"Education should prepare childs for occupations that do not yet exist, using technologies that have not yet been invented, to solve problems that we are not yet aware of. (Richard Riley) According to The Future of Jobs report published by the World Economic Forum (2016); E of the professions that elementary school students may have in the future is defined as the professions that do not exist yet. In relation to this statement, Wagner (2017) particularly emphasizes that future generations should have 21st skills.21st century skills express the characteristics of individuals in the information society of this century that are good citizens and qualified employees (Ananiadou & Claro, 2009). Since the professions of the future make 21st century skills compulsory, there is a need for diversified educational environments and equipped teachers with new approaches that can transfer these skills to students. At the basis of our project proposal, we have an eTwinning project called ""Our Password: 21st Century Skills"" that we have started earlier. As partner schools that support teacher and student development and aim at gaining 21st century skills, we came together in line with our goals. Our Project Objectives: -İncrease teacher competencies in which the student actively participates in the lessons, to ensure the permanence and continuity of learning, -Make in-class planning and increase teacher competence within the scope of individual differences regarding the interests and abilities of students. -İmprove students' ability to cooperate and live together -İmprove teachers’ competencies that develop students' creativity, critical thinking, acting in harmony with others and problem solving skills. - Prepare and organize education plans for the development of students and teachers on digital literacy-media literacy. - Decrease the absenteeism rate of our students by 5% in the first year and 10% in the second year by increasing the motivation of learning with effective learning methods to be carried out at the school (attendance tracking system data) - Ensure that our parents become models within the scope of gaining 21st century skills - Reduce the rate of leaving the school early with the below 10% by creating a positive school climate with teachers and students equipped with 21st century basic skills. With our project; We aim to increase the motivation to attend school , reduce the number of days of absenteeism, and improve the skills of our teachers by developing and sharing good practices.Our partners in the project:1- Volksschule Lavant (Austria)2- Istituto Comprensivo Torquato Tasso (Italy)3- Kalocsai Fényi Gyula Általános Iskola Belvárosi Általános Iskolája (Hungary)4- Zespol Szkol Wasoszu (Poland)5- Jumpravas pamatskola (Latvia)6- Kızılisal Primary (Turkey) Among our Partner Schools, there are well-established and well-known schools in their countries. These schools have good practices in their country in the name of 21st century skills. There are also schools that have not participated in strategic partnership projects but are willing to participate in the project. This structure has a significant impact on our ability to prepare a strategic partnership project to change good practices.Within the scope of the project, we will organize 6 LTTA mobilities, including 21st century skills, where the main framework of our project is determined, and we will have a virtual mobility with etwinning before each project. With the activities to be carried out during the project; -Decrease the absenteeism rate of our students by 5% in the first year and 10% in the second year by increasing the motivation of learning (attendancefollow up system data) with effective learning methods to be carried out at school. -Reduce the rate of early school leaving to 10% with happy teacher-happy students by creating a positive school climate with 21st-century basic skills and equipped teachers with the activities to be done during the project process; -In-Class Skills Development Activity Book will be created for our teachers to develop students' -Decrease early school leaving rate below 10% with happy teacher-happy students by creating a positive school climate with teachers and students equipped with 21st century basic skills -Early school drop-out rates will decrease with improvements on positive attitude towards the students whose psychosocial development is supported by 'Strategy and Mind Games'. With our project, we aim to increase the skills of our students by increasing their motivation to attend school, the number of absenteeism days and by developing and sharing our good practices. With these planned activities, we will provide our students with 21st century skills and decrypt more innovative and stronger tomorrows."

