"Rebuilding Primary Education with Mind Games (ReMindGames) project is based on the idea to make educational and social lives of students more meaningful and valuable by using Mind Games and to rebuild an innovative and modern understanding in education. Our goals are lined with the prority of using innovative methods like mind games at school as implied in 2020 Erasmus+ Guide. With this Project, we aim to adapt the Mind Games to the curriculas indirectly, produce new mind games, exchange of games in different countries, organize national/international tournaments so on. and improve the psychosocial, competitive, collaborative and basic skills of our pupils. We have 5 partner schools from primary level. Our partners were selected by questionnaires and pointing method by the applicant organization Agrupamento de Escolas Trigal de Santa Maria. The questionnaire was added the to eTwinning, Facebook and Erasmus + Partner Finding portals. 12 answers received, then a Mind Games SWOT Analysis Questionnaire was sent to these 12 schools. After the selection, this partnership with the following 5 schools has been set up:a-“Yedi Kuyular Primary School”, Antalya/Turkey, with 695 students of 5-11 aged, and 30 teachers.b-""The Direzione didattica III° circolo B.Bonsignore”, Mazara/Italy, with 670 students 3-12 aged, and 70 teachers.c-13th Primary School of Rethimno"", Rethimno/Greece, with 280 students aged of 6-12, and 30 teachers.d-“Colegiul National de Informatica Matei Basarab” Valcea/Romania, with 780 students aged of 6-19, and 32 teachers.e-“Agrupamento de Escolas Trigal de Santa Maria School” Tadim/Portugal, with 870 students aged of 3-15 and 63 teachers.Each partner has stakeholders wiIn-school activities, pre-primary and primary level students will take part. Student age group is between 5-12. Thanks to the Mind Games Teams that will be created on the basis of classes, a wide range of students will benefit from the internal and external effects of our project. Each partner school will select at least 20 students to work in project teams actively. Participating students will be selected through questionnaires / interviews and scorring method. After our SWOT Analysis applied in partner schools, it became evident that partners needed a more effective educational program and innovative methods. 97.1% of the 104 teachers who participated in analysis stated that mind games affect students mentally and socially in a positive way, 90.4% stated “Mind games help to prevent early school leaving”, only 46.2% stated that they are partially aware of the mind games in different countries. We anticipate to reach the following objectives in the light of our SWOT Analysis:1-Interaction of 5 partner schools to increase the use of the Mind Games in our schools by at least 70%2-Producing at least 3 new mind games per partner school3-Reducing the rate of early school leaving with the active learning environment and the problems of disadvantaged students by at least 50%Our project is a prototype based both on the integration of Mind Games into school programs and on the exchange of good practices in European countries. In connection with the EU 2020 goals, our project will focus on:*reduce early school leaving rates *gain innovative & cognitive competences *increase academic and personal achievements, enhance democratic values and social cohesion *promote international cooperation activities *improve linguistic skillsFor the objectives and long term benefits above, the following concrete results will be put forward:1-""Mind Games Research and Article""2-""Mind Games e-Platform""3-""European Mind Games Handbook/Booklet""4-“Rebuild Education With Lesson Plans!"" activities 5-""Mind Games National and LTTA Tournaments6- e-Twinning ReMindGames projects*We planned 5 Short-term student exchange for exchanging good practices. Participants will be 10-12 aged and from 4th-5th grades. 4 students and 2 teachers will join in each LTTA. LTTAs and the project will be combined with eTwinning and LTTA events will be transferred to the portal as content. Students will learn to cooperate in the best way via e-Twinning and will join online meetings and feel better before the LTTAs, also effective and constant dissemination will be fulfilled thanks to the virtual exchanges. They will learn storing, using web tools such as Padlets, and understand the main idea of the project through the e-Twinning. Through the tournament activities, they will develop group working, empathy, making analysis, critical thinking, researching competences and reinforced with permanent learning. Thanks to our project, the participants will make new friends, expand their EU citizenship identity, internalize respect for diversity as well. Innovative synergies that will be formed with this project activities, our schools will work to embed a more systematic, practical and active learning approach in organizational structures."

