ContextNowadays children mostly live within the four walls of their flats, houses and schools. Kids and teenagers spend most of the time inside because of , for example, city migration, lots of homework, development of technology, or parents’ fear against meeting bad strangers outside. Because of that, children are less and less acquainted with the nature and that may also render them less responsible for the environment in the future.There is much evidence that nature has lots of positive benefits on children’s psychological and physical development and well-being, such as reduction of stress, better health, better creativity and concentration. More free time and contact with nature could also positively affect children’s ability to focus in the classroom or to learn more effectively at home.According to research, the experience of discovering and exploring the nature is one of the most effective ways in which children can gain knowledge about different subjects. Based on thesefindings and the need to find alternative ways of improving students’ performance at schools, we have invented this project hoping to attain the desired outcomes and then be able to share them among other schools in our regions and around Europe.We made a decision to work together on this project with other schools from other countries also because we are interested in observing how students from other countries interact with the nature and also how schools deal with the problem of students’ spending too much time at their homes.Our main aims are:1. To improve teachers’ competences in designing outdoor activities and integrating them in regular school life2. To enable teachers from the EU countries to cooperate together and produce common results which could be further used in their schools, and also in other schools3. To promote nature as an effective learning environment4. To improve skills and competences acquisition by students5. To make parents aware that time spent by children outdoors is very important6. To develop students’ and teachers’ critical thinking and intercultural competences7. To develop communication and interpersonal skills among the participants of the project.ParticipantsTeachers (3/country/LTTA) will participate in transnational events in order to meet their colleagues from partner countries. There, they will be able to try out their methods, compare the methods of different educational systems, take part in cultural events and activities and finally disseminate the information to local community.ActivitiesC1 – Learning outdoors – current trends in Europe (organized in TURKEY in Nov 2019)C2 – Nature activities and numeracy (ROMANIA in Feb 2020)C3 – Nature activities and literacy (PORTUGAL in May 2020)C4 – Nature activities and science (SLOVENIA in Oct 2020)C5 – Nature activities and the exploration of the self through arts and crafts (LITHUANIA in Mar 2021)Results- Report on nature-related activities performed on a regular basis at schools, together with their aims, purposes and methodology, as well as the frequency of such activities (as discussed during LTTA1)- Collection of activities aiming to develop numeracy that could be performed outdoors (as presentedduring LTTA2)- Collection of outdoor activities to develop literacy (LTTA3)- Collection of outdoor activities to enable the study of sciences (LTTA4)- Collection of outdoor activities to increase self-awareness and self-expression through arts andcrafts (LTTA5)All the above-mentioned collections will be placed together in the final result of the project, “Getting students outside – ideas for outdoor activities in order to improve school performance”.- 5 newsletters, one after every transnational meeting, which will also be disseminated.- A brochure with photographs and information about all partner countries to be handed out in the schools and exhibited in every school’s Erasmus+ corner- The project website- Certificates of participation- Students’ work- photographs of our activitiesImpactAs an outcome of this project, partner schools will strengthen their relationship with parents, students and teachers. There will be better relationship among all the mentioned groups, because all groups will be directly involved in the project. This will be surely beneficial for all schools in the long run. We also hope the project will make our cooperation with parents better. The better atmosphere at schools will lead to more students wanting to join the schools as the schools will become attractive in the local communities. The teachers will brush up their skills, which translates into better quality of teaching at schools, which in turn results in better results of students. In the same way, students’ motivation will increase, they will enjoy learning better, which is yet another benefit for every school.

