CONTEXT This Erasmus project, which links to the Europe 2020 Strategy, the ET2020 Strategy and the Bruges Communiqué, has as its fundamental objective to form an active, responsible and socially integrated citizenship, which aspires to overcome all forms of discrimination through art and technology. , both in their countries and in Europe. Throughout the project we have considered the various artistic expressions and technology as a link and universal symbol to express the longing for peace and coexistence of humanity through all time and as an engine of development to create and connect the advances of science with the needs of society in daily life, in a process of improvement of living conditions at personal, social and political levels.OBJECTIVES The fundamental objectives of this project have revolved around the development of basic and transversal competences in students, through the different artistic expressions such as theater, music, painting, photography, design, cinema ... as aerial especially suitable for not only innovation and creativity, but also for education in values ​​and emotional education; Our students have handled not only theoretical content and knowledge data but we have also worked on practical, evaluative, critical approaches to everyday decision-making, to form opinions and express feelings so that they learn to be an active citizenship that is committed to the resolution of problems in a peaceful way, in multicultural, technified and highly complex democratic societies. ÁREAS It has been a multidisciplinary project that has involved very diverse curricular areas such as Theater, Music, Drawing, Audiovisuals, Ethics and Education for Citizenship, Literature and Spanish Language, Technology, Information Technology, English and Physical Education. All of this has been oriented towards development. of art and technology in education as means for social cohesion and integration, education in values ​​and the fight against inequalities and discrimination, fight against xenophobia and commitment to coexistence and peace, all together.ACTIVITIES The vehicular language of this project has been Spanish, which has represented a unique opportunity for the promotion of Spanish as an international language and of communication in Europe, since activities such as reading famous works, collaborative writing workshops, representation of plays, famous song lyrics in Spanish, video recording and poster collection and exhibition of photographs with selected phrases by famous authors. As GENERAL ACTIVITIES we have made the presentation, development activities and dissemination of the project in the centers with posters, posters of the project, the mobilities carried out, and in the press and social networks; - We have opened a WEB of the project https://afes2003.wixsite.com/crobart-erasmus with the information about objectives, themes, mobilities, participating centers and countries, as well as the calendar and forms of communication such as the etwinning project, the blog collaborative project and facebook page for participating students and teachers; Also a section with the different mobilities and the corresponding activities of Training, Teaching and Learning carried out during each one of them (products / workshops / visits / presentations, videos, reports of the mobilities, works of the students, galleries of images) . - We have completed a ETWINNING PROJECT https://twinspace.etwinning.net/45134/home for the planned collaborative activities, documents, videos and presentations; - We have kept a PAGE IN FACEBOOK to facilitate communication and international diffusion, https://www.facebook.com/groups/1661571650528153/?ref=bookmarks - Also a BLOG-Daily collaborative between all countries, to track day to the day of the project in each of the countries: https://artecning.blogspot.com/ We have carried out the 3 planned TRANSNATIONAL coordination meetings, the 1st in Götenborg (Sweden), the 2nd in Cascais (Portugal) and the 3rd in Manises (Spain). We have carried out the 5 planned TRAINING, TEACHING AND LEARNING ACTIVITIES. Each of them has participated, 1 teacher and 4 students from each country, at least. SUSTAINABILITY- All the participating Spanish departments have the texts and records of European authors as well as the printed stories; In addition to strategic levels, the linguistic, digital, artistic, and cultural competences of both students and teachers have been improved; the educational centers have improved with regard to Internet security measures as well as the knowledge and use of digital tools in education.

