"theme of cultural promotion and European citizenship are at the centre of the Treaty of Lisbonand of the Charter of Fundamental Rights, stipulated to consolidate the opportunities and rightsreserved for European citizens. Among benefits such as those of freedom of transit, work and studyacross the member States, there is the duty to take part in European political life and still preservingthe wealth of existing cultures and languages. Since 2013, the European Commission has renewedits intention to work on the promotion of citizens 'rights and common European values, making thetheme one of the twelve initiatives launched to overcome existing obstacles in citizens' perception ofEuropean rights (Report of the EC, EU Citizenship Report 2017). Following events that havequestioned membership and sense of belonging to EU (i.e. in the case of Brexit) together withpopulist and anti-Europeanist movements broke out in recent years, the project ""TAKE ACTION -Enable students to TAKE ACTION and become active citizens"" intends to focus on activeparticipation in European democratic life.The 24-month-project initiatives are aimed at prompting 72 young people (15 - 16 years of age)towards democratic processes in Europe while, at the same time, enhancing the cultural traditions ofeach Country in the partnership (Italy, Spain, Greece and Romania). The partner schools willcollaborate for the development of an innovative training path and the collection of good practices ina European context. An important contribution will be offered by the use of the eTwinning platform,bringing students and school staff closer to the use of new technologies. The project aims atachieving:• an increase in students' knowledge about Europe, EU citizenship and active participation andEuropean cultural heritage;• the development of knowledge, digital and linguistic skills able to give students better chances toenter EU labour market;• the overcoming of socio-cultural stereotypes and prejudices between Nations;• deeper intercultural dialogue with public institutions and associations;• the creation of a new educational path on civic education through the rediscovery of individualcultural traditions unified by common EU rights.The impact generated by the project will be measured by means of objective indicators, bothqualitative and quantitative, in order to evaluate to what extent collaboration among all the partnerwas successful. The long-term goal of the project is to encourage the development of newcollaborations where it will be possible to apply the ""best practices"" learnt in other contexts (in VETfor example). The partnership considers it essential to capitalize the produced results and guaranteetheir real sustainability.The following indicators have therefore been identified to evaluate the project impact:QUANTITY- Number of downloads of all the materials produced in the framework of the project and videosshared;- Number of participants in project events;- Positive evaluation of the training courses offered to the classes;- Number of questionnaires with positive evaluation completed by the participants at the end of eachLTTA;- Number of teachers who will adopt new teaching methods starting from the use of the eTwinningSchool and Education Gateway platforms;- Number of new collaborations born with other schools interested in renewing their training plans.QUALITY- Degree of understanding of EU citizens’ rights and duties;- Quality of the training plans developed with integration of new technologies;- Degree of participation of the Institute in the side initiatives proposed by the students participating inthe project;- Students’ ability to dialogue in a foreign language;- Improved dialogue with local and European stakeholders;- Degree of adhesion to national and European initiatives on behalf of local institutions and actors;- Evaluation of the proposed training path;- Development of an ""educational"" approach able to integrate the use of new technologies."

The project built up a Community of Practice to improve the quality of teaching in participant schools. They implemented professional values and attitudes like reflective practice, autonomous learning, collaborative work, engagement in research and innovation as a way to students acquire new skills.Teachers drew up a model for students’ learning integrated in the national curriculums. Students developed transversal skills by solving meaningful problems through the practices of robotics design. At the same time the project aimed to provide teachers’ innovative tools to assess these skills. Target group: Teachers and students of Primary, and kindergarten, and lower secondary and teacher trainers and education authorities.Project aims: 1. Develop in students basic knowledge (based on national curriculum) and a set of transversal skills to better implement knowledge in all school subjects.2. Implement at school learners’ centred approaches based on self-regulated learning, self-reflections, collaborative work, peer assessment, etc3. Use of relevant technology Robotics, Coding, Computational Thinking....enhancing student understanding, reflection and collaborative work to the creation of knowledge across different subjects.4. Create at schools framework to introduce innovative learning and teaching practices by improving teachers’ competences to implement innovative teaching approaches and also prepare teachers to asssess students’ learning (both knowledge and skills)ResultsTraining workshop for teachers have been organized, and experts participants in the course provide tools and resources to assist teachers in design learning tasks to aligning learning goals and assessing transversal skills using ICT affordances and opportunities. Blended mobilities of learners (3) in which students had the opportunity to explore robotics and coding for the application of knowledge and problem solving. Learning practice have been shared in relation to the development new learning and teaching methods and assessment of transversal skills (e-portfolio).A website including learning practices on problem solving experimentally using robotics and coding (for 3-13) were produced by participant countries. They are integrated in the curricula and ready to use at the classroom on different subjects and in different languagesTwo collaborative projects were implemented by students during the project life-cycle. One about learning practices (Handbook including didactical proposals of teachers) A second project focuses on the application of coding and robotics to real life (Apps, traffic light, ...)In this project students could use their understanding to solve meaningful problems of Physics through the practices of robotics and coding and teachers feel that they’re preparing students for their future. The schools have created a framework that was implemented in all classes to all students and that is now integrated in the curriculum.

