Context: In the 21st century, the fastest growing careers and occupations are those related to STEAM (Science, Technology, Art and Mathematics).The students, starting from a STEAM teaching base in secondary education, will be exposed to a method that, established at very early ages, could trigger a permanent desire to pursue a career in any of the fields worked. We try to give our students the basis to know and to work with STEAM-based learning.In order to transmit this taste for STEAM learning, we must have a high number of teachers who are experts in the method and who help students to develop a set of thinking, reasoning, group-work, researching and creativity skills that will help them in all the areas of their lives.The aim of this project is that, in addition to classroom knowledge, teachers will achieve a more creative, more motivated students that can use science, mathematics, technology and art in real-life situations.One way of achieving a greater number of teachers and students motivated by STEAM education is to use the exchange of ideas and practices offered by the European Community through its Erasmus+ programmes.Objectives:The objectives in our project are varied, and include the following ones: 1) developing interdisciplinary collaboration between all the subjects involved in teaching STEAM improving the students' critical thinking, analyzing and problem solving skills 2) developing the students’ ability to solve global problems (such as alternative energy sources, pollutıon) using STEAM methodologies 3) improving the students' creativity, by adding Arts to the traditional STEM subjects 4) acquiring new digital skills of the 21st century in accordance to the European Framework for Digitally Competent Educational Organizations5) creating innovative products that will be also used in the future, as a result of the activities the students were involved in 6) offering career guidelines for our students in their future jobs, by stimulating their skills through STEAM activities and challenges 7) implementing innovative practices in education in STEAM related activities and methodologies 8) giving our students to build long term friendships and collaboration with students from our partner schools, and therefore encourage face-to-face and digital communication through the use of English 9) adding European value to STEAM teaching practices by taking part into an international team.Activities:The activities we planned are closely connected to the objectives we set, and are designed to achieve our goals. We try to create activities related to real-life problems for students to find practical solutions to global problems through the use of STEAM methods. For example, the students will try to create a cheap nuclear radiation detector - Ion chamber, they will try to determine and analyse organic compounds in food, in another activity they will identify different degrees of pollution by analyzing the lichens in different areas of a city, etcIn general, all the challenges and activities planned will help students to discover their potential and will give them an idea about what path they could take in the future as employees or employers, and all the planned activities will include different practical products (such as posters, fliers, rockets, models etc) useful in the future in other subjects.Method:A cooperative and learning-by-doing methodology will be applied for the development of the activities in the project. The ability to learn from experiences of a practical nature allows students to develop their soft skills and improve their ability to report in plurality of contexts, not only purely school.Assessment:In order to evaluate the aims of the project, we will use evaluation based on self-assessment and peer-assessment. We will reach this kind of evaluation through teacher observation, rubrics, and questionaries done by teachers, student groups and single students.The study of the results of the questionaires, etc. will give us an overall sight of the grade of achivement of the aims stated in the project, and it will help us to establish the best dissemination for the product of our STEAM based actions.

"TACKLING THE INTANGIBLE AND CULTURAL HERITAGE LINKED TO THE MANY DIFFERENT HORSE ACTIVITIES OR USES, SAVING THIS HERITAGE, RESPECTING IT AND ENHANCING PUBLIC AWARENESS OF IT AT LOCAL, NATIONAL AND EUROPEAN LEVELS. Everybody carries within himself a concealed but meaningful message. EMPREINTE is a cultural and artistic exchange scheme involving students from 3 high schools in Romania, Spain and France; It is based on the memory and transmission of the right move to adopt with the Horse, whether it be in farm activities, environmental protection, transport or more widely about any other human activity linked to the Horse. André MANDARINO, Director of the artistic company ""Les Escargots Ailés"" (Snails with wings) with which the project was built, is particularly interested in the intangible cultural heritage made of all the know-how and actions of the practices related to the various activities of the horse world. Every culture has a different approach to this issue, it seemed interesting to compare our knowledge and our experience to those of our European partners. The horse is indeed a useful animal in some countries (e.g., for transport and work in Romania), pet for hobbies in others (e.g. France), and in Spain, there are of course these different uses and in addition to them there is dressage and the use of the horse in various artistic fields (Royal School of Equestrian Art in Jerez). How can we preserve this cultural and intangible heritage? Simply by making it live by itself. This scheme aims at collecting these moves, this intangible heritage, in order to arouse skills somewhat ancestral. The primary step consists in meeting the different actors taking part into the project, collecting and listing these skills, know-how and know-how-to-be, and identifying them as meaningful identity eye-opening. As far as exchanges are concerned, the scheme has enhanced these ancestral practices which have slowly disappeared over the years in favor of technology and ensure that they will continue to exist in the long run. This whole work which has been done in every partner school has been reinvested in the setting up of a show based on contemporary circus arts. It has emphasized aerial performances, choreographic requirement as well as staging, lights and sound in an effort to draw a sensitive approach to these Horse moves and practices that we all carry in ourselves without being really able to express them. ERASMUS + helped fund three mobility students (Spain and Romania for the creation of the scenario and training, then France where the show was created) as well as three transnational meetings (Spain, France and Romania) for managers of the project. The main participants involved in the project are: - 37 French, Spanish and Romanian students aged 16-17 years - 10 French, Spanish and Romanian teachers (mainly teachers of languages, sport, socio-cultural education, history)The joint visits in the field of the horse and the many artistic repetitions with 2 artists (André MANDARINO, Director and Sibille PLANQUES, choreographer) helped the students to discover and create together a show that was presented to a large audience (more of 700 spectators). The show was complete success and is the highlight of the project.This project aims at encouraging the holders of such an intangible and cultural heritage to transmit their valuable knowledge to the next generations."

