There are 5 schools in the project – The PL, IT, RO, GR and TR.The main project target group is made up of 15-18 year old students as well as teachers of English, ICT and social sciences.The project focuses on three essential aspects: cultural, educational and professional.AIM: Enhancing digital skills and language competences through movie-making, while tackling social problems, highlighting both differences and similarities, with an emphasis on fundamental values.OBJECTIVESThe aim of the project is to enable students to:- improve practical skills connected to film-making- develop creativity and critical thinking skills- improve communication and interpersonal skills- promote active approaches to social issues among students- acknowledge varied cultural marks and to analyse the similarities and differences- enhance ICT competence and digital skills- enhance the level of English and to acquire basic vocabulary in other foreign languages- promote interdisciplinary thinking by connecting various subjects.ACTIVITIESThe main topic is further divided into 5 sub-topics which are distributed among the five partner countries.There will be 5 LTTAs:C1- TEACHER TRAINING COURSE : Digital Tools in Education workshopC2 - SHORT FILMS WITH AN IMPACT: The learners will discuss the films’ contents as well as their messages.They will participate in a workshop on the film-making stages and will write storylinesC3 - SHOOTING SHORT FILMS: The learners will collaborate in multicultural teams on set topics, writing storylines and creating a short filmC4 - EDITING SHORT FILMS: The students will learn how to use film editing applications, will create and will edit new films in groupsC5 - EUROPE UNITES US: The learners will create films focusing on each country’s European characteristics and will put them together in a film entitled “Europe Unites Us”NUMBER AND PROFILE OF PARTICIPANTS- Direct participants: 120 students (15-18 year olds, from lower secondary and general secondary education), some from underprivileged social and economic backgrounds and 40 teachers (English, ICT, Social Sciences/Humanities) attend the LTTAs- Indirect participants: 1400 students and 280 teachers from all partner institutions.METHODOLOGYThe project is created to cover five main areas:A1. Project management – includes monitoring and evaluation activities, risk and financial management, cooperation and communication strategyA2. Implementation of activitiesPrior to every LTTA, students will work in teams on the topic to be covered in the exchange, under the direct supervision and coordination of teachers who are members of the implementation team. 6 of these students will be selected to take part in the exchange.Post - LTTAs, the participants will organise workshops in their own schools, with the aim of sharing with their peers the knowledge they have acquired and the skills they have developed throughout the meeting in the area of filmmaking.A3. Elaboration of a collection of materials connected to film-making applications- „Tips for making the most of film-making”.The elaboration process starts in the second project year. Every country will contribute the materials presented throughout the LTTA they have hosted.The final output will consist in a methodology for film club running.A4. DisseminationDissemination is a continuous process, starting in September 2019 and finishing after the project is completed.The project website and the e-twinning space will be created at the start of the project and will be updated monthly or at least after any major project event.A5. Follow-up and sustainabilityEvery school will set up a film club in the post-project year. They will cooperate and will organise online actions and will attract other local schools.RESULTS AND IMPACTStudents will enhance their critical and analytical thinking skills, improve their English level, their ICT and film-making skills, gain new awareness of social issues and of the similarities and differences among countries, improve their interpersonal and communication skills, their team work, negotiation and organisational skills, share values like tolerance, respect and acceptance of others. Teachers will have the opportunity to exchange best practices, share teaching methods and opinions and will enhance their English and digital skills, their organisational skills, acquire new teaching methods and tools.The participating institutions will strengthen their cooperation with various European schools and will gain experience managing Erasmus+ projects, will benefit from improved teaching staff cohesion and better relationships between teachers and students.

