Upon starting the project, its objectives were carefully studied by the team of teachers from all partners. Therefore, our goal was to accomplish the project objectives. Through the activities which we carried out we contributed to the development of our institution and of our teachers’ expertise, as well as to the improvement of our students’ skills. According to the project, the objectives established by collaborating with our partners were: acknowledging and preserving the rich heritage belonging to a composite culture (museums, cultural directorates and institutions); protecting and improving the environment, including forests, lakes, rivers and the wild life; encouraging compassion for living creatures (environment centres, NGOs); developing an inclination towards science, humanities, research and reform initiatives. In order to achieve institutional developments of all partners, all partners collaborated with local and regional qualified institutions so as to highlight the particularities of the regional nature and culture through educational activities. We successfully collaborated with institutions such as museums and universities and NGOs..We closely observed the way in which our project partners collaborated with partners from their own regions and we successfully exchanged good practices when organising activities within mobilities. The teachers of projects who took part in the project managed to successfully attain its objectives, put effort in order to carry out the activities in an adequate manner, found ways to develop and apply innovative practices, accomplished their own activities focused on research and on the thorough study of topics related to culture, science or environment protection. Five teachers from partner schools who took part in the training session in Greece have applied the practical abilities acquired there upon their return to our school; in addition, they themselves organised a range of extracurricular activities where they put into practice the knowledge acquired during the transnational experience. The pupils of the schools were strongly motivated by the anticipation of taking part in extracurricular activities in an international context, as well as of accomplishing an educational journey abroad. They have enthusiastically participated in all activities, collaborated with their teachers and, at the end of their activities, they attained a wider perspective on the necessity of preserving their natural and cultural environment. Socialising with the pupils from the partner countries and the experience exchange have led to the improvement of the school life and to the formation of a wider perspective on the quality of education within all partner schools; furthermore, it led to the formation of opinions regarding European educational standards, which are essential for their future.

"***General****The H.E.A.L. (Health Education And Learning) Erasmus+ project derived mostly by the need of the applicant school to address Early School Leaving, as a minority school with Roma students. However, the other partner schools also face extreme social exclusion problems, due to poverty, migration and refugee, issues inherent into their social environment and location.We chose Health Education as a means to address these problems, because it deals with psychological well-being, malnutrition, obesity, dependencies etc. We thought that this was the only way to establish a secure and pleasant environment at school and to shield our students against every difficulty. So, after a thorough analysis we concluded at the following objectives: 1. To introduce innovative methods like Project Based Learning (PBL) 2. To train teachers with in-field-application 3. To confront health issues caused by poverty, malnutrition, dependencies etc., 4. To prevent social exclusion and enhance social cohesion 5. To address foreign language inadequacies. These 5 main goals were linked directly with the following predefined Erasmus+ axes: SCHOOL EDUCATION: Supporting schools to tackle early school leaving (ESL) and disadvantage. HORIZONTAL: Social inclusion SCHOOL EDUCATION: Promoting the acquisition of skills and competencesThis project involved around 400 teachers and 4000 students which were facing different kind of social inclusion problems. The most deprived were located in Bulgaria, Greece and Lithuania, while students in Turkey, Italy and Poland also faced problems of integration due to migration and refugee situations. In order to achieve our objectives, we designed 7 sub-projects to be carried out on the basis of Project Based Learning. These projects involved teachers and pupils for roughly a 3-month period each. The project titles and the countries responsible for each were the following: 1. Knowing my partners (Bulgaria) 2. Health as a cultural and social good (Greece) 3. Interpersonal relationships (Turkey) 4. Dependencies (Italy) 5. Natural Life, Exercise and Healthy Lifestyle (Lithuania) 6. Healthy diet, Health and Consumption (Poland) 7. Social emotional development, self-confidence - skill development (Bulgaria)***Covid19 impact***Like all aspects of social life on the European continent, the HEAL program was severely affected by the outbreak of the new coronavirus, as well. As a result, the last two sub-projects, namely ""Healthy Eating, Health and Consumption"" in Poland and ""Social emotional development, self-confidence - skill development"" in Bulgaria, could not be implemented through physical mobility.Instead, the children and the educators decided to join forces and they created a book with traditional recipes which was pint in paper and distributed to our schools via classic mail. In this way the hours of our involuntary confinement at home became hours of creation and action. The children asked their parents, experimented and decided which recipes best represent the traditions and food culture of their countryAlso, in order not to lose momentum, online lessons were held, as well as two seminars according to the originally planned titles, so that the teachers do not lag behind in their further training.***Evaluation and results****Generally, all tasks had been equally delegated to the members in advance, while cooperation was based on the notion of friendship, unreserved acceptance of cultural differences and constant communication through social media and educational platforms like e-Twinning. The results of the H.E.A.L. project were evaluated with both quality and quantitive quality assessments on an ongoing basis. The main beneficiaries were the students, who beyond the ""per se"" acquisition of certain knowledge in fields as Math, Science, Literature etc, also improved their foreign language skills, their knowledge about Health subjects and other countries and their cultural heritage. Also, the teachers made touch with new methods of teaching and other educational systems, they improved their English and learned how to implement Erasmus projects. Then, the student's parents improved their parental skills, learning about how to take better care of their children and also coming in touch with the common European heritage. Lastly, local communities were involved by local press, tv and radio programs.Participants were able to raise their awareness about healthy lifestyle (nutrition, physical activity, etc) and to confront with psychological issues like depression and self-confidence. Teaching material was produced and is available in different platforms for future use, while the use of the Project method enabled students to help one another, giving them independence both in implementation and assessment phases. They learned how to cooperate and how to take responsibility for the results of the work of whole group."

