ContextNowadays students in our schools seem not having the time or feeling the need to make sports, to develop healthy habits , so unfortunately this is causing sedentarism , unhealthy eating habits and lack of physical exercise which becomes a very big problem for all the people involved in the educational system and for the families too . The reason of all these missbehaviors is that children are using almost all the time the new technologies, and this make them to stay inside, in front of a device . Also the parents are so busy in order to ignore somehow their children’s eating habits, this is why so many teenagers are fighting against obesity, different physical disabilities or even psychological issues. It is known already the fact that excess weight highly increases people’s risk of having communicable diseases (NCDs), including cardiovascular diseases, diabetes etc. The project main idea is to have a big impact on the target groups in order to make some important transformations in their current behavior related to food and healthy cooking .The project main objectives are : -Decreasing the number of consumers of fast food in our target group by at least 50% after 2 project years.-Raising the awareness of at least 70% of participants about the principles of healthy eating;-Increasing sports activity to a minimum of 1 hour per day for more 60% of students in the TG;-Improving communication skills, interpersonal skills and self-confidence in a European environment of at least 65% of participants-Exchanging ideas and practices with other European schools in order to create one brochure for students and parents and one brochure for schools.-Developing the knowledge about the diversity of European sports and cultures of at least 70% participants.ParticipantsThe project addresses three target groups :1. students - aged 10-14, students with weight problems as well as regular students (the reason for the choice of this age range is that at these ages, students start developing long-term behaviours, so it is a critical age for the development of the future adults). They will be in the middle of all activities, both carried out at transnational level, in exchanges, and locally. 2. parents – we will inform them about the project development and involve them in the local activities so as to raise their awareness about the importance of healthy diet for their children’s development. We intend parents to join our activities, to observe their children in interaction, to see how happy they are and to make them continue this way of living at home, to involve their children in outdoor activities as much as possible. 3. teachers - will participate in project meetings. They will be able to share new experiences, to analyse the similarities/differences,to identify good practices in order to apply them in their own schools. They will learn from their European peers and will become also resources for their colleagues in order to ensure the sustainability of the project results.Direct participants (from sending institutions):C1 – 12 teachers and 4 student counsellorsC2-C5 – 20 students and 8 teachersFrom host institutionsC1 – 5 teachers and 1 students counsellorC2-C5 – 120 students, 30 teachers, 100 parentsActivitiesC1 – Not enough physical exercices – current trends in Europe (Nov. 2019, PL)C2- Obesity – causes and effects on the short, medium and long term (Mar 2020, PT)C3 – We are what we eat - How to have a balanced diet (Oct 2020, TR)C4 - Sports in small groups (Mar 2021, RO)C5 - Hiking and outdoor activities (May 2021, IT)ResultsWe will obtain the following results and outputs :1.Initial survey report and final survey report2.Collections of documents produced after each LTTA – Causes and effects of obesity, Rules of healthy eating, Sports activities in different European countries, Outdoor activities that can be organized by the school and by parents.3.Students’ eating and physical exercise journal4.Brochure for parents and students about healthy diet and pass time dynamic activities5.Brochure for schools containing a list of the activities6.4 exchange reports presenting the results of each exchange and measuring the impact on the students7.5 newsletters8.Impact study at the end of the project.ImpactThe impact of the project will consist in an increased awareness of healthy living lifestyle and healthy eating habits on the part of students and parents in all the schools involved in this project. They will learn about the causes and effects of obesity, discover ways to combat the tendency to sedentarism, become more eager to spending time outdoors and to use their free time for exercices in a playful way. By their direct participation in exchanges, students will be more motivated,becoming also more culturally aware about the differencies/similarities and they will improve their communication, interpersonal, language skills .

"The ""Spring Celebration"" project was primarily focused on ecology and environmental issues. In addition to these topics, our project also focused on healthy nutrition and the importance of sport in our lives. As the project was of an international character, an important role was played by the internationalization of all those who were involved and the improvement of communication in the English language. In implementing partnership activities, pupils often came into contact with information and communication technologies to increase their skills. In order to achieve the objectives of many project tasks, we used non-formal learning methods, in which pupils gained new experience and increased their knowledge more effectively through their direct involvement in these activities. In the context of environmental education, we also used CLIL's methodical approach to achieve project goals. Many activities have been planned to involve pupils from economically weaker backgrounds and disadvantaged pupils in particular. An important objective within the methodology was the development of an intellectual output that was environmental in nature and describes in detail the possibilities of implementing environmental education into the teaching process through various environmental activities. Our project was also aimed at working with parents, and other people somehow related to our schools. In many activities, we have also worked with nonprofit organizations or environmental centers to achieve the desired results.The project involved five primary schools. The coordinating school was primary school, Hlavná 5, Družstevná pri Hornáde, Slovakia. Partner schools of the project were schools from Spain, Portugal, Italy and Estonia. Project activities were continuously carried out in accordance with a timetable. Initial activities were rather informative, through which we knew each other, our regions, as well as the environment in which we live, it is important to know it, in order to be able to take a positive attitude towards protecting our nature and pointing out to its specifics. Other activities were of an environmental nature. Through the ""Rainbow"" activity, we have introduced a waste separation at all schools, this activity has become more time-bound. With related activities, we successfully implemented collections of used paper and old batteries in schools, and then we have approached the recycling process. We prepared thematic excursions for pupils that directly demonstrated to the students how to recycle or protect the environment. In the context of healthy nutrition, we have prepared a publication that contains several tasty and unpretentious dishes. Recipes have an international character. To raise awareness in the field of sport, we have prepared Olympic Games where pupils could have an active approach. We have also had many discussions about the environment with pupils, often in the presence of members of local councils. The artistic tendencies of pupils could be used in the aesthetic design of various objects in which they used natural materials. We have developed a methodical material within the intellectual output.The impact of the project was of a school-like nature and, in many cases, also outside schools, the project addressed many pupils' parents as well as the wider public. Through cooperation with environmental centers and non-profit organizations, the project addressed a larger group of people. The benefits of the project were the participation of pupils in activities that were of an environmental nature and the interest in enhancing the interest in environmental protection, and after the end of the project, schools (Spain, Italy, Estonia) were involved in the process of approving the Green Schools Statute. environmental activities in the future. At the final transnational meeting, we all agreed that the project was very successful."

