"Through this Erasmus+ project, we want to promote the acquisition and development of the skills of students and of the educational teams by offering them a framework different from the traditional educational framework and which will also be conducive to interdisciplinary works and to the approach of project.Participating in this partnership will be a motivating factor for students who do not always feel interested in learning in an open and innovative environment, promoting their autonomy and their sense of learning while responding to a form of anxiety over their future and the futur of the planet. This project will also promote team work, interdisciplinarity and the international opening of the institutions.We are four institutions from four countries, France, the Czech Republic, Spain and the Netherlands, that have come together on a common theme ""Water, A Common Good to Preserve"". While being in different contexts with different points of view, we want our students to work on the same issue : Water management in Europe, a 21st century challenge.Two classes per school (students aged 12 to 16) will be directly involved in the project, but a maximum of students and teachers and staff from the institutions will be involved.Each partner country is responsible for a water-related theme : The Netherlands ""Preserve and manage excess of water"", France ""Water and climate change"", Czech Republic ""Water and pollution"" , Spain ""Access to quality water"". The activities will focus on these four main themes, each of which being the subject of mobility in the partner country, during which 11 or 12 students from each country will meet and be accompanied by 2 to 3 supervisors.Students will work upstream mobility on the issue of the meeting, which will inform them, make them acquire knowledge and make them aware of the issues.During each mobility the following point will be planned:- A presentation and a visit of the host institution.- The enunciation of the problem in the local and national context.- A presentation of the work done upstream by the students from the different countries.- Debates where students will be put in a position to argue, so that they can become aware of the issues of water management but also the place they have in these issues as future European citizens, that they can appreciate the complexity of the problems, the difficulty of reaching a consensus. This will lead to the development of critical thinking.- Visits, meetings on the theme.- Final tasks that will reinvest the assets and lead to productions that will be brought back to the institutions and / or proposals to submit to the local bodies of institutions and local communities.Downstream from mobility, partners will continue to work on the theme.Exchanges will be done upstream, downstream and during the mobilities via a twinspace.To allow maximum dissemination, various events will be organized such as exhibitions, ""Eco-responsibility"" days, ""Erasmus Day"", and dissemination via the websites of the institutions.Through the approach to the theme of water and the topics discussed, the objective will be to train future European citizens responsible in their choice with regard to water management and strength of proposal. Questionnaires, evaluation grids will be produced to evaluate the benefits of the project and mobilities. Specific indicators will be defined to measure results and impacts on students, teachers and other supervisors as well as on schools.Participating in an international project on water management, an European or even global issue, moving from the local to the European scale will make it possible to become truly eco-responsible citizens and actors in relation to the environment in a context of global climate change.Through its partnership and country-specific issues, this project will also open schools to Europe.The project work and the international activities will lead to a change in the postures of the students and the teachers, which will allow to develop the basic skills of each of them and the quality of the lessons. The students will become enriched and curious citizens, open to Europe and to the other cultures.They will help to make students future citizens enriched, curious, open to Europe, to other cultures. Thus, they’ll be able to project themselves beyond academic deadlines, making a transfer of learning from school to life. They will give meaning to learning including languages and stimulate the development of other European-wide partnership projects in schools."

