<< Objectives >>Objectives:-to help participants create and maintain a sustainable environment through education.-improve teachers/pupils’ skills and competences in environmental education and sustainability of schools,-identify, develop and test 3R best practices with teachers of pupils aged 10-13years-raise professional skills and competences of the teachers to improve education quality level-engage school's staff, pupils and families in opportunities to learn about environment, waste and sustainability<< Implementation >>1. Preparation activities.Erasmus teams-Eco committies2. Online kick off meeting3.Presenting the project to the school community 4.Pre/ Post surveys5. Physical and Virtual staff trainings6. eTwinning project7. Project blog page8.Dissemination events9. Data collecting tools10.Green house- Bee garden- School compost stationECO-SCHOOL certification will spread the results to the whole school and wider community, and thanks to the FEE it will get international.<< Results >>The results:a) Ecological literacy e-book by all partnersb)3Rs Digital Activity Pack c)My Eco Friendly School blogpage d) A Year-Round Calendar to celebrate eco days e) Parents' ecological awareness guide(digital)f)minumum %60 of partner schools' teachers trained through coursesg)Improving the means to take the class into environment by eco friendly activities on a daily basish)Enhancing awareness of the benefits of eco friendly programs in child education i)l)Eco school certification

"The main goal of our project partner schools for pre-school education is to provide sound education foundations for our 4-6-year-old children. In all partner schools;-By using concrete educational materials, the educational environment has been created for children to learn by living and doing.-Montessori education units consisting of daily life, sensory, mathematics, language, and cosmic education tools have been created to develop the basic skills of our children in creativity, language, self-care, mathematics, and science. In Asım Kocabıyık Kindergarten, as Montessori materials are not designed according to children's interests and needs and educational activities that encourage children to use Montessori materials, the children participating in Montessori education, such as language, self-care, independence, taking part in the group, interest in mathematics and science skills were not developed and Montessori training activities were terminated.In order to apply Montessori methods, techniques, which are used as a common method in European countries in developing basic skills of preschool children in creativity, language, self-care, mathematics and science in the classrooms; cooperation with 4 preschool education institutions from 4 European countries based in Turkey, Italy, Slovenia and Macedonia that are possessed of Montessori materials, that have different experiences about the problems and solutions in the application of Montessori education method will be made.Within the scope of cooperation between 4 preschool education institutions;-Montessori materials will be designed in line with children's interests and needs and the classroom environment will be updated.-The work that appeals to children will be selected and materials will be added to and removed from the classroom to facilitate their independence.- Individual development of children will be evaluated.-The method of intervention to the use of materials will be taught- Children's interests will be directed to Montessori activities in the classroom.-We will share experience in preparing Montessori activities where daily life, sensory, mathematics, language, and science education materials will be used.As a result of the cooperation with experienced institutions in applying Montessori teaching methods, our goals are as follows:-Using the Montessori units, we established in our classes in an efficient way.-To give our teachers the ability to prepare and apply Montessori training activities.-To provide our children with basic skills in the fields of language, daily life, self-care, mathematics, and science by including our children in a training process using Montessori materials.-A booklet of Montessori class design examples is to ensure that at least 120 Montessori activities and a ""Preschool Montessori education plan"" are prepared, which include the use of daily life, sensory, mathematics, language, science materials.Project activities will last 24 months. 4 transnational staff training activities will be organized to prepare Montessori class material, daily life, sensory, mathematics, language, and science education departments and Montessori training plan. 4 pre-school teachers and 1 English teacher from each country will participate in all transnational educational activities.C1- A booklet included Montessori class design. 20 Montessori activities in the 1st and 2nd months of the academic year will be prepared.C2- Daily life, 40 Montessori activities to be implemented in the Sensory unit will be prepared.C3- 60 Montessori activities to be applied in Mathematics, Language and the cosmic education department will be prepared.In C4, a ""Preschool Montessori education plan"" will be prepared, which includes at least 180 teaching hours to be implemented during one academic year in partner schools. Activities prepared within the scope of the project will be implemented by giving education to students in all schools. The implementation of the activities in partner schools:- An educational environment will be created in all of our schools where children will learn by doing, living, trying.-The use of concrete and realistic teaching materials in group games will improve our children's creativity and social skills.-Language-developing activities will prepare our children for reading and writing- Mathematical activities will support the recognition of numbers, counting, matching, and skills of four operations-Cosmic educational activities will increase children's interest in science-With sense education, children will actively use their five senses-Daily life activities will improve children's self-care skills.Improving the basic skills of children will contribute to the achievement of the common goal of the partner schools in “To provide our children with strong educational foundations in the preschool period”."

