-Project Cultural Heritage for Development is a School Exchange Partnership which is planned to start on 1st October 2020 and last 24 months. The partnership was formed via eTwinning and consists of five secondary schools: coordinator from Poland and partners from Turkey, Greece, Italy and Spain.-Project priorities are promoting entrepreneurship education and raising awareness of the importance of Europe’s cultural heritage through education. There are four main project objectives defined:I. Development of schools as organizations and increase in their abilities to work in international projectsWe want our institutions to create and develop European networks, work in cross-border projects, share and confront ideas and practices. II. Undertaking a mobility projectWe want our institutions to promote the values of inclusion, tolerance, language learning, linguistic diversity and multiculturalism.III. Promoting initiative and entrepreneurship educationProject activities are based on Business Studies methodology to foster transnational initiative, entrepreneurial mind-sets and skills.IV. Raising awareness of the importance of Europe’s cultural heritage We want to raise awareness of social and educational value of European cultural heritage, its contribution to job creation, economic growth and promote intercultural approach to heritage.-The participants vary in cultural and geopolitical background, approach towards heritage, motivation and learning capacities. In project there will be included underprivileged participants with educational difficulties, economic obstacles, cultural differences and geographical obstacles. Participants with fewer opportunities will be offered psychological, linguistic, cultural, economic and organizational support. All project participants include pupils, teachers and other school staff (200), pupils’ parents (300 households), local schools and authorities, business people (25 companies) operating in tourism and exploring cultural heritage, local, regional, national tourism boards and holdings. Project activities-To raise awareness of cultural heritage pupils complete introductory tasks (a video pool research on cultural heritage, seminar classes on the changes in the attitude to heritage protection in the past, animation presenting factors that influenced cultural heritage in the country in the past, data mining on tourism).Before each mobility, pupils brainstorm ideas for presentation and case study, host pupils are involved in field trip arrangements.Pupils take part in five short-term exchanges in partner schools where mobility activities are held under the main theme (debate on cultural heritage issues, designing enterprise, workshops, field trips). The entrepreneurship techniques applied in the field trip activities include: brain-storming ideas, SWOT analyse, elements of feasibility study including technical, strategic and market analyses, elements of business plan, negotiations, decision tree etc.Project outcomes:-a more dynamic, committed and professional environment inside involved schools, ready to integrate good practices into school activities, -successful cooperation of institutions and staff required by the assigned project tasks.-inclusion of participants with different difficulties, -enhanced awareness and intercultural understanding,-increased sense of initiative and entrepreneurship,-better understanding of interconnection between formal and non-formal learning.-enhanced intercultural and entrepreneurial approach to heritage. Long-term benefits-All partner schools will develop as organizations and improve their professional environment, European dimension and readiness to integrate good practices in school activities. -There are also plans to continue using the results of the project in school activities.1.The Business Studies curriculum will include a selection of techniques, ideas and content used during project activities. 2.Field trips organized by partner schools will include additional objective of assessing cultural heritage for business activity and job creation. 3.Pupils’ participation at least once a year in events such as tourist fair or entrepreneurship week.4.Pupils’ participation at least once a year in a visit to local enterprise and meeting with businessmen. 5.Due to the Spanish partner’s skills in vocational training, they will select one of the enterprise projects and implement it in virtual reality in the second year of the project. 6.All partner schools will hold annual competition at first at local or regional level. Other secondary school pupils will create enterprise projects based on national and international cultural heritage.7.In second phase of project life spam, partners will create eTwinning projects on cultural heritage issues.

