In general, classic methods of teaching mathematics no longer correspond to the real needs of contemporary students. Students often go through lack of self-confidence and motivation. They are frequently too passive in class, and have trouble working as a team. Therefore, the main goal of „The international pupil math workshops” project is to find ways for improving the ability of all students, including children with low level of success, to develop their problem-solving skills and ability to use their mathematics skills in team work in level-mixed groups. We expect positive impact in a variety of ways, for students and for teachers.The project is about innovating learning methodology in different fields of math, developing pupils’ interest and competence in math, significantly improving their language skills in English and enhancing their social a civic life skill as well.The objectives of the project are:- Involve partners from different countries with important experience in the using specific methodology or the specific field of learning math.- Provide opportunity to exchange math knowledge as a one of the best way to practise the basic skills.- Involve students with different abilities to develop their competencies in different educational fields.- By actively participating in the project development, students will be motivated to achieve the expected results, thus enhancing their commitment and social skills towards a common goal.- Share experiences and knowledge in a teamwork of different countries as the mean of to overcome racial prejudices.- Learn to cooperate and join different ideas into one result.- Give all participants the equal opportunities to succeed regardless of individual degree of success in formal education.- Use new digital resources in math as the way to raise interest in learning about innovative mathematical research.- Inspire all participants’ tuition by the partners' ideas.To achieve the objectives, learners need to work in partnership with the learners from other schools in other countries, using their knowledge and expertise in the various aspects. There are three school involved in the project: Primary and elementary school Hornicka Hlucin (the Czech Republic), 6th Gymnasium Chanion (Crete) and Computer Highschool “Grigore Moisil” Iasi (Romania). During the 13 months project the students between 14-15 years old will be engaged in a variety of activities using both formal and informal teaching methods. The project include three short-term pupil exchanges when the participants will be able to compare the best practices in some fields of math (Geometry, Trigonometry, Solid geometry, Robotics) used in each country, to work together to define the final versions of the project results and to evaluate the activities quality. Before each mobility, the project team of teachers will select team of participants that will consist of 8 pupils and 2 accompanying persons participating in the project activities. Each school has appointed two teachers to lead the project in their schools and be responsible for managing their time allocation for planning. Primary and elementary school Hornicka Hlucin (CZ) as a coordinating school will be responsible for organizing the initial planning meeting, checking the time schedule for the project and monitoring the work of each partner school. Each of the partner school will be responsible for the organisation of the short-term exchange in their own country and after the exchange the host school will be responsible for reporting the success of the exchange and evaluating the learning outcomes.After whole project we are going to evaluate the satisfaction of participants and teachers and based on the results, we can assess if we have achieved goals and objectives of the project. All the products of the meetings and preparatory activities will be shared and presented in the schools on visible place to motivate all learners of the school to involve the similar project with international and cross-cultural cooperation. In order to disseminate the results of the project and all its activities, a website and a newsletter will be produced, and ongoing activities spread through the webpages of the schools and via the network of Erasmus + and eTwinning. The eTwinning platform will be also used as the tool for knowing each other and for preparation part of the meeting when the pupils will solve some math tasks mainly in the field of math according to upcoming short-term exchange.„The international pupil math workshops“ project is destined to innovate teaching and learning math based on best practice examples of the partners in the different partners schools and to implement the didactical concepts like to support basis of the math education in future. Thanks to the implementation project website and to the issue of the eBook, the project will maintain its effects even after its end confirming its sustainability during the time.

