Under the title of supporting young people at risk in the EU 2020 strategy; The subject of carrying out studies to protect them from possible social exclusion in the future by providing job opportunities to young people with disabilities or diseases is included.As the coordinator, it was stated by our school and our project partner schools that the most important problem experienced with disadvantaged students is peer bullying because these children are very easy targets because they cannot protect themselves.In the surveys conducted as a school, it has been observed that there are serious increases in absenteeism rates due to bullying. Our school, which has encountered such a problem for the first time, has achieved some positive results with the studies and interviews conducted by the guidance teacher and the study team. It is important for us that this bullying is stopped and school dropouts are reduced, so that they can have education and become self-sufficient in life by acquiring a profession. With this motivation, the best practices of the strategic partnership focused on the exchange of good practices with the project partners were transferred, and many of the targets envisaged in the project were achieved.Purposes;In terms of students (especially the disadvantaged);* Helped them to hope the future with confidence* Studies have been carried out to prevent loss of self-confidence and self-esteem.*Guidance has been provided to protect against bullying-related diseases such as depression and anxiety disorder.* Significant decreases were observed in disciplinary incidents and absenteeism rates.* Employment opportunities have been increased by keeping students at school.In terms of participants;* They learned knowledge, experience and strategies about the project.* Provided cultural interaction with EU awareness*They became entrepreneurs by increasing their language proficiency.In terms of schools;*Decreases were observed in violence rates.*Awareness created to build a sensitive/respectful generation* They became successful schools in their regions with solution-oriented studies on the project.*Transnational cooperationAll teachers and students in schools are stated as participant candidates in all announcements. Participant groups were formed according to the announced selection criteria. Our project was also planned as 3 LTTs (Due to Covid, the Romanian mobility was made virtually.)and 1 meeting. Our partners were Italy, Lithuania and Romania. First, a transnational meeting was held in Turkey. At the meeting; efficient use of the budget, management and implementation of the project, dissemination and sustainability, etc. discussions were held.Methodology;The Project management team formed in the schools, the PYE team distributed the tasks and ensured that many activities and activities were carried out successfully. The personnel assigned by the project management team are; presentations, meetings, announcements, etc. methods did their work. In the host schools, accompanied by expert personnel, relevant training, presentation and demonstration, workshop, activity, note-taking, solution-oriented workshop, observation and question-answer methods were used.In dissemination, the Partners were in constant communication with the whatsapp group and all participants were responsible for dissemination. They informed the local media, local administrators, families, district schools and other stakeholders about the project activities. In addition, by establishing social networking sites such as www.dezzor.org, e-twinning, local and internet media, Facebook, the results and activities of our project were made available to all interested parties.As a result;It is observed that some of our disadvantaged students are really successful. These students had to be in education in order to have a diploma. For this, the threat of peer bullying has been greatly reduced. Counseling service, families, teachers have achieved the goal by cooperating. Success has been achieved in connecting our disadvantaged students to life, which is our most important goal.Effects and long-term benefits;The schools, which are our partners with the project, and the methods and strategies applied related to the project subject were closely examined. Implementation standards have been brought to our school, and awareness has been created through the work done. In addition, our activities/works contributed to the development of team spirit, entrepreneurship, cooperation, compassion and compassion in all students.With the contribution of the trainings, examinations and impressions our participants received on the project, a clear awareness has been formed that bullying is a bad act in our school. School dropouts of disadvantaged students, which is among the EU 2020 strategy, were reduced and thus, the employment of the disadvantaged was supported by enabling them to have a professio

"In the project with the participation of 5 countries, we worked on the topic of social coexistence without discrimination and violence. All the partner schools in this project ""Just be Humans! - Say No to any Forms of Discrimination and Violence!"" We examined the sub-themes of stereotypes, harassment, violence, discrimination, and finally equality. Our goal was for the participants and those associated with them to feel and pass on the importance of the topic so that we can show the results we have achieved to others, as well as so that we can sustain them for the future. The project involved at least 5 teachers and at least 50 students per country and per mobility. It addressed two target groups – that of the teachers who deal with problems related to violence and bullying on a daily basis. They exchanged experiences and practices related to the topic, thus being able to analyse the similarities, differences, identify good practices and apply them in their own schools. The second target group was obviously that of students whose negative attitudes we wish to change. We wanted them to become aware of the causes and effects of violence and discrimination, to make them embrace tolerance, respect and acceptance in order to create a positive atmosphere in our schools.Good practices (rules, language tasks, scenarios), calendars, youth magazines were created as a tangible result of the project. As an indirect result, the topic became more valuable in schools as part of pedagogical programs, and the participants' foreign language, social, communication and creativity competencies developed. We reached our aims like enabling teachers to deal with the problem of violence, bullying and discrimination at an institutional level, developing a common