Integration of societies that are rapidly globalizing day by day, individuals with normal and special needs find their place in the society, adapting to different cultural values, constitutes importance both individually and socially. Some researches examined by the project team of our institution focused on the cultural intelligence factor defined as the capacity to adapt and communicate with cultural differences. In the information obtained from scientific studies, it was seen that those who are interested in various artistic activities have higher social skills and cultural intelligence than those who are not. In addition to artistic activities, the findings of Crowne 's study in 2008 stated that interacting with other cultures (such as education and employment abroad) determined cultural intelligence, depending on the level of benefiting from cultural experiences.Based on the findings of SWOT analysis, Cultural Intelligence Scale and Cultural Heritage Awareness Scale, which we applied in our institution in order to base needs analysis on concrete data and the result of the studies above, the mentioned project was created. Through our project, we aim to train a new generation who know their cultural heritage, adapt to different societies, have awareness and sensitivity towards cultural diversity, express themselves in society, become enterprising and competent in creating social dialogue, also blend different disciplines together and develop innovative practices by using local arts. And we aim to contribute to the proliferation of young generations who will benefit from creating different methods during the application of the professions they will acquire.In the activities planned in line with our goal, considering the principles of constructivist approach, the active role of the students was prioritized. To this end, each country is asked to use an artistic activity of its own culture as a tool and all students are expected to implement the activity in mobility. These activities briefly, craftworks specific to Bursa in Turkey hosted bream curtain game Creation of characters and conversion of these materials exhibited play 3D video, drawing and coloring on electronic tablets of specific motifs to Tallinn in Estonia, Italy to specific objects in nature in Sicily photographed and transformed into a big puzzle with web 2.0 applications, staging the art of local finger puppet in Portugal with puppets produced by students in 3D printers, teaching and staging folk dances in Poland with dance mapping method, playing the local music in Spain with participated schools from each country. Its orchestral and choral vocalization is that the story on which this music is based is filmed through web 2.0 applications and presented synchronously during the concert.All activities and outcomes will be shared in the eTwinning project, transferred to more participants via the webinars, presented on the project's web page, introduced in local press tools, added to eba as content, and the scale data applied during the evaluation period will be converted into an article and published in academic journals. In this way, sustainability of the project results and activities is aimed.In line with our main priority, it is thought that our students ' use of art activities as a way of recognizing and promoting their own cultural values, and by acquiring partners to cooperate at the international level, mutual transfer of the values ​​acquired can improve students' awareness and attitudes towards the importance of cultural values. Our project is also important for the mainstreaming students who need special learning, and the objectives in question coincide with the target of the education model, which does not isolate individuals with special educational needs from their peers and strengthens the culture of coexistence and supports their spiritual and mental development in the MEB's 2019-2023 strategic plan.It is considered important for the planned activities to be organized in line with the contemporary approach of interdisciplinary interaction, cooperative learning and Steam model, by associating them with the field of information technologies, creating motivation for students to develop their missing information skills and updating traditional arts and gaining different creative perspectives. These targets in Turkey's 10th development plan which are the international level, promotion of our culture, the development of social cohesion and the enrichment maintained not only coincide with the policy of continuation of cultural relations with countries in the world and new approaches in education, but also serve to items of strategic plan about gifted students which is published by the Ministry of Education.

