<< Objectives >>The Project will be guided by the general objectives of the EU environmental policy as set out in the EU treaty (Article 191) whose aim is to:– preserve, protect and improve the quality of the environment,– protect human health,– promote the prudent and rational utilisation of natural resources,– promote measures at international level to deal with regional or worldwide environmental problems, and in particular climate change.<< Implementation >>All partners will search and analyse their local problems about global warming. We need to take part in local meetings,questionnaires, internet searches, group discussions, brainstorms and short public interviews by partners and students.Afterwards, depending on the main problems selected, we will be able to start educating teachers, coordinators, studentsand parents about them. We will be able to use workshops, seminars, etc.<< Results >>Children and young people are the key to long-term changes of behaviour. Our pupils must learn about the consequencesclimate change will have for us, that we all are responsible for our common future and that there is a lot we can do.

Context Stories represent holistic approaches to teaching and learning that allow children's involvement with rich, authentic material. Stories are an essential communication tool for experiential learning because they have the power to safely move participants from their comfort zones to encounter something totally new. They offer a whole new imaginary world created by language that children can gain access to and learn to enjoy, while also acquiring language on the way. More than anything, our children need something to spurt their creative capacity. The project idea was developed as a result of the needs identified in all partner schools - that of helping students to get to know their cultural heritage and the European cultural heritage, while also boosting and exploring their creativity through the medium of stories. Our students came from a wide variety of backgrounds - mainstream, minorities, students with SEN, students with behaviour problems, high achievers. The main priority of our initiative was to create a culture of acceptance and respect among these. By involving them in activities related to stories, they were able to acquire values and principles in a non-threatening environment. The world of stories is a world without boundaries or frontiers. Participants The target group consisted of 200 students aged 12-15 in all the schools. Among the students in the target group, there were students at risk of dropping out, students of Romani ethnicity, abandoned children, students with disabilities, immigrants, students with integration problems and mainstream students. Those who faced difficulties represented almost one quarter of the target group. There were 52 guest students who attended the meetings, among whom four with special needs/financial, social or economic obstacles and cultural differences. The participating teachers consisted of English and literature teachers, mainly, but also teachers from ICT and other subjects, who worked collaborativelly to create the project outputs and were involved in the organisation of project activities. There were between 2-4 teachers per country accompanying the students in each exchange. Objectives: 1. to involve students in their own learning and motivate them; (minimum 50% of target group) 2. to develop students' language skills, literacy, critical and creative thinking, personal and social capability; (min. 60% target group) 3. to develop intracultural and intercultural understanding; (minimum 70%) 4. to promote European values and develop cohesion among European citizens. (measurable by analysing students' and teachers' attitudes to other cultures during LTTs) 5. to create an atmosphere of non-discrimination and mutual acceptance in each partner school; 6. to produce sustainable materials which will be used on a regular basis in the schools - collection of materials for teachers, set of adapted materials for SEN students, collection of stories illustrated by children. Activities M1 - coordinator meeting (planning) - Portugal - December 2017 C1 - Romania - May 2018; Topic: Stories from around Europe C2 - Italy - November 2018; Topic: European stories to develop critical thinking skills C3 - Portugal - March 2019; Topic: Developing creativity through stories - Creating the story map of Europe M2 - coordinator meeting (evaluation and sustainability) - Turkey - May 2019 Results and impact Project results include the website, Twinspace, Facebook page, calendar, initial and final evaluation surveys, progress and final reports, dissemination materials, certificates of attendance, Europass certificates, collection of stories from all around Europe, collection of activities for developing interpretative skills (special activities for SEN students), collection of creative activities starting from stories around Europe, collection of activities and tasks developing critical thinking skills, map of European story characters. The impact was observable at the level of students (cultural awareness, acquisition of European values, development of skills, acquisition of knowledge, improvement of school results, self-confidence), teachers (better cultural awareness, improvement of leadership, communication, presentation skills, experience in projects), institutions (improvement of human resources, increased group cohesion, positive image). Long-term benefits The results can be freely used during class work by English teachers and the schools can set up story clubs, in which students can cooperate with their peers, read common stories, discuss them, create artwork based on them. Schools improved material basis and earned Erasmus+ management experience, so that they can apply for new project in the future years.

