"<< Objectives >>Mathematicians and scientists are socially awkward men who wear glasses—at least, according to children. In several studies, according to the Journal of Applied Social Psychology when children were asked to draw a mathematician or scientist, girls were twice as likely to draw men as they were to draw women. Our primary goal is to promote a greater awareness about STEM topics and how they are evident everyday lives. Also to reduce gender inequalities in access to & attitudes to STEM topics<< Implementation >>Four Learning Teaching and Training activities (LTTA) and two Transnational Project Meetings (TPM) are planned to achieve the project's objectives. Each LTTA will focus on one of the STEM subject & STEAM methodologies will be presented. Female Role models in those subjects will be presented. Gender neutral activities will be implemented for each STEM subject. Workshops about each subject will be held. And we will hold international fairs be learn about each partner's country & culture.<< Results >>Our projects results and outcomes will be: - Greater knowledge of & interest in STEM subjects-A mobile App named 'Women in STEM'-An E-book of STEM Lesson Plans-A Booklet of Activities to lessen the Gender Gap For Teachers-A Film named ""WOMEN IN STEM: A GUIDE TO BRIDGING THE GENDER GAP""- Produce a mobile App to lend a hand for the people who are writing Erasmus+ projects about calculating the project's budgetAnd we are going to ""Promote Interest in STEAM activities to reduce the gender gas"

The objectives of this Project were; 1-To provide opportunities for pupils to increase their basic skills by taking part in activities. 2-To enrich children's experiences of school through travel and encourage them to value and continue in education thus impacting on their ability to be the best citizens they can. 3-To improve children's social entrepreneurship. 4-For pupils and teachers to share experiences and knowledge to enhance everyone's education. 5-To become familiar with other educational systems and pedagogical systems of our partner countries 6-To motivate the students to learn other languages and try to communicate in them for a clear purpose. 7-To promote the use of new communication and information technologies, for example eTwinning, blogs, msn, web conference and online lessons. 8-To make students, parents and teachers feel an active part of the European community.These are the activities and tasks we used to help attain these objectives throughout our project. They all worked towards developing these four main skills: Reading comprehension, writing, maths related : logical thinking, computer literacy skill, and more.We planned and executed written, oral and aural tasks for children in all the partner schools to do. These varied from comprehension tasks based on new information from partner schools. Maths problems which were developed from our topics such as tales and food. The children enjoyed the challenges of working against and with children from the partner schools. They improved their IT skills in a variety of ways; from sharing their results, using flip grid to record their feelings about school and the project, setting up zoom calls.Mobilities enable children who have never travel and those who may never travel to experience their first flight. To experience a different culture first hand and to widen their understanding of the similarity between all people no matter where they live. We saw quiet children who were supported and encouraged to stand up in front of their peers from across Europe to talk about their country and culture. We saw how these mobilities helped them to grow in confidence and independence. Many parents commented, upon our returned stating they saw a positive difference. Pupils were delighted to share with their families and other pupils all the wonderful experiences, events and tasks they had been involved with- even re-telling about the things they did not enjoy as much helped them to appreciate how travel and education are beneficial and a privilege not to be squandered.Teachers were able to have face to face meeting during mobilities, and weekend and evening zoom meetings, in which they shared and discussed different education systems and pedagogical styles - some were similar, others we could learn from. Teachers exchanged skill especially in IT. We worked on Thinklink taught by our Portuguese partner and Flip grid taught by our Turkish partner. Together we set up a website, eTwinning and Instagram accounts.Virtual mobilities allowed more pupils to take part in the activities of maths and literacy- lessons adapted for a wider variety of ages and ability.Physical Mobilities enabled children from each partner country to engage and practice teaching others their own language and learning a new language. Through virtual mobilities we were able to use the skills we, as teachers, had learned through Thinklink. In which the children set up dramas to teach others common greetings and phrases which were recorded and shared in zoom classes. We acted them out during the zoom to show the partners how we could now greet them and ask some questions in their own tongue. These were then able to be accessed by other children in the schools at a convenient time. They were used for assessment purposes too.Parents were invited to come to information evenings at the beginning of the project to inform them of the purpose of the project and all the commitment needed by pupils and staff, along with their support, to make it successful. At the end of each mobility they were invited in to school to hear from the students what they had been doing and to look at photographs of the trips. After the virtual mobilities some partners sent out information to parents . At the end of the project some partners sent out questionnaires to children and families to get feedback.The long term benefit of this project can be viewed in a multitude of ways. Pupils were able to hear from the children who went on physical mobilities. They want to be able to travel, meet other students and share information about their country and learn about others. It has encouraged them to view education as important and will help to keep them focused in school. The extra literacy and numeracy activities and challenges helped children to see links better and to have a positive view of education. All partners have improved their IT ability and these will be used in the schools for years to come.

