"Our project is a strategic school partnership project for the exchange of good practices prepared for the purpose of gaining key skills to students at basic education level. The duration of the project is 24 months. In the project, there are five primary school from Sweden, Italy, Spain and Lithuania, coordinated by the Cumhuriyet Primary School. Within the scope of the project, Learning / Teaching / Training Activities will be carried out in each partner school in order to increase teacher qualifications and to share good sample practices for gaining key skills with participation of other partners . Only teachers will participate in these activities. In addition, students, parents and civil society will participate in the project through different activities to be carried out at the local level.In the SWOT analysis, which is included in the current strategic plan of our institutions, it is seen that the most important title to be developed in our institutions is to gain key skills / social life skills to students. Our partner schools have set strategic goals for the development of key skills in their strategic plans. For these purposes, ""Social Skills Rating Scale (Carlson, 2009)"" was applied to measure the competence of our students in terms of key skills in our partner schools. In terms of key skills of students when the average of data is taken; it was observed that there were 32% deficiencies in communication, 37% in group interaction, 31% in emotion recognition, 32% in dealing with aggressive behaviors, and 34% in problem solving skills. Our institutions are not able to gain efficiency from the different methods they have applied to gain key skills. In order to answer these skill needs of our students, different sample best practices in our partner schools will be combined and school policies will be formed with a holistic approach. In line with this need of our institutions, our project aims;-to meet the knowledge and experience needs of teachers to gain key skills to students-to reduce the key skills requirements of our students to less than 10% as a result of the creation of more advanced school policies for the acquisition of key skills by transferring good practice practices in partner schools- to raise awareness on the necessity of gaining key skills in public5 teachers from Turkey, 4 teacher from other countries will participate in Learning/ Teaching/Training activities considering the institutional capacity, number of teachers and students. Participants will be determined by taking into account the scale data and interview results to be implemented by the Participatory Identification Commission. In these transnational activities, participants will increase their knowledge and experience on sportive and artistic activities, Montessori method, drama, group games and bullying prevention. As a result of the dissemination of these knowledge and experiences within the institution and the use of all teachers in educational processes, our students will gain key skills. Our students will participate effectively in the virtual activities of the e-Twinning project to be carried out within the scope of the project. There will also be activities for students and parents at the local level.The Project Management Team and School Executive Teams will be established for the effective implementation of the project. Teacher, student and parent trainings will be organized for the importance of key skills. Our project will be implemented as 3 implementation periods and ”Project Interim Assessment Report will be prepared at the end of each term. In accordance with the prepared reports, the project will be revised and the possible risks will be prevented.The School Policy created as a result of the combination of good practices, the application guide including the activities, brochures, presentations, project website, logo, video and brochures which will be prepared as a public spot will be the concrete outputs of our project.As a result of the project, our little hearts who we will entrust our future could be able to involve learning from the very beginning of their education life. Searcher and questioner generations who have communication skills, who can look at the future with hope and can fulfill their potential will be raised. Our students' needs for key skills will fall below 10%. Students will gain leadership skills. Teachers will be more equipped in the professional area.As a result of the students gaining key skills from basic education level, more qualified, successful and active students who can use the knowledge will be sent to higher educational institutions. In addition, the number of qualified people will increase raising self-controlled children. Those individuals who keep learning will be role models in the society."

The project started with 5 primary schools with students from 6 to 11 from Germany, Sweden, Netherlands, Italy and the UK. Because of organisational reasons the british partner dropped out off the project in 2017. The idea of this partnership was to share and exchange best practice methods been used and proven in school life to improve their student´s achievement in relevant and high level basic and transversal key competences in a life long perspective through formal or non formal education and training to develop an active citizenship. Also the partners enhanced the quality and learning offered in education and training by developing new and innovative approaches and supporting the dissemination of best practices. The main aspects of this project that had been set up for the duration of 36 months has dealed with social and emotional skills, learning abilities and teaching strategies, the awareness of the importance of a healthy life style and the inclusion of children with special needs and migrants. In 2016 we expected to have more refugees to be part of our schools but found out that this group was smaller in the end. The project fostered the equity and inclusion in education and training and enabled quality learning for all as well as it promoted the participation of disadvantaged groups by developing social, civic and intercultural competences and media literacy. Innovative education and training has been important as teachers involved shared teaching strategies, work methods and resources for educators and learners they use in their daily school routine and that have been proven. A change of mind and attitude from individualized learning to personalized learning for the best of both the child and the society the child is living in was visioned.This project liked to support teachers to deliver high quality teaching from early childhood education on, to deal with complex classroom realities and to adopt new methods and tools for their daily school routine that are used and well known by their partners in order to improve the quality of services for better learning outcomes and to ensure a good start in education for all. The project especially aimed at developing a holistic and age appropriate pedagogical framework in which the benefits can be carried through to other school education levels so sustainable efficiency is reached.The project aimed on supporting teachers in dealing with diversified groups of learners, for example, students with special needs, refugees or asylum seekers and migrants. It adopted collaborative and innovative practices from each partner school to facilitate the learning process for all students from the beginning of their school life. By addressing underachievement in the basic skills of maths, science and literacy through more effective, innovative, ICT- and evidence-based teaching methods it tried to react on the various diversities in teaching experienced by the participating teachers every day. Therefore the project focused especially on student centred and problem-based active learning methods using multidisciplinary and interdisciplinary approaches and on fostering critical thinking skills by addressing the cultural and/ or environmental context in teaching sciences. The partners aimed on developing didactical materials to increase the motivation of their students in terms of learning especially in the fields of social and emotional skills, maths, science and literacy and to design necessary changes and improvements at the institutional level within their schools. Students and teachers of all schools visited each other and got to know the best practice methods, for example Service learning, Rock and Water, Outdoor Maths and Gardening, at their partners´ school in a natural school surrounding. Afterwards they took back these methods to their homeschools to introduce their classmates or students and colleagues to these methods to work with them and to evaluate them. There have been meetings with teachers from other schools to inform them on the experienced methods so that they could benefit from this project without being involved directly. In addition the best practice methods and the experiences of all partner schools were published in a webbook of best practice methods that has been linked to the project´s website to open the material and the experiences to other teachers and interested people. We think it is important to offer as many opportunities to get in contact with people from other countries all over Europe in a safe surrounding to keep up the European idea, even in young childrens´ minds, to foster tolerance and respect towards each other and to open ways to learn from each other. This way everybody took the best from this project and its activities. All in all this project equipped children, but also adults involved in the various activities with a set of skills that prepared them for their future life as European citizens.