"The project called ""Education Material, Planning, Strategy and Tools for CLIL Education"" was designed after the current analysis of needs at partners schools - which all have integrated language learning/teaching as a priority in its school strategy. The involved partners from Slovakia, Czech Republic, Lithuania, Spain and Turkey planned to implement interdisciplinary approaches towards traditional education at pre-primary, primary and lower-secondary schools in accordance with Strategic framework for education and training, involving innovation and creativity at initial phase of children education. The main goal of the Project was to develop basic and transversal foreign language skills into its practical implementation, eliminating „borders“ between individual school subjects. Proposed method of its realization was the application of content and discrete subject language learning as well as CLIL method at pre-primary, primary and lower-secondary school levels. We intended to fight against educational problems at pre-primary, primary and lower-secondary level education by using creative, innovative and effective methods and to develop and learn from other effective methods of school management and individual school departments. The project also counted with involving the issues of pedagogy and methodology for children with special needs into project activities, mainly migrants, Roma children, students with different origins, people with special educational needs in order to create a space for their development and self-realization. Since there is a great lack of systematic approach into the continuous teaching/learning process via CLIL method - with its own Education Material, Planning, Strategy and Tools in given countries and there is not approved, tested or validated system of CLIL teaching/learning which would give all these focused areas in one - from the pre-primary level through primary up to lower secondary one, the partner countries intended to prepare Education Material, Planning, Strategy and Tools for CLIL Education.Therefore we planned to prepare systematic and continuous Education Material, Planning, Strategy and Tools from the pre-primary level through primary up to lower secondary one, to test them and make sets of didactic/methodological tools for teachers - to develop their competences to use the CLIL method and thus to develop pupils´ basic foreign language skills since early learning process up to lower secondary level. According to its testings and analyses, we have altered education plans and curricula at the partner schools - in order to use them and to disseminate our knowledge/material/strategy/tools/planning to other schools, institutions, teacher training institutes/centres, universities, etc. for further usage and application.The priority was chosen after the thoughtful debates and discussions with the involved partners - considering their most urgent and important needs in order to spread the professional range of knowledge and information within the teaching subjects in order to become higher level professional in their area, to improve foreign language knowledge in own subject (as we intend to teach via CLIL method in future as bilingual sections or schools) to widen teachers´ competences within this method and to involve multiligualizm into teaching/learning process in order to have open approach for foreign language information/research/partnership/experience exchange, to prepare teachers for changes, alterations in this society full of changes, varieties, and fast-running development in order to be able to prepare their pupils for fast-developing society full of information and to become flexible creative and innovative, to higher the quality of teaching via creative methods, forms of teaching and by using principles of non-formal education into formal educational process in order to make it more attractive, interesting and memorable, to foster teachers´ personal development in order to avoid so called ""professional burning syndrome"", to obtain better quality results of teaching/learning in order to make it more attractive, interesting and memorable, in order to make the school of higher quality thus making the society of higher quality as well.There were involved teachers of foreign languages and of discrete school subjects, including school management teams and the direct project facilitators were definitely the pupils of pre-primary, primary and lower secondary education. Altogether 100 teachers of foreign language and various discrete school subjects (Arts, History, Maths, Geography, Music, PE, Ecology, Science, etc.)/headteachers (representing and guaranteeing school management issues) have participated at short-term learning/teaching/training activities or transnational meetings, including hundreds of involved pupils at the age of 5-15 in the partner countries."

