"<< Objectives >>1. To promote nature as an inclusive learning environment 2. To improve the acquisition of skills and competences by pupils through outdoor activities 3. To improve the competence of teachers in designing activities to be conducted outdoors and integrating them in regular practice 4. To develop teachers’ and pupils’ hard and soft skills and intercultural awareness 5. To increase students' engagement in school activities and improve their school performance<< Implementation >>LTTA1 - Teacher training in Outdoor learning and student exchangeProduction of IO by the trained teachers: ""Outdoor Language and Science activities"" Local activities based on the IO LTTA2 - student exchange: Outdoor learning for language competenceLTTA3 - student exchange: Outdoor learning to improve science learningVirtual TPM to evaluate the project, establish sustainability plans eTwinning international conference to disseminate the project results to an international audience<< Results >>1 joint staff training event 2 student exchanges1 e-book -Outdoor Language and Science activities3 newsletters3 sets of workshop materials, project website, eTwinning, Social mediaManagement documents Other project results include improved skills and competences of students, increased teacher and student motivation, enhanced teaching methods, better school results for target group students. The soft skills will be measured and evaluated after each LTTA"

Context In the context of today’s alarmingly high unemployment rated, partly resulting from the difficulty of graduates to find workplaces in accordance with their interests, abilities, skills or personality traits, this project aimed to cater for needs of young European citizens in secondary schools to find a suitable career path and make the right career choices in full self-awareness and having access to information regarding the general economic environment of the European labor market. The project also targeted the development of students’ entrepreneurial skills and offers them opportunities to connect to universities, local/regional/European institutions or private companies with the same scope.The project planed to develop students’ adaptability to the European labor market, who analyzed their own marketability, increase their flexibility and align to the concept of lifelong learning and flexible career options.ObjectivesStudents did:1. develop communication, interpersonal, planning and problem-solving, ICT, investigation and data manipulation skills;;2. use various tools increasing their employability and create strategies to apply in meetings and interviews;3. identify gaps and business opportunities in the European market and develop entrepreneurial initiative;4. align themselves to the provisions of international business etiquette;5. develop joint business plans that will promote transnational cooperation; 6. use a wide range of ICT tools.Other project-related objectives refer to the promotion of the rights and the values that come with the European Citizenship and to providing the opportunity for students to acquire knowledge and a deeper understanding of the cultural and linguistic diversity characteristic of the European community.Number and profile of participants: Our project allowed students from 4 schools from 4 different European Countries to come together to establish linguistic and intercultural understanding. There were 4 project meeting with the participation of 60 teachers and 64 pupils+16 teachers mobility with PUPILS EXCHANGE. More than 1200 beneficiaries were impacted at the end.The project aimed to involve students coming from socially and financially challenged backgrounds in equal proportion with students coming from average-income families. Also, there was a number of 8 SEN students directly involved and numerous others who indirectly benefited from the partnership Methodology:PREPARATION - Project teams were created / Erasmus+ corners were prepared / Digital monitor were placed / Posters and brochures were designed / Students contacted each other / Project was presented to beneficiaries / Conferences for stakeholders / Applying initial questionnaire and evaluation formIMPLEMENTATION - description of activities:Transnational meetings – only for teachers - to plan the project schedule in detail, to prepare and assess activities and to apply the evaluation tools and offer feedback on the project. The teachers who have the duties for intellectual output also discuss their working plan and implementation according to the frame established in the application form.- 4 planned coordinator meetings:M1 - at the beginning of Year 1 (to plan the activities for the first year);M2 - at the end of Year 1 (to evaluate the project activities and their impact);M3 - at the beginning of Year 2 (to plan the activities for the second year);M4 - at the end of Year 2 (to evaluate the project activities and their impact, to write the final report).- 2 student exchanges:C1 – Romania (Year 1)C2 – Slovakia (Year 2)FOLLOW-UPThe project was evaluated at the start, during and at the end of the project using various specific tools – questionnaires, feedback forms, observation, surveys etc. and were disseminated at the local, regional, national and international level in the mass-media, on the internet and during offline encounters with representatives of local communities.ImpactYoung people developed the basic life-skills and competencies such as teamwork, adaptability and entrepreneurship necessary for their personal and social development, for their future and for becoming active European citizens. The exchange of good practices enabled students and teachers to develop learning/teaching strategies. The schools became visible in their communities and set examples for other schools to follow. The project activities were embedded in each school's curriculum through the teaching of entrepreneurial education, career counselling and foreign languages. Long-term benefitsStudents improved their career prospects and made adequate choices in full self-awareness. They were able to identify gaps in the local economy to develop new businesses and projects which leaded to the social and economic development of their communities. They became more responisble European citizens embracing values such as tolerance, respect, solidarity.