An outline of our own math programme implemented after finishing the Erasmus + project.The final result of two-year work concerning the exchange of math experience with teachers is implementation of our own math programme which might be used during math lessons. The cooperation between partners concerned online lessons and different methods of introduction math skills.The programme contains topics which are included in the core curriculum. Nevertheless, teachers are not forced to stick to the schedule. The main goal is to adjust the programme to individual students needs and to use these math skills in practice. What is more, students may improve logical thinking while creating different types of math strategies.The mathematical programme which is compatible with the core curriculum for primary school, will be used during additional math classes.The programme contains general goals defined by detailed aims. Reaching these aims will be doable after the proper selection of educational teaching methods. The syllabus is planned to be accomplished once a week while additional math classes in fifth grade and in elders.GENERAL GOALS:1. Facilitating development of creative thinking, broading minds and intesrests. Ability to help achieving the success or solving mathematical difficulties with using modern methods2.Progression in computional efficiency among students.3.Creation own strategies with using modern technology4. Practising skills concerning math models making.5. Creating new strategies and ways of thinkingDETAILED AIMS:development of imagination and creativity(attachment number 3, lesson plan number 4, 7. Students in their own individual way may create their ideas, improving spatial intelligence. The will work in groups or they will work individually to make some 3D pictures . Student discover how to create a picture on the computer screen using pixels.Active participation in additional classes connected with the Erasmus + project,(pupils will cooperate and take part in project tasks at every level, they will design an illustration needed to a math dictionary – attachment number 1. Students will be solving math puzzles called „hard nuts”- attachment number 2 and pupils will be taking part in online lessons while doing the programme. )Broadening sense of responsibility ,discipline and self-independance as well as persistence or reliability of work.( students will be working in groups, learning how to cooperate with others, they will be taking responsibility of their own tasks. Tle time limit will be set.)Improving math skills and individual predispositions to solving problematic tasks.(attachment number 3. Students will be proving their individual abilieties in coping with difficulties..popularization of math among students, teaching them how to use their math knowledge. (Attachment number 3. Kids will be learning how to use math knowledge in a daily life. They will be solving tasks connected with sport,music,robotics while using TIKBroadening interests and math skills, deepening in inquisitiveness of matmematics.(attachment number 2 and 3; students will be creating a math dictionary. (attachment number 1);They will be working in groups and individually using TIK, They will be elaborating math puzzles and math games)Encouraging students to solving and creating math games( attamchemnt number 2;pupils will be working on their own math task at home or during additional classes; they will be trying to create math domminoes or board games)Unconventional and originative way of solving taks ( every student will be allowed to solve the task in his own way; every line of thought will be presenting at the forum)Povoking motivation to math learning; teaching them math detection in the world( attachment number 3,lesson plan number 3,5,9. Students will be discovering which math skills are useful in a daily life. The will be practising them e.g in calculating figure areas, restaurant bills or they will be showed how much in common robotics and math have.Developing their self-presentation skills( Children will be showing their work results at the forum)Taking additional actions, growing cooperation and communication with people( attachment number 3, lesson plan number 9,2,8. Because of group work, student will be also growing their awareness of argumentation,communication and they will be tought to fight their corner.Attachment number 1)Getting pleasure out of learning(attachment number 3 ,lesson plan number 8,10. Pupils will be working with other students from partnership countries. They will be realizing tasks outside which means that they will be breaking language barriers down.Eliminating shyness, working on self-esteem (attachment number 1, pupils will be working on illustration of math dictionary)

"""Be The Solution to Pollution"" is a two-year-long project consisting of 5 partner schools: Finnish(overall coordinator), Turkish, Spanish Portuguese and a Hungarian institution.Altogether there are about 500 students (a lot of children with special needs as well) aged 11-16 and 25 teachers willing to work for the project from different cultures but one common aim: to protect our environment. Because The World is alarmed by the skyrocketing amount of waste; each year we create more than 400 million tons of solid wastes - about 4,5 pounds per person each day! And the amount of waste we create is constantly increasing. This was our starting point to this project. And we know that if we want to create a better world for our future generations we know we should start doing something because schools play a major role in the education of tomorrow`s consumers and decision makers.The funding is of primary importance because most students cannot afford to travel abroad and the project is for them the only opportunity to meet foreign friends. The money will also enable us to provide funds for activities such as: workshops, visiting places of interest, and transport services.Our aim is to enrich the knowledge & awareness of preventing the polluting factors that affect our environment, because we want to bequeath a livable environment to our future generations. Also acquiring different practical recycling techniques, developing language and cultural understanding, improving ICT skills and improving English skills are some of our objectives too. Our project consists of five different types of pollution. Each partner country has selected a form of pollution which is crucial in their local environment. It’s important to the students in order to embed their spirit for non-polluted Europe to see all the places, do the research and have an experience of the nature and the effects of the human actions to the environment. When the students are doing their observations in the real environment their perception will be more comprehensive and empowering. - ""Be the Solution to air pollution"" deals with mainly Air Pollution. The mobility on this topic will be organized in Hungary in December 2020. During this mobility we will learn about air pollution and its consequences as well as possible ways of protecting the cleanliness of air. Our other aim is to learn about recycling and decreasing rubbish as well. - "" Be the Solution to light pollution"" focuses on Light Pollution. The mobility about this area will be held in Turkey in May 2021 and The main purpose of this mobility is to provide the basic knowledge of light pollution, how to measure light pollution and how to prevent it.