"We should begin to change the lifestyles from our schools. Because in our schools the education given is not sufficient to raise environmental awareness and therefore our students do not have enough knowledge about conscious consumption. For instance, on the issues of the usage of our natural sources and consumption of energy, they behave unconsciously by leaving on the sink and toilet taps after usage, using lighting in classes and in the other areas of school unnecessarily, causing paper waste in a great deal and causing damages to school tools without being aware of the outcome. So they are not aware of their consumption and damages. A survey that we applied more clarified this unconsciousness. According to the result of the survey that we applied to measure their adequacy of knowledge about the issue of conscious consumption for approximately 600 students' parents, it was revealed that 54% of students are incoherent and unconscious, that they act in the same way in at home and only 30 %of them are conscious and consistent. This rate of 54% of students is the group already signals towards the need of better education about conscious consumption. Acting on the proverb ""You can't teach an old dog new trick” the initial group that we are supposed to bring in knowledge and practice competence on the issues of energy saving and consciousness is our students who are going to shape their own habits of consumption. If we can create the consciousness of commonality and responsibility to share the common environmental resources by teaching them and acting as a large group, they can make their voice heard on the issue of conscious consumption. They would learn how to distinguish their needs from the wants, their ability to behave by thinking about the effects of their behavior on the society and its other members, their contributions towards the world's destruction or physical environment and would become aware of their sometimes unconscious acts, we would secure their future and would raise them as productive, conscious and contributing members of our schools, families, environment and our world that we share. These events will affect Europe' future as well as the other countries of the world. All countries in the world are required to search for the answer to the question “how can they live a quality life without harming the environment and next generations. Based on these problems: * With transnational visits that we are going to realize with our partners by the participation of 4 students and 4 teachers * With Informative presentations * With the seminars on the issue of Conscious Consumption * With 3D Photo Exhibition about environment that our students will prepare * With Drama and Pantomime shows * With obtaining small useful inventions from unused products * With the preparation of brochures and posters which contains the results of unconscious consumption and with their dissemination * With the creation of the map which internationally compares what are consumed unnecessarily and their amounts. * With the surveys to be applied * With small wall paintings to the school gardens that we are going to draw in each visits as a memory and as a symbol of the project * With the creation of project web site and social networking sites to increase the effectiveness of our project * With the creation of the project logo * With the creation of the booklet “Consume Consciously, Make Your Environment and Yourself Happy “at the end of the project for project dissemination * By providing the continuation of the project website * With festival that we are going to realize with many participants in every May after project completion With this project, we wanted to make our students and people more sensitive to our nature, to interfere to this situation with the students who are the new owners of the future and we wanted to help them in their efforts to create the future they dream. With the project that we prepared, our students will make researches in various fields with the students in European countries, they will provide their language development, they will improve their entrepreneurship & sharing feelings and they will learn cultural differences. The effect of our project on society is that they will survive as conscious consumers in a more healthy nature. Our schools will find the opportunity for making practice in training field regarding the same ideas and the same problem. Our project consists of 6 participating countries. In the activities there will be project teams (students and teachers) from each country will take active roles and the rest of students of the school will assist in the execution of projects. Our commutation with our partner will be realized by e-mails, phones, social networking sites, Skype video conversation and also transnational visits."