Science in our Hands project was born out of the idea to enhance the teaching of science in partner schools as their curriculum is concentrated on the transfer of content, theories, and facts from the textbooks instead of developing skills. We have a thorough understanding of the fact that there is a need for the learners in this 21st century to have a distinct set of skills that are different from the proficiencies of the science students of the past centuries and a comprehensive science education can provide a solid background for the development of skills required in this 21st century.Our objectives are:To enable the students to acquire necessary competencies such as innovation, problem-solving, critical thinking, creativity, decision-making, and ICT literacy.To ensure the science subject is appealing to the learners. To present science as a real subject that can be applied to the daily lives of the learners.To nurture individuals who are science-literate.To ensure full participation of students in the learning process.To enable students who possess the right skills to take up a scientific career in the future.To develop the multicultural knowledge of the students and teachers as well as assist them to have tolerance for diverse lifestyles and cultures.To inspire teachers and learners to enhance their language skills.To influence the professional development of the teachers and assist them to go with the pace and trend in their sector.The project consists of two major groups of activities. In the first category, the practical activities of the learners will be conducted under the guidance of the science teachers. This session will feature experiments that involve the participation of the learners in various scientific procedures like the interpretation of data, classifying, measuring, observing, and experimenting, amongst others. This session will enable them to utilize creative thought and logical thinking skills to assist with reasoning, decision-making, communication skills, and problem-solving. These are examples of the experiments in this session:Removal of DNA from fruits and human tissue.Analyzing soil from all countries.Analysis of pressure with water rocket.Science experiments.In the second collection of activities carried out by the students, they will create and design devices by making use of science. Engaging in these actions will allow them to unravel the science behind various technological devices. In this case, science will make more impact and applicable to the daily activities in life.Activities in the second group are building and designing:A scale models of all schoolsA bridge made with spaghettiA robotic ArmSolar-energy-powered carsTheir own video gamesAbout thirty teachers and one hundred secondary school students within the age bracket of 11-15 years will directly participate in project activities in partner schools.Experimenting, surveys, lectures, student-centered learning, peer and collaborative learning group working, experimenting and sharing experiences will be some of the methods used in our project.EXPECTED OUTCOMES AND LONG-TERM BENEFITSScience will be more attractive to the learners as the innovative methods and hands-on activities introduced to them during the two-years project, will enable them to have direct participation in the learning process. Valuable skills required in the 21st century such as critical thinking, decision making, problem-solving, ICT literacy will be acquired during the training. These competencies will assist them to be more independent and successful in other life endeavors.When these students acquire these skills, it will enhance their abilities when they start working and will improve their proficiency in a high-responsibilities work position.The LTT meetings have been planned to entail the working and co-habitation with peers from various nations. This will help the participants have a broader knowledge of the differences in the cultures and languages of European nations. With this experience, they will achieve more social, intercultural, and civic skills required for their personal growth.Teachers will also attend the LTT meetings, which will make them improve their comprehension and offer them a deeper understanding of the educational settings in other nations.These teachers will also communicate and explain the techniques, practices, and ideas with different partners. The project will be a fantastic opportunity for them to enhance their professional growth.Schools will benefit from this project too as their international outlook will be developed and advanced. It will also increase the learning of new languages and help them to enjoy the advantages of international cooperation.

