"Ernest Hemingway wrote many years ago:"" The Earth is a fine place and worth fighting for"". The UN has set up 17 goals to detain a healthy world in 2030, both for humanity and Mother Earth. The sustainable goals are set for all the citizens of this world, either they are poor, rich or average income, and climate change is not an issue only for the poor or the rich but for all the people all around the world. Climate change does not have any borders. Our aim by creating this project is to reach out to more people around Europe and Turkey. It is our duty to spread our knowledge and experiences about the goals that need to be reached in 2030. The motivation for applying for this project is because we want to develop one of the most important issues in Europe and for that matter, all around the world. The European Union has, together with the European countries already made some changes that benefit the environment, however more need to be done for a global climate change. Moreover, do we need to shed light on how different countries work with environmental issues and focus on new ideas on how to make ecological changes in our daily life routines. All participating countries are facing the same climate changes and the difficulties to make an impact in changing the way of our lifestyles. Many people around the globe are making changes but we need to do more and who are the ones we can reach out to? Our students, who are the future and they will also have children who will live on this earth. We are living on the same earth but in different countries with different cultures and traditions. This should not make any difference but it does and we want to learn from each other by sharing ideas and reflections between our partners. To participate in a project is an opportunity for the students because they will be able to tackle the challenges they will meet in the future together with students in Europe and Turkey. Our aim is to have the students compare and share ideas and experiences in the way to handle environmental issues. Also, we want our students to share ideas with other countries all around Europe and the world and hopefully, can the politicians find solutions for the issues. We believe we can not solve environmental issues alone but together as a united European nation together with other countries. We have planned, both in school and international perspectives through learning, teaching and training activities. Our aim is to develop our students' science skills and try different learning methods to inspire their interest in nature in more effective teaching methods, strengthing interdisciplinary methods, supporting problem-solving discoverer. The students will gain long-lasting ecological habits. They will learn more about how to appreciate nature, behave as a European or even a global eco-citizen and try to make a smaller ecological footprint on Mother Earth. Moreover, will students and teachers develop themselves; interact in discussions, share information with previous information and use the knowledge they gained thanks to our project. Teachers will develop problem-solving, develop creative thinking, communication skills in a foreign language, develop ICT skills and prefer practice to theory. Families will begin to use eco-friendly products and protect the ecological balance, prefer less consumption and gain awareness to protect our planet. The activities that we have planned will lead are a mix of different activities that will end up in a final product, an e-magazine. We are aiming for development between participating countries and their different ways of working for a better environment. We see that students are aware of climate change and what is done about it, but when they travel to different countries do they see different ways of dealing with environmental issues.The following subjects will be focused during each LTT: 1-Sustainability in society2. Investigations and comparisons of carbon footprints and water usage in different countries3. Surveys and investigations on transportation and environmental impact4. Comparison of energy use.5. Reuse, Reduce and Recycle.6. How to eat well- and save the planet!We will have these activities during each LTT:*Presentation on each topic/ students will prepare material for a video and make an ad or news broadcast*Discussions in groups on the topic*Questionnaire on the topic*Guest speaker *Workshop Creativity -writing an article/vlog/video *Workshops on the topic*Trip to a local museum / Company / Institution *Trip to a cultural site (e.g UNESCO )* Cultural evening -with students, teachers, and parents. Local food made by parents.*Presentation on similarities between participating countries and the host. Each country will prepare information on the customs, traditions, and culture of another partner. The aim is to have the students to gain more knowledge about the participating countries. * Team building activities."

The three primary schools taking part in this project are from similar backgrounds and face similar challenges in educating pupils from diverse backgrounds. Our two-year project will allow us to develop and exchange best practice and pedagogy in the teaching & learning of languages. We wish to adopt a more informal and creative approach in our pedagogy for the teaching & learning of MFL. This is so we can excite, enthuse our less academic and disadvantaged pupils. Improve attendance, behaviour and raise standards across the board. We have chosen Music and Art as the main curricular area as this a universal language and will easily lend itself to our aim of inclusion. By sharing our expertise across all partner schools we aim to raise the quality of teaching and be innovative. This will impact on all pupils, other areas of the curriculum and improve results.Our project partners are 2 schools from the North Liverpool area, and 1 from Madrid.Northwood Community Primary school have partnered Ceip Antonio Fontan, Madrid for 4 years. The teachers from the Spanish school have on 2 occasions visited Northwood. St Michael’s and All Angels have recently changed the teaching of French to Spanish. As the two UK schools are in close proximity and have worked together on other activities, so it seemed a natural progression to be included in this project.This is a 2-year project – Short Term Training event with three gatherings plus 2 pupil visits over the whole project. Each school will have a core of 4/5 staff involved and 10 pupils. The teams of teachers will include MFL lead, SLT, Music and Art teachers. The pupils will be aged 9/10 and will be selected using PP data and those WT at the end of Y4. The Spanish school will use their own internal data to identify their pupils. The first meeting will be to exchange ideas, resources and pedagogy. This will be followed by pupil exchange, then a teacher meeting to update the findings of the project, produce more resources ( National songs, artists, vocabulary games, history of local musicians and artists ) and share best practice. This will be followed with the 2nd pupil exchange visit and then the final meeting will be to evaluate the whole project , further exchange of best practice and ensure each partner school has embedded new pedagogy into their curriculum at all levels.Approximately every 6 months there will be meetings to ensure the project remains on track, the new pedagogy of language learning is being rolled out across each school and to discuss the impact on the T&L. By having time in between each meeting allows each school the opportunity to develop the new skills and teaching styles across the whole school. We will share our findings, observe each other, team teach and create resources and take part in joint research during these meetings. We will then have joint evaluation to report and measure on the impact. All our resources, documents, research and findings will be found on eTwinning. In order to make this project equitable each school will have specific roles. This ensures all responsibilities are shared, e.g. safe guarding and risk assessments, eTwinning, producing resources, ways to disseminate each part of the project.Dissemination will take place locally at each school involving whole school, parents and governors. It will also take place Nationally and at European level by each partner school. We envisage the impact is to engage all pupils in a creative, fun MFL lessons which improve the pupil’s confidence, and competence which in turn will impact raise attainment in all areas. The long term benefits beyond the life of the project will be in the ongoing delivery of high quality teaching & learning of languages to pupils of all backgrounds - allowing them to access the curriculum and foster a love of language learning through the Arts. It is hoped that the local communities will be involved by the setting up of a community choir. This will involve parents, parishioners and other local community groups.

