"""Rhythm is Life, helps you survive"" project helped us meet the European Commission's 2020 strategy in terms of improving the basic skills of the new generations for a better future for the European Union. It developed the fundamental skills necessary in social work, entrepreneurship, in a participatory spirit, in artistic, linguistic and digital skills. As a project team and coordinators of partner schools, we have worked to improve the lack of basic skills in foreign languages, music and ICT. During the project work we focused on practical training. Since music is a matter of great importance in the participating schools we put music at the center. By bringing our students into music within the schools, we have engaged them with education, we have increased their motivation and developed their basic skills.In this project the English and ICT clubs have supported our project work as students in developing the foreign language and digital skills, thus favoring their future employment.The working methodology was based on the conception and development of extracurricular activities by establishing 3 student circles. In these clubs, students studied music, English and technology. In each of these clubs the teachers worked with the students and produced real materials, activities and situations. The teachers developed the club work program and supervised the students. The school's administrative staff supported the teachers in all activities.Preparatory activitiesMeetings were held before all the mobilities to define the intent and purpose of the project, we carefully chose the participants, prepared the mobility agreements and with commitment to quality, we defined the various initial, intermediate and final activities. These meetings were held by the project coordinators and chaired by the school directors. Computer tools were used to improve and qualify the digital skills of the participants. (web platforms, insert images, documents, comments, online forms, ...). Communication between the project representative and the participants took place throughout the duration of the project, even in a mixed way. Language preparation took place via web applications. Furthermore, useful presentations were created for participants before, during and after each mobility. All the preparatory activities have been evaluated and monitored with online questionnaires before and after each mobility using paper forms and Google forms.We had 6 meetings with the following contents:5/8 November 2017 HUNGARYDuring this opening meeting the koordinators met personally, the details of the project work were discussed and the preliminary organisations started.26 FEBRUARY / 2 MARCH 2018 GREECEAs for ICT we created the project website, organized web game competitions, started e-twinning accounts and managed a partnership. We chose the project Logo.14/18 MAY, 2018 ITALYAs for the main topic, that is MUSIC we have created school hymns; re-elaborated popular traditional songs; performed a singing competition, which was rather a folk songs show; visited higher-level musical institutes the Music High School in Sorrento and the Music Conservatory; organized concerts: one at the church in Massaquano and one at the end of the meeting in Moiano school.12/16 NOVEMBER 2018 ITALY Regarding the topic ENGLISH LANGUAGE each partner have prepared a theatrical work in English; performed a singing competition in English; acted role plays, listened to songs in English, invited famous people to school16/23 MARCH 2019 HUNGARYWith regards to the main topic, that is MUSIC, we concluded the activities planned with the students: sang school hymns and project anthem in the languages of the partner countries, as planned; re-elaborated popular traditional songs; performed our songs; organized concert at the end of the meeting.24/28 June 2019 TURKEYClosure meeting when we evaluated the results and the impact; and discussed the final report.Dissemination (within the school, on other schools, on the territory) has been carried out since the beginning of the project on different levels:We held meetings with families and some press agencies based on the presentation of the project; The project was presented to the teaching staff in the schools; For every mobility we met the local Mayor, deputy Mayor and councilor for education; Brochures, flyers and posters were created to publicize the meetings."

"Geomythology is the scientific field which interprets mythology in relation to natural environment and climate during the mythological period. During the long pre-historical times geo-environmental changes were numerous and dramatic.Eight primary and low secondary schools from Greece (coordinator), Latvia, Italy, Poland, Turkey, Portugal, Turkey and Hungary followed the adventures of a meteorite, a ROLLING STONE, which fall from space in Latvia in October 2016 and rolled all over Europe, searching for GEO-myths and climate changes. Finally in May 2019 fall in the Atlantic Ocean in Portugal. Over the 3 years pupils, teachers and local communities experienced cultures,languages and ecosystems The ROLLING STONE was a vehicle to motivate and inspire pupils in language - spoken and written - and also be involved in all the activities. Pupils interacted with the RO*STO and shared their experiences on the Project Blog and Pupil's Discussion Board THE MAIN OBJECTIVES were:1)the study of nature and environmental changes, their interpretation with the assistance from mythology.2)the multi disciplinary approach of the subject through various scientific fields, exploring the relation between Myths and geological /climate changes of the past3)the research of the past or contemporary relations in different parts of Europe, such as common river names, city names, local customs similar in many parts of Europe4)the migration and ethnic diversity, answering the question why people were migrating from one place to another and environmental changes that forced them to migrate 5)to improve the practice of foreign languages and ICT for students and teachers and strengthen teachers' profession6)to reduce the early school leavers Through the activities the project:- brought students in contact with nature, found solutions and realized that is constantly changing - familiarized students with Myths, legends, traditions and interpreted the phenomena they were describing in times when natural sciences were unknown- helped exhibit cultural values, cultivated eco-knowledge and increased attractiveness of local and European monuments - designed THEMATIC GEO-mythological parks in eight countries, connecting mythological places where intense environmental changes have left their marks, for sustainable development and Alternative Educational Tourism,- worked in making the Greek Thematic Network world wide and sustainable The project had a Language/Literature theme throughout and encompassed themes like Entrepreneurship, Supporting Disadvantaged Pupils, using ICT across all work.This project was addressed to mainstream and disadvantage learners, teachers, parents, stakeholders/ leaders in local communities, tourism organizations, school heads and youth.The