"Our school has a long history in Comenius projects, so we thought it was necessary to resume the European dimension with an Erasmus plus project and to be able to expand our educational work outside the center. For this resason we set objectives both at the teaching level (developing new methodology and the use of new technologies applied to education) and for students (improving their linguistic, civic and civic competence).Therefore, based on the work carried out in our center and observing the current situation of the planet and the need to become aware of the environmental problems that our society has to face, we have developed our project in two fundamental phases. In the first phase we studied the past, students have learned by researching, reading and traveling how the human being has used natural resources throughout history. What they have bequeathed us and what we should keep, and along with the misuse of them that has led us to the current situation. This work has resulted in the creation in each center of some historic Big Books that will be part of the libraries of the centers. In these large books, students have reflected their learning about prehistory, the ancient age and the modern age, using different techniques or plastic arts. In this phase three training meetings have been held. In the first meeting the students made a movie maker presentation of their country and center, in this way they have known each other better and help to disseminate the proyect. At the same time, new technological resources were learned for the realization of the movie maker and for other activities, such as Kahoot (for the evaluation of reading comprehension), the Q reader app and Etwinning platform (for the dissemination). We also create a blog and a Facebook group. A second training meeting on cooperative groups and project work for this methodology to be implemented throughout the project. And in the third meeting we focus on conflict resolution in different variants (peer mediation, emotional education and assertive language), to prevent or solve problems arising from teamwork, accepting differences and valuing them.The second phase of the project has been the implementation of solutions for all those problems studied. We started with a part of awareness about the enviroment situation. We read books, watched videos and organized lectures to learn about the current problems of the planet, even songs were created at the Carnival time.And a practical phase in which students visited recycling centers or local waste facilities, cleaned green areas or made waste selection. In this phase the training meeting focused on the environment and how to improve it.All this work produce environmental decalogues in different formats and a green area in the schools. We make a final decalogue made in collaborative work all the students from the different countries, taking into account the contributions of all. At the same time in each center it has improved its surroundings with a school garden: planting trees , flowers or vegetables. We chose Earth day to celebrate our compromise with the planet, this date has been established in the centers, as the most appropriate celebration to show our commitment to the environment. We made a flash mob together, we chose Michael Jackon's song ""Heal the world"" and we dressed in blue, a reflection of the planet Earth."

Pollution and other environmental issues are a threat to life on earth. Especially plastic packaging causes a lot of damage. A UN study published in 2016 reports that small pieces of plastic bags, bottles etc. get into the oceans and cause a real threat to mankind and marine ecosystems.It was time to make students aware of these problems and to encourage them to gain more knowledge about how to tackle these problems and find alternatives. Bioplastic packaging for food could be such a solution.In our project we wanted to:- get in touch and establish a lasting relationship with regional companies that produce bioplastic food packaging to get insights into the development and needs of this market- be able to analyse the food packaging market and draw conclusions from this- develop our own ideas of eco-friendly food packaging, produce and market it virtually- raise students’ awareness regarding environmental issues- promote cooperation between students from other countries + cultures, thus reduce prejudices + create an awareness for cultural + linguistic diversity- establish a connection between theoretical curricular knowledge of Chemistry (the components of bioplastics), of Economics (structure of company) and of Languages + practical implementation (creating and promoting own bioplastic products; using knowledge provided by companies)- establish a strategic partnership between schools, universities and public authorities on a local, regional, national and transnational level- motivate students + teachers to be an active part of Europe and promote European values- motivate teachers to try out new teaching methods + find ways to connect theoretical practices with practical + vocational training. The project was carried out by 4 schools from Germany, Greece, Romania and the United Kingdom.In each project meeting there were at least 24 high-school students of all educational backgrounds and 8 teachers involved. The teachers teach Nutritional Science, Biology, Biochemistry, English, Literature, Economics, Computer Science, Business Administration, Physics, Mathematics, Social Science. But many more students and teachers of all participating schools were involved in the project (e.g. preparing project meetings, conducting project work etc.; approx. 2000 students and approx. 150 teachers).The activities were:- 1 preparatory meeting, 4 project meetings - production of bioplastic food packaging- visit to bioplastic production companies- international workshops - presentations/brochures/articles etc.