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The main objective of the project is to enrich learning methods, develop problem solving skills and improve the achievements’ results in the area of science among 120 students of 13-15 years of age from sixth partner schools within 24 months of the project’s duration. The project aims at helping students to experience science in various, interesting and enjoyable ways, combining other academic subjects such as literature, art, music, English with learning scientific issues, fostering the development of key cempetence in science, technology and engineering, shaping pro- ecological attitudes and healthy lifestyle, highlighting the use of national parks and nature reserves as the recreational areas and source of ecotourism in order to change habits of indoor generation, understanding threats from the climate change and people’s handling in the area of national parks, acquiring knowledge about biosphere reserves as important ecosystems of combined conservation of biodiversity with sustainable development as well as developing students and teachers' digital tools and foster long lasting cooperation among schools. To meet the objectives of the project we planned 6 LTTs activities for students, one joint training event for teachers and broad range of local activities in our schools and in the local areas that will be realised within the duration of the whole project. By participating in various activities and actions students will get involved in real world of science. Through observing, experimenting and interacting they will take responsibility for their own learning process and by comprehending and structuring information and working cooperatively with the aim to produce concrete products. Taking part in environmental workshops enable them to understand that national parks are a testament to the reality of climate change. They will experience that human pressures on land and water resources are drastically reducing the diversity of genes, plant and animal species, ecosystems and landscapes of the planet. In the UNESCO biosphere reserves they will learn how to combine conservation of biodiversity with sustainable development. The students will also learn about traditional forms of land-use, how to maintain their traditions, as well as improve their economic well-being through the use of culturally and environmentally appropriate technologies. Learning about environmental and conservation issues will help them to develop their leadership skills. Describing and comparing the natural habitats, plants and animals species in various interactive methods will give participants hands-on learning, help them to connect to each other and build friendships. Walking, cycling or canoeing in the national parks will offer them healthy lifestyle and recreational possibilities. The students step by step become visual storytellers so that they can use photography and filmmaking to communicate about nature conservation and environmental issues. During story -building sessions they will develop their digital skills and produce a photography slideshow, mini-documentary, photo essays and environmental stories. The project will have a positive long-lasting effect on the participating schools and it will introduce necessity of students’ spending more time in the fresh air during breaks. It will have a positive impact on the work of all teachers and create a suitable environment for cooperation among teachers and enhance their skills to manage international projects. The common results produced will be used in all the partner schools to continue the initiative of familiarizing future generations of students with the basics of Unesco biosperes reserves and sustainable development, the digital didactic materials and new teaching technologies will be integrated in the students’ regular curricular activities and incorporated in the schools’ curriculums.

Students face school failure especially at 9th grade but they face school dropout and school leave problems especially at 8th and 10th grades. In 2017,in Osmaniye, 2142 9th and 10th grade students dropout their schools. The rate was around 15% in Osmaniye, more than 10%in Maramureş,17,8% and 19,3% at different grades in Paredes and15% in Greece .In project application period school failure and school dropout rates were very close to each other in partner countries. According to the Euro-stat database early school leavers from education and training of population aged 18-24 Turkey,Spain ,Portugal and Romania were in the first lines.If we couldn't have taken measures at secondary or lower secondary levels the population of unqualified or illiterate workforce rates would have been higher than 2020 targets. Moreover academically unsuccessful students failed to set goals for their future. And in the long run it became a big problem for our city and country. These students would face problems in finding qualified jobs and this would effect their whole life. Although the countries had different cultural backgrounds,they had almost the same educational problems such as; -Early school leave, -Students' lack of learning motivation, -High rates of dropout and school failure due to disinvestment in school by parents and students -Unwillingness and lightheartedness at setting goals -Students looked after by single parents or grandparents Project Objectives were; - Decreasing school failure and dropout at secondary schools with outdoor learning interventions and effective use of eTwinning school clubs to improve students' sense of belonging to school and improving their academic success as well as raising parents' investment on their child's education. - Sharing best practices and good methodologies that help the educational community to solve their own problems; - Creating a learning community between partner regions, integrated local institutions as schools and non-profit organizations. PARTICIPANTS 120 teachers from partner schools took part in 'outdoor learning' and 120 teachers on 'eTwinning' training activities. So in each local partner schools in Turkey,Portugal,Greece and Romania, partner schools reached 50% of students in risk ,visited families ( around 800 parents) of those students, did various training activities and conferences for them. 50% of teachers were responsible for a school club and they guided club activities at his / her school and all of the students had to take part in one school club. With effective club activities we reached more than 2000 students. And all of the teachers were responsible for family visits and they did. During Covid 19 this is done by digital tools or phone. PROJECT ACTIVITIES WERE -To decrease students' school failure and improve their academic success partner school teachers were trained on the effective use of outdoor learning activities and eTwinning to increase students' learning motivation and academic success. -To develop feeling of belonging to school partner schools organized art activities and eTwinning project at the end of each educational year. An exhibition was planned with the attendance of all local authorities, parents and teachers and students but because of Covid-19 pandemic partners did one virtual exhibition via artsteps web2.0 tool. -With e Twinning School Club activities students improved their use of ICT tools and English. With e Twinning projects students' understanding of different cultures and paying respect to cultural differences developed. And teachers learned new methodologies from their colleagues in partner schools. All teachers and students had gained the understanding of European Citizenship. -Each project partner team worked equally in parents training about the importance of parents investment in children's education and respecting teens. All the project activities were done student centered. RESULT and IMPACT Outdoor Learning Activities for students facing school failure and school leave and making school more livelier via eTwinning and Art school clubs , understood well in national and European level.The importance of family investment in school and their students was understood and accepted by students' families via family visits and workshop activities in small groups of parents. With the decrease level of school failure and school dropout at partner schools, the partner institutions become more visible in local and national level with the increase in school success and decrease in school absenteeism and became visible at European level with the eTwinning projects created by project partner schools (My Heritage My City) and other partners from European schools.

