"Europe is rich in many success stories in Robotics: from the sector of industrial robots which was and still is the backbone of automation, to professional service robots in agriculture, logistics, underwater etc. Over the last few years, interest in educational utilization of robotics has increased and several attempts have been made worldwide to introduce robotics in school education from kindergarten to high secondary school, mostly in science and technology subjects. In parallel with these technological developments, bullying among young people is also increasing (especially cyberbullying).With this project, we aim to prevent bullying by using educational robotics such as LEGO EV3, VEX, MBOT etc.This project will be carried on with Romania(coordinator), Lithuania, Turkey, Hungary, Spain, Italy. In line with the EU 2020 strategy, we would like to provide new skills for our students for coping bullying by 6 LTT activities. Here are seven areas in which learning about robotics at our schools can benefit our students coping with bullies: 1-Creative thinking2-Self confidence, self-esteem3-Problem Solving4-Perseverance5-Teamwork6-Fun, happiness7-Computational thinkingOur Target group is students,teachers,parents,community.Teachers will learn a new teaching/learning method in LTT activities. We are all willing, determined, diligent and patient partners which will have equal roles:* Romania as eTwinning ambassadors will share their strategic partnership and eTwinning experiences. They are experienced in robotics and designing. While designing antibullying games, they will share experiences and knowledge. *Turkey will share Virtual Reality and Arduino experiences to prevent physical bullying*Lithuania will share EV3 experiences to prevent verbal bullying*Hungary will share MBOT and Arduino experiences preventing Cyberbullying*Spain will share EV3 and VR experiences to prevent cyberbullying *Italy will share their experiences about art by adding quantification and consideration experiences to evaluate the project. They are also experienced in preventing bullying.This 6 countries will carry out their LTT activities on time and ready. Romania and Italy LTT activities will be realized with stuff(15 teachers), others will be realized with groups of pupils(4 students and 2 teachers from each country).Methodology: The following methods and tools will be used in line with the needs, readiness and wishes of our partners:*Seminars/webinars/sessions/conventions*Interviews/Reports/*Visits /trips*Cooperation with stakeholders*Logo competition/public spot/*Antibullying game e-booklet /eMagazine*Conducting survey/pretest-posttest/questionaries *Exchanging experiences *Twinspace/FB group/youtube channelAt Staff mobilities 36 teacher will take roll and participate the planned activities. At groups of pupils mobilities, there will be a total of 96 students, 12 of whom are socially, economically and geographically disadvantaged. 11-15 years old students will participate in these activities. The students will be selected according to the selection criteria.The origin of the projects is preventing bullying (verbal, cyber, physical)by using educational robotics. For achieving this goal we focus on the increasing common bullying types. With the planned LTT activities we all aim to -help bullies understand why they engage in this behaviour and resolve the underlying issues-encourage victim pupils to help find solutions with problem-solving skills engaged with Robotics-increase the academic achievements of the students via Robotics-facilitate the transfer of guidance for schools on preventing and responding to bullying-exchange the good practices/experiences through ROBOTICS AGAINST BULLYING-use Robotics Competences for tackling before bullying goes through criminal offences.-support the bullied children together with school counselling services-have a published complaints procedure at each schoolPlanned Concrete Results:-Anti-Bullying Games e-Booklet/eMagazine-Public Report and Bullying Public Spot-Preventing bullying Units and Clubs at each school-Published complaints procedure -Brochures/Posters against Bullying-Website/Youtube Channel/ FB page-Counselling Reports -Reduction in bullying cases (%5)-Academic achievements(3%1st year, 6%2nd year)-Promotional materials(pen, notebooks, USB pen drives) We plan to involve schools as active beneficiaries which will have the main impact of the project. For a sustainable project, we plan to *Incorporate the new projects via eTwinning partnerships about using ""Robotics Against Bullying""*look at local and regional partners to assist in continuing the project impacts in our communities after funding has ended*Provide support or commitment from our governing body in our dissemination workshops/seminars/conventions*cooperate with Colleges/Universities /degree candidates or research assistants to using ""Robotics Against Bullying"""

Since the time when ancient man recognized himself as a thinking creature and directed his eyes to the sky, he awarded the greatness of the Universe and asked questions about relationship of celestial events with natural phenomena and their influence onto life on Earth. Addressing such possible connections, ancient people have started regular observations of the sky luminaries, attempting to explain and to predict future events and their development. Thus, the astronomy was one of the first and most important sciences in the ancient world. The sky, our common and universal heritage, forms an integral part of the total environment that is perceived by mankind. Including the interpretation of the sky as a theme in World Heritage is a logical step towards taking into consideration the relationship between mankind and its environment. These material testimonies of astronomy, found in all geographical regions, span all periods from prehistory to today. There are lot of stories that can be considered traditional myth stories about astronomy and lot of art creations inspired from Astronomy too.This project is a model network of schools in delivering comprehensive outreach program which can inspire and attract as many school students as possible and reach a point where a large group of young future scientific generation is going to be created, geared and attracted to Science, Technology, Engineering, Arts and Mathematics (STEAM) by incorporating Astronomy as spice under the school network.We will focus on the triangle: Astronomy – Tradition – Art and we will give our students the possibility to discover by themselves the connection between these three different studying fields. It would be very useful to explore how traditions differ between several cultural environments around the globe and to what extent they influence the local folklore.Our main objectives will be to:-enhance the transversal key skills in students from European schools through collaboration and exchange of best practice.