The main motivation in this project was to combat and prevent Bullying by taking it into agenda with its all aspects. The partners of the project have had more or less serious problems of bullying in their school environment. Due to the project we have worked on the topic and problem scientifically, negotiated the best and simply applicable solution in the schools and decided on the methodology to be applied to combat and prevent bullying in our institutions. There have been two sides of our project we worked on; On the one hand teachers and parents were be the beneficiaries, and on the other hand students have been the main actors of the activities. Seminars and meetings were organized for teachers and parents for improving the motivation on the theme and the ways to overcome bullying theoretically in a first step. Moreover, project main activities were hold for students from the beginning to the end.School bullying refers to all types of bullying done on school property, whether it is peer-to-peer bullying, bullying of younger children by older children, or bullying in which a teacher is either a victim or a culprit: According to the National Center for Education Statistics, nearly a third of all students aged 12-18 reported having been bullied at school in recent years, some almost daily. This article gives a general background on school bullying. The main reasons for violence in school age children are 1-Low self-esteem, 2-Difficulty in trusting others, 3-Lack of assertiveness, 4-Aggression , 5-Difficulty controlling anger, and 6-Isolation. We collected all the reasons in one point. It is social acceptance. We focused on how to develop our students' social acceptance. Our basic aim was to provide an activity for every single student in schools and peer environment apart from ordinary school programme. Academic success, school sport facilities or other artistic and musical facilities only include very less numbers of students. It was our aim to include everyone in a way that everybody was be able to show an ability to improve his/her self-esteem, self-confidence so feel acceptance in social life. We knew from out experiences that anyone who joins and performs something to the peers, changes to the better. Our project has created activity plans apart from school programmes for every student. The activities have been; sports, arts, handicrafts, music, dance, photographs, games, food, and nature (planting trees,being member in discussions on nature and joining their activities,etc.).With the help of these topics our project successfully overcame the reasons of bullying: Low self-esteem, Difficulty in trusting others, Lack of assertiveness, Aggression, Difficulty controlling anger and Isolation.OBJECTIVES:1. to prevent students from violence, school drop outs and inequality2. to improve techers’ and parents’ motivation on bullying 3. to support students’ social acceptance with social activities including every single member of school.4. to encourage the learning of modern foreign languages5. to improve pupil`s social skillsNUMBER AND PROFILE OF THE PARTICIPANTSStudents/teenagers: There were be teams of at least 30 students in each partner organization so 180 in total took part actively in project activities. Approximately 2000 students/teenagers were indirectly affected. Teachers/Adults: There were teams of 5 teachers in each partner organization so 30 in total actively took paart in project activities. There were teachers of English,Music,a Physiological Counselor, ICT teachers and a PE teachers/trainers. Approximately 150 teachers/adults were indirectly affected.Administrative staff: The head teacher/chairman and a deputy head took part in the project, Approximately 36 administrative staff members were indirectly affected.Families: The number of the family members were 300 in total and they contributed to introduce the host country’s culture, tradition and to prepare traditional food for international evening. Approximately 480 family members were indirectly affected.Local community: Local community like local press, municipality, directorate of national education and PTA helped to disseminate the project to a wider community. Approximately 800 people from local community were indirectly affected.RESULTS AND IMPACTSThrough our project the seven partners intended to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact to future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform non-specialist audience about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of at risk students, creating friendships among partners

CONTEXT/BACKGROUND: Today's world map shows us an increasing intermingling of various cultures that have to or want to live together. It is why we believe that the sooner we act, the better chance we will stand to prevent such conflicts from breaking out. The reason why we chose to make this a priority of our project is the fact that this entire phenomenon is also visible from early stages of life, at ages when children should try to see the beauty of life, should learn acceptance and tolerance and should be free from prejudices. All the school involved have immigrant students and are vocational school facing with the unimployement problems wich afflicts each of the areas of the project partners.OBJECTIVES: The overall purpose of the project is to prevent early school leavingobjectives we have established are meant as steps that need to be undertaken in order to attain the purpose:1. to improve our student's talents, qualification, educational achievement and basic skills level.2. to prevent students from school dropout and inequality 3. to improve students' sport and social skills4. to encourage the learning of different languages and cultures from the European cultural backgrounds and develop their social and communication skills5. to encourage the learning of different languages and cultures from the Europeanspace.6. to encourage individual talents.7. to support students'school and life success.NUMBER AND PROFILE OF PARTICIPANT: 400 students in the 5 schools with ages ranging from 13-17 will benefit indirectly. Out of these, 87 students have participated in the short-term exchanges. 