Le projet Sharing the world disability and displacement a réuni 7 partenaires de 7 pays européens (la France, la Slovénie, la Slovaquie, la Lettonie, le Portugal, la Roumanie et la Turquie). Le projet a eu comme enjeu principal la sensibilisation des élèves et des enseignants au sujet des personnes en situation de fragilité (handicap, personnes réfugiées). Le projet a abordé l’intégration de ces personnes à l’école mais aussi dans le monde professionnel. Dans le cadre de ce projet, nous avons prévu 3 réunions transnationales et 4 mobilités d’apprentissage.La mise en œuvre du projet s’appuie sur 5 objectifs principaux : 1. Réaliser des activités pédagogiques et éducatives pour faire prendre conscience de l’importance des droits de l’homme et de l’enfant (Vivre ensemble, paix)2. Lutter contre le décrochage scolaire par la mise en œuvre d’un suivi éducatif renforcé3. L’insertion dans le monde professionnel4. Échanger des pratiques entre les écoles spécialisées et les écoles classiques pour une meilleure intégration des élèves en difficulté, entre des écoles ayant des réfugiés et celles n’en ayant pas5. Encourager à l'éducation - Promouvoir l’interdisciplinarité pour développer la collaboration entre les enseignants au bénéfice des élèvesLes 7 établissements participants ont des typologies différentes accueillant des élèves d’âges différents et de profils variés. Il faut noter que les établissements portugais, slovène et français accueillent des personnes en situation de handicap dans le cadre des dispositifs particuliers, spécifiques à chaque pays. Tous les établissements accueillent des élèves avec des troubles des apprentissages (dyslexie, dyscalculie, troubles de l’attention avec ou sans hyperactivité, etc). Les établissements portugais et français accueillent des élèves réfugiés et l’établissement turque travaille en lien avec des organismes d’accueil. Les établissements letton, roumain et slovaque travaillent en lien avec des associations locales et des orphelinats. L’établissement slovène est spécialisé dans l’accueil des personnes en situation de handicap et il accueille des personnes du plus jeune âge jusqu’à 26 ansConcernant les activités mises en œuvre nous avons prévu un calendrier d’activités (timeline) afin de pouvoir respecter plusieurs étapes du projet:1. Introduction du projet/Connaissance du sujet (droits de l’homme, droits des enfants, égalité etc). Pendant cette période nous avons traité les aspects administratifs (ré-organisation du projet lors de la 1ère réunion transnationale au Portugal http://sharingtheworld.net/category/meetings/portugal/ ), création de l’équipe, partage des tâches, etc). Objectifs prioritaires : 1, 4 et 52. Créer de l’intérêt autour du projet. Développer des axes de réflexion. Préparer des activités concrètes réalisées lors de la mobilité en Roumanie (http://sharingtheworld.net/category/meetings/romania/ ), Poser une réflexion sur l’accès au logement, aux aides ainsi qu’au monde professionnel pour les personnes en situation de handicap ou réfugiées. La réunion transnationale en Lettonie (http://sharingtheworld.net/category/meetings/latvia/ ) nous a permis de partager nos avancées et nos idées pour la suite. Tous les objectifs ont été abordés lors de cette phase.3. La 3ème partie du projet débutée en Mai 2018 a eu comme objectif d’encourager l’intégration des personnes en situation de handicap ou réfugiées, en réalisant en particulier des actions communes avec des associations locales ou internationales. Cette partie a été aussi consacrée à l’organisation de 3 mobilités : en France (http://sharingtheworld.net/category/meetings/france/ ), Slovaquie (http://sharingtheworld.net/category/meetings/slovakia/ ) et Slovénie (http://sharingtheworld.net/category/meetings/slovenia/ ). 4. La dernière partie du projet a été dédiée aux conclusions, la préparation des projets futurs, ainsi qu’à des échanges de messages afin de s’assurer que les participants resteront en contact. Une réunion transnationale a été organisée en Turquie (http://sharingtheworld.net/category/meetings/turkey/ ) pour conclure le projet.Les résultats du projet prennent la forme de différents supports réutilisables : cours, brochures, présentations, livre de cuisine. Les résultats s’illustrent également dans les changements qui ont été faits dans les établissements ou dans les villes suite aux interventions des élèves auprès des autorités. Voici les articles présentant les activités et résultats par pays : http://sharingtheworld.net/category/activites-and-results/ L’impact du projet a été analysé à partir d’outils classiques comme des questionnaires, des tests de niveau (de langue) mais aussi en réalisant des entretiens individuels avec les participants ou en faisant une analyse de situation à des étapes différentes du projet. L’impact se révèle important sur les élèves mais aussi sur l’équipe du projet, qui a eu un très bon relationnel et qui souhaite continuer à travailler ensemble.

