"CONTEXT AND BACKGROUND OF THE PROJECT The Coordinator school works in the outskirts of Palermo, in a socially and economically disadvantaged district, where the risk of the school dropout and the problem of the early school leaving are remarkable. So, the project was mainly conceived in order to reduce the rate of school dropouts and, although the methods and the tools to face them have been very different, all the partners worked in a homogeneous way. The project "" ARS Antiquité, Recherche, Sauvegarde "" was based on the experience gained by our school on the thematic of Cataloguing of the archaeological, architectural heritage and works of art, as matter of fact, in the past, in collaboration with the association ""Castle of Maredolce"" and the Touristic Guides of the Province of Palermo, an accord was undersigned with a group of schools of the territory to realize the didactic project ""At school of Cataloguing."" Furthermore, later on, the same theme had been treated in the ""Visit of study n. 215"", a transversal action of the program LLP, addressed to managers and inspectors coming from different European countries with great success.TARGETSThe whole practices related to the cataloguing and thanks to the observation in presence of the artistic, architectural heritage of the other countries, allowed to requalify the scholastic institutions, to train the staff, to carry out the research and to put into practice new teaching-learning “formal - informal - not formal” methodologies. On the occasion of the first C1 mobility in Italy, all the participant teachers were trained to the cataloguing and the compilation of the relative cards. All the mobilities allowed to strengthen the active citizenship, to enhance the study and the learning of the foreign languages for pupils and teachers, to experience the cultural exchange among countries, to share good practices and innovative experiences, both human and didactic ones.PARTECIPANTS - ITALY, ICS Maredolce: nursey, primary and secondary school- FRANCE, Association Ecole Jeanne d'Arc: primary school- POLAND, Publiczne GimnazjumSPSK: secondary school- TURCKEY, Ahmet Altikulac Anadolu Lisesi: high school- ROMANIA, Liceul Teoretic Constantin Brancoveanu: high school- SPAIN, IES Andrés Bello: secondary schoolThe project involved teachers of all the disciplines: experts in foreign languages, teachers of Art, Sciences, Technology, architects, archaeologists, geologists, experts in Fine Arts, in restoring architectural and artistic heritages and experts in cultural heritages cataloguing, in methodologies of evaluation and environmental impact etc.ACTIVITIES
Fieldwork, study, research, retraining and education, meetings of working groups, lectures, seminars, multimedia activities, descriptive placards, cards of cataloguing, Erasmus+ corner, photographic exhibition, cultural parties, celebration of the Day of Art, events of dissemination, models in scale of the adopted heritage, murals, theatrical/musical plays, merchandising, presentations in PPT, artistic manufactured articles, photos, videos, guided visits, interviews, ARS logo, wishing postcards, C.L.I.L. lessons, correspondence, objects for the dissemination, monitoring, e-Twinning, construction of site, virtual museum and the Catalog ARS.RESULTS AND IMPACT ATTAINEDReduction of the rate of school dropouts and the early school leavingImprovement of the basic and transversal skills Strengthening of the professional teacher profile Implementation of the curriculumRealization of the Catalog ARS Involvement of the institutions, of the families and of the territory Relationships of cooperation and of friendship among the countriesLONGER-TERM BENEFITSTeachers and pupils training about “Cataloguing” useful in the world of school, of work and of entrepreneurship, Acquiring of new competences with release of attestations, Realization of the Catalog ARS available in PDF, QR, open source and paper version
Strengthening of the foreign languages with a view to a permanent education Acquiring of new useful competences, useful in the school guidance and available in the world of the work Knowledge, protection and safeguard of the artistic, architectural and landscape heritage Awareness of the European dimension"