The coordinator of the project “Our Climate Our Future” is Slovakia, and its partners are Greece, Latvia, Turkey and Italy. The target group of the project is students and teachers aged 9-12 years. The duration of the project is 24 months. 1.5°C of heat has crucial importance for sustainable development and poverty prevention.Currently, commitments under Paris Agreement are not sufficient enough to limit global warming to 1.5°C. The problem is that today’s students will be tasked with managing the impact of tomorrow’s climate change, and consequently jobs that require science, technology, engineering and mathematics (STEM) skills will already have increased. At this point, in order to build a sustainable future, it is urgently necessary to take immediate action with international and local cooperation, include climate change education into the academic schedule, and develop climate change learning-teaching materials.Our objectives are:- Encourage innovative teaching approaches to integrate climate change education into schools and strengthen the climate change curriculum.-Starting from an early age, preparing students for the reality of climate change and the world they will soon inherit.-Raising awareness of climate change improvement through media, networking and partnerships, and in particular impacting on the wider community on the importance of 1.5 degrees.-To became climate-friendly leading schools to combat the climate crisis through sustainable strategic actions and to spreas inspiring and practical learning experiences to other schools.-To make students become responsible individuals who produce sustainable intelligent solutions and maket hem equipped with 21st century skills.-To strengthen the Professional profiles of teachers with STEM practices, mutual knowledge flow and Project experiences that can make a difference on the young minds against the climate crisis.4 students (9-12 years) and 2 teachers from each partner school will actively participate in each step of the 5-day LTT activities. At the end of two years, we planned a total of 80 students and 40 staff mobility. The activities we plan to achieve the objectives are: Exchange of best practices, STEM workshops, prepaaring earth toast, visiting a natural resource specialists, preparing exhibiton space of the cartoon characters, observing to prevent freezing of seedlings, searching and presenting the impact of climate change, designing renewable cars, producing new papers with waste papers, comparing a 30-year temperature average graph, visiting to the meteorological station, learning through a carbon cycle game, to attract the attention of the local community by protesting climate change together with parents and environmental organizations, making simulations about the effects of the greenhouse, learning careers to fight global warming, visiting the Mersin Chamber of Agriculture and attending the seminar with subject “the impact of global climate change on the economy”, preparing a declaration against global warming, visiting a factory which runs by renewable energy, finding solutions to reduce food waste, creating a 3D life cycle, examining the compost production and usage area in the school yard of Greek school, organizing a “Climate Change Through STEM” fair, learning converted used cooking oil into biodiesel, finding solutions for the energy sustainability of school buildings, making environmentally friendly cleaning materials, participating in the kahoot quiz on global warming, World Day activities, online meetings between students of participating schools on Twin Space platform. Project managers in partner schools from the implementation of the project; the project coordinator is responsible throughout the project. Project managers will follow the 24-month work schedule. he Project team of each partner school will meet one a month in order to avoid any problems in the Project. Project managers will send an evaluation report to the coordinator every 4 months via email. Collaboration and communication between partners will take place via Facebook Project group, whatsapp group and email. Therefore, everyone will follow these channels frequently. Communication between students will take place through Twin Space online meetings, communication and cooperation with stakeholders will take place through visits and telephone calls. In the Project process, the coordinator monitors the signs of risk with a “plan-apply-check-act” approach and applies the intervention plan when necessary.Expected results are;-Schools will try to become more sustainable through actions to reduce climate change. The partner schools will improve their quality with a new curriculum that is flexible, up-to-date and supports STEM skills across the European dimension, with a more effective curriculum and better equipped staff. Teachers will strengthen their Professional profiles by observing examples of good practice, sharing knowledge

Our transnational project aimed at optimizing our students’ skills for successfully completing an apprenticeship as well as at optimizing their language skills. It supports them in living and working in the European information society. Having participated in our project, the students’ chances on the European employment market have improved. The partner schools developed their students’ key competences in focusing on the internationalisation of instruction, the improvement of media literacy (ICT), methods of German language learning, oral English skills training and testing , the development of the career training concept and the cooperation with our commercial partners. In doing so the students’ motivation for learning and for international mobility has been increased. Cross-curricular instruction (German, English, ICT, career training) closely connected phases of instruction and practical training.Altogether 12 students and 4 teachers per school participated regularly in the project. The teachers are trained in the field of home page, career training and they have studied German and/or English. (for further information, see choice of partners and competencies in E). The students attended classes in years 7 to 10. Project activities included joint training courses for the teachers (career training, German/English language teaching) as well as short-term exchanges for the students in Koblenz and Bratislava