strategy of violence prevention, promoting a culture of care, mutual respect and tolerance and inclusion of disadvantaged students, developing participants’ communication, interpersonal, intercultural skills, creating the context for peer learning. As a concrete results of the project a step-by-step report about ways to address violence and discrimination at school level. Student magazines, a calendar of the most important moments in the project, a facebook site which contains all the activities developed, information about the project and its objectives, students’ works during LTTAs, CDs with photo stories, films, pictures, video diaries.Finally, the Erasmus Plus program is a fantastic and unique opportunity to achieve the above, a forum for gaining experiences that make school life much more colorful and richer, enabling students and teachers to develop attitudes, especially on issues that are very important today, such as non-violence and the issue of discrimination. The project was implemented according to plan and the submitted application, however, the epidemic situation justified a change. Unfortunately, we were only able to complete the project online with the management of the Hungarian school. It was a great pleasure to experience cooperation, collaboration and understanding. we could be part of touching moments. We would also like to have a face-to-face meeting at a later date, as our goal is to keep in touch with our partners and continue to work together in the future. The virtual meeting enriched us with a lot of experience, as it was necessary to be creative, to search for forms of online experience, to share valuable thoughts. Most participants rated the meeting and the whole project positively."

"CONTEXTOur future is in our hands! Why? Because technology has made global communication possible but paradoxically it has also resulted in less human interaction in people’s social and professional life.That's why we concentrate on both: good and bad sides of the technology to change our future for the best!BACKGROUNDFirst aim of the project is to educate young people to use the technologal innovation carefully emphasizing the importance and advantages of it. We want to make them aware that technology can be resource of good education, a good career and a bright future. That's why, we would like to introduce some worshops connected with programs usefull both in work and in a private life. Programms, like Excell, Word, Gimp, 3 D printer and other connected with gamification. On the other side, our young generation is getting addicted to the technology and they are under attack of gangerous killing games, porn, cyberbulling and stalking which causes loneliness, depression, allienation, escaping from the real world and health problems such as obesity and heart attacks due to lack of physical activities or even a death.OBJECTIVESWe want to increase the interest of students aged 15-18 through the awareness of technology. We have noticed that technology good practices involve students greatly and reduce technological addiction.We aim to develop the knowledge and understanding of young people and educational staff about the diversity of European cultures and languages, and their value, to help pupils acquire and improve the basic key competencies (IT skills, languages, logic etc.) and the life-skills necessary for their personal development, future employment and active European citizenship (problem solving, business, communication, relationship, organization, teamwork and time management skills). We emphasize the importance of human interaction, the use of technology as a tool for learning, the reasons why students are beginning to feel lonelier and socially isolated despite being surrounded by many people .The project will allow all members involved (students, teachers, staff, parents, local community members, etc.) to experience new challenges by opening new horizons and relationships. Moreover, foreign language communication and ICT knowledge will be improved while working in the project activities where both students and teachers will be involved. During the project activities, teachers will have the opportunity to share different education programs, teaching methodologies and strategies which will enhance their professional skills and practices. This project will contribute to common thinking regarding topics that youth is experiencing nowadays, it allows to share information and contacts in order to build one Europe made of ideas and people, so that it won't be an abstract ,far away reality anymore on the contrary it will be at the center of real life. METHODOLOGYIn order to diminish technological addiction we will encourage our students with the conscious usage of the technology in education field to have a bright future with better job and private life. On the other hand, we will try to draw attention to face to face real communication. Moreover, we will emphasize the importance of physical exercises in order to diminish health diseases caused by the technological addiction, cyberbulling, stalking or even childish porn.ACTIVITIESDuring the two years, the project will be focused on some activities, during which we plan to have many seminars, lectures, conferences, workshops, discussions, competitions, blogs and diferent kind of sport activities which will be conducted to:Increase the interest of new technological innovations like 3D printing, robbots, mechatronics, gamification and other programms useful in our future work and private life.Decrease the problem of computer games addiction, cyberbulling, stalking and dangerous games like ""Blue dolphin"" or ""Momo doll"", which lead to commiting suicide. Improve social relationships with family and friends and increase their self-esteem.Show young people that they are not alone and show them when, where and to whom they should go for help.IMPACT AND RESULTSThe researches carried out during the project show that the academic success of our pupils will increase due to diminishing the side affects of technological addiction. Once the knowledge of the students will be interconnected, their competences and their awarenesses will increase due to shared experiences which lead to the success of their future university lives.RESULTSThe web-site hosting all the produced materials which is ready to be used for sharing the experiences of our colleagues, staff and pupils during the process of the project, the video, posters and brochures, photos,albums, calendar, logo printed in 3 D, T-shirts with the logo, blogs, surveys about the technology usage among young pupils and many other visible and unvisible result will be done."