"This project was born from a careful analysis of the needs of students who today use a lot of new technologies but from which they are distant if not for reasons of play and leisure. There is a strong desire to let them understand how behind everything that surrounds us in our daily lives there are mathematics, chemistry, physics and science ... just like a sea that laps the coasts that surrounds it. These are the two fundamental elements of our project: the STEAM disciplines and our Big Blue Brother: the sea. These two elements are also the reason that guided us in choosing our partner countries: (Croatia, Turkey, Greece, Latvia) all countries that live by the sea and whose history has been influenced by it. Another important element: underwater archeology; we will give our students the opportunity to read history not from books but from the bottom of the sea even by building aquatic robots and admiring unique finds such as those of the Battle of the Egadi. To do this we will take advantage not only of the professionalism of the teachers of the partner countries but also by resorting to internationally renowned authorities such as the Superintendency of the Sea of the Region of Sicily, of the Department of Biology of Development of the University of Palermo. This project aims at the possibility to increase the participation of a greater number of female students in the study of scientific disciplines by using a channel of interest with a naturalistic, landscape and artistic value. These elements not only form the basis of the project but also the wonderful setting that the countries of Europe and not only offer their citizens. The sea, an element common to partner countries, will be the element that will allow planning the main activities for each of the disciplines involved, consolidating the ability to integrate the different skills, acquired from different knowledge, to implement collaboration and cooperation between the disciplines, between students and among future European citizens. The development of logical thinking and the application of causality and effect at the basis of any scientific discipline will lead the young people of the participating countries to rediscover what the element ""sea"" has represented in the development of European peoples and how much archaeological evidence offers possibility of acquiring awareness of one's own culture, made up of differences but also of elements common to other peoples. The project has a main goal: the acquisition of key citizenship skills by exploiting peer learning.This objective is articulated on two levels: - to bring young students and female young students in particular closer to the new horizons offered by scientific disciplines, through a naturalistic, historical and artistic path of enhancement and knowledge of their own culture and archaeological heritage, in a European comparison perspective; - stimulate the thinking of young people to study natural and eco-sustainable resources. The sea which, in its biological evolution, has represented an inexhaustible resource for all peoples, even more, in our day, in an era in which climate change involves all nations and peoples, must represent for young people an opportunity for reflection not only scientific, for its infinite implications for development, but also cultural, since it is the relationship that peoples have established with the sea that has influenced their development over the centuries. With a view to training future European citizens, the study of STEM and of the historical, artistic and archaeological heritage, offered to young students who deal with peers of different nationalities, allows us to build a thought that, starting from the acquisition of basic skills of citizenship, develops from a communication substrate of differences to reach awareness of the uniqueness of the journey of mankind in full agreement with the objectives of Agenda 2030 related to this project. Within the proposed activities, the project aims to stimulate social and cognitive skills by using a metacognitive teaching that guides students to the awareness of the acquisition of new learning strategies. The project will provide 5 mobilities, 2 of which are for teachers only and 3 with students, for 3 teachers and 5 pupils per country which will have positive long-term effects by cascading around 550 students, 100 teachers, 120 families, 50 community local representatives and all the made project materials will remain as resources. All schools will improve their institutional development plans and improve the quality of teaching. Teachers will gain an insight about other EU educational systems and update their teaching styles. The project will offer an international dimension to the schools, developing a network of contacts with EU schools and increasing schools' visibility."

