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

"The main aim of the project, in which about 120 students between 12 and 16 and 60 teachers will have active roles and join the mobilities, is allowing students to become more active and inclusive citizens via challenges that will help them to deepen their knowledge of the historical and cultural background of their own cities and those of their partners and to investigate the problems all of these cities are currently facing and their possible consequences in the future. It has been fully recognized that cultural heritage plays a central role in our society, creating a feeling of togetherness within and across national borders and promoting mutual understanding and shared values. Through the planned activities they will also develop such skills as face-to-face communication, collaboration, working as a team, creativity which will be fundamental in their future working life.After a questionnaire to check what the students already know about their own cities and the big threat represented by the climate changes, we planned pre-, while- and post-mobility activities to make them know their cities better from a historical and cultural point of view, and have more accurate information about the causes and effects of climate changes on their daily life while strengthening their multilingual, digital, cultural awareness and expression, personal and social competences. Each mobility deals with different aspects: the cultural and natural heritage in the partners’ cities, the problems they face in terms of health, transportation, crime, education, the local ancient civilations and legends, the minorities living in the partners’ cities and their cultural identities (festivals, songs, folk dances), the enviromental problems and their cause and effects and so on. Before each mobility students will have online exams about the topic which will be repeated after mobility. They will prepare presentations or reports about the topic to share during mobilities. Furthermore they will make a search to find out the connections with their countries and the host city according to the topic. During the mobilities each student will be an active learner through different tasks (the host students will act as tour guides for the guest students, for example), will carry out various activities working as a team (interviewing people, visiting places and monuments, making presentations, discussing problems and solutions,…) and at the end they will create a final product like a video, a book on local legends, a documentary about people who are living cultural heritage in the partners’ cities. Our project will also be a chance for the involved teachers to update their professional skills thanks to workshops or seminars they will attend during each mobility, especially about eLearning.The local activities, which will be carried out under our eTwinning project named ""My city"", aim at making our students to know their cities better according to the following topics: city squares, poems on our cities, city symbols, endemic plants and animals in our cities, legends about our cities. Students working as a team (the groups will be created applying some criteria such as motivation, foreign language and technological skills, academic results, involvement in class and school life) will create some products (books, photo albums, a small garden and videos) using ICT tools, then collect and share them in the Twinspace of the eTwinning project which will be started as soon as this ERASMUS+ project will be granted. In order to evaluate the students' progress we planned pre and post-mobility exams and 3 checklists to follow the activities. Our main target people will be students and teachers at our schools who won't join the project mobilities, reached via competitions, project corners, videos, quiz shows, mini congress days. Students with social, economic or family problems will be given priority in being involved in the project activities. Younger students and the participating students’ brothers and sisters will join the project too through a creative activity. To reach more people who are interested in our topic we will also have a website and a youtube channel. Moreover, all the products will be shared on social media. All the partners will collaborate with local organizations (municipalities, universities and museums) to share the project and its results as much as possible. During all mobilities local municipalities and people in charge will be visited and the local press will be invited to all activities. Through our project students will learn more about their cities and their historical and cultural backgrounds, developing their language and ICT skills, increasing their self-esteem and creative vision so that they more likely will get a job in the future. While our schools will get a better collaboration and communication between teachers and students, a stronger sinergy with local authorities and a larger international collaboration."