There can be noticed the tendency to readjust the curriculum to the European Union standards boosting pupils’ engagement in both education and motivation for learning and reaching their full potential. This project reunites schools from Belgium, Bulgaria, Italy, Romania, and Turkey, 5 in total.The project prepared the pupils and their intercultural competences to be global citizens in a rapidly changing multi-cultural global world. It is known that the tomorrow’s world is a horizon of unknown scale waiting for adventurers and explorers to turn imagination into reality and their vision into action. Starting from this idea, it appeared challenging to start designing a project that embarks the actor of the educational process on an imaginary adventure about the world of 2038. The project encouraged the innovation and imagination in the attempt to make students understand that they are the creators of the future. Tackling essential topics of the daily living like landscape of the future, technology and people, me and my health, students were encouraged to embrace technological revolution, to increase web traffic, to start critical thinking on climate,environment and education. OBJECTIVES: - develop transversal and soft skills to 60 pupils and 40 teacher by August, 31st 2019 - foster forward and conceptual thinking among 60 pupils by August, 31st 2019 - internationalise and broaden the school curriculum in 5 European schools - introduce new approaches and schemes to tackle the connectedness of mind, body and spiritInternationalizing the school curriculum provides pupils European and global perspectives of their discipline, giving them a broader knowledge base for their development. The partner schools are public primary schools (some of them have lower secondary levels, too). Students are aged between 11 and 14 years. The total number of direct and indirect beneficiaries is 2000 students and teachers. The number of students and teachers attending the international mobilities = 60 students and 40 teachers from all partner schools. All students could join the activities, including the ones with fewer opportunities, and around 25 students belonging to this category wer involved. The project was planned to have 24 months duration. There were 2 short-term joint staff training events (at the beginning and ending of the project) planned and 3 short-term exchanges of groups of pupils. One keyperson of each school attended all meetings due to succession and good communication. During the short-term joint staff training events (Belgium and Turkey) partners reorganized the Partnership Activities Plan – objectives, tasks, distributed tasks, agreed on the strategy of impact, dissemination, sustainability of the project, exchanged information about the educational system of each country, evaluated the project and elaborated the final report. During short-term exchanges of groups of pupils (Bulgaria, Italy and Romania) partners organized activities with students for achieving the project objectives, discussed the quality of the products, elaborated the interim report, evaluated the impact of the activities, analyzed the results of the questionnaires, and exchanged information about what was achieved. The project was divided into topics,approached during the short-term exchanges of groups of pupils. These topics were: LANDSCAPE OF THE FUTURE, TECHNOLOGY AND PEOPLE, ME and MY HEALTH. Tangible results of our common work are: lesson plans; presentations; video's,scale models, multimedia posters; e-book “Me and my imaginary world of 2038” , newsletters; articles published in media, own logo; calendar; promotional materials; webpage linked to the topic and project :https://sites.google.com/moorsledegem.be/me-and-my-imaginary-world/homepage The active and collaborative learning was the base of the methodology used in implementing the project. This partnership has a wide impact at all levels, focusing on the development of transversal and soft skills and the integration of European methods and approaches in the education process. The partnership has established a successful beginning of a long-term cooperation and an international network between teachers and students across Europe that will undoubtedly stimulate their professional and personal development. The projects European dimension have had a positive impact on the atmosphere of all partner schools. The international cooperation has increased the sense of European identity and the belonging to a united European multi-cultural family.

