context / background / objectives of the project Due to the hectic and very rapidly changing society in the EU, we want to give the pupils and the teachers of the partner schools a unique learning opportunity to work better together, to experiment with the many facets of technology, to discover their talents. We develop as many talents as possible from everyone. All children, underprivileged, non-native speakers, migrant population and also the inclusion pupils are fully covered. We start at a very young age. Preschoolers work together with primary school students. In Belgium a lot of experience exists on teaching to above mentioned audiences and we would like to share this with other countries .We give students a broader view of European society. The pupils and teachers learn a lot from each other. We improve the quality of education by learning from and with each other. The education system needs to adapt its objectives and methodology towards promoting and encouraging skills needed to guide the pupils in in a more productive, effective and happy way towards the society. Educational institutions and families are the key factors in achieving well-balanced people who may have success in their vital objectives, learning how to solve conflicts in an effective way and definitely that they are happier and more optimistic people. This project includes a high innovation experience by creating a virtual learning environment where all participants in the project will share resources and activities. The project is composed out of two tracks: 1) The first track concerns concrete activities for the pupils of pre-primary education (assisted by pupils of the primary school) that are realized by all partner schools and that materialize in step-by-step guides and explanatory guides. 2) The second track concerns experience sharing of teachers: pre-school education teachers will share good practices during 5 joint-staff events (3 joint-staff events on 'personal and social competences' and 2 joint-staff training events on' engineering competences '). We start from the strengths of every school / country. After each training activity each school chooses at least one good practice that the teachers test in practice and provide feedback on. All acquired methods will be bundled (on the website and on ETwinning) for future re-use. An important aspect of our project is the dissemination of achieved results. The provided IT tools will allow us to network with teachers from all over Europe and interactively exchange experiences. The final aim being learning through each other, and ensure that we as a school team are better skilled to do our job and provide the best education possible for the next generations. participants: (schools from Italy, Spain, France, Iceland, Belgium) (900 pupils and 150 teachers are reached) All partners have been chosen on following topics: * a strong focus on the development of the personality of children * existing expertise on the project's themes The partnership has been established through different contacts: partners were identified on the e -Twinning website, by filtering on topic. Contacts were established with the ones who showed enthusiasm, reactivity and collaborated with innovative ideas. Three partners are new to European projects (Spain, Iceland and Italy). The coordinator (that has acquired already experience in projects at European level) will provide those with the necessary support in the organization of the project. Objectives, long term benefits and results: objectives for the teachers *teachers want to strengthen their didactic skills to help the children develop their personal and social competence and the engineering competence. *teachers learn from each other methods around the project theme that guarantee the social inclusion of all pupils in the classroom. *strengthen the quality of education to develop insight into new ways of working and tendencies etc. objectives for the pupils (3-12 years): *the children develop a strong personal competence: they discover what their talents are, confidence in their own abilities, great well-being, self-esteem, etc. *the children develop a strong social competence: they can work together within a diverse class group, they learn that everyone has strengths and weaknesses, *the children develop a strong engineering competence: they are motivated for learning about engineering / technology, they learn problem-solving thinking, etc. Results: 1) we make a bundle of the good practices that we got to know during the joint-staff training, published on e-twinning 2) the step-by-step guides: a handbook with assignments to reinforce pupils' personal, social and engineering competence through language-poor assignments that guarantee the inclusion of all pupils. 3)the website, with pictures, plans, movies of the activities, the lipdub, ... 4)games, tests that we can use every year.