target groups learnt about other nations in the long time history and to realize more deeply the principal idea of mutual rapport and understanding.Students planned and carried out eight project events during three years for the general public and invited guests. The impact was very big for all target groups and local communitiesFollowing RO*STO’s adventures we improved teachers' and pupils' language and digital skills. Management, leadership, planning and organizational skills also improved.Teachers reconnected teaching and learning activities to the natural environment and transferred this to their daily school actions.The project was developed through a variety of subjects: Maths, Language, Geology, Geography, History, Technology, Cultural, Environmental Studies, Art and Physical EducationEight countries introduced STONE from Space and developed concepts of active citizenship (national and European), sustainability and social coherence through engagement with the myths and the history of the sites, their place in the local environment, as markers and continuers of cultural identity.Also produced tangible results as: ""The amazing trip on Earth"" book and e-book, The ""Myth book"", Geomythological paths and maps in eight countries, Calendar, Mini-Geodictionary, activity e-book and local eco-clubs The project used the existence of GEO-myths of different areas of Europe and Asia as a basis for sustainability, developing a strategic approach to strengthening the links between the 8 schools and its local environment. Encouraged communication between schools, historical sites and social/economic partners at local level in order to develop the knowledge of learners.Future generations will have the opportunity to visit, study and discover the places where myths took place as a tool for Alternative Educational Tourism. As a result of close and and fruitful collaborations between partner schools and local communities, plans have been initiated for twin-city schemes, as well as exchange student programs, in order to support language learning and cultural development.All results are uploaded in Twinspace and project's Blog:http://blogs.sch.gr/4dimlamias/"

"Context Nowadays, it has become imperative to adjust our teaching methods to the requirements imposed by the rapid pace of development that we are experiencing. However, it should not be omitted that there are skills and methods which have started to lose ground in the technological era and it would be a pity to assist passively to them. With this in mind, we have set out on the journey of discovering and rediscovering the pleasure of reading, as a way of improving students' basic competences - language, communication, as well as skills such as interpretation, critical thinking and analysis. Alarmingly high numbers of students have never read an entire book in their lives, while others state that they only read out of obligation, but less than a book per year. Therefore, teaching English as a foreign language through stories can be a challenge as much as it can prove a source of endless inspiration and entertainment. Participants Our target group includes students of the ages 10-14 with basic English skills (minimum A2 level) from our schools. We chose this age group as they are old enough to read in English and young enough to still show enthusiasm for it. Therefore, we are addressing a number of approximately 400 students (the others, who do not have a working command of English, but are in the same age group will be involved in artistic activities, cultural activities or activities which involve their mother tongue. The project also addresses teachers of English from our schools who will update their teaching methods and exchange experiences and practices with their peers, thus contributing to the creation of a professional network of English teachers. 68 students and 32 teachers will participate in the 4 exchanges we have planned, participants who will be selected from the target groups. Objectives 1. to develop students' taste for reading and motivate them; (minimum 50% of target group) 2. to develop students' creativity and language skills; (minimum 80% of the target group) 3. to develop students' critical and creative thinking, personal and social capability; (min. 60% target group) 4. to develop understanding of their own culture in connection with other European cultures; (minimum 70%) 5. to promote European values and develop cohesion among European citizens. 6. to exchange teaching methods and improve the material bases of the English teachers. 7. to produce sustainable teaching materials and share them with foreign language teachers in our countries and others. Activities We have planned 4 exchanges: C1 - Feb 2018 - Italy: Developing literary and interpretative skills through stories. C2 - May 2018 - Hungary: Teaching reading and critical thinking skills through stories. C3 - Oct 2018 - Bulgaria: Teaching writing skills and creativity through stories. C4 - Mar 2019 - Romania: Teaching speaking skills through stories. Developing self-confidence in the use of English The exchanges will comprise topic-related seminars and workshops, cultural activities, attending lessons. For the purpose of project management, we will organise 2 transnational meetings: at the beginning of the project and at the end, in Turkey. Methodology Project management implies planning, organisation, implemetation, monitoring, evaluation and dissemination of results. In the planning stage - we identified the needs and established the aims and objectives of the project. In the organisation stage, we will elaborate dissemination and evaluation plans, action plans, timeline of events, distribution of tasks and resources. In the implementation stage, we will organise the selection, preparation and participation in exchanges. We will produce the final results of the project. The dissemination plan is created to share the results and activities within our partnership and beyond it, so as to impact the target groups, the institutions, local/regional/national/European target audiences. The evaluation is done at every stage of the project and its results will be included in the impact study. Impact and results - Students are expected to become more motivated, improve their language skills and intercultural competence; they will become more self-confident in their ability to use English, improve their literary competence, their reading, speaking, writing skills as well as their interpretive, critical thinking skills and creativity. - Teachers as well will become more motivated, improve their leadership, team work, presentation skills, improve their material base, develop language, communication skills, interpersonal and intercultural competence. - Schools become more visible in their community, develop their human resources. Tangible results include: Compendium of literary theory for secondary school students; Collection of story-related activities and lesson plans for secondary school students; Curriculum for optional class ""TESS - Teaching English Skills through Stories"""

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.

