At its heart, this it was a project about inclusion, not only for disadvantaged students but also for those who need motivation and a better outlook on life. Our work have been based on the theory of multiple intelligences, and students have had the chance to discover their strengths as well as learning how to improve upon their weaknesses. It was also an entrepreneurship project, where students and teachers alike had the opportunity to learn about enterprise through formal and non-formal channels. Much like a real enterprise, each member has been a vital part of the team, and they have needed to work hard to achieve the expected results and foster their communication skills. This project have been developed by a group of schools, each with a unique strength to contribute. Latvia provided experience in working with young entrepreneurs, managing an Erasmus+ project as well as a great deal of creativity. Spain have already developed a project in micro-enterprises and they shared their experience in accounting and in Erasmus + projects. Slovakia also had experience in developing an Erasmus+ project, and they shared their expertise in communication and marketing. Cyprus have been our crafts specialists, bringing with them their ambition for their first Erasmus+ project, asRomania, who also contributed with their ICT expertise to help build an e-Shop. With this union we promoted the sense of European community and cooperation not only in our students, but also in our teachers and families. Therefore, the craft making have been used as a tool to motivate students and engage them in all aspects of an enterprise, and to give them a more rounded understanding of the world of work. To achieve their goals, they have needed to use a foreign language, use computer resources, learn maths and marketing, foster creativity and communication and understand the value of hard work. Finally, this project has aimed to give our students the opportunity to sell their end products in the final fair and on the internet (e-shop), bringing a real life context to this school project.

"""Enhancing ICT skills through Exploring our European Cultural Identity"" is our proposal of a project from the school education area within the Erasmus+ programme which numbers five organizations from the European Union with common identified needs that can be stated, in short, by mentioning the urge to face successfully the constant progress of digital technology, the necessity of adapting the learning process to the increasingly culturally heterogeneous groups of pupils, the placing an emphasis on instilling in our young collaborators the European values such as: tolerance, understanding of other cultures or human rights. After having identified those desiderata for our schools and communities, we deduced the objectives and they are also worth being revised: To raise awareness and communicate on the importance of the cultural diversity to combat social exclusion and discrimination;- To introduce new teaching and learning methods based on ICT techniques and tools;- To recognize and assimilate the values of national culture in the European context.Then, we showed the reasons why our project should be funded and stated that we were going to highlight, explore and exploit for educational purposes the similarities and differences related to our cultural values, and that it was possible only through this partnership, not being the kind of work to be done solely. One partner only would not be going further than the surface of things, we are not talking about impersonal reports, we are proposing real experience, feelings and people interactions to be fostered. Furthermore, we divided the two year project span into four stages corresponding to four project stages of activities, each having subdivisions which were detailed in the timetable:1. SCHOOLS AND COMMUNITIES2. OUR CULTURAL IDENTITY IN THE EUROPEAN FAMILY3. ICT - THE BEST CULTURAL AMBASSADOR4. LET'S SHARE OUR TREASURE All partners expressed their will to contribute to the project progress by taking responsibility for chunks of implementation, coming to the following distribution: first stage- responsible Romania and Cyprus; second - Latvia and Finland; third - Portugal and Cyprus; fourth - Romania and Finland. Cyprus is the main coordinator, experienced, and former partner of Romania in a previous project, an important aspect when talking about group cohesion.As a most important target group we estimate five hundred students and teachers to be directly involved in activities and the corresponding communities for support, these being made up of parents, local authorities, school inspectorate representatives and different collaborating bodies such as cultural centers or Europe Direct centers. As results, we want to create substantial learning experiences for students, mainly, with a view to preparing them for the successful approaching of job market and living as reliable and decent citizens in the multicultural society. The outcomes will range from theoretical knowledge about other cultures and educational computer applications to enhancing abilities and changing attitudes towards culturally different peers, if we mention the intangible outputs. The tangible ones are: brochures, newsletters, eTwinning journals, teaching approaches focused on using ICT tools and culture elements, project sites. There will also be a smartphone application containing the most representative materials, quizzes, stories and other links.The results are the way to reaching our objectives, steps towards our aims. By working on similarities and differences of our cultures, the students become more aware of the cultural diversity and more able to to combat social exclusion and discrimination. Also, teachers will introduce new teaching and learning methods based on ICT techniques and tools having as raw material the student work on cultural items. Throughout the activity implementation, all participants will become better connoisseurs of the values of national culture in the European context as they will be searchers and promoters of such assets.Finally, there is a well-discussed dissemination plan and an outcome exploitation plan provisioning the benefit from new materials, teaching methods and digital tools i.e. to be utilized within our organizations and for sharing. These will be used both during regular classes and in making up proposals for optional courses. Our plans are to exploit the project outcomes in various future Erasmus collaboration programs: eTwinning, KA1 and KA2, depending on opportunity, convenience and partner."

