The “Science 4 all” project was focused on an exchange of good practice in teaching and learning science subjects and mathematics, and its coincidence with the labour market and entrepreneurship. The objectives of the project included enhancing professional skills of partner school teachers, increasing students' competencies and motivation in science, mathematics and entrepreneurship, and improving social, intercultural and language skills in the partner schools.The project was dedicated to teachers and students from four lower secondary schools in Poland, France, Estonia and Portugal. The students were between 12 and 15 years of age. Each of four schools in this project is located in another part of Europe, but every school faces similar problems emerged mostly from diversity in a local area and historical or cultural issues. The project emphasised possibilities of effective learning and working within the European Union, especially for pupils from disadvantaged areas.The partner schools organised a wide range of activities such as events and competitions in the field of science, mathematics and labour market, professional development workshops for teachers of the partner schools, video-conferences and exhibitions in school halls. Teachers planned and conducted innovative lessons based on good practice in partner schools and recommendations of educational institutions. Students did scientific experiments, then made videos which were published on the Internet. They also participated in events organised by educational or science institutions such as science centres, universities, museums and many others. As part of getting to know the labour market were held professional counselling classes and workshops on “Entrepreneurship and economy”, companies and job centres were visited.Implementing cross-curricular and problem-based teaching, integration of new technology and teaching through innovative pedagogical ways, including labour market requirements allowed teachers to enhance professional skills. The results of their work are scenarios of innovative lessons planned and conducted during the project. The eTwinning programme was used to present the project and communicate, including the TwinSpace platform, which became the official website of the project. Besides the activities and results mentioned above, the following outputs were also produced:• “Weather stations” built near partner schools;• educational project on weather in partner countries;• films “24h of my life in 2 minutes”;• report “Partnership. Key Findings & Recommendations”;• slide presentations introducing the partner schools;• rules of a new mathematics contest;• mini-dictionary with basic terms in the language of the partner schools and languages of some other nations attending schools;• e-museum on mathematics, science and professions;• “Dream story of my life” - a collection of imagined students’ biographies;• posters about the project;• online e-magazines;• collection of puzzles and exercises - digital tasks created with ICT tools and apps.Understanding, awareness, tolerance, respect and acceptance of cultural diversities of Europe was possible thanks to personal contacts and collaborative work in multinational teams of students and teachers from four countries. It was achieved not only through the appropriate implementation of the project, but also participation in five international learning, teaching or training activities, in which all participants received the Europass Mobility documents.The project had a high impact on the participating schools, their students, teachers and local communities. Students increased competencies and motivation through participation in innovative learning activities, exploring the labour market using maths, science and technology. They became more confident and aware of their abilities, also the way they can use them after finishing school. Higher professional and language skills of partner schools’ teachers motivated them to implement modern approach in teaching practices. The partner schools improved quality of educational offer, got teaching materials and tools and refined cooperation inside and outside the institution. Throughout experiencing different cultures local communities widened their horizons and understood wealth and significance of the European Union better.

The present project united the schools of 5 European countries, which developed the mediation system at schools for the purpose of students' support in the educational process. School mediation supports those students who are at risk of dropping out from school due to conflicts, their cultural background, disadvantaged positions, etc. The pilot program for mediators was launched in Estonia and then the efforts and experience of different countries were combined for the primary purpose of the new project: create a free systematic methodical resource book (a model ) for motivation, training and practical work of school mediators, based on the experience of European countries, as well as the subsequent implementation of the model of mediation in the European Union as an alternative method of conflict solving in the educational institutions. The model and materials of the resource group were tested in all partner institutions: Narva Kesklinna Gümnaasium (Estonia), Escola Secundária Dr. Joaquim Gomes Ferreira Alves, Valadares, Vila Nova de Gaia (Portugal), Gimnazija Brezice (Slovenia), Bundesgymnasium und Realgymnasium Wien 21 (Austria), Kozgazdasagi Politechnikum Alternativ Gimnazium es Szakkozepiskola (Hungary).The participants were 3-4 adult specialists (teachers, management, social workers) and 10-12 students from each country who prepared meetings, actively implemented the project program in the schools, worked out materials, analyzed mistakes and best practices, organised seminars. Apart from the local work the project included 2 transnational partner meetings and 3 international short-term training activities. Indirect project participants were children from Form 2 to 7, their class teachers, who were interested in promoting mediation system, were in contact with their parents, received assistance in creating friendly classroom atmosphere, assistance in solving quarrels, and the parents of these children, who were notified and gave their agreement for their children's interaction with the mediators.The main result of the project is the logical culmination of the primary purpose - the creation of a manual (a model) for professionals on the preparation of school mediators and subsequent dissemination and implementation of the model n the EU.

"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."

"We would like to explore the need for close cooperation within the European Union with our students using the example of the current discussion on mobility. Actually, the focus of this proposal should be on transport mobility. We have extended this idea due to the extreme impact of the corona pandemic on our life and on cooperation in Europe and would also like to address the mobility of pathogens.As we all had to learn now, both aspects belong together: the freedom of travel and movement of the population, the open borders in Europe and the influence of transport on global environmental change (keywords: climate change, health risks due to exhaust gases or smog) are closely linked by a rapid spread of infectious diseases. In our project “Mobility in the age of #StayHome - Where are we going?"" we would like to work together with teachers and students from five European countries. The correlation between larger and larger cities and, linked to that, an increasing volume of traffic, the constant increase in air travel, the political discussion following a change in the technical equipment of vehicles (keywords: renewable energy, e-mobility) and the rapid spread of infectious diseases will be investigated. Our project theme is part of the students’ living environment. In school, much of this is addressed in science, geography and politics - across all national differences in education. On the other hand, interdisciplinary work rarely takes place. This can be achieved through our Erasmus+ project. Therefore, we would first like to develop the basic expertise and then weight it in a socio-political context. Dealing with professional sources and distinguishing between “Fake news"" and well-founded articles is a necessary prerequisite for forming one's own opinion and exerting social influence. This is how we can promote the basic understanding of current scientific research, which is a task of school education for the development of one's own opinion (“Scientific Literacy"" see also PISA 2009/12: Fensham, 1985. Science for all.). The national differences in the assessment of risks to the environment or health will be presented and discussed by the students at the working meetings. Proposals for a common set of rules will be developed and compared with the rules of the European Union. Another focus is the exchange of ideas among colleagues of the same school and among colleagues of other schools. Crosscutting competencies are important for participating in our modern societies, also with regard to future potential job profiles. With the help of the eTwinning platform and the use and production of online teaching materials in English, pupils are expected to develop their digital crosscutting competencies while improving their language skills. The use of eTwinning strengthens networking between the groups and ensures the development of digital literacy. The working language is English. Learning and teaching materials such as Learning videos, descriptions of experiments, interdisciplinary material collections will be developed and will be available to everybody interested in the project. The cooperation with laboratories and companies links school and research and makes current science vivid. Knowledge and perspectives will be combined in the discussions and in the preceding research in an interdisciplinary way. The comparison of different national strategies and different theses on environment and health increases the students’ awareness of the problem. The videos and teaching materials produced offer a variety of possibilities for learner centred differentiation. The teacher will primarily act as a coach and learning companion. Last but not least the materials will be created and shared with the help of the computer. Communication takes place via a digital platform. This will enhance the digital literacy of students and teachers. The diverse methods will enable the students to increase their knowledge of scientific and social-political ways of thinking and working."