CONTEXT- SpaceD project is our way to investigate space, to discover ways for investment into a better, healthier and safer world.Teachers will train students to work for a united Space in Europe. Space is a force for the digital era; space inspires, motivates children, who explore innovative practices of working with space programmes, focusing on teamwork, combining efficiency with knowledge. OBJECTIVES- to promote teaching and learning of STEM competences, skills, including data collection, visualization, analysis; to improve younger generation’s awareness of Earth's climate; to use space related themes to enhance our pupils’ literacy in STEM-related subjects; to raise awareness of career prospects for the future space explorers, astronauts and researchers that will work together in 20 years time; to make teaching and learning of STEM subjects more attractive, accessible; to bring STEM subjects within pupils' reach; to use ESA/ESERO space-related STEM classroom resources; to develop new data, real-life scientific methodology; to share best practices, to foster interest in space, science and technology among European student community, providing educators, students opportunities to participate in space learning activities (discussions with astronauts and cosmonauts). NUMBER OF PARTICIPANTS: 10 coordinating teachers, from each school- 1 teacher for every department in the school ( each curriculum subject will be represented in our activities); 50% of total number of students(10-16 year old) in each school, participating to workshops; parents, local community. Our project will create better school–community relationships; will achieve sustainable impact among specialists in education; will persuade them to change curriculum( all syllabuses should consist of innovative practices, essential for these digital children).ACTIVITIES: contests, workshops ( space rocket/ International Space Station/ robot / Solar System Planet Model ); activities (Bionic Hand, Astro- Food Workshop, Space poetry& story-telling Club, Space Photography Exhibition, Climate Detectives Community); Space Week, space bazaar to present products; Erasmus Space room. METHODOLOGY : inquiry-based, project-based learning skills; students will apply scientific concepts, maths skills, critical thinking, research, foreign languages, literacy, arts&craft design to achieve project products. Innovation is the main tool to achieve partnership among students. They will be involved in group work, games, peer-learning, problem solving, debate, presentations. Doing these activities, they remain focused and learn actively. They learn differently, are engaged emotionally, learn faster (learning requires problem-solving, critical thinking). Games involve investigation, risk-taking, experimentation, curiosity, problem-solving, creativity. Presentations are engaging, empowering. Receiving instant feedback helps students stay on track and improve participation. Game based learning is competitive. Healthy competition among students motivates them. Field trip activities help students learn by mapping information taught in class to real-life examples, creating connections.DESCRIPTION OF RESULTS : We will share our best practices, innovative learning tools, we will promote open education across countries. Our products will assure visibility for our methods worldwide. Participants will improve their speaking, writing skills in English. Students will share with their parents, friends what they have gained. They will develop capacity of taking initiatives, responsibility for project activities, self-confidence, learning to understand and to be understood. Workshops on space will assure social inclusion for disadvantaged students. Stakeholders will improve school curriculum, with tools, methods that encourage creativity, innovation. This project materials will support teaching activities for neighbouring and rural schools.LONGER TERM BENEFITS: European dimension for partner schools; new strategies to help students learn better, becoming responsible European citizens. Local communities will develop European identity. International dissemination on Etwinning will lead to our external recognition. Other teachers, students will benefit from our activities on space. We will encourage wider participation in Erasmus+ Programme; will develop new partnerships by taking part to space competitions; will deliver project products to local, regional, national and European decision-makers, media, to spread our techniques to other interested schools in Europe. Impact will be measured through updates, visits to project website, meetings with stakeholders; participants involved in workshops, seminars, peer reviews; visibility in social media, website attractiveness; participation in public events. We will monitor links with space institutes and transnational partners; transfer of know-how information on Etwinning and School Education Gateway.

Over the Bridge(OTB) will use teacher and pupil visits together with shared lessons via Skype to compare two traditions of after-school education in the UK and Romania. OTB will investigate how these traditions have different impacts on excluded or socially disadvantaged pupils in each school. After-school education is used differently in both countries, and reflects differing attitudes towards education, attainment and inclusion. OTB will enable staff and pupils from both schools to experience differing after-school provision and to make observations and draw conclusions that will influence subsequent teaching practice and school policy. The project will make use of methods of ethnographic observation and analysis that are learned through training in the preparation phase of the project. Both staff and pupils will learn how to use observation as the starting point for developing concepts and theories about the impact of after-school provision on excluded or socially disadvantaged pupils in both countries. The work of observation and analysis will be inspired by forms of ethnography that emphasise a combination of visual, spoken and written work, and combine expressive and analytical writing in creative ways. Participant pupils in each school will be drawn from those who are at most social disadvantage or at most risk from exclusion. Support for their participation will be provided, including support for pupils' mothers who experience shows are the most important factor in supporting their child's education. The project will result in the creation of a set of resources, including portfolios of work created by the participants, videos of shared after-school sessions, analysis and theories about the impact of after-school provision on inclusion and attainment, and pupil-led and parent-led explorations of the factors that promote or prevent inclusion and attainment .There will be a conference presenting the findings held by the school for invited teaching staff in both cities, and a whole school presentation that will allow participating pupils to present their findings and narrate their experiences to their peers. Project work will also be made avaialable to university education departments and on teachers' websites in both cities. The project will involve the direct participation of 15 members of staff and 30 pupils in each country with the indirect participation of 635 people in total who will benefit from the findings of the project or attend the dissemination events of the project.

