The issue of underachievement in Mathematics competences in the EU countries, and the importance of entagrating ICT in daily education has become so important in recent years; which have been clearer in the Covid 19 pandemic time since many countries have to put restrictions on face to face education at schools.At the planning stage of the project, we focused on how to deal with the underachievement in learning some subjects at school, and we conducted a survey about the most challenging courses among the members of our schools. After having had the results that nearly 81% had difficulty in learning maths subjects;87% were very interested in ICT, and 93 % wanted to join in international projects, we decided to apply for this project in cooperation with Germany, Spain, Turkey, Slovakia and Poland. We aimed to make Maths authentic and easier to learn via using ICT tools, as a facilitator, and thus we created an App (e-learning tool) including basic mathematical subjects. We also organised LTT activities on the target mathematics subjects, and on the basic coding languages, which has beeen an amusing way for our students to participated in. The App, named E-Maths, has been publicated on Google Play Store-Apple Store for free which serves as bridge between the school subjects and the real life situations Objectives were: -to create an effective innovative teaching e-tool, test and implement it in the field of open education -to promote the acquisition of mathematical skills and key competences addressing the underachievement in Maths, and the raising demand for ICT specialists by labour markets. -to strengthen internationalisation in our schools, to build up our capacity for cross-border cooperation and the ability to cope with common socio-cognitive challenges -to offer international learning/exchanging experiences to our students and staff. -to improve our students’ vision to see the future in creating mobile softwares and in careering as well as to promote digital entrepreneurship -to support the professional development of educators especially in dealing with challenges in teaching Maths and use of ICT-based teaching methods -to contribute to the full development of human potential and to raise awareness of the importance of inter-cultural understanding -to foster inclusive education through enhancing the access, participation and learning performance of students with educational difficulties -to develop digital learning materials/tools (app,logo,posters,brochures,videos,pictures) Concrete Results created: -Emaths Apphttps://play.google.com/store/apps/details?id=com.mobiloby.emathsproject&hl=en&gl=UShttps://apps.apple.com/tr/app/e-maths/id1449971229?l=en -Website -Twinspace -Logo -Calendars for 2019 and 2020 -Brochures -PPTs about coding languages -We organized 4 transnational LTT activities in which the students had a chance to experience learning maths subjects in different techniques applied as the best by the partner schools, and transformed the gained experience into the E-maths app which was also tested-implemented in real life stuations. The participants joined in workshops about some basic coding languages as well. - We established a website, a Twinspace and social media accounts thanks to which the project results have been promoted, evaluated and disseminated on all levels. -Many people from the partner schools were involved in the project activities, and a great number people have benefitted from the results of the project directly or indirectly. -The main methodology we followed was based on Authentic Learning, Problem Based Learning and ICT-based Learning, which was realistic and feasible in terms of learning maths in real world through ICT tools. Impact: -The participants had international learning experience of Maths and Coding within the normal activities of the host schools and real life situations, which promoted their acquisition of Mathematical and ICT competences/skills. They understood/increased appreciation of the importance of Maths and ICT, of their and other languages/cultures, which helped them acquire cognitive, social, civic and intercultural competences necessary for personal and professional development -Creation of the App stimulated their creativity and entrepreneurship, and thus they contributed to an open/innovative education embedded in the digital era we are in.They gained courage to overcome the obstacles/limitations in obtaining digital skills, and can apply the knowledge they gained from LTTs into many labour sectors in their future life -The performance of students with disadvantages were also enhanced via inclusive dimension of the activities. The E-Maths App, website and twinspace will live through being updated and enriched. We have also been making use of the other project results in our schools' curricula and learning goals.Because of the Covid 19 pandemic, two initially planned mobilities couldn't be held.