"""In 2015, UN Member States joined forces to adopt a total of 17 ‘Sustainable Development Goals’ acting to end poverty, protect the planets and improve the lives of everyone all over the world. There is a dire need to get the word out, create awareness and encourage people to take action! With this in mind, educators all around the globe have the mission of raising conscious humans in order to ensure a livable world. We consider that this topic is of major importance for the wellbeing of people around the world and can only be achieved by educating both teachers and students towards the necessity of respecting these goals. Therefore, while the ‘Sustainable Development Goals’ established by the UN covers a wide range issues in need of urgent action, the current project will primarily focus on creating small scale clean affordable energy and establishing sustainable forms of agriculture that may be replicated in the partner schools’ communities. The main purpose of this project, titled “Act Responsible, Think Sustainable”, is to use education as a tool to generate awareness on two issues prevalent to the earth through the creation of a self-sustaining ecosystem within each school. In long term, the project aims to improve the students’ actions to support sustainability in the participating countries, in the local areas of the partner schools, and to have trained teachers who can continue and perfectionate the education of sustainability, by introducing the topic in the curriculum is each school.The project is carried out by six partners from Germany, Italy, Spain, Hungary, Portugal and Turkey. The partners are primary of middle schools and they all have a certain degree of experience on this topic as part of their curriculum or as extra curricular activities, which helped us to build on our previous knowledge and perfect this theme, through the exchanges of good practices. The exchanges were done both virtually and also through a number of six short-term exchanges of groups of students in each participating country. The project involves a total number of 650 students, aged between 11 to 14 years old, a number of 50 teachers. In addition to this number, many other teachers, councilors, local representatives, and institutions that support sustainability will work on the implementation of the activities and learn from our results. Parents will also directly involved in this project as they will participate in environmental activities organized in each school. The project focuses on several of the most prominent ‘Sustainability Goals’ declared by the UN. . The goals we are focusing on are: Affordable and Clean Energy, Sustainable Cities and Communities, Climate Action, Life Below Water, Life on Land and Clean Water and Sanitation. Each partner was responsible for one of these aims and created innovative methods to implement them on a school level, adapted to the students’ age and capacity. All the activities are based on an interdisciplinary approach, in order to support the teaching of these sustainability goals in the most effective way. We mainly used innovative and motivation methodologies to stimulate the students interest in this topic, such as STEM methodologies, collaborative and peer learning, learning by doing, learning through experiments, leraning in nonformal environments, and many ITC tools.The final product resulted from this project is a small scale sustainable ecosystem built in a greenhouse, which will not only be a real example of what sustainability mean, but also a legacy and a teaching aid for all the students in the partner schools even after the end of the project. The greenhouse will not only be used for this purpose, but also for other educational purposes, to teach the students the way food is produced, and limit the waste of consumerism.The main benefits resulted from this collaboration is learning and sharing innovative educational methods and approaches to teach sustainability in schools, engaging the cooperation of teachers and students from European schools, development of teacher’s and children’s digital skills and the use of ICT, development of teacher’s educational and language skills. Etinning platform played a great role in the development of the project, before during and afte its’ completion. All of the Erasmus partners worked on an eTwinning project together, called ""The Real Green Deal"" (211263). The eTwinning project was the space where the partners first got to work with each other as a team. The project was used to create student's background for our project. The eTwinning platform is also used for the dissemination of the project's results, for the project management meetings and as a safe place for the students to connect with each other virtually.As a conclusion, we believe that by implementing this project, we changed the students attitude towards the need of sustainability, and the results will be seen in their daily life actions in the near future."

