"The topic of our project is to reduce the amount of wastes in the environment and our schools and to investigate the causes of throwing so much garbage .And to raise awareness of the need to reduce the amount of wastes that we throw away and to provide to recycle or reuse the wastes. For this purpose, we started to prepare a project because we had wondered what other countries were doing in these issues. Some schools from Portugal, Poland, Italy, Macedonia and Sweden joined us to share their ideas for this project. The common feature of these schools was that they were either eco-schools or they had worked in the national or international areas before. Especially the Swedish school ""Backegårdsskolane"" had ""environmental school certificate"" in Gotheburg . In this project, we worked with students from 10-15 years old.At the beginning of the project, all partner countries formed their school's trash map and prepared surveys on the formation and collection of these garbage. The goal was to find answers to the questions about what kinds of trashes were accumulated in schools and how they were accumulated .And also to collect these garbage, separate and to provide to recycle them. For this reason, eco teams of students were established in the schools. As a result of the evaluation of the questionnaire, the team students regularly checked the classrooms and gave them some marks for the criterias that we determined before. As a result, the cleanest classes were selected and these students were rewarded. Thus , the amount of waste in the classroom was reduced and the clean environment awareness of the students was increased. The collected garbages were used for different purposes in different courses during two years, different designs were made. the products were exhibited to all the students of the school and to other schools. At the same time, different groups of teachers and students often visited the city's recycling centers and made some presentations about the recycling.Students interviewed with people of different ages and social groups and tried to understand people's level of consciousness on recycling. These interviews were evaluated and as a result, each country wrote a script to make a short-length film. Best screenplay was chosen at the meeting in Turkey and was filmed by every country for Swedish meeting. Also each school wrote short stories about recycling and the best story was awarded in Sweden. During two years, experts made informative presentations on recycling at schools.At the end of two years we noticed that the waste in the trash cans we put in to separate the garbage into different parts of the schools was seriously reduced and they were separated. In the interviews we made at the end of the project, the students and the parents said they separated all their garbages and reused some of them. In this way, we raised the environmental awareness of our students ,parents and teachers. Thus they realized the importance of separating the garbages."

An outline of our own math programme implemented after finishing the Erasmus + project.The final result of two-year work concerning the exchange of math experience with teachers is implementation of our own math programme which might be used during math lessons. The cooperation between partners concerned online lessons and different methods of introduction math skills.The programme contains topics which are included in the core curriculum. Nevertheless, teachers are not forced to stick to the schedule. The main goal is to adjust the programme to individual students needs and to use these math skills in practice. What is more, students may improve logical thinking while creating different types of math strategies.The mathematical programme which is compatible with the core curriculum for primary school, will be used during additional math classes.The programme contains general goals defined by detailed aims. Reaching these aims will be doable after the proper selection of educational teaching methods. The syllabus is planned to be accomplished once a week while additional math classes in fifth grade and in elders.GENERAL GOALS:1. Facilitating development of creative thinking, broading minds and intesrests. Ability to help achieving the success or solving mathematical difficulties with using modern methods2.Progression in computional efficiency among students.3.Creation own strategies with using modern technology4. Practising skills concerning math models making.5. Creating new strategies and ways of thinkingDETAILED AIMS:development of imagination and creativity(attachment number 3, lesson plan number 4, 7. Students in their own individual way may create their ideas, improving spatial intelligence. The will work in groups or they will work individually to make some 3D pictures . Student discover how to create a picture on the computer screen using pixels.Active participation in additional classes connected with the Erasmus + project,(pupils will cooperate and take part in project tasks at every level, they will design an illustration needed to a math dictionary – attachment number 1. Students will be solving math puzzles called „hard nuts”- attachment number 2 and pupils will be taking part in online lessons while doing the programme. )Broadening sense of responsibility ,discipline and self-independance as well as persistence or reliability of work.( students will be working in groups, learning how to cooperate with others, they will be taking responsibility of their own tasks. Tle time limit will be set.)Improving math skills and individual predispositions to solving problematic tasks.(attachment number 3. Students will be proving their individual abilieties in coping with difficulties..popularization of math among students, teaching them how to use their math knowledge. (Attachment number 3. Kids will be learning how to use math knowledge in a daily life. They will be solving tasks connected with sport,music,robotics while using TIKBroadening interests and math skills, deepening in inquisitiveness of matmematics.(attachment number 2 and 3; students will be creating a math dictionary. (attachment number 1);They will be working in groups and individually using TIK, They will be elaborating math puzzles and math games)Encouraging students to solving and creating math games( attamchemnt number 2;pupils will be working on their own math task at home or during additional classes; they will be trying to create math domminoes or board games)Unconventional and originative way of solving taks ( every student will be allowed to solve the task in his own way; every line of thought will be presenting at the forum)Povoking motivation to math learning; teaching them math detection in the world( attachment number 3,lesson plan number 3,5,9. Students will be discovering which math skills are useful in a daily life. The will be practising them e.g in calculating figure areas, restaurant bills or they will be showed how much in common robotics and math have.Developing their self-presentation skills( Children will be showing their work results at the forum)Taking additional actions, growing cooperation and communication with people( attachment number 3, lesson plan number 9,2,8. Because of group work, student will be also growing their awareness of argumentation,communication and they will be tought to fight their corner.Attachment number 1)Getting pleasure out of learning(attachment number 3 ,lesson plan number 8,10. Pupils will be working with other students from partnership countries. They will be realizing tasks outside which means that they will be breaking language barriers down.Eliminating shyness, working on self-esteem (attachment number 1, pupils will be working on illustration of math dictionary)