"Ours school´s essential need when we contemplated this project was to improve teaching quality. For that reason we thought that it was very important to innovate in methodology. Teaching quality is synonymous of teaching process quality and so, we considered essential the following aspects: cooperative work in the classrooms, key competences development, improvement in the competences evaluation, introducing interdisciplinary projects and all the levels , and integrating in a practical way the use of technologies. From the context we have just introduced, we established the main objective: to apply gamification in the teaching context using ludic activities to learn and applying the rules of the game in the classroom. The objective has been to involve our students offering them new teaching methodologies, fostering effort, determination and collaboration. Learning Mathematics in an active and creative way makes easier the students incorporation to the work world, helping them in fields such as problems resolution, taking decisions and fostering creativity.Having our objectives in mind we selected our partners for this project, five schools from four different countries: Shotton Hall (England), specialized Arts school, Tallina Kesklina Vene Gümnaasium (Estonia) school with great experience in European projects and with great academic results, Discovery School( England)technical school, specialized in STEM subjects, Enrico Fermi(Italy), scientific secondary school which promotes Maths, Physics and Natural Sciences acquisition, Paidos(Spain) this project´s coordinator. All of them share the same educational concerns.The thematic areas worked during the project have been: ""Numbers, ratio and proportion"", “Measure and Geometry”, “Algebra, Graphics and Functions” and “Statistics and Probability”. In each of these areas the eTwinning project has been divided, sharing all the activities and results.The product has been the SMARTMATHS game which has allowed us to unify all the activities carried out during the project. It has been developed in digital version for the computer, mobile application, video game and board game. The type of game selection and the design of the four worlds, each one referred to a Mathematical field, has been the essential activity for the project´s development. The logo´s contest to select the main character, the short story competition (in which students have explained our character´s adventures in the different worlds), the theatre adaptation, the music composing for the game and the final performance, the games creation and questions, have become trials that our character has had to overcome. In each thematic unit a comparison of curriculums of different countries involved has been done to finish with the round table of the closing ceremony. All that activities and products have been elaborated by the partners in an equitable and organized way during the different periods.All these activities have had the purpose of promoting the intereuropean dialogue and the knowledge of other languages, the introduction of cooperative elements in the learning process between nations and respect to diversity. All these have been carried out with the purpose of the creation of European learning networks which will provide expectations and opportunities to all participants.They have not only learnt Mathematics, but they have improved their creativity, autonomy, confidence, responsibility, solidarity, team spirit and leadership. In that sense, the gamification is a perfect tool of collaboration which has let us get closer to Mathematics and develop these abilities.The project´s development, resources and results have been published in eTwinning, in the partner´s web and in the project´s web in order to provide information to everybody. The activities and final products will be accessible at any time , so that any school can use the project results.Our prediction is to produce different versions of the game creating the “SmartMaths junior” for primary students and other versions for different subjects. We will also translate it to different languages.From this academic year on, we want to develop the SmartMaths trial as a school event with all the partners and we want to open it to other schools.The project´s impact has surpassed all our expectations and for that reason it will be sustainable over time."

"In the world that has become digital in the 21st century, the competencies expected from students change. Interdisciplinary studies should be increased for the development of expected competencies and continuity. The Commission’s Contribution to the Leaders’ Working Lunch Gothenburg, are given importance such as STE(A)M (science, technology, the engineering, arts and mathematics), digitalisation, and artificial intelligence for target of 2025.Considering these objectives, digitization and STE (A) M are subjects that should be our focus in interdisciplinary studies. It is impossible to bypass the digital world while acquiring basic skills.Geometry is a set of disciplines taught in all European schools, the acquisitions of which form the basis of engineering and arts. Lessons end before students can fully acquire geometric achievements. The theories formed by Euclid are the foundations of geometry. Technical drawing is a world-class drawing method used in engineering, using geometric gains. Autocad is a digital computer program where two and three dimensional technical drawings are used in the field of engineering and architecture. CNC is the platform where three-dimensional(3D) digital drawings are transferred to concrete media. In our project, we aim to realize learning environments where two and three dimensional interdisciplinary “STE (A) M” materials can be created by using information technologies by integrating the axioms in Euclidean geometry and the gains in technical drawing lessons. In these learning environments; It is one of our main goals that students have gains in which three-dimensional thinking and design skills can improve, their digital competencies and their ability to use information technologies will increase, they can make interdisciplinary studies, European and world citizenship awareness and language skills can develop.Students with high academic achievements who have not been disciplined between the ages of 15 and 18 years; Teachers who master technical drawing geometry and information technologies will be included. 