"Music, as a fundamental component of the human experience, offers a symbolic and relational space for the activation of development processes of the individual in itself and as part of the community. The different stimuli - practical, theoretical, emotional - are fundamental in the construction and elaboration of personal, social and cultural meanings.The UNIC project was motivated by this 'hyper-educational' value of music, considered a source of development of students as individuals and active citizens. The age of the project's target group (12-13 years old) corresponds to a fundamental period in the construction of one's identity and in the integration of new citizens into society, aspects that are too often neglected in this respect. UNIC therefore proposed activities aimed at shifting the perception of music from a mere ""general culture"" to a fundamental teaching for the integration of the individual student in the local community and in the wider European Community. The horizontal priority ""social and educational value of European Cultural Heritage"" was selected, as it is fully in line with the objective of stimulating the acquisition of transversal skills of cultural awareness and democratic citizenship in students and of providing teachers engaged in music and arts teaching with innovative skills in line with international standards to make their teaching more effective.The main objectives achieved by UNIC were the following:-Creation of an innovative approach to music teaching-Music teaching as part of the student's civic and psychological education-Promotion through music of social, civic, intercultural competences, which foster the growth of young people as individuals and citizens-Promotion of the European musical heritage as an element of integration, dialogue and development-Promotion of local musical traditions as a source of social identity and sense of belonging to the local community-Improvement of the quality of music teaching in schools through staff training, exchange of know-how and internationalisation of teaching methods.The project involved 40 students (10 per partner) and 8 teachers (2 per partner) in exchange and mobility activities, while at least 140 students and 20 teachers per institution took part in the premises, more involved following the Covid19 Pandemic. Particular was the participation in the exchanges of deaf students (but equipped with hearing aids) of the German partner school, to encourage integration and inclusion of ""diversity"" in normal musical activities.The activities carried out within the UNIC project were as follows:On-site and virtual activities: training, research, music production, practical exercises, production of content, musical performances for diverse audiences-4 exchanges between groups of pupils: with joint practical exercises, cultural and workshop activities, thematic visits, production of content, discussion and dialogue (2 in presence and 2 online due to force majeure)-3 joint training events for staff: training on innovative teaching methods, e-twinning, use of music in civic education, exchange of good practices and know-how (2 in presence and 1 online due to force majeure)-Dissemination and promotion of UNIC, also through events in schools-Return activities, both through staff and students-Constant updating of the project website, which will contain the musical pieces addressed and the work related to them according to an open source philosophy.The project was based on a democratic and bottom-up methodology, stimulating the full involvement of the participants. The activities avoided notionality and frontalism and favoured the direct engagement of staff and students in the activities, also through team building and gamification strategies.The results achieved by the UNIC project are as follows:-Overcoming the generalist and notionistic approach of music teaching-Integration of music teaching into civic subjects-Improvement of didactics, internationalisation and exchange of know-how-Promotion of the European Cultural Heritage for economic and social development, and dissemination of knowledge of the main European musical expressions-Counteracting discomfort and violence/bullying through the development of critical sense, aesthetic autonomy, intercultural dialogue, respect and collaboration with others.The medium/long-term impacts will be:-More openness of schools towards Europe-Improved learning strategies thanks to the international exchange of know-how and good practices-Expansion of subjects contributing to civic education-Development of active and aware citizens, able to be fully included in European citizenship- Greater ability to manage interculturality, diversity, discomfort- Raising awareness of the importance of music teaching as a comprehensive educational tool- Dissemination of the European Cultural Heritage as a tool for social education, personal and economic development, an engine of social cohesion."

The Actionn project partners, countries having a great number of migrants and hosting many refugees (Spain, Italy, Germany, Turkey and Romania), had an advanced cooperation in this project with tne idea of creating a unifying play focused on developing a better understanding among different cultures about the EU through working on the main five values mentioned in the Berlin Decleration; democracy, equality, respect human rights, rule of law and freedom, which have had a clear impact on the project participants in terms of social integration not only the migrants-refugees but all the EU young learners.Objectives-Activities:-We created a play about the EU values and combined it with the music and the traditional dances belong to different cultures involved in the project to enhance the access, participation and performance of young learners including the socially disadvantaged ones (migrants-refugees) and facilitating their mental and spiritual integration into the desired European citizenship concept via having them fully engaged in all the project activities.-We have developed musical knowledge and social-cultural understanding among young people and educational staff of the diversity of cultures, music, languages and European values; traditional music, dances tutorials and food court.-We had an advanced cooperation to break down the barriers of division, of hatred, of prejudice in minds about the refugees/migrants through music-Our participants have gained a better understanding of the target social-cultural values represented in European society via the play, traditional music-dances-We have contributed to prevent violent radicalisation by promoting common European values, fostering social integration, enhancing intercultural understanding and a sense of belonging to a community-We have strengthened cooperation among schools to develop and reinforce networks; the capacity to operate at transnational level, sharing and confronting ideas, practices and methods; thus increasing the European dimension of inclusive education by the advanced joint cooperation we had in the transnational LTTS about the EU values, folk dances, instruments-We have supported teachers involved in dealing with diversified groups of learners and adopting collaborative, innovative practices, and share knowledge and exchange experiences for equity, diversity and inclusion challenges in the learning environment; know how sessions-We have supported the participant students talented in acting, in music, in script writing through guiding them in creation of the play and teaching the traditional dances to their peers.We combined all the aimed objectives in