"Wandering with the numbersThe global economic crisis is related to the crisis of the educational system. The big problem is constantly deteriorating students’ achievements in science disciplines, decline of interest in math and science and generally dismal state of financial literacy. We aimed to reform, innovate and improve the access to the education of mentioned areas. The exchange of experience in applying innovative practices between partners, creating new autonomous environment in which mathematical ideas are revealed by the children themselves, not least the involvement of parents in school life were very valueble in the project.One of the main objectives of the project was to train mathematics teachers and assistants in teaching methods by Professor Milan Hejny, and thus enhance their professional development.In the traditional teaching of mathematics students learn definitions, solve mechanical exercises and repeat solutions according to the explanations of the teacher. Often they are discouraged from deeper interest in mathematics by too much of the strange language of the teacher and mechanical counting. In our project we wanted the children to discover mathematical facts and mathematics everywhere in nature and in our everyday lives. Children have natural interest in mathematics (weight, order, systems, time, amounts, symbols, etc.). We built on this interest. The child remembers more of what it can discover on its own. Math is not about right and quick counting, but the quality of thinking, problem solving and rich communication.In bordering countries, especially in the Czech Republic, Slovakia and Poland, the ideas of teaching mathematics by Professor Milan Hejny and his father Vit Hejny are emerging. The project also worked with organizations (people) that already have experience with this method. Some Slovak teachers involved in the project had already completed basic training of Hejný‘s mathematics. The job was very demanding and required a completely new approach by the teacher- he does not explain, but creates an environment in which students discover, test and discuss.By supporting innovative approaches, we increased students‘ interest and improved results in science subjects. We developed and applied new methods, we engaged students in competitions such as Lab and Science Cup. We developed specific skills in children, which might be termed scientific work (observe, evaluate, measure, draw conclusions, write into the chart, graph, diagram, communicate and collaborate). Slovak and Polish children experienced powerful joint training during the Science Week, which evolved in shooting a video film. They thus directly participated in the project.Teachers of other subjects carried out the analysis of cross-cutting themes of teaching financial literacy in their subject and in collaboration with Polish colleagues they formed the document ""School Financial Literacy Standards"". We created generous environment that collected, discussed the experience from classes and processed the accumulated experience and materials into written form. Analysis of the initial level and efficiency of innovative practices were evaluated in cooperation with Educational and Psychological Counseling. The aim was not only to retrain teachers, but to get everybody into the really creative teaching. Children speculated, explored and consulted in their classes. As well as their teachers and parents. The project developed three modules: I.- Mathematics II. - Natural Education III.- Financial Literacy. The project created intellectual outputs, which are published on the Internet and in joint publications with ISBN, so out of each work there are few pieces placed in special libraries and the results are usable source to be quoated and used in next research or in the training of future university teachers."

<< Objectives >>The EU school partnership of 3 countries (SK,TR,CR) aims to:1/ Give ideas to the pupils and their families for sust. lifestyle, ideas to save energy, use lowest carbon footprint transportation 2/ Develop some new digital skills for pupils by teaching them to create short eco-videos, tutorials, YouTube channel broadcast3/Develop new main learning and spare time interdisciplinary activities for pupils in area of filming (presenting, recording, voice production, to prevent early school dropout)<< Implementation >>The international cooperation will implements 3 onsite meetings for pupils and teaching staff (in Slovakia, Turkey and Croatia),implementation activities for pupils between the meetings and a final ECO Film Festival - an online event with Erasmus Awards(Oscars) to acknowledge the success of every school in various areas of film production.The YouTube Channel that will be created will be used for schools, young people to get ideas for sustainable lifestyle.<< Results >>By obtaining the digital skills for shooting short videos, we would like to support meaningful interdisciplinary learning,create space for meaningful after school activities, widen horizons of pupils concerning media and professions that it covers.We would like to teach young generation to favour sustainable lifestyle in practical everyday life by creating the database of the ECO films.With the whole project we will lower the risk of early school dropout.