"<< Background >>In primary education, students have 30 minutes daily to “rest”. It is the time that they use to have breakfast, drink some water, go to the bathroom, talk to each other and even play for a bit. They have a freedom that they do not have in the classroom, being able to go freely from one place to another (in the places destined to that, of course), so teachers should watch that everything goes normally and that incidents do not occur, which should not happen if rules are clear from the first moment (but, as we all know, there is always some incident).An article by the National Association for Sport and Physical Education states that the break gives children a discretionary time and opportunities for participating in physical activities which allow them to develop a healthy body and the pleasure of movement. It also gives them the chance to practice life skills, as conflict resolution,cooperation, respect for rules, turns, sharing, using language to communicate and problem resolution in real situations.“The break is a space that should be considered part of the curriculum. It is useful to make evaluations in context because it allows us to see how children socialize in a natural way without being under the presence of teachers”, says Víctor Vergara, manager of the Preschool National Association.The project “Inclusive break: equal opportunities in educational centers” is a program that helps to organize the break, turning it into a space and time of training activity that facilitates the expression of joy, cohabitation and freedom, where the play and the physical activity are the link to achieving the development of social skills, regardless ofgender or ability and using space in a more equal way; where to promote a space of participation to students at risk of exclusion; where the students are conscious of the values that those activities convey, such as respect, tolerance, sportsmanship or inclusion; where to develop the ability to solve possible conflicts in a peaceful way, centering in all students’ inclusion, and addressing aspects like gender equality or social equality.Thanks to the realization of an external analysis of reality (with the collaboration of all partners) and internal (from formal and non-formal education professionals), it was possible to appreciate the need of promoting inclusion of children from primary school in the break, as it is there where they have more freedom and they make decisions. Indoing the analysis the school teachers observed that not all children interact in the same way, but in general they create sub-groups, which in multiple times generates exclusion towards other children. Some of the groups into which they divide can be: different cultures (in general children from foreign cultures or countries tend to come together),gender (they divide into boys and girls, although nowadays this is decreasing), disabilities (children with disabilities play with each other or with the professionals who support them), tastes (sports tastes, cartoon shows, ...), among others.In order for all of those children to interact and share the same inclusive space, we have created this partnership for the cooperation in the field of school education with the goal of satisfying our common needs and working together and at a transnational level so that other schools and students with the same needs can have an innovative methodology, completely inclusive, that promotes the active participation of every student regardless of their personal situation or special needs.<< Objectives >>Goals and objectivesThe main aim of this project is the transnational and intersectoral cooperation in order to develop, test and implement innovative methods of work in the field of school education that allow to develop inclusive activities where primary education students can participate actively, regardless of their needs and personal or social situations. This innovative methods have as a goal to increase the educators and support workers’ knowledge, creating for them an inclusive pedagogical methodology that they can implement during the break spaces.The specific objectives are the following:O1.- To create innovative practices in the field of school education through the development of a working methodology based on non-formal education and developing of inclusive activities to identify, promote and evaluate significant competences for personal and social development of students.O2.- To encourage the disappearance of stereotypes and bullying behaviors in the student body.O3.- To increase the transferability of innovative and non-formal methodologies through the development of an interactive handbook.O4.- Organising development of 6 organizations with different cultural and organization experiences and strengthening of the partnership for the cooperation between them through the development and the dissemination of the project’s results and of innovative work methodologies created in the field of non-formal and school education.The objectives of this project will be realized thanks to the participation transnationally of the different involved partners, with a wide representation of groups with less opportunities, which will offer the project important synergies of knowledge that will be taken advantage of by the rest of them, and that will allow the possibility of adopting measures that also us to develop some results completely adapted to the special needs of all groups and therefore a completely useful and inclusive tool, that will allow the acquisition of knowledge and key competences to promote inclusion and equal opportunities in a society as diverse as the one that we are in.<< Implementation >>1. Project management. The main coordination of the project tasks will be assigned to ASPAYM, coordinator of the project, who will have the support of the other partners, specially “Scola Lorelay” in all topics related to quality evaluations and CEIPES in the dissemination part. Every partner has a previous experience working on Erasmus Plus projects and they have worked together previously in other projects, which will facilitate this task. Furthermore, there will be a regular internal communication and people responsible for each area designated in each of the partner organizations, which will facilitate this task of management and implementation of the project.2.