"This project was born from the gathering of five polyglot schools representative of the diversity of Europe, all of them with experience in conducting European projects and eager to collaborate on the same subject ""living together"". At a time, when Europe is confronted with problems involving its future, where a strong reference structure is needed in the face of global giants, it was important for us to bring together people of good will from same continent with similar but different cultures to address the issue of social inclusion and make it a horizontal priority.The main objective was to raise the awareness of young high school students about the difficulties of living together in all the partner institutions that are similar and complementary but have different backgrounds and audiences. The idea was that everyone can enrich the other through his own experience and the pooling of forces to reduce prejudice in school and to acquire sustainable values that he can transmit himself to build the world of tomorrow with a European citizen conscience based on tolerance, openness to others and favorable to employability.The idea of building a common charter laying the foundations for living together was imposed on everyone. To achieve this, each partner country has decided on the activities to be implemented leading to the identification of specific biases, and in particular that of gender, which has reached consensus. Each one was free of the various means to exploit to remedy it within the framework fixed previously. The meeting times during the learning activities made it possible to take stock of their accuracy, their relevance, to measure their progress and to project themselves.The results achieved are beyond our expectations considering the interest that young people have in this regard. The richness of their productions testifies as well as the progress made in languages, digital, speaking, relational, autonomy and state of mind. Such a journey has significantly changed their behavior, their approach to each other and their worldview.Young people who are involved in this project are now trained: their daily work shows their ability to reuse their knowledge, know-how and skills. They are capable of autonomy, of taking initiatives and even for certain responsibilities. In addition, their relationship to the teacher has changed from a wait-and-see posture to a benevolent horizontal posture. We can only welcome this progress and perhaps to have aroused future careers.For all young people and adults, this project has been punctuated by very beautiful meetings, some of which are in the process of becoming permanent. Moreover, he broke the elitist, confidential and time-consuming image that some could still have. Finally, our schools have gained visibility, recognition and influence in the minds of families, the public, municipal and local authorities. From now on we are solicited for projects with varied subjects allowing a wider opening to society and to the world."

ObjectiveSchools: Future Labs aimed to increase the employability of young people, by increasing their interest and achievements in STEM and foreign language subjects.Problem statementThe problem we addressed was two-fold:• Low interest of students in STEM subjects, because these subjects were taught (and therefore perceived) in dry, theoretical, abstract terms;• Low proficiency in foreign languages, because classroom teaching was largely theoretical/passive, instead of participatory which would enable students to use and practice the language they are learning.Ultimately, these two subject areas were fundamentally linked in the sense that in theory, they appeared abstract and useless, yet once they were practiced, they opened doors to the world. Methodology, Activities and OutputsTo reach its objective, Schools: Future Labs developed and tested a teaching methodology based on Action Research, involving task-based exploration of STEM subjects during classes taught in tandem by STEM and foreign language teachers. Using mobile science labs that enable students to develop and implement their own experiments, this methodology was student-led, self-directed and included project planning and implementation skills: all essential to the development of transversal skills.The activities of the project implementation phase were primarily concern training of teachers, piloting of the methodology by teachers in their classes, further training and production seminars and on-line mentoring, resulting in the development of project outputs.The outputs of this project are:• A teacher training Course for the Schools: Future Labs methodology;• A series of “plug-and-play” STEM-CLIL lesson plans, applied to a variety of STEM subjects and applicable to any foreign language;• A virtual student learning portfolio which will document each student’s learning outcomes.Expected ResultsThe efficacy and effectiveness of this methodology was comprehensively evaluated, both in quantitative terms (did students test better than those not involved in this project?) and as importantly, in qualitative terms (were students more interested in STEM and FL than those not involved in this project? Did teachers and students find classes more interesting and motivating?)The evaluation demonstrated that as a result of Schools: Future Labs, students were more interested in STEM subjects, achieved a higher and deeper level of knowledge, developed better fluency in their chosen foreign language, and that these results were achieved in a cost-effective way.Based on this evaluation, the results were: - the participating schools will continue to use this methodology with their students;- the Schools: Future Labs Teacher Training Course have been accredited in most Partner countires as a teacher training course;- the participating teacher training institutes started offering this course as part of their new and in-service teacher training offer.We used these results to promote:- the adoption of the Schools: Future Labs methodology by public education authorities in the participating countries and its implementation in more schools, including in secondary schools;- the piloting and dissemination of Schools: Future Labs in more countries in order to extend its benefits to students (and businesses) across the European Union.Long-term impactsWe expect that as a result of this project, students will, as they grow older:- make a more successful transition into employment, in careers that are vital to the competitiveness of the European economies;- possess the skills that the private sector desperately needs. If these needs are different in 15 years' time, they will have developed the transversal skills necessary to adapt.ParticipantsThe project was piloted in 5th and 6th-grade classes (or local equivalent) in seven project partner schools in four countries: Bulgaria, Greece, Poland and Romania. One linked secondary school also participated in each country as an observer, with a view to extending the methodology to secondary schools in the future. Participants included STEM and FL teachers who were trained in the Schools: Future Labs methodology, as well as their students who did benefit from this methodology.Two Teacher Training Institutes (BG, PL), a University (EL) and an Education Ministry department (RO) specialised in teacher training, as well as two national cultural institutes (Goethe-Institut (DE) and Instituto Cervantes (ES)) trained, accompanied and supported the teachers and ensured that their work results in effective project outputs. The Spanish Ministry of Education completed the partnership, bringing its network and know-how to project dissemination.