- presentation of results (= bioplastic food packaging and websites, blogs) to a bioplastics company in London- creation of:own websites and blogsonline CLIL exercises eBook (chemical background of production of bioplastics)final CD with all materialsmagazine about the whole projectResults + longer term benefits:- The subject “Life Science”- The teaching and study material on bioplastics (CLIL exercises, experiments).- Methods to produce bioplastics - Methods to produce websites + to communicate via blogs and social media - Methods to enhance teaching and learning processes (for bilingual teaching, peer learning, interdisciplinary teaching)- The newly introduced computer programs remain available for all students in all countries- The cooperation between the companies + the schools remains, also between the universities + our schools - Students’ STEM, CLIL, foreign and native language, ICT skills and social competences have improved- Students know which bioplastic products neighbouring companies produce, get an insight into production processes, the structure of companies, job opportunities in other countries- Students had the opportunity to visit each other and to work on a mutual product. This strengthened the intercultural competence of students in all participating countries. Students and teachers broadened their horizons and contributed to international understanding and therefore, correspond with European values- Students are part of a society that is orientated towards technical development- Students + teachers have found new friends and partner schools within Europe and have abolished prejudices.

Our most important goal is to prevent early school leaving (ESL) and supporting all students from all levels. Studies show that people without secondary education are less involved in democratic processes and are less active citizens. With the help of our project, we intend to create schools which are much more than a place merely for teaching, but rather an institution intended for upbringing a future active citizen who has basic abilities for a healthy and good lifestyle.With the help of this project, we (Portugal, Latvia, Turkey, Romania, Poland) intend to cover two dimensions: being active and learn to living EVs, specifically in sport environment by emphasizing fraternity, justice, peace, equality-especially gender equality, tolerance, solidarity. These are the important values and we believe that sport is a good way to learn and transform them to the daily life.We also intend to promote number of persons who give importance being physically active not only because of health related reasons but also social-related reasons. With the help of this study we will promote equity and inclusion by giving chances learners with disadvantaged backgrounds and fewer opportunities, enhance the quality of education in partner schools and promote being international and ultimately prevent ESL by making students deal with activities and work cooperatively in a group. To understand the effectiveness of the project a pre-test and a post–test analysis will help us. Prepared questionnaires will be applied to both control and the experiment groups. Although the experiment groups will participate a-2-days-a-week training program, the control group not. In this project, totally two Transnational Project Meetings will be actualized. The objective of the first one, in Romania, to plan all the project process; indicate which sports games will be emphasized, practiced and through which EVs will be put forward, or how evaluation procedures will be administered. The 2nd meeting will be in Poland where partners will evaluate all project process and find a way of writing final reportTo strengthen the quality of the project through the cross-border cooperation and to include the pupils for their own development and to get an idea about other cultures, this project includes 3 teaching- learning and training activities. The 1st meeting will be in Latvia where pupils show their preparations about Fraternity and peace. They will also learn each countries traditional games. The 2nd learning/ teaching and training activity will be actualized in Portugal. The mobility will be in March. All the participants work for organization of an exhibition showing women success in sport, and a date banner including people struggling for the justice. The products will be shown in Portugal. Pupils are also responsible for the practicing swimming, Folk Dance and/or fencing. All the partners will do some activities to increase awareness about women and sport on Women’s Day and during the March. After the 2nd learning/ teaching and training activity, an e-book (O1) collecting traditional games of the partners will be published. The last learning/ teaching and training activity will be in Turkey. Before the activity, pupils will study on tolerance and solidarity. They will prepare a school magazine and prepare a theatrical activity-role play. These activities will be presented in Turkey. A comprehensive conference (E1) prepared and organized by Turkish Sport for All Federation (TSFAF) and Inonu Anatolian High School (IAHS). Activities related to tolerance and solidarity (walking, running, Trekking, cycling) will be practiced during the mobility. All the partners are obliged to do evaluation and informative meetings after return of each exchange of pupils, to understand what participants have done or which topics are covered to include the school stakeholders into the process. By all the informative activities, introductory booklets, banners, Transnational Project Meetings, Teaching- learning and training activities, communication groups, websites, posters, brochures, corners and slogans related with EVs and the importance of being active, this projects aims to reach approximately 8000 direct and indirect people.In addition to the O1, this project will also produce “A Comparative Study and Needs Analysis Report” (O2) which will be published and uploaded on the net. It will be also published and delivered to the Local or National Institutions and/or the school libraries for the ones who are interested in the child development.