-develop skills of teachers from European schools for using innovative approaches in learning, based on using ICT and focused on creating a more active learning environment. -enhance the quality of education and enrich the school-offer of the European schools, by developing innovative didactical materials based on interdisciplinary approaches. -draw Connections to Real Life. When will I ever need this? This question, often heard in the classroom, indicates that a student is not engaged. If a student does not believe that what they’re learning is important, they won’t want to learn, it’s important to demonstrate how subjects relates to them. -improving the language level of the students and the staff - results and outcomes elaboration in English.More than 120 students at age 13-15 will be involved in the project and more than 40 teachers. Except them all school communities and local authorities will be informed about the project activities and results. All participants will:-visit archeological sites related to astronomy-have lectures from experts-prepare presentations-work on art creationsAll the project activities, concentrating on collaboration and communication, critical thinking, problem solving, peer learning, concern the development of transversal soft skills in students. The activities proposed for testing the methods by creating a more active learning environment involve actively students in all the project phases. Through project methodology we will:-motivate pupils, by stimulating interest and enjoyment -teach laboratory skills -enhance the learning of scientific knowledge -give insight into scientific method and develop expertise in using it -develop 'scientific attitudes', such as open-mindedness and objectivity-learn European traditions-express feeling with art as a vehicle -make them understand that our differences are less than our common interestsA booklet with all activities, methodology and questionnaires will be created at the end of the project. Except that, all the above will be continued uploaded in twinspace and our school websites.Dissemination will start from the very beginning of the project implementation by designing the dissemination strategy and the dissemination plan with measurable and realistic objectives, the timetable, target groups, resources, responsibilities, expected results and indicators on partnership and local level.This will be done inside the partnership, in our local communities, in the wider public, in Facebook groups – monthly, in the target group outside the school communities.At the end of 2003, the UNESCO Centre of World Heritage (United Nations Educational, Scientific and Cultural Organization) has announced the beginning of new project directed to reveal and preserve the objects of archaeoastronomical and astronomical nature of historical and cultural 9 value all over the world and the strategy of thematic program “Astronomy and World Heritage”.

The PRO-LEARN project responds to the Europe 2020 priorities in the area of education and training, youth and early school leaving in the context of globalization and labour market integration. As EC stated in its communication on tackling early school leaving (COM(2011) 18 final), education and training systems often do not provide sufficient targeted support for pupils to cope with emotional, social or educational difficulties and to remain in education and training. PRO-LEARN is a large scale project as it involves 6 different organisations (public entities, NGOs, SMEs) from 5 EU countries - PL, CY, GR, IT, RO.The project objectives are: -reduce early school dropout through speed up the learning process -overcome shortage of specialists at schools (psychologist, pedagogues)-improve engagement of parents in learning processes of their children and development of their cognitive abilities-enrich scarce offer of free-of-charge and barrier-free tools (including the ICT- based ones), for diagnosis of cognitive processes and the preferred learning style of children aged 6-14 years old on their own and by their parents and teachers/educators,-enrich scarce offer of free-of-charge training programmes and educational-oriented materials for parents, educators, devoid of technological barriers to computer use, to support pupils in the development of effective learning skills, using their resources and full potential of the brainThe target groups of the project who will benefit from the project products and take part in the projects’ activities are as follows:1) direct target group: - primary and lower-secondary school students (6-14 years old) - their parents- teachers involved in the aspects of educational counselling- primary and/or lower -secondary school teachers- primary and/or lower -secondary school experts – school psychologist, educators 2) indirect target group: - educational institutions which offer services related to pedagogical guidance- counselling centers3) other relevant stakeholders:- local, regional authorities responsible for education- universities/HEI- parents and teachers associations- platforms for education professionals such as eTwinning, School Education GatewayDuring the project implementation the project partnership will develop five main intellectual outputs (IOs):1.O1: Electronic tool for diagnosis of cognitive processes of younger children (from 6 to 10 years old) – online, multidimensional, standardized and normalized tool to diagnose cognitive abilities and processes and the preferred learning style of children in pre-school / junior school age - aged 6 to 10 years old.2.O2: Electronic tool for diagnosis of learning styles and cognitive processes for older children (from 11 to 14 years old) - multidimensional electronic tool designed for diagnosis of the preferred learning style and cognitive processes of children and adolescents at school age (11 to 14 years old). It will be a standardized tool prepared according to the psychometric approach.3.O3: TRAINING TOOLKIT FOR TEACHERS AND EDUCATORS available in a form of e-learning will contain 10 on-line, short-term trainings (1-3 hours), in multimedia form focused on the latest discoveries of neuro-pedagogy (learning styles, how to teach children, multisensory teaching, etc.) to provide