"“We are committed to help every learner develop as a whole person, fulfill his or her potential and help shape a shared future”. Totally agreeing with this goal defined by OEDC and in order to make it happened in our schools to fulfill those goals of OEDC to the future of education we created this project, based in cooperation at European level.I - We believe that developing student's soft skills and emotional intelligence will empower them to face the future challenges, as the current situation of the world pandemic is an example. As this is still a recent subject in European school’s curricula we decided to create this project and start a cooperation between five European schools which share the will and motivation to implement specific strategies and methods to develop emotional intelligence and soft skills at school context, on a consistent basis, in order to contribute to pupils' personal development and success. II - We try a different solution to an old problem: Often school failure is not related to learning difficulties, but it lies in deeper and more comprehensive causes of deficits in the soft skills, related to each pupil’s context as an individual and as a human and social being. In order to help those students, we need to empower them with the right skills, namely soft skills (self-esteem, autonomy, self-control resilience…) and emotional intelligence which will lead to the achievement of one or two of the main objectives. III – We want to give importance to motivation. In the era of digital transformation, it is even more difficult to motivate students for traditional school tasks, so teachers need to be empowered with new educational strategies and resources to increase pupils’ motivation and efficacy. We will use multimedia to motivate and engage students in school projects and to promote communication at and from school to the world.With this project we want to reach these main objectives: Increase motivation at school, for learners and teachers; Reinforce students’ engagement in school projects; Enhance social skills through team work and several common activities among partners; Improve social and interpersonal relationship between students; Develop emotional intelligence in learners and staff; Develop soft skills for learners and staff; Use multimedia (video) to increase communication at school and between schools; Develop specific skills on audiovisual and multimedia (to create short movies and video contents); Reinforce awareness of European cultural diversity; Increase the use of ICT in all phases of the project; Increase digital literacy using multiple digital resources to search and share knowledge about emotional intelligence and different topics; Use foreign languages to communicate and present specific contents ; Increase foreign languages skills for students and teachers;Methodology: Phase I - Each partner school will focused on a specific method and activity and will implement it in its school. Phase II - They share the method / strategy and results with partners through eTwinning. Phase III - Each school experiments other's strategies/methods with their own classes and share comments, results and assessment reports with partners through eTwinning. Phase IV- Each school will experiment their most efficient strategies/methods in site, with partners, during transnational pupils' exchanges, involving students from all partnering schools. All coordinators analyse the strategy/method and do the assessment report, to decide if and how these methods will be part of the e-guide. We'll use a big variety of methods: Team work; active learning; gaming; debate; drama...Tangible Results: e-guide (on students’ soft skills enchanement); Presentations (Prezi, PowerPoint, PowToon or similar);Theater play;Video documentary;Video Festival; Project Website;YouTube channel;Web page; eTwinning TwinSpace; Photo album (digital);Photo exhibition; Art exhibition; Project song; We will monitor and assess each activity during and at the end to measure in what extend it has contributed to the project goals, using questionnaires to all participants and observers (students and teachers, parents and other member of local community eventually involved).We will also do the assessment of each pupils' exchange as a whole activity in order to evaluate if and in what extend we achieved that meeting predefined goals. The assessment methodology will include questionnaires (Google forms) for all participants, teachers, parents but also interviews to guests and reports for teachers from the host school to report their students ""behavior"" comparing everyday with that Erasmus week and finally the very important teachers' and students' grids we will fill in to check the efficacy of each activity in developing motivation, soft skills and emotional intelligence.To spread and dissemination we'll have events in all schools, a flash drive with the e-guide; websites; YouTube channel;on-line TV."

"Our main objective of this project is to make our students aware that we can do something to make things change , at least in our immediate surroundings. We will work on the concept of waste and how “less” means “more”, that is, less consumption means more life. We will design a humble road map for people in their everyday life in terms of consumption. We are going to deal with the topic based on STEAM ( Sciences, Technology, Engineering, Art and Maths) education design principles, that is, through STEAM workshops we will analyze different types of waste: water waste, food waste, cloth waste, time waste, and energy waste. With this project, we will make our students improve the quality of STEAM applications in the light of shared experiences by observing practices in their natural environment. Moreover, their knowledge of the foreign language and ICT tools will be also highlighted and we will improve essential values among citizens such as the concept of saving ( saving energy, saving water, saving cloth, saving time) because less can mean more. STEAM represents a different model from traditional philosophy, based on standardized test scores, to a modern ideal which gives importance to the learning process as much as the results. Basically, in STEAM education, model students dare to be wrong, try multiple ideas, listen to alternate opinions and create a knowledge base that is applicable to real life as opposed to simply an exam. We will promote collaborative and integrated learning as well as autonomy and self and peer evaluation. We will make students aware how through STEAM subjects we can solve daily problems and improve our way of living. Working transnationally will enable us to see all the topics from a wide range of points of view, and learn to work in collaboration with other people. As the language of communication will be English, we will increase competence in a foreign language. Using apps, TwinSpace, ICT tools we will enhance ICT-based methodologies, so students as well as, teachers will be mainly working through ICT collaborative tools, such as prezis, triciders, apps, padlets, canvas, picktochart, google docs and other apps that can be shared by different people and enable us to work in a collaborative way. We also want to use more innovative teaching methods: the project will be student-centered and problem-based active learning, using multidisciplinary and interdisciplinary approaches and through fostering critical thinking skills. We want our students to be responsible citizens making them aware that little changes together can become big changes, that is, working together we can make things change. Working on the topic of waste we are building up concepts such as recycling, reusing and reducing, so we are collaborating in the improvement of our environment. We will also be working on energy and resources and see that if we waste them it can mean the disappearance of life on our planet. Therefore, following STEAM methodology, based on scientific research, making rigorous statistics studies, creating technological apps, constructing simple machines, such as one to make compost or a water-waste plant, and integrating art compositions such as posters and leaflets to inform the rest of the community, we will engage students to make little changes in their lifestyle to be able to make big changes in the life of our planet. Short-term teachers meeting at the beginning of the project will enable teachers to know more about the STEAM methodology to be able to transfer it to the students and deal with the topic in an innovative way. In the short-term students' meetings, students and teachers will be able to see the practical side of the project, so during the previous months of the mobility they will be dealing with the most theoretical side and in the mobilities, they will do the practical one. In the mobilities, they will also evaluate the project and give feedback to it. Dissemination of the project will be always guaranteed distributing booklets at the end of each moblility about how to reduce a concrete waste and inviting the different local media to the open workshops and presentations. A summative evaluation will be carried out along the whole project, having pre during and post evaluation of the different aspects of the project ( tasks, implementation, time-table, participants, results) and from the different points of view ( students', teachers' and parents'). The project sustainability will be achieved through the results: the ecological garden in each school with its own compost machine, the water-waste plant in each school, the different booklets on how to reduce the different waste types studied, the posters, wikis etc.To sum up, thanks to this project students will be able to appreciate more the importance of STEAM subjects in their learning process, so they can deal with daily problems such as the concept of ""waste"" and help to improve the environment and become better citizens."

