"This project was established with school partnerships ofTurkey, Italy, Lithuania, Poland, Macedoniaand Greece. According to the report on exposure to bulimia prepared by the World HealthOrganization, these countries are at the top of their list. First Ranked is Lithuania and third is Turkey.Other countries also appear to be at the top of the bully in various age groups (Currie et al., 2008,WHO). The most obvious causes of peer violence and violence are school problems and failures,absenteeism and school leaving, escape from home or school, witnessing violence at home, violenceat home, fragmented families, low socioeconomic status of parents, parental indifference, low selfesteemand insecurity . In addition, it has been proven by studies that lead to the traditional bully inthe Siber bullying (Erdur-Barker-Kavşut 2007; Li).Schools with common problems have established partnerships to solve problems related to violence,to share effective practices with others on the spot, and to solve the problem of violence together.The fact that the staff at the partner schools were not sufficient and effective in solving this problemwas effective in the preparation of this project. The inability of the staff to efficiently implementstrategies to cope with the problems is also the reason for the preparation of the project. In addition,the staff has given life to the project with the willingness and willingness to increase the knowledgeand experience to solve this problem. With this project, the professional qualities of the teachers inthese schools will be increased, the problem of peer bullying and violence will be solved and theproblem of early schooling will be removed. The goal of eliminating early school dropouts is to serveboth the purpose of the Erasmus + program and to prioritize the EU 2020 strategy.The main objectives and concrete results of the project are as follows:Developng peer bullying and violence prevention methods in Europe and Turkey.Teachers can easily find the most appropriate ways to communicate both victims and bully students,Increasing the number of effective teachers in the solution field by transferring our experiences withour partners,To learn the solutions applied in different countries and to discover the skills and key skills of ourpartners who are experiencing the same problem,To strengthen the teaching skills of school administrators and teachers to prevent violence,To ensure that the students who have suffered the violence are recruited to adopt common values,To ensure gender inequalities and disadvantaged groups end up with their problems byimplementing integrated approachesTo ensure be to reach to schoolls who are in need of our ""Happy School"" practice, which includesboth course content and school physical arrangements,Having an idea about the ""Read More"" practice that our Italian partner uses in tackling Peer violenceand violence,To monitor the ""olweus"" system that our Lithuanian partners have received from Norway, and stillimplementing.Our partner, who is specialized in CyberBullying, one of the biggest problems of our age, is to benefitfrom the practices of Poland, Through the ""Lifelong Learning"" project, it is aimed to monitor the practices of Greece, which findssolution by directing the students who are suffering peer bullying and violence to social and sportsactivities,Being able to avoid the handicaps that might occur by passing the strong sides of all these goodexamples through the filter with the works that will last 2 years,By collecting the data we will obtain from all our partners in a common pool, writing a program thatwill be given together in the international validity,Making our program more accessible with Google Play and Appstore apps,To create a booklet for school administrators and teachers,To ensure the social integration of the target group with planned activities.Our new program, which will be internationally validated with 6 partners at the end of this project, willbe implemented in these 6 countries and will guide all European countries."

Visi-Teaching is a project that is intended to deliver the idea of, method and medium for visual learning and teaching to the primary teachers to help them create their own visual lessons. The project suggests that the traditional print-based, auditory teaching methods reduce the performance in class. Thus Visi-Teaching a new approaches for today’s ‘visual learners’ is proposed. Thus this project, targets teachers and aims to enchance their knowledge and skills through an visual and digital teaching methods. As the project team members, from alternative perspectives, we have been researching, developing or implementing multi-modal, design-based visual learning methods and materials and we suggest that visual learning and teaching techniques are just appropriate tools that respond the cognitive and social expectancies of current school education. Thus, VISI-TEACHING project offers compact and practical visual teaching methods and media through the proper use of ICTs for the use of educators; aims to bring out new generation of “visual teachers”.Visi-Teaching is not a single method but a combination and a synthesis of ‘learning through vision’. One of the most efficient branch of visual learning is through “visual and digital story telling” (also covers graphic novelling, visual mapping). Set in this framework, we are aiming to prepare and provide a Visi-e-Guide , sample Visi-Courses and an open source website Visi-e-Platformfor teachers. Briefly Visi-Teaching project is the combination of all these outputs mentioned and events and training along with them. Through Visi-Teaching we aim to; - improve both basic skills education and transversal skills; since visual teaching can be applied to every basic skills education field and knowledge is communicated through ICT which is a domain of transversal skills. - bring school education closer to life and help establish positive bonds between the teacher and student, since in visual teaching, ordinary role of the teacher is turned into to a visual story-teller and in the content, more interactive, humorous and up-to-date associations are established through the Visi-Courses. - support creative thinking, since Visi-Teaching suggest communication through images and from the perceivers point of view the information received through visual data is open-ended and it improves childrens’ creativity and their feeling of self and identity. - build up a universal visual language between cultures, since visual language was present long before auditory and written speech and every culture in the world have visual literacy heritage. For example the applicant partner, Turkish Directorate and Dokuz Eylul University staff have been working specifically on delivering cultural heritage knowledge through visual storytelling and have already installed a series of Visi-history Courses to the school curricula. Also the partner organizations Crete Regional Directorate of Primary and Secondary Education of Crete and Syllogos Filon Mouseiou Sxolikis- The Friends’ Association of the School Life Museum of the Prefecture of Chania have alike approaches and experiences which will contribute a lot the project. VISI-TEACHING can be a supportive tool in education in order to establish a common visual language ground among European cultures/countries. The visual learning and teaching lessons shared in an open medium can contribute to spreading the knowledge on diverse subjects. Another reason is that exchange of good practices and experiences is a key aspect in discovering and promoting new methods. Thus sharing of know-hows and technologies transnationally is vital to this project.

