"Disposing of waste has huge environmental impacts and can cause serious problems. It is in our hands to join efforts in order to find more appropriate and sustainable approaches to reduce waste in homes, schools and workplaces and that is why 5 schools from Romania, Greece, Malta, Finland and Italy decided to make a partnership with the title ""Don't Throw, Make It Glow!"", whose main aim is to foster awareness among students, teachers, parents and local communities for being more environmental conscious, by changing waste into useful objects, encouraging creative recycling. All partner schools have developed recycling programmes but the result was not satisfactory. Therefore we needed to learn from other countries through an exchange of good practices.The project objectives are:- to prevent generation of waste by learning innovative methods and strategies from partners' experiences, and sharing them not only to students and teachers, but also to parents;- to promote sustainable development by turning waste into useful objects on a long term;- to develop innovative methods to raise awareness among students regarding environment protection;- to improve vocational, artistic and teamwork skills, as well as creativity and imagination, by organizing workshops to produce crafts from recycling materials, as well as creating and performing the plays with environmental topic;- to encourage students, teachers and parents to learn foreign languages, using English for main language of communication, as well as the partners' basic vocabulary;- to enhance liaison and cooperation in Europe by encouraging students and teachers' mobility through transnational project meetings.In the first year teachers created a joint syllabus for an environmental course which was taught all partner schools in the second year. There was made an exchange of good practices and the methods learned from each other were applied in joint workshops for making crafts from recyclable materials, during the learning/teaching/training activities, which took place in each partner country. After the workshops there were organized exhibitions and after the meetings, workshops were carried out in each partner school. A project mascot and a students diary were created. Students took the mascot at home and they wrote in the diary their experiences in environment protection. The mascot was handed in to the other partners and kept until the next meeting together with the diary. In this way students learned from one another in an informal way about their partners' experiences, this being a good tool for monitoring the impact of the activities during the project period.A project web page and a blog were created, where partners posted the results of the activities. It was also created a you tube channel where tutorials with the procedures for making the objects were posted.In the second year of the project the environmental course was taught in each partner school. On the project webpage there were posted assessments and class activities. In this way other schools in the community can make use of them.On Skype, an interactive lesson was about soil pollution was performed, being evaluated with an online test taken online by students from all partner countries, the exchange of teaching/learning strategies being made openly and with greater impact both on students and teachers.The students from each partner school wrote a short script with environmental topic which was acted in a joint performance during the last project meeting in RomaniaWhile working on the project, students acquired: better knowledge of environmental issues, improvement of the sense of European citizenship, better ICT and English communication skills , improvement of teamwork skills, by working together in the workshops, improvement of artistic and vocational skills. Teacher got: greater awareness regarding environment protection, development of vocational and pedagogical skills, improvement of communication skills in English and learning vocabulary from partners' languages, development of teamwork skills, better ICT skills, greater feeling of belongingness to the European Community. The institutions involved in the partnership improved educational systems, managerial skills, they got a better image in the local communities, better relationship with the community and closer school-parents relationship, involving parents in the activities.Among outcomes and results there were: environmental course syllabus, environmental course taught in all partner countries, handbook with good practices in environment protection, project logo, web page, e-learning platform, workshops for making crafts from recyclable materials, exhibitions with the crafts, play scripts written by students about their environmental experiences, acting show, play scripts booklet.Through all these activities we helped to make a better environment so that we can all enjoy life in a wonderful and healthy world."