teachers with the knowledge, strategies and a range of approaches that will support them in teaching and application and utilization of the project IOs in the school and beyond school settings.4.O4: EDUCATIONAL TOOLKIT FOR STUDENTS - EDUCATIONAL GAMES AND TASKS aims at development of cognitive functions and supports students in the development of effective learning skills and utilization of resources and the full brain potential. It will be composed of a unique on-line set of short exercises to support/ develop cognitive processes favourable effective learning and also exercises that develop various learning techniques and methods. The exercises will be divided into two age-groups: 6-10 years old and 11-14 years old.5.O5: TRAINING TOOLKIT FOR PARENTS dedicated to parents to prepare them to work with children on developing skills of effective learning methods, to teach children how to learn and help them in cognitive development. It responds scarce parents’ knowledge on children's development of the cognitive and social skills and their low involvement in learning process of their children, according to the latest discoveries of neuro-pedagogy. It will be available in the form of 5 m-learning trainings developed in multimedia form (including films, diagrams, flashcards).The outputs O1-O5 will be available in EN, PL, EL, IT, RO, on the multi-language project website as open source material. The target groups of the project will take part in content-creation, design, testing, evaluation of the project IOs from the project outset (participatory inolvement), as well as dedicated training for trainers (C1 activity).

"The main objective of our Take care! Sustainable children - sustainable Earth -project is to educate children to become environmentally aware and caring, to live a sustainable life and develop our schools cultures in a more sustainable direction in order to slow down climate change. We see sustainability in a broad sense (Agenda 2030), but we focus mostly on the green and social goals in our project. Other goals of our project include developing both students’ and teachers’ social, intercultural, digital and language skills and teachers' pedagogical skills. To achieve the goals, we exchange and try good practices and we use experimental, student-activating and creative methods, especially outdoor education and project work. These methods, in turn, will affect on students’ initiative and encourage them to grow into active, responsible citizens.We are six countries, Finland, Belgium, Romania, Spain, Greece and Cyprus with altogether about 2700 mainly primary and preschool students, out of which about 2000 participate in the project directly. We are six different schools in eight units in different parts of Europe. Because we are different in size, location, greenness and cultural aspects, we can give a lot to each other: we can help each others to learn and open each other’s world views.The core activity of the project are four study projects, which concentrate on environmental topics going from the school and individual point of view to broader, community-developing perspective. The projects will be communicated and also partly realized in cross-cultural study groups, each consisting of about 20-25 pupils mostly aged 9-12, organized in eTwinning MySpace platform, where students work around certain green topics during each term. Students will give their own ideas to the topics and contents of their projects. The topics will be varied and practical, they could include for example improving school’s recycling system, studying students' water consumption, growing plants, making inventions or improving a community nature site. Teachers take care that outdoor education is used as a part of the study projects. Through active and outdoor learning methods we want to give the students deeper learning experiences and a chance to have impact on their surroundings and thus create hope in front of the big climate challenge.Learning takes place also in the whole school. Smaller pupils will take part in the project as a class and plan their own international study projects with the help of teachers. The whole school will also greet other schools through Skype, make nature trips, organize two Green seminars and participate in a ""Greenvision"" music contest. Schools will start working for an official green label, which will help them to improve their school culture in more sustainable direction in the long run.Social skills are learned through group work but also other social skills activities will be organized. Social cohesion activities will be organized in the beginning of the school year, anti-bullying campaigns and social skills activities and programmes will be applied during the school year.Some students and teachers will have a chance to participate in Learning, Training and Teaching weeks in participant countries. During these study weeks the participants will deepen their awareness and understanding of ecological issues, compare their schools’ green cultures, adopt good ideas to their own countries, develop their intercultural, language and social skills and broaden their world view. Teachers will also study different methods of outdoor education and digital skills during their Staff training week. There will be an international Skype meeting among the partner schools during each LTT-week, which give also other students the chance to benefit from the week.Assessment is a very important part of the project. There will be four different, repetitive questionnaires: for students, teachers and parents and a school evaluation. The expected results of the project in all participants include growing ecological awareness, willingness to protect nature, awareness of good social skills and readiness to influence on the community. For teachers, the expected results are broadened pedagogical skills and strengthened intercultural communication, language and digital skills.The end product will be a multilingual online book about tested and good activities for sustainable education, published on the project's webpage. All participant schools will take good care of sharing and dissemination. The communication inside and outside the school will be supported by school's and project's website, Erasmus Walls, Skype meetings, whole school meetings and Green seminars. Schools will invite representatives of neighbouring schools and make visits to inform them of and inspire them by the project. Students take part in sharing and dissemination. Local media will be invited to publish news and stories of the project."

