"<< Objectives >>Mathematicians and scientists are socially awkward men who wear glasses—at least, according to children. In several studies, according to the Journal of Applied Social Psychology when children were asked to draw a mathematician or scientist, girls were twice as likely to draw men as they were to draw women. Our primary goal is to promote a greater awareness about STEM topics and how they are evident everyday lives. Also to reduce gender inequalities in access to & attitudes to STEM topics<< Implementation >>Four Learning Teaching and Training activities (LTTA) and two Transnational Project Meetings (TPM) are planned to achieve the project's objectives. Each LTTA will focus on one of the STEM subject & STEAM methodologies will be presented. Female Role models in those subjects will be presented. Gender neutral activities will be implemented for each STEM subject. Workshops about each subject will be held. And we will hold international fairs be learn about each partner's country & culture.<< Results >>Our projects results and outcomes will be: - Greater knowledge of & interest in STEM subjects-A mobile App named 'Women in STEM'-An E-book of STEM Lesson Plans-A Booklet of Activities to lessen the Gender Gap For Teachers-A Film named ""WOMEN IN STEM: A GUIDE TO BRIDGING THE GENDER GAP""- Produce a mobile App to lend a hand for the people who are writing Erasmus+ projects about calculating the project's budgetAnd we are going to ""Promote Interest in STEAM activities to reduce the gender gas"

The objectives of this Project were; 1-To provide opportunities for pupils to increase their basic skills by taking part in activities. 2-To enrich children's experiences of school through travel and encourage them to value and continue in education thus impacting on their ability to be the best citizens they can. 3-To improve children's social entrepreneurship. 4-For pupils and teachers to share experiences and knowledge to enhance everyone's education. 5-To become familiar with other educational systems and pedagogical systems of our partner countries 6-To motivate the students to learn other languages and try to communicate in them for a clear purpose. 7-To promote the use of new communication and information technologies, for example eTwinning, blogs, msn, web conference and online lessons. 8-To make students, parents and teachers feel an active part of the European community.These are the activities and tasks we used to help attain these objectives throughout our project. They all worked towards developing these four main skills: Reading comprehension, writing, maths related : logical thinking, computer literacy skill, and more.We planned and executed written, oral and aural tasks for children in all the partner schools to do. These varied from comprehension tasks based on new information from partner schools. Maths problems which were developed from our topics such as tales and food. The children enjoyed the challenges of working against and with children from the partner schools. They improved their IT skills in a variety of ways; from sharing their results, using flip grid to record their feelings about school and the project, setting up zoom calls.Mobilities enable children who have never travel and those who may never travel to experience their first flight. To experience a different culture first hand and to widen their understanding of the similarity between all people no matter where they live. We saw quiet children who were supported and encouraged to stand up in front of their peers from across Europe to talk about their country and culture. We saw how these mobilities helped them to grow in confidence and independence. Many parents commented, upon our returned stating they saw a positive difference. Pupils were delighted to share with their families and other pupils all the wonderful experiences, events and tasks they had been involved with- even re-telling about the things they did not enjoy as much helped them to appreciate how travel and education are beneficial and a privilege not to be squandered.Teachers were able to have face to face meeting during mobilities, and weekend and evening zoom meetings, in which they shared and discussed different education systems and pedagogical styles - some were similar, others we could learn from. Teachers exchanged skill especially in IT. We worked on Thinklink taught by our Portuguese partner and Flip grid taught by our Turkish partner. Together we set up a website, eTwinning and Instagram accounts.Virtual mobilities allowed more pupils to take part in the activities of maths and literacy- lessons adapted for a wider variety of ages and ability.Physical Mobilities enabled children from each partner country to engage and practice teaching others their own language and learning a new language. Through virtual mobilities we were able to use the skills we, as teachers, had learned through Thinklink. In which the children set up dramas to teach others common greetings and phrases which were recorded and shared in zoom classes. We acted them out during the zoom to show the partners how we could now greet them and ask some questions in their own tongue. These were then able to be accessed by other children in the schools at a convenient time. They were used for assessment purposes too.Parents were invited to come to information evenings at the beginning of the project to inform them of the purpose of the project and all the commitment needed by pupils and staff, along with their support, to make it successful. At the end of each mobility they were invited in to school to hear from the students what they had been doing and to look at photographs of the trips. After the virtual mobilities some partners sent out information to parents . At the end of the project some partners sent out questionnaires to children and families to get feedback.The long term benefit of this project can be viewed in a multitude of ways. Pupils were able to hear from the children who went on physical mobilities. They want to be able to travel, meet other students and share information about their country and learn about others. It has encouraged them to view education as important and will help to keep them focused in school. The extra literacy and numeracy activities and challenges helped children to see links better and to have a positive view of education. All partners have improved their IT ability and these will be used in the schools for years to come.