- Quality and impact evaluation. “Scola Lorelay” will be responsible for this task. A constant monitoring during all the development of the project will allow to correct possible incidents, adjust the timeline in case of delays and guarantee a correct development of the results of the project, assuring the quality of them.3.- Dissemination. CEIPES, in collaboration with ASPAYM, will be in charge of the dissemination activities. This includes initial or final press conferences or press announcements, informative activities of the projects, publishing in online and offline media, sending press notices and managing actions with media, designing audiovisual material and corporate image... Among this activities there will be also the exploitation of results, which will be managed by ASPAYM.4.- Transnational meetings. The partners will have a transnational meeting every 8 months, approximately. This meetings will be online, in Italy and Spain, and the main aim will be to guarantee a good cooperation between the 5 partners, achieving a solid strategic partnership in the field of youth. Along with this, there will be held other regular meetings through Zoom to assure a correct quality of the project management. AICSCC, in collaboration with Fed. Don Bosco, will be in charge of this activity of monitoring.5.- Results. In this project we expect one result. It will be coordinated by ASPAYM. It is important to point that the result is not responsibility of only one partner, so all of the organizations involved in the project will work together to achieve the indicators and the expected results. The evaluation, coordinated by Scola Lorelay, will be realized by every partner taking into account the guidelines set. Furthermore, AICSCC will be essential, as during all the process of development of the result they will guarantee that it has a clear psychopedagogical component, and they will suggest the appropriate modifications when necessary, always with the goal of fulfilling that premise.6.- Multiplier events. There will be 3 multiplier events, one for each partner country of the consortium. One of them will be an international final conference in Valladolid, Spain, that will be organized by ASPAYM in collaboration with Fed. Don Bosco. The other ones will be local dissemination events in Romania, Italy. The main objective of these multiplier events will be to promote and disseminate the results and the activities that have been carried out in the project, as well as to make known the opportunities that the Erasmus Plus Programme offers. The minimum number of participants in each event will be at least 50 people. CEIPES will be in charge of the corporate image of the events and Scoala Lorelay will be in charge of the monitoring of this activity.<< Results >>The project “Inclusive break: equal opportunities in educational centers” seeks promoting inclusion and equal opportunities of students of school education, using the breaks as spaces of educational leisure, that favor the active participation of all students, regardless of their personal or social condition. The consortium will work through the development of new approaches to implement new methodologies that the educators from the field of school education, the support professionals and the interested staff can use when they work with the target groups.The specific results expected from the project will be the following:1.- Results of the project:It is expected to develop an interactive handbook with written and audiovisual tools which will be available in the website of the project. The information that is summarized below, is detailed in the correspondent section of the present application Interactive handbook ""Inclusive break: equal opportunities in educational centers"" will include:- Description of the participant organizations.- Research on the social, emotional and physical benefits of the break as educational space.- Identification of different target groups of the student body and their description, with special attention to the needs and lacks of students with less opportunities.- Development step by step of the methodology ""Inclusive break: equal opportunities in educational centers"" designed for the project.- Conclusions and results of the implementation of the methodology.- Recommendations and tips for the implementation of the methodology.In addition, our interactive handbook will contain photos and relevant audiovisual material, including personal interviews with professionals of the school education, professionals of non-formal education, students and staff from the organizations involved in the project, voice-overs, subtitles,... It will be available in all the languages of the project (English, Spanish, Italian and Romanian) and the contents and tools will be completely accesible, including accessibility for deaf people (there will be available subtitles in every language in the videos), accessibility for blind people (there will be a version of the contents in every language that will include audio description so that these people can enjoy the contents without difficulties) and accessibility for people with intellectual disabilities (a version in easy reading will be provided).2.- Impact in the partner organizationsThe partner organizations will improve their competences in project managing, specially in transnational projects. Other results will be those obtained after the complete implementation of the project and respond to the professionalization of educators in the field of school education and support professionals who intervene in school settings. After the finalization of then project, every organization that has taken part of the consortium of the project will be able to carry out activities using an inclusive learning methodology, specially designed to pay attention to different groups with less opportunities. Furthermore, they will be able to train other educators in this methodology and they will have a big experience which collects audiovisual content, non-formal education and school education. These results will remain available also after the finalization of the project, as it is described in the sustainability section.3.- Impact in society as a wholeWith the development of this project it is expected, on one hand, to make known the opportunities that the Erasmus Plus Programme offers and, on the other hand, to contribute as far as possible to the elimination of stereotypes and racist attitudes, or behaviors that lead to segregation and bullying, promoting inclusive activities."