"CONTEXTThe current technological era in which our adolescents were born has provided them with the necessary tools and knowledge that are needed in the current general profile of the graduate. Students in general have a passion for films and, as such, we believed that they will take a keen interest in the topic. Another need identified in our schools is for students to become more involved in the life of their communities. At the beginning of the project, few students in our schools were active in the field of volunteering. The 5 partners in the project were schools from RO, PL, IT, LT, TR. It addressed a target group of students aged 15-18 and teachers English, ICT, Humanities and a variety of other subjects. Through the activities developed, the project reached 3 essential dimensions - cultural, educational and professional.OBJECTIVESTherefore, our aim was to improve digital competences and language skills through movie-making, with a keen eye on social issues, highlighting differences and similarities and putting emphasis on fundamental values. The objectives of the project were: To enhance practical skills related to film-making; - To develop creativity and critical thinking skills; - To develop communication and interpersonal skills; - To determine students to actively approach social issues; - To recognise different cultural marks and analyse similarities and differences; - To improve level of English and acquire basic level of other languages.ACTIVITIESWe organised two TMS and 4 exchanges of groups of pupils:1. TM1 – Bacău, Romania (November 2016)2. TM2 – Istanbul, Turkey (May 2018)3. LTTA1 – Tychy, Poland (6-10 February 2017)4. LTTA2 – Vasto, Italy (8-12 May 2017)5. LTTA3 – Kaunas, Lithuania (9-13 October 2017)6. LTTA4 – Bacău, Romania (12-16 March 2018)All the exchanges were interconnected and the work on the project was performed even in-between the 4 planned exchanges, as students had to apply what they learned in the workshops during LTTAs in order to create new or improved films tackling social issues.Each LTTA had a clear topic and purpose:LTTA1 - The purpose was to address the problem of national social issues and to learn about the initial stages of film production, mainly script writing. After LTTA1, participants organised workshops with their peers and taught them about script writing. They then had to prepare scripts and films for LTTA2.LTTA2 - The purpose was to evaluate storylines that address the problem of local social issue and to improve student’s film-making skills. During LTTA2, students worked in multicultural teams and made short films based on the scripts brought by each partner team. After LTTA2, students had to work with the future participants and improve the films made in Italy. They also had to make a new film on a social issue.LTTA3 - The purpose was to present the improved films of the second meeting emphasizing the main film edition aspects. Participants learned about elements of editing, editing applications and learned to identify problems of films which are not edited properly. After LTTA3, students in each country made a film on the topic Gender discrimination, in order to see the different approaches to the same topic, now having gained knowledge of film editing as well.LTTA4 - The purpose of LTTA4 was to offer students the opportunity to get together in order to present and evaluate each other’s work – the films on Gender discrimination – and to collaborate in the creation of the final product – a film entitled “Europe Unites Us"".PARTICIPANTSDirect participants - 76 students (aged 15-18 from general secondary education, state and private schools), 25 of whom come from challenged social and economic backgrounds and 36 teachers (English, ICT, Languages, Geography, History, Maths, Social Sciences/Humanities) attended the LTTAs;- Indirect participants: over 1500 students and 200 teachers from the partner schools.RESULTSAs apparent in the student observation sheets, 80% of students had a good level of involvement, improved their sense of initiative and communication skills. 89% improved team work skills and almost the same percentage improved interpersonal skills. 84% developed presentation skills and 71% became better problem solvers.As resulting from the self-assessment forms, the following percentages of students improved a series of skills:- Practical ICT and film-making skills 86%- Creativity and critical thinking 94%- Communication 98%- Interpersonal84%- English96%- Other languages 57%Tangible results: - over 20 films created by students before exchanges, 4 films created in multicultural groups, 1 film ""Europe Unites Us"", 15 scripts, 1 e-book, 1 website, 1 Twinspace, 1 Facebook page, 5 Erasmus+ corners, dissemination folders, management documents (reports, assessment forms, feedback forms, evaluation and monitoring plan, dissemination plan etc)The project will continue through the collaboration among our schools' film clubs."