4 students and 2 teachers from each school will participate in each mobility of students. 2 teachers from each school will participate in each staff mobility. Depending on the conditions of the schools, a maximum of 25 students from each school,4 different school will be ensured to participate in eTwinning virtual mobility.In our project, 4 ""short term exchange group of pupils"" and 4 ""short term joint staff training events"" are planned. In addition, 3 eTwinning virtual mobilities are planned for students and 2 “Online Events” for teachers.Our project has four steps;1. Worksheets containing the axioms of Euclid prepared by the teachers in the 1st staff mobility will be implemented in the 1st student mobility and eTwinning virtual mobility.2. The worksheets containing the axioms and technical drawing acquisitions of Euclid prepared by the teachers in the1st staff mobility will be applied in the 2ndstudent mobility and eTwinning virtual mobility.3. With the worksheets prepared by the teachers in the second staff mobility, students will perform geometric drawings on AutoCAD using their technical drawing acquisitions. It includes 3rd student mobility and eTwinning virtual mobility.4. With worksheets where teachers prepare exemplary projects in the third staff mobility; Students will be able to realize 3D materials they designed on digital CNC by using Euclid's axioms and drawing rules. It covers 4th student mobility.Worksheets (WS) prepared with the constructivist approach, which teachers can prepare and use by students individually and in groups, will be utilized when connecting geometric gains to technical drawing and using the AutoCAD drawing program. WSs will also be used in student mobility in eTwining activities. While preparing WSs, they will first be tried by five students, used by students in schools, implemented in eTwinning activities and used four times in mobilities. Teachers will correct WSs with the feedback from students and turn them into modules. Students will enter the geometric design process after developing their computerized drawing and geometric skills. Working papers, modules and geometric designs will be published on the project website.Increasing the international project capacities of the schools, the students' ability to turn geometric gains into products with an interdisciplinary STE (A) M approach, developing the awareness of European culture, and the ability of individuals to manage their own learning processes individually and / or as a group are the predicted results of the project.Internationalization of schools, having a web environment that includes pioneering geometry and design in geometry and 3D design throughout the region, and that the created materials can be used for a long time are potential long-term benefits."

"“Notes of Europe” (NOE), an Erasmus+ project, developed within the Key Action 219 – Partnership for schools only , Project Code 2015-1-IT02-KA219-015004, involved NINE MUSIC SCHOOLS FROM NINE EUROPEAN COUNTRIES (ITALY, CZECH REP., ESTONIA, GERMANY, LITHUANIA, ROMANIA, SPAIN, TURKEY, UNITED KINGDOM), WHICH GATHERED AROUND THE INNOVATIVE NOE PROJECT IDEA TO DEVELOP MULTILINGUALISM THORUGH MOBILITIES AND THE SPECIAL LANGUAGE OF MUSIC. Core target of the project were students aged 13-18 belonging to the music and dance section of the schools involved but the activities and the methodology planned invested also in the teachers, in the whole school staff, in families, the whole local communities and also local decision makers. The project, as indicated in the COM (2008) 566 by the EU Commission about multilingualism (mastering several languages increases employability and allows to choose from a larger number of job offers), aimed to encourage communication skills in a foreign language, with particular reference to the English language, not only to improve school performances, but above all to give the students an immediately spendable experiential baggage for their professional and relational future. It was exactly in answer to this recommendation that NOE gathered 9 European schools. The 9 partners, all agreed that a specific joint action for multilingualism should have be done because quality education and training 1) would fuel inclusive, sustainable growth as learning outcomes and 2) would translate into the productivity and innovation of the working-age population, 3) would offer their students innovative ways to appreciate language diversity and LEARN TO LEARN languages in a funny and informal way. Rooting in the early birth of the idea of Europe, “Notes of Europe” worked out by investigating the core role had by MUSIC in creation of the EUROPEAN CONCEPT in all the Countries involved. So,during each LTTA, subjects like GEOGRAPHY, HISTORY, EDUCATION, CULTURAL IDENTITY became MUSIC. As it happened in the 19th Century that for spreading the European Union ideas the thinkers created a virtual agorà where to meet, in the same way NOE reproduced a new agorà for making meet cultures and languages. Glue of the relations was MUSIC and STUDENTS were being protagonist of the whole action.Activities planned were of 3 types:-inside the schools-between the partners-in local communitiesMain objectives of the project were:- activating interest towards different languages- improving English language competence- learning a basic vocabulary in the language of the Countries involved-developing intercultural skill-enhancing students mobility and the circulation of music works-overcoming social exclusion and discrimination -connecting music schools and exchanging best practices and cocreating new ones-sharing and exploring the relationship between music and personal and cultural identity-exploring the city life in the participating countries-encouraging the dialogue between people from different backgrounds-promoting the idea of cultural diversity in the local communities-activating a positive view of the European Union-developing interest and competence in other schools staff in applying for ERASMUS+ grants""NOTES OF EUROPE"" was AN OPEN WORKING SITE, not only for students but also for teachers who had the opportunity to take advantage of training opportunities on languages ​​and best practises.