The participating schools identified that many of their students have a fixed mindset when it comes to their learning. This means many of them believe they are intelligent or not intelligent, able or not able to play sports, are musical or are not. Teachers in all partner schools attended a training course to learn how to help their pupils to develop a growth mindset approach to their learning. This helped teachers to understand how their use use of certain vocabulary and praise has a great impact on the way pupils respond to challenge in their learning. Teachers were introduced to various learning styles, considered the impact of the classroom atmosphere on learners, and were encouraged to think critically about how they plan activities for their pupils and what expectations they have of students.Teachers from the partner schools in Portugal, Czech Republic and Turkey attended the training event in Wales. Those teachers shared the training with the rest of the staff at their schools following the training event. Two or more teachers from each school then met in each of the participating schools for a transnational meeting to discuss the effectiveness of the strategies and pedagogy introduced in the training, to share experiences, and to observe the use of a growth mindset approach first hand in the various schools.Schools have employed various methodologies including verbal and non-verbal approaches in the classroom, team teaching, pupil led learning, pupil self and peer assessment, enhanced use of empathy, a recognition of a variety of learning styles, the consideration of the impact of teacher and pupil expectation of learning and achievement, and a focus on emotional intelligence when dealing with challenges, frustration and failure.Partner schools have observed more confident learners who are more willing take on challenges resulting in increased engagement, better achievement due to increased motivation, more skilled and competent teachers, better links between school, home and the local community, and a change of ethos in schools where effort and determination are valued over perceived intelligence. Learners and teachers have learnt that intelligence is not fixed and achievement can improve with perseverance and strong will.Longer term benefits are vital to this project and the reason we have all worked together. We now have an effective group of teachers from around Europe who work collaboratively to impact on the teaching and learning provision in their own schools but also other local schools and partners. Also, a permanent change in teachers' and learners' attitudes has been achieved so that all can achieve and progress with the support of their peers. We have all brought about a permanent and lasting change in the running and organisation of our schools. Growth Mindset talk is prevalent in all partner schools, and other schools in our local areas have visited our schools to learn about this pedagogy in order to implement it in their schools, thus furthering the impact of the project. Pupils are enjoying school and looking for challenges, they feel more confident as they know their teachers and peers believe they can achieve what they are working towards. Their aspirational goals are within their reach and the best result is that our learners' goals are more aspirational than ever before because they have self belief and determination. This supports the four purposes and the ethos behind the new curriculum which is soon to be implemented in Wales.All partner schools identified that use of supportive and inspirational language with the children and staff has improved. The overall learning environment in all schools has benefited and learning behaviours have lead to better results. Pupils', confidence has greatly increased, they are more willing to face failure in front of their peers. They are experiencing success but through the process of trial and error in order to improve. Self confidence has changed the pupils' learning because they are not afraid to fail and try again.

The participating schools have recognised that the skills our learners will need as they grow and enter the world of work are as yet uncertain. It is the role of schools, as learning communities, to offer the best chances possible to our learners. Learners should leave school knowing that they have the skills and knowledge they need to achieve their goals, and these goals should be aspirational. Furthermore, in our local communities we identified a lack of skills needed to allow social mobility and self improvement. We are working to develop our schools as places of community learning, offering members of the community support to gain new skills which will promote life long learning and employability. We have learnt that this is an excellent way of encouraging our students to develop their communication and social skills during this project. Learners experienced authentic learning with a real purpose and grew in confidence whilst developing their skills. Pupils from all partner schools learnt a variety of digital competence skills with members of their family and the local community. These digital competence skills included the areas of presenting, data handling, video and audio recording and editing, coding, internet safety, data storage and many more. Staff and pupils worked together using various programmes, online resources, apps and technologies to produce presentations, teaching resources and activities. Pupils carried out research prior to the workshops to investigate what needs were present in the local community. They attended pupil exchange visits during the first year of the project to benefit from a variety of European approaches to teaching and learning and activities designed to increase their digital competencies. They developed their appreciation of other cultures and traditions across Europe. As a result of their improved skills, they were well equipped to plan and prepare community learning workshops in order to meet identified needs and will consequently provide incredibly valuable digital competence skills to many people across the various countries involved. All participants developed their digital competence skills as well as the digital competence skills of members of the community. Furthermore, they developed communication, empathy and understanding, whilst helping to increase the employability of members of the community. As a result of Covid-19, all participants actually developed their online communication and collaboration skills much further than we anticipated when planning the project. Participants are now confident to share, communicate and develop activities, skills and learning projects which were started before schools closed due to Covid-19 but have been vital throughout the last year of teaching and learning. Teachers and teaching assistants benefited as their digital competence skills improved throughout the course of the project. As well, their professional practice improved through collaboration with other practitioners. There has also been an increased focus at national and government level on schools as learning organisations and teachers carrying out regular action research. There is now an expectation for staff to participate in life long learning activities and to set an example to our pupils, sharing the benefits of continuing to learn and grow throughout our lives and as adults. This is how we are developing schools as learning organisations and this project has been an excellent base on which to work towards this goal. We will continue to organise community learning activities which we have started in this project after the completion of the project. The project partners will also continue to collaborate in order to develop best practice and share our learning and experiences. The project has had a huge impact, involving 4815 pupils, 428 members of teaching staff, members of local education authorities, school governing bodies and parent teacher associations, and hundreds of members of local communities. We planned for the oldest primary pupils to work with the youngest secondary pupils because they collaborate well and relate to each other effectively. The oldest primary pupils were also better equipped to manage being away from home during exchange visits because they are more mature than younger pupils. The high number of people involved in the project ensured that participants were committed to its success as everyone relied on each other to put in their best efforts in order to make a positive difference in communities across Europe. Long term benefits include improved skills and key competencies of all involved, better international links between project partners, increased understanding of European cultural heritage, better equipped educators, more independent learners, improved skills and employability of the local community, and an improvement in community links and collaboration.