"Guided by creating an ideal studying environment and necessary tools for improvement of the current studying process in schools we have decided to step on the shoulders of great thinkers and innovators of education combining non-formal , interactive and new wave education. This project might be regarded as pioneer in the field of autonomous learning additional activities, intertwined throughout its length in form of additional per/country activities , collaborative work and increasing capacities for the future generations. For all the previously and ongoing activities, it is to be held accountable. For this purpose we have created a system of checks and balances at the beginning in the middle , after each activity and at the end of project . This particular dissemination of results, being conducted in form of combined or individual scale for the sake of greater transparency and learning during the process typology of project implementation, is imperative for further development and future growth. Needs Analysis of learners' autonomy levels has previously demonstrated that the learning strategies have to be adapted so that higher proficiency levels in the curriculum be accomplished. The creation of independent, self-directed, self-motivated and collaborative learners can be favorably pursued in the common building up of a Collective European Identity through the familiar concept of Cultural Heritage. Our E+ partnership can boost the promotion of the above elements supporting them financially. The benefits of such a cooperation at an international level will be multifaceted, facilitating the emergence of European Citizenship and promoting the Integration of Multiple Literacies: multi-cultural, linguistic, visual, technological, kinesthetic, social-emotional. Through the learning strategies of Crossover learning, Embodied learning, Constructivist Learning, Gamification, Intergenerational learning our learners will be allowed to discover their identity and creativity. The concept of Cultural Heritage will be the bond around which cultivation of collective identity and memory will facilitate the long-term development of students' autonomous learning.During the project, students’ behavior will be observed based on the observation forms created by our partners and the results will be available periodically for assessment, reporting and comparison. Information about the project will be given through surveys, interviews, seminars and conferences. The production of tangible intellectual outcomes: ""European Cultural Heritage Picture Dictionary"", a Handbook, a Website will be a clear demonstration and evaluation of the work been done.This project will bring together the work from the countries of Turkey, Romania, Spain, Italy, Greece and Portugal, each pooling their experience and good practices. It is about a sustainable project which will allow for popularization and long-term benefits. Behavior, which will be learned by the end of it, will have become a habit and passed down from generation to generation. We aim to guide the learners from the mere Consumption of culture to the understanding, appreciating and constructing of a collective cultural identity, critical thinking, seeing with the eyes of ""the Other"", the foreigner. This cultivation of collective identity and memory through the teaching of cultural heritage in young learners is of great importance for the long-term development of their autonomous learning. The familiarization of students with ‘cultural goods’ through creative experiential learning activities is an interesting challenge for all the stakeholders of the educational process, especially for those who collaborate through Erasmus projects in an intercultural context.The realization of this idea is an interesting challenge, since the interconnection of cultural heritage with the educational act and the acquaintance of the students with the meaning of it have special value and multiple benefits. Our main concern is to seek, in cooperation with the educational community, ways in which cultural heritage can be used as a tool for acquainting and familiarizing students with its facets, giving rise to discussion, helping them widen their aesthetic education and exaltation of their consciousness as independent learners and active citizens. The forming and exchanging of good practices is one of our main goals, to disseminate that is the effects of our attempts to develop learner autonomy through cultural interactions."

