In this project we made sure that students enjoyed and experienced different cultures as well as practiced effective communicative skills through drama which made them able to hold compare each other's historical and literature backgrounds. Our project focused on theatre to help them to learn and practise the target language and to have the knowledge of different cultures by interacting with each other. During first meeting in Latvia, students wrote and acted a play all done by themselves and drama teacher. In the second mobility inTurkey, partners acted out the different parts of the play called The “Importance of Being Earnest” as the last step of the project mobility; characters were acted out by pupils from different countries. The reason why we chose this play is that it emphasizes on honesty which is one of the universal values. It's not enough to catch up with the rapidly changing world alone. Schools and teachers need each other to learn more, interact effectively and explore new perspectives. As teachers, we are sure that, for most pupils, this has been a springboard to new individual experiences abroad. So we enabled them to enjoy face-to-face English communication in real-life situations, interact with other cultures, and build up a good relationship with their European fellows in a comfortable atmosphere.English was the common language for the whole project and communication. Multilingualism is one of the cornerstones of the European project and a powerful symbol of the EU's aspiration to be united in diversity. The EU has set the goal that every citizen should have the opportunity to acquire at least two foreign languages at an early age. Meetings were opportunities to live “EU citizenship”, they brought Europe closer to schools.This project was organized with modern ICT tools (between meetings). Workshops were held to make sure that all participants were able to use and promote social and communication skills in a proper and modern way. We used email, social networks, video conferences, twitter, Instagram, etc. The fact that learning is not only theoretical, but involves hand-on experience, keeps students focused and engaged. We also used applications such as photo gallery and file archive on eTwinning since it is the European schools “safer“ online meeting platform. So there was a teacher social network group, a social network group (mainly for pupils), e-mail/ Facebook among coordinators/ teachers. All these channels ensured a direct communication, enhanced collaborative bonds and an immediate sharing of work throughout the project. The use of social networks is popular among pupils, so their motivation to contribute remained high throughout the project. On this social network pupils shared information about their historical, cultural and religious places, traditional cuisine, folklore songs and dances, local libraries and their life style. Participants (pupils and teachers) were chosen on the basis of their motivation. For sure, the motivations were different, enabling us to get a very heterogeneous group. Some took part in the project to learn more about language, others to share historical knowledge and cultural heritage, with other participants or to learn more about communication.Each partners' group consisted of people concerning teachers, learners & staff, but 3 students & 2 accompanying persons took part in each mobility (no Spanish students to Turkey).All partners are high schools and the pupils are aged 13-19.Our project activities were chat of the chairs(about the characters, the time, the costumes and the plot of the play), workshops about changing some parts of the play (such as the ending),presenting cultural and traditional values (such as food, folk dance and songs, costumes),having a chat with an expert on drama, presenting the drama activities of the schools and local communities of each partner, taking rehearsals with different performers from different countries, Performing the play to the families and other students in the region. According to the application form would host an LTT meeting but because of the pandemic just three countries were able to host the meetings.The dissemination was a running process as the results of the activities and mobilities were regularly presented on the project website and official websites of the participating schools. The development of the project was visible on the web and social media of the project, in school, local and regional newspapers and regional TV. Some results of the project (photo exhibitions, posters, presentations and other materials) were shown at schools in the cities of the partners to other students, teachers and parents, local community and local authorities. The outcome/product could serve as a recommendation for creative and innovative learning teaching materials. At the end of the project participating institutions transferred, and disseminated the achievements to similar institutions in their countries.