<< Background >>The needs of our organizations are also needs of globe as the world is getting crowded by 77 million per year and the population, which is 7 billion now, will be 9 billion in 2050, the food production should increase by 70%. The changing balance in production and consumption in the globalizing world, limited natural resources, and insufficient environment politics have shown the environmental problems and importance of the solutions. The main reasons of broken natural balance are pollution, devastation and unconsciousness. We observed that the necessary importance is not given to change the students’ behaviors regarding the pollution, energy and water conservation and recycling. As the members of teaching community, we cannot sit back and watch the future of environment passively, we have to be proactive in its preservation for the upcoming generations. The reason applying this project is to learn how to teach in new and interesting ways in order to protect the environment -since education is an essential element of the global response to climate change-, what our responsibilities to the environment are, why to recycle, what the polluting materials are, which waste is recycled, how to stop global warming.Besides, we aim to inform our community, make them understand the importance of the solutions and participate to solve the problems. We aim to ensure the recycling, increase the awareness of sustainable consumption, and protect our natural resources. Everybody will approach the problem from a different point of view and it will enable us to learn from each other, create new ideas and help to implement adequate measures to achieve our final goal in reducing our ecological footprint.Our partnership's needs will be fulfilled by the project through the following facts: 1. The project will allow students with diverse interests and different socio-economic environments to work together to recognize common aspects of interest and to produce outcomes that will represent the transnational partnership emblem. 2. The students will profit lectures and workshops given by experts in environment protection, which is a great chance for them to dig deeper in the topic and consult professionals. They will have several opportunities to learn outside of their usual classroom and to participate in educational programs and visits to community gardens. 3. After getting the SWOT analysis results and applying a questionnaire subsequently in each partner school we observed that although climate change is a multidisciplinary phenomenon linking organically to all school subjects, subject teachers seem to think it is not for them to explore it in class. Also, textbooks promote inadequate ideas about the topic. That is why we will create an e-guide book for educators and the partners will be free to adapt the material to fit their own needs. 3. Calculating personal ecological footprint will be a way to make every participant to think about environment and his or her impact on it. 4. The photo contest will make the students see in a better and clearer way the environment and its importance around us. 5. The following topics will be addressed during the mobilities to help participants get more Trained, Motivated & Engaged to tackle climate change! Your Diet Is An Important Part Of Your Carbon Footprint & Eat Sustainably Reduce Your Waste & Green Cleaner Watch What You Buy Connect With Nature Travel Responsibly Endangered Animal Species Internatıonal Days, World Water Day, Day For Biological Diversity Global Warming And Greenhouse Effect Climate Chance And Agriculture Ask An Expert & Climate Change Games and etc.<< Objectives >>We want to achieve the following objectives: -To educate students about climate change and start a recycling program, and energy and water conservation project for our students (minimum 60 percent of the target group will gain awareness and about 4000 people from the school and local communities will sign the Environment protection Charta)-To increase knowledge related to sustainable consumption and environmental protection among the students and also the local communities, during the 2 years period of implementation (about 2.500 individuals will be influenced) -To create an open educational base/resource - teaching material (comprising of lesson plans, School’s climate guide, multi-media materials, thematic language dictionaries, topic related articles, samples of good practices, e-posters also as non-formal auxiliary materials for education) and to make it available for any educational professional, which may be interested -To enhance the potential of both teachers and students to improve their ICT, language and intercultural skills and to develop students’ transversal and cross-sectoral skills also as their versatility and to effectively assist them to become well-rounded young graduates, prepared for successful future career (during the implementation variety of about 2000 students will combine different skills and knowledge while developing activities in several educational fields: ICT, Arts, Biology, Foreign Languages, Geography, Psychology, and Chemistry - a minimum of 40 percent of these students will improve these skills)-To provide success stories about what students and others are doing to help protect and conserve natural resources to encourage schools and classrooms to learn outside and take action -To increase participation in and understanding of citizen science programs related to climate change mitigation so that students learn the importance of being a good steward-To share information about what the partner agencies are doing to address climate change-To understand the role of citizens, public and management agencies, and non-governmental organizations in protecting and conserving natural resources.<< Implementation >>* We intend to implement the following five online TPMs and five LTTAs:1. KICKOFF MEETING: 12.2021; conducted by the coordinator.The content of the meeting:- Agenda for presenting the project to the staff, students, parents and the surrounding of the school- Creating project teams in each school, teams for the management, monitoring and evaluation of the project - Social media accounts of the project, the web page and its TwinSpace- Deadline for logo selection, Mentimeter for voting2. TPM – ETWINNING: 02.2022; conducted by the Turkish contact person as she is an experienced eTwinner. The content:- Introduction to eTwinning and use of Web 2 tools- Communicating and Collaborating on eTwinning platform- Management of the Twinspace - Examples of eTwinning good practice3. TPM – DISSEMINATION PLAN: 04.2022; conducted by the Greek partners. Ms. PSALTAKI is quite competent in this field as she organizes seminars for the dissemination of the project results. With her experience, she will lead the dissemination teams and support the partners. The content:- Make plans for the sharing and promotion of our project results- Responsibilities for disseminating the project results and products- Developing the project sustainability strategy4. TPM- FIRST YEAR'S EVALUATION: 06.2022; run by the Polish partner. The content :- A thorough examination of the first year- Identifying the weak points and the measures to be taken- Interim report 5. TPM - THE CLOSURE MEETING: 12.2023; run by the Latvian partner. The following events will be organized for general assessment of the project and to make agreements on the last actions related to results and dissemination events. * A webinar to implement some activities after the project's end.