"The Erasmus + project ""Troubadours, journalists, storytellers, travellers, actors, defenders of tolerance and protagonists"" was designed to promote, instill and raise awareness of the importance of oral and written expression as a key element in students education in an interdisciplinary way from different subjects; its aims are to encourage students to take responsibility to develop their autonomous status in the organization of activities, thus enriching their integral formation; to promote education in values and tolerance, respecting the freedom and rights of others and to integrate students with functional diversity in the project, in order for their self-esteem and their motivation to flourish. To do this, we embark on this adventure after carrying out other experiences in other European projects or in the improvement plans developed in each school.The association has brought a sense of European value to the project by sharing these experiences, synergies, studies, jobs and achievements.Educational institutions in Finland, Lithuania, Turkey and Spain associated to share the common interest of giving and developing a European dimension to our curricula. We have maintained an open, collaborative and innovative attitude to achieve the initial objectives, which, of course, have formed and will be part of the Educational Projects of each school. The project has greatly impacted the school as it allows the entire institution to participate.Among our objectives, we have:-Improved and complemented each partner ́s experience in improving oral and written expression, real inclusiveness in schools, the development of attitudes and values that have made our students more tolerant and the attribution of responsibilities to students in the life of each school.-Enhanced a greater awareness towards a European culture by carrying out activities with students from other countries while also promoting equality and knowing other realities that involve cultural enrichment. -Strengthened collaboration between educational institutions based on the exchange of ideas, sharing new approaches and methodologies where creativity, innovation and transferability prevail.-Advocated and practiced inclusiveness in school and in life, guaranteeing equal opportunities and motivating students with disabilities.-Integrated students with functional diversity in the project activities, promoting their self-esteem by feeling responsible for organizing activities for others and enabling their participation in the LTTA.-Implemented strategies to improve language proficiency in both students and teachers, which stimulated more interest in the cultures and traditions of partner countries.-Used digital communication tools for educational purposes (eTwinning).-Successfully involved teachers, students, families and local institutions in the project activities.-Developed an Oral and Written Expression plan and a Tolerance Plan that will ever last.During these two years, the following activities have been carried: an Erasmus + corner has been established in each school along with a logo, blog, calendars and T-shirts which represent the project; we have also prepared and carried out rubrics, questionnaires and provided tips to improve oral and written expression or facilitate the lives of the disabled, as well as celebrating Days such as Europe Day, for a Secure Internet Day , Peace Day, Tolerance Week ...); Our approach to promote tolerance involved creating and representing organizations that voluntarily work to facilitate the lives of the disabled. We have also published the Guide for Oral and Written Expression, project magazines, literary competitions, “storytelling” training courses, book-forums…Likewise, we studied the realities of foreign education systems and we have worked collaboratively to elaborate documents that we believe will bring future benefits not only to our schools but also to other institutions that seek to mirror our achievements.Finally, it is indubitable that most of the project ́s activities will remain in the school once it is finished, it is a project designed for the present and for the future. We will continue to rely on our students to organise activities associated with the project and we will continue to work towards a “European” education that enables future contacts with schools in other countries.Suffice it to say that with this project our students have developed key life skills (digital, linguistic, social and civic ...) and have demonstrated confidence, commitment, good communication skills, equitable, empathy, tolerance, thoughtfulness, innovation, critique, cooperation, and are now trained and destined to live in a common Europe that they can call their own."

The significance of high quality, inclusive, innovative and relevant education is growing across the world. The 21st century demands fast use of information & successful application of skills/competences. Moreover, the importance of innovative/inclusive education is reflected in ET2020. Educational organisations such as schools have to evolve & adapt to achieve their core mission: to educate students to be successful in a complex and interconnected world that faces rapid technological, cultural, economic & demographic change. The project will build on the existing knowledge about learning processes & experiences that will lead to more learning friendly designs and forms of teaching and learning processes. The main aim of the project is to utilize in schools expeditionary teaching & learning, understood as pedagogy, philosophical approach to teaching &learning processes, based on experiential learning, & also as methodology of teaching & learning, in order:a/ to provide teachers, through good examples, with methods, techniques/tools for increasing lessons’ attractiveness, connection to the real life & employment problems & all students' involvement, learning & wellbeing, b/ to offer teachers an approach to school education, teaching & learning processes allowing making cross-disciplinary connections & increasing the key competencies, the skills of communication & research in diverse, multicultural & globalized world,c/ to develop attitudes of openness and cooperation, to support democratic processes & civil society in an integrated Europe, d/ to build systemic organizational culture, supporting the whole school development & institutional learning allowing interdisciplinary approach to school work, problem solving & sharing the responsibility for students’ & teachers’ learning with multiple actors.We will work with key stakeholders, teachers & pupils, and engage with 6 schools in Wales,Turkey & Poland, and reach 110+ teachers & 1700+ pupils in these schools through project actions. They will be supported by 3 organisations, 1 in Wales, 1 in Turkey and 1 in Poland with the knowledge, understanding,& skills to promote the development of Expeditionary Learning(EL) methodology through pupil centred activities. We will develop a guidance manual on how to develop & deliver EL activities in schools. We will carry out baseline questionnaires with pupils & teaching staff to inform project progress and project