The school dropout is a growing concern in France. Many other European countries such as Spain or Italy where youth unemployment is a great concern, seem to face the same issue. The causes are many and varied. Many of our pupils lack of self confidence and they have great difficulty in thinking about their future. A further well known problem is that women face discrimination in terms of employment opportunities and wages. Studies have shown that these discriminations originate very early in life, especially at school when pupils have to choose their orientation. Girls are often consciously or unconsciously steered towards traditionally « feminised » careers, neglecting emerging sectors such as those linked with digital, green technologies, sciences and so on... On the contrary, if Latvia takes the first place in the amount of high schools and universities and make great effort in order to reach male / female parity, there is a lack of professionals in such spheres as engineering and technologies. On the other hand, taking into account environmental issue and all its potentialities in terms of citizenship, environmental protection, research and development, innovations, economic growth, careers and so on, could be a great tool to become aware of the world they live in, and to give them ambitions. There are several objectives : 1) Decreasing the early school leaving (ESL) in our communities by improving the motivation of our students towards the Science related subjects and jobs (STEM), especially in the case of students with any kind of disability or disfavoured circumstances, and also to balance the gender differences towards these studies and enhancing their access and engagement to digital technologies and scientific careers. 2) widening horizon by offering our pupils choices and making them discover the different vocational pathways and jobs linked to environment. 3) Increasing our students self confidence and skills. 4) Developing their European civic and social values, throught the respect and knowledge of our different realities and cultural diversity. 5) Improving the conscience of our students, schools and local communities in the necessity of taking care of Europe natural environment and sustainable use of its resources. 6) Promoting critical thinking and a scientific attitude towards the challenges of our society, such as climate change, the energy sources issue, or the abuse of natural resources. All along its duration this project will be divided in 4 parts, each one corresponding to a specific theme and being supervised by one of the four partners. First part deals with natural ecosystems and their conservation; second part on water, its consumption and treatment ; third part deals with energy resources and their ecological aspects ; fourth part deals with “green jobs”, that is, jobs related with all these environment and sustainability issues. As main products or our project, we include : 1) Presentations of their collaborative works and researches, on the four themes using IT media, videos, posters, brochures, local press... 2) Scratch collaborative serious games 3) Collaborative calendars about environment & energy themes 4) Collaborative board games on water issues. 5) Art installations with recycled materials in schools & comparison of the different recycling policies & « recycling contests » in each schools. 6) 3D or 2D models of energy or recycling facilities 7) Comparison of the different education systems and vocational pathways 8) Collaborative presentation of all the Green jobs encountered all along the project's duration. These products will be performed thanks to the following activities such as : 1)Research and practical study of a natural ecosystem : study both biotic and abiotic factors and lab activities. 2) Research of Recycling policies in each country 3) Research and practical study about water : analyze of water through different point of view (chemical, physics, biology, nutrition) tnaks to some lab activities. 4) Research about energy policies in each country 5) Researches & investigations (facts & figures) about green jobs in our neighbouroud

"In the project,as we had aimed about in application form ,7 different schools from different countries of Europe came together, did some studies about using ICT in education efficiently by considering teacher,student,parent and society components; to support “EU aims for decreasing early school leaving rate to %10”, to struggle with factors that lead to disadvantageds, to create a society with increased awareness and to raise a digitally literate generation.To achieve those objectives mentioned above, we chose a blended learning way ""Flipped Learning Model ""which combines out of class learning and intraclass face to face learning activities and a perfect match for levels of Bloom Taxonomy .Project activities were based on innovative applications for ICT usage in education and transfering those good practices. Project activities were specified in sharing best flipped learning lesson applications with project partners and adapting those activities to all partner schools. As a methodology, based on SWOT analysis findings, benchmarking steps were followed.For TPMs that were held for teachers-2 from each country, there was a meeting at the beginning of the 1st year to make clear the activities for this same year to be planned.It helped project partners to get familiar with each other,also was a pre-preparation visit.A detailed work calendar was prepared for all 2 years.All partners reported the SWOT analysis results, made them a common document. Also the plan of dissemination, usage of project results was made up. Expected impacts, outputs were defined and It was considered on how and to whom dissemination would be done.The 2nd meeting was at the beginning of the 2nd year.Evaluation of deviations from the process was done.The 1st year's assessment and the 2nd year's planning were determined.The activities were planned and what to be done until the next staff meeting (C3)was made clear.Finally TPM3 was arranged for recapping of whole project – its activities, outcomes, impact, evaluation, dissemination, etc. It was also used for gathering project documentation and writing of final project report.The LTT1 and LTT2 were short-term joint staff meetings with totally 39 participants while the LTT3 and LTT4 were