Our students lack activeness, and autonomous initiatives, they have no motivation to learn. It has a negative influence on the development of their key competences. We are also observing that school in existing shape does not provide interesting forms of gaining knowledge. We can see the necessity to change the system and working methods in order to arouse students’ interest in learning and develop their passions and key competences. We want to achieve this by exchange of good practices and using facilities at partner schools. The main objective of the project is to increase the activity and motivation of 60 % of all partner schools’ students to undertake educational actions in order to develop key competences. The specific objectives are:-teachers will get to know the innovative methodology of working with students which is based on Creating Educational Situations-we will implement a new working system at partner schools which will change organisation and methodology in the school teaching process-students will discover their strengths, the ability to use their own learning styles and to choose a future educational path-students will learn about ways of spending free time in an active way-all participants will be tolerant towards other culturesThe project’s participants:-100% of teachers participating in L/T/T activity in Poland and at least 60% of all the teachers from partner schools -100% of students aged 13-16 taking part in L/T/T activities and at least 60% of those taking part in the local activities (aged 10 -18)-students’ parents-they will participate in the survey entitled ‘Motivation rules education’; cooperation during mobilities-school staff-in the field of reorganizing school space L/T/T activities:-Poland, Bukwałd: Creating Educational Situations at school-workshops for teachers about new methodology and organisational changes at partner schools-Turkey: School subjects in our kitchen-preparing national dishes using the knowledge of maths and chemistry-Finland: Let’s go out!-creating an outdoor game using the ability of coding, map reading, directions of the world (geography, PE, science)-Greece: Myths trailers-creating booktrailers, play trailers or interactive tutorials on the importance of both traditional books and modern ICT (literature, art, ICT)-Spain: Travelling-Geography, mathematics and business studies in a nutshell–planning a journey and sightseeing of a chosen partner’s country capital city-Poland, Tuławki: Clothes and accessories–Zero Waste-preparing informational leaflets about how not to waste clothes and accessories and an informational campaign for the local community(maths, art, ICT)The methodology is founded on Creating Educational Situations that will initiate organisational and methodical changes at partner schools. These changes will be based on the following actions:-Emo Monday workshop each week:working with emotions, mindfulness, providing the students’ physical and mental well-being, discovering their strengths, their own learning styles, defining their life goals, presenting their talents-Active Break-each day all students will spend 30 minutes outdoors where they will learn how to spend their free time in an active way-once a week teachers will change traditional classroom teaching into working with mixed age groups focused on thematic units connected with school subjects (STEAM based education); students will gain and develop key competences by solving open tasks and workshop activities during which they will not receive grades(only self evaluation) -Individual Work Office: students will be working on their own, individually solve tasks which develop key competences with a particular focus on STEAM, based on school curriculum.The project’s results will be the following products: methodical guide, project’s website, thematic workshops scenarios, Monday lessons’ plans, scenario of outdoor game, set of exemplary activities for students working at the Individual Work Office, leaflets about how not to waste clothes, tutorial videos about regional dishes, a guide about planning a trip.The other project’s results-60% of students will:-have the ability of critical thinking, creativity, communicating in English, using knowledge gained from STEAM education in everyday life -be motivated to work -be able to achieve their life goals-discover their passions -develop their skills in using digital technologies, social skills and tolerance towards other culturesTeachers will:-upgrade their qualifications and their skills in using digital technologies, communicating in English-know how to creat educational situations at schoolUltimately, after the end of the project we want to maintain the introduced changes as a fixed element in the work organization at schools participating in the project. We are convinced that teaching based on Creating Educational Situations for students will be the most common working method used by the teachers.