"“Fruit Super Squad: Healthy Schools” it’s a two-year Strategic Partnership for Exchange of Good Practices in School Education, and involves public schools and non-profit private organizations, from Portugal, Italy, Greece, Cyprus and Turkey.Despite action at the European level to reverse the rising trend in overweight and obesity, the proportion children who are overweight or obese is rising and worryingly high. This is a distressing situation given the strong link between excess adiposity and detrimental health and psychosocial outcomes in later life.The school is a privileged and decisive place for the promotion of health, namely for the daily teaching and practice of healthy eating and physical activity. It is recognized the importance and efficacy of food education, alongside actions of health promotion and education, when the acquisition of healthy eating behaviours during childhood is intended. Food education presents itself as an essential component of learning in a school context, since the school is the place where children spend much of their day. Given the crucial role of the schools and teachers, it is vital to promote their understanding on the topic, to develop their competences, and to give them access to good-quality resources, up-to-date information and training and guidance on food, nutrition and physical activity. However, are there schools and teachers prepared to work this type of subjects with their students?This project intends to be a structured response to this need through an exchange of good practices, allowing the organisations from different fields, and its staff, to develop and reinforce networks, share and confront ideas, practices and methods, and increase their operational and strategic capacity.“Fruit Super Squad: Healthy Schools” aims an exchange of good practices between partners, to develop a European Methodology for promoting healthy eating habits in schools, for children aged 3-10.Our work will be based on a good practice from Portugal – “Fruit Heroes”, and with exchange of knowledge, practices and support from European partners, we will adapt the methodology for European implementation and create “Fruit Super Squad” methodology.«Fruit Heroes» is, firstly, the name of the health education initiative that APCOI-Portuguese Association against Childhood Obesity develops since 2011 and has already improved the life habits of 312,710 students, 15,758 classes, 4,497 Pre-school and 1st cycle educational establishments in all districts in Portugal. According to the researchers of the Faculty of Medicine of Lisbon, scientific partner of the ""fruit Heroes Method"", more than 40% of the children participating in the last edition of the ""Fruit Heroes"" project increased their daily consumption of fruit and vegetables in just 12 weeks, significantly improving their weight and nutritional assessment. Directorate General for Health, National reading plan and school library network are some of the institutional partners of this project, as well as 72 local municipalities.Strategic Objectives: 1. To share good practices between partners for School Health Education and childhood overweight and obesity prevention in Europe;2. To create and test “Fruit Super Squad” methodology;3. To develop multipliers/educators/teachers’ competences to implement “Fruit Super Squad” Program in European schools;4. To create “Fruit Super Squad” European Schools Network."

