<< Background >>”Food is tasty, time is short and exercise is hard” mentality exists in more students and adults all over the world. From inquiries conducted in our schools, whose results we implemented in the application, we found out that reasons, why students are not reaching the recommendations of 60 minutes per day of physical activity, are the lack of places where to be active, someone, a friend to be active with, and lack of time. Covid pandemic brought other difficulties and barriers to our lifestyles, one of them being social distancing. Before the pandemic students were active by participating in sport club activities or playing team games. Nowadays, things are harder and as a consequence, the amount of physically active time in a day has been reduced significantly for all. Another issue we want to solve with this project is the low levels of active participation of students in school activities. There is a need in all six schools for increasing the capacity of teachers to motivate, mentor and help students to learn by reflection, to have agency, to be capable of acting by themselves to make plans, carry out actions, make an informed decision based on their knowledge, and be flexible in changing times. There are certain life skills and pedagogical strategies, which are best learned, acquired, and applied through non-formal, extracurricular activities, and afterward embedded into the curriculum. The third need identified in all schools, from all six countries involved in the project, is a low level of active participation in the life of communities. We can help students discover the ways in which they can take action and improve the community, respecting principles of sustainable development, through service learning campaigns.<< Objectives >>Briefly, what we want to achieve is more students, more active and healthy, more often. To obtain that, we have to build capacity for teachers to become active and to be prepared to motivate, mentor, and help students reflect on their progress. Therefore, teachers will obtain knowledge, attitudes, and experience by participating in the learning session about self-determination theory, time management, and reflection. They will develop a model and tools for helping students set a goal, make a plan and reach the goal. During the project, students will gain awareness and understanding about the importance of a healthy lifestyle by participating in conferences and presentations on the theme, will do in practice physical activities, and will change eating habits by participating in the challenges of the project or by setting their own goals. The challenges for physical activity and for changing eating habits will start gradually, and the targets will increase systematically. At the end of the project, the targets will reach, the WHO recommendations regarding physical activity (60 minutes per day of activity, with moderate to vigorous intensity training two times a week) and healthy eating habits (water intake, fresh vegetables, and fruit twice a day, healthy dish- half fresh veggies, o quarter protein and quarter carbohydrates and so on). In addition, the students experiment with an approach for personal development based on competencies from Personal, social, and learning to learn Framework: set a goal, make a plan, achieve the goal. Moreover, in order to be able to establish their own principle of healthy eating and physical activities, students will have to acquire knowledge and apply knowledge of critical thinking and media literacy for the identification of fake news regarding healthy eating and safe physical training. The last objective of the project refers to the involvement of students in community life; regardless the community is the school or the whole city. First, students will help to improve the school culture by embedding healthy eating habits and physical activity into the everyday life of schools, by replacing the vehicle transportation to school with walking or riding or reducing the time spent in a car or bus by leaving the bus or car at a walking distance from school. In order to assure their safety when walking or riding/cycling to school, we will create safe routes to walk and ride in the city, with the help of local authorities and local NGOs. For embedding healthy eating habits into school culture, the schools will establish periodically Special Days (Water Day, Fruit Day, The day without sweets, The Day without Fast Food, etc.). Moreover, students will extend the experience of creating those routes in the cities to neighborhood areas surrounding the cities, where we will set routes or places for individual or small group physical activities, such as hikes, walks, ride- and running sessions. The creation of the routes will be done by service-learning campaigns. Students already identified the need existing in the community as the lack of safe places for physical activity, so the service-learning campaigns will be based on that need. In this process, students will learn to take into consideration when proposing solutions to the problem, all aspects of sustainable development, considering social, economic, and environmental aspects. Once created, students, teachers, the whole school will prove their commitment to physical activity by maintaining and periodically cleaning the routes and spaces and obviously using them, individually or by organizing outdoor events.