30 of them are at risk of social exclusion, facing economic difficulties or have behaviour problems. The selection happened before each meeting (8 students/partner/meeting) according to a previously established methodology. One criterion in the selection of the team has been to have a wide variety of cultures and minorities.200 teachers involved directly and indirectly. The project team in each school comprised at least 1 English teacher, 1 Arts teacher, 1 Music teacher and 1 PE teacher. Their work was to coordinate and was supervised by the contact person and the legal representative of each institution. DESCRIPTION OF ACTIVITIES & METHODOLOGY TO BE USED- Project management (ongoing): Design andimplementation of methodologies to be applied - selection of participants, communication, reporting; Financial management and acquisitions; Risk management and control; Evaluation of activities and results.- Transnational Meetings: M1-IT The role of teachers in combating school leaving. - Developing a programme M2-IT Presentation of data referring to school leaving issues at local levels by each school. Current local measures to combat and prevent dropout.- LTTAs: C1 GR - Music activities, C2 PT- Art activities, C3 HU - sport activities, C4 IT - theatre activities- Dissemination of project results and activities (ongoing): Creation of website and updates; Creation of e-twinning space;Design of materials - brochures, CDs, DVDs, flyers, posters; Dissemination meetings; Elaboration of sustainability plan.RESULTS AND IMPACTaware of the phenomenon and implications -the cases of school dropout are reduced- the schools becamepart of a network and can assist each student in dealing with conscious choices and such choices are promoted among participants and indirect beneficiaries.LONG-TERM BENEFITS: the participation to European projects was particularly appreciated by students who more easily chose our school and ask to be involved in.

Background The project aims at resolving some problems identified in the Italian and European school systems, about the inadequate interest showed, by the secondary schools, about the entrepreneurial education and the assessment and self-assessment techniques of these competences ((Eurydice Report 2016). Following the directives established by the Entrepreneurship Action Plan 2020 and the three Europe 2020 key initiatives (innovation union, youth on the move, new skills for new jobs), which support the creativity and innovation, included the entrepreneurship at all levels of education, ESSENCE proposes an innovative methodology of transmission/evaluation of entrepreneurial competences to be applied within the secondary schools participating at the project. Objectives Through the improvement of the professional profile of teachers, ESSENCE wants to help student in acquiring/evaluating the entrepreneurial competences, allowing them to develop transversal skills such as critical thinking, creativity and self-perception, and introducing them, with the game, to the professional world and promoting their active citizenship. This objective will be reached through the realization of a training path, for the teaching of the project’s methodology to teachers; specifically, the training will include strategies for the teaching of entrepreneurial competences, techniques of assessment and use of a digital tool, the E-portfolio, for the assessment and self-assessment activities. So, the general objective is to produce an impact on the school system, in terms of improvement of the education quality and evaluation and self-evaluation of entrepreneurial skills, through the update of teachers’ competences (specific objective of the project). Participants Direct target group: - teachers and headmasters of the secondary schools; - students, beneficiaries of the learning path. Indirect target group: - representatives of the institutions and of the educational field. Activities The project foresees the implementation of the following activities: - 12 specific activities, useful for the realization of the intellectual output: methodology of assessment and self-assessment of the entrepreneurial competences (O1/A1); - Joint Staff Training Event for the training of teachers (C1); - activities for the dissemination of the project, in total 6 multiplier events (E1-E6) Methodology The project implements a validated process for the development and transfer of the innovation based on different points: 1 sharing of best practices: LUT, UM and Framtidsfrön make available their own best practices, contributing to the realization of the project methodology; 2 comparison with stakeholders at local level (O1/A4) for the collection of feedbacks regarding the proposed methodology; 3 on the basis of feedbacks, it will be possible to join and adapt the best practices with the aim to realize a draft of the assessment and self-assessment methodology, based on the development of the entrepreneurial education in the schools (O1/A5); 4 definition and implementation of training path for teachers (O1/A6) to be implemented during the JSTE at the University of Murcia (C1). 5 after the training it will be possible to test the methodology within the schools partner of the project(O1/A10-O1/A11); 6 the collection of feedbacks occurred earlier (O1/A11) will be fundamental in order to proceed with the activity of fine tuning (O1/A12); The development of this process will lead at the realization of an innovative methodology of transmission/evaluation of the entrepreneurial competences, which will be implemented by the teachers within the school contexts. Results - update of teachers’ competences; - innovative methodology of assessment and self-assessment of entrepreneurial competences; - improvement of teaching/learning processes of schools.