The EU is largely considered as a cornerstone of European stability and prosperity. For much of the last decade, however, many EU countries have faced considerable economic, social, climatic and environmental difficulties. However, today many students have lost interest in scientific topics and became ignorant to the environment within their own local region, not to mention the environment on European scale. Due to their dense curriculum, most schools cannot bridge this gap in knowledge of future challenges, nor create a lasting appreciation and respect for the place we live in. Project plans on educating students about their own and other partners' local environment, their regional ecosystems and the problems and issues facing their regions with the resolve of finding feasible ways of protecting and sustaining the place of living and sharing this information with the local community. Partnership of four countries from different parts of Europe helps deeper understand and practise issues connected with living in EU, its challenges and problems in 4 pillars: -economy (international and local transport of goods in EU)-environmental issues (reuse, reduce, recycle)- climate changes with emphasis on oceans and water in Spain, animal habitat in France, plants in Sweden and forests, natural disasters and weather changes in Slovakia -increasing literacy (reading, financial, environmental and ICT).All participants are students of secondary schools at the age 10- 15. The number of participants who take part in the project directly is about 500. The good practices and gathered knowledge will be clustered so these can benefit all members of the schools’ communities.By leading pupils to learn, see/ practise, but mainly adapt and share their knowledge we intend to foster the acquisition and transfer of the necessary knowledge, skills, attitudes and behavior with reference to the protection of the environment and sustainable development of EU . Various activities such as lectures given by experts, practical workshops, field trips, recycling, plogging, creative writing and drawing will take place in order to meet our project objectives. All of the activities are based on project/ inquiry based learning so learning process will be taken out of the classroom and with the help of experts students will see , then learn about the challenges EU is facing, then adapt it and in the particular final products bring it back to school or local society as a way of sustainable living.The main results of the project are aimed to change the behaviour/ attittude of students within their vicinity, so we intend to produce information graffiti wall, a book of stories with the theme of climate changes and its results, make a didactical tool out of recycled materials found at school premises as well as promote local production. Parallel to this our project also strongly aims at improving and developing several skills of our pupils´- English language as well as digital competencies by integrating both skills into the core activities of the project. The extensive communication with the partners in the English language shall improve their language skills. While they may be insecure at first, they will gain more confidence in their knowledge, competences and language skills since they will work towards a common goal with peers. The various assignments at home and during the exchanges will make them more self-reliant. Their built-up confidence will empower them to take initiative and become more inquisitive.The produced results and effects should help tailor the curriculum, workplace learning and skills to pupils’ needs and the expectations of future European citizen and the labour market. The participation in the project will ensure that the best practices are passed on to the entire school communities and other interested organisations. We hope to establish valuable long term relationships with local companies and experts.

Exceptional accomplishments in exploration and further development on the sea, in the mountains and in the world of nature and society, feature strongly in our European history. Reflecting this heritage, European states have led the way in the use of outdoor learning and adventure for the development of young people. Instead of formal education we invited students to learn by doing. By doing this project we intended to strengthen the unity among students and their immediate environment. We managed to connect elements of natural and cultural heritage and reawaken the local heritage through a portrayal of past daily activities linked with the present. The project´s aim was to highlight, protect and promote each country’s cultural heritage, natural beauty, tourist attractions as well as using all gathered information in an educational environment. Moreover, we adapted gathered knowledge to needs of school curriculum which reflects requirements of modern education in the 21st century. Although in text books and/ or tourist brochures they can easily find information about the most interesting sights, they are unable to distinguish those sights and their role and importance in their natural/ cultural environment. Going out of the classroom to the towns, old factories, castles, agricultural dwellings, mountains, parks, meadows or gardens we guided students through the process of active and engaging learning with strong connection to their history and culture. Teamwork ability of students nowadays is decreasing, as well as the ability to find compromises, cooperate and work out mutual strategies. Enabling participants to work in multinational teams contributed to enlarging their open-mindedness towards differences in languages, cultures and traditions. Since English was the working language of our project and all