"Acknowledging that children's social and emotional well - being, which can be defined as the presence of a culture, ethos, and environment that promotes dynamic, optimal development and flourishing for all in the school community, does not only affect the health of the children of the E.U, but it is also a decisive factor of their academic success, the schools of the partnership decided to take action under the favorable framework of the ERASMUS+ E.U. Program. A review of the educational policies of the member states indicated that, although in all EU educational systems references related to pupils’ well-being are recorded, in practice, they seem to focus more on the academic achievements and disregard the aspect of well being, despite the scientific developments in pedagogy and positive psychology. Therefore, a clear need for action has arisen and set the main goal of the project – the promotion of pupils' well being, by assisting them to develop ""Life Skills"", and resilience competencies (basic qualities that enable a person to effectively manage the challenges of daily life, such as critical thinking, problem-solving, decision-making, the ability to communicate and collaborate, along with personal and social responsibility and empathy) with a parallel highlighting of the underlying European values that consist the strong foundations of our common European Identity. The schools of the partnership, responding to the above mentioned need, cooperatively elaborated an intervention that focused to “School as a whole” and the main objective of which was to design, develop, apply, test and promote methods, processes and educational tools that can assist EU pupils to develop life skills in a framework that aligns with the main European Values, for their social and emotional well being and resilience. The partnership, which consisted of schools from Greece, Italy, Poland, Slovenia and Spain, countries with differentiated cultural, economic and educational backgrounds, cooperatively implemented a set of interrelated activities that led to significant outcomes in order to achieve the above-mentioned objective: i). A Common intra-school mapping study for the assessment of the status of pupils’ well-being and the identification of the main risk factors that negatively affect it. The activity revealed that pupils mainly construct their perception of their well-being in the social domain, overlooking aspects such as self-efficacy, academic improvement, and participation in school life. The key risk factors that have been identified are bullying, school stress, absenteeism, and social isolation.ii) Development of educational content with its relevant learning materials and teaching tools in many forms, from board games and puppetry scenario for the development of critical thinking and ethical decision making, anger management, emotional awareness to structured teaching packs for values teaching, like tolerance and respect, and from educational drama for the promotion of empathy and coping skills and resilience to cooperative games by the exploitation of arts for the improvement of social dynamics and school climate.iii) Supportive instruments, such as “Bullying Mediators” and “Risk Factors Observatory”, for conflict resolution and monitoring of the well-being in the schools.iv) Transnational learning activities, in the form of five (5) Short-Term Joint Staff Training Events provided unique opportunities for the staff of the schools to meet, obtain scientifically validated information, exchange opinions and experiences, participate in cooperative activities and develop knowledge and skills.v) Transnational Meetings that were organized in parallel with the Short-Term Joint Staff Training Events brought together school heads who met with different organizational models of schools, different school cultures, interacted in a multicultural environment and, in cooperation with the coordinators, monitored, evaluated and validated its processes, outcomes and results, widened their schools’ organizational networks and enriched their personal ones. The project and its outcomes were promoted to different target audiences during 6 dissemination events, that were organized during the period of the transnational activities. Those target groups consisted of parents and caregivers, educators and educational councilors, of educational administration structures at the local and regional levels. The project was also promoted in social media and by its WEB presence. The project reached more than 1200 pupils, 400 families, 200 teachers, and 5 local communities and delivered its key message: the recognition of well-being as a priority in European schools, by the development and support of programs for the development of life skills and resilience, brings multifaceted results psychological, emotional and social, to the pupils as individuals, their families, their communities and contribute equally to their prosperity."