"The project ""Cross-disciplinary activities for sustainable life"" unites five schools: Narva Kesklinna Gümnaasium (Estonia), Escola Secundária Dr. Joaquim Gomes Ferreira Alves, Valadares, Vila Nova de Gaia (Portugal), Pales pamatskola (Latvia), Panevezio Saltinio progimnazija (Lithuania) and Tarsus Borsa Istanbul Sehit Umut Sami Sensoy Anadolu Lisesi (Turkey). The main motivation for the project is connected with our wish to make the learning process in our schools more practical and close to real life. In international partnership we plan to collect and develop cross-disciplinary tasks for sustainable life which we will be able to use with our students for helping them see the application of their knowledge received at school and feel responsibility for the planet. At the moment the world is facing a very difficult time, which demonstrates us how connected we all are, how our steps influence other people and how careful and thoughtful we should be in order to be healthy and live in a healthy environment. The project objectives are:1. To make learning in our schools more exciting and practical with the help of cross-disciplinary activities for sustainable life: at least 16 new tasks will be worked out.2. To ensure that the tasks we have worked out suit students of different cultures and backgrounds: all the tasks will be tested by the partner schools in international teams.3. To reduce the risk of early school leaving and disadvantage by providing the students with competences they can use outside the school and become more successful and happy in life.4. To increase use of eTwinning opportunities by the partner schools for providing cross-disciplinary virtual activities to students during and after the present project.The final output is a toolbox of cross-disciplinary activities for sustainable life for the students in the age 12-15. The toolbox can be used by other teachers in the EU.Some examples that we are planning to develop: organisation of green workshops; making a project model ""Green town""; calculating the risks and making forecasts on the topic of the world pollution and ecological dangers; international camp ""ECO-design""; virtual museum exhibition ""Green world"", etc. In the project we plan to work locally and internationally.The international mobilities are divided into short-term joint staff training events (2 during the project) and exchanges of groups of students (3 during the project).The project participants are:1. Teams of teachers: they will collect, develop and test cross-disciplinary activities for sustainable life with the students. Each school has selected their project teams at the stage of the project preparation.2. Students of each partner school. There will be four students involved in each mobility and virtual work in eTwinning. The age of students is 12 - 15. There will be different students in each mobility, so that the project can provide international learning experience to more students.Narva Kesklinna Gümnaasium is the project coordinator. Latvian school is responsible for coordination of eTwinning activities, Lithuanian - for monitoring and evaluation of the project activities and results, Turkish - for dissemination of the project activities and results, Portuguese - for sustainability of the project results. Estonian and Portuguese partner schools worked together in the previous Erasmus+ strategic partnership project ""Challenging conflicts at school"". The partners from Turkey were involved because one of their coordinators has long term experience cooperation with Narva school and the new school would like to join the partnership. Latvian and Lithuanian schools were found via partner search in eTwinning. All of the partners started their communication on the present project in 2018 preparing the project application for the last year. Since the project didn't get support, during this year we worked on its improvement and stayed in touch.We expect this project to have a deep impact on the participating schools: the teachers will receive cross-disciplinary activities for sustainable life to use with their students in the age of 12-15. It will make make learning in our schools more exciting and practical; the school teams (teachers and students) will improve their international cooperation competences; the schools will develop as organisations, implementing new ideas and partners' best practices. They will receive experience and be able to work with intercultural groups of students. The students will be more motivated and we will reduce the risk of early school leaving and disadvantage by providing the students with competences they can use outside the school and become more successful and happy in life; the synergy created in the project will make all the participating schools stronger offering diverse expertise (all the project partners have their specific competences); the planned activities are directly connected with curricula of participating schools."