coordinators possess language, ICT skills, our main aim was to promote, develop and improve language competences through transversal skills. Some of partners have worked together before and we have been aware of the abundance of related information to be found on the Internet, some of which is valid, much of which is a waste of time. IT tools used included the Etwinning website platform, Wikiloc, Joomag, Google docs and maps, school radio...Therefore, continued our dedicated search for open-source digital tools and educational resources, selecting only those applications which have been truly tested among our pupils and received their positive feedback as well as didactic success. Our intention was to transform all the information gathered while exploring our immediate surroundings into interactive, learner-centred, multi-disciplinary CLIL lesson units, which can be re-used in the CLIL classroom, as an independent learning tool or, in a simplified format, for peer teaching. Each school prepared at least two lesson plans. The information include references to Nature, history, geography, ecology and economy and it is presented in English. The other objectives of the Edu- paths project can be expressed as follow: 1) to develop sense of responsibility and solidarity among countries, 2) to make students to be actively involved at presenting their cultural heritage 3) to promote the value and necessity of local, national and international cooperation in the prevention and solution of preserving natural and cultural heritage 4) To gain the skills, abilities and qualifications in a new educational surroundings to get a better professional and personal development, adapt new methods into school curriculum 5) To show the improvement of mobility and promoting among young people the idea of learning through the whole life Realization of the project included not only those members who took part at LTT activities but also all of the students/ teachers who profited directly from produced CLIL material as well as educational path. Most of the products have already been incorporated in each school curriculum so having an European project have been the most effective way of integrating and adapting cultural/ natural heritage for educational purposes. The main target groups are students at the age of 12- 16 as well as teachers using new pedagogical approaches. In order to achieve the outcomes which project has produced we intend to continue cooperation with partners in further European projects, maintain and develop common website on etwinning for those interested in outdoor education. All learning/ teaching materials will be available to download/ adapt for use in the classroom. Our work on edu- path will continue in order to master connection between local environment and education and offering a new edge to presentation of country/ area of partner countries. The educational material produced during realization of the project will be used in the curriculum of each school in following years.

H2O project has got a new approach to both environmental education and intercultural learning whilst fostering cooperation amongst Spanish, Slovakian and Icelander youth. The main goals are to explore various possibilities of water engineering and give students the opportunity to cooperate internationally on solving environmental issues. The basic and fundamental reason why four European countries- partners want to carry out the H2O project is a better opportunity for international perspective of increased cooperation in the field of ecology of water.While achieving these four aims during the project we will learn through new methods of international cooperation within European Union. Besides the mobilities among the project has the programs connected with purification, water acquisition, thermal waters and hydroelectric power stations. The project uses various innovative online tools to spread the project’s works and outcomes. It’s a huge adventure for students and their teachers in which they’ll develop their general knowledge about the ecology and improve their communication language skills. The project also teaches how to gain basic ecological habits which should be learned by children from the very beginning. The scientific approach to the topic makes the project more interesting and gives the participants the real possibility in touching the problem in adults life. We have to encourage them for the future protection of the environment so that they can one day make a difference for the better. Each school chooses from their students only 7 pupils who will be the ambassadors of their nation in solving the project’s main problem. Their further actions will continue in spreading to local communities what was learned about water industry during the project’s research. The youth is taught that to live ecologically is possible and it’s not so demanding.Each participating school involved as many members of its teaching staff as possible, encouraging a mixed participation of both experienced and newly-qualified colleagues. This allowed a fruitful exchange of innovative and time-tested methodologies as well as a multi-disciplinary approach to everyone’s teaching. Final products include innovative, transversal and interdisciplinary CLIL materials, lesson plans, didactic units, which we hope will be shared and used in various teaching environments.All actors in the project are made aware of the European dimension and far-reaching advantages of an Erasmus+ experience on individuals, schools and the community as a whole. All partners , from the outset, for the duration of the project and beyond, have the responsibility of informing the community of Erasmus+ actions and activities. Diseminaion activities continue up to now.