"Our project called; “Digital Classes; Here and There!” aimed to raise the digital qualifications of our teachers and students and to gain experience about preparing desirable classroom environments by using Web 2.0 tools and digital techniques. The ""information"" of society indirectly creates the need for students to acquire a kind of ""computer culture"" that will allow them to integrate better in today's society. This integration can mean more integrated citizenship (active citizenship) and, more generally, more meaningful participation in social life. The increasing complexity of the education system necessitates the introduction of ICT in education as it is believed to be able to make a substantial contribution to improving teaching and learning processes and, more generally, to create environments for the development of specific skills and the acquisition of new knowledge. Throughout our two-years project, 4 participant countries took place; Turkey, Portugal, Greece and Italy. The participants for the mobilities; both the teachers and the students were chosen from the ones who got the highest points from the criterias which weredecided by the Project Management Team in all schools. During the mobilities, students learnt Web 2.0 tools, Coding, mBots and the technologies that they would use in the classroom, and had chance to experience the things they had learnt throughout the workshops. Teachers also learnt how to integrate the technology to their lessons and the whole curriculum and school’s culture. Participants had great experience in raising students motivation and preparing attractive and rich classroom environments for them. Bullying has also been really important for our project as students learnt what it is, how to cope with it. Every activity was done with the games, digital tools, workshops. Dissemination activities were started at the time of project’s approval; and at the end of the project, they would go on with the aim of reaching more and more beneficiaries. Both participants shared their knowledge and experience with the school staff and the other organizations in their cities. Overall, the project aimed to raise the qualifications of the participants in the area of ICT, coding, foreign language and their career development while reduce all kinds of bullying. We obtained social, cultural and linguistic diversity. Students joined to the learning process with more enthusiasm by the help of the communication with their teachers who had the same digital language with them. Cooperation, self motivation and organizational environment were also be the needed competenses for the project. And owing to all these outcomes, the quality of the organisations was moved to European standards and the organizational capacity were increased."

It is no longer a secret that all over our planet is confronting with a climate changing, the main cause being the pollution with all its forms. This is a problematic situation that concerns all of us because it has negative effects on our health and on the health of this planet. We observed that our first reaction was to blame the authorities and the governments for not taking clear measures to reduce the pollution. Analyzing the situation, we understood that we are the first that we need to take action. Looking more closely, in our homes and school yards, we saw that the amount of waste that we produce is huge.The ”Eco-education” project unites six European schools, three special schools from Romania, Poland and Turkey and three regular schools from Italy, Portugal and Greece, from these two have integrated students with special needs. This partnership emerged from the need to make a change in our teaching methods to be more Eco-friendly, in our students and parents behavior to be more aware about the environment in which they live in and how they can protect it and also in our community vision to see we are present and active so more can take our example. For this we will involve from all partner schools about 300 students with special needs and regular students, 300 parents, 60 teachers and at least 300 people from our communities gathering students and teachers from other schools, NGO’s representatives, local authorities and specialists in the field. They will be involved in debates and workshops about reducing, reusing and recycling the waste, walks/trips for photographic sessions of the polluted or defaced areas, debates to identify solutions for the negative aspects, didactic activities and micro-projects oh how we can reuse paper, plastic, electronics and organic wastes, creation of didactic and non-didactic materials from waste, creation of an Eco-space inside each school, cleaning actions in the school proximity polluted areas, tree planting or marches with banners for the sea/forest protection and two conferences on environment issues and educational solutions, all these organized in 6 big activities called : “This is it!”, “Now We know!”, “What can we do?”, “From us back to us!”, “Let’s do it, Europe!” and “Pay forward!”. Part of the students and teachers involved in the project’s activities will participate in 6 short-term exchanges of groups of pupils and 2 short-term joint staff training events. To ensure a good management of the project, each partner will establish a team work, will plan in detail all activities and put clear deadlines, implement and evaluate each activity, communicate and disseminate the results. Our results will be: flyers and posters, methods to prevent and control the negative aspects, lesson plans, models of micro ecological projects, an e-Book, a digital story, an Info Eco-App, a board game, didactic items and non-didactic items created from waste, one Eco pedagogical corner or garden, at least one civic action developed at community level, video presentations and articles about good practices in Eco-education, logo of the project, an eTwinning page of the project, video of the project and a green school brochure. We expect our project to have a high impact upon the participants and also a significant impact on the participant schools and upon the close environment. All participants will have increased civic engagement and participation due to their initiatives in the community. Teachers will have more confidence and better skills in environmental education and will be motivated to bring the environment to their day to day lessons, no matter the curricular area. Students will have cultural and civic awareness during the transnational mobility and will discover common values no matter the nationality or cultural background. Students with or without special needs will work together having the same goal, increasing their self-esteem and their trust of feeling an important and valuable part of the community. Schools will be motivated to become green schools and the close environment will benefit of important improvements due to our project’s actions and activities. Continuing our measures and methods to reduce waste used during the project and afterwards, giving good examples in our communities and to our colleagues from education field all over the world, the long-term benefits will be on the environment. Although at the macro level our actions might look small, we know that for our schools these actions will bring significant improvements in our beneficiaries’ attitude, in our way of making education and in our care towards nature. Our believe is that we all need to leave our green footprints for our world to become a better place.