The project “Mathematics through sports” will be held from October 2017 to the end of September 2019 by four schools from Poland, Italy, Latvia and Slovakia. The project is the outcome of analysis carried out on low students' results in mathematics and on the curriculum which does not include practical work. What is more, the curriculum does not prepare students to use mathematic knowledge in real -life context and to be active in this particular area. The suggestion of connecting sports activities and mathematics can be attractive to students from different European countries, especially if it is connected with students exchange and enriched by linguistic and cultural context. The project consists of four modules.1st module- the measurement of sports results, measuring instruments and their accuracy (new technologies), historical basics, units of measurement, speed units, surface, comparing and converting units, SI measurement system and Anglo- Saxon units of measurement, dimensions of the pitches in different sports.2nd module- the presentation of sports results- diagrams, charts, tables and their interpretation, statistics and analysis- outcomes, strategies in team games, the role of the coach.3rd module-The well known slogan “Sports equals health”, everyday sports and its role for the average person. Everyone can find his/her own discipline of sport, the promotion of the healthy lifestyle and physical activity among teenagers.4th module- sports disciplines for disabled people- sports helps to keep our body healthy, physically and mentally, outcomes and their comparisons, measurements techniques, medicine achievements for disabled people. The project will last two years, there are four international project meetings. They will be held every 4-5 months (first meeting will be in the applicant school and other meetings in all partnership countries). During first meeting the schedule of mobility and project activities as well as the detailed plan of the soonest project meetings will be prepared. Our students will communicate via available means of communication. Their work will be discussed and corrected regularly and then the final document will be mapped out and placed on a school website, TwinSpace, e Twinning platform, on the international blog, in local media, school magazines. The school coordinator and the school head teacher are responsible for the project. Soft results, which concern the participation of students in the project, can be divided into the development of interpersonal communication across borders, cultural and ethnic differences and also communication based on developing mathematical abilities, pro-health and language competences. The teachers are also highly involved in the project. They will elaborate methods of improving and developing students' mathematic competences. As a result, the teachers will gain new competences through exchanging experiences with teachers from other countries and they will also have an opportunity to improve language competences. The final effect of the project will be formulating the program of pedagogical innovation “Mathematics in sports” which will be shared with others in subsequent years. Each partnership school will create “the fitness trail” near the school building, health- promoting program for teenagers and the students blog about using mathematics in different areas of life. During each meeting 15 students from sending schools and 15 students from the host school will take part. They will work in a group of 15 under the supervision of 4 teachers including the coordinator. Apart from students' mobilities there will be 4 meetings for teachers. The school coordinator and one teacher from each school will take part in them. School coordinators will control the implementation of project activities on a regular basis. Once every two months they will send a report to the main coordinator, in which they will also place financial report and compatibility with the schedule. The main coordinator will be the teacher from Poland. The participation in the project will increase students' knowledge with regard to social competences. In addition, better qualified teachers will enhance the quality of work in these schools. They will also encourage other teachers to learn foreign languages, introduce new methods of teaching and participate in such projects and meetings.

"<< Objectives >>The title is ""Interactive and inclusive cultural heritage"". The main objective of the project is to explore cultural heritage of partner countries creating interactive mobile app based digital scavenger hunt games to promote the value of our world cultural heritage among young people and draw their attention to diversity and inclusion as the games will be tested in order participants with fewer opportunities could use them. 120 students aged 13-19 will collaborate during 2 years.<< Implementation >>The project mobilities will be devoted to creation and testing of interactive scavenger hunt games through different perspectives: in Latvia - multilingualism; in Portugal - history; in Hungary - transport; in Spain - sport; in Estonia - nature. Students with fewer opportunities and ordinary students who will pretend to have some special needs will also try to travel in partnertowns to test the inclusiveness of the games. The games will be available for tourists and other interested people.<< Results >>Final project results include: a collection of digital ready to play scavenger hunt games about Daugavpils, Rapla, Budapest, Lisbon and Almeria; a survey about the consequences of COVID-19 pandemic on the tourist sector of partner countries; a contest ""Scavenger hunt in our town/city"" organised in each partner town for all interested partner town/city school students; guidelines for teachers ""Scavenger hunt games in the classroom""; a project movie summarising the project activities."

The duration of the project is 36 months and the total number of foreseen mobilities is 7. The project as a whole is focused on the research of ER for YLs and development of digital ER activities for YL, among them SEN children, and their test in partner schools. Thus, the defined project aims are: to implement ER program developing motivating, innovative didactical materials containing a digital element and appropriate pedagogical approaches to reading in digital era; to make a research on the benefits of ER program for students aged 6-14 in order to find out whether ER is beneficial for primary level students in the same way as for secondary level students; to improve transition between primary and basic stages of education due to ER program implementation which will lead to the improvement of learner’s English level and other skills in all aspects (reading/writing/speaking/collaboration/presentation/autonomy/self-independence, etc); to facilitate an active participation of students and teachers in European projects. The general long-term aims are: to improve the quality of teaching and learning foreign language skills; to incorporate ER in partner school curriculum more widely; to promote modernization of partner schools, particularly their libraries. to gain experience in international cooperation and strengthen partner school capabilities of teaching; to increase students’ competitiveness, reading, writing and speaking skills in English; The specific aims are: to make a collection of short stories written by primary pupils containing some cultural elements and to create an audiobook for English foreign language blind learners made up of these easy to read and understand stories; to promote ER with the use of e-readers; to develop innovative didactical materials to increase reading motivation among primary level pupils; Objectives: to support teachers and learners to deliver effective high quality teaching using ER program; to promote reading for pleasure, for deeper meaning among the YLs, to teach students to appreciate and value languages and literature of other nations; to engage bilingual/multilingual children in the process of learning; to make ER inclusive for all the children, children with specific need too; to promote the understanding of cultural heritage of each country, to address multilingual classrooms through methods on diverse language skills alongside the main language of instruction; to promote collaborative and holistic approaches to teaching using ER for inclusive and interdisciplinary purposes; to submit a written proposal to each country’s decision makers with the results, conclusions, and proposed modifications pertaining to in-curriculum and extra-curriculum issues. The distribution of tasks and responsibilities among the partners will be balanced. Each EU partner will receive an average of 6 mobility beneficiaries and each partner will receive an average of 60 students and staff. Project management will have a hierarchical structure: National Agencies => Project Coordinator => Management Team => Working Team => Teachers involved in the project => Learners involved in the project. All partners, including associate partners, will have a role in promoting and disseminating the project, thus allowing third party students to also benefit from the project mobility scheme. Cooperation between the partner schools and dissemination of the project results will extend beyond the time limits of the project.