There are 5 schools in the project – The PL, IT, RO, GR and TR.The main project target group is made up of 15-18 year old students as well as teachers of English, ICT and social sciences.The project focuses on three essential aspects: cultural, educational and professional.AIM: Enhancing digital skills and language competences through movie-making, while tackling social problems, highlighting both differences and similarities, with an emphasis on fundamental values.OBJECTIVESThe aim of the project is to enable students to:- improve practical skills connected to film-making- develop creativity and critical thinking skills- improve communication and interpersonal skills- promote active approaches to social issues among students- acknowledge varied cultural marks and to analyse the similarities and differences- enhance ICT competence and digital skills- enhance the level of English and to acquire basic vocabulary in other foreign languages- promote interdisciplinary thinking by connecting various subjects.ACTIVITIESThe main topic is further divided into 5 sub-topics which are distributed among the five partner countries.There will be 5 LTTAs:C1- TEACHER TRAINING COURSE : Digital Tools in Education workshopC2 - SHORT FILMS WITH AN IMPACT: The learners will discuss the films’ contents as well as their messages.They will participate in a workshop on the film-making stages and will write storylinesC3 - SHOOTING SHORT FILMS: The learners will collaborate in multicultural teams on set topics, writing storylines and creating a short filmC4 - EDITING SHORT FILMS: The students will learn how to use film editing applications, will create and will edit new films in groupsC5 - EUROPE UNITES US: The learners will create films focusing on each country’s European characteristics and will put them together in a film entitled “Europe Unites Us”NUMBER AND PROFILE OF PARTICIPANTS- Direct participants: 120 students (15-18 year olds, from lower secondary and general secondary education), some from underprivileged social and economic backgrounds and 40 teachers (English, ICT, Social Sciences/Humanities) attend the LTTAs- Indirect participants: 1400 students and 280 teachers from all partner institutions.METHODOLOGYThe project is created to cover five main areas:A1. Project management – includes monitoring and evaluation activities, risk and financial management, cooperation and communication strategyA2. Implementation of activitiesPrior to every LTTA, students will work in teams on the topic to be covered in the exchange, under the direct supervision and coordination of teachers who are members of the implementation team. 6 of these students will be selected to take part in the exchange.Post - LTTAs, the participants will organise workshops in their own schools, with the aim of sharing with their peers the knowledge they have acquired and the skills they have developed throughout the meeting in the area of filmmaking.A3. Elaboration of a collection of materials connected to film-making applications- „Tips for making the most of film-making”.The elaboration process starts in the second project year. Every country will contribute the materials presented throughout the LTTA they have hosted.The final output will consist in a methodology for film club running.A4. DisseminationDissemination is a continuous process, starting in September 2019 and finishing after the project is completed.The project website and the e-twinning space will be created at the start of the project and will be updated monthly or at least after any major project event.A5. Follow-up and sustainabilityEvery school will set up a film club in the post-project year. They will cooperate and will organise online actions and will attract other local schools.RESULTS AND IMPACTStudents will enhance their critical and analytical thinking skills, improve their English level, their ICT and film-making skills, gain new awareness of social issues and of the similarities and differences among countries, improve their interpersonal and communication skills, their team work, negotiation and organisational skills, share values like tolerance, respect and acceptance of others. Teachers will have the opportunity to exchange best practices, share teaching methods and opinions and will enhance their English and digital skills, their organisational skills, acquire new teaching methods and tools.The participating institutions will strengthen their cooperation with various European schools and will gain experience managing Erasmus+ projects, will benefit from improved teaching staff cohesion and better relationships between teachers and students.