<< Objectives >>1. Ensuring young people to acquire social, civic and intercultural competences, by promoting democratic values and fundamental rights, social inclusion and non-discrimination, as well as active citizenship2. Promoting intercultural dialogue through all forms of learning3. Encourage young people to actively take part in the society to feel less socially excluded and gain self-esteem4. Raise awareness of the common history and values of the EU5. having a sense of self-value and higher esteem<< Implementation >>1. selection of students and teachers, quality assurance, time management, risk management, archiving, reporting 2. developing effective measures to deal with social and cultural inclusion3. 4 students exchanges: Sport as an ambassador of social inclusion, Overcoming cultural obstacles by embracing our heritage, Equal opportunities for all and entitlement to human rights, Participating in the society to promote democracy and global citizenship4. evaluation and dissemination activities<< Results >>1. at institutional level: developing strategies to implement the concept of social inclusion and provide equal opportunities for all learners;2. activities with the students: they will be aware of the importance of inclusion, healthy living, cultural heritage, human rights and democracy; they will have opportunity to experience internationalization, and spread the positive impact over their peers, having made friends; 3. at inter-institutional level: partnerships and future school exchanges

*Context:STEAM encourages students to develop and apply solutions to real challenges facing the world. Occupations in STEM-related careers are some of the fastest growing and best paid of the 21st century, and they often have the greatest potential for job growth. Building a solid STEM foundation through a well-rounded curriculum is the best way to ensure that students are exposed to math, science, and technology throughout their educational career. Students are extremely curious and impressionable, so instilling an interest at an early age could spark a lasting desire to pursue a career in any of these fields. Project supports students' involvement in learning and offers a pedagogical approach where teachers will become mentors of creativity. Inclusion of Forensic science in the curriculum will foster interdisciplinary explorations of science in curriculum. Because forensic science is an emerging interdisciplinary field, it can be included in chemistry, physics, biology, math, art, environmental sciences, technology and engineering.*The objectives of the project:-Innovative interdisciplinary approach of learning Forensic science based on real problems-Implementing innovative practices in education and use of open educational resources and new technologies-Reinforce the centrality of the student as part of a training process, boost motivation to learn, the ability to build its own learning&training path, the sense of responsibility with respect to the future path-Stimulate interest in students towards a knowledge proposed by experimenting, with forms of learning on the job in real situations-Develop skills of self-orientation and train students to think critically and independently about the big picture of Forensic science and the challenges it creates*Number and profile of participants:All of the organization partners in this Partnership are experienced in the field of teaching STEAM subjects and they will contribute to a great extent for the realization of the proposal. There is total number of about 24 key persons that will be included with working assignment and in training activities.*ActivitiesThere is total number of about 60 students and 24 teachers from the five partner schools that will be included in the student exchanges and activities.1.selection of students and teachers involved in the activities, quality assurance, budget control and time management, contracting with host families, risk management, archiving, reporting to the NA and EU2. Three LTTA with students5. Two training events for teachers- creation of lesson plans for non-formal education and creation of Handbook6.self evaluation instruments7.dissemination activities (within the institutions involved in the project, in other institutions, public events and mass media coverage, publications and online dissemination).*Methodology1.months 1-2 (establishment of a communication between partners)2.months 2- (online meeting 1 - selection and preparation of participants, specific rules)3.months 8, 14, 19 (students exchanges)4.month 3, 23 (training event with teachers)5.months 16 - after (follow up phase with direct activities with the target groups)6.month 13 - after (dissemination phase with previously defined activities in a dissemination plan)7.months 20-24 (completion of the project with specific tasks of each partner in the sustainability period, reinforcing the partnership and inviting new partners)*ResultsResults of the project are collaboratively designed set of INNOVATIVE ACTIVITIES in the field of Forensic science. The project exchanges pedagogical methods and best practices through school visits and the exchange of ideas and lessons. Materials and handbook will be available so they can be adopted and applied by other teachers.*Impact1.Impact on participants:-Developed capacity to productively engage in STEAM learning activities-Increased knowledge about the importance of applying science in everyday life and learning through the innovative approach-Increased level of use of ICT-based methodologies for STEAM learning and providing more attractive form of Forensic science-Confidence, motivation and enthusiasm for Forensic education2.Impact on target groups:-21st century competencies-Increased problem-solving skills-Engagement, interest, enjoyment and achievement in STEAM subjects and Forensic scienceThe potential long-term benefitsThis project will be beneficial experience for all participants to experience how to be a part of multicultural team.1.new innovative approach to teaching and learning STEAM and Forensic science2.implementation of the handbook in the curricular and extra-curricular activities3.new partnerships and projects to further enhance the results of this project