<< Implementation >>The main activity consists of challenges for PA (physical activity) and EH (eating habits). Every month students, teachers, and parents will be challenged to reach a goal for PA such: number of steps, minutes of activity, number of activities, distance covered by walking, running, riding. For eating habits, they will be challenged to have a number of days without sweets or without fast food, or days when eats much fruits or vegetables, or to count the number of glasses of water, number of days in a month when eating the healthy dish (half vegetables, quarter protein, and quarter carbos), etc. The targets for these challenges will increase gradually until the end of the project.Another activity will consist of courses intended for teachers who will develop knowledge, skills, and attitudes for motivating students, time management, and reflection. Also, teachers involved in this project will have some individual activity in order to reach a specific health goal. Mentoring activities for students with health-related problems, low levels of fitness, in general students who are reluctant to PA or who have unhealthy eating habits. Teachers will create content for the lesson to be embedded in PE lessons and Counseling Classes.Activities for students design to know and understand the basics for PA (warm-up, intensity and cools down).Practical activities with students to experiment new physical activities which can be performed with moderate to vigorous intensity.Sports Events face to face if possible if not, online (virtual competitions, virtual races – all students same time, same hour, different locations)Service-learning projects to design and create safe routes to school, for walking, riding, and running in the surroundings of the cities. Organizing Special Days at which will be invited to join all the students, teachers, and parents.Cooking workshopsCreating healthy recipes for favorite food with replacing some ingredients with healthy ones.Recording of cooking healthy dishes.<< Results >>The main outcomes from our project are: Teachers equipped with know-how about motivating themselves and students to achieve personal goals, to active participation in the school community, to engage in the life of the local community, Students with the recommended level of PA, students with healthy eating habits, students with the ability of critical evaluation of information about PA, about healthy food, and able to transfer these abilities to other fields of interest, students with developed abilities for self-regulation (ability to understand, activate, monitor, control and adapt behaviors), students who act for and in the benefit of the school community and the local community.As for outputs we intend to create at least 6 routes or adopted parks for doing PA, Several safe routes to schools, a Handbook about designing a service-learning campaign, for teachers, a Handbook for embedding Healthy Habits into school culture, guides (Step by step approach to… running, riding/cycling, dancing, outdoor games, hiking, healthy eating, orienteering -designed for students, teachers and parents), Recipe blog - recipes for students’ favorite dishes modified with healthy ingredients, At least 6 vlogs (video - recording of cooking healthy food), 4 types of lessons for PE classes and Counselling Classes, An online platform for monitoring progress of PA and eating habits developed during the project (PDP)

The project „Healthy planet=healthy life – a video blog” addresses two important issues that have worried the students the most – the state of environment and unhealthy nutrition. The natural world influences our health and we affect the planet simultaneously. Young people observe on TV and around them how polluted and destroyed the planet is and express anxiety what may happen to them in the future if nothing changes. The human activity can lead to serious consequences. Therefore, it is so important to teach children how to be more environmentally conscious and how to appreciate the diveristy of nature as the whole ecosystem is interdependent. On the other hand, food products are available everywhere without many limitations. The young generation consumes a great number of unhealthy products filled with sugar, preservatives and salt and such habits lead to obesity, diabetes and heart problems. Learning about the herbal world can amend dietary habits. The project teaches children about alternatives to fast food, sweets, etc. that they can find in the natural world. Meetings with passionate professionals connected with the environment planned for the participants can show certain jobs waiting for them on the job market and may inspire them to choose their future careers. The form of the video blog requires ICT skills and improves their computer literacy. The project results in the cooperation of four primary schools from Poland (the main coordinator), Romania, Cyprus and North Macedonia – all having experience in ecological actions (Erasmus+, eTwinning, local projects). It is planned for 2 years with 4 mobilities of children and their accompanying teachers included (one in each partner country). The communication between partners is done in English which promotes language learning. The students stay with host families and this is crucial as they experience real life in a foreign country and use English in authentic situations. During the visits the students with their teachers will visit natural reserves, botanical gardens and animal shelters to see the diversity of the natural world and endemic species of each region. They will organize ecological and charity actions such as cleaning up forests, planting trees, auctions for local animal shelters, etc. During each mobility, the host country will prepare workshops about the ecosystem, crafts and design (for instance making bird feeders, insect houses, etc.) as well as talks and lessons with foresters, animal shelter keepers, organic farmers, beekeepers, etc. (the meetings will be an inspiration for one of the outputs – calendar for the year 2023). The participants will