Eat Compete Get Fit was a cross-curricular project combining Sports, Health, Nutrition, Food preparation, English, Statistics, Media production, ICT, Statistics subjects.The idea behind it was to tackle bad eating habits, lack of regular physical activity, poor body image with the help of activities designed to help students overcome their social obstacles and health problems. The project aimed changing attitude towards regular physical activity and healthy eating habits, changing attitude towards cultural differences, increasing communication skills in English, increasing ICT skills, increasing data collection and assessment skills, fostering entrepreneurship skills in different business areas, strengthening the profiles of teachers in areas such as cross-curricular teaching, content and language integrated learning. The participants were students and teachers of the partner schools.We conducted a questionnaire for participant selection and formed a student group with 20 pupils in our schools totalling 120 students.The student participants were selected from poor eating and physical activity habits, low body image perception and basic communication skills in English.There were participants with fewer opportunities among the student participants.We also formed a core project group consisting of 4 teachers from each school.The activities were planned with the core project group.We planned a monthly study schedule starting with project corners at our schools and 1- or 2-hour sessions monthly with student project group.We started the project activities with the kick-off meeting in Turkey where we discussed the implementation of the project as well as a detailed plan of the whole project.In this meeting the coordinating school hosted some model activities and we decided to implement Nutrition Friendly School Initiative at our schools.LTT activities were designed for student and teacher participants separately.In the 1st LTT to Hungary, we studied the Importance of healthy eating and physical activity on recovery and rehabilitation with student participants and Basic Life support and emergency care workshop for teacher participants.We had a food day at school where all the students from Hungarian school could taste and learn about the traditional food of partner countries.We learnt about Hungarian cuisine, thermal water benefits and medical herbs.In the 2nd LTT to Italy we studied job opportunities in wellness sector with student participants and had a seminar on physical activity and wellness with teacher participants.We joined Rimini Wellness fair and shared the results of the surveys and met with the president of city council as well as members of NGOs working with similar aims with the project.We had workshops for food preparation and physical exercise activities.After that we had our second TPM in Italy to check the progress of the project.We controlled the checklists and did a SWOT analysis of the project.In the 3rd LTT to Greece we studied positive body image and beauty health with student participants and had a lecture on psychological aspect of health for teacher participants.We visited tobacco museum and presented the results of tobacco use survey.We had workshops on beauty health In the 4th LTT to Poland we studied how to record your healthy lifestyle with student participants and ways to integrate CLIL method on physical activity, health and wellness with teacher participants.We worked on smoking and drinking habits and prepared an anti-smoking campaign.We watched theatrical performance about addictions.We had and active workshop on Nordic walking.In the 5th LTT to Germany we studied Healthy eating habits with student participants and had a course on the use of twinspace and lo-net2.de for teacher participants.We participated in cheese, bread making workshops and visited an organic mineral water factory.At the end of the project we reached our objectives especially in forming a healthy eating habit and regular physical activity habit.They also developed their communication skills in English, data collection and assessment skills, ICT skills, problem solving, presentation, decision making, conflict management, creativity and team work skills.Teacher participants developed their professional skills such as cross-curricular lesson planning, CLIL method, helping shy and introvert pupils.The project had impact on students at partner schools; as they worked together on tasks such as survey conducting, teachers at partner schools as they had some seminars together and prepared lesson plans together.It also had impact on schools regarding the institutional development as they applied Nutrition Friendly School Initiative introduced by WHO.It had impact on local society with the dissemination activities on newspapers and local media websites.It had impact on the policy makers as we had meetings with them.The partner schools promised to organize #19MaySportsDay activities after the project completion

"“C-osmos-is” reflects the idea that we enter a new “cosmos” and learn in it and about it and its culture through “osmosis” in the sense of learning about something that one is in close contact with. In times of growing euro-skepticism and nationalism we believe it is vital to establish close relations between people in Europe and to raise awareness of our common cultural heritage.Thus, the social and educational value of European cultural heritage is constitutive to this cross-curricular 24 months project:The participating schools, IES Vega del Jarama (San Fernando de Henares, Spain), Liceo ""G. Cesare - M. Valgimigli"" (Rimini, Italy), Christian-von-Dohm-Gymnasium (Goslar, Germany), 6o Gymnasio Larisas (Larisa, Greece), Kunskapsskolan Örebro (Örebro, Sweden), are all in the vicinity of UNESCO sites (e.g. Alcalá de Henares; Malatesta Library, Rimini; silver mine Rammelsberg, Goslar; Meteora; Skogskykogården, Stockholm) and related to a different focus within the project, which is structured into five different periods centering around the students’ meetings.San Fernando de Henares is connected with art, Rimini with film, Goslar with nature, Larisa with music and Örebro with architecture. Each school hosts a students’ meeting in the course of which the students collaborate with peers from different countries, reflect on their own and others’ cultural heritage to achieve a better understanding of each other and our diversity and similarities. In line with the focus of each meeting is its product, which can be tangible or intangible: In Spain the students create a portfolio, in Italy they produce a docu-film about the meeting, in Goslar they curate an exhibition of their own works of art and compile a multi-lingual guide to tree planting based on their hands-on experience, in Greece they get to know different dances and songs from the participants’ countries and in Sweden they design architectural products for an exhibition. All