Eat Compete Get Fit was a cross-curricular project combining Sports, Health, Nutrition, Food preparation, English, Statistics, Media production, ICT, Statistics subjects.The idea behind it was to tackle bad eating habits, lack of regular physical activity, poor body image with the help of activities designed to help students overcome their social obstacles and health problems. The project aimed changing attitude towards regular physical activity and healthy eating habits, changing attitude towards cultural differences, increasing communication skills in English, increasing ICT skills, increasing data collection and assessment skills, fostering entrepreneurship skills in different business areas, strengthening the profiles of teachers in areas such as cross-curricular teaching, content and language integrated learning. The participants were students and teachers of the partner schools.We conducted a questionnaire for participant selection and formed a student group with 20 pupils in our schools totalling 120 students.The student participants were selected from poor eating and physical activity habits, low body image perception and basic communication skills in English.There were participants with fewer opportunities among the student participants.We also formed a core project group consisting of 4 teachers from each school.The activities were planned with the core project group.We planned a monthly study schedule starting with project corners at our schools and 1- or 2-hour sessions monthly with student project group.We started the project activities with the kick-off meeting in Turkey where we discussed the implementation of the project as well as a detailed plan of the whole project.In this meeting the coordinating school hosted some model activities and we decided to implement Nutrition Friendly School Initiative at our schools.LTT activities were designed for student and teacher participants separately.In the 1st LTT to Hungary, we studied the Importance of healthy eating and physical activity on recovery and rehabilitation with student participants and Basic Life support and emergency care workshop for teacher participants.We had a food day at school where all the students from Hungarian school could taste and learn about the traditional food of partner countries.We learnt about Hungarian cuisine, thermal water benefits and medical herbs.In the 2nd LTT to Italy we studied job opportunities in wellness sector with student participants and had a seminar on physical activity and wellness with teacher participants.We joined Rimini Wellness fair and shared the results of the surveys and met with the president of city council as well as members of NGOs working with similar aims with the project.We had workshops for food preparation and physical exercise activities.After that we had our second TPM in Italy to check the progress of the project.We controlled the checklists and did a SWOT analysis of the project.In the 3rd LTT to Greece we studied positive body image and beauty health with student participants and had a lecture on psychological aspect of health for teacher participants.We visited tobacco museum and presented the results of tobacco use survey.We had workshops on beauty health In the 4th LTT to Poland we studied how to record your healthy lifestyle with student participants and ways to integrate CLIL method on physical activity, health and wellness with teacher participants.We worked on smoking and drinking habits and prepared an anti-smoking campaign.We watched theatrical performance about addictions.We had and active workshop on Nordic walking.In the 5th LTT to Germany we studied Healthy eating habits with student participants and had a course on the use of twinspace and lo-net2.de for teacher participants.We participated in cheese, bread making workshops and visited an organic mineral water factory.At the end of the project we reached our objectives especially in forming a healthy eating habit and regular physical activity habit.They also developed their communication skills in English, data collection and assessment skills, ICT skills, problem solving, presentation, decision making, conflict management, creativity and team work skills.Teacher participants developed their professional skills such as cross-curricular lesson planning, CLIL method, helping shy and introvert pupils.The project had impact on students at partner schools; as they worked together on tasks such as survey conducting, teachers at partner schools as they had some seminars together and prepared lesson plans together.It also had impact on schools regarding the institutional development as they applied Nutrition Friendly School Initiative introduced by WHO.It had impact on local society with the dissemination activities on newspapers and local media websites.It had impact on the policy makers as we had meetings with them.The partner schools promised to organize #19MaySportsDay activities after the project completion

We are living in a society which is undergoing important changes. For many people these rapid changes occuring in our daily life have a disruptive effect. 6 schools of six different European countries with experiences decided to set up project with their students aged between 15 and 19. More than 60 young people enrolled in general and vocational education will be involved in this project, English being the communication language. The aim of the project is to help our young students to understand better Europe of tomorrow and how to act in it. “6! YES” (6 innovations: Young European Search) consists in searching six promising innovations by taking into account 6 important themes of our society (Early childhood, Communication, Tourism and cultural heritage, Disability, Environmental protection and New technologies). The project is scheduled between September 2018 and August 2020 and our students are asked to do researches, to imagine what the themes would be like in 2050, to develop innovations coming from their environments, to highlight them with the help of an audio-visual report, a book, an online research notebook and to make a presentation to the European Commission at the Parliament. The 6 teams decided to be accompanied by a group of voluntary European deputies. There are three main objectives: 1) Conducting a research and sharing results with other countries: Looking for innovations in 3 sectors out of 6 :Early childhood , Communication, Tourism and Cultural heritage, Disability, Environment, New technologies, being part of their setting up and communicating in English to highlight them with new technologies. Realise an intellectual work with the participation of students and pedagogical teams. 2) Developping professional competences for our students and adults team : work in a team, speak in front of a group, build schedules, create communication materials in English. 3) Knowing each other better to build a common European future respecting our cultural differences and heritage by communicating in English. These ambitious objectives have been set by several but complementary educative teams originally from general and professional high schools. The success will be reached if we handle to communicate, organize ourselves and assess our final work. The common realisation of this file is an encouraging first step. We decided to be so numerous (6 high schools from 6 different countries) because we feel it is important to take a census of ideas, experiences and achievements from a representative sample of European diversity. We really hope that they will find in the course of the project and the common actions the motivation to improve their skills within their work teams. It will help them to get a personal experience and to open them a door to their future professional life and turn them into responsible and undertaking adults. In this sense, the partners and their teams will diversify their activities and strengthen their educational missions. In their near environment and beyond their attachment to the European construction, to the participation in the local life and the education of young people is positive and meaningful. It is therefore clear that our project “6! YES” helps to raise a general awareness of European citizenship among all these who participate in the project.