The COVID-19 pandemic and its disproportionate impact on learners with disabilities raised the urgent need for adaption of individualized learning plans, methods and tools. New ICTs potential for customisation of the teaching and learning materials and tools to the individual needs of the SEN students is not fully recognised and adapted. Project ARphymedes Plus is an extension of the ongoing project ARphymedes, which focuses on developing an education tool kit for physics education enhanced with augmented reality (AR). The aim of the ARphymedes Plus project is to make available the full potential of the ARphymedes project intellectual results to the SEN students. The ARphymedes Plus project will integrate new technologies as AR, computer games, text to speech, user environment adjustment, machine learning and others, to the education toolkits for the physics education of SEN students at the secondary school. The ARphymedes Plus project is not only about the application of ICTs, but also on the attractiveness of the content, based on a multimodal approach in education using Science, Technology and History as access points for guiding student inquiry, dialogue, and critical thinking applied in the ARphymedes project. It incorporates technology and cross-sectional knowledge to foster the creativity, imagination and interest in physics and STEM, by removing environmental and individual barriers leading to the social exclusion. Expected project results are:1. A student book –for SEN students to take part and learn in relation to the lessons/topics, including full ICT support for accessibility features, implementing multi-sensory approaches enabling visual, tactile and auditory support of the presented content.2. Teachers’ and parents book – to support teachers and families in using the educational tool. It will encourage and propose strategies to the teachers to respond to children’s special needs in an inclusive environment. 3. Application with AR modules – to create an immersive and engaging eLearning experience in real time. Based on analysis of personalisation needs of SEN students we will adjust the developed exercises and models to meet the needs of the individual. 4. Teachers training programme – to encourage the teachers to use the educational tool kit, to review organisation of classes and practice and to plan developments.The responsibility for project results is based on the project partners expertise:1. The University of Ss. Cyril and Methodius (UCM) in Trnava, Slovak Republic is a young and dynamic university, that has been continuously expanding international contacts with major international and European institutions. UCM will manage the consortium and will be responsible for the project internal evaluation of the quality of the project activities and outputs. It will be the leader in providing the general framework, unifying the inputs from all participating partners and supervising all internal quality checks. UCM will contribute to the Intellectual Outputs by ensuring the linguistic quality of the prepared texts.2. The University of Ljubljana (ULI) has a rich tradition in various fields and is a very large university with more than 63,000 graduate and postgraduate students. The Faculty of Education educates and trains teachers and other professional workers in pre-school, kindergarten, primary, compulsory secondary and upper secondary schools. The ULI will be the project methodological coordinator, steering the consortium in regard to the requirements of special pedagogy and didactics. 3. Viteco is an Italian SME with engineering and business administration backgrounds. It’s a software and e-learning provider with experience in EU projects. It has its own e-learning platform and a solid expertise on open source platforms. Viteco will be responsible for the development of the technical solutions connected to the multimedia content of the educational tool kit aside AR.4. Diadrasis IKE (PC) is a private Greece IT company, developing web, mobile and multimedia applications and content focusing on cultural management and education. The expertise includes the development of mixed reality mobile guides, 3d historical reconstructions and interactive educational games. Diadris will be responsible to develop and adjust all the necessary technical solutions connected to the augmented reality modules.5. ZŠ Postupimská 37 is a primary school in Slovak Republic with 10 % SEN students. The school will define their specific needs for the adjustment of the educational tool, test the educational tool and advice in further development. They are a key partner for the success and implementation of the tool.6. Osnovna šola Orehek Kranj - OŠ Orehek (SI) is a primary school with 15 % SEN students. The school will define their specific needs for the adjustment of the educational tool, test the educational tool and advice in further development. They are a key partner for the success and implementation.