This projects “Be well, teach well, learn well” goal was a start for the project schools in lifelong learning about health and well-being. Project’s goal was to create a model of well-being school. EU health policy focuses on prevention by promoting healthier lifestyles and equal chances of good health and quality healthcare for all regardless of background. The United Nations set The Sustainable Development Goals in 2015 as Agenda2030. These 17 goals have launched to ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education for sustainable development and lifestyles. This project covered nearly every goal and these goals are roots of well-being life. The aim of the project was the unite ensemble of well-being, lifelong learning and sustainable way of living. The project developed the awareness and attitude of pupils and the school community that well-being is essential for successful learning and happy life. Curriculums of project countries also points out importance of well-being. Well-being should be a natural part of everyday life at school. In this project there were four primary schools around the Europe: Volksschule Julius-Meinl-Gasse from Austria, Osnovna škola Pušća from Croatia, Tuiran koulu from Finland and EBS Mouzinho da Silveira from Portugal. Every school brought their own knowledge to the project. The project was divided to four different themes of well-being: “Teachers well-being”, “Moving towards well-being”, “Healthy food and health in contact with nature” and “Mental and emotional well-being”. Every project school was responsible for one theme based on their expertise. During Learning, Teaching and Training activities participants were introduced to the theme by host school. Meetings included theme-based workshops and evaluation of the project. This project used surveys to find out pupils and teachers’ knowledge of health and well-being and project schools’ school culture. During the project there were several surveys to find out beginning level, improvement and where participants got at the end of the project. Before ending the project, each school set aims for the future based on evaluation of the project. Between the Learning, Teaching and Training activities every school worked with the specific theme leaded by expertise school. This project had four main dissemination channels: blog, web page, eTwinning and booklet. Each project school was responsible for one channel based on their expertise. In the blog, project’s web page and on eTwinning is shown what have been done within the project themes. Concrete output of the project is booklet which contains good procedures, summaries of the themes and activities as well as the model of well-being school. Result of this project has increased well-being and concrete tools for healthy life for pupils and their families. This project developed pupils’ sense of social and environmental responsibility. The project developed pupils understanding of different cultures and understanding of their schools and national traditions. Pupils gained knowledge, understanding, skills and capabilities to make healthy lifestyle choices now and in the future. Teachers were participants of Learning, Teaching and Training activities. Teachers gained new pedagogical procedures, got tools for their own teaching, and improved their language skills. Awareness of what was good in their own school, but also possibility to get new impacts, empowered them at their own job. This project strengthened teachers’ profession and teachers got empowerment from working with teachers from other countries. After the project, teachers have opportunity to continue working with fellow professionals internationally to improve and enrich their pedagogy. Project affected to whole school society and it impact positively to school culture. At the end of the project health and well-being is active part of the project schools' school culture. Influence of the project and the improvement of the school culture makes health and well-being to be permanent part of pupils and staff’s everyday life. Concrete result of the project is the model of well-being school which is formed from good procedures and activities. The model of well-being school will stay to be a part of schoolwork and continue to develop. When pupils feel well, they learn well and when they learn well, they feel well. When teachers feel well, they teach well and then pupils can learn well and feel well.

We designed a challenge that addressed to all getting to know patterns - the usage of Neil Fleming's version of scholar learning: visible, auditory, analyzing/writing preference and kinesthetic- having as key factors testimonies and storytelling.The four different learning styles, such as visual, auditory, reading/writing preference and kinesthetic, will be analyzed, identified and applied to story-related techniques. The project boosts the students’ school performance at national and international level. The activities will focus on culture and civilization by means of which the students will have the opportunity to create their own stories and increase their motivation to learn in a more attractive waySupernatural beings and events are part of every culture and can be used as teaching tools in order to develop critical thinking, imagination, creativity, empathy, appreciation, collaboration and communication. The objectives of the project are: – to stop illiteracy and develop the students’ creativity in five European schools– to emphasize similarities and differences in five European countries– to teach the students how to express themselves – to encourage students use storytelling technique within all school subjectsThe results of the project are:-working in partnership-five digital stories -questionnaires (initial and final to measure the impact of the project)-an exhibition and a carnival to promote the products of the Stories Arts & Crafts workshops-a dictionary-two magazines-five scripts suitable for five Puppet plays-five thematic carnivals (using characters from stories, fairytales, myths, etc.)-three web pages of the project (the official page and the pages using the e-Twinning and Erasmus Plus Platforms)-ten lesson plans (that are examples of good practice of story-related teaching)-promotional materials: flyers, wrist bands, bookmarks,The following activities will lead to achievement of the project’s first and second objectives:-visual learners: digital stories, bookmarks and wrist bands, questionnaires, Erasmus+ corner, logo-aural learners: web-chat on Facebook page and e-Twinning Platform, group discussions, email exchanges-readers and writers: magazine presentations of the stories, scripts for Puppet plays, flyers, dictionary-kinesthetic learners: stories, Arts & Crafts workshops products and carnivalThe scholars aged between 7-11 years are actively concerned within the task. As they're too young to attend the mobilities, they'll take part at action prepared at locally. Each partner will provoke Erasmus+ task equipment to reunite all of the pupils involved to participate inside the challenge, and to provide them the feeling of belonging to a group, strengthening their commitment to be energetic participants.The undertaking team will consist of minimal 10 teachers in each partner college, so a total wide variety of 50 teachers can be actively involved in the task development and could attend the worldwide conferences. it's far very critical to have in each group an English instructor to make sure that the communique in a foreign language will no longer represent a barrier, an ICT trainer because the challenge calls for the use of ICT for creating a few products, a Maths instructor as a way to compare the questionnaire and shape the statistical data, a Psychology trainer/ mental counselor to screen students’ behaviour.The new teaching principles, collaboration and communication will allow students to compare different educational systems. In addition, the training events and exchanges of students will prove to be an excellent opportunity to increase motivation for language learning by practical use in real life situations.