<< Objectives >>SKILLS To CATCH the FUTURE will aim at equipping students and teachers with computational thinking, to have personalities adapted to a changing society.The specific objectives include:1. developing critical thinking using digital communication techniques; 2.using computational thinking skills in teaching and learning; 3.applying computational thinking skills in individual and group projects; 4.enhancing cooperation skills for all communities involved in the project.<< Implementation >>We will use unplugged coding activities, computational algorithms, Scratch and other applications to create educational activities on different school subjects, according to the curriculum, in order to generate strategic mindsets and critical thinking. There will be at least 8 national activities each year, 4 for primary and 4 for secondary level, integrated in core curriculum in each partner school. During the transnational meetings we practise computational skills in real life context.<< Results >>The main outcome of the project is an e-book comprising a collection of at least 30 projects and worksheets, the project blog with all the videos, games, presentations realised during the project.

This project dealt with the problems recognized by all the partner schools involved,which were treated in the international surroundings,through the exchange of good practice and experience. Those problems were related to the poor levelsome pupils were exposed to the various forms of discrimination, peer pressure or bullying,prejudice of the ambience,which made them to stop participating actively in the school and social life,even to achieve poor results in school. The purpose of this project was to provide the conditions for quality education for all pupils. The theme of the project presented in all project activities which we wanted the all participants to become encouraging tolerance,suppression of discrimination, prejudice and bullying, as well as the civic rights, including migrant crisis. The aim of the project was to upgrade the development of the awareness of the tolerance,respecting diversity,importance of suppressing the discrimination and prejudice.The metodology improvement was conducted through the experience and good practice exchange between the international partners, and also through firm bonding of the educational and pedagogical component,as well as through focusing on pupils and encouraging them on solving problems,argumentative dialogue within school,local communitiy, even in multicultural surroundings.The target groups were : project activities,aged 10-18,whose learning results were average or below,72 teachers participated in project activities and conducted the designed teaching methods,all the pupils and teachers of partner, schools who were informed ;early school leaving encouraged to more tolerance, suppression of discrimination and prejudice,at the same time were aware of the importance of education in this process.The mobility activities were organized.The participants were the pupils, teachers accompanying pupils as well as the teachers who participated in the educational process of the hosting school.This direct cooperation between the pupils from the different countries represented very encouraging educational and pedagogical method and environment in which the literacy level was raised far above the basic reading and writing skills due to the boosting of communication skills,the use of foreign language, recognising the differences.This cooperation also enabled participants to perceive the problems of discrimination or bullying in other countries,and the ways of dealing with them.Teachers developed and improved their skills and their working methods.We summarized the content of our project in this way ;Changing country of world people because of the reasons such as war, disaster , political , social , economic and education especially children who need to go to school. (At the age of school). Our aim was to reduce bad effect to minimum.We aimed to increase common values such as (tolerance , human and children rights , democracy , ethnic and universal values) among world people at back plan.1. Our aim was to make their integration easier to host country’s culture , country they immigrated to live2. To solve adaptation problem so that they can go on their education3. To decrease the number of students who leave school.With the help of questionaries, we understood the values that were beginning point between countries and people and we defined common fields. We worked together at education and added universal values to education and also social life. For that reason giving suggestions to shareholders and people, presentation activities and creating distinguishably were base of our project.It was mentioned about people who were unjustly treated- their pole and life stories.1. To define problems between host country’s people and source country.2. Individual integration problems.3. Point of view host country’s people.4. Increasing ways of dialogues among people.We thought these works were useful in a long term work.1. Due increased between settled and migratory and they began to adapt each other with understanding.2. Common worth/ common values which everybody accepted between people were defined.3. Appearing ethnic values in universal values increased.4. For people who migrated to host country it was source in order to form education modal at adaptation and support to country’s culture and economy.5. Preparing ground for education of settled and migratory about adaptation, language and common values.At the end of this project, the disagreement among people and countries decreased and a healthy, habitable, permanence dialogue began.

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.