<< Objectives >>The project promotes interest in science, technology and green skills through an increase in both the quantity and the quality of STEAM in schools. To ensure that future-oriented, sustainability-based green STEAM becomes an entrenched part of the education landscape to fulfill local economic and societal needs, the project establishes local green STEAM ecosystems in partner regions with the help of regional authorities, education providers, businesses, and other stakeholders.<< Implementation >>The activities fall into three main categories:1. STEAM practice in schools (The What): The development of green STEAM teaching practices, methods, and materials.2. Teacher competence building in STEAM (The How): The development of green STEAM teacher training modules for in- and pre-service training.3. Local STEAM ecosystem building (The Why): The development of local collaboration platforms for schools, regions, businesses and other stakeholders to keep STEAM locally relevant.<< Results >>The project will result in marked expansion of STEAM in participating schools and regions, improved teacher abilities in sustainable STEAM through specific green STEAM training, and a network of four functioning STEAM ecosystems in the Baltic Sea region. It will also produce the Green STEAM Handbook, which will include the best teaching practices developed in the project, a model for green STEAM teacher training, and a guide to entrenching STEAM through local ecosystem building.

"Digital is an essential element in the life of all individuals. In addition, when we have to face a pandemic that forces the closure of schools, we realize that we are far from being able to respond correctly to the means that digital can provide to supplant face-to-face at school. It is therefore important, even essential, to be able to deal with such a situation. In this project, we want to split the project into two parts. The first part of the project, scheduled from March to November 2021, will be reserved for teachers in order to have teams who have undergone specific training to be able to answer students' questions and be able to carry out the activities planned during the project. A series of online training courses relating to an upgrade of teachers in the most used software and training in LTTA form comprising a maximum of four teachers per partner school will be organized and must be followed by a transfer of skills acquired during the training courses. 'first to colleagues, then to students. The use of Excel for the creation of quotations file must facilitate the keeping of quotations and to have, at all times, a general view of the situation of all the students. A video constructed by the teachers explaining the work provided during this first part of the project will be exchanged with the partners. From the month of November, the pupils will enter the project and its activities. From March, a first approach intended to get to know each other will be carried out in the form of the detective game. A file will bring together in a first step the photos and a description of each actor of the project in disparate order. Sending this file to all partners should allow them to try to recognize the actors and assimilate photos and descriptions. Two weeks after the first sending, a corrective file will be sent to each other. The project will include 15 activities to be carried out by each partner establishment with, at the end of the activity, the sending of a pre-arranged report to the coordinator. This project will also include two TNMs to establish mid-project and final reports as well as two LTTAs intended to exchange the results of activities and allow significant progress for each actor. The activities planned in the program will be based on the training received and will be called: ""Journal and poster"" with Word, ""Sound power point"" on a free subject, ""thanks to photo shop, I correct my photos"", ""creation of a cardboard game ""prepared by digital means,"" let's use a program to build a video or a small, film "". Two activities will begin the 2022-2023 school year and will focus on robotics. In order not to find ourselves in difficulty in the event of a return of the pandemic, we had drawn up two calendars of activities to be carried out during the project. We finally opted for a secure agenda with online training at the start of the project and face-to-face activities thereafter. During the project, various web conferences are planned between teachers, but also between students. In addition, after each training, the teachers who participated in the training will have to carry out work requested by the trainer and this, in relation to the skills received. Then, an information session will be organized in each partner establishment to communicate to colleagues the information collected during training. In the activities to be carried out, we will also show our concern for equal opportunities between girls and boys, particularly in the production of a video and two short films.Access to robotics will be the last part of our project which will have, we all hope, a positive effect on both all teachers and also on the students in our establishments. During this period, we will get to know the robots, their animations, the means of animating them and will invite the students to manipulate these robotics ingredients as much as possible."