Anger is a universal emotion. Everyone feels angry when they experience something which makes them annoyed or displeased. This is common and normal. However, some people feel anger more strongly than others which may cause such problems as physically, mentally, emotionally and socially if they do not learn to cope with their anger properly.“Children and adolescents may not possess the skills to adequately understand and manage feelings of anger and emotions. The confusion and inability to express feelings of anger appropriately may lead to behavioural outbursts, bullying, and other externalizing or disruptive behaviour. This behaviour is often exhibited during the school day when students encounter difficulties with peers and academic demands” (Candelaria, Fedewa & Ahn, 2012).Nowadays many educators find it difficult to deal with students who are not able to control their angry behaviour.Therefore, they need some support in order to help such students to cope with their inappropriate anger expression. Taking this demand into consideration, 6 partner schools from 6 different countries have come together to design this project: Anger-Free Classes. The main aim of the project is to create Anger-free Classes via using effective strategies to cope with aggressive behaviour of students. The target group in this project will be approximately 120 teachers and educators, 200-directly, 2000-indirectly students aged between 10-13 and their families.In order to reach the project’s main aim, we will try to achieve the following objectives:-to increase teachers and educators’ competence in implementing Anger Management Programs-to provide guidance to 10-13 year old students to manage their aggressive behaviour- to enable students to discover strategies to reduce their angry reactions-to promote tolerance and empathy among students-to decrease early school drop-out by preventing the discipline problems- to create peaceful school environmentsDuring 24 months, we will organize short term staff training and short term pupils’ exchanges.Thanks to our project activities which will let the teachers and educators 1) gain new insights, exchange best practices, and develop skills of communication, teamwork, English and ICT, 2) obtain practical tips for successful Anger Management Programs at schools. Our students will benefit from the project activities which will enable them to 1) get experience in multicultural social settings with their international friends, 2) improve their skills in collaborative problem solving, learning to learn, 3) improve effective relaxing techniques to cope with their aggressive behaviour.In order to evaluate the project activities we will be using some indicators such as Questionnaire, Field Observation,Students’ Portfolios, etc.The impact of our project will be mainly on-Teachers and educators who will more qualified at the implementation of Anger Management Programs which will raise the peace, tolerance and friendship in their schools;- Students who will become healthier, happier, self-confident and responsible members of the community after developing strategies to release their anger with coping skills- Schools that will have more teaching/counselling staff, parents, etc. with the increasing awareness of Anger Management Programs-Families who will deepen their knowledge and understanding of Anger Management Strategies in order to support their children.

"Le développement du citoyen de demain et qui plus est d’un citoyen européen est l’un des enjeux majeurs de l’éducation.Cet enseignement peut revêtir différents aspects comme prendre soin de son corps, de son esprit mais aussi de l’environnement qui nous entoure.Comment aider des élèves, faisant partie d'un réseau éducatif prioritaire, qui deviennent de plus en plus sédentaires de par leur usage excessif des jeux vidéos mais aussi de par cette ""fracture sociale » qui ne permet pas à tous de disposer du même apport culturel ?Cette construction du citoyen commence donc par une ouverture aux autres. C’est pourquoi ce projet, HMBE, a été bâti autour d’une volonté de confronter élèves enseignants et familles à divers horizons tant culturels que géographiques. Ainsi ce projet regroupe une école française, une école croate, une école espagnole, une école grecque et une école lettone. Elles possèdent toutes un profil différent en termes de public, de situation et de taille. Le but sera de collaborer tous ensemble pour améliorer son quotidien et celui des autres tout en s’enrichissant culturellement et physiquement en apprenant de nos différences mais aussi de nos points communs. Le projet s’articulera autour de projets Etwinning existants mais aussi d’activités mises en place dans les différentes écoles.Les objectifs sont les suivants :Pour les élèves :-Ouvrir les élèves au monde extérieur : apprendre de nos différences et de nos particularités mais surtout apprendre de nos similitudes pour mieux comprendre l'autre.-Enrichir son esprit et prendre soin de son corps : développer des compétences de recherches, de dépassement de soi, de respect, de construction de sa personnalité, du futur adulte et du citoyen.-Acquérir des connaissances sur les pays qui nous entourent mais aussi sur tous les thèmes abordés par le projet.-Donner du sens aux apprentissages dans une démarche de communication, d’échange de compétences.-Valoriser les élèves qui vont avoir à présenter leur travail et leur expérience au groupe classe mais aussi à l’école et donc favoriser l’écoute des autres.Pour les enseignants :-Travailler en collaboration pour l’élaboration et la mise en œuvre du projet.-Les pays et les écoles étant choisis dans le but d’offrir un large panel (école de ville, école de campagne, école du sud, du nord de l’Europe, grosses structures…), cela va permettre aux enseignants d’être confrontés à d’autres démarches pédagogiques ou organisationnelles, de se nourrir des pratiques européennes.-Échanger pour adapter des pratiques pédagogiques observées chez les différents partenaires à nos contextes spécifiques, des organisations à nos écoles respectives. Cet échange pourrait même être élargi lors d'un forum annuel enseignant. Côté français, un tel forum existe sur notre circonscription regroupant 53 écoles et 288 enseignants. Cela permettrait de donner lieu à une démarche réflexive collective, à une adaptation ou une transposition. Pour les parents d’élèves :-Créer une dynamique d’école au sein de la famille qui va être partie prenante dans ce projet étant donné qu’elle envoie ses enfants, va recevoir des élèves, va participer aux différents challenges proposés et à la restitution du projetEntre le travail via la plateforme, les mobilités permettront un contact direct avec les différentes cultures et seront prétexte à des échanges d’expériences et de réinvestissements dans le cadre scolaire mais aussi au sein des familles.Ces échanges seront l’occasion également de tisser des liens avec des partenaires locaux (USEP qui sera notre porteur financier et contribuera au rayonnement du projet, Associations environnementales, de santé…)En plus de l’engagement et l’accompagnement de l’Europe dans de tels projets, cette dynamique devra être mise en valeur grâce aux moyens à disposition (Etwinning, presse locale, expositions…) afin de rendre compte du travail fourni par les différentes écoles mais aussi afin de promouvoir les valeurs développées dans le projet au-delà du cercle scolaire montrant ainsi le sens et l’impact des apprentissages."