with peer practical trainings for the students with our commercial partners in Koblenz and excursions to commercial partners in Bratislava. Preparation and follow-up of the project activities were dealt with in the weekly lessons by both Erasmus-Teams and were completed during our short-term exchanges in Koblenz/Bratislava. The young people gained experience in communicating in different surroundings and in teaching their fellow students. They improved their learning competences. They experienced systems of school and apprenticeship in Germany and Slovakia. Teachers and students from Bratislava participated in the annual Job Information Day at the Realschule Plus auf der Karthause, in job information events of the Agentur für Arbeit Koblenz as well as in the annual local job fair for young people in Koblenz. They experienced practical trainings and the “Praxistag”. In the face of globalisation, migration and heterogeneous classrooms schools have to improve the qualifications of staff and students. Within the European Union one fifth of under 15-year-olds attain only the most basic level of proficiency in reading and almost 15% of 18 – 24-year-olds leave school prematurely. Nearly a third of the European labour force is low skilled, but according to some estimates, by 2010, 50% of newly created jobs will require highly skilled workers and only 15 % will be for people with basic schooling (2010, Youthpass Guide).Our project’s most important development unfolded during the transnational teachers meeting in Bratislava in June 2016: We had found out that the concepts of DAF/DAZ didn’t meet the German partners’ needs as much as we had hoped for. The teaching material was not especially helpful for teaching refugees and the numbers of refugees arriving had decreased. Therefore, we had to shift our focus from German to English. Visiting our partners’ English lesson in Bratislava, we got to know their newly-installed English Certificate preparation. The English teachers in Koblenz had been working on oral skills teaching and testing formats for a while and found in Bratislava the perfect form for preparing and testing . The students from Koblenz sat a mock exam during their short-term exchange in Bratislava in November 2016. The results of the English mock exam and our students’ feedback affirmed our decision to change one project focus from German to English in order to get the best benefit for our students. In the school year 2017/18 the Realschule Plus Karthause offers a preparation course for the English exam as well as an English drama club for the first time. Both courses aim at improving our students’ oral skills and at developing and testing new teaching methods for English classes at our school. The students from Bratislava are going to participate in annual practical trainings in Koblenz.

Our project challenged school communities to explore The European Cultural Heritage of all partners and engage in the wider curriculum through Pastimes, Sport and Craft, relating to cultural heritage. The activities documented in this mobility tool, were linked to curriculum requirements and respective School Development Plans. Through physical and virtual mobilities, independent tasks and careful monitoring of results, attainment was boosted and educational targets were achieved collaboratively.We addressed the problems and issues each partner faced through collaborative activities. We learned about each cultural heritage through meetings, physical and online, organised activities and involvement of twider school communities. We built on relationships to ensure participants and individuals/groups felt welcomed, respected, supported, and valued to participate in school /community life. Every participant learned something valuable about themselves, countries, personal well-being and well-being of peers. They were encouraged to learn transferable skills which now have positive impact on interpersonal skills towards peers and counterparts in school, local community, Europe and beyond.Sporting, crafting, practical activities and social interactions took place using a range of teaching /learning methodology, (Soft, Visual, Auditory and kinaesthetic skills,) Visits, presentations/sharing of information and pastimes boosted the holistic, contextual learning of history, geography, humanities, science, foreign languages, mathematics, literacy, culture and The Arts.Motivation of staff and children increased, well balanced citizens have emerged, who are more able to impact and shape the future cohesion of communities, bridge gaps between age, gender, disability, ability, race and religion. Personal and professional skills have also been challenged by new and interesting ideas, methodology, exchanges and observation, presenting itself in a deeper understanding of theoretical/methodological practice learnt from professionals, experts and peers - invaluable CPD, raising standards in teaching and chances for career progression. Participants from different social backgrounds experienced mobility, facilitating accurate interpretation of situations and enabling them to rationalise/modify their own understanding of other communities and draw unprejudiced comparisons and conclusions, based on their own thoughts, feelings, emotions and behaviours through positive interactions.Changed perspectives were achieved through the project activities.We explored and learned about cultural inheritance of Pastimes, which have passed down from previous generations representing history, identity, values and traditions. We invited lots of parents, Grandparents and children to share their pastimes together, giving opportunity to work in intergenerational settings, schools, homes, museums, community centres and schools. We visited visit historical monuments and buildings/ archaeological sites, towns and the natural environment and landscape, explored traditions, social practices, craftsmanship and knowledge and skills transmitted from generation to generation within a community which has rejuvenated interest which will now be preserved for future generations. It was reported that reduced time is spent on electronic games, TV and social media sites, that it has inspired everyone to explore traditional/new ways to offer inclusive activities relating to their own cultures, customs, traditions and beliefs, socialise, interact