The project started off and followed the plan in a mainly consecutive fashion. Due to timing of meetings and pupil trips, some parts of the programme were brought forward earlier than originally planned.The project was launched in each school in early September. Countries were introduced and the content of the planned project was outlined and explained. This was shared with the whole school communities and also shared via social media and word of mouth with the whole local communities and further.There was a logo competition held in each school and a winner was chosen within each school and prizes awarded. At the first project management meeting, which was held in Ireland, there was one logo chosen as the winner from all the finalists and it has represented our project throughout the two years. It was a pupil from the Hungarian school who was the artist/designer. That logo is on our website and any letters and project newsletters that were sent out to families. It was also on products such as our science experiment book. The Turkey team even got official postage stamps created in the country with our logo – that was a huge achievement! There have also been hats with the logo, aprons and t-shirts!Each school got a mascot and diary and then each mascot (teddy) set off on its route to each of the other six schools at the time of the first meeting in Ireland in October 2017.There was a great reception for the visiting teachers to the Irish schools in October 2017 and this set the bar for the exchange trips and transnational project meetings that followed. There were school visits, project meetings and cultural visits.The work on the water part of the project began. Pupils in each school worked on experiments related to this and the pupils who would be going on the first trip to Hungary were very serious and hardworking about preparing to showcase their projects in for of a large audience of international pupils and educational staff.The first trip for pupils was in Hungary. We brought 6 pupils even though e only had budget for 4 pupils. There was a very good schedule for the week there and the pupils were very involved in activities connected with the water theme of our project. The pupils from all the partner schools got to present the experiments they had been working on in front of the large group. We also visited a hydro-electric power plant and a waste water treatment plant. There were other great activities such as a trip to the Eco-park and the palace of miracles which was like an interactive science museum Centre.The experiments with fire then began in our schools in preparation for the next trip. This was to Marburg in Germany. We had budget for 2 pupils but we brought 4. Bente had prepared a great week for the pupils and teachers and the experiments on fire were presented in the main school hall, There were many other connected activities all week, including, spending a day at the forest school and doing bushcraft amongst other things. The next science theme of the project was air. We enjoyed learning all about air back at school. All pupils from 4 to 13 year were involved. We visited a wind farm and had a very informative talk there. 6 pupils were chosen to go to Slovenia even though we had grant for 4. They had a great trip there and had many good outdoor activities as well as lots of games and fun with the Slovenian pupils. The ex[eriments on air were all presented to a large group and the children learned a lot by watching the experiments the pupils from the their partner schools had prepared and demonstrated.One of our objectives was to enable our participants to better understand the nature and environment we live in. We feel we have done this in man ways throughout the project by engaging in the many experiments and visiting places such as the drinking water treatment plane, the waste water treatment plant, the windmill farms the HEP plants etc.There was great communication between the participants which led to a greater development of European citizenship.We feel very confident that the work carried out over the length of the project has absolutely met with the objectives and gone beyond in many instances.

