"Our project called; “Digital Classes; Here and There!” aimed to raise the digital qualifications of our teachers and students and to gain experience about preparing desirable classroom environments by using Web 2.0 tools and digital techniques. The ""information"" of society indirectly creates the need for students to acquire a kind of ""computer culture"" that will allow them to integrate better in today's society. This integration can mean more integrated citizenship (active citizenship) and, more generally, more meaningful participation in social life. The increasing complexity of the education system necessitates the introduction of ICT in education as it is believed to be able to make a substantial contribution to improving teaching and learning processes and, more generally, to create environments for the development of specific skills and the acquisition of new knowledge. Throughout our two-years project, 4 participant countries took place; Turkey, Portugal, Greece and Italy. The participants for the mobilities; both the teachers and the students were chosen from the ones who got the highest points from the criterias which weredecided by the Project Management Team in all schools. During the mobilities, students learnt Web 2.0 tools, Coding, mBots and the technologies that they would use in the classroom, and had chance to experience the things they had learnt throughout the workshops. Teachers also learnt how to integrate the technology to their lessons and the whole curriculum and school’s culture. Participants had great experience in raising students motivation and preparing attractive and rich classroom environments for them. Bullying has also been really important for our project as students learnt what it is, how to cope with it. Every activity was done with the games, digital tools, workshops. Dissemination activities were started at the time of project’s approval; and at the end of the project, they would go on with the aim of reaching more and more beneficiaries. Both participants shared their knowledge and experience with the school staff and the other organizations in their cities. Overall, the project aimed to raise the qualifications of the participants in the area of ICT, coding, foreign language and their career development while reduce all kinds of bullying. We obtained social, cultural and linguistic diversity. Students joined to the learning process with more enthusiasm by the help of the communication with their teachers who had the same digital language with them. Cooperation, self motivation and organizational environment were also be the needed competenses for the project. And owing to all these outcomes, the quality of the organisations was moved to European standards and the organizational capacity were increased."

"Our project is based on the implementation of good practice for sustainable biodiversity and strengthened international co-operation of innovative educational activities, taking advantage of the different biodiversity characteristics of European countries. Our main problems are that the project partners are from countries with the highest biodiversity in Europe, but the sustainable biodiversity is a common problem and the competencies of our target group and stakeholders are inadequate, despite the fact that countries have achievements on biodiversity in primary school curricula. ""Sustainable growth in the EU 2020 Strategy will position the EU as a protective point for biodiversity."" target; is based on the national targets adopted by our countries in the Education 2020 Study Program and is consistent with the strategic objectives of our strategic partners It is clear that the reduction of biodiversity, which is a common problem, can not be achieved with activities to be carried out in a single country. In order to protect biodiversity, strategic partnership is established from different countries, and the need for the implementation of strategies with international cooperation and international co-operation is the starting point of our project. Our project aim is to develop international strategic cooperation with the Erasmus + program for the project problem in Europe, to solve the problems with synergy, to improve the awareness of our stakeholders about biodiversity and protection, to strengthen the international dimension of education through good sample sharing, to provide active citizenship and intercultural dialogue and improvement of language competencies. 1.Hava İkmal Bakım Merkezi Primary School from Turkey which has both national and international projects undertakes Project coordinator. Other Strategic Partner Schools are Cra Babia from Spain, CELFF-Colégio Guadalupe from Portugal, Istituto Comprensivo 2 from Sant'Agata de, 'Goti from Italy, taking into account the project experience, environmental and biodiversity studies. The Partners' Project Execution Committees have chosen the participants according to the criteria and number determined by the partners. Participating teachers are teachers who have language proficiency in biodiversity related areas with postgraduate educated academic studies, experienced in environmental projects, and have project process competencies. Teachers with project experience and language competence were chosen as companions. Students who are disadvantaged, lack financial means, are mostly female students, active in environmental projects, able to communicate in English with foreign peers have been selected asparticipants. During our 24-month project, we planned to provide 6-12 year-old students in our target group and our stakeholders with in-school activities, 5-day short-term joint personnel training and short-term student group exchange activities. 10 students from Turkey and Italy, 13 teachers, 20 students from Portugal, 6 teachers will attend for transnational activities. Due to the shortage of school staff and student numbers in Spain, taking into account the request of partners, two teachers and 4 students will attend for transnational activities. On-site monitoring of project activities, comparison, sharing of good examples, celebration of the Biological Diversity Day, project blog, designing logo and mascot, brochure, magazine studies, on-site monitoring of biosphere reserves and biodiversity fields , creation of European Biodiversity Map are planned for the mobilitiy process. Miniature botanical gardening, seed bank, germination, exploration of endangered animals, biodiversity trips, live figures, terrarium, aquarium, seminars, meetings and dissemination activities are planned as in-house activities. In project activities, group work, life learning by doing, research, observation, examination methods will be used. Botanical garden, seed bank, grassland, European Biodiversity Map, e-documents, project logos and mascots, presentations, questionnaires, evaluation forms and reports, banners, handbooks, brochures and magazines will form the concrete outputs of the project. In-house and stakeholder information meetings will be held. The acquired knowledge, skills and experiences, good examples and results will be disseminated on blog, Erasmus + online platforms, written and visual media, school web sites, projects and personal social media accounts. This project aims to contribute to the solution of the issue by sharing culture and to contribute to the integration of partnership's institutional capacities at EU level, to increase participants' ability to work in international projects and to increase their professional competence, to transfer good examples, to add value to the protection of biodiversity at EU level, to internationalization, and will inspire new projects."