When Pisa datas’ are considered , it is a fact that our country’s Mathematics and Science literacy is in the very bottom row of the European standarts. This problem has been the starting point of our Project.We started the project to educate our students with the skills of 21st century.We wanted to learn ,use and exchange our experiences with innovative method , Stem+a . We aimed to teach coding first.So they will have a chance to be a person who knows searching, learning by doing , appliying by discovering.As a coordinator , our directorate consists of 64 schools.So we could reach every school ,teacher and students.During the Project stage , both we had a chance to improve ourself and exchanged the good examples and experiences.In our Project we were 4 partners from 4 countries.Both of them were vocational high school , one assosiation and a directorate of education.During Project we made 3 Transnational Project meeting and 4 Learning –Teaching- Training meetings.Totally 77 people had been benefit from the Project directly.At the end of the Project we all observed that the students who had attended the mobilities were very eager to go university.Their motivation had been incresed visibly.The feedback from the students has proved us that we have achieved our aim.Our main activities were ;1.Stem+A Education & workshops2.Coding Education3. Robotics Science Project Competition4.Summer Courses5.Designing Original Lesson Material6.Seminars7.Video Competition on STEM_A Lesson Implementation.8.Science fairTo make our activities more effective, during the project stage we designed Project logo, brochure and poster.We used the webpage and the social networks effectively.An Etwinning Project had been started.To make better coordination every month the contact people had attended Skype meetings.At the Science Fair , students will interviewed with local TV Channels.An Ebook consists of 50 Stem+a activities had been prepared and sent to all schools ,stakeholders and Ngos.Results and Impact ; The biggest acquisition of our project had been the coding workshops and trainings.Also the number of people who want to participate in in-service courses and number of applications to national competitions had showed us the success of our Project.The biggest gain of our project in our region is to apply the Stem-A model, which is an innovative model and awareness of the importance of coding.Educators were very eager to attend the seminars and workshops.The students who had been our workshops and mobilities had gained an awareness against to skills of 21st century.Not only our students but also our educators had been more conscious about the technological developments and Innovative method ; Stem+AThe largest international acquisition of our Project is to give the students a chance on proving themselves and provide self-confidence.Till our Project , being abroad and attending international science fair and Show their products was a dream for our students but with this Project we made their dreams come true.

"A growing number of refugees enter the European Union, looking for a safe place to live. Because of war more and more people decide to undertake the dangerous travel to Europe. Once in Europe, the different countries have to take their responsability and give shelter to large numbers of expelled people. After admission the different countries redevide them over several cities where they can start their new life. Often with young children. The children have to attend school and big problems arise.The Dutch Onderwijsraad has published in 2017 a report about Refugees in Education.They conclude that perspectives on a paid job and full fledged participation in society after leaving school are low. How can school help and prepare refugees in a better way? Education must have a major role in asylum and integration policy in every country!Problems arise in schools:- how can schools finance special care?- students with a refugee background often attend lower forms of education because of language problems- schools have no competence in recognizing traumatic events these students often encountered- they don't have qualified language teachers for this group- other students in the schools don't understand the problems of the refugees and don't mix with students with a refugee background. Social exclusion is on the lurk.In our Erasmus+ project 4 countries with different levels of refugee problems work together. Large groups of refugees enter in the E.U. through Italy and Greece.They give shelter to them and take care of them in school.Germany and Holland take care of many refugees because often refugees want to go to safe, wealthy and caring countries.In this project we want to learn about the problems and solutions concerning education for refugees in the partner schools.During a preparatory visit to Germany the refugee-coordinators made a priority list of the current problems: - recognition of exclusion and preparing instruments to realize social inclusion in school and city- investigation on migrant issues needed in order to help integration of refugees in society and school- insufficient awareness in schools and the rest of society about migrant issuesParticipating students are on basis of the following criteria:- age 16- 18; all students have pre-university level; a good level of English; sufficient schoolresults; a letter of motivation.6 - 8 students per country will attend International Learning, Teaching and Training Activities. They will be accompanied by two teachers. Students will stay in host -families.The methodology that will