gather photos, notes and videos to make special brochures (for instance: how to protect animals in winter), posters about endemic species, etc. In order to teach about the natural products and their impact on dietary habits each country plans cookery workshops (making dishes with equivalents for unhealthy products, such as stevia instead of sugar, spices instead of salt). To discover cultural differences between each country the recipes will incorporate herbs traditionally used in the partner countries. The workshops will lead to the production of a recipe book. Children will also learn about healthy properties of herbs typical of the regions and join their knowledge in the form of the herbarium book. The cooperation of the partner schools is also created for teachers – they may exchange their teaching practices and work together to make their lessons more effective and entertaining. The cooperation will lead to the creation of a lesson plans booklet and flashcards inspired by the main themes of the project. The project will have a long-lasting effect as the outcomes may be used in a long run. All main products will be available on the Erasmus+ Project Results Platform and distributed to target institutions (for instance, the recipe book and the herbarium book to local gastronomical schools, brochures to animal shelters, calendar with professions to employment agencies, lesson plans booklet to local and school libraries). Moreover, the project will change habits of the participants (in a broad sense – the students, their families, local communities) as it will promote healthy nutrition and environmental awareness. For the Polish school, the construction of the weather station will be of use for years – being a teaching tool for biologists, geographers and aid for school yard garden. To check how the objectives are realised, the organisers plan questionnaires at the beginning, in the middle and at the end of the project. There will be surveys after each visit to assess prepared activities. The students directly involved will share their knowledge with younger pupils preparing for them competitions, animals corners, posters and talks.

"OUR DIFFERENCES ARE OUR RICHNESS Our project ""Our Differences are Our Wealth"" is a school partnership where we work together to explore our European cultural heritage and traditions. During the project, partners will compare their traditions, find differences and similarities, learn each other's proverbs, phrases, important authors who contribute to the common heritage, and the works of these authors, the scientists who contribute to the World Heritage, the historical places that shed light on their civilization, and their living natural beauty. Our goal is to acquire cultural awareness proficiency, which is an important element when creating a sense of identity that understands different cultures and respects the world and others. This project focuses on the fact that cultural differences can be our cultural wealth and can turn them into an advantage by managing them well, as well as common sense. Our goals are; to cooperate internationally, to promote the relationship between students from different cultures, to contribute to cultural integration against all forms of discrimination, to provide more active participation in society to raise awareness of concrete and abstract cultural heritage and social cultural diversity.Activities to be held for this purpose are drama performances, exhibitions, conferences, historical and natural environmental review activities, tours, folk dances and competitions. During the project, it was also aimed to improve the English skills of all participants. During the project period, we want to achieve the goal of strengthening the profile/profiles of the teaching profession. Teachers and students will gain specific information and improve their proficiency when participating in Learning Teaching Training activities: improve their English skills and BIT skills (WEB 2.0 tools, educational tools, communication tools, cloud storage methods, web page designs, eTwinning), learning about learning environment, learning storytelling methods and methods of using photography in classrooms, learning the diversity of folklore, civilization history, handicrafts, they will learn and compare museum training, education systems in common countries. During the meeting, students will work in transnational groups and discover famous musicians, artists, athletes, Oscar skilled people and learn traditional songs. In addition, school students who are project partners will work on different activities related to cultural heritage: logos, project mascots, photography, postcards, World Heritage Areas, traditional outfits, games, instruments, legends, special occasions. The age range of the participating students is 11-15. The project will contribute to improving the quality of school education by learning the best practices in education in Europe, increasing the knowledge and skills of teachers. Our project is student-centric and most activities will be carried out by students. With this project, students will increase their potential learning power in the labor market. So the qualifications acquired will contribute to their employment. Our project will last for 2 years. In 2 years, we will produce short collections of exams, photos and postcards; we will be informed about our countries and education systems. Booklets containing cultural heritage values of the countries involved in the project will be printed as project products. A collection of puns will be created. At the same time, the E-twinning project will be carried out between partners. All of our product areas will be published on our twinspace, blog and Facebook page."