the creation of a Musical theater show of, the Actionn Theatre.Participants:-About 5000 students and teachers from 5 partner schools and more than two times of this number the parents of the students involved in the activities of the project directly or indirectiy. The main target groups of our project including pupils, students with cultural disadvantages, teachers, institutions, parents, local community of each school involved have surely learned much about their own national music backgroundand musical instruments-dances; and the ones of other countries.Methodology:-The methodology we applied was based on Total physical Response and Music, which was realistic in terms of achieving our goal of facilitating social integration, inclusive education, training and launching mental integration from an early age; by following a student-centered methodology in which the students played their own instrument, wrote the scripts of the play, acted it out, taught/learned traditional dances, prepared project logo and designed calendars, brochures, ppts and posters. They took part in each activity with the teachers’ help and supervising. Music, Dancing, Acting, Multiple Intelligences, TPR , Problem-based learning, Metacognition approaches were used.Products-Results-Impacts:-A theatre play about the EU values, Folk Dance tutorials, Introduction to Instruments, a website (https://erasmusactionn.weebly.com), a twinspace, logo, 2 calendars, dance and food courts, ppts, brochures, posters were created.-The basic social-cultural values represented in the European society have been understood better by the participants.-A raised awareness among our students about their identity as members of the European Union, and more active participation in society via promoting greater understanding and responsiveness to social, musical, linguistic and cultural diversity.-The socially-culturally disadvantaged members of our schools' communities have been engaged in school life better and integrated profoundly.-Strenghtened cooperation and exhange of good practises among partner schools.The project was carried out as a part of school life and everyday teaching practice in each partner school.Our twinspace and the Actionn website are alive and they will be updated for a long time.

Music has been known to affect people in many ways. It can have an impact on how we treat people. Music can even affect the type of people that we socialize with.It makes people of different cultures come together on the same feelings.The partner schools from Germany, Turkey, Italy, Poland, Romania and Bulgaria, cooperated to create the parts of the song and composed it with different instruments of each partner's traditional music. Our aim was to familiarize people with the notions of other countries' culture and taste of music.Listening, perceiving, imitating, and creating are basic skills in both language and music. Our project targets were to integrate musical activities in foreign language education and develop a mutual understanding to support early foreign language learning. This learning approach can reduce language barriers and help social integration. It can also nurture self-confidence and self-expression and improve intercultural understanding. A strong emphasis has been placed on the fact that integrating music and foreign language learning is based on an understanding of integrated learning in all subjects.Our students with fewer opportunuties and with educational difficulties, especially the ones with hard of hearing, tasted the real meaning of life thanks to the musical elements surrounding them, yet have disability in involving music in their life comparing to their peers.Unfortunately, due to the corona pandemic we were not able to finish the project as planned. We had to cancel the last two mobilities in Romania and Germany.The following objectives have been achieved:•We increased the European and international dimension of education by advancing joint cooperation of the partners in the creation of the song. We prepared the storybook fort he musical that should be performed at the German mobility. •The developement of knowledge and understanding among young people and educational staff of the diversity of European cultures and languages and its value via activities like introducing traditional music instruments.•The polish partners designed an interactive website and a twinspace to spread the effect of the project to the world and to develop ICT skills.•We integrated the cultures of the participating partners in the creation of the song via the use of different instruments of each participating country.•We helped our students with disabilities to feel the melodic meaning of life, and to achieve success in their future life via offering an international experience of being involved in music.•Each partner school supported their students in singing, playing musical instruments, dancing and acting talents of the students.•We shared knowledge and exchange experiences about special needs children in cross-border meetings.•We encouraged and motivated students and teachers in language education through mobilities and other activities. Concrete Results:•composing of an inclusive song (melody and verses)•several video clips of the performances of the song during the mobilities.•the storyboard of a musical theater play.•a website•a twinspace•a logo (winner of a competition taken place in Turkey•calenders•a CD, containing the ten most unifying songs•first-hand information of country and culture.•PPTs•Publilc relations (Interviews, TV, youtube, print-media)•Information board•multilingual dictionaryA transnational teachers only meeting has been held at the beginning of the project in Germany and a project management plan covering all management aspects, project timemable, deadlines, risk management, methodolog, evaluation, time management, budget management, dissemination plan, preparatory and staff changes arrangements, has been jointly created.We have organised LTT meetings during which we will created the song, shoot video clips of it (website), introduced the traditional instruments to one another and transformed the song into a musical theatre play which should have been performed as the final product of he project during the last mobility in Germany.The main methodology which has been used based on music, total physical response and ICT-based learning which is realistic and feasible in terms of the objectives. We reached as many people as possible and provided the results to be benefitted by anyone directly or indirectly.The inclusive dimension of the project bases on the participation of different cultures and student with different disabilities. This was a great experience for all participants. All the participants, families and the school society in general •got exposed to different cultures•got familiar with different rhythms, songs, dances•got the chance to get to know new instruments•saw the open attitude towards European values concerned with culture and language learning•used the products of this project like the song, the website, the calendar, the friendship etc. This project created a cross-border partnership to put melodic bridges among different life styles via showing that we are unique notes of the same song. The project, of which results and impact could not have been achieved by a single educational Institution. It has been carried out as a part of school curricula and everyday teaching practice in each partner school. The dissemination tools of the project, the website and the twinspace will be updated even after the project is completed.