"The conviction that school, through its essential role in educating people, has to keep up with the constant changes that make society a reality is certainly one of the reasons behind this project. The Internet in general and social media in particular are part of our lives of 21st century citizens, and the school has to provide educational support in terms of their use for personal and community benefit. Social media and new digital technologies offer an infinity of opportunities and therefore we believe that school should encourage their use in the educational process. In terms of the needs, we have found that in terms of media literacy and social media literacy in particular, an objective analysis reveals that this dimension of education is not reached in a coherent way at school level, and even less so at the level of the national educational system in general. There is no policy that includes components of this dimension in the school curriculum. However, social media, with all the opportunities and risks it offers, is a component of our everyday life, which we cannot deny, and therefore education centred on the way in which social media is used is necessary. The project ""Educational Toolkit for the Development of Social Media Literacy"" proposed by Liceul Teoretic de Informatica “Grigore Moisil” (Iasi, Romania),in partnership with Agrupamento de Escolas de Freixo (Portugal), Istituto Comprensivo 10 (Italia), CiTiP from Katholieke Universiteit Leuven (Belgium) and Center for Independent Journalism (Romania) is an innovative educational project which takes into account an extremely important field in contemporary education - social media literacy. The project aims to create intellectual outputs that give teachers the opportunity to align their didactic approach with the concrete needs of society, combining skills training in different disciplines with the need to develop social media literacy skills in pupils. The project proposes innovative teaching practices for different disciplines, using the social media based learning tools appropriate to the digital era in which both students and teachers live. The project proposes a complex toolkit that offers the opportunity to develop social media literacy skills for students and to make lessons more attractive to any teacher interested in adapting their educational approach to the needs of the 21st century society.The main objectives of the project are:• Creation of open educational resources based on social media learning tools used in school learning activities• Developing social media literacy skills for teachers / education specialists from project teams in partner institutions• Responsible use of social media tools in the teaching process by teachers in target groups• Implementing social media based learning activities in partner institutionsThe project will involve: at least 20 project team members from partner institutions, at least 100 teachers / educational specialists involved in dissemination and testing of intellectual outputs, 14 teachers / specialists participating in the training activities, at least 250 teachers will be informed about the activities within the project, 160 teachers / education specialists will participate in the multiplier events.The activities that will be carried out within the project are: project team building, selection and preparation of participants in project activities, creation and testing of intellectual outputs, financial resource management, implementation and implementation of the DEOR dissemination plan, monitoring and evaluation of activities through specific tools.The methodology used will involve the use of a quality management manual, selection, preparation, monitoring and evaluation tools, participants and activities, as well as risk assessment tools.The results of the project will focus on creating, testing, promoting, using and evaluating 5 intellectual outputs that will constitute open educational resources accessible to all teachers/ specialists in education across Europe: O1 - Curriculum for the development of social media literacy in schools, O2 - Course support for the development of social media literacy in schools, O3 - Methodological guide for teaching social media literacy, O4 - Mobile application for implementing social media literacy in school, O5 - Collection of learning scenarios including the use of Social Media tools. The impact of the project is long-term since all intellectual outputs and sustained activities will develop social media literacy in educational context and will create a premise for the adoption of educational policies at different institutional levels that include the widespread use of learning tools based on social media and a more coherent approach on social media literacy as a part of the educational process in schools, tailored to the needs of 21th century."

Language learning is a very essential matter in today's' world and for a permanent language acquisition, the starting age is very important. As a result of the surveys we have done at our schools with our partners, we found out that vocabulary learning is the most problematic issue in language learning. Students can easily forget the new words they have learned in the foreign language because they don't use them in their daily lives or are confronted with those words in a different context. Experience learns that the difficulty in acquiring new vocabulary is often caused by social environment, puberty and the combination of a lot of school subjects. However, we think that we can achieve a permanent vocabulary learning with small steps by building word towers brick by brick and make it more visual and meaningful for students. As we observe, students can easily remember complex words they come across in computer games and songs and never forget them as they see them frequently. This