At a Contact Seminar, 3 teachers coincided each of us from very different schools but with a single need: for all our pupils, especially the disadvantaged ones, to become European citizens on equal terms. This was the seed of Embrace Diversity. In the end, five partners joined the project from very different backgrounds: 2 from rural areas, 2 from small cities and 1 from a very large city, all of which helped to make the project innovative. Directed as it was mainly at pupils in primary education, the diversity came from the fact that there were pupils from 30 different nationalities and from families of very different social-economic status as well as some minority groups, principally gypsies. The priorities of the project were directly related to the objectives: -To foster the inclusion of students from poor backgrounds and with learning difficulties as equal citizens. To encourage them to become aware of other realities and to consider a future life abroad as a possibility. -To raise awareness of the fact that contact with other cultures, religions and beliefs enriches and makes us more tolerant and understanding of others. -To promote collaborative teaching-learning. -To increase digital competence, which is absolutely essential in today’s world. -To promote the development of critical thinking by the experimental approach. -To foster a love of foreign languages and to aid communication at work, socially or for fun. Activities were organised to promote the project: leaflets, a logo competition, an informative video, a showcase in the schools to show how the project was developing and dissemination through a range of websites. Other activities focused on reaching the proposed objectives. 5 blocks of work were chosen: our school and its surroundings, gastronomy, music, art and science; all of which helped us attain our main objective, that of social inclusion. The final product for each of these topic areas was put together during each of the visits to the five countries, which in itself helped us learn about the culture of the other countries and offered us a broader vision of Europe. A 3rd group of activities was aimed at assessment, both of the project itself and its impact and sustainability. These included the initial and final questionnaires, interviews, quantification of the visits and interaction with the project websites. The methodology was primarily collaborative: peer-teaching, mixed-ability group work and, whenever possible, the use of the experimental method to generate critical thinking. Most of the activities were carried out using ICTs as the main tool, which served to foment digital competence. The tangible results were: etwinning website, project logo, mascot and anthem, presentation of the participants, a Blog describing visits, DVD presentations of each school, book of experiments, DVD songs and dances, exhibition of artworks, virtual dictionary and cookery book from all the countries and a calendar for 2020 The strategic results were: management and organization of human resources and materials, achievement of a tolerant attitude, cooperation and communication based on ICT tools, dissemination of the extent of the project and its tangible results amongst the whole community, development of critical thinking through science experiments, improvement of oral and written communication skills and awareness amongst the pupils of the possibility of moving within Europe as a single space. The main impact of the project was the inclusion of disadvantaged pupils, as the project allowed them to work alongside the rest, so helping them to feel integrated members not only of the school but also of the society and Europe. Besides, the mutual knowledge that came with the project made us all more tolerant towards the cultural diversity within Europe. Embrace Diversity contributed to a marked increase in digital and communicative competence and collaborative work in a European setting. All of the above enhanced the sustainability of the project in so far as it served to motivate pupils and teachers to participate in other aspects of the Erasmus + programme. The transferible products are available on the different digital platforms, so they can be transferred to other educational areas. All the students have been able to access and learn from them. Attending seminars, conferences or workshops within the schools also supported its sustainability. Teachers presented the results, distributed both leaflets and the materials. The project website was kept up to date and the project team remained motivated even after its end. This has proven to be an effective way of exploiting of the outcomes in this ITC era.in an organizational level, we created two files that give transferability to the project. One is a set of useful documents and the other is a follow up notebook. Both have shared on the E+PRP platform.

Bullying in schools is an ongoing issue of international concern and, despite more than three decades of concerted attempts in many countries to deal with it, extensive research continues to reveal increasing levels of persistent bullying — with serious consequences for students — in schools worldwide. There are four types of bullying; Physical bullying , Cyber bullying, Social bullying and Verbal bullying. According to the OECD datas, Adolescents engaged in bullying as perpetrators, victims, or both are more likely to skip classes, drop out of school, and perform worse academically than schoolmates who have no conflictual relationships with their peers.By this project we aim to overcome the bullying via Forum Theatre. Forum Theatre uses theatre to achieve social aims. Students learn best in safe environments that are characterized by active student engagement; where students have opportunities to share, reflect, and imagine possibilities; and where their oral, written, and artistic voices are heard. One such learning environment can be created with the use of Forum Theatre.Some of our objectives are:-We aim to teach the students the types of bullying and the ways of overcome.-We aim to give a chance to the students to play a major role in generating the content related to bullying, rather than relying only on an adult to tell them what to do.-To increase students' awareness of their own roles as bullies, their experiences of being bullied, and the issue of bullying in school more broadly.The students , teachers, other school staff, parents of all partners will be the participants of our project. We will engage as many participants as possible and also each partner will do their best to include the whole community of their institutions and inform them about the project activities and objectives.Apart from the participating organizations, the other education centers in their region will also be the indirect stakeholders of the project.Education is the key factor for the students who expose to the social explosion. It is also necessary for the students who want to take their own decisions and take their responsibilities. By this project we want to make the students to aware of the bullying and its effects via Forum theatre. By Forum theatre, students understand the mechanisms of challenging social issues, such as exclusion, discrimination or violence. It encourages students to actively search for creative and more effective ways to respond to such situations.This project will help the teachers in the involved schools to overcome the lack of motivation among the teachers that have problems related to adapt to the new realities.In the long term the teachers and the students will improve their visions and thinking styles and this project will allow them a better understanding of each other through participation in the activities in an intercultural dimension. They will develop combined cultural awareness. They will strenght the open conversation on educational and pedagogical level.