"Our project ""Is geography destiny?"" during which at about 110 students between 14 and 18 years old from 6 partners will directly join activities and get a chance to develop their global competences consists of 5 mobilities and local activities that will take place through 24 months. And also, the first mobility will be devoted to discussing the details of According to the questionnaire we had at the beginning of the project, our students have some information about climate change, geographical conditions around them but they need to be guided. Besides, even though they have had some practice with technological tools such as 3D printer and Web 2.0 tools, they need more opportunities to develop their skills. Therefore we have decided to organize activities that will create opportunities to enrich their skills. We have separated the topics of our mobilities and local activities into two parts. During the activities planned for the first year, students will have local activities to find out how geography affects our lifestyle and they will join international mobilities to discuss geography's global effect. In one mobility we will learn about people who reached their goals despite the adversity and proved that geography is not destiny. This mobility will also be the place where we will discuss disasters such as floods and earthquakes caused by nature and how we can live with them. Our local activities and mobilities have been devoted to understanding how humans have destroyed the harmony between themselves and nature. During these local and international activities, our students will have challenges during which they will have to search, learn, compare and create as a team in local and international activities. This will allow them to prepare for the real business world that seeks people who have enough tolerance and respect to work with other people from different cultural and historical backgrounds.Also, we trust they will have positive developments in the skills of creativity, critical thinking, collaboration and communication through activities based on geography as the common tool among partners. We chose geography as it is a global topic that affects all human activities, enables students to understand global issues and learn other countries and their cultures. At the end of our project, we want to have students who have - a more developed feeling of respect towards people with different cultural and historical backgrounds, - learned geography and its effect on their culture and lifestyles- been aware of the importance of the term sustainability- had more accurate information about the causes and effects of climate change- developed their ICT and foreign language skills- learned how to prepare more academic and detailed reports.Our students' progress in these areas will be followed by various exams, questionnaires, checklists, surveys, and interviews. For our teachers, we want to create challenges and opportunities to develop their professional competencies, update their methods by learning new education systems, meeting and sharing ideas with teachers from different cultures and workshops on 21st-century teaching skills, Web 2.0 tools, Google apps, distance learning tools, and CLIL.The most important product of our project will be UTOPIA CITIES which will be designed according to the experiences and knowledge our students acquire in each mobility and local activity. Our students will be asked to rethink our habits of agriculture, trade, and transport and their effects on nature and then design these cities as the places where people can have that are more eco-friendly and sustainable. Apart from that, the geographical conditions of these cities will be designed by our students so they will be symbols of our efforts to create awareness about sustainability and the importance of geography for our lifestyles. With our project, our partner schools will get the opportunity to make- their geography lessons more popular- their students use digital tools more efficiently- their students apply their theoretical knowledge in real life- their schools create a more suitable learning environment- their teachers learn new methods and refresh their motivation- their schools develop local and international collaborations.As project partners who mostly have previous collaborations through Erasmus and other projects, we have planned different activities such as project day, debates, poster day, excursions, seminars, project corners, and bookmarks for significant days to reach students and teachers both at our schools and other local schools, as well as parents and the local community. Finally, the project website, Twinspace, calendar and mascot will also be tools to make our project known in local and international platforms."

"The project ""Encouraging critical thinking and active citizenship locally and globally"" is initiated by Narva Keeltelütseum (Estonia), Tarsus Borsa Istanbul Sehit Umut Sami Sensoy Anadolu Lisesi (Turkey), Klaipedos turizmo mokykla (Lithuania), Agrupamento de Escolas do Castêlo da Maia (Portugal) and Gimnazija Brezice (Slovenia).Critical thinking and active citizenship are the essential competences for young people if we want them to take care of our society in the future, be responsible adults and contribute to development, prosperity and peaceful cooperation of our countries. This topic of the project is especially important now - during the isolation period connected with COVID-19. The social networks are full of fake news, which create panics. At the same time our communities need responsible citizens who stay at home or do volunteering activities. Planning this strategic cooperation we have stated the following objectives:1. To exchange best practices in the field of developing students' critical thinking and active citizenship and to make a toolbox of possible methods and ways, so that other teachers and schools could use them with their students.2. To arrange 1 short-term staff training event for teachers in the beginning of the project (10 teachers altogether) in order to collect the toolbox, plan students' virtual cooperation in eTwinning, learn from each other and external experts.3. To organise 4 students' exchanges in the partner countries for developing their critical thinking and active citizenship globally (80 students in total). During four mobilities different methods and tools will be used. Evaluation after each exchange will help us improve every following programme and make it more effective.4. To improve school teachers' competences in international cooperation and allow our schools to develop as learning organisations (at least 20 teachers will be involved in the project activities).We have two groups of participants in the project:1. Teachers of participating schools. There will be always two teachers in international activities (they can change) and supportive teams locally, who are responsible for implementation of toolbox, testing the methods, dissemination on the local level. The teachers work on exchanging best practices, coordinating students' cooperation in eTwinning, and collecting a toolbox.2. Students of participating schools. Four students per country will take part in each exchange (different students each time). The age is 15-18 years old.We believe that after the project our participants will be more critical, open minded, tolerant and active, they will be able to make positive impact on the parents and peers and also on the society in general.We will use the project results for integrating the activities and tasks for development of students' critical thinking and active citizenship in the school daily routine. We would also like to continue cooperation with the project partners after the end on the project either in other strategic partnerships or in youth exchanges or in virtual cooperation in eTwinning.For implementation of the project results in the partner schools every partner has to organise a training for teachers from their schools and make toolbox available for every teacher. Participation in the international project will be useful for development of our activities, our publicity and finding new local and international partners and support for our further work. The results connected with development of key competences will influence the participants, but they will also have impact on the participating schools in the long-term: increased students' and teachers' competence in English; development of teachers' and students' key competences through international mobilities and local work outside the ordinary lessons routine (social competences, learning to learn, greater understanding and responsiveness to social, linguistic and cultural diversity); more competence in digital learning (we will strongly encourage teachers to make bigger part of the tasks in e-learning environment and use eTwinning opportunities); more positive attitude towards the European project and the EU values at the participating schools in general."