tells us that intrinsic motivation is an important factor in the acquisition of vocabulary. Taking this into consideration, we based our project on improving the intrinsic motivation for learning. By taking small and meaningful steps we will create a positive learning atmosphere for our students in which we will try to relate to their everyday living environment. We will supply them with opportunities to practise their language skills. We are convinced that when students enjoy this informal learning process the acquired knowledge will be rendered more effectively.We will also create online platforms where students can build their online towers and play online games with their newly acquired vocabulary. They will chat with each partner schools' students and have a chance to communicate in the target language. On a regular basis, students will study different topics and enrich their vocabulary accordingly. They will design clothes, T-shirts, bags etc. so they will be also kinesthetically active. They will sing songs, make rhymes and write poems, so they improve their auditory skills. Thus, we will try to appeal to all senses of our students throughout the whole project and reinforce their intrinsic motivation to learn English. At the end of the project, the students will have gained a lot of valuable experiences which cannot be provided by the normal curriculum.At the beginning of our project we will start with a group of voluntary students. Then, they will present our project to their mates and motivate them to participate in the activities. We will design a computer lab for our project and our (ICT) teachers will be responsible for the technical part of the project. We will also display our word towers here monthly and organize exhibitions to show them to all students. Partner schools will share their experiences and send the photos of their towers to each other.Bernardusscholen will be responsible for carrying out the project. Our partners are Turkey, Italy, Poland and Romania. They have similar vocabulary teaching problems. Following the results of the questionnaires (SWOT analysis), we aim at creating new and effective language acquisition techniques and methods and help our students by sharing experiences with each other. We will organize meetings and mobilities and take some of our students to partner countries and foster their use of language in a different country and in a real life context. Our project will last for 2 years in which we plan a lot of enjoyable activities for our students. This project will provide the students with tools to learn vocabulary more easily. They will be able to use these vocabulary in their towers, posters, songs, clothes and online games easily and they will be proud of themselves. The ability of using language at an early age will also affect their school and social life positively. Moreover, our project will give them a chance to experience new cultures, ideas and lifestyles, generating more self confidence and ambition. We will invite local schools to our school and show them our studies and motivate them to prepare this kind of projects. We will also invite local and if possible national media to present our project. We will share the results and outcomes of our project with other organisations interested in language teaching.Our project will live on after 2 years, since our websites/eTwinning Live Space will remain active. Students will be able to stay in touch with their foreign colleagues to endlessly expand their towers and success.

<< Background >>EArTH stands for Embrace Uncertainty while fighting for sustainable development. The project born from the necessity to support schools in Europe to face the Green Transition while promoting a STEM subject and active pedagogies. In particular, the project partners have identified the following needs: 1.GREEN TRANSITION. Environmental change is an increasingly important driver of labour demand and skills supply across all sectors. Therefore, the positive impacts of the transition to a greener economy can be maximised by simultaneously developing the skills, knowledge and competences required by resource-efficient processes and technologies; and integrating these into businesses and communities (CEDEFOP, Skills for the green economy).According to the COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS (2020), There is only one planet Earth, yet by 2050, the world will be consuming as if there were three. Global consumption of materials such as biomass, fossil fuels, metals and minerals is expected to double in the next forty years , while annual waste generation is projected to increase by 70% by 2050 . As half of total greenhouse gas emissions and more than 90% of biodiversity loss and water stress come from resource extraction and processing, the European Green Deal launched a concerted strategy for a climate-neutral, resource-efficient and competitive economy. Scaling up the circular economy from front-runners to the mainstream economic players will make a decisive contribution to achieving climate neutrality by 2050 and decoupling economic growth from resource use, while ensuring the longterm competitiveness of the EU and leaving no one behind. To fulfil this ambition, the EU needs to accelerate the transition towards a regenerative growth model that gives back to the planet more than it takes, advance towards keeping its resource consumption within planetary boundaries, and therefore strive to reduce its consumption footprint and double its circular material use rate in the coming decade. 