"In this project, all the teachers involved wanted to acquire new inputs and knowledge in the fields of media competence and new technologies - especially in the field of teaching arts - and thus to expand their competences. The pupils were able to experience and apply this knowledge in the lessons. Information on European artists and their works was acquired and subsequently applied productively through the use of modern media in the artistic field. The objectives for our project have been clearly defined by all participating project partners: .)Training of teachers, .)Transfer of digital competences in the field of teaching arts and art instruction to the pupils .) Dissemination of best practice examples .) a joint product (medi[a]rt dictionary)The project included five schools from France, Great Britain, Finland, Denmark and Austria. The Austrian School, which has already gained a lot of experience in other European projects, took the coordinating role in this project. All partners teach children in the same age group and in some cases they already had extensive experience in using modern media in the classroom or wanted to do so. All teachers involved were aware that the use of modern media is very important for the future of pupils. Through this project, the pupils were prepared for the intelligent use of modern media in a European context. The project helped to cover the ubiquitous need for a meaningful use of all modern media and technologies, thus paving the way for secondary schools and facilitating the future employment market for pupils.The eTwinning platform was used for networking the participating schools and furthermore, the project participants and other interested parties were able to access the resulting documents in the form of a ""medi[a]rt lexicon"" (information of the artists and their art forms and works, reports on job-shadowing, protocols of meetings, evaluations, best practice examples, hourly drafts, photos, works of the children...) and others. In order to facilitate the dissemination of all results of the project at regional, national and international level, a dissemination plan was drawn up (see annex), to which all project partners adhered and ensured its implementation. Internal school meetings and regular evaluations recorded and document the status of the project's success. The subject of our mobility was job-shadowing, in which art lessons with modern media were hosted. The guests were also able to present their country, culture and language to the host children. A clearly defined trip and job shadowing schedule explaining the format and the contents of these trips has been developed, which enabled well-prepared, smoothly ran and efficient meetings. Together, in exchange and discussion at eye level and through the same practical experience on site, the key topic of art with modern media experienced decisive impulses. Two transnational project meetings were held at the beginning and end of the project to support the organisation and evaluation of the project. The long-term benefit lies in implementation at international level. All participating schools learnt about other methodological approaches to the topics. Furthermore the partners compared, adopted and merged the different approaches into a uniform, European and cross-cultural methodology.The newly acquired competences in the field of art and especially in the field of new media were transferred to the pupils. This new knowledge helped to pave the way for the pupils future (further choice of school, career opportunities, career choice,...), to counteract risks such as early school leaving, reduced career opportunities due to a lack of competence in the ICT sector. Only through the cooperation of several nations was it possible to ensure that the respective expert knowledge (of teachers, and consequently pupils - the future employees or employers) was transported throughout Europe and implemented in the respective school curricula."