The project has been designed for students 5-10. We found out that nowadays the attention spans of students are decreasing and they have problems to manage feelings.When so much information is available at the click of a button, it can be a lot harder to capture and hold their attention, you have to pique their curiosity to encourage them to learn. We realize that students are not able to take concentration for a long time they go so fast and usually jump from a task to another without getting enough time for reflection. In some case, they are not able to manage the relationship and collaborate with pairs without conflicts.With this project we want to :-develop Emotional intelligence as the ability to read one's own inner world and that of others -increase the sophisticated development of critical thinking defined as internalized quality.-develop soft skills and ability to apply critical thinking, creativity, and collaboration,-use STEAM activities to try to apply problem-solving to daily life situations-Improve self-awareness, decision-making and collaboration skills.Due to the age of students involved we won’t go through complex topics involving abstract concepts but, using Stories and Fairy tales and well-known literature for kids, we will give the students the possibility to start critical thinking, creativity, and collaboration. Planned activities will also encourage children to express feelings and emotions in a supportive environment. Through Stories and Fairy tales we would give young children a safe way to explore the world, grapple with the conflict between good and evil and develop their self-esteem. But that’s not all. Stories also inspire curiosity, creativity and problem-solving, making them a natural fit for the STEAM (STEM + arts) and Storytelling and help students to develop soft skills. Using STEAM and Storytelling we want to develop transversal skills such as : -Collaboration: Teamwork working productively with the classmate, foreign students and this will be also for teachers working with peers and foreign peers; -Communication and interpersonal skills developing excellent communication skills. If students learn to present ideas in a logical manner and are well-received, they will have a serious advantage to manage the situation in their future life. They will learn to Speak – Listening – understanding and empathizing with others’ points-of-view; -Problem-solving: to Guide the students at thinking outside the box and have excellent critical thinking skills. These qualities are important in today’s information economy, being able to solve problems will be useful in any sector. Also Creativity and Critical thinking are basic skills: imagining new approaches to a problem and developing a systematized method to handle tasks; -Concentration and Time management: are both important in managing energy and attention to accomplish more;-Leadership: In the young age leadership means to manage the situation, It means to get a different role if it needs and guide a group in the areas they have been assign. It means to be able to work in a group without conflicts and to share successes and fails at the same level.By developing learning environments that allow students to develop skills through the use of networks, joint reflection and cooperation among European students and teachers will enhance the promotion and innovation of best practices. This project will be cross-curricular. Active learning and collaborative learning will be the main methodology. Tinkering and making will be taken up by partner schools as potentially rich intellectual activities, and as tools for broadening engagement in a variety of disciplines, including STEM (science, technology, engineering, and math), literacy, literature and the arts. Organizing educational experiences around tinkering involves a radical emphasis on the process of creating and learning, and an effort to bring skills and concepts alive in the context of children’s creative pursuits.All activities we planned, are designed in order to develop valuable skills, such as generating and testing ideas, gathering and making sense of evidence, developing possible solutions, and evaluating processes and outcomes, improving their critical thinking skills through issues which can be investigated, develop emotional intelligence and act without fear. Activities develop skills transferable across the curriculum: asking questions, playing with ideas, trying out ideas, finding out, predicting, reflecting, interpreting, linking ideas, searching for information, critical thinking, problem-solving. The project gives a meaningful context to the collaboration amongst the countries ensuring a much greater sense of achievement. and will give us the possibility to develop all mentioned soft skills above because students will be engaged all the time in collaboration not only with their own classmate but also, and more, with abroad classmate