"The topic of integration and migration (emigration, flight) was as planned in the focus of our Erasmus + project. There were, as planned, three priorities:1. Developing a common school-based approach and program to better manage migrants and refugees and improve school outcomes for those groups. 2. Improve the integration of migrants into the school community by reducing discrimination and building tolerance. 3. Improving cooperation between schools and external partners. The resulting tasks could be addressed as follows: There was a very productive exchange of experience between the project schools, so that they could work on a broad basis thematically and in terms of content. In this way, it was possible to ensure, as also stated in the application, that not only regional, ie limited, issues were of relevance. In the process, all schools involved are developing a concept for dealing with migration, which should be included in the respective school programs. Here is a constant revision and update makes sense. Results are available in the manuals produced by each participating country. It should be noted that there has been a strengthening of cooperation among teachers in all nations of the project; also a change in knowledge and attitude within the teachers' colleges and the student body. The development of teaching concepts and methods, in particular for the language acquisition of refugees and migrants (individualized and cooperative learning), has also been initiated. as a result, there should also be an improvement in cooperation with the parents of the refugees / migrants. Further development of the school programs in the field of ""dealing with heterogeneity"" is under way. Thus it can be assumed that - within a reasonable time - an improvement in the educational success of the targeted groups of people can take place. This would also result in improved integration of refugees / migrants into the school community. In addition to these narrower tasks, more general goals could be achieved among all those involved, to name only a few: prejudices could be reduced and knowledge expanded on all sides; Experiences abroad could be made possible; and much more. We should also mention the further expansion of cooperation between the schools and the relevant regional authorities. (Migrant organizations, offices, ...). Here, European-level added value has been achieved through thematic cooperation between local, regional and international organizations."

"The partnership was founded on the collaboration of 5 partners from 4 European countries: Turkey, Poland,Portugal and Czech Republic.CONTEXT/BACKGROUND OF THE PROJECT: In education we as teachers always need to follow new approaches and methodologies for the sake of the improvement of students. In a classroom there are different types of students. Teachers are supposed to have effective teaching methods in order to spark students’ interests and to have them take part in the lesson. In order to raise students' interest, using media-based interactive teaching and learning methods are effective. Furthermore, through these digital methods we want to improve the acceptance and integration of digital media in schools. Innovative ideas will impact the teaching environment positively and enrich classroom learning. ""CORE"" project have an integrated approach in teaching Science and Technology combined with social and transversal skills. With international cooperation and different contents, learning environments and digital tools integration will get supported. Some research shows that a highly skilled workforce is needed and it is based on science and critical reasoning skills. Modernizing science and technology teaching is a “must” in schools to tackle today’s world and bridge the gap between labor market and qualified workers. Through this project the students have the chance of seeing how Science and Technology can offer solutions to problems in their society. This also broads their horizons, and increases tolerance towards other cultures. OBJECTIVES OF OUR PROJECT: - improving media-based interactive teaching methods; - enhancing teachers’ professional development; - highlightling the relationship between education and technology-driven labor market; - intensifying upbringing of enterprise skills and for career; - adopting innovative and collaborative practices; - building an interest and positive attitude towards science; - improving levels of different skills such as digital skills, and transversal skills; - promoting students with the knowledge, understanding and skills to use technology creatively and purposefully; - improving competence in foreign languages; - promoting an active Euporean citizenship and intercultural understanding, tolerance. NUMBER AND PROFILE OF PARTICIPANTS: We are five different secondary schools from Poland, Portugal, Czech Republic, and Turkey (two schools) that nearly have the same school level and common issues on the topic. The students, teachers, parents, and school staff of the partner schools will be the participants. DESCRIPTION OF ACTIVITIES: During the project, we have 5 LTTs planned. Short term exchanges of pupils will help group work, learning new cultures and traditions, showing respect to others, realizing the students’ potential. We will have the chance of exchanging good practices, sharing experiences, and improving innovative teaching. There will be after school wokshops for extra-curricular activities on digital citizenship and cyberbullying. Also, there will be seminars, conferences and trainings for teachers, students and parents. Students and their families will participate in competitions, meetings, celebrations and fairs. METHODOLOGY: at project meetings: presentations, observing lessons, surveys, discussing curriculum and education systems, workshops, implementing and evaluating progress. at student exchanges: presentations, visits to research centers/museums, debates, online discussions, role-plays, workshops, round tables, music, dances, art, sports, picnic, games, group work/pair work, videos, surveys, implementing and evaluating progress. RESULTS AND IMPACT: 1) impact on students: - raising students’ interest in Science and Tecnology subjects; - increasing students’ interest in Science and Technology careers; - preparing them for the challenges of labor market; - promoting communication skills in English by cooperating with peers from Europe. 