Schools are becoming increasingly complex as they mirror the current socio-economic landscape driven by rapid demographic and technological changes and by changing family structures and demands. As a result, children now seem to be quite unhappy, perhaps due to too much pressure and an overemphasis on academics, tests and competition. This concern led six schools to join together during Malta TCA meeting in November to collaboratively embark on a programme to address it. Immediately, an eTwinning Project was formed during the meeting among the participating schools to facilitate the introduction of the schools, where we are sharing the students’ work in order to get to know the situation through the eyes of the children. A WhatsApp group was also formed among the school coordinators to facilitate communication and coordination of this project. Should the project be approved, a common survey for parents, teachers and students will be conducted in all schools to better identify what is hindering the wellbeing of the students. The results will be collected from all participating countries, evaluated and analysed. Based on the results of this survey, educators will get an informed understanding and discuss how to address the issues of the students. At the end of the project there will be the 2nd survey where the analysis and findings of the both surveys will be compared and establish the progress and success of the questionnaire and to discern the improvement and the impact in the attitudes of the students. Thus, we will determine the effectiveness of the project. As described in the Timetable section each partner school will start raising awareness on these issues among its community. As part of the partners' responsibilites and roles, various means of social media, specifically, FaceBook Page and Blog Page will be set up to promote the importance of the project. Each school will set up a noticeboard to promote the project work and activities. Monthly updates and findings will be presented on the board to the students and all the educators in the school. A logo contest will be held among all students in participating schools to choose the project's logo. The coordinating school will ensure effective communication, collaboration and cooperation between the participating schools for the success of the project. Together we will carry out the duties and responsibilities for each partner school. Each school will work on topics related to 'Mindfulness and Wellbeing'. They will address these issues by tackling their assigned topics as explained in detail in the application and will organize talks by professionals for students, educators and parents. Specific activities and lessons plans will be prepared and implemented with the students and shared among the schools. Class teachers and subject teachers will plan and involve children in the project through work, events and activities. Besides, parents will be involved in the project through cooperation and interaction throughout the events, activities and questionnaires.They will also be updated about the project via Facebook page, Blog page, the schools’ websites and regular parental meetings that are held throughout the scholastic years. Children will take part in the project activities held on both eTwinning and Erasmus+ project. Throughout the project we will have six mobilities. Members from the project team will help to organise various events and activities during the mobility with the support of school authorities and staff. Training events and workshops in line with LTT activities will be held during each mobility which will help all educators to widen their perspectives to learn from them and adopt effective practices used in the partner schools. The work & lesson plans about the Topics which the teachers prepared and worked out with the students in their school will be shared between the partners. They will be assessed and implemented for two weeks in the project partners’ schools. After each mobility an evaluation sheet will be given to the participating teachers, collected analysed and evaluated. The findings and results will be uploaded on the projects blog and on the eTwinning platform. As a mid-project outcome teachers and students work will be exhibited in all partner schools.These will be shown between partners via Exhibitions which can also be watched in partner country school. With this activity, students will visually express what they have learned during the project. All the planned activities, material and products which will be used throughout the whole project will be gathered to form an educational toolkit for the use of educators, children, parents, stakeholders and experts, play therapists, counsellors, psychologists, Education Welfare Officers and authorities which offer specific support such as to students with autism and ADHD. It will also be shared with entities on National level and help the society in general.