Our project TAG is based on teaching and learning basic skills (literacy , maths and science) and cross skills (foreign langauge acquisiton, gaining healthy lifestyle, taking action for environment and climate change) using game based learning as a method. Pupils will apply what they learn throughout the project to their virtual towns. Virtual towns will play a great role in the project to give the chance to pupils to absorb new acquisitons via applying what they learn into a virtual town. This way pupils will gain how to integrate what they learn from the project's implementation activities into life and how to use new acquisitons in practice as the population of the virtual towns will be themselves. The background of our project is;European commission's aim for 2020 is fewer than 15% of 15-year-olds should be under-skilled in reading, mathematics and science.According to the World Health Organization WHO ,1 in 3 eleven year olds is overweight or obese. Only 19% of 11-year-old girls report engaging in moderate-to-vigorous physical activity for at least 60 minutes per day. For boys, the figure is 28%.According to the Attitudes of 'European citizens towards the environment' research most Europeans are aware of environmental problems and climate change but most of the Europeans refrain from taking action to behave more environmentally friendly. Peer-bullying in schools is an increasing problem in European countries and we need to take action and find ways to hinder peer bullying. Our project team believe that games increase pupils' motivation to learn and pupils can transfer what they learn to their real lives with games better. We believe we can teach basic skills, health issues , environmental awareness- climate change issues, foreign languages, democracy , ethics and also awareness of our European cultural heritages through different kinds of games and game based active learning activities.The long-term objectives, the impact of our project are ; - good practices, new methods and innovative techniques to teach literacy, maths and science will be shared among European teachers,- disadvantaged pupils and SEN pupils will be given more chance to learn basic skills using gamebased learning strategies,- low achievers in basic skills will be given more chance to acquire basic skills with the help of good practices around Europe,- all participant schools' curricula will be renovated and adapted as a result of acquired good practices and skills,- the rate of early leavers from education will be reduced at participants schools ,- participant schools will have school staff who is competent in how to teach basic skills using gamebased strategies,- participant schools will have renovated curricula that gives more emphasis on the low achievers and disadvantaged pupils through games and innovative methods- each participant will have portfolios of gamebased activities as a compilation of all games and good practices to help them teach all skills in primary and secondary level, - each participant school will have new strategies to teach foreign languages better , - each participant will have a new action plan for tackling peer bullying with the help of games,- each participant school will be healthy school with the help of games and active learning strategies,- each participant school will be environmentally friendly school and all pupils will be aware of environmental problems and climate change through the activities,- each participant school will have strategies to teach ethics,democracy and good behaviours to their pupils with the help of games,Participants to the LTT Activities will be 90 primary and middle school teachers and the pupils that will get benefit of the project and join in local project implementation activities will be 3800 primary and middle school pupils.The concrete activities and results will be ;- 6 Learning ,teaching,training activities of all teachers of participant schools on Game Based Learning and Active Learning Strategies namely on the topics of ; 1- Maths 2- Language Teaching and Learning 3-Environment and Climate Change 4-Science and Technology Use 5- for Health,Ethics and Democracy 6- Reading Literacy and Cultural Heritages - Compilation of the game-based activities in portfolios, 6 festivals to practise all acquisitons in LTT Activities with pupils, virtual towns of pupils in schools to apply what they learn to their towns , creation of a New European Maths Boardgame,a New EU Language learning Cards Game, New EU Digital Application for Environment and Climate Change issues, STEM exhibitions, a New EU Sports ,a New EU Health Action Game , a New EU Healthy Food , A New EU Healthy Diet, a new EU Puppet Show , games with families videos, short films of the project festivals, an E-twinning webinar, E-twinning projects of pupils, an E-book of the project and a Youtube channel of game based activities