* A webinar for revising the detailed plan of dissemination, use of project results and ensuring the sustainability of the project.* A webinar to fill in the final report and design teaching evaluation tools.At C1, the objectives are learning about how Your Diet Is An Important Part Of Your Carbon Footprint & Eat Sustainably; Climate Change Impacts; joining in Take Actions events - a set of activities designed to encourage young people to get outside, enjoy nature and discover play; connecting to a tree: sit, hug, climb, swing and starting an Eco-Teens Club at our schools. At C2, the objectives are being informed of Global Warming And Greenhouse Effect; creating Teaching Materials & Videos; having a seminar on the creation of School´s Climate Guide; creating toys using recycled materials; organization of a Waste Reduction Week; planting a tree in the organization’s garden At C3, the objectives are engraving love of nature via theater plays; designing costumes and decors from the recycled waste; Climate Conversations: Role Playing and Memory Games – Climate Vocabularies; and learning about the importance of eco-friendly shopping; - creating videos on National Endangered Species by each partner;- creating bird/cat/dog houses from recycled materials; playing - Woodlands Games and Sports in nature At C4, the objectives are creating nature friendly animations; shooting a short film; making a terrarium minigarden; having a bike tour in the town to encourage the participants to use eco-friendly means of transport in their lives more often; learning about Climate And Energy through a seminar; learning the ways to reduce the consumption of energy at our homes and our schools. At C5, the objectives are : creating a water diary after watching a water documentary to learn about Our Water Footprint; having Climate Conversations: How To Travel Responsibly In An Era Of Climate Change!; connecting with nature: Woodlands Games and Sports and horse riding.Furthermore, we will hold five online MULTIPLIER EVENTS, one in each partner country, to promote the Intellectual Output.<< Results >>Although we use a good deal of assessment techniques to see whether the project is serving its purposes, our primary aim is to help participants have the autonomy to save both their planet and environment. Initial and finalstudies will be analyzed as student discussions, feedback analysis, observation of their behavior, and level of involvement in environmental activities.Our Expected outcomes are as listed;- School's Climate Guide (an e-guide) which will consist of the following parts:Part 1 explains why we and our school should take on a whole-school approach to climate action.Part 2 outlines how our school can plan, put into practice, and evaluate our own strategies and visions for reducing climate change – possible ways to model climate action.Part 3 consists of TEACHER'S CLIMATE GUIDE and provides guidelines for each school subject teacher to include the theme into curriculum with the recommendations and examples of good practice, games, quizzes, puzzles, suggested films, apps, outdoor activities and so on. Part 4 provides instructions for involving the whole school community in climate action plan by defining their possible roles.- Behavioral changes among the participants (e.g., awareness, knowledge, attitudes, intention, and skills) that support individual pro-environmental behavior and action. - Environmental behaviors changes to alleviate environmental pressures (e.g., water- or energy-saving behaviors, waste reduction behaviors, recycling, walking rather than driving). - Environmental actions undertaken by project participants to improve degraded environmental conditions (e.g., planting trees for habitat restoration, cleaning up beaches & forest, or participating in new environmental monitoring projects) - Capacity-building outcomes at the community level to address environmental issues through pursuing collective actions, such as improving communication within and between groups, building effective collaborative partnerships. - Environmental education outcome: a change from more passive classroom lectures to active-engagement inenvironmental issues in the curriculum of schools. - As the project includes partnerships with a variety of stakeholders including schools, community groups, non-profit organizations, and government agencies, by connecting with other organizations and experts, education providers will garner expertise and resources conducive to achieving a direct outcome. An improvement of the competences of the teaching staff participating is expected as a result. Not only the project participating teachers but also any other teacher who access the material developed, can improve their professional skills. - Promotional materials and product to be sold-out at local markets by pupils which will improve their entrepreneurship skills as well. - Memorial forest of the project in each partner country. - Dissemination of results and promotion of the use of techniques, methodologies and any other materials associated with the project. - Creation of an e-Twinning project in the platform, sharing the activities, results and conclusions with everyone interested. - Performing virtual exhibitions - The creation and maintenance of a web site of the Project where the results will be shown and where the materials will be accessible, information will be exchanged, suggestions will be received, etc. - Creation and maintenance of own accounts, associated with the project, in the most important social networks (Twitter, Facebook, Instagram, etc.)Number and Profile of Participants:Each short-term exchange mobility will include the participation of 4 students (age range between 16-18) and 2 Ts from each partner school, 3 staff from the Greek institution and totally 64 Ss and 44 Ts/staff members will take part in all mobility.In addition, more staff members from each school, as well as students' parents, are involved in other project activities during the project's time.