CONTEXTRecent studies show that using technology in the classroom can bring infinite benefits to students. First of all, it prepares students for their future careers. Also, it gives students the opportunity to enhance their interaction with students and teachers, by encouraging collaboration. As well as this, it helps students stay engaged. However, many teachers feel overwhelmed by technology today, and even though they would like to use it more, they often do not know how or where to start. They also take the students’ proficiency level in using tech as a deterrent. Therefore, we have decided to initiate this partnership with 5 other schools, so that we can get a wider picture about how technology and mobile applications are included in language learning. We may have different needs and levels of proficiency in using mobile apps, but we are united by the same goal – that of tailoring new learning experiences that will enable us to live up to the 21st century student’s expectations. Besides technology, we will also focus our attention on dynamic activities and collaborative tasks that can be implemented both inside and outside the EFL class, in order to create an engaging atmosphere and attract students to language learning. OBJECTIVES- to increase the mobile apps usage, dynamic games and collaborative tasks in language classes by at least 50% in the first year and 100% after the second year- to improve the level of satisfaction of students by at least 40% after each project year- to improve the language teaching methodology by transferring best practices identified in each school - to develop participants’ language skills by at least 20% as compared with initial test results- to improve collaboration, team work and communication skills of students and teachers- to raise students’ and teachers’ awareness of EU culture, citizenship and values through mobility opportunities- to increase the European dimension of the school and initiate a network of EFL teachers across EuropeACTIVITIESC1. EFL teaching across Europe – comparative analysis of methods and curricula in the 6 partner countriesC2. Grammar and vocabulary through mobile apps, dynamic games and collaborative tasksC3. Reading skills through mobile apps, dynamic games and collaborative tasks C4. Listening skills through mobile apps, dynamic games and collaborative tasksC5. Writing skills through mobile apps, dynamic games and collaborative tasksC6. Speaking skills through mobile apps, dynamic games and collaborative tasksC7. Assessment through mobile apps, dynamic games and collaborative tasksPARTICIPANTSThe first category of participants are students aged 15-16 in our schools (approx. 1500). Out of these, we will select 120 sts who will have an active role on the entire duration of the project (20/country). Each country will also establish a number of 5 sts as reserves, in case unexpected situations occur that may prevent selected ones from participating. These students come from a mixture of categories – well off and financially challenged, high and low achievers, sts with minority backgrounds and mainstream sts.Teachers – 10 EFL teachers will participate in the joint-staff training event planned for the beginning of the project.RESULTS- 6 Sets of materials, activities and lesson plans proposed by teachers for each skill / content area- the final e-book (each partner is responsible for a chapter)- comparative study and analysis of EFL teaching across EU schools- students’ initial and final EFL evaluation scores- initial and final project evaluation tools- students’ workshop results- videos and podcasts created by students for teaching foreign students their own language- methodology for integration of technology in the EFL classroomOther results: Europass documents, certificates, school presentations (Animoto), individual evaluation reports of sending institutions, exchange reports of receiving institutions, articles, dissemination materials, feedback and self-assessment forms, observation sheets, testimonials, dissemination materials and platforms etc.IMPACTThe project contributes to the development of the institutions from various perspectives.First of all, our schools will increase their Erasmus+ project management capacity. We will be more prepared to initiate future project, to organize project activities and manage the risks. Also, the schools strengthen their European dimension. EFL teachers are expected to create networks which will identify new opportunities for collaboration in the future.Secondly, our teachers will be more motivated to participate in the school activities, and to contribute to the development of the institution. Our institutions will become more attractive to future students. Schools become more appreciated in the local school networks. We will become resources for other schools in our regions which want to join Erasmus+ partnerships or use our project results.