DROP OUT - COACHING AT SCHOOL This project addressed to two problematic issues at schools and in the long term in the society. The first one was students could not identify their needs and abilities well enough to plan their career. And the second one, the students found it hard to cope with the pressure and stress of the vague future, as a result they would leave school earlier. Most of the students belonged to different social classes which meant some of them were at highly risk of drop-out. Every partner school had evaluated the percentage of these students: Italy: 20%, Estonia: 2%, Poland: 7%, Romania: 15%, Turkey: 23%, Spain: 20% and Greece: 15%. The schools had used surveys, school reports of social backgrounds of the local communities or other available materials from their Educational Departments. Referring to our main aim which was reducing the number of students at risk of drop out we wanted to achieve the following states: Italy: 10%, Estonia: 0%, Poland: 0%, Romania: 10%, Turkey: 10%, Spain: 10% and Greece: 10%. The second aim we wanted to achieve was reducing stress level and developing the necessary abilities to manage emotions as well as overcoming anxiety within the classroom. The other goal was improving creativity in using new ICT technologies by working with robotics experts. The next aim to gain was providing the motivation of students for learning and socializing by showing them how to plan their future career. There were 7 schools participating in the project: Poland as a coordinator, Turkey, Italy, Romania, Spain, Estonia and Greece. The initiators of the project had been schools from Turkey and Italy as their countries struggled with the problem of early school leaving to a large extent. The Polish school had agreed to be the coordinator with regard for its experience. The main methodology how to cope with the issue of early school leaving was creating a system of coaches in every participant school and working with students at risk. According to the expertise and competences of the project team, the distribution of tasks were as below:1. Turkey, January 2017 - Seminar on life coaching for teachers; questionnaire about the level of stress and the EFT Technique; edition of a guide 'Drop out - Coaching at School. How to reduce the risk of early school leaving?' 2. Greece, March 2017 - Interviews with professionals to assess the pros and cons of different careers as well as workshop: 'How to behave at a job interview?'; editing a calendar for 2018 with photos and students' stories titled: 'I have a dream...'. 3. Italy, November 2017 - Exhibition on Robotics: Open Fair - the students assembled Lego- bricks in order to build a Robot; leading a project blog with all the news and students' experience. 4. Estonia, April/May 2018 - Outdoor sports and Yoga to gain inner peace; creating booklet titled: 'How can Yoga and outdoor sports help us?' with the essential techniques. Other partners' tasks were as follows:- Romania: designing the mouse-pads, pens, T-shirts, caps with the logo; monitoring of achievements and evaluation of results; editing a start-up brochure: 'Drop out - Coaching at School' about partner schools and our aims to promote Erasmus+ Program during the following 2 years,- Spain: editing of an album with the photos and summaries of all the Training Activities, titled: 'Erasmus Friends'; a leader of works on preparing a perfect CV, - Poland: arranging and updating the project web page; editing a part of the guide ('Drop out- Coaching at School. How to reduce the risk of early school leaving?') titled 'Methodology of Learning by Doing'; preparing Europasses for all participants. During the total duration of 24 months, 3 transnational meetings were held:1. In Spain, in November 2016 to talk about the activities' details and project management.2. In Romania, in May 2017 to monitor the aims of the project and evaluate the results achieved within the first year.3. In Poland, in July 2018 to assess the outcomes of the whole project using prepared materials in Romania. All participants were trained by a professional expert how to share the elaborated materials. At the end of the project, according to the main results, the teachers did:- become coaches (100% of the teachers in every school were trained) working with students at risk of drop out,- create a new system at schools to prevent early school leaving by having life coaches at schools. All the students at risk of drop out did: - succeed in planning their future career by continuing their education at school,- improve their ICT and foreign language skills through the computer programming of a Robot,- learn to cope with negative feelings and turn them into positive ones to see advantages of staying at school,- keep in mind that mistakes lead to better learning and the most important thing is not to give up. All participants were actively involved towards a better understanding of the real European dimension.