"<< Background >>A sustainable healthy life is the prerequisite for a sustainable world.The WHO Health and Environment Commission describes the concept of development; ‘Human life It defines it as the process of improving the quality (WHO, 1992).Even if,evaluated as different each other ,developments in economic, social or health fields,actually interact with each other.Since they are, they must be seen as parts of the whole. Teachers, trainers, volunteers, social workers the awareness of European students about healthy lifestyles will increase through the project, they will be more self-confident and they will have a mutual interest in healthy living. Supporting ICT, STEM skills, the project offers participants the opportunity to use modern technology as a learning tool.Partners, as awareness of the relationship between healthy living skills and sustainable living, ,they plan to achieve through various studies, STEM and cognitive skills practices the desired behavioral changes .They conducted research, data analysis, organized workshops and online meetings for better understand the concrete challenges that policy makers, schools and teachers face in adopting collaborative and innovative pedagogies and tools . As a result of the analysis studies, the Partners consider it very important to address the digital goals and sustainable goals from the 2021-2027 program priorities.In the 21st century, that has somehow affected our lives, setting health-related goals in sustainable development is a very important development. However, especially the coronavirus epidemic in 2020 shows that there are many more steps to be taken in the field of health. With education and training activities in which healthy living skills will be integrated for a sustainable world; It is aimed to increase the competence of the institution, staff, student and parents to 70%, from 30% of the surveys prepared on Steam, Cognitive skills and sustainable health awareness for students, parents and teachers.Education, links the past and the future to support its development (cf.RUSEN, 2008). This link emphasizes the importance of designing the future by looking at the past for a sustainable life.Education equipped with humanistic ideas, personal autonomy and human solidarity should be guided;must be avoid from the an aproach that considering these two independently or pushing national interests to the second plan.As the indicate it German-born American philosopher Hannah Arendt (1958) human existence, is based on the truth of pluralism.This pluralism is Hannah Arendt's in its terminology, gives birth the need to create a common sphere of existence and capacitie.It is important that people who need each other to live contribute to sustainable living with a pluralistic perspective. Therefore, sustainable schools are important; Education program, physical location and organizational culture should be given to students to foster the development of healthy, sensitive global citizens.Students spend most of their days in a school building during their most important developmental years. In this crucial time of growth, schools should be a starting point for developing a space for creative thinking, inspiration, and awareness and responsibility. These teaching areas should be supported with 21st century skills.The project, will support the first strategic priority of the Action Plan, the development of a high-performing digital education ecosystem, by building capacity and critical understanding in all type of education and training institutions on how to exploit the opportunities offered by digital technologies for teaching and learning at all levels and for all sectors and to develop digital transformation plans.With ICT and STEM focused activities, it is aimed to gain healthy living skills to students through deep learning.Using digital skills in an interdisciplinary way to gain behaviorally sustainable health awareness through deep learning is one of the primary goals.<< Objectives >>One obstacle to sustainable health education is that the information provided on health education is often extremely limited. One of the most important reasons for this is that health education is not seen as a common field and other disciplines do not provide health education.52% of teachers lack knowledge and experience of sustainable health skills.Today's work environment requires employees to be capable of performing complex tasks efficiently, cost-effectively and securely.Training(a performance improvement tool) is required when employees do not perform to a certain standard or an expected performance level.The difference between the actual job performance level and the expected job performance level indicates a training need. Identifying training needs is the first step in a uniform instructional design method. As a result of swot analysis and interviews conducted in institutions, the proficiency rate of teachers in health,STEM and ICT-oriented teaching skills is 30%. With the health education to be carried out with ICT-STEM focused practices, the need to increase the competencies of the participants in healthy living skills and teaching techniques has emerged.All these data; It reveals that addressing