"•FRAME Nowadays, it has become imperative to adjust our teaching methods to the requirements imposed by the rapid development that we are experiencing. However, it should not be omitted that there are skills and methods which have started to lose ground in the technological era and it would be a pity to assist passively to them. With this in mind, we have set out on the journey of discovering and rediscovering the pleasure of reading, as a way of improving students' basic competences - language, communication, as well as skills such as interpretation, critical thinking and analysis. Alarmingly high numbers of students have never read an entire book in their lives, while others state that they only read out of obligation, but less than a book per year. Therefore, teaching English as a foreign language through stories can be a challenge as much as it can prove a source of endless inspiration and entertainment. BENEFICIARIES Our target group includes students of the ages 13-18 with basic English skills (minimum A2 level) from our schools. We chose this age group as they are old enough to read in English and young enough to still show enthusiasm for it. Therefore, we are addressing a number of approximately 400 students (the others, who do not have a working command of English, but are in the same age group will be involved in artistic activities, cultural activities or activities which involve their mother tongue. The project also addresses teachers of English from our schools who will update their teaching methods and exchange experiences and practices with their peers, thus contributing to the creation of a professional network of English teachers. 110 students and 32 teachers will participate in the 4 exchanges we have planned, participants who will be selected from the target groups. GOALS 1.to develop students' taste for reading and motivate them; (minimum 50% of target group) 2.to develop students' creativity and language skills; (minimum 80% of the target group) 3.to develop students' critical and creative thinking, personal and social capability; (min. 60% target group) 4.to develop understanding of their own culture in connection with other European cultures; (minimum 70%) 5.to promote European values and develop cohesion among European citizens. 6.to exchange teaching methods and improve the material bases of the English teachers. 7.to produce sustainable teaching materials and share them with foreign language teachers in our countries and others. ACTION We have planned 4 exchanges: C1- November 2018 – Turkey : For teachers to start on the project and the topic C2 - February 2019 - Italy: Developing literary and interpretative skills through stories. C3 - May 2019 - Bulgaria: Teaching reading and critical thinking skills through stories. C4 – November 2019 - Romania: Teaching writing skills and creativity through stories. C5 - April 2020 - Poland: Teaching speaking skills through stories. Developing self-confidence in the use of English The exchanges will comprise topic-related seminars and workshops, cultural activities, attending lessons. For the purpose of project management and evaluation plan , we will organise 1 meeting: in the beginning, in Turkey. APPROACH Project management implies planning, organisation, implemetation, monitoring, evaluation and dissemination of results. In the planning stage - we identified the needs and established the aims and objectives of the project. In the organisation stage, we will elaborate dissemination and evaluation plans, action plans, timeline of events, distribution of tasks and resources. In the implementation stage, we will organise the selection, preparation and participation in exchanges. We will produce the final results of the project. The dissemination plan is created to share the results and activities within our partnership and beyond it, so as to impact the target groups, the institutions, local/regional/national/European target audiences. The evaluation is done at every stage of the project and its results will be included in the impact study. DEVELOPMENT •Students are expected to become more motivated, improve their language skills and intercultural competence; they will become more self-confident in their ability to use English, improve their literary competence, their reading, speaking, writing skills as well as their interpretive, critical thinking skills and creativity. •Teachers as well will become more motivated, improve their leadership, team work, presentation skills, improve their material base, develop language, communication skills, interpersonal and intercultural competence. •Schools become more visible in their community, develop their human resources. Tangible results include: Compendium of literary theory for secondary school students; Collection of story-related activities and lesson plans for secondary school students; Curriculum for optional class ""TESS - Teaching English Skills through Stories"""

