All the attendees within the Project believe that local and national environmental projects create short-term awareness but an international Project will increase awareness in change of good practices.For this reason, Environmental Performance Index 2018 of all attendee countries has been checked and ıt has been observed that Turkey(108) Hungary(43) and Romania (45) are among polluted countries,Latvia(37) and Portugal(26) have been in better condition according to EPI data.We aim to search for solutions to environmental problems in international area and create awareness in environmental issues by implicating technological skills to answer all the needs of 21. century learners.At the same time we intend to raise the satisfaction ratio of environmental projects,the use of recycling bins,the time spend in nature and the most important one is the activities dealing with environmental problems in lessons.Therefore our students will take a step in respect of being conscious citizens who can contribute to the community with team works in international area and who are sensitive to the environmental problems.Our Project is for the students at the ages of 10-14. In total,5083 students and 398 teachers will be involved from 6 countries. learning and teaching training and one short-term joint staff training event have been planned during the project. 2-3 teachers and 4-6 students from each country will attend to the each mobility and so 65 teachers and 110 students will actively take part in mobilities. Attendee teachers will be selected from among ones who has taken part in e-twinning ,local and national projects. Students preferred for each flow will be active, will have communicative skills,will have proved sufficiency in English (A+.B+, min 85) and will be representative ones. On the other hand, students who can be defined as disadvantagous such as ones from lower sosyo-economic class,slightly handicapped,anti-social,having different cultural varieties will be involved in each mobility. Non-governmental organizations , municipalities, recycling and waste battery facilities, universities and media are our project’s participatory stakeholders. Different themes are identified for the each LTT activity. Presentations,discussions,seminars, conferences, workshops, trips,practices with web2 tools , otdoor activities(games, cycling, picnic, planting , cleaning up and gardening) will be carried out during the project.Teachers and students will realize the natural beauties within the context of Education systems, Environmental education on partner schools, air pollution and the reasons of air pollution,life in the nature, art in the nature,sport in nature in LTT 1.We will have favourable experiences thanks to Natural Environment and Street Games themes.We will take the learning process out of school environment and do hands-on activities in outdoor in LTT2.We will get information about Recycling process of paper,plastic,can and glass. We will realize the pros of recycling in LTT3.We will do activities about garden care, waste sorting, carboon footprint,sustainable energy,the effects of air and environment pollution on plants and animals. We will learn the benefits of circular economy supplies in LTT4.We will study on the field of design by not only doing activities improving their handicraft, using web 2 tools as well.The students will design recycling materials promoting their creativity, spirit of entrepreneurship, trust, imagination, sense of aesthetics in LTT5.LTT6 is planned as short-term joint staff meeting.We will prepare a ‘Frame Lesson Plan’, form a project dictionary, review our E-twinning project and Erasmus+ Ka 229 project, exchange our views for the final report at the end of 2 years lifecycle of project.The teachers and the students will get certain learning outcomes throughout the project.They will become familiar with environmental education policies and attach new techniques to their syllabus.The students will learn the cultural educational vision of partner schools and some basic words in different languages.Web2 tools,online applications,pages and programmes will improve the digital literacy of both students and the teachers.Presentations,visits,workshops,seminars and dissemination products will be prepared in English.Therefore, all the participants will foster their competences in English. Above all, the students will become sensitive to environmental issues and also get the skills of which 21. century learners should have.The teacher can share their opinions and knowledge with their colleagues in different countries via the project staring as exchanging of good practices so they will be much more motivated to create new partnership and be more eager to share the experiences with foreign colleagues.Moreover, all the participants will become active European citizen.

The project’s goal was to help students develop the skills which would enable them overcome school failure, this being, as reckoned by all partners, a common problem. It consists of a process whereby students cannot keep up with their tasks like their peers do and gradually disconnect from the educational system. This may even happen among students who are talented and intelligent enough to succeed but are unable to apply these skills to their school environment. Depression, anxiety, problems in the family etc. are among the main reasons for school failure, its final result being unsuccessful life. The core of the project relied on theatrical and literary studies. Therefore the partners drew from their previous experience in applying best practices to counteract the above-mentioned problems. Such practices were shared with both the Italian and the Macedonian partners so the work for the project could start. Italy, as the coordinator, exploited their past experience in drama workshops at school and blended such skills with the other partners’. This resulted in equal correlation/distribution of tasks among the partners. There was a meeting in each of the partners’ schools. One meeting was the Kick off at the beginning, held in Italy, whereas four of them were Learning Teaching Training Activities.The number and profile of participating organisations was five: the Italian School has an important social and cultural identity and is an important point of reference in Vasto (an ancient Roman-founded town very rich in traditions and history): it has more than 1,200 students in two compounds and encompasses pupils from all three first levels: kindergarten, primary and lower secondary school. One of the teachers has a strong background in drama and acting, and has implemented drama-based workshops in her classes several times over the last decade.The Turkish partner’s School is located at the intersection between Asia and Europe, on the Asian side of İstanbul. Founded in 1968 the school is presently located in a 2010-building and is one of the best known schools in the region of Kadiköy, the biggest district of İstanbul.OOU “Kocho Racin” is a primary/lower secondary school in Nov Dojran, in the southeast of Macedonia, providing education to young students between 6-14. It has 300 students enrolled with a multiethnic and multicultural quality. This school has strong skills in organizing students competitions, charity work, multicultural events, sports activities as well as in sharing cultural and national heritage. The German partner’s School is a lower secondary school (ages: 10 to 16). In addition to the regular subjects, their curriculum includes many extracurricular activities in the field of sports and social behaviour. The school caters for refugee children and gives them proper education while integrating them into German society.The Hungarian partner’s School is a primary/lower secondary school with 620 students, 6-14years old. Two languages are taught – English and German, and there are IT specialized classes. It’s located in Zirc, a small town with 6,000 inhabitants. Lots of students come here from the surrounding villages. It has a strong bias on PE, foreign languages and ICT. All five schools can boast being awarded in a variety of fields several times.We chose the students who were eligible to partake mobilities according to the Project’s general guidelines; after that, they started to run activities under the supervision of the teachers, before, during and after each LTTA whose basic recurrent structure was:1)formation of students teams to work on one of the national sagas in the form of a digital photo story/documentary2)Plot development, creation of costumes , props 3)Rehearsals of sagas on stage during the project meetings,This being the main body of the project, the students learnt key skills which are vital in today’s world of work such as creativity, learning by participating, working together for a common goal, building team spirit and contributing with their own ideas. Besides, the project helped pupils avoid social exclusion and school failure, to develop foreign language learning skills along with a national and international awareness and improved their ICT skills. As expected, their self-confidence /esteem increased, their participatory spirit was accomplished and other basic skills were developed.In more general terms the main impact of the project was related to fostering new ways for teachers to work in class with their students in order to prevent their failure etc (see above) and ultimately creating a more open-minded approach and attitude towards all members of the European community. The impact was (and still will be) far reaching, from children to parents, to the wider community surrounding their schools.