"In a world where globalization and internationalization is a quick and important process and people have to keep up with it, our students have the constant need to improve their linguistic and communication competences by all means. This project represents a great opportunity for students to practice English language in a real context in an educational and social environment surrounded by different people who belong to a different cultural and linguistic background. Only by working together with other schools we will be able to exchange ideas and methods among every student, teacher and school involved.""NEST"" involves students in ""outdoor"" activities, promotes non formal learning, and students have the opportunity to learn new things from each other. In addition, the project's results will contribute to increasing the quality of education offered by our schools, it will valorize and exploit students' emotional intelligence and in the same time it will prevent early school leaving.The specific objectives proposed are:- to prevent early school leaving for almost 50 % of the students belonging to the secondary level within all partner schools for at least two years.- to develop linguistic competences for at least 350 students until the end of the secondary level - to promote creative communication for all involved students until September 2021- to develop intercultural competences for all involved students until 2021- to develop emotional intelligence for all involved students until the end of the secondary level- to internationalize our schoolsThe project involves at least 350 students, aged 13 and 14 years old and 30 teachers from all six schools. Students will participate in attractive, innovative and various intercultural activities where they have the opportunity to find out information on different cultures and they can use their creativity to share it among the others. Students will learn to respect the cultural differences by working efficiently in mixed intercultural teams. Students can join this project regardless of religion, background, ethnicity or sex, since we expect to promote multiculturalism. In order to make the project's objectives achievable, ""NEST"" has proposed the following topics to optimize students' creativity, to gain new skills on non verbal communication, to use symbols, music and art to convey a message:- communication through outdoor activities.- communication through drama and role play - communication through art - communication through music- communication through body language- communication through traditional children games The methodologies used during the activities related to these 6 topic are based on formal, non formal, informal, creative and communicative methods such as ""outdoor"" learning, icebreaking, workshops, drama and role playing, reflections on emotional intelligence, games and trips, mime and art, team work for the final products of the project.The projects results will be reflected in increasing the quality of education, preventing students to leave school, developing their intercultural competences and language skills, exploring self emotional intelligence and creative communication for all participants. More, the final products of the project will be the following materials:- a brochure for Art activities- calendar to present the outdoor activities - posters to promote a cultural objective - a dictionary to contain words related to communication types promoted in the project- videos to highlight the traditional games, drama and role playAt the beginning and at the end of the project participants will answer questionnaires to evaluate the project's activities impact and a self-assessment form will be filled in by the participants to assess the project improvement. The project's results will be make known within the six partner schools, local communities (other schools, parents, city halls, educational and youth centers, libraries etc.) and national institutions.This will be dissemination of results among project participants, staff, parents, directors of institutions, where our schools are located.. The final products will be used in contests, educational symposiums, local and national conferences.The project will be available in both print and e-book form. All the participant schools will work together to increase the project's quality and value. Teachers and students will improve themselves in the teaching and learning process. As the project is based on creativity in communication and preventing early school leaving, the participants will become more motivated and eager to be a part of this project. As schools we will all learn from each other and our internationalization plan will come true. Also, this will lead us to catch up with 21st century skills. In the local, national and European area we will be leading schools to motivate other institutions about creativity in communication and preventing early school leaving."