"Are our students competent enough when it comes to health and wellbeing management? The best way to develop key competences with an emphasis on health is through integrating subjects into real context. Science and PE are prone to be taught through project-based learning methods with the help of today’s cutting-edge technology to make the learning process more meaningful. With regards to health issues, different countries across Europe have similar problems. While the Spanish and British have considerable levels of obesity and sedentarism among their pupils; the Danish, Estonian and Latvian have more difficulties with emotional and mental health management. In this project, we put together 5 schools of the countries which have been mentioned to reinforce, through intercultural exchanges, the health literacy of our teachers and students; and also to create materials which can be applied across Europe. Therefore, the main objectives set for this projects are: 1) To allow students' development of key competences, with an emphasis on health and wellbeing, through an European school network made of students, teachers and families. 2) To design 4 project-based innovative units to integrate the contents of Natural Science and Physical Education through the use of technology making those subjects more significant to students. 3) To promote the use of cutting-edge technology and open new ways of learning in the education field. As expected results coming out of this project, students will improve their key competences level with special focus on health and science; enhance their ICT and linguistics skills; and increase their EU mobility. As for teachers, they will create ready-to-use materials for PE and Science; develop practical ideas to update the learning process to the digital era; and interchange methods and cooperative strategies across European schools. The activities of this project will stem from 4 centers (human body, brain and emotions, fitness and nutrition) in which the subjects of Science and PE merge. Each center is associated with 2 key competences and is planned to be implemented in online eTwinning activities (>100 students of Year 5 and 6) and mobilities (small groups of 6 students in Year 5 and 6 per country and 2 teachers plus those in the host country where younger students aged 6-10 will be involved as well). To achieve the 1st objective, we will elaborate activities that will be carried out in countries with expertise in each health topic; involve families so that the activities are more meaningful to students and also promote family health awareness; and use the eTwinning platform to create cultural exchanges during the 2 years of the project, promoting the lifelong learning necessary for the competence acquisition. To achieve the 2nd objective, teachers will elaborate engaging project-based units integrating the PE and Science contents focused on 4 centers; students will complete our units giving us feedback during the mobilities, so that we can test the children's response to our work and check potential differences depending on the country; teachers will have monthly online meetings to create the project-based units that will be later on implemented in each pupil mobility. To achieve the 3rd objective, we will promote real-life contexts using a wide variety of apps/gadgets, e.g. augmented reality to learn about human body or smartwatches to extract health data; create products final products like ""the project Youtube channel"" to upload students' videos coaching their families or an online healthy recipe book; improve teacher's literacy on using technology. It is worth mentioning that an University professor will train the teachers during the training event for the staff; also, countries with expertise on the use of that technology will train the others with the activities they will set up in their countries.As for the the profile of teachers, each country has set up a “project management team” comprised of PE, Science, Technology and Language teachers. At this stage, it is worth pointing out that the project is hosted on the eTwinning platform for management and online activities and the implementation and follow-up stage (ID: 220021). Short and long-term outcomes of this project will benefit students, teachers and the wider education community. Students will have developed the skills to extend their healthy habits throughout their lives and take action when it comes to helping other people’s health management.On top of that. teachers will incorporate their CLIL project-based units to their PE and Science syllabus. Finally, we will launch a course through CASIOPEA platform (University of Murcia).Prior to bringing to wrapping up the summary, we would like to highlight the long-term benefits of this project for children that will be the unique opportunity to have this international experience that will be embedded in their minds and will stand the test of time."

<< Objectives >>1.To improve assist teachers’, educators’ and youth workers’ initial education and continuing professional development on target group’s social inclusion through international and regional training.2.To create a handbook of 9 tested best practices of pupils’ social inclusion.3.To create 6 comprehensive video series, explaining socially inclusive environment design.4.To organize multiplier events in each partner country and reach at least 3 new organizations that work with the target group<< Implementation >>1.Kick-off meeting in Latvia - sharing responsibilities, plans and ideas 2.An international training for youth workers/teachers in Estonia – presenting and testing BPs, training on using creative mediums as a tool.3.Intellectual outputs creation.4.Online meeting – evaluating, planning trainings, creations.5.Local trainings.6.The final meeting in Lithuania – evaluating, disseminating the project.7.Dissemination and peer-to-peer activities, multiplier events in each partner country.<< Results >>1.3 local trainings, educating 30 teachers/ youth workers about target group’s social inclusion.2.An international training in Estonia on social inclusion for 5 educators per partner country.3.A handbook of 9 tested BPs of pupils’ social inclusion. In Lithuanian, Latvian, Estonian and English languages.4.6 video series, explaining socially inclusive environment design using arts, sports and music.5.Through the multiplier events reached at least 9 new organizations (at least 3 schools).