"The partners, in project"" Designed Intervention of Enviromentally Collaborative Initiatives"", Italy, Greece, Spain, Portugal, Poland and Hungary met on the eTwinning platform.Some of them have already collaborated in previous eTwinning and Erasmus+ initiatives and have shared the same concerns regarding equity and inclusion in education: in last years a change in the learning process of young people has taken place: they show certain insicurities and difficulties in attention and concentration; motivation to learn is often low; technologies speed up the world; societies are increansigly complicated since the migration flows make the social environment multicultural, multilingual and multireligious. Children's social skills are inadequate. There are too many disparities in learning outcomes and students ofthen abandon school at very young age. Considering this background and the need to face the new educational challenges teachers need to widen their professional profiles and model them in a European dimension. The partner schools, despite their differences in geographical situations and number of pupils, share a similar background and they need to face the same educational challenges. They believe that through a European collaboration based on the exchange of experiences, skills, innovative methodologies and good practices between teachers, students and school communities, the following objectives can be achieved:The Erasmus+ project aims at developing two main types of goals. Short term goals focusing on developing new knowledge, skills and competences in students related to the topics of environment protection, climate change, eco-friendly and sustainable behaviours, socialization, European Citizenship and English language.Long term objectives: streghten teachers profiles; improve collaboration with stakeholders; improve the quality of educational offer; promote inclusion; motivate learning and prevent early school leaving; envision new job profiles.Each school contributes to the project with it's own expertise: Italian school is experienced in Inclusion and innovative inclusive methodologies such as: Universal Design for Learning, Cooperative learning, Flipped classroom ; the Spanish school is experienced in Project based learning, the coordinator is an eTwinning ambassador; the Portuguese school is experienced in bilingual teaching and especially CLIL methodology; the Hungarian school is exeperienced in Environment subjects teaching and is an awarded Eco-school;Greek school is engaged in environment protection and is experienced in teaching Literacy in ICT environments; Polish school is experienced in stimulating learning activities such as Coding and Robotics. Three are eTwinning schoolsThe topic of the environment is a very current, concrete and global topic in which young people have a great interest and are eager to be active and make their own contribution to save the planet. The project involves them in practical activities that will allow them to ""learn by doing"". Through the activities, pupils will have to think about their responsibilities and consequences of their life styles on the environment. They will compare the results with European partners and will give the problem a European dimension. Students will work in teams in cooperation not competition. The cooperation with partners in a multicultural environment will improve European sense of belonging and will help to reduce prejudices. They will become more active citizens both as protectors of the environment and as protectors of democracy.Teachers will collaborate to exchange their experiences, will practice peer training, each school will share their competences with partner teachers.They will strengthen their professional profiles achieving competences of more motivating and inclusive teaching methodologies.Results: Logo project; Collection of Hystograms and Pie Charts; Eco Magazine: Power Point on Climate Change; Guide of European Environmental Organizations; Eu Booklet of Green Behaviors; Project Website; Journal of students experiences.We have planned to use the eTwinning for preparation, implementation and follow up of project: https://twinspace.etwinning.net/102826/home title ""Young Ecologist in action"".Methodologies based on inclusion, cooperation and comparison will improve the quality of the educational offer. It will hopefully reduce deparities in learning outcomes and will reduce early school leaving.The professional development of teachers, may have further impact on their employment or motivativation to pursue further education and training.Awareness on issues of environment and protection of the planet will have an impact on life quality as well as on the life of future generations.Multicultural learning environments will encourage a European sense of belonging that will help to prevent prejudices, stereotypes and the resurgence of anti-European feelings and will promote European democracy"