Project Let´s be friends and help our nature together was focused on the environmental issues and the issues of the environmental protection, environmental sustainability, the main objective of this side was to set, develop and improve the environmental awareness of our students, and to bring this impact to our communities in different countries. The second project objective was to give opportunity and reinforce practical usage of foreign language in real life situations via travelling and meetings and this way to develop communication skills and increase the level of English language of our students. There were 5 participating schools in the project from Greece, Latvia, the Czech Republic ( coordinating school), Bulgaria and Spain.The students of the schools are between 6 and 15 years old. Apart of the activities connected to getting know each other better (poster ,presentations and video creating) there are activities connected to the natural habitat observation and its protection. Students experienced their own real growing of the plants and vegetables process, they observed it and share the experience with the growing, record the results and present them to each other. Completing these activities will develop their communicative and presenting skills as well as their environmental issues awareness. The project had an impact on the increasing of students competences - communicative, environmental, social. It supported transnational communication and dialogue for involving children throughout Europe in meaningful learning experiences and activities. In the future, the students and the teachers will use the outputs and experience of the project for enriching their our educational process.

"""Inclusive Education - by Default or by Design"" is a partnership project between 6 general schools from Bulgaria, Poland, Turkey, Portugal, Greece and Spain. We have found 6 cross points between our schools: 1. The increased diversity of the general classroom over the last 3 years. 2. 1900 of our 3200 pupils face multiple obstacles. 3 out of 5 of our pupils live near poverty and are at risk of social exclusion. 3. Five of our six schools have geographical obstacles linked to the place situated. 4. Enhanced awareness of our educators as many as possible stakeholders to be involved to affordable and high quality early childhood education and care. 5. High motivated pupils and school staff for expanding school international networking through Erasmus+ strategic partnership and eTwinning projects. 6. Urgent needs for analyzing the existing opportunities and design new ones with the purpose of implementing new elements into school curricula according the current and upcoming national and European reforms in inclusive school education. The main goal of the project is to increase through transnational cooperation our capacity with the focus on the improvement of schools' actions and enhancing our efforts to make general education more inclusive. We aim to achieve two concrete objectives: 1. To identify the 'by default' problems and opportunities addressed to the needs of pupils and staff in the general education. 2. To create and implement 'by design' solutions for the provision of inclusive education through exchanging practices and ideas and developing appropriate methods and instruments, skills and capabilities. Our expected results are: 1. Identification of our pupils', teachers', and our schools' needs through data collection on European level (a Partnership Portfolio with researches, observations and other evidence materials for inclusive education). 2. Reduction of the obstacles our pupils are facing (at least 700 out of 1200 vulnerable pupils are fully inclusive in education and feel happier and self-confident in the end of the project). 3. Equal access of disadvantaged pupils for participation in the project activities is provided and every child' talent is recognised. 4. Expanding international peer to peer cooperation and new skills' development (6 transnational trainings -3 short-term joint staff training events and 3 short-term exchanges of pupils). 5. Establishement of an operative and efficient school network at international level (including eTwinning virtual projects). 6. Meet our school staff's needs of shared knowledge and best inclusive practices. New skills and competences, including English and other foreign language skills and ICT competences, are improved. 7. Inclusive educational technology and knowledge transfer channels on 4 levels: local, regional, national and international are designed. 8. At least 30 good inclusive school practices (5 per every school) are exchanged and a common Practical Guide for inclusive schools is elaborated. 9. Publishing at least 12 (2 per a partner) video lessons via eTwinning, YouTube channel, school websites for raising awareness about inclusive school education. 10. The wider community and decision-makers are made aware of the importance of inclusive education. 11. ETwinning online courses for teachers are developed. 12. Integration of new practices and improvement of the school curricula with significant elements of every-child-oriented education. All our 3200 pupils, 430 teachers, 140 entire staff, parents and other stakeholders will be involved in the project activities. All our 1900 pupils with fewer opportunities will be fully engaged in the local project activities. Some of them will participate in short-term exchanges of groups of pupils. In the 6 transnational mobilities 56 pupils, 60 teachers and 52 accompanying staff from all partner schools will take part. Our project will produce a set of resources to support long-term development of our pupils, staff, schools and other stakeholders as parents.We will improve: - Access to general education of disadvantaged children overall - Social skills and school performance of our pupils - Well-being of all pupils regardless the social obstacles and other difficulties they are facing - School's inclusive conditions for learning and teaching and curricula - International and local relationships between pupils, teachers, parents and school managers - Motivation to work, learn and teach in a multicultural environment. During and after the end of the project ""Inclusive Education - by Default or by Design"" our partner schools will turn into school practice all the best practices we will exchange and develop in this European school partnership. Our objectives for the 2 years of the project implementation are based on our core belief that if we create a vibrant partnership for inclusive school education, our project will increase the positive impact on a wider audience in the United European Society."