direction/next steps. There will be 3 case studies (1/country) on EL with the purpose to stimulate discussion on 'how pupils learn' and 'how teaching staff teach' in this new paradigm of education for 21st century skills. We will develop collaboratively developed innovative resources that can be transferred to other areas of experiental learning. We will carry out active & innovative research alongside the introduction of EL within the 6 schools. Researchers will work alongside teaching staff actively implementing EL activities in their schools who will receive feedback from them on their actions and active research. This will result in a robust & purposeful research publication. We will set up a dedicated website to openly publish resources & reports; we anticipate that many schools in all 3 countries & wider will access our outputs/IOs. We will train 65 teaching staff directly in 4 joint Learning, Teaching and Training events and we will involve 40 teaching staff and 72 pupils in 2 joint short term mobility of pupils.Expected results are as follows:Teaching/support staff-Strengthening the profile of teaching/support staff - specifically their ability & confidence to develop the horizontal connectedness between subjects so that learning is more context based & relevant to all learners.-improvement of teachers' skills in designing & securing learning environment ensuring expeditionary learning & supporting active involvement of students- an increased understanding of experiential & expeditionary approach to learningPupils-Development & confidence of the use of skills across the curriculum-Development of skills necessary for 21st century living & learning - specifically CREATIVITY & INNOVATION-More confident to take risks in their learning (a more enterprising approach to learning)-Contribute to reduction in attainment gap between those pupils with fewer opportunities - poverty, gender, ethnicity, ability-Better engagement in school (e.g. reduction in absences, exclusions, low level classroom disruptions)Better student’s learning, stronger responsibility & feelings of belonging, deeper involvement and understanding of their own role in the process of learning & problem solving. The project will contribute to ET2020 targets and we anticipate that EL will create more purposeful learning for pupils, retain them in education and increase their attainment of basic skills of reading, mathematics and science.

"Cultural Heritage - our cuisine, writing, arts, the native language, kids’ games, folk dances, songs – all this is just an unseperable part of our life that makes us consider ourselves as a generation. Passing all this heritage from generations to generations we construct a strong bridge which establishes a bond between the past and the future through the present understanding of the eternality of culture by the school which is the major dynamic in this sphere.Our project is based on the partnership of Greece, Latvia, Lithuania, Poland, Portugal and Turkey where the survey held among students has shown a deficiency of knowledge of historic and cultural sites refering to Cultural Heritage of their countries. Then, students of these countries do not destinguish in full between tangible and intangible objects of Cultural Heritage. Moreover, they face a kind of problem in naming the sites of Cultural Heritage of their partner countries.One of their latest works of the European Union is announcing 2018 as ""The European Year of Cultural Heritage"". EU's slogan is ""Europe, a common heritage."" Cultural heritage brings Europeans together, whatever their cultural, linguistic or religious backgrounds. https://europa.eu/youth/node/50_en Our project is aimed at ""Increasing Quality and Productivity of Education"" which is one of EU 2020 Education 4 main strategic aims, via Cultural Heritage Sharing; and one of the Europe Key Criterions"" increasing the rate of learning a foreign language and including their own native language all EU citizens' learning a foreign language.""We will learn and teach values which are common and different with European countries, to provide cross_cultural interaction without discrimination of language, religion and race by dealing with tangible intangible natural and cultural values in our project.PARTICIPANTSIn our 24-month-long project, there are six participant countries: Greece, Latvia, Lithuania, Poland, Portugal and Turkey with the students aged between 6 and 18. Our partners Portugal and Latvia have experience of 4 strategic partnerships; Greece - 1 (as a coordinating country); Portugal, Lithuania and Poland have experience of school education staff mobility. This project will be the first international experience for Turkey, the coordinating country.Each country will send 4 students, at least one of them - disadvantaged and 2 teachers for the mobilities. Mobility in Turkey lasts for 5 days and the other mobilities lasts for 3 days. The first mobility will be in Lithuania which has ‘’e-Twinning School Label’’ and Teacher Training on ‘’e-Twinning will be held there. The other mobilities will be conducted with the students.Activities will be performed in 4 main cathegories;Preparation ActivitiesTraining ActivitiesActivities that will support the cultural interactionMobility ActivitiesAIMS* Recognition,protection and maintenance of cultural hertage values.* Development in ability of a foreign language.* Providing opportunities for the students with disadvantages.* Enriching the students and teachers’ sufficiencies.* Creating a perspective which is adopting cultural differences with tolerance.* Developing some of 8 Europe Key Criterions;-Communication in the native language and a foreign language.-Sufficiency of digital platform/digital competence.-Learning to learn.-Social and citizenship sufficiencies/and civic competence .-Sense of initiative and entrepreneurship, cultural awareness and ability of expression.* Creating the awareness of importance of cultural heritage.* Adding new participants to European cultural heritage.* Providing the communication among cultures including teachers and students at an early age.* Recognizing cultural values which are common and different from European countries.* Providing intercultural dialogue whatever their religion language or race is.* Increasing their goods in cultural heritage over 80%Dissemination activities will be performed on 4 different levels; local, regional, national and EU, just after the acceptance of our project.The results of our project will be shared on the Erasmus+ platform of dissemination after it is completed.The web site of our project will be online and posts will go on.Activities which are low-cost or no-cost will continue.New e-Twinning and Erasmus+ projects will be organised with different partners due to our experience which we would gain in this project.Our new students will be informed of the project, their attention will be drawn and they will be motivated for different international projects.E-book created by the partners will reach masses.Project posts will go on accounts of the social media.A short movie created as a product of the project will be shared with TV channels."

