"CONTEXTThe project ""Small Steps - BIG CHANGES"" includes 5 schools from 5 European countries: PL-TR-HU-GR-ES. We can see the effect of obesity on lack of interest and participation to sport activities and PE classes. Along with the study we made in our school, we found out that our students have high BMI and they are getting lost in the virtual environment of the technology world instead of taking part in physical activities. Increase in stress and anxiety, alienation have been up to significant levels on the children who are in front of the screens away from sport activities. As educators, we need to prepare our pupils to have a healthy growth and development. We need to take WHO’s physical activity suggestions into consideration and prepare action plans including daily 60 minutes of exercise and 3 days a week muscle and bone developing activities for pre and post school children. We, after that, should take it on international scale and adapt the changing sport activities to our lives.OBJECTIVES• Taking preventive measures and risk decreasing approaches in early stage of life•Controlling and reducing high BMI among teenagers•Motivating students to take part in physical activities and exchanging experiences on outdoor activities in all countries and adapting them to their lives.•Decreasing the level of stress, anxiety and alienation •Having a balanced growth and development•Preparing action plans including 60 minutes school and after school activities (prepared by WHO for children 5-17 years) and taking it on international scale•Reducing the overweight and its risks from 19% to 15% for the first year and below 10% for the second year•Creating awareness regarding different healthy lifestyles in the EUNUMBER and PROFILE of the PARTICIPANTSEach short-term exchange mobility will include the participation of 16 students(age range between10-15) and 8teachers, and totally 80 students and 40 teachers will take part in all mobilities.Students will be selected regarding transparent criteria (computer and language skills, peer and teamwork ability, availability and adaptability)ACTIVITIESLTTA1-TR-Seminar: “Diabetes Among the Young”/Atkins Diet/Bring your own food/Fundamentals of Healthy Life/Probiotics/Folk remediesLTTA2-HU- Vienna Decleration/Stop Being Couch Potato/Mobile Apps/Homemade Products/“Consumerism culture” Seminar/Diet bookLTTA3-GR-Mediterrenean Diet/Meditation activity/Mobile Apss/Trekking/Pitching a tent(Skill)/Cooking Class/Healthy Tips Book/magazineLTTA4-ES- Swedish Diet / Yoga /Wellbeing and Health/ Graffiti/Local Herbs BookLTTA5-PL-European Food and Nutrition Action Plan /Dash diet /Creating GOAT mascot/Recipe Book/magazineMETHODOLOGYThe methodology to be used in carrying out at the project is basically student-centered and cooperative learning and learning through experience. In addition, different assessment methods (evaluation and feedback forms, preliminary and final and satisfaction survey)are used to evaluate implementation, management and dissemination of the project.The success of the mobility is measured comparatively against the results and level of satisfaction of students who gained the HEALTYH LIFE awareness.RESUTLS and IMPACTSWe foresee a number of long-term benefits of our project as a result of numerous of activities and workshops such as developing action plans including 60 minutes curricular and extra-curricular activities, taking preventive measures in order to mitigate risks(individual – family – school and around based), combining well-being with sport,outdoor activities, information for the parents, “Healthy Students & Happy Schools”, presenting “Vienna Declaration on Nutrition and European Food and Nutrition Action Plans”, “Stop Being Couch Potato and Sedentary Life”, creating a GOAT Mascot (Goats are dynamic animals which represent healthy and organic life), healthy minds, healthy diets (Mediterranean / DASH / Atkins / Weight Watcher / Swedish), “Bring Your Own Food” campaign, growing up vegetables, finding the best mobile apps.CONCRETE results are questionnaires, logo, website, social media tools, Etwinning page, handbook for children in 5 languages including Healthy Tips, Local Remedies Book, Local Herbs Book, Recipe Book, diet Book, recorded video clips of cooking classes, sport offers, prepared adequately to the age of pupils.Treatments after diagnosing the illnesses create financial and emotional costs. When we manage to regulate the basic factors such as nutrition, physical activities, and weight, we can get more effective result on chronic illnesses rather than treating them. Maintaining a healthy life may not always be easy. Yet, this should never be an excuse to give up on our efforts. We can continue to have a healthy, happy and hopeful life only if we reduce the risks that are threatening our well-being. A life with the least amount of risks and threats is an invaluable present for our beloved and ourselves"

<< Objectives >>Develop understanding about scientific concepts, develop their overall awareness about alternative sources of energy and how their usage can be enhanced, improve skills through interdisciplinary projects in the STEM field, improve collaboration, communication skills of students and teachers, develop soft skills: critical and analytical thinking, creativity, enable teachers to share school models and practices in the areas of STEM, ICT, coding, robotics that can be transferred into their schools<< Implementation >>C1 Traditional and alternative sources of energy – consumption and impact on the environment hosted in Austria C2 Water energy and STE(A)M hosted in Spain C3 Wind Energy and STE(A)M hosted in Italy<< Results >>Presentations about renewable energy sources and statistics and trends from the 5 partner countries; - Posters for campaigns encouraging European citizens to use solar energy more; - presentations about alternative building systems; - models of buildings using alternative types of insulating materials; - simulations of power plants; - STEM projects – anemometers, wind vanes, solar cookers etc. - research data and conclusions; - simulations/models of sustainable cities.