Context:Environmental education addresses cognitive, affective, and psychomotor learning of the students. Information gained through preschool and school ages underpins the terminal behaviors of the future. We can raise such active individuals who are conscious on environmental problems, responsible and decision makers. However, sustaining the indifference to protection of the environment will probably put the humanity on the verge of big dangers. Just to spite the humans invading the nature for their self-interest, we need to raise the next generation equipped with environmental consciousness for a livable and sustainable world. Thanks to the intramural and extramural projects we plan to conduct, we will make sure that the participants to these projects will have the love of nature and respect to it. Numerous planned activities will enable the environmental consciousness and awareness through fun, application and creative designs. Objectives:O1- Increasing the awareness of the students for nature by using art and technology O2- Ensuring the sustainability for the next generations O3- Improving the creative natural skills of the students O4- Strengthening our social responsibility behaviors O5- Acquainting the students with the environmental problems of the society and contributing to the precautions O6- Improving the consciousness of saving by teaching the types of waste O7- Introducing types of waste and teaching the students the importance of recycling O8- Teaching the germination and development stages of plants by firsthand experience O9- Forming a livable environment with the awareness of an active individual Activities:Each LTTA participating to the project will organize meetings with the local NGOs to look over to the environmental issues in the local area, cultural activities and visits, teaching workshops which will enhance the interdisciplinary collaboration and information on the methodology of organizing a local environmental action with students.The LTTAs are; C1–LV: Zero waste week (introduction of plastic, glass, metal bottles, blue lid, battery and paper) recycling residual oil and devices, speech bubbles in parks, forest #trashtag C2–TR: My botanical garden, garden and balcony decoration, seed growing, germination, slogans, photo album, visit to Istaç Recycling Factory, my flowerpot, financial literacy seminar by bankers, coast #trashtag challenge C3–FR: Theatre fest/ La Fontaine in the Court of the Forest–Environmentally friendly short film, coast cleaning and #trashtag, fabric bag making, trekking to discover biodiversity of the Nouvelle-Aquitaine region.C4–PL: Environmentally friendly animations, naming the characters from nature, waste listing at home and school, attending vintage harvest, making bee hive and collecting honey, feeding cows, herborization at botanical garden, carbon footprints.C5–ES: Cycling tour for zero emission in nature and the forest#trashtag challenge, school wall decoration and art contest, water treatment plant, savings seminar.Number and Profile of Participants:Each short-term exchange mobility will include the participation of 20 Ss (age range between 10-16) and 8 Ts, and totally 100 Ss and 40 Ts will take part in all mobility. Moreover, 6 other staff members from each school and pupils’ parents are involved in this 2 year project.The METHODOLOGY to be used in carrying out at the project is basically student-centered and cooperative learning and learning through experience. In addition, different assessment methods (evaluation and feedback forms, preliminary and final and satisfaction survey) are used to evaluate implementation, management and dissemination of the project.The success of the mobility is measured comparatively against the results and level of satisfaction of students who gained the environmental awareness. Results and Impacts:Tangible results are a large video archive of lectures and recorded videos during the mobility on YouTube Channel “Get into the Green Scene’’, many educative materials on different seminars, demonsrative lectures and school presentations and the visuals such as short movies, animations, theater plays, evaluation forms, questionnaires, countless collected waste, clean parks and coasts, numerous plants, recycling seminars by academic people, financial literacy seminars, art contest, cycling tour, fabric bags, waste list, slogans. E-magazine after LTTAs and paper magazine at the end are also vital outputs. Intangible results are improved environmental awareness, stage performance, knowledge on digital tools, raised awareness of attending own learning process, more motivated pupils and further academic achievements, awareness of the similarities and differences, improved communication skills and critical and creative thinking ability. For a sustainable environment, we as teachers, students, and the community will work together for the activities in local and transnational spectrum for many years.

