I can, you can, we can do much more (a 2-year project)A positive working and learning environment is not something that a school or any other organisation gets by itself. They have to be encouraged and guided since researches show they are consequently affected with student’s school success, motivation, they encourage new teaching ideas, goals, common values and participation. Beside good organisation and leadership, each school needs its common vison, school policy and clear guidelines on how to reach a positive school environment.The project partner schools (Naklo Primary School from Slovenia as the leading coordinator, Scuola secondaria di1 grado Padre Pio Altamura from Italy, Siauliu logopedine mokykla from Lithuania, Yumrukaya Ozel Egitim Uygulama Merkezi from Turkey and Ljubljana school for the deaf) had similar conclusions about the educational undertakings. Most often problems in a school’s environment are dealt with sporadically, sometimes with confusion and feeling of powerlessness, thus leading us to a vision to prepare an efficient model of a preventive programme which will make teachers, as well as students, aware of positive skills and positive ways of thinking. We were certain that a well-planned, organised, and properly supported educational model could lessen the unwanted students’ behaviour and that by internalising certain concepts and skills we can reach a very positive atmosphere.The overall objective of the project partnership, called I can, you can, we can do much more, was to prepare a clear and manageable document with a preventive programme, that each school could use to enforce a positive school environment. We carried out a connection of different experiences of schools from partnership countries and their school policies as well as exploited precious experience to effectively solve problems that we all have in common and we designed a model of a preventive programme that is applicable to different school systems and cultures. In this preventive programme, we are stressing the importance of establishing a positive school, based on guidelines of positive psychology and the idea of ensuring the well-being of teachers as well as students that originates from the need to be satisfied with the school. We gathered methods and strategies of educational interaction related to teaching itself, we also suggested internalising positive skills and basic values, described praising, the importance of student’s motoric abilities, and supporting community (parents and local community), we suggested how to implement that in 50 steps and how to evaluate (examples of short evaluations and questionnaires for students, teachers, and parents). We also provided answers to frequently asked questions.Our partnership also prepared a collection of examples of good practices, supported by videos. During this two-year project, all five schools gathered, tested, developed, and disseminated experiences, good practices, and knowledge about different methods, actions, and models of upbringing or preventive programme. We were also concentrated on children with special needs, meaning that we prepared appropriate activities and adaptations to their needs. In this time, a lot happened in our schools – we started to create a better school environment and feedback gave us power to work on and to spread the idea that really works.

"Starting from the idea that one of the key competencies of the 21st century is the mathematical competence, the 5 European schools considered necessary to brush up the teaching methods and opened doors to educational innovation by taking Math outside the classroom. The fundamental idea to start up the present project was that about 73% of students from all the partner schools find Math boring and impossible to learn. In all partner schools were identified the needs to increase interest, curiosity and knowledge in mathematics, improve the mathematical skills of low achievers and create new materials in teaching math. Through ""MATHS GAMES"" project we raised students’ awareness and interest in learning Mathematics at our schools. Specific Objectives: -supported directly 68 students and 32 teachers to develop innovative cross-curricular materials during 4 international exchanges; -developed mathematical competence for the future to 80% boys and girls from 5 EU countries; -stimulated curiosity and creativity among students from 5 EU schools by connecting mathematics to real life; -increased interpersonal and intercultural communication competence among 80% participating students from 5 European schools; -improved mathematics assessment and learning using inquiry-based learning. ""Math Games"" project was addressed to students coming from 5 European countries and the direct target were students from lower secondary schools, in particular students who are 11- 14 years old. There happened 4 short term exchange of pupils (Italy,Romania, Lithuania and Bulgaria) and 1Transnationa Meeting in Turkey in the project. The total number of participants who attended the mobilities is of 68 students and 32 teachers . The project promoted an innovative approach that led to increase students’ interest and motivation in learning Math. The activities were designed to encourage learning by doing, by discovering, thinking skills, creativity, imagination, as well as, English and ICT skills. The implementation of the project was structured to achieve the project’s aims using the inquiry-based learning method. By tackling students’ curiosity in correlating math with the real world, they discovered by themselves the profound influence that math had on our daily lives. Four different topics were approached during the 4 exchanges of groups of pupils: MATH & ART, MATH IS FUN, MATH IN MOTION, and MATH IN SHAPES. Students’ mathematical skills, curiosity and creativity were developed using a cross-curricular approach. Students were encouraged to see the connection between Math and other school subjects like Art, Music, History, PE and ICT. Using games, team building activities, fundraising activities, surveys, Erasmus+ day events significantly contributed to enable students to learn through an international context. All the project’s products were created by students during the mobilities. During the hosting meetings the partners attended lessons, observed and exchanged good practices and got more familiarized with European educational systems. The school curricula expanded in accordance with the feedback and methods exchanged during the meetings. The following tangible results were achieved during the project: logo of the project, presentations, a brochure containing poems about Math, a common song, a calendar of the project, photos/ drawings, surveys about “Math in daily life - How Healthy Is Your Lifestyle?”, a travel manual, videos (“Using History to Teach Math”), Geometric toys, bookmarks, leaflets, questionnaires, a booklet of the project and the final DVD of the project. The intangible results were: increasing mathematics competence, improving mathematics assessment, stimulating creativity in teaching and learning math and developing motivation for using cross-curricular materials and inquiry-based learning in the educational process. The project presented a validated model of innovative and creative interventions for the development and improvement of teaching and learning Mathematics. This Erasmus+ project offered a wide range of opportunities for self-development for teachers to be updated with the last methods of teaching used in the European Union."