This project met the Commission's strategy for the year 2020. The strategy was aimed at improving the basic skills of the current generation for the better future of the EU. In order to transform existing activities into games, the necessary skills in mathematics, languages, technology and science were developed. We, as a project team together with partner school co-coordinators, discussed the issue - How to improve the lack of basic skills in early school syllabuses. Pointing out that teachers' observations were taken into account. The lack of practical training and knowledge became one of the main problems and therefore were addressed based on our study. Since theoretical and practical knowledge has been important in the learning process, they were combined so that children could learn effectively at an early age. Teaching is a complex process that results in relatively long-lasting changes, so the acquired technical knowledge and memorized data is not enough. The purpose of our work methodology was to develop and create practical activities, experiments and real-life situations in order to complement the theoretical knowledge provided by the early childhood education curriculum. Our goal has been to create a unified learning system combining both types of knowledge. The activities were set up at the basic level, as this has been a project aimed to preschool /primary school level. Children have been the main target group, and in order to enable children to learn in a joyful and memorable way, club activities have been set up as games. Teachers have been key players in the project. They created practical events and experiments for children, as well as prepared a sequential educational program based on the approach to the project. Teachers taught children in a very simple, enjoyable and accessible way about technology, mathematics, science and language. ACTIVITIES AND CLUBS (Students were chosen into the clubs in accordance with their talents) SCIENCE CLUB - planning/ providing and professing experiments for fundamental knowledge -Directing students to play role games of scientists -Writing and publishing SCIENCE NEWSPAPER FOR STUDENTS -Introducing known scientists and products to students by introduction at early school. MATHS CLUB -Providing Math’s materials and games to be used in classes -Arranging checkers or chess tournament (early school level) -Making number games and playing with students -Noticing geometrical shapes in surrounding environment -Organizing outdoor orienteering games for kids LANGUAGE CLUB -Arrange theatrical play in mother tongue -Singing competition in English -Playact activities at school hall -Listening and learning songs in English -Arranging movie days at schools in the English language TECHNOLOGY CLUB -Arranging educational computer games and learning how to playing them all together - Arranging web-game contest -Creating a homepage for the project and manage it (by teachers) -Creating e-twinning accounts and manages partnership (by teachers) Teachers took 5 short-term exchanges and each facility has had 20 mobility opportunities. The project team followed the performances, activities and products in order to decide the most worthy for the meetings. OBJECTIVES -Creating dynamic preschool surroundings inside and outside the classes; -Providing comprehensive learning; -Evolving ICT, digital skills and language for kids; -Evolving interest of the kids in Science, Mathematics, Technology and Language; -Ameliorate self-valuation; PROFILE AND NUMBER OF THE PARTICIPANTS Students: indirect 80X4=320 (Romanian school: 40).Total: 360 Teachers: Direct 20X5:120 indirect 5X10:50 total: 170 Administrative Staff: 2X5: 10 Families: 150 Local Community: 100 IMPACTS AND RESULTS During the project, 5 partners planned to create both long-term and short-term material and non-material results in order to maximize impact. Being teachers as leaders hasimproved children's basic skills and the quality of education to ensure integrated learning as an innovative practice.The website created within the project has provided access to general information about the project and its progress, activities and results, which added to the influence on the participants involved.

Technology has become an indispensable part of our lives. It takes place in every activity of daily life. We live in a digital age and technology is everywhere. The importance of coding that is known for the milestone of this digital age is increasing day by day and all children must be challenged for them to reach their highest academic potential within this technological environment. Regardless of their social background, and with a high level of well-being. During the school day, we have to find time and opportunities for practical and application-oriented forms of teaching that promote innovation. Many countries in the world have noticed certain significant abilities such as analytic thinking, critical thinking, problem-solving, design thinking. In this way, a new education system promoting coding training, robotic studies, STEM education in early childhood is adopted and rearranged accordingly. Thanks to coding in early childhood, it is believed that children’s algorithmic thinking ability, creative thinking, and problem-solving abilities will improve. Because of these reasons and personal development opportunities, coding and robotic studies have become essential parts in childhood education rather than being simply as a profession. STEM education which is one the most important paradigms in the 21st century is of high significance in the way of putting the theory into practice and gaining contemporary skills. It is aimed at raising modernized creative leaders and growing economically. Integration of STEM in national education will enable to rising a new generation with creative, productive and modern skills. In line with these developments in the world, it is aimed at providing students with certain qualifications and skills such as self-confidence, analytic thinking, critical thinking, problem-solving, design thinking, and productivity, thereby sharing the best examples of the related studies with the project partners. We realized that we were all looking for further opportunities for cooperative researches in innovative teaching methods. In particular, we were, and are, interested in the recent innovative development in the use of technology in teaching and we are eager to learn more about it. Some of the goals reached the end of the project.Teachers:• Been motivated in lifelong learning and enrich their professional experience with new teaching methods• New competencies as a result of the training course and apply new methods thus increasing the quality of education and training;• Have a better co-operation with students, thus leading to a better understanding of their personalities and desires.Students:• Learned about how to work in a team and how to manage difficulties and how to become more tolerant and cooperative and beingable to take initiatives.• Acquire new competencies in field learning and logical thinking.• Developed their ICT skills through the use of these modern technologies.• Know how to take the next best step in problem solving and life. It is also aimed at changing our project into an e-Twinning project, thus enabling to coding, robotics and STEM become widespread.