"At the end of our project, as a summary and with regard to the achievements and concrete results, we can say, we have carried out our main aims in a very high percentage. That means, over the two last years, we have developed our contents, we have applied the different methodologies that we proposed, we have carried out all the tasks and activities that we designed and we developed the three transnational meetings and the four short-term activities, just how we planned in the initial project and timeline. There haven´t been any significant change in the initial agreements and the respect for the agreements between the four partners has been maximum. This reality has got a very high participation, dissemination and impact in our schools and environments. More specifically, and talking according to the blocks and objectives whom defined our initial project we can say:With respect to the first block, ""ME AND MY IDENTITY"": during our four visits each other and with our tasks and activities planned to carry out during the school years, we worked two of our main objectives: to improve our personal well-being (physical, affective and relational), through the work of the intrapersonal intelligence, the value of our personal and cultural identity and the work of the live healthy habits. The different tasks and activities that the four schools develop to work these aims were: videos describing each school and country, activities and tutorials about traditional games and dances typical from each country, recipes and cookbooks about the different cuisines, audiobooks with traditional stories of each region and logbooks showing the ecological heritage of our countries. Everything with the intention to show how we are and get the appreciation and respect for the different identities. Without doubt, we got it because our relationship and respect has been amazing. Also, we carried out different workshops about emotional intelligence, social and teaching abilities, assertiveness and empathy, everything in order to get an integral health (social and emotional, too). In our second block, “ME AND the OTHERS”, we worked these aims: to take part in different sports, traditional games, dances and activities in the nature, as a proposal of healthy free time and for improving our interpersonal intelligence through activities related to assertiveness, empathy and social skills. Also, we have exchanged good practices and experiences in the learning of a foreign language (English) using the “Content and Language Integrated Learning methodology” (CLIL). The achievement of these aims has been very high, as well. Beside all activities which are mentioned before, very useful to know and accept the other one, in our project has been a mass participation and intense interaction between all the participants: students, families, teachers. All of them have taken part in the different initiatives. The method of work adopted in all the decisions and actions had been cooperative, collaborative and inclusive. This way, all the pupils from the different levels and educative stages (from three years to fourteen years) took part in the tasks elaborated in each school and later these tasks were showed and shared in our mobilities. Likewise, in each short-term activity all the pupils, teachers, families and other institutions have been the main actors and actress during theirs weeks as host, with the develop of workshops, school trips, visits, performances, activities, celebrations, etc. Without a doubt these weeks were the most intense and enriching time during these two years. We have been very careful with the activities and actions to prepare our meetings, specially about how to select our students for the short-term activities, our host families and how to get a perfect relationship between them: interviews, letters, videoconferences, sending previous information to the families, using social networks for the first contacts… Everything in order to get a perfect living together. In fact, our families and students keep the contact with pupils and families from the different countries and they have visited each other during the summer holidays.English has been our principal language in all our communications, activities, workshops and visits. Also, we have developed a pair of workshops to know the “Content and Language Integrated Learning” methodology to use it in our classes and subjects. In the same way, we have done different activities and tasks in order to use, learn and share our mother tongues: using our multilingual dictionary and learning traditional songs and stories from each country.Finally, about our block “ME AND THE ENVIROMENT” and its objectives: to know and value the ecological environment of the different countries of our association and share experiences and good practices related to the protection of the environment, we have carried out activities with a real contact with our environment, visiting natural parks in our four countries, with different workshops where we knew our biodiversity in each school, planting different typical species from each region and with the elaboration of our logbooks (with the most common animals and plants) and our activity about the The three “R” (reduce, reuse, recycling). It is possible to find all our experiences, documents and tasks mentioned in our blog and the results platform and also, in a lot of published articles in different mass media in our four countries."