"<< Objectives >>1. to train teachers to take care of their emotional well-being and encourage and teach their pupils to do the same;2. to train teachers to communicate consciously taking into account specific needs of more vulnerable pupils;3. to equip teachers with various mindfulness techniques to improve their pupils' focus and self-awareness;4. to reduce bullying and discrimination by bringing awareness and value to the unique qualities of each individual regardless of his background, looks or talent.<< Implementation >>Teachers work on: Increasing self-awareness, Doing emotional self-care, Practicing conscious communication. 12-16 y. o. pupils work on: Self-analysis, Mindfulness and drama education workshop, Exhibition, Poster design, Video, E-book, “My secret story”& “Problem-solving happiness” activities, “Happy Communication” Club, “My journal for reactions”, My brisk exercise”, Social Connections Hub, ""My meditation sessions"", DO IT! Logo Competition& board game, DO IT! Dictionary<< Results >>First the project is expected to create more unity and inclusion in the classroom by giving teachers tools to be support their pupils' emotional well-being, communicate consciously and bring more awareness to each individual's uniqueness. The second result the project aims to bring is a more focused, efficient and friendly learning environment with the help of a variety of mindfulness techniques."

The objective of this educational programme was to allow the educators and the students to follow the life of I. Κapodistrias, the first Governor of the modern Greek state.This research started from Capo d’Istria (today Koper, in Slovenia), from where his family originated, continuing with his childhood years in Corfu and ended with his assassination in Nafplion. Ioannis Kapodistrias (Corfu, 1776 – Nafplion, 1831) was an exceptional person, having a extraordinary position not only in Greek history, but also in Russian and European history of the early 19th century. He was a scholar, a patriot, a European diplomat, a Greek politician. He was of noble descent and his family had a tradition in politics. He was Foreign Minister in the Russian Empire and later he was appointed as the first Governor of Greece, during the period Greece was under the protection of the Great Powers. As a Governor he took special measures regarding education. He created over a hundred schools, with about ten thousands students, during his short period of government – only three years – and took care for the foundation of agricultural schools and the development of public health care. The partners learned about the important personality of Ioannis Kapodistrias following the logic of solving a puzzle. The first puzzle piece was filled by the students of Koper, Slovenia, who had the opportunity to search the roots of this Byzantine family, back in time. The second puzzle piece was filled by students from Corfu, Greece, where I.Kapodistrias was born and raised, inside a purely patriarchic family, following a strong religious education. Starting from the Kapodistrias’ Mansion (the family’s winter house), the Capodistrias’ Museum (the family’s summer house) and Kapodistrias’ tomb, in the Holy Monastery of Platytera, the students searched for information regarding Kapodistrias’ childhood and young age, his education and his relation to the Greek-orthodox religion through Monk Symeon in the Monastery of Platytera. Subsequently, starting from the Latin (Romeo-catholic) church of Holy Mary of Tenedos, where the first public school, founded by Kapodistrias, as well as the newly founded Ionian Academy were active, the students l researched Kapodistrias’ work as educational inspector of the Ionian States (1803-1806). Subsequently, the students from Bucharest completed the third puzzle piece, following I. Kapodistrias visit to their town, starting May 20th, 1812, and stayed there for three months as chief and director of Admiral Tsitsagkoff’s Diplomatic section’s Secretariat. His stay in Bucharest made Kapodistrias come in touch with the Ottoman Diplomacy. The students from Ettal completed the puzzle with the piece regarding the actions Kapodistrias did in favor of solving the Greek question, while being the Foreign Minister of the Russian Empire, as well as his philhellenic actions, that were obvious in 1825 in Bavaria. This philhellenic movement, which was active throughout Europe, was in part secretly ignited by Kapodistrias and had a positive effect to the Greek Revolution. The puzzle finished with Kapodistrias’ work as the first Governor of the newly founded Greek state in its capital Nafplion. The students searched his presence in the buildings of this era. We believe that the students who participated, from all the partner schools learned more about the multi-facet personality of this “Saint of politics”. In addition in this journey they had the oportunity to make new friendships and exchange views on the historical period under study. Also, the partner students learned to cooperate with their peers from different countries, having different cultures and even a different view of the world. In this way, they proceeded in their effort of becoming active European citizens, citizens of a globalised new world, that is changing constantly and is full of challenges.

<< Objectives >>To educate, engage 80% of all participants in climate solutions, using creativity to develop, implement solutions in community. Motivation: 85% of all students in each school receive climate change education. Our solutions lower by 40% death toll caused by floods, droughts, wildfires, extreme weather. To increase to 60% teenagers’ capacity to develop strong skills, allowing them to apply problem-solving, critical thinking, teamwork, empathy, negotiation; to use transferable skills in future jobs<< Implementation >>12-16 y.o. students work on: Climate change & extreme weather; Life & Water in plastic ocean; Take action! Make a change! Buy less! Recycle!; Art explores climate change- activities for all ages people-incorporating sport, education, health, youth; Cleaner forests on outskirts, Cleaner beaches; Plant a tree to feel free-to transform behaviours, build skills, empower teenagers, engage community in healthy lifestyle; Zero Waste Strategy to boost green skills, deliver Green Learning, connecting to<< Results >>Diary, Ebook stories, poems; Weather school station; Help rivers/lakes/sea ;Safe water is human right; No community without water; Use water efficiently; Green Shopping Guide; Buy Less Day; Anxiety; Be a volunteer!;Repurpose Challenge Day; My proposal for my headmaster; Plastic Fantastic; Haiku Ebook; Vlog/Speech; articles; plays; Hug and talk to trees; Water day-ROC outcomes connect people to nature, create green environment for students, local community, support them to protect, value nature.