"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."

At the beginning of the 2017-2018 school year, a project commission was established under the leadership of the school principal to apply for and benefit from Erasmus+ projects. it has been decided that applying for this project will prevent school absenteeism and prevent school dropouts, motivate students and teachers in the process of learning and teaching, and will have a direct impact on academic achievement. It will be possible to realize the transfer of knowledge , change of good practices, different motivation methods, new education and teaching techniques by utilizing this opportunity. catching the targets of the Project ,the success of it and the continuation of our work will be possible with the grant of 106.928.000 Euro from the European UnionWe are 6 partners from Italy,Spain, netherlands, Poland, slovakia and Turkey.Each stakeholders are experienced in Erasmus or other EU projects.There will not be students mobility , There will be Learnin Teaching Training activities during 2 years Project.According to the report of OECD, Turkey is the lowest third country education participation rate.Turkey took first place in the ranking with 55% slice in school absenteeism. In OECD countries this rate is only 14%.Percentage of students attending education in the age group 15-19 is 69% in turkey. This rate is 84% in OECD countries.7% of the 69% goes out of education with for various reasons.link: https://tedmem.org/mem-notlari/gorus/turkiyede-baska-ulkelerde-okul-terkleri-devamsizlikAccording to the 2013 final report of the European Union, school dropout rate in Turkey is 39,6%, 24,9% in Spain, 12,7% in other European countries.It is also known that absenteeism is a pioneer of early school leaving.In our region some of our students discontinue school because of various reasons.One of the reason is the need for labor in agriculture due to the fact that it is a large agricultural area.Children are seen as low-cost and labor-intensive individuals in agricultural activities.Another reason is educational level of parents is low.The interest of parents for education is low.Some of the families are from low level of life.Children have negative taboos from previous generations. In other words,the absence of highly successful and educated people in their surroundings pushes them to farming.In this context, this project is planned to share and implement good practices and innovative approaches about situations affecting school dropouts across Europe to increase motivation ,participation in school and school activities in 2 years period.We aim to reduce the rate of early school leaving by 4% at each partner schools with the goals and targets we have set.Within 2 years period from project start date ;-To ensure that the best practice is taken and disseminated for those who are at risk of leaving school at an early age.In this context;-Participating and observing the classes of partner countries to share teaching experience to identify the most effective one.-Organizing seminars by each partner country related to the main issues affecting school dropouts.-To ensure that students especially at the risk of leaving school, parents and school staff attend in the seminars.-To prepare the best practice guidelines-To ensure that all partners of this project receive and implement at least one innovative direction of the most effective practice.- To ensure that all the activities are evaluated during 2 years period.- To see the changes there will be pre-test and pro-test implemented to students and parents-To ensure that all project outputs are accessible for free from the project web page.- To ensure the continuity of project results and applications webpage will be open for years.- To ensure Project to be known in wider public , the Project implementations , results ,impact and success of the project will be published on local presses with the link of Project webpage.- there will be other dissemination activities like posters , brochures , radio programme (in spain), good practice guides, e-twinning.

The purpose of this educational programme is to allow the educators and the students to highlight the timeless value of the Homer's Odyssey. The Odyssey, the epic masterpiece of Homer has been characterized as the uppermost story for shaping modern human beings and their ideals. The reason is that it describes courage, persistence and devotion to Odysseys target of returning back to his homeland, Ithaca.On his long, return trip home to Ithaca, Odysseus encountered twelve obstacles. The students will get to know some of the places he visited. Specifically they will deal with four important and particularly dangerous stations, their symbolism and their timeliness.The students from Sicily, Italy where was the eighth station, after studying the Sirens' myth, will interpret and update it.Specifically, Odysseys sought for Knowledge, and the Sirens symbolizing adultery tried to mislead him so that Odysseys could not come to the truth.Students will identify the modern Sirens and their ways of dealing with them.The students from Catalonia, Spain will deal with the tenth station that is the island of the Sun . After reading the narrative, will discuss the consequences of Odysseus 'comrades' nonsense and dishonesty. Then, coming to today, they will identify the dangers that lie when one is enticed by the temptations of material life with particular reference to reality shows, to easy enrichment, to virtual reality.The students from Gozo, Malta where was the eleventh station, after studying the myth of Calypso and the dialogue with Odysseys, will first analyze and interpret the myth.In particular, they will understand that two forces are at stake in the dialogue: happiness, material enjoyment, conquering everything, immortality with the south (longing for the home, the land, the husband). The Calypso is a symbol, it is the imagination, the departure from reality, the opium that is the refuge of the desperate. The students will then compare and discuss Odysseus' dilemma with the dilemma of the modern desperate man (refugee, financial immigrant, etc.), in order to show the greatness of determination, will and perseverance in fulfilling the goal.The students from Corfu, Greece, where was the twelfth station, after studying the Odysseys-Nafsika meeting, will analyze its significance. In particular, they will understand that Nafsika is the last temptation, the last obstacle on the way back to Ithaca. Odysseys arrives on the island of the Feakes wrecked, naked, exhausted and alone. He has endured everything, has lost everything and experiences the highest humility of the naked. Fayakes is an earthly paradise and Athena the closest thing to Penelope. And yet, Odysseys will not bend. Students will then be asked to find similar cases of modern shipwrecks and how they did not bow to the great temptation.The students from Ithaca, Greece, where was Odyssseys homeland, after studying the narrative, after reading the narrative according to which Odysseys arrived at Ithaca and he dressed up as a beggar by Goddess Athena to espel the suitors they will analyze the importance of self-restraint in order to achieve the goal.We believe that the students who are going to participate, from all the partner schools will take a journey having as goal to learn more about the the importance and timeliness of the Homeric Odyssey. In addition in this journey they will be able to make new friendships and exchange views on the historical period under study.Also, though through this study of the masterpiece of world literature, the partner students will learn to cooperate with their peers from different countries, having different cultures and even a different view of the world. In this way, they are going to proceed in their effort of becoming active European citizens, citizens of a globalised new world, that is changing constantly and is full of challenges.