"Europe needs strong young persons, involved, active citizens who know truly democratic principles. The European Community needs a strong society in which students / young people are the engine upon which the community is built. The need identified in our high school and partner high schools is the increase in the number of absences that have led to the increase of the values of school dropout, from the low degree of participation of students at classes and informal activities and the compliance of democratic values and principles by the students in our school, as well as from partner schools. These are common problems for us. Absenteeism has elevated our schools on the first places at the regional level. Transnational project is done to train schools in states as different political, religious, with different historical evolution, all with the same need and each with an innovative method to overcome need, eager for innovation and transnational cooperation. Four schools will participate in the project, respectively from Romania, Spain, Italy and Turkey, all with the same need and aiming at the operationalization of the project objectives.Specific objectives: Students:1. Increased, at 90% of number students participating in learning activity in Spain,confidence in equal opportunities offered by the school for all students no matter the country, until the end of 03. 2021 2. Increased understanding of democratic freedom in school to 90% of the students participating in the learning activity in Italy, until the end of 06.20213. Developing the ability to understand their role in school, community, country and the EU at present and in the future, to 90% of students participating in learning activity in Turkey, until the 01.20224. Develop the ability to correctly filter information from environment, media and other sources, eliminating from their minds the false values, to 90% of the students participating in the learning activity in Romania, until the end of 06.20225. Increasing the positive attitude towards the school to 90% of students participating in project, until the end of projectTeachers:Developing at 90% from participants teachers the integration skills in the process of participant teaching and extracurricular methodologies, tools used by partners according to the project theme, focusing on eradicating the problems aimed in the project, taking into account the current problems of the EU and the rest of Europe.Traget group Direct: 60 students and 24 teachers participating in the projectIndirect: 12 Accompanying Persons,students and teachers from high school participating in the project , students' families,auxiliary staff of schools,local communities,partner schools to participating schools,schools around the secondary schools participating,NGOs,foundations,people with Internet access.There will be 1 transnational project meetings and 4 mobilities (students and teachers), so that each country will be able to get partners at home. Cooperation between schools will create some interdependence between them as to achieve intermediate and final products. Each participating school is responsible directly by the smooth conduct of the activities proposed in the currently form, but also of other activities that can bring added value to the one week mobility spent at ""its house"" with the active participation of other partner schools.This project aims to:Reducing absenteeism and inclusion of students with many absences in school community for school and professional success;Developing the civic spirit of the students, improving the confidence in school and themselves;Teachers will enrich the methodology used in the classroom/after-school to motivate students to come to school and achieve better results in school.The participants will achieve:For all the objectives power-point materials will be done;Exhibition: Evolution of equality 1939-2020, ’EQUAL CHANCES’ „Vlad Tepes”, ""What role do I have?"", ""Freedoms and responsibilities for students"", ""Freedom in drawings"";Album photo;Calendars;Films:European Student -European citizen,, ,, Excess of freedom,, Exhibition ,Guide/Who I am?/partner;Magazines: Top10, ,,Exemplified double arguments""Final results:For teacher: Project Blog ,site/Magazine for teachers „Transnational Methodical Guide”For students: Multilingual civic Dictonary/ Magazin,,The European road to light”Using a wide variety of activities, disseminated in all quarters we expect to have a very high and lasting project impact especially on the target group which in turn disseminate with pleasure and knowingly.In the long term we want our project to be born more projects, to continue the eTwinning project, to maintain the didactic and collegial connection, to remain partners. Students to become model students, people with a profession, to engage in the right field, to become successful people, to be prestigious and to carry our image in the world. The economy of our areas to thrive throu"