Our project is acronymed as E-Mate and it is the name of an application we have created as our final product which includes the equivalents of useful daily expressions in the languages of the partners.In accordance with the widespread use of smartphones all over the world, the priority given to linguistic diversity in the EU, and the needs analysis of the result of a survey we conveyed on language learning among the 5 partner schools (Turkey, Germany, France, Italy, Spain) we decided to apply for this strategic partnership with the aim of enhancing multilingualism among our students via offering them an opportunitiy to learn some daily expressions of the most spoken European langauges in an authentic environment and supporting them in creating a learning tool.The Objectives were:•Learning useful daily expressions in the most spoken languages of EU via taking part in authentic language learning activities abroad and making use of the E-Mate app.•Widening our students’ vision to see the future in the abilities to be entrepreneurs in software programming which is required by many working sectors.•Understanding and increasing appreciation of their own as well as other languages and cultures.•Gaining a better understanding on how they learn and what strategies to use to improve their learning.•Increasing dimension of inclusive education in the EU through offering an equal and friendly educational environment which will include all kinds of students.•Understanding and increasing the appreciation of their own as well as other languages and cultures.•Creating synergy among young people through language learning/teaching tutorials.•Strenghtening teaching profile via learning new innovative methods involving ICT and exchanging good practices•Developing interaction among the partner schools.•Offering a mobile solution for communication problems of Erasmus+ beneficiars and all language learnersThe created products:•an Application (e-tool) including the script-sound equivalents of useful daily expressions in the most spoken languages in the EU-ANDROID: https://play.google.com/store/apps/details?id=com.saadettin.ematetranslator&hl=tr-IOS: https://itunes.apple.com/tr/app/emate-translator/id1194021191?mt=8•a Logo•a Website (http://www.ematetranslator.com)•a Twinspace•a Seminar•2 Calendars•3 Theatre Plays•Booklets•Posters•Brochures•Tutorials•Social media groups•Workshops•PPTs (Cross-Cultural Communication and Linguistic diversity,How to prevent early school leaving,A linguistic Survival Kit)The carried out activities:•Authentic LTT activities during which the participants had the opportunity to learn the participating languages in real world situations, test and implement the application.•A website, an e-Twinning desktop and social media accounts were created to promote, evaluate, disseminate the project results on a global level.Approximately 5300 students and teachers from 5 partner schools, more than two times of this number the parents of the students and a great number of Erasmus+ beneficiars/language learners benefitted of the results of the project directly or indirectiy.Our main methodology in this project was based on Authentic Learning and ICT which was realistic and feasible in terms of learning languages in real world to better interiorize the expressions and use of ICT through creating, testing, implementing the application.The results/impact:•All the products above were created.•Our students have improved multiligual communication skills; been entrepreneur in software programming; gained a better understanding of their own as well as other languages/cultures; improved their language competences by teaching their own mother tongue to other students; gained a better understanding on how they learn; became more active, creative, confident and independent individuals•Our teachers learned innovative ICT teaching methods, exchanged ideas and teaching practices•Our schools have increased their quality of education•Erasmus+ beneficiars/language learners have been offered an app to overcome some communication problems and improve their personal qualificationsLonger-term benefits:•We have integrated all the outcomes of the project into our schools' curricula and we will make use of the results for a long time.•Our students have been able to take charge of their own learning and they have developed communicative skills. They will benefit from the earnings of this project in a lifelong learning perspective.•The first step of the Emate project cycle was completed, however we applied for a subsequent complementary project to enrich the content of the E-Mate App with more languages and thus we want to provide a longer term benefit to anyone interested in.•The emate website and our twinspace will also be updated to continue promoting our products to anyone who intends to learn/teach the relevant languages.