Dyslexia is a difficulty in the acquisition of reading and writing that affects estimatedly 5% to17% of the population. Research shows that through the use of compensation strategies, therapy and educational support, dyslexic individuals can learn to read and write. There are techniques and technical aids which help to manage or conceal symptoms of the disorder. As the difficulty shows itself mostly during early years of primary school when the pupil exhibits signs of difficulty in reading related issues, most of the support is provided for the dyslexic indiviual at this period. But the problems persist into following periods like lower secondary school age, adolescence and adulthood periods and may accompany difficulties with low success rates in achieving the expected skills. When compared to the support in learning at primary level, there is still little to support the transition from primary to lower secondary (middle) school. Support is needed due to the change in institutional set-up and the new and changing demands, at both the skill and task level, made on the child.The aimed at providing support to parents, teachers and the dyslexic individuals themselves to ensure the transition between schools is smooth and they have the opportunity to reach their potential in the new learning environment.Within the scope of the project, a series of support materials have been developed under the name Transition Support Kit, which is designed to minimize the problems experienced by a dyslexic child during the transition from primary to lower secondary (middle) school and to provide the necessary support.In the first stage, a Needs Analysis study which was the basis for the preparation of these materials was carried out. The need analysis formed the basis of the Transition Support Kit which was conducted by a series of questionnaires with teachers, dyslexic students, and their parents.The Transition Support Kit includes an Individual Support Plan (BDP) Model prepared with all partners, a Checklist for identifying the difficulties experienced by the individual during this period, and a Guide for Teachers and Guide for Parents that will form the basis of support provided when they begin new school environments.All these products have been created with the contribution of 7 partner institutions from 6 countries under the coordination of Istanbul Directorate of National Education. The content provided was prepared by the teams formed by each partner institution, and its accuracy and reliability were reviewed during the Expert evaluation phase of the Pilot Studies conducted in each country. The usefulness and the aspects that need to be improved were reviewed in the final evaluation, which is the second stage of the pilot studies, and revisions were made in the light of the feedback received, and their final form was established.All the materials were made avaliable for the target audience of the project in 6 partner languages (TR, BG, PT, PL, RO, IT) and in English and they can be reached free of charge by anyone wishing to use them. The materials were introduced to teachers and specialists during the Multiplier events held in each partner country and their printed and digital versions (in memory sticks) were distributed. They are also sent to different schools, research/resource/guidance centers, regional and district directorates of educations throughout each partner country.The usage of materials will be continued to be promoted by the partners in the long term. New editions and publications will be done according to the changing needs and demands and they will all be avaliable for the use of the educationists, families and dyslexic students.

<< Objectives >>The title “Together we learn, together we Grow” expresses our main purpose which is to promote collaboration among European schools on the following four topics : Respect for our Planet, Cultural identities, Live healthy and Safe and free use of I.C.T. We are strongly convinced that through the power of Erasmus project our students will reinforce and experiment concepts such as cultural diversities, solidarity, inclusion, equality, equity and awearness of globalization of problems.<< Implementation >>All six partners (Cyprus, Romania, Bulgaria, Greece, 2 from Italy) with around 105 teachers and 1500 pupils during the project, intend to show the power of KA2 collaboration on improving key competences for developing a safe use of I.C.T. , removing the barriers to social inclusion and providing ways of turning schools into learning communities.Teachers and pupils will work using collaborative methods and they will make use of technological devices to implement skills and competences.<< Results >>During the entire period of the project our expected results are to promote the value of cultural identity, respect for the Enviroment, a correct approach to digital technology and promote social inclusion. We intend to develop participants' social and personal skills; to plan and implement practices for tackling social exclusion; to increase awareness about the power of Erasmus+ programmes for supporting the development of transversal skills.

In the honour of the European Year of Cultural Heritage 2018, the project contributed actively in developing the proud of being citizen of European and also to promote Europe's cultural heritage among little students of 7-11 years old.5 European schools have been involved in the project in specific activities related to the development of pupils' LITERACY SKILLS, enhancing social inclusion, digital competences, foreign language skills, cultural diversity, critical and active thinking.During the project, based on learning styles, an important use of Neil Fleming's model of student learning has been made: visual, auditory, reading/writing preference and kinesthetic, starting from fairytales and storytelling. This main idea of our project was very helpful during the organization and the management activities, thus it brought motivation for our little students (especially for those who are migrants) and improved also the cooperation between educational institutions and member of families, schools and extended community.By creating materials adapted for different learning styles, our project made all its participants more aware about the specific ability to learn, but also more able to identify each individual dominant learning style and to manage the learning process in order to obtain the best results.All partners from our project had different tasks, such as to create the project’s logo, Erasmus+ corners, media presentations, digital stories, scripts, carnivals, lesson plans, promotional materials (flyers) or promote the project in their regions, printed and social media. Objectives : – to improve literacy competences and creativity skills for students from 5 European educational institutions – to develop the spirit of awareness about similarities and differences of 5 European cultures and traditions – to improve students' desire of expressing their minds and emotions – to increase the importance of including storytelling methods in different fields of the school curricula For the achievement of the project's objectives , we applied the following activities based on the VARK model addressing to all kind of learners : -visual learners: logo, digital stories, Erasmus+ corners, questionnaires, bookmarks and wrist bands. -oral learners: group discussions, web-chat on Facebook page and eTwinning Platform, email discussions. -read/write learners: media presentations (PowerPoint), fairytales for the magazines, scripts for Puppet shows, dictionary, flyers. -kinesthetic learners: carnival, instruments produced during the Stories Arts & Crafts activities.The scholars aged between 7-11 years are actively concerned within the task. As they're too younger to attend the mobilities, took part at action prepared locally. Each partner provoked Erasmus+ task equipment to reunite all of the pupils involved to participate inside the challenge, and to provide them the feeling of belonging to a group, strengthening their commitment to be energetic participants. Each partner involved as a minimum 30 scholars.The project team consisted of minimal 10 teachers in each partner school, so a total wide variety of 50 teachers have been actively involved in the task development and could attend the worldwide conferences. in each group there was an English instructor to make sure that the communique in a foreign language wasn't a barrier and an ICT trainer because of the challenge of using the ICT.The new teaching principles, collaboration and communication allowed students to compare exceptional educational structures. similarly, the training activities and exchanges of college students proved to be an excellent possibility to increase motivation for language gaining knowledge of through sensible use in real life situations.

