"The project ""Cross-disciplinary activities for sustainable life"" unites five schools: Narva Kesklinna Gümnaasium (Estonia), Escola Secundária Dr. Joaquim Gomes Ferreira Alves, Valadares, Vila Nova de Gaia (Portugal), Pales pamatskola (Latvia), Panevezio Saltinio progimnazija (Lithuania) and Tarsus Borsa Istanbul Sehit Umut Sami Sensoy Anadolu Lisesi (Turkey). The main motivation for the project is connected with our wish to make the learning process in our schools more practical and close to real life. In international partnership we plan to collect and develop cross-disciplinary tasks for sustainable life which we will be able to use with our students for helping them see the application of their knowledge received at school and feel responsibility for the planet. At the moment the world is facing a very difficult time, which demonstrates us how connected we all are, how our steps influence other people and how careful and thoughtful we should be in order to be healthy and live in a healthy environment. The project objectives are:1. To make learning in our schools more exciting and practical with the help of cross-disciplinary activities for sustainable life: at least 16 new tasks will be worked out.2. To ensure that the tasks we have worked out suit students of different cultures and backgrounds: all the tasks will be tested by the partner schools in international teams.3. To reduce the risk of early school leaving and disadvantage by providing the students with competences they can use outside the school and become more successful and happy in life.4. To increase use of eTwinning opportunities by the partner schools for providing cross-disciplinary virtual activities to students during and after the present project.The final output is a toolbox of cross-disciplinary activities for sustainable life for the students in the age 12-15. The toolbox can be used by other teachers in the EU.Some examples that we are planning to develop: organisation of green workshops; making a project model ""Green town""; calculating the risks and making forecasts on the topic of the world pollution and ecological dangers; international camp ""ECO-design""; virtual museum exhibition ""Green world"", etc. In the project we plan to work locally and internationally.The international mobilities are divided into short-term joint staff training events (2 during the project) and exchanges of groups of students (3 during the project).The project participants are:1. Teams of teachers: they will collect, develop and test cross-disciplinary activities for sustainable life with the students. Each school has selected their project teams at the stage of the project preparation.2. Students of each partner school. There will be four students involved in each mobility and virtual work in eTwinning. The age of students is 12 - 15. There will be different students in each mobility, so that the project can provide international learning experience to more students.Narva Kesklinna Gümnaasium is the project coordinator. Latvian school is responsible for coordination of eTwinning activities, Lithuanian - for monitoring and evaluation of the project activities and results, Turkish - for dissemination of the project activities and results, Portuguese - for sustainability of the project results. Estonian and Portuguese partner schools worked together in the previous Erasmus+ strategic partnership project ""Challenging conflicts at school"". The partners from Turkey were involved because one of their coordinators has long term experience cooperation with Narva school and the new school would like to join the partnership. Latvian and Lithuanian schools were found via partner search in eTwinning. All of the partners started their communication on the present project in 2018 preparing the project application for the last year. Since the project didn't get support, during this year we worked on its improvement and stayed in touch.We expect this project to have a deep impact on the participating schools: the teachers will receive cross-disciplinary activities for sustainable life to use with their students in the age of 12-15. It will make make learning in our schools more exciting and practical; the school teams (teachers and students) will improve their international cooperation competences; the schools will develop as organisations, implementing new ideas and partners' best practices. They will receive experience and be able to work with intercultural groups of students. The students will be more motivated and we will reduce the risk of early school leaving and disadvantage by providing the students with competences they can use outside the school and become more successful and happy in life; the synergy created in the project will make all the participating schools stronger offering diverse expertise (all the project partners have their specific competences); the planned activities are directly connected with curricula of participating schools."

"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."

"Our cultural and historical roots are in the history of Europe itself, but taking into account the fact that the differences stem from the relation of each individual to the heritage and history of his people. This is important because it gives a solid basis of ideas and values to a group of people. Moreover, it can mean that people recognise their need to preserve the past and pass it on to future generations. Official statistics also suggest that the preservation of heritage is vital: more than eight in ten European citizens think cultural heritage is important to them personally, agrees that Europe's cultural heritage and related activities create jobs in the EU.The project opens the way to rediscovering and returning to the origins of cultural values that form an integrative system of elements based on emotions that interact in a common European space. The project revolves around the idea that history and cultural heritage are the basis of the way of life reflected in literature, art, beliefs, mythology, stories, crafts, traditions, history, food. The project co-opts young people in the knowledge, the interpretation of the heritage history moderated by specialists, which will be a powerful trigger of the debates, of the reflections, thus limiting the vulnerability to populism and religious fundamentalism. Students acquire intellectual knowledge and skills and a wide range of skills that lead to increasing the ability to maintain and improve the way of life and society. They will acquire a series of skills specific to active and responsible citizenship. The project invites students to build a bridge between the past, present and future by participating directly and experiencing knowledge experiences other than the usual ones, common during the classical and unattractive lessons. The teachers will visibly change the way they use and approach the cultural heritage in the learning activities and will go from classical to modern. They will be innovative and creative in lessons and have the skills to use the best teaching strategies for achieving the learning performance of students. Our schools will be developing the capacity for international cooperation and our communities will be more open to cultural diversity.The project has 5 partners from Italy (coordinator), Turkey, Greece, Poland and Romania. The team is heterogeneous because it has partnered with extensive experience in Erasmus projects (Turkey, Greece, Italy, Poland) also includes one new entry school (Romania). About 180 students will have an active role and will benefit from unique learning experiences and share it with colleagues from other European countries.The project methodology is built on seven steps:1 question: how we can use the cultural heritage in learning and how much we know about it2 search: we will make a research about the origins and meanings of our traditions, languages, mythology, art, crafts always focusing on the link with modern technologies3 think: we will interpret and understand cultural elements and how we can preserve the value4 go and see: we will learn by direct contact with history and cultural customs5 find out: we will find out why our cultures are different but related too6 get connection: we will find the best way to connect learning with reality and connect them to our needs also thanks to the knowledge and use of technological and digital tools7 share: we are going to share our experience and acquired knowledge with partners and communitiesWe will organise various activities: workshops to study web2.0 tools (learning apps, wordwall, thinglink, kahoot, AR and VR technology, robotics, 3D pen and printers, interactive graphics tablets) and to teach history and robotics (Lego Mindstorms EV3) at the same time, nonformal activities about arts and traditional crafts, ancient day life, mythology, literature and language, old agriculture, great mistakes from our common history, important personalities from our cultures. We will have also fun activities to learn history in a pleasant way (shadow play with puppets, ancient games, play cards with mythology heroes, LegoWedo, 3D models of mythological characters made by students with 3d printers).The project final common products will be the ""Deep European CulTour"" promotional video spot and the digital advertising poster created by all partners working in collaboration using online education tools.We will have schools with a strengthened European dimension, better educational level and motivated students, modern teaching methods used by teachers. Our communities will be more active, open and involved. The long-term development of the schools involved will be achieved by applying a strategy of sustainability of the project based on the continuation of the project through its implementation in the school curriculum."

"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."

"<< 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."