"The ""Spring Celebration"" project was primarily focused on ecology and environmental issues. In addition to these topics, our project also focused on healthy nutrition and the importance of sport in our lives. As the project was of an international character, an important role was played by the internationalization of all those who were involved and the improvement of communication in the English language. In implementing partnership activities, pupils often came into contact with information and communication technologies to increase their skills. In order to achieve the objectives of many project tasks, we used non-formal learning methods, in which pupils gained new experience and increased their knowledge more effectively through their direct involvement in these activities. In the context of environmental education, we also used CLIL's methodical approach to achieve project goals. Many activities have been planned to involve pupils from economically weaker backgrounds and disadvantaged pupils in particular. An important objective within the methodology was the development of an intellectual output that was environmental in nature and describes in detail the possibilities of implementing environmental education into the teaching process through various environmental activities. Our project was also aimed at working with parents, and other people somehow related to our schools. In many activities, we have also worked with nonprofit organizations or environmental centers to achieve the desired results.The project involved five primary schools. The coordinating school was primary school, Hlavná 5, Družstevná pri Hornáde, Slovakia. Partner schools of the project were schools from Spain, Portugal, Italy and Estonia. Project activities were continuously carried out in accordance with a timetable. Initial activities were rather informative, through which we knew each other, our regions, as well as the environment in which we live, it is important to know it, in order to be able to take a positive attitude towards protecting our nature and pointing out to its specifics. Other activities were of an environmental nature. Through the ""Rainbow"" activity, we have introduced a waste separation at all schools, this activity has become more time-bound. With related activities, we successfully implemented collections of used paper and old batteries in schools, and then we have approached the recycling process. We prepared thematic excursions for pupils that directly demonstrated to the students how to recycle or protect the environment. In the context of healthy nutrition, we have prepared a publication that contains several tasty and unpretentious dishes. Recipes have an international character. To raise awareness in the field of sport, we have prepared Olympic Games where pupils could have an active approach. We have also had many discussions about the environment with pupils, often in the presence of members of local councils. The artistic tendencies of pupils could be used in the aesthetic design of various objects in which they used natural materials. We have developed a methodical material within the intellectual output.The impact of the project was of a school-like nature and, in many cases, also outside schools, the project addressed many pupils' parents as well as the wider public. Through cooperation with environmental centers and non-profit organizations, the project addressed a larger group of people. The benefits of the project were the participation of pupils in activities that were of an environmental nature and the interest in enhancing the interest in environmental protection, and after the end of the project, schools (Spain, Italy, Estonia) were involved in the process of approving the Green Schools Statute. environmental activities in the future. At the final transnational meeting, we all agreed that the project was very successful."

"Due to the increase in the unemployment rate, a consequent number of disadvantaged families, a growing number of foreign families, there is a need to make the school a place to prevent disease, build a confident and collaborative mood, enhance the students' resources in order to avoid early school leaving. In this context we think that our project can meet these needs. Furthermore, it is shared with our partners because it provides the implementation of creativity, activities and subjects and the awareness of being the part of the European community. Last but not least, the project greatly innovates teaching. The main theme of this project is music because we are sure that music is a really effective way to connect people from the whole world and that it encourages people to communicate in foreign languages and to improve their social and cultural skills.This project consists of the cooperation of five countries and it is aimed at realizing the international Erasmus+ CHOIR AND ORCHESTRA . All the schools already have an experience of partnerships and most of them have already worked together. As a matter of fact, the project was precisely outlined thanks to a previous experience of three partners from an Erasmus+ music project called „Together to Enjoy, Join to Learn”. 20 students from each country at the ages of nine to sixteen will take part in foreign mobilities to become a part of an international choir and orchestra. They will rehearse together, play concerts, learn more about author rights in each country, experience different culture, way of living and other aspects of spending one week in a host family abroad. On the other hand, groups of students of each school will be involved in the project without participating directly in the students mobility. There will be hundreds of students engaged in the partnership. The partners will choose songs on which the pupils will work and produce materials. These songs will be used for the international concerts with all the involved students and teachers singing and playing their musical instruments side by side. The students will work on these songs, discus the themes, research information about authors, biography, curiosities, music genres and they will record and make special videos of their national folk songs. The inspiration to do these videos comes from a worldwide project called ""Playing for Change"" (you can see an example of the way we would like to do the videos here: https://www.youtube.com/watch?v=Us-TVg40ExM).The outcomes and results of this students’ activity will not only be a “songbook”, five ""Play for Chance"" musical videos and other learning and teaching materials but also the implementation of English language and the development of ICT, music and European citizenship skills. There will be a continuous action of preparation and evaluation of all materials, and the analysis of the results covering all the aspects. We will measure the process, outcomes, musical competence, digital competence, language competence and European competence. The expected impact on the students will also be visible in the improvement of emotional competences and other capabilities concerning life-competences, such as cooperation, integration and contribution to mutual respect to fight prejudices. Moreover, teachers will greatly benefit from the activity because they will enrich and innovate their teaching and will definitely learn to communicate in foreign language better. The authentic experience created in international classes, the cooperation and preparation of music and singing together will allow everyone to adopt a holistic approach. As a result, it will facilitate the learning process in the students, increase their motivation by making them be part of an educational and inclusive project. All the activities, documents, learning/teaching materials will be published in a project website, twinspace, facebook page and Erasmus + Project result platform."