"“Literature - a Framework for Social and Emotional Learning” is an Erasmus+ strategic partnership, exchange of good practices between schools from Greece, Italy, Portugal, Spain and coordinated by a Romanian school.Each year, the partner schools realize different analyses about the school progress of the pupils, their state of well-being and academic results, about their problems of integration in the school environment due to the socio-economic problems, family problems or of other types of problems.All the partner schools from Greece, Italy, Portugal, Spain and Romania identified similar problems among their pupils in the last two years:- insufficient school programmes dealing with the acquisition of the 21st century skills;- lack of new motivating teaching-learning strategies and methods centred on pupils’ needs;- too much theory provided, not skills or practice.- pupils’ social, civic and intercultural skills, the well-being, are at a low level. 30% of the pupils (the target group) in all partner schools come to high school from different social backgrounds: rural areas, different economically disadvantaged areas, single parent families, immigrants, different ethnic groups. They do not know how to react in the new educational environment and they do not feel integrated, they become bored, hot-tempered stubborn, even aggressive, low emotional well-being. Some of them present symptoms of stress or isolation. All these lead to poor academic results and early leaving school.Being a European issue, a European approach is needed, so we chose to develop an Erasmus+ project on this issue.The general objective of the project is to create a preventive intervention strategy based on the acquisition of the 21st-century skills through literature in a non-formal, interdisciplinary and European context.Specific objectives:O1. The creation of a preventive strategy based on social and emotional learning with impact on the social, civic, intercultural, the soft skills of the pupils from the 5 partner schools by the end of August 2020, and its implementation during the project and in the 3-year sustainability period.O2. The improvement of pupils’ well-being, social and emotional, civic and intercultural skills, motivation and active participation, for at least 40% of 810 pupils (the target group) in the partner schools by the end of 2020.O3. Teacher training in social, civic and emotional learning for 8 teachers from the 5 partner schools in 5 short-term joint staff training events by the end of the project.The pupils involved in the project count 810. That is 30% from the total number of pupils from the partner schools, aged 12-18.They are from heterogeneous groups, learning in schools with different profiles and specializations: theoretical high school specializations and profiles, VET specialization and profiles. This situation gives us the opportunity to combine different expertise of teachers from different domains and specializations.This project proposes to be:1. active-participative. It will provide needs-based interactive forms of learning to help our pupils acquire new skills;2. focused on personal development for teachers and pupils (self-awareness) and social, civic and intercultural skills and competences, social awareness;3. explicit. The target is represented by specific social-emotional skills.The prevention strategy is correlated with the planned activities of the project which address to universal interventions and selective interventions, subgroups with risk factors, poor academic achievement etc.The dissemination of the strategy of prevention and acquisition of social and emotional skills in the partner schools and communities will have as a result a targeted example of good practice at the European level with positive effects on pupils’ well-beingThe use of literature as an instrument provides pupils with insights into their own life situations; the literary texts will initiate and stimulate debates and conflict resolutions; they will reduce anxiety and risky behaviours.Concrete results and final products of the project: “The Living Story of Cultural Identity”. Each partner country writes a chapter of the book, “Bibliotherapy. Didactic Resources for Mind and Soul”, a collection of texts from the literature of the partner countries with lesson plans, videos, non-formal methods and examples of good practice for the acquisition of social, civic, intercultural and emotional skills and competences through literature and as a prevention strategy for risky behaviours, inadaptability and social exclusion, “e-Dictionary of Positive Language"". The short-term joint staff training events and the teachers collaboration contribute to the creation of strategy of prevention and acquisition of new social, civic and intercultural skills and competences, its application in the projects partner schools and its sustainability on long term through activities and Erasmus+ projects."