Reflect Approach is defined as a structured, collaborative and participative learning process which facilitates people to critical analyze their environment, construct a personal understanding of local and global reality and challenge dominant development paradigms. In the core of this process rests the need for people’s empowerment as well as reflect and action for social change. Our project aims at designing, developing, implementing and evaluating of a high quality Massive Open Online Course (MOOC) under the title e-Reflect, which (a) introduces school educators in a rich technological environment for the implementation of the Reflect Approach in contemporary school settings, and (b) encourages inter-European teacher collaboration in active citizenship projects. MOOC’s instructional design process is placed in the context of the Reflect training methodological background and incorporates up to date e-learning principles. MOOC develops around 6 lessons which employ a variety of teaching strategies and involve learners in interactive and collaborative activities through the use of web2.0 tools. Our project is especially timely. It addresses the need for continuing, in service education in active citizenship, since Eurydice points to improving teachers’ knowledge and skills for teaching citizenship throughout Europe. Eurydice notices that while several countries have reformed their citizenship education curricula over the last years, these reforms have rarely been introduced in continuing professional development programmes (CDPs) (Citizenship Education in Europe report 2010/11).The project is Initiated by the 1st Primary School of Rafina - Greece, a public sub-urban school, through the agency of the following teacher education and research institutions:- Bath Spa University, UK- Centre for Advancement of Research and Development in Educational Technology LTD (CARDET), Cyprus- University of the Aegean (UAEGEAN), Department of Primary Education, Greece- University of Turku, Faculty of Education, FinlandProject activities evolved in two cycles: In the first cycle, e-Reflect MOOC is designed and developed. An on-line training of teacher trainers follows, and the cycle completes with the actual implementation of the on-line course, attended by school educators.In the second cycle, trained educators, in collaborative settings, implement e-Reflect activities in classroom communities settings. Pupils use web2.0 tools to articulate their thinking, to communicate and collaborate with their fellow pupils, to discuss issues and common school/community problem areas and take reflective action. It is expected that they get empowered to fully participate in society change initiatives. The cycle completes with the evaluation of the school/community based intervention on the grounds of improving the quality of school-based learning provision in fostering reflective thinking and action.On teacher professional level our project was expected to contribute to:1) the strengthening of educator's professional profile through providing quality continuing training on key competencies and skills (digital skills in active citizenship education);2) the internationalization at the level of education and training institutions (cooperation between schools, HEIs, and NGO's around Europe);3) the enhancement of Information and Communication Technologies (ICT) uptake in teaching and learning and support of (a) ICT-based teaching and assessment practices, (b) access to open educational resources (OER) and (c) open and flexible learning.The outputs of the project reached the target group members and the stakeholders through the training phase, the implementation phase, and all the dissemination activities. More specifically, the teachers received professional development by completing the e-Reflect course and through being exposed to the e-Reflect approach. The impact on them was the development of their competences when it came to the objectives and values of the project and their ability to apply the e-Reflect approach in their teaching and expanding it to address problems of the local community. The impact on the schools participating in the project was the improvement of the quality of school-based learning provision in fostering reflective thinking and action.