In our Project: “ From violence to coexistence”, were involved five countries ( Netherlands, Greece, Italy, Portugal and Spain), each of them has experience in different types of programs or methodologies for the prevention of bullying. This project was born from the need we had in our schools to have enough strategies to combat bullying and the number of conflicts between students that had increased in recent years. The experience of each institution regarding the prevent the bullying was essential for the Project, to workshops, and to disseminate and extrapolate to other European schools. The aims the objectives proposed in the project such as: form a tolerant attitude towards differences, prevent bullying and verbal and physical violence at school, train children in social skills and problem solving, work in values education, work different methodologies to prevent bullying ... were achieved almost complete. Regarding the tangible results achieved, we can highlight: the common website of the project, training materials (teacher's manual), digital book about the topic, short film in black and white about different types of bullying, stories of harassment using stop motion methodology. .. likewise, the most significant strategic results were: exchange, analysis of good practices, motivation for teachers and students, adoption of methodologies and approaches for a more effective competitive work, improve the inclusion levels of children ...The activities were carried out jointly at least between two or three countries and using different methodologies. In the school of each country, both in the workshops and in the seminars, they explained to the rest of the partners the methodologies they used to prevent bullying and with which they achieved the best results. Example in Portugal Person Dolls methodology, Greece -stop motion ... At the end of each workshop or seminar activity, each country filled out a questionnaire to evaluate it and in the coordination meeting the results, difficulties encountered and proposals for improvement were presented. The most appropriate methodologies and activities were studied according to the age of the students. For example: Students from 3 to 7 years old carried out yoga activities, collaging emotions and activities with the Person Dolls methodology.the 8 to 12 year old students made the short film about different types of bullying, stop motion, dance for peace..at the beginning of the Project families, other institutions and the town halls collaborated and participated in some activities with the students. After, with the pandemic Covid 19, we had to the activities virtually and some were modificated, a mong them we highlight: Kahoots, geneally, performance, acrostic, dictionary…To disseminate, we did some seminars and workshops before the pandemic and after, we used different networks, e-twinning, blogs, common website.At the beginning the Project we defined what wanted to achieve in what time and how we were going to organize the Budget, evaluation, activities..Also, we stablished an evaluation commission formed by the headmaster and 2 teachers , They were in charge of the evaluating project, activities, resources , solving the problems presented and the improvement proposals. Other commission was created to control the budget (in a dossier with the invoices and expenses for each activity).On the other hand, An expert in the person doll methodology from the Guadalupe school, trained us in the methodology and after several workshops she trained us so that we could train other teachers from our schools or from other institutions. In the Netherlands, we were trained in the stop motion application, how to use it for our topic, in Italy, it was about social skills and emotions ...the impact on the participants, both teachers and students was beneficial to improve the skills in the different methodologies and implement them in the daily curriculum. Students learnt to develop skills to solve problems and modify behavior, developing empathy and acquiring more and more respect and tolerance for differences. Regarding the general evaluation , the evaluation commission had the misión of guarantee and adequate the evaluation process during the development of the Project. It was carried out an initial evaluation ( before the Project), intermediate evaluation( at the end of the first year) and the final evaluation ( at the end of the Project). We used qualitative indicators (digital book,Person Dolls Manual, short film… and quantitative evaluation: number of participants in the Project, questionaires, interviews, visit to the web…Once the project has finished, the products of the activities carried out, the methodologies used and the skills acquired, have been implemented in the curriculum of our schools to improve school coexistence. In addition, the expert teachers in PD methodology are training the rest of the teachers who wish to do so from their institution and their locality. All final products are available through the web, European erasmus platforms, etwinning.Internally, the results of the Project have been published in the school’s blog, web site, curriculumen and the oficial documents of our schools. Externally, the results and experiences acquired with the project are being disseminated through workshops and seminars in our schools.The website and the products are free to use for interested people. Products are posted or access links placed on websites,blogs etwinning,.. Finally, this project has been very useful because: • Increased the child's sense of equity and the development of a feeling of empathy • Increased self-esteem in students • Recognized that the difference enriches us and is positive • The project involved not only the students, but the family, adults ... working together the different values worked on the Project.