CONTEXT/BACKGROUND OF THE PROJECT : It's important for both school children and their parents to understand exactly what cyberbullying is and how it can affect others. Cyber bullying is one of violent crime which has arisen with the development of technology and increasing day by day ,and has a big risk and trouble. Langholt, 2011 says as these real-life cases above have shown us, cyberbullying can be infinitely more painful than the physical wounds of actual physical bullying. Researches show that %29 of them face with cyberbullying ,%11 of them bully the others and %47 of them witness cyber bullying. In many cyber bullying cases,they are exposed to simple behaviours(%50 of them are affronted and %30 of them given a nickname)but %20 of them says that they are threatened.It is clearly seen that many victims(nearly %60 ) are negatively effected at school or home by their friends or the cyber behaviours ,they meet on virtual enviroment. Children, young people and adults spend more and more time online. The continuously growing number of social media platforms, online opportunities also increase the risks of running into inappropriate websites, images, and in the case of cyber-bullying, it also increases the risk of anonymous threats, abuse and bullying.The project through the cooperation of the international partners contribute to developing a common approach to risk-prevention, information and guidelines to families, parents, children and other relevant stakeholders. With this project, by incorporating technology in the classroom, teachers will focus on the ethical use of technology teaching students how to use technology appropriately is better than having them figure it out with no guidance. OBJECTIVES : *aims to equip pupils with the knowledge, understanding and skills to use information and communication technology creatively and purposefully; *to conclude and take precaution on the security in school and society; *to determine ”Secure school standards” and provide physical,psychological and social security; * to guide teachers developing programmes to prevent school-bullying and cyber-bullying, to help their collegues and families understand and solve the dynamics of school-bullying and cber-bullying that they face at school; * to create a safe school environment focusing on improving peer relationships through a school-wide approach; * to educate teenegers about safe Internet practices. NUMBER AND PROFILE OF PARTICIPANTS * 7 European secondary schools from 6 countries in United Kingdom,Italy,Spain,Romania, Czech Republic and Turkey, all having curricular programmes for cybersecurity education and promoting a culture of mutual respect and a tolerance or appreciation for diversity. * 15 teachers in the given schools committed to cybersecurity education; * 25-30 secondary school students in each school, mostly at the age of 15. DESCRIPTION OF ACTIVITIES 1. Preparation * Setting up project management, selecting students, creating website; * Preparing project meetings and student exchanges; * Translating local good practices into English, uploading materials to website; 2. Implementation * Organising after-school workshops for students; * Transnational project meetings at each school for studying good practices; * Short-term student exchanges for experiencing extra-curricular activities in cybersecurity education * Creating a methodological resource book and video guide and uploading them to the project website. METHODOLOGY *at project meetings: visiting lessons, presentations, lectures, transnational discussions, workshops and round tables, studying teaching/learning materials and methods, curricula and educational programmes, monitoring and evaluating progress, making surveys; * at student exchanges: ’learning by doing’ - transnational group work/pair work, interactive transnational workshops and round tables, visits to places of remembrance, presentations, lectures, discussions, board games, films, sports, music, dances, arts and crafts, monitoring and evaluating progress, making surveys etc. RESULTS AND IMPACTS: *to teach students how to be cyber safe and savvy; *rather than create panic over technology use or spread misunderstandings, to show students how they can use technology for the greater good; *to establish open communication with students; *to explore issues like technology risks, cyber safety and positive online communities; *to suggest parents buy filtering software or special ICT equipments for younger children and teenagers; *to encourage cybersecurity education for teachers, administrators, and counselors. LONG TERM BENEFITS: With the guide of counselors and experts, educating children about the possible negative effects of posting personal information online and providing training about how to remove personal information that shouldn't be online will alleviate opportunities for cyberbullying attacks.