"Being aware of the risks of internet addiction and that this problem cannot be solved by limitation and/or censorship, partners from Greece, Italy, Turkey, Bulgaria, Romania and Portugal came together, created and implemented the project '' YOUNG MEDIA LITERATES OF EUROPE'' with a joint aim: 1- to find measures in fighting against media addiction and 2 - attracting the pupils interest in media literacy. During the project lifecycle, we had 3 TPMs in Portugal , Greece and Bulgaria and 3 LTTs in Turkey , Romania and Italy. Schools created Media Labs at their schools for the implementation of the project. Some activities that were implemented to reach success were as follows: firstly ,students created logos for the project.They made interviews with journalists and visited local media organizations to understand media production better and learn more about media usage, wrote articles, created school newspapers and prepared radio programmes at their schools. They did researches about the history of media in their countries and shared with their peers in other countries. Brochures about National Strategies against media addicition - Media Education in Europe were created after making deep searches about the topics .Students prepared a media dictionary in 6 languages and English of the most common words related to the topic .A workshop with primary students was organized where all partners' students took active roles working with little kids about how to create an advertisement. Debates happened in all schools about ''Internet is a foe or a friend ? Students also prepared some sketches about social media addiction and performed their peers during a LTT. Shortly , students became journalists, writers, seachers, debaters, photographers, videomakers. Some outputs are: the project website, brochures (""National strategies of partner countries against media addiction"" - ""Media education in Europe""), a photo collage of the project meetings, a social media page, an etwinning page, videos, school newspapers, a portfolio of lesson plans on media literacy education .With the project ''YOUNG MEDIA LITERATES OF EUROPE '' students aged 13-17 ,(most of which had educational, social and economic obstacles) developed skills such as responsibility, communication, problem solving, initiative, creativity, planning, team work, flexibility, tolerance and acceptance towards different cultures. They are now more open and interested in other peoples' culture, accepting the differences as value and not as an obstacle to a united Europe.They developed their own identities in the context consciousness local, national, European, Europeans manifesting in infancy. During the 2 years , they created brochures, e-magazines, e-newsletters and even radio programmes, which improved their ICT skills. Working at international environments and also using English while creations these materials have improved their language skills as well. They are now aware of the risks of media addiction and now they use their performance in a more useful way. They improved interest in media literacy activities help them achieve more success at school.interaction generated by the educational materials and innovative teaching, pupils experienced different learning situations. They are able to work in a non-competitive environment based on the student specific need-learning by doing. Students with disadvantaged backgrounds gained self-confidence with project activities and they find the school environment attractive. The teachers involved in the exchanges with other teachers from other countries had their methods enriched and their horizons broadened. They increased their professional skills and had the opportunity to share experiences and ideas with colleagues from other European countries; got familiar with education systems, programs and practices in partner. started to reflect on new insights and to integrate them into lessons across the curriculum in agreement with their partner schools e.g. languages, history, geography, religious education, physical education, science, drama, information technology and music. Teachers improved their language and digital skills. Learning about other cultures and lifestyles of collegues in Europe, and they experienced real interculturalism; working with other teachers in Europe, which led to the development of intercultural skills and the ability to overcome certain stereotypes and prejudices. They also developed self-esteem and are more motivated to continue to work to promote the prestige of their institution. All the projects outputs are shared on Erasmus+ Results platform, our website and etwinning as well."

"Many studies indicate that, in general, people find animals more interesting than plants. Features of ‘plant-blindness’ included; the inability to see or notice the plants in one’s own environment,the inability to recognise the importance of plants in the environment and human affairs, the inability to appreciate the aesthetic and unique biological features of plants,the tendency to rank plants as inferior to animals.The main goals of our project are;become acquainted with the partner countries and open ourselves to cultures in other countries. Providing students education exercises to increase awareness and appreciation of plants,To heighten awareness of plant blindness and promote educational materials that overcome the conceptual filter that disregards plant life,Propose contextualized tasks on plant blindness issue to enable students and teachers to learn how to deal with them.,Share knowledge and experience in the international context and learn from each other.Turkey decided together to widen their “European opening-up” towards North,South and East of Europe,relying on the organisation and their skills.In 2018-19 thanks to social media a lot of regular contacts have put all the partners in contact.These schools represent 5 countries and also European diversity.There will be 4 project management meetings which will be combined into the 4 L/T/T activities contains workshops related to the project's idea.These management meetings will allow adjusting the project organisation, considering the complexity linked to the number of countries, evaluation of the first year of the project about what has been developed so far,the fulfilment of the objectives,to plan activities and products that will be developed until the end of the project, final evaluation of the project,giving feedback about the project, Collecting datas, outcomes, results, presentations from partner schools/organisations for the final report.On the other hand 1st L/T/T::PLANT CUISINE-Presenting the works about the local famous meals and their cooking process by recording videos,taking photos etc.. This activity directly serve the aim of eco-tourism-Organising workshop for cooking plants. The activity will serve to contribute to the purpose of supporting eco-tourism again and getting awareness about the plant's importance.2nd L/T/T:KNOW MY OWN CURE-Presenting the learning process of plant cures by presentations (videos, photos,information packs..)