2. KEY COMPETENCES The project partners aim at reinforcing the Key competences as there is THERE IS THE NEED TO SUPPORT AND REINFORCE the development of key competences and basic skills for all, from school education. As reported by EC (Key competences and basic skills), “Everyone has the right to quality and inclusive education, training and lifelong learning that develops key competences and basic skills. Key competences and basic skills are needed by all for personal fulfilment and development, employability, social inclusion and active citizenship. Yet, the 2018 Programme for International Student Assessment (PISA) results show that more than one in five pupils in the EU has insufficient proficiency in reading, mathematics or science. In 2018, the underachievement rate stood at 21.7% in reading, 22.4% in mathematics and 21.6% in science. Over the 2009-2018 period, performance in science and reading deteriorated at the EU level, while remaining stable in mathematics”.Furthermore, as reported by CoDeS, “Many scholars agree that it is essential in our rapidly changing world for young people to develop ‘uncertainty competences’ comprising specific sets of skills, knowledge, attitudes and capabilities needed to deal with uncertainty, ambiguity and complexity in diverse contexts” especially after the COVID-19 pandemic. “Learning to handle knowledge uncertainty requires learning environments tolerating, even inviting, uncertainty into the learning process. Education for Sustainability (EfS) features subject areas such as ‘climate change’ hallmarked by complexity and uncertainty. Such topics can be difficult to deal with in the subject delineated world of formal education” (A Pedagogy for Uncertain Times, RESEARCH AND INNOVATION IN EDUCATION FOR SUSTAINABLE DEVELOPMENT).<< Objectives >>EArTH project is a cooperation partnership that gather together 6 partners from 6 European Countries. The EArTH partnership aims at: 1.Provide an innovative methodology and “ready to use” learning material to support secondary schools in Europe to face the challenges set by Climate Change and Education to Sustainability with new and innovative resources. 2.Make the best use of active pedagogies such as inquiry-based learning and project-based learning to promote science and circular economy while working on individual school subject (ex. Chemistry, Biology, Ecology, Economy, and ICT) and interconnected ways of learning. The interconnection will allow to combine individual subjects to move beyond content knowledge and use instructional approaches to teach collaboration, problem solving and cope with uncertainty competences while engaging students in circular economy challenges and real life. 3.Integrate in school curriculum challenges related to circular economy to make engage the students and to make them understand the importance that STEM subjects play in saving the planet. EArTH partners aims at follow the Council Recommendation on Key Competences for Lifelong Learning (European Council) as their focus is to promote the development of key competences and skills by:•providing high-quality education, training and lifelong learning for all•supporting educational staff in implementing competence-based teaching and learning approaches•promoting a variety of learning approaches and contexts from the perspective of lifelong learning•exploring approaches to assessment and the validation of key competences<< Implementation >>EArTH project has been designed according to the ADDIE Instructional Design (ID) methods. ADDIE stands for “Analyze, Design, Develop, Implement and Evaluate”. The overall project methodology is indeed structured according to this sequence as this approach is very useful as it clearly facilitates the implementation of effective educational programs. ANALYSE. During the project application (2021), partners have already started to analyze the overall school approach to circular economy and interdisciplinarity to education to sustainability to investigate about the necessities to apply for funding. DESIGN. The phase of design will set the instructional design of the EArTH program by defining and programming the teaching and learning environment, from the design of the curriculum to the one of the online learning environments. DEVELOP. This phase instead is programmed between M8 and M16 and it will be represented by the development of the learning material, online learning environment and upload of the learning program for distant learning. IMPLEMENT. The implementation phase includes both the pilot testing at local level at Project Result 1 - Activity 4 and the Project Result 2 - Activity 3 - Capacity Building and Project Result 2 - Activity 4- International contests where instead the program will be tested internationally and simultaneously among different class in Europe. EVALUATE. At the end of both implementation phase, both at local and EU level, the project partners will evaluate the project results and, if necessary, will implement the necessary changes. Indeed, after the pilot testing an evaluation will be asked to the participants of the program that they will provide their feedback in terms of completeness, clearness and usefulness of the learning material.<< Results >>EArTH is a Cooperation partnership program that is planned to last over 24 months, starting from the 1st December 2021. The project will develop TANGIBLE AND INTANGIBLE results. TANGIBLE RESULTS are represented by the EArTH learning environment which comprises a set of challenge and problem-based learning challenges adapted to distant learning for Secondary Schools in Europe. The challenges will be developed by teachers in different field (ex. Mathematics, Chemistry, Biology, Economy) and NGOs dealing with circular economy and entrepreneurial learning. The learning material will be necessary not only to support schools to implement innovative learning solutions but also to increase their internationalization capacity as the EArTH project aims to design and implement the first EU EArTH Circular Economy Learning Challenge for schools. The contest aims to be a point of reference in Europe for all those