- Creation of a dedicated website (prepared and coordinated by the Czech Republic) http://www.noeerasmus.com/index.php/italy/italy-news- Twin-space (set up and coordinated by Lithuania) https://twinspace.etwinning.net/12257- Facebook page (set up and coordinated by Estonia) https://www.facebook.com/groups/1667253366874706/?fref=ts- WhatsApp (set up and coordinated by Turkey)- Creation of a Logo-Jingle-Inno https://www.iissparabita.it/progetti/internazionali/erasmus.html?start=30- Evaluation and monitoring plan of the entire project (prepared and coordinated by Italy, shared and applied by all partner countries) https://www.iissparabita.it/progetti/internazionali/erasmus.html?start=40- NOE ORCHESTRA - (All Partnership)) https://www.youtube.com/watch?v=RVxVed2886A https://www.youtube.com/watch?v=Voi0Ktu581s https://www.facebook.com/groups/1667253366874706/?fref=ts- Erasmus+ NOE Festival in Italy, during the final LTTA, with dance, music, art, fashion performances (https://www.facebook.com/groups/1667253366874706/?fref=ts).Longer term benefits are evident for the 9 participating countries and schools: ""Notes of Europe"" has influenced, in a permanent way, the ""Europeanization"" of the schools involved, by the constant opening towards new cultural and linguistic frontiers. So, NOE will always be a reference, a model, a starting point for future projects, offered to students and teachers, for the acquisition of new skills, aimed to improve and promote intercultural well-being inside the great European family."

"Problem-solving skills are basic skills that an individual uses not just in mathematics, but also in daily life. It was the exit point of our project that students have difficulties in the mathematical problem-solving steps and might be individuals who can only use the technology. Based on the horizontal priority of ""Encouraging the acquisition of skills and competences"" and ""Open and innovative practices in the digital era"", we have tried to present a different perspective by producing an innovative teaching method to this problem.Students have programmed their circuit boards and produce electronic materials at the end of the project by linking the mathematical problem-solving steps with the algorithm-programming using the teaching method that we have improved. To be able to carry out the project, a mathematics-information club has opened in each school and students have developed their sense of responsibility and social skills by working in groups.The project has consist of four steps; 1. Linking non-routine mathematical problem-solving steps with the algorithm 2. Basic programming lessons and Scratch 3. Basic programming lessons on Arduino and introduction of basic electronic lessons, prepared circuit boards, and Arduino 4. Produce electronic mathematical materials or roboticsThe project steps have run concurrently with the four modules that have been created during the project. Our basic goal is to train individuals who have high-level problem-solving skills, who are not only using the technology but who can produce it at the same time, know programming and electronic circuits.The disadvantaged students were selected for the activities. The project was applied under the control of mathematics and ICT teachers. The school directors also participated in activities to monitor mobility. The project brought together 3200 teachers and students from four different European countries (Turkey, Italy, Portugal, Estonia) in learning to think globally and work on activities that contribute to the community’s well-being. Today, it is a painful process to obtain concrete interdisciplinary outcomes. We ended this process with positive feedback from students, teachers, and partners. There are 4 modules and 11 Arduino mathematical materials. Contributed to the internationalization of institutions. All schools in the project established partnerships in new and different international Erasmus + projects. Our school received acceptance for a second Erasmus + project.For students;-Problem-solving skills developed and indirectly increased academic achievement.-They spent more efficient time at school and out of class.-Due to the activities they participated during the project, absenteeism problems decreased and responsibility awareness developed.-They became more aware and tolerant about social, linguistic, ethnic and cultural diversity.For the participants;- Participants' awareness of entrepreneurship and the sense of taking responsibility improved in an international project. -With the international project, they saw the differences in the education programs, teaching methods, and techniques of different countries. They made comparisons and contributed to their professional development.-International project development and implementation skills have improved and new project partnerships have been created.After the project was completed, the students were provided to become group leaders in the math-informatics club to make the project sustainable. Peer education will continue through in-school training. Exhibitions and competitions were supported with the approval of the school principal. Teachers and students will be able to download modules and software codes using the current project website. They will also be able to access modules and other data from the project's Facebook page. Also, modules will be given to teachers who leave school. The schools visited before will be informed about the dissemination activities."