students’ meetings and their results are covered by an e-magazine to be accomplished as a final documentation of the project.Students’ meetings combine subject-oriented input and research with creative approaches that are realized both in conventional and digital ways.Students improve their creative, planning and digital skills, broaden their horizons through intercultural encounters and expand their communicative, language, and social skills in collaborating with peers.As these come from five different regions spread out over the EU, students develop an openness to different European ways and situations of life that is based on personal experience acquired both in continuous collaboration and in face-to-face meetings. In the long-term, this can also benefit their professional lives.Continuous collaboration between students is carried out on eTwinning: National teams take turns in posting a “Question of the month”, information is exchanged between hosts and guests, and preparatory as well as follow-up work for the students’ meetings is pursued.Two teachers’ training events supplement the project: The first focuses on intercultural learning and digital tools. Both aspects support project work throughout the two project years and are implemented into the partner schools’ curricula. The second teachers’ training has an emphasis on digital representations of art, which also play a central part in the students’ tasks. For both teachers and students new perspectives on art and digital media and its options are opened up.The mid- to long-term benefits of the project are the effects of peer-to-peer learning for both teachers and students, especially taking into account the variety of cultures and school systems represented in the project group. The combination of reflection on one’s own culture and cultural heritage and that in other places visited in the course of the project, the international collaboration and the variety of skills used contribute to an enduring cultural education as a basis of life-long learning."

The rapid technology advancements in last decades have easily convinced people that the life of the upcoming generations will differ strongly from the current ones. The ongoing situation in the world in the last few months proves the need of digital skills and media literacy, the ability to think critically and solve problems.In the current situation, on one hand-students and teachers have to work online, and on the other hand,social media becomes the only connection to the world outside of their homes.The situation also arises the question of human rights and to what extent and when they can be restricted for the sake of the community wellbeing.These are new and unexpected topics that many don’t feel fully equipped to handle.These dynamic processes require an improvment of the quality of students' competences, supporting and accelerating the mastering of knowledge and skills that will help young people to find their place and realization in the real life. Through practice, students need to reach a new level of understanding, that provides a link between competencies and the real world. They have to be able to apply the acquired knowledge in different fields and contexts,they need to build skills that are complementary to the digital ones - multicultural literacy and awareness of global processes, innovative thinking and effective communication, teamwork, personal, social and civic responsibility.The main goals of the 'ACTIVE' project are to develop students’key skills such as critical thinking, creativity and self-learning, to show them how to use the Internet and digital technologies safely, intelligently and for educational purposes. We will also like students to acquire civic competences and the ability to participate actively in civic and social life.This strategic partnership will allow trainings and cooperation for strengthening the European dimension in the education and will promote common European values and a sense of belonging to one global community.The project is a result of the purposeful efforts of all partners to improve students' motivation and practical skills.Therefore students will be placed in the center of the trainings and they will work actively for their own development. During the project preparation,all partners identified the topics as particularly relevant and an eTwinning project was created for better communication and teamwork.The project activities are organized in five modules: How literate we are (media and digital), I and the Network, The media - what they tell us,Human rights - obligations and responsibilities, We can change (active citizenship).The partners will work on topics locally and during the mobilities. The target group are students aged 14 to 16,teachers and parents.In total 120 students and 40 teachers will participate in the educational exchanges.All their peers,teachers,parents and representatives of the parental communities will be involved in the local school activities.Each partner will provide their best materials to a wide range of professionals.The implementation of this project will contribute to raising the level of school education by enhancing the knowledge and skills of teachers,who will share experiences and learn about best practices in partner schools.The involvement of institutions will provide a professional dimension to the topics and add a significant value to the activities.All results and materials will be posted on the school websites, project site, Facebook page and twinspace.The development of these key competences requires a change in the traditional model of teaching. Thus the focus of our work will be on the project-based learning methods and approaches such as CLIL,STEAM, serious and role-playing games, interdisciplinarity,ICT,collaborative learning and teamwork,analysis and evaluation,creative workshops,discussions,problem solving,presentation,photo and video work.On the long term, students will improve their functional and digital literacy,foreign language and communication skills.Young people will get the chance to expand their knowledge of human rights and related social responsibilities.This will help them to realize that the disrespect or violation of these basic rights reduces the quality of life on individual, local and global levels. They will adopt new ways of learning and enrich their experience in areas needed for lifelong learning. The project will allow students to express and increase their citizenship within their school, city, country and Europe.For teachers, participation in the project will lead to improvement of their professional skills to meet the growing need of knowledge and use of new technologies. They will acquire competences to use innovative teaching and assessment methods for creative and effective use of digital technology in education. Partner schools will expand their capacityfor working on European level.