The main priority of the project was to support the subjects of natural sciences (mathematics, physics, chemistry, biology), ICT and technical education, and also to connect the concept of STEM to the development of creativity. Moreover, important elements of the project were linking up education to a real environment, and teamwork at school and international level. The vast majority of activities were focused on group and collective learning in different environments, so the number of pupils involved was high. The project was going on two levels, school and international. The school part of the project was based on regularity, everyday activities, pupil's own motivation and participation calls. The project consisted of a number of sub-activities that ran continuously throughout the school year and were presented on the project website. These activities included class projects focusing on natural sciences and ICT subjects, lectures, discussions, as well as exhibitions and excursions to museums and science centers. The second level was represented by cooperation with our partner schools. Each partner school chose one topic from STEM. The school together with the local community prepared a five-day conference programme on the topic. The programme included workshops, discussions, competitions, exhibitions, cultural events, museum visits, meetings with experts, etc. The project focused not only on cognitive educational goals, but also on affective and social ones. Pupils learned to use their abilities, skills and knowledge, to find creative solutions and to create a positive relationship and motivation to study natural sciences and technical subjects. Pupils also learned to present results of their work both in the school environment and at international events. Thanks to the project, pupils also developed their cooperative and communication skills and met pupils from other European countries and learned mutual respect.

“You have the right to know your rights! Adults should know your rights and help you learn about them too.” Article 42, UN Convention on the Rights of the Child (In Child Friendly Language) “My Rights..My Responsibilities” (MRMR) was an international project based on the UN Convention on the Rights of the Child (CRC). It aimed to raise the profile of the CRC amongst the 6 schools involved, so that the values enshrined within them became embedded in the culture of each school. It addressed Article 42, quoted above, which states that every child should be taught about their rights.The CRC agenda is very high within the European Union (EU), & all EU legislation linked to children is underpinned by these rights. As the UK distances itself from the EU, & the EU itself faces new challenges, we believe that now more than ever it is of vital importance to use projects such as these to develop cross-cultural links & forge strong relationships with each other so that children develop tolerance and understanding of others. MRMR involved primary schools from UK, Poland, Spain, Greece, Romania & Italy. Amongst these countries, through UNICEF’s Rights Respecting Schools (RRS) Programme, the UK is at the forefront of thinking about CRC. The others, whilst recognising the importance of them, have thus far done less to address them. The UK school has been committed to RRS for a number of years & was keen to both share its learning, & develop new methods & thinking about CRC with its partners. The project was directed mainly at pupils from 9-12 years old & involve small teams in each school as drivers of the project, but also whole classes & whole schools. The reach of the project was actually far greater than originally anticipated, with huge numbers of students and staff being involved in every school.The project achieved its main objectives which were: to develop knowledge & understanding of the CRC, relating this to everyday lives; to develop pupil civic, cultural and interpersonal competences; to involve pupils in democratic processes, develop their critical thinking & sense of responsibility regarding rights; to exchange good practice, share experience & knowledge with partners in Europe, particularly in relation to rights & responsibilities in school, & in terms of developing ICT competencies; to develop pupils’ knowledge about crucial matters of health & well-being and to promote entrepreneurship; and to improve language skills through a holistic approach. Our programme spanned two years & five modules, each Module focusing on a separate area of Rights and Responsibilities (R&R) and including a focus on different Articles from the CRC as described in the original application. Each module was led by one of the countries, & included a mobility hosted there. The host school had some expertise in the explored there. Greece, for example, hosted the mobility in Module 4, having a particular expertise in integrating a migrant population. The mobilities were essential and successful in developing strong relationships and trust between the countries, & for sharing and developing our learning. During each Module we developed innovative teaching & learning methods, focusing both on the Rights involved, & the Responsibilities that we have in relation to these Rights. For example, in Module 3 we looked at a child’s right to nutritious food, & learnt about the importance of each individual making sensible choices regarding this right. During each module, participants carried out project work in their own schools relating to a particular topic. We used video, e-mail. Whatsapp, Facebook, video-conferencing & e-Twinning to co-operate with partners & strengthen links between the pupils & schools. A representative group from each school then participated in a mobility where learning was shared. During each mobility there was an opportunity to develop ideas about the next Article so that participants could take back & continue the work on it at school. Then the cycle continued.Where CRC education is most successful it results in very positive relationships in schools, a decrease in incidences of bullying, a culture of respect and tolerance & a very positive attitude to diversity. Pupils are pro-active in their learning & in the life of the school, taking a meaningful role in decision making. They develop an understanding of local & global issues and make a positive contribution to address these. The project took us a long way towards these outcomes, all countries reporting on positive developments in these areas.By involving school leaders & the whole school community in the project, we have left a lasting impact whereby schools embrace the CRC & strive to build its values of equality, democracy, respect & individual freedoms into their culture.