be used:First our schools will investigate refugee issues in their country.Resulting this investigation the first conference is in October 2018 in the Netherlands.Students make a digital booklet about refugee problems , and will have a course of Lectora to learn how to build E-learning modules which we will use in our schools to inform people outside the project.An internet site will be built, containing a section of the general part like an agenda of conferences, student profiles, videos, surveys and the digital booklet. And a section containing with the Learning Portal.After each conference a film will be published on the site. A digital survey is sent to all participants. Results will be available on the site.In April 2019 ,in Greece, we investigate the macro scale problems of large groups of immigrants arriving there. The problems in certain cities to shelter them and give them proper education will be examined.After this conference, we will produce a digital survey for all schools. Results will be published on the site, and will be used to prepare the final conferences in Italy and Germany. In October 2019, in Italy we try to find solutions to the problems we have found during the previous conferences. We will use knowledge from external organisations like the Immigrant Reception Center ""Less"". The first e-learning module will be published on our L.P. Between this conference and the final one, the e-lessons will be tested in school and if necessary adjusted.In April 2020, in Germany, we will proceed with our search for solutions to refugee related issues in schools. Also we want to organise a major final event; presenting our findings and solutions to other schools and external organisations, concerned with refugees.The impact of the project is expected to be manifold:All students will be aware of the problems refugees encounter at different levels. During mentorlessons the Elearning lessons will be used.European citizenship and social awareness will increase.Participants in the future will be able to make thoughtful decisions in their social and political life. Elearning modules and other content on the site will be available for at least 2 years.Refugees will participate, helped e.g. by the Buddy project in school events and social life.They will have better job changes and improved language knowledge. They will connect better!"

"The Strategic Partnership ""Web 2.0 Tools In Education"" has brought 8 schools together.The partnership project was set up to follow four major objectives, namely: - Exchanging expertise, collecting examples of good practice- Choosing best web 2.0 tools for using in classrooms- Making an inventory - Collecting proposals for improvement - Summarizing and disseminating of findings First of all, the partnership was initiated in order to exchange ideas and experiences on ICT and web 2.0 tools usage in classrooms. PARTNERSHIPDeğirmenkaşı Ortaokulu – TurkeyTuğrulbey Ortaokulu - Turkey1 Epal Kavalas – GreeceCe Ave Maria San Cristobal - SpainSSOU MOSHA PIJADE – MacedoniaScoala Gimnaziala Petre Ispirescu – RomaniaIIS E. Fermi – ItalyProfessional High School of Economics ""Prof.Dr.Dimitar Tabakov"" – BulgariaThe foreseen tasks and activities of the project were defined in a work plan agreed on originally in the state of application in the beginning of 2016.After approval, the final work plan and time schedule were agreed on by the consortium on occasion of the kick-off meeting in Turkey in December 2016 when the project finally took up its work. In line with the work plan, the partnership started with a Research on the current situation regarding Web 2.0 tools in the partner countriesThe first months also were used to create a colorful project website informating on objectives, partners, activities and outcomes. The design was developed and the structure defined. On time, the website was launched on after 2nd meeting. initially in English.The consortium gave thought on the transversal tasks of evaluation and dissemination. A ‘Quality Evaluation Plan’ including a Snap Shot Analysis and a Monitoring questionnaire was developed as well as a ‘Dissemination and Communication Plan’ as obligatory tools for the project partners. the partners collected various examples of good practice.Besides these regular tasks, the partners took the opportunity at various occasions to inform about the aims and the progress of the projectand to disseminate the results and outcomes.Transnational meetingsBesides the various activities carried out to meet the goals of the work plan agreed on, there were 5 transnational project meetings held in order to exchange expertise and experiences on work-based training issues, to monitor the progress made and to agree on the next steps to be taken and the correspondent responsibilitiesThe project´s work started with a kickoff meeting in Turkey in the beginning of December 2016. This initial meeting was to get to know each other and learn about the partner organisations.The second meeting was held in Kavala Greece. In this meeting project logo was selected and the results of questionnaire is presented. The name of the web site is determined. www.webtwozero.euThe third meeting was held in Potenza Italy. In this meeting, every partner presented 5 web 2.0 tool. The forth meeting was held in Macedonia. In this meeting, the result of the surves was presented by each country. The documents for ebooklet were gathered.The final meeting was in Nallıhan Ankara. Dissemination activities were presented. Ebooklet was revised by everyone and coordinators decided about final reports."