'Environment is no one’s property to destroy; it’s everyone’s responsibility to protect.' ( Mohith Agadi) Think Global, Act Local Across Europe is a two-year-long project consisting of 6 partner schools: Irish (overall coordinator), Turkish, Finnish, Polish, Portuguese and a Hungarian institution. In total the schools cater for more than 3,000 students (includes children with special needs) aged 5-16. There are over 200 teachers with different experiences & interests. We all share common ideas and concerns regarding our environment. We are becoming more aware of the effects of our lifestyle on our environment and the long-term effects that this has on our climate and our natural world.We are already facing serious environmental problems & must take action. Those most affected & with the greatest potential for change are our young. They have enthusiasm &skills to make a difference. This project aims to motivate our students to work to make positive changes in their lives that can help prevent further pollution of our Planet. We want to involve all/as many students as possible in the project and make a difference for all of our countries. This project will be sub-divided into the four topics: 1. GREEN ME deals with personal hygiene. We will research the use of materials used in commercial personal hygiene products and learn how to produce environmentally friendly cosmetics for ourselves. We will make home-made soaps, shower gels, shampoos, deodorants & toothpaste instead of using harmful substances on our bodies. 2.GREEN HOMES will be about using cleaning products & detergents at home, investigating the harmful effects of them on the environment and our health. During this part of the project we would like to create more environmentally friendly versions of washing up liquids, washing powders, bath cleaners and fabric softeners. The students will also learn about green waste and saving water. They will research the availability of green waste containers & rain collectors and if unavailable research how to create suitable containers. 3. GREEN SCHOOLS will focus on the three R's, reuse, reduce & recycle. We will investigate what we can do to improve our school’s environment i.e. school garden, insect hotel, clean up etc. We will make various products from reused materials such as an international landscape from bottle tops, notice boards. In school canteens see how food waste & packaging can be reduced or eliminated. 4. GREEN WORLD will concentrate on global issues & local activities that impact on global problems. We will investigate how shopping can be made eco-friendlier by making fabric shopping bags of different sizes, persuading people to use these bags instead of plastic ones. We will look at palm oil - as an ingredient & examine the problems of using palm oil. We will use creative means i.e. drama, slam poetry, art etc to share our ideas. We will also look at the ethics surrounding the food we eat i.e. food miles & promote the idea of buying and eating locally produced food. We will compare the effects of fast food (preservatives, waste) & raise awareness of eating home-made food that s natural ingredients. There will be a number of products produced during the course of the project. These recipes and procedures will be made available to students & the wider community through power point presentations & four electronic books. They will contain all of the work each institution carried out during the two- year period. Short videos summarizing the various activities mobilities will be produced. All results will be uploaded on the common eTwinning website, which will also serve as a communication channel during the project. Throughout the project we aim to raise pupil, teacher & parents’ awareness to the environmental problems that we are having and provide opportunities to hear about environmentally friendly products in connection with their personal hygiene and the cleanliness of their homes. We also want to motivate them to take action against environment pollution locally by reusing materials, reducing waste & recycling materials where possible. We want to change their attitudes & encourage them to live a more sustainable lifestyle. During the course of the project students' & teachers' social, ICT and language skills will increase. It is envisaged that participants will live a healthier way of life and take care of their environment in a more effective way. It is also hoped that our local actions will have effects on the wider communities, the schools will be greener, our surroundings will be cleaner.To check on the success of the project we will have questionnaires at the beginning & end of each topic to evaluate the different activities & the progress made. Environmentally friendly products will be tested & created. The mobilities will provide participants with an opportunity to share experiences, ideas & products made with the other schools during the 4 topics.

<< Objectives >>Our aim is to leave a livable environment to our future generations, to gain knowledge and awareness of preventing polluting factors affecting our environment, and to carry out sustainable activities. We aim to lead environmental movements locally and in Europe, to see good practices in place and to disseminate them globally.<< Implementation >>Preparing Erasmus and recycling corners in each partner schoolWater, Air, Soil, Light and Noise Pollution and Climate change studies (Local and transnational)Designing an activity for the training modulePreparation of posters, brochures and presentations about pollution and recyclingphotography exhibitionsDaily motivational activitiesoutdoor activitiesConsumption reduction and control digital applicationsProtocol with university and municipalityPrepare dissemination materialsWorkshops<< Results >>Our project will raise social awareness on environmental pollution and climate change,The importance of recycling and sustainability will be comprehendedParticipants will take an active role in environmental mobility internationality.Environmental pollution and climate change civic mobility will go globalForeign language skills and digital skills will developEuropean Union knowledge will be gainedSelf-confidence and collaboration skills will developWorks will reach large audiences