"As a result of the greenhouse effect, which is thought to be caused by the gases released into the atmosphere, climate change brings along the increase in the average temperatures measured in the land, sea and air throughout the world, in other words, global warming.Scientists, climate change;It emphasizes that it will lead to direct or indirect negative effects in many areas such as human health, agriculture, water resources and natural life.Combating climate change;It is one of the five main topics of the EU's comprehensive EU 2020 strategy for smart, sustainable and comprehensive growth.The specific objectives of the strategy are to reduce EU greenhouse gas emissions by 20 percent by 2020, meet 20 percent of its energy from renewable energy, and improve energy efficiency by 20 percent. By adopting the 2030 climate and energy framework in October 2014, EU leaders have strengthened their determination to make the EU's economy and energy system more competitive,safe and sustainable. The EU has also set ambitious emission reduction targets for 2050 in the long term.The most important factors in reducing the negative effects of climate change are education and cooperation. Although environmental education studies are carried out in schools, it will be more effective for schools to actively participate in climate change with a holistic and sustainable approach.Although 30 percent of students in strategic partnership schools are aware of climate change and its mitigation,our main problem is that the remaining 70 percent are not aware of it.The North Macedonia, Turkey, Italy, Latvia and Poland schools will contribute to raising awareness about climate change.This project is to increase the sensitivity of students between the ages of 12-15 on climate change and its effects and to make them believe that they can make a difference with the small changes they will make in their daily lives.In order to contribute to the situations specified by the project, a total of 5 Learning, Teaching, Education activities will be carried out. Carbon Footprint-THE NORTH MACEDONIAEnvironmental Protection-ITALY Renewable Energy-POLANDGreenhouse Gases-LATVIARecycling-TURKEYLearning, Teaching, Education activity as project output: THE NORTH MACEDONIA-SHORT FILM(will be responsible fort he WEB SITE)ITALY-CALENDAR(will carry out VIDEO shooting of all mobility)POLAND-E-BOOK(will be responsible for SOCIAL MEDIA accounts and E-TWINNING)LATVIA-ANIMATION WITH WEB2 TOOLS(will create the Natural Resources NEWSPAPER)TURKEY-BOOKLET(will provide GARDEN of traditional seeds)With the project;Developing the learning process of behavioral patterns that take care to protect the environment in order to create new generation individuals sensitive to environmental problems,Contributing to raising awareness in the society related to climate change,It is aimed to increase the competence of students and strengthen the European dimension of participating schools with the activities to be carried out.Moving from this point, our project goals are;Raising awareness of climate change at least 10 percent,Cooperation with European schools with a multicultural and multilingual project team,Developing collaboration skills,Reducing the carbon dioxide emission in our daily life,Producing alternatives to fossil fuels,Promoting communication and sharing cultures,Promoting the use of technology,Raising awareness to make more use of renewable energy sources,Prevention of resource depletion and reduction of waste garbage by recycling,These goals will strengthen interaction with the project partners and make it easier to achieve results.With the project, students will develop their self-confidence, linguistic competence and communication skills, intercultural awareness will be developed, the project partners will learn some of the daily speaking languages by using 5 major languages, and will have interaction in 6 languages, thereby increasing the language learning motivation. With ICT, it will acquire new skills, recognize the education system of each partner country and different teaching methods, ensure the establishment of the ""CLIMATE CLUB"" in schools with a new approach, and with these qualifications, high-level skills will be developed and contributed to improving the quality of education. ""CLIMATE CHANGE AWARENESS ACTIVITY"" will be held to at every year. SOCIAL MEDIA tools such as YOUTUBE, TWITTER and INSTAGRAM, ETWINNING, SNAPCHAT will be used to disseminate the project outputs.LOCAL and NATIONAL PRESS, VISUAL-AUDIO MEDIA, PROJECT CORNER, POSTER, LOGO, PANEL, PROMOTION MEETING, BROCHURE and WEB site of the local community, schools and regional communities, projects and institutions, E-MAGAZINE also dissemination will be made to large communities.Results will be shared using the Erasmus+ Project Results Platform."