- ""Be the Solution to Noise pollution"" is going to dig in to noise pollution. The mobility about this topic will be held in Finland in September 2021.- ""Be the Solution to Soil pollution"" deals with soil pollution and recycling. The mobility about this topic will be held in Portugal in February 2022- ""Be the Solution to water pollution"" concentrates on water pollution, how to save water and how to reuse it. The mobility will be held in May 2022.Besides some of our activities will be like; -Preparing the Erasmus corners and recycling corners at each partner school-Preparing the mini farm at the school garden-Recycling corners at the schools for each waste type (plastic / paper / metal / glass / composite / oil / batteries / e-waste) -Preparing posters, brochures and presentations about pollution and recycling-Photo exhibitions (Change & use it for another reason, Photographing the waste)-Daily motivation activities (Zero waste day)-Open air activities ( The Biggest Plastic Clean Up, Photographing the waste) Finally, by exchanging of good practises the awareness for a clean environment will be raised and the necessity of not wasting recyclable materials will be ensured.With the awareness that will be created on the students, all their senses of nature and their future will be activated, and will be supported by adults to achieve the goal. Not only will we focus on the conditions necessary to sustain the daily life of the current generations, but also on how valuable these studies are for future generations.So just like the quote said; ""Be a part of the solution, not part of the pollution” Maddy KhanWE WILL BE A PART OF THE SOLUTION, NOT A PART OF THE POLLUTION WITH THIS PROJECT"

The project started off and followed the plan in a mainly consecutive fashion. Due to timing of meetings and pupil trips, some parts of the programme were brought forward earlier than originally planned.The project was launched in each school in early September. Countries were introduced and the content of the planned project was outlined and explained. This was shared with the whole school communities and also shared via social media and word of mouth with the whole local communities and further.There was a logo competition held in each school and a winner was chosen within each school and prizes awarded. At the first project management meeting, which was held in Ireland, there was one logo chosen as the winner from all the finalists and it has represented our project throughout the two years. It was a pupil from the Hungarian school who was the artist/designer. That logo is on our website and any letters and project newsletters that were sent out to families. It was also on products such as our science experiment book. The Turkey team even got official postage stamps created in the country with our logo – that was a huge achievement! There have also been hats with the logo, aprons and t-shirts!Each school got a mascot and diary and then each mascot (teddy) set off on its route to each of the other six schools at the time of the first meeting in Ireland in October 2017.There was a great reception for the visiting teachers to the Irish schools in October 2017 and this set the bar for the exchange trips and transnational project meetings that followed. There were school visits, project meetings and cultural visits.The work on the water part of the project began. Pupils in each school worked on experiments related to this and the pupils who would be going on the first trip to Hungary were very serious and hardworking about preparing to showcase their projects in for of a large audience of international pupils and educational staff.The first trip for pupils was in Hungary. We brought 6 pupils even though e only had budget for 4 pupils. There was a very good schedule for the week there and the pupils were very involved in activities connected with the water theme of our project. The pupils from all the partner schools got to present the experiments they had been working on in front of the large group. We also visited a hydro-electric power plant and a waste water treatment plant. There were other great activities such as a trip to the Eco-park and the palace of miracles which was like an interactive science museum Centre.The experiments with fire then began in our schools in preparation for the next trip. This was to Marburg in Germany. We had budget for 2 pupils but we brought 4. Bente had prepared a great week for the pupils and teachers and the experiments on fire were presented in the main school hall, There were many other connected activities all week, including, spending a day at the forest school and doing bushcraft amongst other things. The next science theme of the project was air. We enjoyed learning all about air back at school. All pupils from 4 to 13 year were involved. We visited a wind farm and had a very informative talk there. 6 pupils were chosen to go to Slovenia even though we had grant for 4. They had a great trip there and had many good outdoor activities as well as lots of games and fun with the Slovenian pupils. The ex[eriments on air were all presented to a large group and the children learned a lot by watching the experiments the pupils from the their partner schools had prepared and demonstrated.One of our objectives was to enable our participants to better understand the nature and environment we live in. We feel we have done this in man ways throughout the project by engaging in the many experiments and visiting places such as the drinking water treatment plane, the waste water treatment plant, the windmill farms the HEP plants etc.There was great communication between the participants which led to a greater development of European citizenship.We feel very confident that the work carried out over the length of the project has absolutely met with the objectives and gone beyond in many instances.