice communication, critical thinking, creativity and collaboration. A multilateral partnership with use of WEB 2.0 tools made it possible for at least 15 pupils and 15 teachers of each partner to take part in the project mobilities and students at 5 schools to undergo tasks in international cooperation. Why did we want to use web 2.0 tools in learning-teaching process? These tools support creative and critical thinking skills by preparing students for the business and educational life of the 21st Century. Web 2.0 tools can be used in teaching different subjects at school. It is also a fact that students had a positive impact on the level of technological literacy. Today's technological developments affect everything in the life of the individual. In this regard, education administrators and teachers choose the most appropriate tools for effective teaching and made effective use of them in the learning-teaching process. Web 2.0 tools offered great opportunities. Students, when got familiar with new tools, made serious progress while preparing e-content for project purpose, and then worked on different subjects about they learned at school.The 3 years long cooperation and five international workshops with use of digital tools planned with pupils and teachers from partner countries provided the following results: 1 . Erasmus Plus Club - Meetings of all students participated regularly in working process on project results and took part in mobilities weekly at each school. 2. Project Blog - with digital works of students, set up for each school community 3. Open Twinspace on eTwinning - with all students and teachers. 4 . PROJECT WEBSITE 5 . Digital works and PDF print-outs of LTTs - on subject “Our Culture and Heritage” (digital books, quizzes, posters, movies, newspapers) 6. Taken photos at Erasmus Club workshops and at each Learning / Teaching / Training Activity . 7. Interviews, online questionnaries 8. E - DIARY , Videos - on project www and twinspace 9. EVALUATION QUESTIONNARIES and REPORTS 10. European Heritage Day - set up annually and coordinated at each partner school School - in each country the school coordinator was responsible for it. 11. Facebook group was established for teachers to provide communication. Poland was responsible to create this group. 12. Archive of tools were presented on project blog.To sum up, we enhanced the quality and relevance of the learning in education by cooperating with partners, and also, we implemented innovative approaches based on Web 2.0 tools into the curriculum. Partnership helped to boost teachers' professional development. Partners contributed to defined goals of the project, learnt and understood different cultures and countries, cooperated with members of locality, heritage and cultural institutions and representatives, brought up new ideas, change and inspire thinking.

Our partnership had 9 gimnazium schools from 9 different countries. We created this project to encourage students to adopt a healthy lifestyle by choosing a healthy sport and diet. The healthy education promotes learning in other subjects. In general, healthy students learn better. Numerous studies have shown that healthier students tend to do better in school. They have higher attendance, have better grades, and perform better on tests. For this reason, the aims of our common work have been: exchanging experiences, best practices, methodologies and tools among staff of partner organizations (teachers/ members of training staff and people involved in planning project activities); developing common creative methodologies, tools and new projects on health education and training issue; promoting at local, national and transnational level the role and involvement of schools, families and community in the learning process; awakening social and institutional actors to the issue health education; increasing transnational mobility opportunities for the target group. the healthy lifestyle. We all we have designed and developed sports, we promoting healthy eating and encouraging teamwork, we promoting European citizenship and inclusion, tolerance, mutual respect, solidarity. We have used intercultural dialogue and we have brought to the fore both the diversity and unity of EU. We have developed through all our activities the 8 key competences to develop the knowledge, skills, abilities and attitudes of our students who are preparing to find an appropriate place on the European labor market. The target group- middle school students from partner schools. We have worked with teachers, student families, and local community representatives. We have encouraged the participation of pupils belonging to a minority, socially disadvantaged students and pupils with special educational needs. The project has been running for 3 years. Each year, we have had a theme: BALL SPORTS GAMES, HEALTHY EATING, GAMES BOX. The activities in each school were subordinated to a chosen theme. Each year we have developed an operational plan with monthly activities, the target group involved, the means of realization, the evaluation methods, the final products, the dissemination methods, the implementation period, the financing fees, the activities responsible. We have had common activities and local activities. They were chosen by each partner school. The goals of the activities were to achieve the major objectives of the project. Every year we have had 3 international meetings. We also had 3 learning activities. Students and their teachers participated in teaching lessons and produced materials produced as active participants. In the category of intellectual products we have developed 2 methodological guides that describe formal and non-formal didactic activities that contribute to the development of a healthy lifestyle. These guides are in English. The first guide was made after the first year of the project, and the second guide was made after the second year of the project. The first describes the sport and the second describes the activities that promote a healthy diet. After the first year and after the second year of the project we organized an international workshop with the participation of other local community and other schools interested into the project. Workshops are multiplier project events. Other project products: Into the first year of the project: a calendar of famous athletes in the partner countries, a sports dictionary, a film about the organization of learning in the first year of the project. In the second year: a magazine (dairy products, fruits, vegetables, meals). In III year: a book about table games (chess, rummy, scrabble, dominoes, puzzle games, pawns); We have described games, school contests. We have created posters about these games (used by each partner to popularize school competitions organized within the project). All partners have been working on the above mentioned products. The project was presented on the school's web sites, in the professional meetings of teachers and students, in the exhibitions with the project's products. Each international activity is presented in short films posted on the project site. The workshops were organized by the coordinator. The logo and design of the mascot were chosen by negotiation at the first meeting of the project. The evaluation of the projects was done using the initial and final questionnaires, participating in the MADE FOR EUROPE competition. In the coordinating country, a regional symposium (Formal Evaluation Strategies in Erasmus + projects) will be held after the project is completed. Longer-term benefits- the good practices, the innovative methods of teaching and experiences, the learn foreign languages, to discover other cultures and religions. This had a positive impact among the local communities and will promote healthy lifestyle.