The project idea was developed with the aim to bring students from different European countries together in order to learn from each other, observe one another and work together to attain a common goal. We believe that entrepreneurship, although it may sound too sophisticated for our students’ age, should be taught to them from this stage, at a basic level, so that they develop their sense of initiative and will be able to identify areas in which they might activate later on. In these times of economic changes and uncertainty, equipping students with such skills and developing their entrepreneurial spirit will pay off in the long run, especially since almost all schools are based in low-income areas in which economic development is a dire necessity. According to the Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, sense of initiative and entrepreneurship is one of the eight competences described in the framework. Objectives 1.To develop students’ sense of initiative 2.To allow the identification of opportunities on the EU stage 3.To promote the diversity of European cultures 4.To enable the collaboration of students in multicultural teams 5.To develop communication and language skills 6.To enable students to acquire basic knowledge of entrepreneurship 7.To provide students with the opportunity to practise the launching of a start-up 8.To develop creativity and critical thinking. 9.To enable the establishment of connections and partnerships with local entrepreneurs Participants The target group was made up of students aged 11-13 in our schools – about 200 students. Students facing social, economic, integration challenges were fully supported to engage in the activities, so as to encourage their participation. The actual participants were 100 students, out of whom 20 were facing various challenges (C2-C5) and 48 teachers – 16 teachers attend C1, while 32 mobilities for accompanying teachers were planned for C2-C5. Transnational events Turkey - C1 - Nov 2018; Start-ups. Financial and Management Basics - short term joint staff training event Spain – C2 - April 2019; Entrepreneurial skills and competences - student exchange Romania - C3 - Oct 2019; Start-up ideas from around Europe - student exchange - Bulgaria - C4 - Feb 2020; Start-ups and advertising - student exchange Italy - organises C5 - May 2020. Start-ups – Going online - Student exchange Results Some results we planned to produce were: workshop materials (theoretical aspects as well as worksheets, students’ collaborative products, recorded performances of students, exercises to develop creativity, negotiation, communication, planning skills), meetings with local entrepreneurs, interviews designed by students, business ideas developed at a basic level which were included in the project final brochure, and finally an EE Kit for lower-secondary students. We also wanted to reach a set of outcomes, among which improved personal skills, improved cooperation of teachers and students at European level, more prepared and more motivated students, improved knowledge of European similarities and differences. Impact Students got acquainted with entrepreneurship and became more knowledgeable about what a start-up is, what resources are necessary to initiate it and how they can promote and advertise it. This improved, in the short run, their performance in other school projects. The project improved the expertise of each school in terms of international cooperation. It enabled teachers and students in the same school to cooperate, thus improving their working relationships. Therefore, better cohesion was attained in each school. The teachers and students became better organisers, improved their planning and problem-solving skills, thus achieving long-term benefits. The success of the project and the positive impact it had on the participants prompted the teaching staffs in schools to continue their European initiatives and apply for future Erasmus+ projects.