and communicate for themselves and encouraged their own active health and personal well being and motivation to learn. All activities can be adapted or differentiated for participation at an age and stage appropriate level and helped them to discover new skills and practise sociability, tolerance and to celebrate the cultural diversity of other peers across Europe. It provided an extension of intercultural/intergenerational participation and family learning opportunities and resulted in physical and shared collection of pastimes, activities, games and teaching resources,Increased sociability and motivation, confidence, social participation, creativity and educational achievement. We introduced a wider range of hobbies and pastimes which encourage children and adults to take managed risks and develop their own safeguarding skills, Enhance outdoor learning opportunities and problem solving skills We now have a shared bond with peers across Europe of belonging to, engaging with and preserving/protecting extended European community and collective cultural heritage It taught us to balance Inclusion and equity of all stakeholders and bridge the current gap in diversity, inclusivity, quality of teaching and learning and social networking opportunities. Our project has provided an exciting vehicle which everyone can drive forward at their own pace and in the direction which suits their needs and the needs of others

Our primary goal when designing our project was to raise awareness about refugees. Because one third of children in European Union countries were immigrants or refugees. The most fundamental problem was the lack of access to communication, socialization and education. They did not have equal conditions with their peers. They were the children who came later. Their arrival was difficult to adapt to the schools. Because they had language problems. The other students were already prejudiced. The refugee children had experienced the destruction of war in their country, lost their beloved ones, eventually abandoned their homeland. They had come to our country and secured their lives, but now they faced different problems. These are; new language and communication problems, and adaptation to the new social environment they were in.It was necessary to make them feel comfortable and remove the psychology of humiliation they had experienced. So they could be happier and more successful.We thought how we could help these kids in this situation.- We had immigrant and refugee students in our school. First, we identified our target groups. The refugee students, the students in our school, the parents and the children. We did activities with these target groups. We have delivered the effect of our project to large masses.- We started Turkish Language Course when the project started. We taught 4 hours a week. It was very important to teach Turkish to these students. Because the biggest problem for refugees was the problems which are due to lack of communication. As we continued our courses, we made interim evaluations and measured the successes. When their speaking skills were improved, they were accepted by their peers.- Our teachers had problems too. They did not know how to treat these children and give them education. As the communication problems of the refugee students decreased, the academic achievement increased, the socialization problems decreased and the feelings of belonging increased. We kept their awareness constant by keeping them active in the project. When language problems also decreased, teachers' communication with these students became stronger.- To make our project visible to everyone; we created a project corner and panels at the most prominent place of the school.We exhibited all our activities there. There is also a panel on the outside and on the wall indicating that the name of the project, the names of the partners, logos and the coordinator of the school.-We built a project club with our students. This club was active in all activities.-We created a mail group, Whatsapp group, Facebook and project blog to communicate with our partners and evaluate the progress of the project. So we were able to communicate in such many ways. (https://wordpress.com/view/refugeerasmuplus.wordpress.com)- We've done project dissemination work. We were also at the local and international press. Through the press we announced our project to a large audience. We were praised after people read our news. There was a lot of interest on our project.- We completed all the activities we promised in the application form. As the coordinator, we directed all of our partners.We made surveys. We measured our success by evaluating the questionnaire analyzes. According to the results we set our own route.- We did two TPMs and three LTT activities. Our students and teachers were able to do international projects in these activities. Foreign languages ​​have developed. We had the opportunity to introduce our country and our project.-We gave specific tasks to partners.The Netherlands and Romania were responsible for developing the project.Turkey was responsible for checking, Portugal cretaed the blog and checked it,Slovakia measured the impacts, Greece and Poland also evaluated the activities and made budget management.-The refugees have the ability to speak, understand, write and read in Turkish. The feelings of strangers and exclusion were reduced. Academic achievements increased. They had a sense of belonging. Common awareness of the problem of refugees has increased over our target groups. Tolerance and Empathy on differences increased. Discrimination decreased. More understanding and responsibility for social, linguistic and cultural diversity has improved.-The effects of the project in the long term are as follows; We will continue our language course. So we will resolve communication-related issues. Our school is capable of doing international projects. The success of our school was heard by the surrounding schools. Our students improved their involvement in the project activities and their sense of responsibility. We observe that they work with the same self-confidence at the schools that they went. Our project inspired other projects. We helped our colleagues who wanted help from us while doing projects on the subject of refugees. We gave them joint support and shared our eperiences.