ContextSedentary life, unhealthy eating and lack of physical exercises among school children are a worrying problem, due to the fact that IT has pushed children indoors recently. The parents are too busy to take care of their children's eating habits and to make sense of their free time with physical activities. This has increased the number of cases of obesity among adolescents. In addition to causing various physical disabilities and psychological problems, overweight dramatically increases the risk of developing cardiovascular disease and diabetes, it has a negative psychological impact. Obesity and sedentary life become not only a health problem but a social problem too. Its solution is related to the educational role of school.Objectives:- To reduce the number of fast-food users by half- To raise the awareness of 80% of the participants about healthy eating- To increase physical activity to a minimum 1 hour per day for 70% of TG students- To improve communication skills, interpersonal skills and self-confidence in the European environment of at least 70% of the participants- To exchange ideas and practices with other European schools to enable teachers to prepare Guidelines for Students and Parents, Guidelines for Schools and DVDs with video lessons-Development of knowledge about different European sports and cultures in 80% of the participants-Enrichment of teaching methods - in 80% of participating teachersParticipantsThe project targets three target groups: the first is the pupils aged 9-13, the students with weight problems as well as the regular students. The reason for choosing this age group is that students begin to build habits and develop long-term behavior at this age. This is a critical age for the development of future adults. The pupils will be at the center of all activities at both transnational and local level. The second group is the parents - we will inform them about the development of the project and will include them in the local activities to raise their awareness of the problem. We want parents to join our activities and encourage them to continue this way of life at home, involving in outdoor activities as many children as possible. The third group is the teachers involved in the exchange. They will be able to analyze similarities, differences, to identify good practices and apply them at their own schools. They will learn from their European colleagues and become resources for their colleagues to ensure the sustainability of the project results.Direct participants in the LTTA:From sent institutions:C1 - 12 teachersC2 - C5 - 16 pupils and 12 teachers, total - 64 students and 48 teachersFrom host institutions:C1- 6 teachersC2 - C5 - total - 236 students and their parents, 24 teachersActivities:C1 - European Trends in Obesity and Sedentary Students Life (Nov. 2019, TR)C2 - Causes of obesity among students and consequences (March 2020, PT)C3 - Nutrition-how to have a balanced diet (Oct. 2020, RO)C4 - Sports and physical activities in small groups (March 2021, MK)C5 - Outdoor games and walking tours (June 2021, BG)Specific results:1.Initial study report and final research report2.Collections of materials produced after each LTTA - causes and effects of obesity, healthy eating habits, sports activities in various European countries, outdoor games3.Diaries for nutrition and exercises for students4.Guidelines for schools with a short list of all activities, which can be done by schools dealing with the same problems5.Guidelines for parents and students for a healthy diet and dynamic activities6. 4 reports on the results of each exchange and the impact on pupils7. 5 newspapers8. Impact study at the end of the project9. 2 DVDs - video lessons with outdoor sports activities, games in small groups, tourism10. Calendar for 2021ImpactThe impact of the project is to raise the awareness among pupils and parents in partner schools about healthy lifestyles and healthy eating. They will learn about the causes and effects of obesity. They will acquire skills to struggle with sedentary life and to use their free time for more physical outdoor activities. Students are expected to change their current unhealthy eating and driving habits. Students will become more motivated through direct participation in the exchange . They will improve their communication, interpersonal and language skills. We expect them to develop a greater sense of tolerance and mutual respect. The project will help to enrich the teaching methods and to improve the quality of health and physical education at schools. Participating teachers will be more motivated to develop personally. They will deal with the problem locally better. They are expected to develop professionally and be motivated for future participation in Erasmus +, through exchanges of good practice with their European partners.