"""The İntelligence Games from Past to the Future Meet Z Generation"" is Erasmus+School Exchange Partnerships project.Our project will last 24 months.Our partnerships consist of 4 countries.Turkey,Italy,Czech Republic,Poland.Taking the Intelligence Games lesson into the curriculum in 2015,our students' interests have increased towards the intelligence games.The increase of students' curiosity has been our point of departure for writing this project.The students' participations to the intelligence courses at our school which are given by our certificated teachers are very high.Our school is the pilot school which is called""The Children's University""in this course the students also take the intellectual games courses.According the survey we conducted to 180 students in 2018 the academic success of %25 of the students has been increased,35% of the students play these games with their families,It was concluded that these increased personal development area,creativity of critical thinking, learning motivation.In the survey, it was observed that our students could not find suitable places to play intelligence games with their peers, the parents don't have any idea about games,families don't spend quality time with their children,and no awareness about these games,the use of mobile phones have negative impact on family life.Based on this result,Our project's objectives1.With the aim of making attractive places in our school in the field of education where includes creative,original,innovative methodological, to establish intelligence games class.2.To improve the emotional intelligence of our students with the intelligence games they will play with their peers, to enable them to gain success and support their personal development. 3.According to Erasmus+Guide Bookto develop innovative educational tools to improve the quality of these tools, interdisciplinaryTo be able to adopt strategic,and solution oriented problems4.To increase the awareness of society against intelligence games with the international partnership.5.To reduce early school leaving with our physical environments enriched schools and to educate them social, open and equipped individiuals.To provide social participation with the products they will develop and create.6.To observe the other countries' traditional games,cultures,histories,their politics against the intelligence games on site.To be able to see the skills and quality evaluation systems in Europe and beyond.To provide a positive attitude towards Social, ethnic, linguistic,cultural differences.7.To create an effective efficient teaching area by providing interaction with the European Union schools, To encourage exploring the rich cultural heritage which includes diversity of Europe through intelligence games.8.To avoid the students from the bad habits, including activities with games.9 To prevent early school leaving in collaboration with sister school,to provide cultural integration of the disadvantaged and refugee students.10.Regarding to the slogan for the year in 2018 of Europe Cultural Heritage ""Our heritage: where the past meets the future"",We aim to introduce the cultural historical games and to design these games in digital area for the future to preserve our cultural heritage to reserve these games as a cultural digital heritage.11.To get a strong international dimension and common digital culture with partners with the publishing the Traditional İntelligence Games Book and To contribute to cultural developmentism.12. To develop positive inter-family communication by encouraging students to play games with their families13.To provide community participation with the seminars,tournaments,campaigns,interwievs14.To contribute to the acquisition of basic skills and competencies in the field of social citizenship,digital,cultural, technology, design.THE STUDENT EXCHANGE MOBILITIES OF THIS PROJECT1.Poland 2.Italy3.Czech Republic4.Turkey Coordinator SchoolOur mobility activites will be carried out in parallel with our Etwinning Project ""From the Past to the Future Intelligence Games Meet Z Generation"" and our previous etwinning project our mobilities.So,we aimed to combine physical mobility with virtual exchanges through our etwinning project.In mobilities,to be able to increase the team motivaion,collabaration,demonstration,face to face,interviews,observations,field visits,comparison methodologies will be applied. We aimed to combine our etwinning project ""The Innovative Integration Of Logic and Intelligence Games To Teaching"" with our partners into a strategic partnership with the Erasmus+School Exchange Partnership program so we will be able to play these games face to face which we played before in virtual place.Traditional Games in digital area platform,our book,project web page,social media accounts,blog,etwinning projects,short films,campaign,documantary,intelligence games class,digital dictionary are common products in LTT are our tangible results."