the 2021-2027 Strategy objective is crucial, particularly the need to meet the criteria for improving the quality and efficiency of education and training.The project also actively supports the people of Europe as responsible, creative and innovative citizens.It will address the need for health improvement and the need to develop knowledge about health as a prerequisite for preparing knowledge to become fully aware of the complex challenges faced by society and able to work collaboratively (Healthy Life Skills Training for Responsible Citizenship,EC,2015).On the other hand, the Education Development and Modernization Agenda(2016)underlines that 'teaching quality and school leadership are vital' and requires strategic investment in effective school leadership and career-based teaching profession to enable teachers to cope with these challenges.Regarding the professional capacity of teachers, professional development based on different European policies and frameworks in the partner countries participating in the project, as well as innovations in national priorities and objectives of education reform and health skills the quality of school education contains links. New institutionalists deal with organization-environment relations in a deeper and broader way.(Crowson, Boyd, & Mawhinney,1996)They advocates that both of the organization and the environment organize each other.(Scott & Meyer,1991) In this context, according to the organizational analysis results;With STEM and ICT focused health education, the following needs of schools and institutions will be met:- willingness to master innovative learning techniques instead of classical teaching with students (without relying solely on knowledge transfer),- Individuals do not have enough equipment in the field of health /ICT-STEM skills create a positive effect in this area,-Teachers want to create a positive working environment by using STEM and ICT resources by attracting the attention of students,- Motivational strategies for students, students' needs to improve their well-being skills to build a sustainable life,- Efforts to focus on the goals of partners, innovative health education implementation methods and faster integration of school and out-of-school practice areas.- The effort to bring interesting subjects to life with learning activities for students.- A plan to motivate students through European cooperation, to create elective courses on sustainable health skills,- Willingness to bring added value to the European Union,- The plan to minimize educational differences between EU societies and to act as a mentor,- The desire of societies to keep up with the globalizing world in the field of sustainable health and to be aware of the current technology.<< Implementation >>Kick off meeting in Partner -Belgium December 2021 -Etwinning social clubs and project groups for school -The project website platform-The community for Science Education Platform(scientix eu) -The community for Training Focused on Sustainable Development Education Platform(CORE) -C1 The partner country Sweden will arrange LTT for staff training and do workshop in February2022- C2 Italy will arrange LTT for good practices exchanges and do workshop in May2022 -C3 Belgium will arrange LTT staff training and do workshop in August 2022 -C4 Aplicant Spain will arrange LTT for good practices exchanges and do workshop in November2022 -C5 Portugual partner will arrange LTT for staff training events in February2023 -C6 Turkey(Söke)partner will arrange LTT for good practices exchanges and do workshop in May2023 -The partners who are arranging LTT learning teaching training activities will prepare predocuments before the learning teaching training activities. -Applicant Partner will arrange a conference in Spain about the project title Living Future The Today (LTFT) for regional and national level.- First Other Relevant Activities(ORA) will be arrenged by Belgium in December2021-May2022,-Second ORA will be arranged by Sweden in May2022-October2022,-Third ORA will be arranged by Portugual in October2022-March2023,-Fourth ORA will be arranged by Italy in March2023-August2023- O1 Intellectual Output of the project will be prepared between November2021and finish in November2022(SW) -O2 Intellectual Output of the project will be prepared between December2022 and finish in November2023(POR) -E1 Multiplier Event will be organized in (Antalya)Turkey in July2023 and ended in November2023 -Preparing work plan activities for eTwining project, Sustainable Development - Education Platform(CORE) ,Scientex Eu.and the project groups in partner countries.