The main aim of the project was the development of innovative teaching methods and strategies, to help teachers to deal with complex classroom realities, and foster inclusion and diversity. It was designed to support the integration of students from different cultural backgrounds, and with different language needs. It brought different communities together, to learn from each other; and combat discrimination, and promote understanding, between communities and groups. The project explored a different way of teaching history in schools, based in Narrative Inquiry. This is a groundbreaking model of learner-centred and enquiry-based education, which has been developed by Midland Actors Theatre for use in schools. It places an emphasis on individual stories and experiences, as a way of exploring wider trends and developments in history. There was a particular focus on the issue of migration, in terms of both the historical patterns of migration in Europe, and the experiences of migrant communities, and people’s individual stories and memories. The project has addressed a number of key questions: ‘How can we help young people to recognise the ways that migration has shaped the modern world? Can we develop new ways to teach history, to connect more with young people’s lives, and help them understand complex current realities? How can we build greater trust and understanding between communities – both within the school environment, and beyond?’ The project has placed an emphasis on raising awareness of the local community as a space which different communities call ‘home.’ Partners have carried out a range of activities and projects, which have encouraged young people to find out more about the places where they live; and which have also engaged people from the local area, brining people from different groups and communities together. In this way, over the course of the project, partner organisations have increasingly turned ‘outward,’ and taken on a new and leading role in the community, helping to foster a greater sense of community identity, and breaking down cultural and social barriers.The project has developed new strategies to enhance the participation and learning performance of disadvantaged learners, particularly young people from a migrant / refugee background; and to promote open and innovative practices and pedagogy in the digital era. There was a particular focus in the project on using different technologies in the classroom. Partners received training in digital storytelling, and introduced this method in the classroom. They also developed the innovative education application of other digital technologies including: Instagram; the creation of new ‘apps’; and the use of digital teaching resources.The project was led by Midland Actors Theatre and brought together: a UK secondary school, George Dixon Academy; two UK arts-in-education organisations, MAT and Kala Phool; an arts-in-education organisation in Italy, melting pro; a primary school in Italy, Istituto Comprensivo Simonetta Salacone (via Ferraironi); a primary school in Portugal, Projeto Schole; a middle school in Turkey, Mehmet Akif; and a university in Poland, Collegium Balticum.Each partner institution developed a number of schemes of work, using the Narrative Inquiry method, which were trialled in classrooms. A selection of these schemes have been published on the project website, breaking-down-barriers.org. The website includes other resources which have been produced through the project (as intellectual outputs), including a Guide to Narrative Inquiry; Schemes of Work; a Digital Storytelling Toolkit; together with a series of films featuring examples of the method in practice, as well as interviews with partners, and records of training sessions. Together, these materials will ensure the project has a lasting legacy, serving as model for other teachers and practitioners. The films we produced have also been compiled and issued as a dvd, for distribution at multiplier events. Partners have also developed resources in their own languages, including booklets and online publications. The Narrative Inquiry method has been embedded as a teaching method in partner organisations, and is being rolled out to other schools and institutions. We have also raised awareness of the project through national and international networks.