schools that wants to integrate into their daily curriculum circular economy and active pedagogies. INTANGIBLE: The intangible project results that are expected during the project development are: -Increase awareness for students about the challenges related to circular economy and how they can experiment their idea to provide sustainable solutions to promote CO2 savings, circular design of products and biodiversity -Increase awareness for students on how they can use school subject to actually work for sustainability and though data driven research (P1) also understand how they behaviours as citizens and consumers can actually change their environmental footprint -Increased educational offer for the schools involved into the program -Increased capacity for professors to develop inter-connected initiative and make the best use of OER – Open Educational Resources for promoting education for sustainability and STEM

Our project is a proposal motivated by the concern presented by our students in the face of the social and economic problems accentuated during the last economic crisis in the European community. As a result of this, students question whether it is possible to avoid social and economic exclusion through the creation of social enterprises.Likewise, our project, given its innovative and social character, and since it promotes European values, it has been positively valued by the pedagogical commission made up of all school members. Our Project provides a European added value because, along with the collaboration of 6 high schools from different European countries, it will increase the sense of belonging to an economic-political institution such as the EU producing synergies with other educational sectors such as universities and business organisations. Our objectives for this project are the following:1.To find solutions to social, cultural, or environmental issues through social entrepeneurship.2.To develop the entrepreneurial capacity of our students creating an international social Company3. Identify the role of the human factor in the social Company. 4.To know which documents are necessary for international trade and to be aware of ethical values.5.To prevent the disadvantaged social, cultural and financial groups from being deprived of their right to learn, avoiding or reducing absenteeism and dropping out of school.6.To increase the knowledge of digital competences. 7.To improve and develop the different communication competences in English.8.To make a multi-cultural community and to develop the ability for teamwork. About 2000 students of six countries will participate in our project and they will be divided into two different groups. The target students are 144 students of the business subject who are distributed in 24 international groups from six countries and who will participate in the mobilities. On the other hand, the non-target students are students who will not go to the mobilities but will participate in the project through various activities. The profile of the participants is varied: on the one hand, students who come from unfavourable socio-economic situations; students who for this reason are receiving funding for both the school canteen and for the purchase of school materials through scholarships. On the other hand, students who show a high level of interest in participating.So this European International Project favours equal opportunities for students who couldn’t take part otherwise due to socio-economic problems aggravated by the economic crisis undergone throughout the last decade. Given its relevance, it is a 2-year-project during which different types of activities will be carried out both in the mobilities and through the Etwinning and twinspace platform. These activities will be evaluated and they are logically articulated according to the Schedule;the chronology of activities goes from the generation of the idea to the final result which is the social company. The methodology used is collaborative work promoting the work with the students and through innovative tools.Our Project has two type of activities:-activities carried out in 6 countries with a total of 120, with 20 activities per country during 5 days of collaborative work.-activities during no mobilities:International student groups will carry out activities that will be uploaded to the etwinning platform and Twinspace sharing them with target and non target students.As a result of the activities, we will get project results divided into tangible or strategic, being the following the most relevant ones:-Tangible results: Brainstorming list for social companies; excel business budget sheet; list with business terms;excel profit Company sheet; Business plan;ansoff´s matrix, advertisements for products;a corporate video;product brochure;promotional advertising; podcast;organisational structure graph;webpage of the Company;job design document;video of interviews simulation etc-Strategic results:Participation of students with grants and at risk of exclusion due to absenteeism ; to reduce by 10% school dropouts;20% of target students get B2 English certificate; improving academic results.-Impact:Social Company;glossary;E social Guide and e-journal.Our project is expected to have a high impact on the educational community of each centre through the training of teachers in collaborative methodology and our desire is to include certain activities in the curriculum in years to come. The impact generated is high thanks to the use of diverse tools such as the etwinning platform, written press, radio and television and through student exhibitions and it also involves various agents such as:-the educational community including universities.-business associations.-public administration.Due to all its characteristics, we think that our project has a big potential to provide long term benefits