-Each partner country will arrange seminars, workshops, the results of the project activities during the project at local and national. - All partners will organize permanent awareness-raising and volunteering activities in health literacy, healthy living skills and especially natural nutrition education in order to create sustainable healthy life awareness. -All partners will organize Role Model Activities in each LTT activities. Role Model who has success about digital technologies will join every LTT activities like seminer,lesson,talks. -Belgium and Sweden partners will create a DVD which includes interviews, meeting activities, evaluations, monitoring activities after every meetings and LTT activities. -All the partners will send the activities made in their organizations to the partner Portugal which will collect and prepare them for the project e-book (LTFT) -All the partners will be do workshops to other school teachers, students, parents and local community to share their experiences and knowledge. -All the partners will prepare regional activities raising awareness campaigns and volunteering activities about the importance of sustiniable healthy life training,health literacy,technology literacy,stem focused on health education. -All partners will share their activities, materials and outcomes with Sustainable Development - Education Platform(CORE),Scientex Eu.web pages. -Second meeting (TPM) will be arranged by Portugual partner in December2022 to evaluate project activities,whether the projects reach its goal and searching the success of the project. -Final project meeting (TPM) will be in applicant partner Spain in November2023 -Collecting and summarizing the best practices carried out with all project partners. -Seminars for teachers, parents, students, local authorities in local/national about project activities and the results of the project and also the to present intellectual outputs of the project.<< Results >>Occurring through experience; Permanent, traceable, behavioral changes are called ""learning"". In order for any behavior to be a learning product, it must have 4 criteria (Product of Life-Permanent-Watched-Behavior Change). Schools transform behavior as centers of communities, increase community resilience, help adopt a healthy lifestyle philosophy, and prepare citizens to think and act in new and creative ways. In the field of education, the applicability of education will be supported by blending digital skills and STEM-focused healthy life skills to create desired behaviors in individuals. With the integration of STEM and ICT applications, it is aimed that students will gain skills such as analytical, solution-oriented thinking, health literacy, media literacy and digital literacy, and use them in all kinds of fields for sustainable healthy living activities under the guidance of their teachers.1. The Animations for Healthy Living Program (IO1), which is prepared by taking into account the needs analysis, country profiles, comparisons / indicators and evaluation techniques, will include interactive learning materials(online / offline),videos and presentations to develop wellness skills competencies.These STEM-focused digital programs will be integrated into school lessons created with European teachers at LTFT. For this reason, health education in schools will be consistent developed and expanded. The gains obtained as a result of LTT and Other Related Activities carried out during the project are as follows:- Simple STEM exercises were applied to encourage adoption of a healthy life. For a better health education implementation, STEM-oriented teaching skills competence was obtained.2. Healthy Nutrition Digital Guidebook (IO2) The digital book will be prepared taking into account Needs analysis, country profiles, benchmarks / indicators and assessment techniques. It will include interactive learning materials (online / offline), videos and presentations to improve healthy living skills.- The book, which will include studies on STEM-focused nutrition, will be a guidebook on organic nutrition in season and Mediterranean type nutrition.The resource will be integrated into school lessons created with European teachers at LTFT. Therefore, healthy living education in schools will be consistent, developed and disseminated.Results to be achieved after LTT and Other Related Activities:- understanding the link between healthy survival skills in a quality environment and a STEM-focused approach,- to gain health literacy skills with the knowledge and skills acquired about health,- to gain digital literacy by making and using ICT and web2.0 tools,- Acquisition of healthy nutrition and exercise skills required for a sustainable healthy life,- trainers gain competence to develop innovative materials for healthy life skills, - Educators to reach the competence to prepare STEM-focused and ICT-supported course content,- Contributing to the EU Youth Strategy 2021-2027's priorities of digital transformation, inclusiveness and diversity, environment and combating climate change (organic nutrition-good agricultural practices, acting towards sustainable development, consuming healthy and environmentally friendly products ....),- Developing entrepreneurial and innovative capacities of youth and educators in health education in partner countries,- gaining media literacy skills with digital, critical and comparative teaching method,- Developing the ability to produce digital materials (animation, book, video, etc.) for health-related course contents,-To gain the ability to develop preventive ideas by analyzing the priority health problems experienced in partner and other countries,-To gain cultural awareness about healthy life skills,-To gain inspiration and motivation for new methods by experiencing different learning and teaching methods."