CONTEXTThrough this project, 6 partner schools will work together to raise students’ awareness about the environmental problems that are produced and perpetuated by humans and have negative long-term effects on our planet. We want them to boost their ecological ego, become active and responsible citizens and work towards the goal of leaving a safe and clean world for future generations. Our intention is to make our schools GREEN and to do so we will develop common environmental policies that will be applied and respected by us all. Last but not least, we want to make the project activities visible and multiply their effects, so as to set a model for our communities and determine other schools to take action in the field of ecology.In order to reach these goals, we have established this European partnership which involves 6 different European schools that will observe one another, learn together and from each other, analyse and draw conclusions about the differences between us in terms of environmental problems and 'eco' attitudes. We will put students at the core of all activities as our main goal is to change their attitudes. By being active participants, students will become more responsible and active in respecting and caring for the environment.OBJECTIVESO1. To develop sts' ecological knowledge in subjects such as energy, landscapes, air, water, natural resources and wildlife (min. 80%)O2. To familiarize students with environmental issues, make them more aware of concepts like eco-centrism, sustainable development, renewable sources of energy (min. 70%)O3. To develop a sense of responsibility for the environment and active citizenship among students (min. 60%)O4. To develop plans and a common strategy for turning our schools into green schools (6 plans, 1 strategy)O5. To boost students' self-efficacy, independent and pro-active thinking (min. 65%)O6. To develop critical thinking, data collection and manipulation skills (min. 80%)O7. To develop students' soft skills (min. 85%)O8. To improve students' command of English in concrete, real-life contexts (min. 60%)PARTICIPANTSThe target group is made up of approximately 1500 students aged 15-17 in our schools. We will have a special focus on giving equal opportunities to all students facing disadvantage, from a mixture of economic and social backgrounds, high and low achievers, students from rural and urban areas. This aspect will provide a stronger sense of diversity and unity in diversity.10% of these students will be selected for exchanges (20+5 reserves/country and 25+5 in Turkey).In C6, 15 teachers will act as participants. They are language teachers, principals and geography/ecology teachers selected from each school.MAIN ACTIVITIESWe plan 6 transnational activities:C1 –My breath, my earth (air pollution, air quality) - PLC2 –Not ‘ego’ but ECO-ENERGY (global warming issues and renewable energy for sustainable development) - ITC3 –Go Green and keep it clean (recycling, littering, waste management) - ROC4 –Save water, save life - (transdisciplinary approach, water as a source of life, water shortage, pollution) - GRC5 –Green schools, green future (RACE for green campaigns) - ES C6 - Environmental ethics (conclusions, setting the basic values of the project, creating a sustainability plan) - TR (joint-staff training event)METHODOLOGYAfter each exchange, sending institutions will replicate the activities in their schools and will then meet online do discuss and present the results. In this way, we will ensure full commitment on the part of the partners and also a better multiplication of results.RESULTS AND IMPACTWe plan the following concrete results: eTwinning project space, project website, Facebook and Instagram accounts, project spaces in schools, 6 partnerships with local NGOs, min. 6 environmental campaigns done at local level, newsletters, workshop materials and presentations, students' STEM projects, WeGO ECO strategy for schools, evaluation instruments - self assessment, observation sheets, feedback forms, exchange reports, videos made by students in exchanges, pictures and testimonials.The project is expected to result in several positive changes at the level of all partner schools.- the relationship between teachers and students improves- students and teachers become more motivated to collaborate in extracurricular activities- closer connection between the school and the parents, who will get more actively involved in school life and education - schools become more environmentally friendly and promote respect for the environment, which brings direct benefits on the members and indirect benefits on the image of the school- students become more active in their school, producing changes and promoting a healthy approach to the environment.- the schools increase their collaboration with local institutions and improve or boost their image in the community.