short-term exchange of pupils with 4 students and 1 accompanying person from each country. In those meetings,we analyzed SWOT analysis results reported at TPM1, presented local/national situations by taking benchmarking teams’ needs into consider, in the light of EU 2020 objectives and PISA 2015 results.Good exercises were experienced among partner schools, opportunities were created for new ideas.Partners had chance to compare education systems.They discussed advantages, disadvantages, good- bad examples and roles of students and teachers in Flipped Learning which is a blended learning way. Participant teachers joined flipped lessons and got trainings firstly, then they performed Flipped Lessons and students attended those flipped classroom in-class activities and caught the team spirit, learned how to work as a team.With their peers, they compared their local and general flipped learning experiences, gained motivation for learning foreign languages with the notion of bravery and entrepreneurship.We made changes about which country would be responsible of creating our project product ""Open Education Resource Platform""and being editor of other product "" Flipped Learning Lesson Guidance Book"". As different from our application form, we gave the task for the handbook to Portuguese team and for the platform Croatian team after evaulation of competences of each partner in the workshops and shared experiences.In the light of all studies, workshops during project process, all project team attended actively on creating the content of guidance handbook- for preparing a flipped lesson- ""Designing a Flipped Lesson:Before- During-After"" and open education resource which is a free member and can be benefited from many flipped course scenarios “Know-How Alliance Platform”.In project final festival; all works, outputs and project products were exhibited. We presented our 2 project products to all users from all over the world.At the end of the project, we implemented the post-test survey and analysed the results. When we compared the post one with the pre -test that we had implemented at the beginning of the 1st year we saw the conclusions that:-Students learned how to use digitals tools to search information online, use their smartphone to work.They increased the use of internet to study and research, taking notes while watching videos.-Teachers also increased knowledge of how to use digital tools to work with others and knowledge of performing flipped learning.The use of traditional teaching methods have decreased and active methodologies have increased.So, as expected, there´s an increase in ability of using “web 2.0 -3.0” tools and google apps, teachers have used innovative ICT based methodologies."

"Since 1998 (international year of the oceans) that oceans have become to be understood as a heritage for the future. And the most productive ecosystems on Earth are the coastal ones, because they provide us with essential services such as, water filtration, nursery grounds for fish, protection from storms, disaster risk reduction and another integral service - sequestering and storing ""blue"" carbon (CO2) from the atmosphere and oceans. Despites their benefits and services, coastal blue carbon ecosystems are some of the most threatened ecosystem on earth, with an estimated 340 000 to 980 000 ha being destroyed each year (numbers from “The blue carbon initiative”- UNESCO). The area of sea under the control of EU Member States is the world's largest maritime territory, it is imperative to raise awareness for the rapid degradation of coastal ecosystems caused by human impacts (urbanization, industry, sewers, fishing, agriculture, tourism and all kinds of pollution).A strategic partnership of citizen science research/action focuses on coastal ecosystems that are threatened by human presence is proposed by 6 schools implemented in communities in or near coastal areas, localised at natural reserves. Geographically each one is located at the coast of Mediterranic, Black, Ionian and Baltic seas and Atlantic ocean. The project coordination is made by an interdisciplinary team of teachers from different areas like science, geography, language or others, and experienced in Erasmus or other European Projects. The target students will be from secondary stage aged 16-19 mainly from general and VET science courses.Our compromise will enhancing a shared view on the European coastal areas through the following parameters: selecting certain biological and chemical indicators, such as the amount of blue carbon and the environmental quality of water in different coastal areas of Europe, building a database with the values collected in order to allow an effective European monitorization, comparing analyzing not only the evolution of the human impacts but also the effects of the measures taken to preserve coastal ecosystems. Being future European citizens, from different geographical areas, involved in analyzing and comparing the data collected and assessing the different levels of human impact not only will raise the scientific knowledge of what can be done in order to improve quality of life but also will lead to deeper involvement and care about preserving and contributing to a balanced ecosystem in coastal areas in this part of the world.There will be training activities for students and teachers about blue carbon and coastal ecosystems. Furthermore, science Lab activities and group activities will be developed to apply the knowledge acquired. Will be also developed thematic workshops, field trips, visits to universities departements, researches and results presentations, mapping activities, cultural peddy-paper, local excursions. Each school will be represented by 2 teachers and 4 students in each mobility. The theme of the project is current and promotes the importance and motivation of students in the learning process of STEM subjects. It will be an interactive way to teach students to make charts, data analysis, data presentation, research, drawing conclusions. Also, environmental education is the best way to offer equal chances for all students, even those with special needs or from all sorts of backgrounds and learning abilities.It is imperative to raise awareness for the rapid degradation of coastal ecosystems, starting from the younger student population to the older habitant of the community."