Our project is focused on the adaptation of the European Commission’s Policy on the field of Early School Leaving (ESL) within participating schools. The main goal of the project was to deal with awareness of early school leaving on a European scale. The project main coordinator is the school from Estonia, and the other six partners are from Italy, Norway, Poland, Portugal, Turkey and Croatia. The partner schools from Turkey and Croatia are located in the countries’ capital cities, and the remaining partner schools come from smaller communities. This was a first-time participation in this type of projects for Croatian partners, the other partners had previous experience with Erasmus+. The project teams from Poland and Italy include eTwinning ambassadors. The focus of the project was thinking about values as the basis of the individual personality as well as the society on the whole. Recognition and development of values through the exchange of ideas and experiences were viewed as the essential framework for a high-quality school, and life. This topic was symbolically pointed out in the activity Box of Values. Each partner made their own box of values, and the boxes were exchanged among the partners in each mobility. Each school added their own values in the boxes as they journeyed around Europe. Eventually, each school got their own box back, now containing the values of all seven partner schools.Throughout the two years we tried to make a positive impact on the quality of work within the school curriculum through a great number of intertwined activities andmobilities, with the aim to help in the development of a more positive attitude of students towards school. We improved the motivation of the teachers through stafftraining events, allowing them to apply new knowledge in their work with students, which improved the quality of work in the school and also had a positive effect on thestudent motivation.The project had been structured in such a way that each partner had to host one mobility, and five teachers got the opportunity to take part in job shadowing events. This assured an even distribution of responsibilities, as well as giving each partner equal opportunity to present themselves.Students traveled to Portugal, Italy and Croatia. The topic of the student mobility to Portugal was storytelling. The students studied traditional folk stories and legendsand participated in a storytelling festival. The result of their hard work is the e-book “Keepers of the Values”. In Italy, where to students from Portugal and Croatia traveled, the topic was free time. The students participated in sports and art activities, which promoted the development of their social skills, of a positive attitude towards exercise, and of creativity in an informal, relaxed setting. In Croatia, the students attended an animation workshop. The result of their work is an animated film “Journey of the Legends”, which was based on the stories of the storytelling festival in Portugal.To ensure the quality of the workshops, external local experts had to be engaged for the workshops in Portugal – a professional storyteller, and Croatia – a film studio.In staff training mobilities, the teachers exchanged their experiences on the issues of early school leaving, reflected on the relationship of the school with the localcommunity with regard to the prevention of early school leaving and improving the quality of work (Norway), studied new ways of teaching in the segment of outdoorlearning, whether it be in a natural environment (Estonia) or an urban setting (Turkey, Croatia).There were two transnational project meetings (Poland, Italy), and few video conferences.Five eTwinning projects were opened for the purposes of this project, one as the main, “umbrella”, project and the other for specific activities.Web page: https://twinspace.etwinning.net/5992.Towards the end of the project, a documentary film “The Project Values” was created, incorporating video materials from all the partners, both teachers and students. Thefilm emphasizes the main topic of the project – prevention of ESL. We hope that this film might move other European schools to get involved in Erasmus+ projects. Thedocumentary’s viewpoint is personal to highlight one of the essential ideas of the project, namely the expression of personal thoughts and feelings, as part of theprocess of individual development and as the basis of the improvement of school quality in the 21st century.This project had a lasting effect on all of the institutions and individuals that participated in it. We found out about the differences and similarities of our schoolsystems, we experienced the cultural diversity of Europe, we developed social skills and the abilities of team work, we improved our English language skills, we learnedsome simple expressions in the languages of the partners, we broadened our ICT skills and learned about Internet safety.