When schools tell students to put technology away, it's like asking a doctor to save a life with one hand tied behind his back. As it is mentioned in the saying of Matt Miller, today's world is full of technology and it plays an important role in education, too. We have to realize that students are not the students of our generation where they sit and listen. Things have changed now, they have new toys such as smartphones, laptops, tablets, etc. The methods and techniques in teaching need to keep up with the requirements of the modern world and find new, motivational strategies. The digital storytelling technique is one of the activities which has started to be used by innovative teachers nowadays. The researchers state that students can learn more easily by digital storytelling techniques. We have realized that many students and teachers are unfamiliar with this concept. As a result, we have decided to choose the digital storytelling technique as the main theme of the project. We aim to carry out this project to familiarize students and the staff with different and more enjoyable teaching and learning techniques, to create the most appropriate atmosphere at schools in order to improve academic results. We would like to reach these goals by exchanges of good practices of the participating schools to get inspired by their different and innovative methods through the cooperation of the teachers and students of the partner schools. We would like to create international groups of our staff organized on the basis of subjects taught by them and of course our students will take part in this project, too, as we want to see their ideas about how we can make our schools more attractive places. The teachers and the students are expected to use the digital storytelling technique in the school environment. At the end of the project, the teachers and the students will have learned to use this technique effectively. Participants will integrate ICT tools in their learning process and have the opportunity to develop their language and social skills. There will also be a cultural exchange among the participants. There will be six partner schools from Belgium, Estonia, Germany, Italy, Portugal and Turkey. The age of the students from participant countries ranges from 15 to 19. The subjects of the teachers from the participant countries are ICT, English language, Literature, and History. We want to support the professional development of our teachers in using new ICT methodologies in teaching. It is also essential for the teachers of our age to know and use English no matter what subjects they teach. By setting out with this idea, we think that two short term joint staff training courses about ICT web tools and digital storytelling will be appropriate for them. In this way, they will master the whole thing that project and the students may need.They will also work on using innovative student-centered pedagogical approaches, new kinds of tasks for students to solve which can make teaching and learning more effective. Students should complete these different sorts of tasks and activities focusing on project-based learning and share their tasks and works via the eTwinning platform, so they can realize their knowledge, skills, and awareness of their own capacities. There will be four short term students exchange meetings during the project. Thus and so, they will have a chance to work in an international group and this new learning environment can help them to develop a more positive attitude towards learning. It is a key point in this project which will be a motivating experience both for teachers and students. This project will enhance ICT based teaching, learning, assessment practices as well as multilingualism in the teaching-learning process. Hopefully, our project will have a great impact on our staff, students and last but not least on our institutions. First, working on the project our staff will improve the quality of teaching by gathering fresh teaching ideas and approaches. It will be possible to motivate students who are harder and harder to engage in traditional school activities and consequently their academic results will be better. The participating schools will carry out a European project which will help to attain a higher status to our schools. The results of this project will bring longer-term benefits to our schools as the teachers will get used to using innovative methods, they can share their experiences with their colleagues. In addition, we will be able to renew our curricula in line with the objectives and results of the project, so we will be able to use this technique widely for years. In the course of the project through cooperation, both students and teachers will learn how to teach, learn and live in multicultural Europe.