"Project summary:Changing habits - changing the world! -Erasmus+ project rose out of the need to inspire young people to make positive environmental changes. Our project supported one of the United Nations Global Goals - Fixing climate change. According to the carried surveys in six partner schools the students had low interest in environmental issues, for example, they thought that taking care of the environment would not really be of significance to them and their future. This project was initiated because in different partner schools young people had different experience and habits of taking care of the environment, recycling, too big food and energy consumption. The results of the surveys showed that it was necessary to educate students and their families about the importance of a clean, healthy environment and to become that generation who would change the world by changing their everyday habits. In Changing habits - changing the world! - six project schools from different parts of Europe were working together towards a common goal. Schools were chosen from southern, northern, eastern and western parts of Europe in order to get a good understanding and overview of education and to enjoy interesting and effective cooperation as partner schools. Also, different skills and expertise was brought into the project. The target groups of the project were the whole school communities (students, teachers, other members and their families). Our target groups were young people, so they could learn long lasting habits in their everyday life. As we carried out this project transnationally, we wanted to compare the environmental issues in different countries and to learn from each other, share experience and good practices. The main aim of the project was to raise participants’ environmental awareness, understanding and knowledge of environmental protection through practical environmental activities. Also, this project aimed to promote the protection and conservation of the environment while learning in international groups. The planned activities supported the personal development of students and raised their environmental awareness through practical activities. Working together within international groups of students and teachers provided the students with the opportunity to learn directly from each other about how to improve their local communities. The activities forced the participants to think about the environmental issues from a global perspective. As a result, this made young people to take a more active, positive and responsible role in the society. During two years we focused on different activities: ecological events and campaigns at school, working as environmental friendly agents, sharing environmental friendly recipes, planning walking tours and planting a tree on the schoolyard. The project also covered other aspects of ecological education: reducing food waste, energy waste, solving global environmental problems, tending to stop global warming. In the meanwhile the public attitude in climate change problems developed enormously on a global level. Demonstrations against climate change were organized throughout the world by mainly young people. Whole world got to know the Swedish girl Greta Thunberg who was invited in a UN conference to give a speech about climate change. This has certainly affected the way of thinking for our students. Between LTT-meetings, we planned a lot of virtual activities. Participants made and shared presentations, wrote blogs and reports on the project website, made videos and took photos. Teachers and students used Whatsapp, Google tools and email for keeping contact virtually, the students used also Snapchat to some extent. With parents and teachers the most important social media was Whatsapp and email. During the project we had four LTT-meetings: project workshops on environmentally friendly pop up -restaurant, green gardens, eco-friendly shop at school, planting vegetables and herbs on the roofgarden and charging batteries by cycling. We engaged in conversation with the local companies working in the environmental sector. Learning activities of our project were based on ""learning by doing"" and ‘’cooperating internationally, acting locally"". When participants gained international practical experience through different environmental activities, they acquired new skills, respect towards otherness, team spirit, independence and self-confidence."

According to the latest PISA 2018 results,announced at the end of 2019, over ten million students were not able to complete even the most basic reading tasks – and these were 15-year-olds living in the 79 high- and middle-income countries that participated in the test. In fact, the survey found an increase in students who find reading “a waste of time”, and that fewer students read for enjoyment purposes. In this era of fake news and accessibility of information via the internet, students must also have digital literacy when it comes to reading online. As the report states, “All students need to be able to read complex texts, distinguish between credible and untrustworthy sources of information, and between fact and fiction, and question or seek to improve the accepted knowledge and practices of our times.”All the six countries participating in this project fall into this category of those 79 countries.In order to see what the motivation in reading in students is,we all 6 partners(Bulgaria,Turkey,Malta,Poland,Portugal and Italy) conducted a research, targeted 10-14 years-old students. The problem of lack of interest in reading for enjoyment was documented with student surveys, teacher observations, and reading inventories. Students’ negative attitudes and low self-esteem were found to contribute to lack of motivation.It also provided evidence that students who have access to material of interest are more likely to read and thus improve their reading achievement and attitudes.The aim of our project is to teach pupils a variety of ways to communicate with each other and share their learning and also open their minds to the fact that new ways of collaboration are being developed all the time.We aim to promote the concept of reading for pleasure and we ensure that we include a range of ‘real books’ within the project activities as well as the opportunity for sustained reading from a range of interesting activities.Overal objectives:-To promote the love of reading (and have fun)-To increase the rate of reading in students-To make reading funnier-To develop digital abilities in students and having students being all technology literate students, active and participatory people in the future -To increase the self-confidence-To introduce web.2 tools and using them in projects-To develop and strengthen professional links with other countries-To use innovative ways to promote learning and develop new skills-To develop a better understanding of EU focus and standardsTangible results:-short films with answers of 3 questions(selection process)-brochure and a poster(dissemination material)-DVDs with the Harry Potter's Week highlights -cards for KAMISHIBAI theatre-a film and photos tutorial -LAPBOOKS -SLEEVEFACE posters -book made by wattpad.comIntangible results:Students will-be provided with experiences with language used in books-be motivated to read by involving them in reading as a pleasurable activity-expand vocabulary and improve reading skills-be challenged to think critically-be introduced to interesting for them literature-improve their self-esteem and gain confidence-be motivated to use ICT appsTeachers will:-learn and compare various teaching methods, strategies, techniques and approches of different education systems across Europe in order to develop good didactic practices-plan together a project cointaining active strategies and methodologies, different activities , the use of ICT and other didactic tools, final products, time and places implied in the learning-teaching process that will be constantly monitored and assessed in order to modify it, if necessary-develop an understanding of social and cultural similarities and differences between European partners through the discussion of significant topics-increase the European vision, the pedagogical language and motivation for personal and professional development.Parents will be offered:-More innovative and pioneering educational methods.-A positive, stronger view on Europe and active citizenship.Community will be offered:-Establishment of long term bonds with neighbor schools and institutions.-Dissemination of our project to the community will make its members more open minded to diversity.