Studies show that education is the most important factor in reducing the negative effects of climate change. Although environmental education studies are carried out in schools, schools are expected to play an active role with a holistic and sustainable approach on climate change.This project is aimed at the implementation of internationally coordinated activities, which are designed to address all age groups in the 6-12 age group, and to integrate them into schools.Despite the awareness of Strategic Partner Schools in reducing climate change and its impacts and achieving climate change gains in the curricula, inadequate competencies of our target audience are our main problems.One of the main priority areas in the EU 2020 strategy goals is climate change, the use of clean and efficient energy, the necessary investments for environmental and climate policies, the priorities and national targets adopted by our countries and coincides with the corporate objectives of our strategic partners.In order to mitigate the effects of climate change, we need a strategic partnership from different countries and the need to implement strategies with transnational activities and international cooperation.Our project aim is to create a common solution to the problems with cooperation and synergy, to improve the awareness of our stakeholders on climate change, to strengthen the international dimension of education through good sample sharing, to develop skills and competences with the best examples in Europe, to strengthen the international dimension of education, to gain 21st century skills, to take rational environmental awareness and to gain the vision of ecology, internationalization, active citizenship, professional skills and competences and the development of language proficiency.1.Hava İkmal Bakım merkezi Primary School, which is the eTwinning School, which conducts national, international and EU projects on the environment has taken the responsibility as coordinator school. Other Strategic Partner Schools project experience, environment and climate change studies, project environmental situation relating to the goals and issues are similar and the formation of the joint has a different climate with Turkey, taking into account the institutional capacity and staff qualifications from Spain CEIP PEDRO II, Poland The Istituto Comprensivo Mazzarino from Zespol Szkolno-Przedszkolny nr 3, Italy. The participants were chosen according to the common criteria.Participant teachers were selected from post-graduate education, academic studies, language proficiency, experienced in environmental projects, project processes and persons with ICT, web 2.0 tools competence. Female teachers are in the majority. Teachers who are strong in communication, who have project experience and who are proficient in language are selected as companions. Students who are active in environmental projects, who can communicate in English with their peers and who are active in transferring their skills and experiences are selected.In the project, which will continue for 2 years, short term student group exchange activities with 5-day short-term cooperative staff training activities were planned for our students and stakeholders.30 participant teachers, 45 participant students and 15 companion teachers will participate in transnational activities.Sharing of good examples in mobilities, common planting activities, climate dictionary, drama, online experiments, nature games, World Environment Day celebration, project blog, logo, mascot, brochure, magazine, educational trips, European Climate Map is planned to be created.Three-dimensional designs, seminars, poster designs, renewable energy model and banner works, drama, artwork, eTwinning project, use of ICT and web 2.0 tools, planting seedlings, meetings and dissemination are planned as in-house activitiesIn the project activities, research, travel, observation, examination, group work, living learning methods will be used.European Climate Map, climate dictionary, animated film, models, experiments, planting plantations, e-documents, project logo and mascot, blogs, presentations, surveys and reports, posters, booklets, brochures and magazines are the concrete outputs of the project.In-house and external information meetings will be held. The competences, good examples and results will be disseminated through multiplication by sharing them in blog, Erasmus + online platforms, written and visual media, school websites, project and personal social media accounts.This project will inspire new projects, which will contribute to joint solutions to the problem, the institutional capacities of the partners at the EU level, the ability of the participants to work in international projects and to increase their professional competence, to create added value, to internationalization, to the development of language skills, to the integration of good examples with education.

<< Objectives >>This project will use stop motion animation as a pedagogical tool to promote digital and intercultural competences, communication skills, and diversity in our schools. It aims to help teachers develop competences in using stop motion animation in the classroom, while also enhancing students' creativity and communication skills in an intercultural context. The project also aims to foster an understanding and appreciation of partner countries, cultures and the E+ programme. << Implementation >>The project will provide training for teachers in the respective schools, specifically in the use of stop motion animation as a pedagogical tool. The activities to be implemented include teacher training in stop motion animation, creation of stop motion videos with students to showcase cultural differences, research on the real-world applications of stop motion animation, and the creation of a mascot to be sent on an Erasmus+ mobility tour across the partner countries. << Results >>The project aims to raise the profile of participating schools as centres of excellence and enhance digital and intercultural competences, literacy skills, diversity, creativity, and teacher competences. The project also aims to raise awareness about digital content and promote responsible use of digital applications among students. The project also aims to establish ongoing collaboration and sharing of best practices beyond its completion by enhancing networking among participating schools.