- Organising visits to the national parks,etnobotanic museums and botanic gardens with the guide of teachers.This activities provide our students to become acquainted with the partner countries and open ourselves to cultures in other countries and also provide students education exercises to increase awareness and appreciation of plants.3rd L/T/T:FEEL THE RHYTHM -Presenting the learning process of creating objects plants origin by presentations(videos,photos,information packs..) Through this activity we aim to make a powerful awareness and understanding of students about plant blindness. -Organising workshop for making objects. they will benefit from the implementation of new strategies and methodological techniques.4th L/T/T:A TRIP TO ETNOBOTANIC-Presenting the Etnobotanic Project Contest products(videos,presentations,photos and real plants.By this activities we aim to show and focus the process of searching about the plants.Thanks to learning by doing methodology the students will learn what is the deepest points of the researches. By this way they will have a chance to discover the plants individuallyDuring all Project activities there will be used some methodologies according to the requirements of the related activity.In all methodologies used will be implemented on the purpose of getting the most effective results and raising the objectives.Expected results*Knowledge of new methodologies and educational resources for teachers.*The idea of the project is not only teaching students something new but also letting them try out new things. It is a priceless opportunity for teachers of different profile and profession to learn something from colleagues from other European countries.*Strengthening the open conversation on educational development and pedagogical.*Opening the minds of pupils and teachers and allowing them a better understanding of one another through their participation in activities.Expected impact;*Learning importance and function of eco-tourism and how to contribute it through supportive activities* Learning how to support the idea of ""fair trade"" and teach them to the students* Launching cooperation with local and other institutions even for future projects.The continuum of the project impacts, results, products and outcomes is enabled by ensuring the exploitation of the project results by involving stakeholders, interest groups and potential partners to the project activities and networks."

"School-based Ecology and Endagered plants Discoveries (SEEDS) is collaborative project among 5 partner schools from Turkey, Romania, Finland, Portugal and Italy. ""SEEDS"" undertakes a key role of taking attention to nature consciousness and endangered plants under the risk of extinction. Clearly, the wellbeing of youth and wellbeing of our planet are intrinsically connected. They will have the chance to live, if they gain awareness about the necessity of protecting their own environment. Unless we take precautions to protect and preserve endangered plants, they will disappear forever. Without them, the earth’s ecosystem may very well crumble. When we endanger wildlife, we are also endangering ourselves. During the period of this school partnership projects, participants will understand exactly what endangered plant species exist in each partner country, they will investigate the causes of endangerment and efforts being taken to conserve plants. Then, they will produce awareness raising materials including; a list of endangered plants in Europe (17000 Endangered plant species), a catalogue that shows endangered plants of each country(39 Endangered plant species), manual, eco blog/ website, eco-report, posters and presentations. Actually, the challenge of endangered plants research entails not only the gathering information but also its management, performing and communication. With this perspective, we ensure our students to take part in useful activities in different environs and with diffent students from other countries. Our students and parents will be aware of the problems in our environment, differences of plants, importance of global warming, and cultures. Students will make biological contributions to the environment. Participants all will be experienced in taking responsibility for their own environmental problems which will contribute to their ability to learn and self-develop scientific studies. And by this way, we will have known of over 100 plants and we will disseminate information about the taxonomy, biology, ecology, and status of endangered plant species in Europe and we will promote activities to protect them throughout their natural range. Thus, within the first year, schools will compare each other's country in geographical and ecological problems by using project-based methods of scientific studies such as making analysis, commenting on en event, finding problems etc. Then, in the second year, partners will define and try to find likely solutions to the extinction of plants Moreover, SEEDS involves collaborations among physicts, biologists, geologists and ecologists among five countires. Biodiversity loss is our loss, and we consider that this collaboration at international level will be an effective way to help stop its loss. Last but not least, the seeds we saw to thoughts of our students today will grow, and will be harvested in the future as becoming environmental adults."