"This project has been focused on knowing and learning about the European industrial heritagem but we learnt that heritage was much more than physical old sites, and had to do with everything that every country recognizes as own; therefore, we began to work with a broader meaning of ""industrial"", not only material remains, also intangible topics. Cultural issues as legends, food, music and dances have finally become a core part of our project.When we began to design our project our idea was to give it a high rank referring to core competences and skills, paying special attention to items that we guess are critical for the 21st century: teamwork, languages and ICT tools. We defined the approaches to the general topic of heritage from the point of view of a school community placed within a difficult background, with many of our students and families experiencing economic and social troubles; Institute Enric Borràs, the coordinator school is actually catalogued as a “maximum complexity school” by educational Catalan authorities, and we guess that, to overcome and revert this situation our students deserved the opportunity to work in a European project and to improve the skills referred earlier, to give them better school and career opportunities.The project began to be implemented and soon after we received the bad news that one of our partners, Knox Academy, in Scotland, had dropped out; fortunately, we manage to reorganise the schedule and, finally, we could, at least, implement all the funded activities.The other schools, that finally remained in the project came from the South(3) and East (1) of Europe: 4th Gymnasium Komotinis, in Thrace, Greece; Suleyman Demirel Anadolu Lisesi, Dortyol, Turkey, Zespol Szkol Noewj Slupi, Gimnazjum nº 1, Poland and Institute Telesi@, Telei Termine, Benevento, Italy. The schools came from different backgrounds, but, generally speaking, we can say that most of our students belonged to medium-low working class from medium size villages and citiesThe activities were distributed along the two years project and were presented to other schools during the two international meetings held in Badalona and Komotini. The main activities were:Video presentation of every school and villageDesign and election of a logoResearch about local heritage: images, textual sourcesDesign of local heritage itineraries using GIS toolsPresentation about local heritage and traditions with ITC toolsVideo recording of a traditional recipeFurthermore, there was a special programme for both students’ interchanges:Visit to local heritage (Spain and Greece)Workshops (Spain and Greece)Visit to local institutions (Spain and Greece)Local cuisine workshop (Spain and Greece)At the very beginning of the project there was a launching meeting in Badalona to discuss and design the schedule of the project. Some activities were held:Workshop on GISVisit to industrial heritage (Badalona, Barcelona)Most of these activities were developed by every partner, and can be checked in the project web. The language of communication was always English but vernacular languages were also present in some of the activities, as a sample of European diversity. Some of the partners decided to present their activities using other formats.We believe that in spite of the fact that the project finished by end of August 2018, we won’t be able to understand the impact of the project till some time has happened. The results are also a bit difficult to measure, especially when some of them are intangible. Our school in Badalona has among their goals every year the increasing of the cohesion and the projection to the neighbourhood. Undoubtedly, this goal has been accomplished as the feeling of belonging to the school and the interest in European projects have also increased. From a narrower approach we believe that the main impact in our school has to do with the interest in learning English. Many of our students need to improve their English skills. The European project has been a tool to show how useful is English and last two years we’ve been able to develop some extra activities to improve the competence in foreign language of our students.On the other side, the results of the project are published in our web. We are not completely happy as finally we couldn’t manage to develop an App on GIS, and it’s a pending issue to think over in the future. Institut Enric Borras has also begun recently to find out about PBL and it could be a good way to took up this subject.We are already experiencing benefits from the experience, as we described earlier, referring to the interest of the school, management, students and teachers in CLIL and PBL methodology, both experienced within the Erasmus+ Project just finished. We guess that English improvement will be a fact and that nearest external assessment exams, national and international will reflect it, but it’s a bit too soon to already arrive to conclusions."