2) on teachers: - improving the quality of Science and Technology teaching; - creating the international cooperation among teachers; - raising awareness on Erasmus+ Programmes; - improving communication skills in English. 3) on participating institutions: - creating awareness on the importance of education and science teaching; - having more open-minded, tolerant and academic staff and students; - developing synergies and cooperation between education and higher education, research centers and world of work; - promoting European citizenship. LONG TERM BENEFITS: - strengthening the European dimension in the school and community; - building a European network among partners - continual cooperation with local authorities for future projects."

Cultural heritage as a catalyst of creative entrepreneurship was a strategic partnership between five European general high schools.The coordinator was the Croatian school and partner schools were from Sweden,Spain,Portugal and Greece. All partners in this project were general high schools in which there was no strategic teaching of entrepreneurial skills, as is the situation in most European general high schools. Due to the fact that in the last years the European Commission defined entrepreneurship education as a key factor for the development of individuals, economy and society in general and since year 2018 was marked as the European year of cultural heritage the main aim of our project was the launch of entrepreneurship initiative in general high schools using the topic of cultural heritage as a catalyst.The objectives of the project were the following: to train teachers on the topic of entrepreneurship, to provide students with the basic skills of today's popular small businesses such as graphic design, photography, blogging/vlogging, handmade crafts, tour guiding and event/project planning and to practice these new basic skills using cultural heritage as the topic.This way students were supposed to learn how to create entrepreneurial opportunities in their communities and foster their future employability chances.The project was also supposed to generate connections between schools and local communities and improve students and teachers' ICT,English,intercultural and social skills.Each school formed a project team which consisted of around 5 teachers and 20 students(aged 15-18) who were directly involved in project activities.However,through peer teaching we included a big number of students in each school(depending on the overall number of students in each school). All students participating directly in the project were chosen through interviews and motivational letters and opportunity was also given to students with fewer opportunities. At the beginning of the project Croatian coordinator provided teacher training for three teachers from each partner school-the training was delivered by Croatian teachers who developed their own course on entrepreneurship in general high schools.There were four short-term student exchanges, each attended by four students and two accompanying teachers. Between exchanges students attended local trainings on project subtopics done by local entrepreneurs and teachers, they did peer teaching and applied their new skills using different aspects of cultural heritage as a topic.Each student exchange had a subtopic and during these exchanges students presented their work done between mobilities, exchanged their knowledge on six subtopics (graphic design, photography,blogging/vlogging, handmade crafts, tour guiding,event/project planning), applied their knowledge in the context of the host country and presented their creative work to students of the host country. All activities were carried out through a combination of theoretical and applied units, students learned by doing through hands-on, real life experiences. Collaborative learning was applied in most activities, both locally and cross-culturally. The main results were one structured course for teachers on developing students' entrepreneurial skills, students' creative products, such as photos, blogs/vlogs, graphic design products, handmade crafts, guided tours, organizing events;a digital good practice guide on creative entrepreneurship through cultural heritage,a film about creative entrepreneurship in general high schools,a Wix website of the project,updated regularly with the results,a Facebook page,where students' creative works were shared, four Madmagz online journal editions (two in each project year),a project brochure , a poster and a logo, an eTwinning project and two evaluation reports. The project has had impact on schools in terms of launching the entrepreneurship initiative in each school and integration of these main project activities (teaching basic skills of creative businesses) into standard curricula of subjects such as ICT, Arts and English. The project was also a starting point for some new Erasmus+ KA1 and KA2 projects.