<< Objectives >>Among children and the stakeholders of the education including children;-By integrating the content of environmental awareness issues into the curriculum-By transferring them to children from an early age with innovative teaching methods,We aim to raise European citizens who are aware of the environmental problems facing the world, who know how to solve these problems, who are environmentally conscious, to contribute to multicultural andthe development of society as a whole.<< Implementation >>Within the scope of our project, we will carry out 1 virtual TPM, and 5-day 3 LTT activity with participants from each partner. In Greece: Mobile Game Based Learning and Creative Drama, In Makedonia: Model Building, In Turkey: Ecological Environment Education Method on Environmental Pollution, Waste Management, Recycling activities. We aim to make our masses that we aim to reach become individuals who are sensitive to the fight against the environment and climate change.<< Results >>With the activities of an inclusive approach; We aim to make our target groups become individuals and societies with a high environmental awareness, consuming as much as their needs, sensitive to environmental problems, responsible and having European culture.We aim for our teachers to develop professionally, to get to know new cultures, to increase their language skills, to gain belonging to their country and the EU. We expect the institutional capacities of the partners to improve.

The Project “Empathy For Understanding And Tolerance for Others’ Mistakes” involves 5 schools from 5 European countries: SI, TR, MK, IT, RO. According to the SWOT analysis done by each partner in their institution, the partners identified a series of common needs that lead to the decision to implement a project about tolerance. Violence, aggression, intolerance, racism, ethnic discrimination are tendencies that can be observed in the behavior of the students from the partner countries. The project objectives are:-to develop civic competences and increase self-esteem of 96 students from 5 EU countries-to facilitate understanding the concepts “tolerance” and “mutual understanding” at a personal level and in the European context-to equip participants with practical examples for acting as civic-minded citizens-to raise awareness about diversity and cultural identities promoting social cohesion-to boost the feeling of belonging to the EU communityIn accordance with the Article 2 of the Treaty on the European Union, we envisage that this international cooperation will prepare our students for living in a multicultural society being aware of the EU values, appreciating diversity. Students will interiorize tolerance and mutual understanding as active civic attitudes. For reaching the overall aim of broadening the civic mindedness emphasizing the importance of tolerance and mutual understanding impact in daily life, we decided to use an innovative approach.To reach the project objectives an innovative approach will be used. Combining the advantages of using ICT in education with the Five Factor Model theory will tackle the 5 personality dimensions:-openness to experience: students will be encouraged to express their emotions and ideas using Art.They will create together the movie “Tolerance through my eyes”, scenarios for the Forum theater, digital photos, will prepare artistic moments for the Festival of tolerance and mutual understanding.-extraversion: team building activities, sports competitions and board games are going to stimulate students’ assertiveness, sociability and personality.-conscientiousness: students are taught self-discipline, planning and working towards goals-agreeableness: working in international teams and creating products together will develop students’ cooperation skills. The tangible products they will create together are flashcards about the topic, the dictionary of the project, handmade bookmarks and thematic puzzles.-neuroticism: students will experience (un)pleasant emotions, anger, depression, anxiety and vulnerability during the Forum theater/ theater activity. They will become aware of how intolerance is perceived by others, develop empathy and they will see how important is to be an active citizen.The use of ICT during the activities, supported by internal cognitive aspects of learning will lead to innovative outcomes results tackling learning abilities.The activities are designed to develop the tolerance, mutual understanding, intercultural competences, social and civic spirit. The international cooperation will broaden the cross-cultural knowledge and understanding about the countries, cultures and values strengthening the feeling of belonging to a united Europe.A number of 24 students from every partner (aged between 12 and 14 years old) will attend the transnational meetings. Students will be selected before the mobilities, using transparent criteria decided by each project partner taken into consideration: English skills, ICT skills, motivation and involvement in the school-based activities. A number of 44 teachers will be directly involved in the project mobilities, but teams will be formed at the school level to facilitate a better implementation of the project. Approximately 2700 students and 120 teachers/adults will indirectly be involved in the project. Other participants who will enjoy the benefits offered by this Erasmus+ project are the administrative staff, students’ families, pedagogical staff, educational advisors, policy makers and representatives of the local authorities.The tangible products of the project are an audio dictionary, photography exhibition, calendar of the project, common movie, e-book, flashcards, thematic puzzles, handmade bookmarks, project webpages, project logo, flyers, DVD of the project, brochure.The intangible results are the development of life skills, key competences, cultural horizon, intercultural understanding, team working skills and knowledge about the topic.The results will be made available on the project website. The dissemination plan will help to reach a large audience and make an impact at local, regional, national and international levels.