<< Objectives >>The overall objective of the project is to “Pilot home economics activities in EU primary schools to develop key skills for independent and responsible adults”. To achieve this overall objective, 2 specific objectives have been defined, each focussed on the change we want to see at the end of the project on different levels.S.O.1: finalise an EU roadmap to integrate kateika in the school curriculum.S.O.2: teachers have acquired an understanding of how to mainstreaming kateika in the curricula<< Implementation >>The project involves 2 main activities:A1. Learning about kateika: an interdisciplinary approach- Online course about kateika with Japanese teachers- Research and development of activities based on the Italian and Portuguese curriculaA2. Piloting kateika in EU schools- International mobilities for students and teachers to pilot kateika together<< Results >>By the end of the project we expect the following:- A roadmap for school leaders and teachers on how to introduce kateika in the curriculum- 2 international mobilities for 10 pupils each (+ 2 accompanying staff) to pilot kateika activities- an handbook for teachers to introduce simple kateika elements in their own school- a new Etwinning project- a stronger transnational and interdisciplinary partnership to work on kateika and curriculum innovation in EU- an academic publication on kateika

"This project has brought together 1000s of young people from across four nations to learn about the impact of prejudice and discrimination and how to challenge it. From open and frank conversations about life as an LGBTQ+ young person in the UK to the pain faced by young people living with body dysmorphia in Norway we have faced up to big issues head on. It was clear from our first planning meeting in Turkey that we had a lot of diversity in the group of staff that would go on to learn alot from and about each other. We were called More Powerful Together because it might be easier to work alone but far more is achieved when working together. As one wise young person told me in Norway ""little streams are nice but when they come together to make a river they can change a landscape"". Our first transnational meeting in the UK saw student from three non english speaking nations speak in english to 1400 young people about the challenges their nation faced around the issue of prejudice and discrimination. It was a powerful moment as a 13 year old Kurdish refugees spoke quietly yet clearly about her dreams of a united world were all got on with each other. In France the visit to the slave quarantine museum followed by the sugar cane plantation gave a living history to the impact of slavery on present day prejudice. Being apart of such a multicultural community helped bring the hope and the truth that we can be More Powerfull Together. To then speak on behalf of Erasmus to hundreds of young people at European Commision Conference in Reunion was a great honor.Context and background of the project:Discrimination is a process related to all negative attitudes and behaviors that are prejudiced against individuals or members of a group. Prejudice, can lead to negative attitudes that range from dislike, contempt, avoidance and hate. These need to be challenged and education is the best place, out side of the home, to start. That is why we choose the name ""More Powerful Together"". Today we know that there are ""people"" in the world; different, black and white, male and female, sexual orientations, races, religions and abilities. The person/student who was exposed to discrimination or social exclusion, unfortunately may tend towards low self esteem, mental health issues and social isolation. The partners in this project want to highlight equality between different people, the concept of justice and the power of education to change understanding. In Turkey the school works supporting and teaching Syrian refugee and Kurdish students. They have first hand knowledge of what if feels like to discriminated against as a refugee. In the UK a lot of work has been done in challenging homophobic abuse to the LGBTQ+ community. Again schools play a key role in informing and inspiring young people to have greater understanding of the history and challenges this community has experienced. In Norway body image and self esteem are seen as one of the greatest challenges faced by young people today. Social media, cyber bullying and negative peer pressure have see a rise in mental health issues including self harm. The slave history and cultural mix of the French Reunion Island teaches us the part that many colonial powers had to play in using people from a different race to make money for counties 1000s of miles away. As part of present day France they have a ongoing challenge to speak out against the rise of the Far Right agenda across mainland Europe and beyond.As a result of this project the students and staff have... - a greater understanding of discrimination and prejudice and know their rights about being a 'human'. - the confidence to work together in their area of interest without discrimination of race, gender, age, sexualty, religion disability. - developed their ICT skills enabling them to adapt and raise awareness and campaign in the digital era. - witnessed first hand good examples of equality and diversity among European countries. - been able to experience and increase skills in foreign language - learnt how to effectively collaborate across nations and exchange ideas and learning. This had been passed on to parents, families and the wider community via events, exhibitions and presentations. - be able to support other students who have a negative attitude against school and lessons because of social exclusion. This has encouraged them to continue their education life. -learnt the skills to be global citizens in an ever shrinking world."