Background of the projectThe prevalence of obesity in childhood is increasing all over the world and the World Health Organization (WHO) shows the obesity as one of the most important public health problems. Most of these children continue to be obese adults in their lives. Besides, they may have low self-esteem and some social problems. Treatment of obesity is not much effective once it develops so community-based preventive measures in early stages of life seem to be more significant.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 preventing 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 beloveds and ourselvesObjectives• Having preventive measures and risk decreasing approaches in early stage of life• Reducing high BMI among teenagers• Backing the students up 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 isolation• Preparing action plans including one hour 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 life styles in the EU• Enhancing the knowledge of the participants on different local cuisines• Organizing competitions to support active lifestyle in a kind but firm atmosphere and improving the team spirit• Downloading and actively usage of health friendly technology and apps (pedometer, calorie counters)• Creating a common health diet with apps• Learning how to grow own food (adaptable in the city) and how to collect food from the natureThe Participants and ProfileEach short-term exchange mobility will include the participation of 20 students(age range between14-18) and 10teachers, and totally 120 students and 60 teachers will take part in all mobility. Selection criteria for the students will be computer and language skills, peer and teamwork ability, availability and adaptability.ACTIVITIESC1-FR- Swedish Diet/Yoga/Healthy Minds/Family Information/Midday fitness/Friendly competitions/Creating GOAT mascotC2-HU-Decleration/Stop Being Couch Potato/Mobile Apps/Homemade Products/“Consumerism culture” SeminarC3-TR- Seminar: “Diabetes Among the Young”/Atkins Diet/Bring your own food/Fundamentals of Healthy Life/Probiotics/Folk remedies C4-IT- Mediterrenean Diet/Sedentary life/Mobile Apss/Trekking/Pitching a tent(Skill)/Cooking Class C5-SK-European Food and Nutrition Action Plan/Dash diet/Local herbs medicine C6-LV- Organic Food/Growing your own vegetables at school/paper magazine/final reportCONCRETE RESULTs are questionnaires, logo, website, social media tools, a common eTwinning page for the project, handbook for children in 6 languages including health tips, a common recipe book, Local Herbs Book, Local Remedies Book, recorded video clips of cooking classes, sport offer, travel diaries, language booklets, cultural booklets before the trips prepared adequately to the age of pupils.Results and ImpactsWe estimate a great deal 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 – indoor and outdoor of the school 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 a 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 vegetables, finding the best mobile apps.The 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 healthy life awareness.

Context/background of the projectThe “Edu Care Fully” project was born from the idea of some students who suggested support activities to help some of their fellow students who had weak school results. In each school there are students who have good results and students who are not good at school for various reasons: lack of interest, uninspiring lessons, students from socially disadvantaged areas or migrant families, or who have special needs. Groups of students with good grades and those who needed help were identified by each school. These mixed groups (having good and bad marks) stayed together during different lessons and worked together in different projects on various themes: technologies, cinema, art, history, sports, healthy food and lifestyles, traditions, local culture and folklore, entrepreneurship, marketing, and finance. The projects involved the use of presentations, questionnaires, statistics, video recordings, essays, etc. All the activities were recorded and uploaded to the project website (http://www.educarefully.eu).ObjectivesThe aim of the project was to enable pupils from partner schools to help fellow students who were either at risk of school failure or who had special educational needs to improve their grades and further their personal development by increasing their motivation for daily school and after-school activities. The project was carried out transnationally to gain information about how other schools deal with school failure and to exchange good practices. We aimed to improve the students' digital skills (e.g. working on projects, designing web pages or blogs), their linguistic skills (in their mother tongue and in foreign languages), their social skills (helping those in need), and their sense of initiative and entrepreneurship so they could become more self-confident and socially-aware European citizens.Number and profile of participating organisationsThe project was a joint activity of seven countries from all corners of Europe: Italy, Portugal, Turkey, Spain, Greece, Germany and Latvia. Between 200 to 350 pupils and 10 to 40 teachers from each partner school participated in the project, depending on the size of the school. The pupils were between 15 to 19 years old and the teachers had different specialties. Description of main activities undertakenPupils worked together, being both promoters and developers of the activities. They worked together during classes and in their free time. Pupils did school assignments and extracurricular activities. They used computers, books, magazines, mother tongue and foreign languages, producing presentations, essays, surveys, meeting evaluations, vocabulary tools, photo albums and videos. Pupils learned more about their own and other cultures. Results and impact attainedThe final product of the project is a booklet, in digital and paper form which contains all the materials produced, the activities carried out, the best practices and ideas developed from the project by the international group of teachers. The second final product is a website where the project can be followed (news, photos, etc.) and where we uploaded all the materials produced. At the end of the project, the pupils have become more autonomous learners and those who previously had bad grades felt part of an international group of students in which they could give their opinions and ideas, and work in conditions of equality. Longer-term benefits-Networks of students, families, teachers and schools that can continue collaborating individually and/or institutionally beyond the project timeframe-Foreign linguistic competences, digital competences and appreciation of other European cultures for teachers and students-Importance of working together in multinational teams in the same European working and studying space-Importance of the sense of equality among students; all of them can contribute if they are helped and they feel and are treated as equals-Improvement of methodologies and school management thanks to the exchange of best practices-Dissemination of the Erasmus+ Program among students, teachers and in the school/municipality (families, organisations, institutions…)-New students, families and teachers want to know more about the Program and want to enrol in other projects-The project website and results will be available for other European schools that want to use the information, to put in practice some of the practices developed -Various references will be available on social networks, eTwinning or the Erasmus+ platform which will improve the dissemination and sustainability of the project-The students learned to voluntarily help those in need, becoming better people and more aware citizens