"""Make a script, Act, Share!"" team members work independently on EU-funded projects, bringing together TR, MK, RO, LT and LV schools. In particular, we aim to celebrate our diverse cultural heritage, theater, and digital media and web tools in teaching and learning through performing arts. Our schools support the intent of the European Commission and local cultural institutions to encourage more people to explore and interact with the European cultural heritage and to strengthen the sense of belonging to a common European area and to contribute to the sustainability of the European Cultural Heritage. We encourage the use of the opportunities of the eTwinning and Erasmus + Project Results platforms to share ideas and disseminate our results.Our project participants (students aged 15-19, teachers, parents and larger communities) will learn about national culture and international cultural heritage and will use ICT to develop products. They will collaborate on writing common scripts, playing games, making masks and costumes, filming and live to broadcast, conveying movie trailers with meaningful messages about moral values and tolerance. Students who participate in national activities and workshops, the expertise of professionals and international activities such as lessons, interactive games, festivals will bring the knowledge and skills they have gained from other educational institutions back to their school communities and act as instructors from others to their peers and young students.LT and TR schools do not have Erasmus + experience in our project partnership. However, our schools MK and RO and LV have been actively pursuing Erasmus + projects over the past three years. In order to keep the partnership in balance, our RO, MK and LV partner will share all their experiences with the other two schools throughout the project, so that all the steps that have been made from the beginning to the end of the project will be processed more easily and the established cooperation will proceed in a special and balanced status.It will develop a parallel eTwinning project to take advantage of all the e-tools it provides for strategic partnership, communication, joint activities, evaluation and dissemination of project progress. Thanks to the Professional Development item, teachers have gained many ideas in using drama techniques and applying digital media and online tools in product making and editing. Thanks to our planned activities, our partnership will provide a more modern, dynamic, stable and professional environment in our schools, which includes teachers ready to integrate good practices and new methods into everyday teaching activities. united around the idea of ​​encouraging and interacting with peers in other countries. We believe that we should teach adolescents how to value national cultural heritage in the world of globalization. We think that working on projects on an international basis adds value to concrete results and results, and provides participants a chance to share and compare knowledge and skills with peers they normally cannot communicate with.Our main goals are:- Promotion of national cultural heritage through theater arts- Participation of adolescents in drama-based activities, development of aesthetic tastes- Effective integration of digital technologies in teaching through drama- Promotion of digital literacy, the inclusion of meaningful messages in digital project products- Development of flexible skills of participants using theater and ICT- Professional Development of Staff - Inexperienced in material exchange, support of young teachers, especially in international cooperation and project management.During the LTTAs and national activities and activities, the participating students and teachers will learn together and from each other. During the project and during meetings, they will have the opportunity to participate in workshops, learn from local professionals and benefit from their competence and skills.Our strategic partnership will also include partners from the public or private sector who will contribute to the sustainability of our cooperative project."