CONTEXTWe are 6 European schools which need to connect our endeavors to extend the students’ information and intrigued in subjects related to heritage of our nations – Geology, History, Literature, etc. In addition, in a world touched by globalization in which individuals have a propensity to miss their possess national legacy, we require our understudies to go back to their claim roots by knowing the traditions and conventions which have been passed on from era to era. We are of the conclusion that in the event that you don’t know your roots, you don’t know your foundation and in the event that you don’t know your establishment, you'll never flourish. In this manner, we need to develop our students’ energetic sentiments, making them see back to their past and their beginnings, whereas at the same time opening their skylines to other societies and their specificities.PARTICIPANTSStudents – the target gather is made up of around 1000 understudies matured 12-14, 100 of them having extraordinary instruction needs. 150-200 of them will be chosen as individuals of the work bunch (least 30 / nation, but the number may change concurring to the estimate of the target bunch up to 40). They will be at the center of our extend, will be included within the exercises of planning some time recently the trades, 100 of them will take part within the exercises amid trades, will spread the data to the other individuals of the target bunch after the trades. Accompanying instructors – 2 teachers/country/exchange. One of them will be the facilitator, whereas the other one will be a History/Geography/Literature/Arts/IT teacherThe project key aim is to inspire and promote research and modernization of learning concerning the European Union culture.The following goals are expected to be achieved:1st: Increasing the students responsibility concerning maintaining, valuing and protecting the European cultural heritage 2nd: Encouraging an intercultural exchange of ideas between teachers3rd: Creating and developing activities that integrate European cultural heritage into the learning process 4th: Creating an EU community of pupils and teachers 5th : Improving participants’ language and ICT skills as well as their school performance6th : Promoting inclusion, tolerance and acceptance of pupils from various cultural backgroundsMAIN ACTIVITIESWe plan to organize 6 exchanges, each dedicated and hosted by each partner:1. C1 - The Italian heritage – hosted by Italy in February 20212. C2 – The Portuguese Heritage – hosted by LT in May 20213. C3 – The Polish Heritage – October 20214. C4 – The Turkish Heritage – March 20225. C5 – The Spanish Heritage – April 20226.C6 – The Hungarian Herritage – June 2022RESULTSTangible results include: presentations created by students (30), workshop materials, online brochures (5), the final output “The European heritage”, guest students’ travel journals (80), the eTwinning space, eTwinning forum, photo albums (5), Europass mobility documents (112), certificates of attendance (112) initial and final evaluation forms, mobility documents (agenda, methodology, questionnaires, evaluation forms) etc. IMPACTThe activities will motivate the students to be involve in the project as hosts which will result in developing their key competences and skills. The students will be encouraged to become innovative and more creative through experiencing and taking part in the project results. The whole process will help them to be prepared to become active and efficient participants of current modern world which is full of different demands and needs. Moreover, the project will make learning more enjoyable and attractive and it will make the educational process go further beyond the school. On this account, our students have different educational needs will be met and thus their personal progress and learning will be performed more efficiently and in a very attractive modern way. The teachers involved in the project will adapt their school curricula so as to fulfill the present needs of the learners and their community. The project activities will be full of ICT tools and it will motivate students to take part in them and we believe their interest in looking into the project issues will constantly increase. The educational process will be better thanks to the learners’ motivation and involvement.We will develop the European dimension of the school and will be better prepared to manage projects under the Erasmus+ programme – both the experienced schools and the less experienced ones. This project will lay the foundation for future cooperation among schools through eTwinning and Erasmus+.

Following summary are the one stated at the final webapge - https://chris-erasmusplus.eu/: In this project, there are nine countries participating: Denmark, Poland, Spain, Romania, Lithuania, Hungary, Turkey, Greece and Italy. The first four countries are knowledge- and quality partners while the last five are practical partners and hereby the partners that will include children in the project. The aim of the project was to develop didactical initiatives to prevent different types of radicalisation amongst children and young people in schools. This was done by engaging 25 children from five different countries, since the project aimed at implementing the children’s perspective and are the key to getting an insight into why some children and young people find it meaningful to engage in radicalization, hence gives us an insight into what initiatives need to be taken in order to prevent this. The CHRIS project involved young students in basic schooling from a diversity of European countries in the development of sustainable ways of countering radicalisation in schools. This involvement was based on in-depths engagement in what produces radicalisation potential in relation to teenage identity formation and through real-life and real-time community collaboration – and with the aim to build capacity to co-create the project outcomes. The CHRIS project aimed at taking radicalisation prevention in schools to a didactic level and mobilize young students’ hidden and unfolded knowledge to do so. Therefore, the project aimed at taking the participating young student teams through 3 phases of capacity building and co-creation: Feeling Me Feeling School (identity), Open Schooling (reality and community) and Co-creation (design of radicalisation prevention in schools).The project aimed at producing the following key outcomes: -CHRIS resources to use as cases-CHRIS guide pack on radicalisation prevention in school for primary and secondary schools across Europe-CHRIS research meant as recommendations for further and focused research based on the project experience and knowledge creation-CHRIS policy meant as recommendations for radicalisation prevention policy for schools based on the project experience and knowledge creationThe key element of the project was furthermore this webpage where access to the project’s products will be given including didactical ideas that the children in collaboration with the project partners have developed during this project. The material is hereby available to all interested in preventing radicalization.