“Second life” is the project under the framework of Erasmus+ strategic partnership for schools program. It unites primary schools from Latvia, Turkey, Greece, Cyprus, Portugal and Poland with the aim to promote environmental sustainability, consciousness between pupils, raise awareness of such problems like climate change, waste treatment/recycling, human being impact on nature and energy. The project will also exchange experiences of integration of environmental education principles into the learning process of school curricula and emphasise how environmental education relates to the development of different crucial skills - such as entrepreneurship, logical/critical thinking, communication, independent decision-making, spatial thinking - the direction and distance determination, planning, concentration, memory etc. The project specific objectives are following:1. Inspire pupils to become sustainably minded, environmentally conscious people that care what will be left after them to the next generations;2. Ensure pupils engagement in the learning process about project main topics - Second life of waste (recycling), human footprint into the nature – nature protection, energy sources/renewable energy;3. Ensure principle of learning by doing, peer to peer learning during exploration of project topics;4. Motivate youngsters practically research, explore and participate in activities aimed at environment protection issues awareness;5. Practically research and learn about second life of waste;6. Develop pupil’s handicraft and entrepreneurship skills creating and selling handicrafts made from waste materials;7. Develop and improve English language skills communicating in host families and preparing project work materials and participating in eTwinning project;8. Raise awareness of the different European national education systems and cultural diversity;9. Gain experience in social and communicative skills living in guest families.10. To discover and learn about partner countries cultures, and languages;11. Introduce and promote innovative methods that facilitate environmental education for primary level school children;12. Exchange experiences and good practices by using eTwinning platform, carry out peer learning activities and workshops;13. To help participating schools to increase ability to work in international projects.About 500 pupils will be directly involved in the activities of the project and nearly 3774 students will indirectly involve in the project. 50 teachers are expected to involve directly to the project activities. From all participating schools over 383 teachers and other school staff will indirectly benefit from the project.The project will consist from following activities: Project kick-off meeting, 6 learning, teaching, training activities for pupils and accompanying teachers and school staff, set of local activities in each school – workshop weeks devoted to different environment topics, thematic activities, seminars, presentations, etc. To promote virtual collaboration aTwinning project will be launched with participation of all partner schools.The main methodology used carrying out the project will be: formal and non-formal methods such as presentations, workshops, group work, gamification, peer learning and active learning, discussions, field visits, outdoor learning by real experiences. Additional emphasis will be made to exploit the multidisciplinary approach - LTT activities will be connected with the school curricula and the developed skills during the activity will increase pupil’s motivation to learn and will help to acquire primary school curricula.The project envisages following results:- schools will strengthen and develop closer cooperation with each other;- innovative education process development will be promoted by introducing new initiatives that facilitate environmentally conscious behaviour;- awareness will be raised about recycling, waste treatment and other project topics;- school teacher professional development will be promoted;- pupils will learn to save the nature, recycle waste in their families, they will learn about different European cultures;- pupils will practically research, explore and participate in activities that are aimed to improve their basic skills and key competences;- participants will develop English language skills;- awareness of the different European national education systems will be raised.

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.

<< Objectives >>We want to raise the level of social inclusion of students with special educational needs by implementation of principles of inclusive education in school practice. We want to change the educational process so that it responds to the needs of students with different problems and possibilities as well as enables them to fully participate in generally accessible education system. We want to develop adequate materials and educational tools and raise the awareness of parents, teachers, and students<< Implementation >>60 teachers from 3 partner schools will develop teaching materials and tools. Teachers will collaborate online and during the mobility, they will share knowledge and skills to develop common methodological and organisational solutions. 60 students from partner schools will consult the developed solutions and conduct peer education. Teachers and parents will undergo training to raise awareness of the functioning of students with special needs.<< Results >>The teachers will adopt the requirements, methods, and forms of work to the individual needs of students which will enable the use of the full potential of students. Teachers and specialists will collaborate in an effective way, the level of awareness of teaching staff, parents and students will raise, which will result in the increase of level of inclusion of students with special needs.