"<< Background >>Our project is called Global-Digital Literacy Opposing Big Errors, or GLOBE.This project can be regarded as the second step of an Erasmus project named ""the world is bigger than what you see on the screen"", WOBIGREEN, which was coordinated by Spanish partner. During this project, Spanish and Turkish schools worked together to make students develop a habit of taking a second look on an event or a news they come across on TV, internet or other communication tools. With the breakout of the Covid-19 pandemics, destructive and harmful effects of the disinformation have spread as fast the pandemic itself worldwide. So, we wanted to work on disinformation and make students and people be more aware of the possible dangers of the disinformation with different activities which will lead them to be more interrogative and have more developed critical thinking skills. And also, teachers and students have been forced to have online lessons due to the lockdowns in our different countries. They had many difficulties adapting themselves into this situation as most of them had never used before. Most important problem they have had is plannning an online lesson, creating interactive activities and following students' progress. And we believe that main source of this problem is the lack of digital competencies so as the project partners we have planned activities that will help teachers develop their digital skills.According to the European Comission, “Media literacy, our capacity to access, have a critical understanding of, and interact with the media has never been as important as in today's society. It enables citizens of all ages to navigate the modern news environment and take informed decisions.” We consider this as an extremely important issue for our students nowadays.The rise of disinformation and fake news in recent years, and particularly during the pandemic, has made us consider the need for greater media and digital literacy of our citizens, along with the European Commission’s policy. We pretend to create a toolkit and a manual for teachers for fact-checking resources, academic research and media literacy. Digital resilience helps individuals recognise and manage the risks they come across when they socialise, explore or work online.This is specially important when we are talking about teenagers who, due to their unique conditions, make themselves put in a high risk of being deceived, or even put in physical danger if they fall in the traps of dissinformation and fake news. Media literacy is achieved primarily through experience, rather than learning and it is fostered by opportunities to confide in trusted others and later reflect upon online challenges, that is why we want to create a set of tools and practical environments where students can learn to tell the difference between information and manipulation.Besides, Internet and the social media have become the main communication means for most of the citizens in developed countries, so the mastering of their language and know how to use them has become vital for getting around in the world, socialize or finding a job.We believe the schools must provide child protection strategies that recognise peer on peer abuse or concerns which can take place online, linked to and a part of other policies, such as safeguarding and child protection, learners’ behaviour (including anti-bullying), staff code of conduct. We want to make our students able to recognise ‘victim blaming’ language and recognise that children and teenagers are never responsible for the harm which they may experience, especially given the online context nature of social media technology.<< Objectives >>Our main aim is to create tools so that students can develop their media literacy, and so become critical thinking citizens able not to be deceived by dissinformation and fake news.Besides, our project will also takle:To support social inclusion: The social and financial disadvantaged students will be given priority to be chosen for the Project mobilities and activities.Supporting girls and gender equality: Although women account for more than half of the European population, only 1 in 6 ICT specialists in the EU is a woman so, girls should be given priority to be chosen for the activities, especially the ones on digital development.Develop teachers’s digital competency, distance learning skills, help schools develop digital solutions. Support digital transformation plans and digital pedagogy: We will organize face-to-face and online workshops on web 2.0 tools, virtual reality, augmented reality etc that will help teachers create their own lesson plans and materials and also develop their e-teaching skills. We will have seminars from expers of digital pedagogyWe will get benefit SELFIE (https://schools-go-digital.jrc.ec.europa.eu/about)We will work on creating opportunities for students to develop their digital skills and make them produce ICT materials rather than consume, so we will organize ICT workshops (lego V3, scratch, ardunio, ….) To support sustainability: we will have virtual mobility to share ideas, activities and good practices how to make our activities more sustainable.Supporting disadvantaged