"The project is called ""Up in the Clouds"". In the fast paced and technological driven world we live in today, technology is part of our everyday lives. As educators, we want the best for our students, hoping they can become confident and well-rounded individuals who are ready for the world of work- to be active citizens. With this in mind we are aware that we need to progress with technological updates and facilitate learning opportunities for our pupils using a range of digital tools to help the teaching and learning process. It is a shared objective with each of the participants that we would like to develop and improve the use of digital tools to help improve teaching and learning.The objectives we hope to achieve are the following: 1. up skill staff, pupils and parents in the schools to use modern digital tools2. disseminate good practice with each other with a focus on digital tools that are used for effective learning and teaching;3. provide opportunities for collaboration on a shared topic among teachers, school staff and pupils from different countries;4. know about different cultures and traditions in other countries and have a good awareness of the cultural diversity that exists throughout our European partners;5. reduce paper usage with more information being shared and presented in digital means and therefore being environmentally friendly. The participants in the project are: 1. St.Ronan's Primary School, Newry, UK2.CEIP Los Antolinos, Spain 3.Yurt Egitim Kurumlari, Turkey 4. State School ISTITUTO COMPRENSIVO VIA SANTI SAVARINO, Italy 5. Ozel Incirli Bahce Anaokulu, Turkey 6. Przedszkole Miejskie nr 4 Krasnik, PolandThe activities in this project will include exploring a number of various digital tools that can be used in education to improve teaching and learning. This project will explore the use of social media apps for home-school communication links and homework, Google Classroom and shared learning themes, Coding and programmable devices, animation and presentation using digital tools, use of games in the classroom and sharing of good practice in the area of ICT planning and curriculum development. The methodology participants in the project will use will be disseminating of good practice, shared examples, modelled work and putting the tools into practice in the classroom. Research will be collected throughout the project using participant questionnaires, recorded interviews and tracking pupil progress. The basic audiences for the dissemination of the project will be as follows:1. within our own school community with teachers, governors, parents, pupils and other school staff. As the project will directly involve staff, pupils and parents it will be impossible for all pupils in some schools to be actively involved in the project at once so therefore it is important to share news about the project with all the school parents through the use of school communication portals (website, app, notes, social media). 2. groups/organisations on a local level such as education board staff, professionals dealing with various aspects of education, local companies who work in ICT training for education, local press, local council and government bodies and other schools in the community of each of the partner schools. 3. target audience on a national level- inform the minister for education in each country and the groups responsible for education policy and curriculum development. These groups of people will be invited to meet the participants during some of the mobility visits and will be kept updated through online communications. All of the intended training activities in the project are based around life-long learning and sustainability in the use of certain teaching and learning techniques. All of the training techniques covered can be continued on at any time by each participant."

This project met the Commission's strategy for the year 2020. The strategy was aimed at improving the basic skills of the current generation for the better future of the EU. In order to transform existing activities into games, the necessary skills in mathematics, languages, technology and science were developed. We, as a project team together with partner school co-coordinators, discussed the issue - How to improve the lack of basic skills in early school syllabuses. Pointing out that teachers' observations were taken into account. The lack of practical training and knowledge became one of the main problems and therefore were addressed based on our study. Since theoretical and practical knowledge has been important in the learning process, they were combined so that children could learn effectively at an early age. Teaching is a complex process that results in relatively long-lasting changes, so the acquired technical knowledge and memorized data is not enough. The purpose of our work methodology was to develop and create practical activities, experiments and real-life situations in order to complement the theoretical knowledge provided by the early childhood education curriculum. Our goal has been to create a unified learning system combining both types of knowledge. The activities were set up at the basic level, as this has been a project aimed to preschool /primary school level. Children have been the main target group, and in order to enable children to learn in a joyful and memorable way, club activities have been set up as games. Teachers have been key players in the project. They created practical events and experiments for children, as well as prepared a sequential educational program based on the approach to the project. Teachers taught children in a very simple, enjoyable and accessible way about technology, mathematics, science and language. ACTIVITIES AND CLUBS (Students were chosen into the clubs in accordance with their talents) SCIENCE CLUB - planning/ providing and professing experiments for fundamental knowledge -Directing students to play role games of scientists -Writing and publishing SCIENCE NEWSPAPER FOR STUDENTS -Introducing known scientists and products to students by introduction at early school. MATHS CLUB -Providing Math’s materials and games to be used in classes -Arranging checkers or chess tournament (early school level) -Making number games and playing with students -Noticing geometrical shapes in surrounding environment -Organizing outdoor orienteering games for kids LANGUAGE CLUB -Arrange theatrical play in mother tongue -Singing competition in English -Playact activities at school hall -Listening and learning songs in English -Arranging movie days at schools in the English language TECHNOLOGY CLUB -Arranging educational computer games and learning how to playing them all together - Arranging web-game contest -Creating a homepage for the project and manage it (by teachers) -Creating e-twinning accounts and manages partnership (by teachers) Teachers took 5 short-term exchanges and each facility has had 20 mobility opportunities. The project team followed the performances, activities and products in order to decide the most worthy for the meetings. OBJECTIVES -Creating dynamic preschool surroundings inside and outside the classes; -Providing comprehensive learning; -Evolving ICT, digital skills and language for kids; -Evolving interest of the kids in Science, Mathematics, Technology and Language; -Ameliorate self-valuation; PROFILE AND NUMBER OF THE PARTICIPANTS Students: indirect 80X4=320 (Romanian school: 40).Total: 360 Teachers: Direct 20X5:120 indirect 5X10:50 total: 170 Administrative Staff: 2X5: 10 Families: 150 Local Community: 100 IMPACTS AND RESULTS During the project, 5 partners planned to create both long-term and short-term material and non-material results in order to maximize impact. Being teachers as leaders hasimproved children's basic skills and the quality of education to ensure integrated learning as an innovative practice.The website created within the project has provided access to general information about the project and its progress, activities and results, which added to the influence on the participants involved.