Teaching methods should keep up to the rapid pace of their development. Considering we are living in a new technological, fast era we can’t afford to neglect influences coming from new media and tools, keeping in mind the desire to start our students to the journey of discovering & rediscovering own or others' cultural heritages. We should organise activities to improve students' basic competencies like language, communication, as well as skills such as interpreting our past to better plan our future, in a period when they passively absorb information just using a phone, a computer or even watching TV, without even knowing what we are. They usually ignore our common past. We will ask the children to challenge themselves, to explore and compare different cultures and heritages, ask them to leave the comfort zone coming from information easily acquired through images or films. Students will take part in workshops, design buildings or structures, compare them and draw conclusions They will take part in competitions dealing with Cultural Heritage. So doing, they will take advantage of their potential to boost their imagination & creativity. The same applies to their ability to express themselves, either artistically or for more down-to-earth purposes. With this in mind, we will attempt to explore that latent part of the students’ brain which is responsible for and or interpreting, deeply understanding, imagination, creativity and reflection. So learning by doing or in context is the key method of this project. Our target group includes students of the ages 12-17 with basic English skills (minimum A2 level) from our schools. We chose this age group as they are still showing enthusiasm for cultural heritage explorations and willing to learn. Approximately 600 students are being involved in addition to those who have little command of English who would be involved in artistic and cultural project activities in their mother tongue or virtual exchanges. Many of them come from disadvantaged/underprivileged families or having social, behavioral or other problems. The exposure to English, through meeting foreign students at school or virtually, anyway, will inevitably bring them valuable communicative skills benefits. Teachers from our schools will renew their working methods, share good practices and experiences with their colleagues from other countries & this way establish a professional network. Their prestige will increase dramatically & they will also improve their living standards.The motivation to carry out this project raised from a discussion among partners concerning our cultures and what cultural Heritage means to our students. Unfortunately, many of them are not aware of our similarities, differences & its importance to our communities. Since then, consulting frequently before applying, we elaborated a draft about the topic leading to the following aims in detail :Help our students/teachers to :-understand the general idea of Culture & European Heritage- demonstrate the different aspects of Culture & European Heritage while learning tolerance/acceptance/empathy/sympathy- identify tangible, intangible cultural elements and common European Heritage-explore or improve different methods of teaching the Cultural Heritage by diversifying the lessons-explain the concept of the experiential learning cycle & how it is used in teaching- have teachers reflect on their own practice of teaching heritage and diversity themes-develop outlines of a curriculum for teaching cultural heritage and cultural diversity in our and others' classrooms-improve language, ICT, math, sciences, social skills/competencies. The project's transnational character is essential/indispensable in the attainment of the project objectives. That is why we need urgently this project to be granted.While preparing for the exchange meetings they will learn about their differences/similarities and boost their curiosity about other similar/different cultures around Europe. This will help them to feel respect, accept differences & be respectful towards other nations/cultures of Europe.By carrying out local events students will also discover forgotten or neglected sites and will have the opportunity to study, document and share them with their peers from other countries.By visiting, documenting, exploring Cultural Heritage sites, students will be able to analyse, compare, write legends, make films, report and research about those places and draw conclusions about the impact on our communities and countries.Evaluations will be carried out frequently to ensure we achieve the project objectives and keep its high quality.The methodology used will be experimenting, Problem Based Learning(PBL), CLIL and non-formal methods like reflection, brainstorming, discussion, etc. The most effective, innovative good practices will be included in the curriculum of our schools as follow-up activities after the project ends.