studentsFor our mobilities, we plan to use ""green"" transport as far as it is possible, that is why we have chosen the ""most central"" countries in the project map, so distancies will be lower.We will also work on deeveloping an awareness of green business skillsWe plan to develop high quality products (toolkit/manual/web) and intellectual outputsOur products will be reusable and sustainable.Thanks to the previous study and research for good practices, we will focus on more concrete needs and will use the most innnovative ideasVirtual collaboration is being vital and will be the base of our work, and we will have blended traniningWe plan to use euroean youth portal (https://europa.eu/youth/home_tr) and (https://europa.eu/youth/strategy_en)All the work has been planned after a detailed needs analysisWe will foster the use of digital tools of all students and teachers in our schools and we will ensure we make all project activities accessible and that all participants take part in intellectual outputs. Project results should be useable for all partners and communities.We will use https://www.oercommons.org/ in order to access free resources.We will have online and in-situ multiplier eventsEven though our teachers have to use some digital sources and technological tools in their lessons and especially online classes, they have difficulty choosing the best tool and deciding how to integrate these tools into their lessons. And also, they don’t have much capabilities to create their own materials. So the non-governmental organizations can support us with trainings and workshops on how to integrate online tools into their lessons, creating digital content for their own lessons and using digital tools to assess students’ performance, and following students’ progress.<< Implementation >>-first group of activities will be conducted under etwinning project, they aim to develop teachers and students’ digital capacity. These activities will spread through 2 years and we will have one or two activities, seminars, workshops to develop digital capacity. -production of product results: a toolkit for students to learn Media Literacy and learn how to fight against dissinformation and fake news at their schools, a manual for teachers in order to learn how to implement this toolkit, all of it in a Moodle platform embebed in a webpage with free acces for all the educational community.1)The topics we want to focus on;•awareness through hashtags; building a fact-check habit•rumour breakdown; tracking fake news; social media and perfectionism •social media and syndromes (for example duck syndrome, ugly duck syndrome)•activities to develop students and teachers' digital proficiency•activities on how to ask better questions•school’s digital development; simulation of online teaching:•innovative teaching practices; designing educational tools; e-learning.Spanish school will probably have a TV studio where to develop oratory skills, research, creation of contents and video edition.We will regard social media as a whole but we can work on its effect on different fields.And also, tv radio Graphic Design can be covered in the Topic of social media and job opportunitiesWe will ensure cooperation with other institutions (educational authorities who will provide support as hosts during mobilities, local universities that will help dissemination of toolkit/manual and website in their education schools)Our activities will also focus on an increased sense of initiative and entrepreneurship;• increased competence in foreign languages;• increased level of digital competence;• greater understanding and responsiveness to all kinds of diversity, e.g. social, ethnic, linguistic, gender and cultural diversity as well as diverse abilities;• improved levels of skills for employability and new business creation (including social entrepreneurship);• more active participation in society;• more positive attitude towards the European project and the EU values;• better understanding and recognition of skills and qualifications in Europe and beyond;• improved competences, linked to occupational profiles (teaching, training, youth work, sport coaching, etc.);• better understanding of practices, policies and systems in education, training, youth and sport acrosscountries;• better understanding of interconnections between formal, non-formal education, vocational training, other forms of learning and labour market respectively;• increased opportunities for professional development;• increased motivation and satisfaction in daily work;• increased practice of sport and physical activity.Addressing digital transformation through development of digital readiness, resilience and capacity: The project will support digital transformation plans of secondary, vocational education and training institutions. Priority will be given to increase the capacity and readiness of our schools to manage an effective shift towards digital education. The project will support the use of digital technologies in teaching-learning activities. This includes the development of digital pedagogy and expertise in the use of digital tools for teachers.<< Results >>Expected final products toolkit/manual and website."