Our project with the title “My country, your country - our Europe” focussed on the priorities of foreign language competence acquisition and increasing social competence. This was conducted through elaboration of the project goals by groups of pupils from the three partner countries Germany, Poland and Slovenia. During three meetings at a partner school in each of the countries, the pupils elaborated the theatre play “The town musicians of Bremen”, a youth dictionary, the Europe Song in regard to Michael Jackson’s song “You are the world”, as well as a shared homepage and a book about Europe, in which the meetings, activities and project achievements were documented. Besides working together in groups, the pupils gained first-hand experience with the different cultures of the involved countries. Getting to know the pupils and schools of the partner countries helped decrease prejudice and allowed them to apply and further develop their foreign language skills. Furthermore, the pupils could increase and strengthen their social competence and self-esteem by working together as teams with groups from different countries. Having the students stay in polish and slovenian host families and a lot of meetings with supporters of the project, e.g. the city major, tourist guide, park ranger, members of the hometown club or the bakery owner, also contributed to these skills. With our project, we were able to demonstrate that european pupils and teachers are able to achieve goals together and motivated other schools and countries to take part in ERASMUS+ projects. As a group consisting of 20 pupils and 8 teachers, we managed to achieve the pursued goals and consistently exchanged information, despite facing large difficulties due to the Covid-19 pandemic. For that reason, the planned meeting in Germany at the school “An der Mulde” and the public presentation of the project results unfortunately had to be canceled. In terms of methods, our project profited especially from group and partner work, as well as the experience of the colleagues from Poland and Slovenia, who had already taken part in different european projects. During our stays abroad and also as a means of preparation and postprocessing, we exchanged information via social networks, digital media and eTwinning. This enormously facilitated our organisation and collaboration in the period of 2018 - 2020. The pupils faced the project tasks in small groups. Supervised by their teachers, they were able to find solutions together, which required endurance, creativity and teamwork. Furthermore, pupils and teachers benefitted from observing and actively taking part in lessons at the partner schools. We learned about innovative methods, e.g. working with electronics (Lego education) in order to build and program robots. Furthermore, we explored evaluation schemes used in our partner countries and since started using them at our own school. In order to make our project sustainable and persistent, we published the project process and the achieved goals on the project’s homepage and include the results and experience in some subjects like Geography, English and social studies. The ability to exchange material and digital blackboard screens through the existing networks is another welcome advantage, especially during the current pandemic. Our project ended with handing out our book about Europe to all involved partners. We profited and continue to profit from educational and private exchange and made a huge step towards the goal of intercultural understanding between children, adolescents and adults of different european countries. nd 8 teachers, we want to achieve our goals and remain in contact with one another. We do this by visiting said partner countries, and by interacting through social networks and digital media. We have already connected with one another through eTwinning, and the teachers have a Whatsapp group. The way in which our project is be carried out will mainly help develop group/partner working skills. The pupils will work in small groups supervised by a teacher, in which they will work on the project. This method encourages perseverance, creativity, and teamwork. In addition to this, the partner schools will benefit from working with the other participants. They will get to learn the innovative methods of their neighboring countries, and use them at their own educational establishments. This could be done, for example, through exchanging digital pictures or teaching materials. The sustainability of our project is ensured through posting about our progress, as well as when we achieve a specific goal, on our aforementioned homepage. This is compiled and maintained by the coordinating German school. In addition to this, the contacts made during this project are collected and maintained through digital networks such as eTwinning and Whatsapp, so that eventually further projects can be established. Once this project is finished, and the project diaries are handed out to the participating partners, we will have shown that Europe can successfully work together.

<< Objectives >>The main goals of our project are the following: increasing environmental awareness in school and local community, increasing the motivation of students and teachers to learn, and turning attention to inclusion, i.e. participation and engagement of students with fewer opportunities. The objectives of the project were jointly developed on the basis of detailed needs analyzes.<< Implementation >>We are planning to take the following actions:Familiarize the school and local community with the Erasmus + Program and the ideas of the EU.Carry out local, on-line and mobility activities, the topics of which will be closely related to the objectives of our project (environmental awareness, motivation to learn, social inclusion).Disseminate the results achieved in the project and ensure their sustainability.<< Results >>The participation of schools in the project will improve the quality of schools' work and emphasize their European dimension. We expect material results, such as didactic packages, workshops, reports, trained people, information on school websites and non-material results, such as an increase in knowledge and skills, changes in attitudes and an increase in competences. We want to increase environmental awareness, motivate students to learn and involve those with fewer opportunities.

“Listen with ears of tolerance! See through the eyes of compassion! Speak with the language of love” Jalaludin Rumi said this sentence thousand years ago. Nowadays nobody has toleration each other. In schools and sports activities we can see that clearly. We decided to evaluate the tolerance level of our students in the aspect of sports. We compose the 15 questions' questionnaire about reactions and behaviour in sports and each question has 3 choices. Every choice evaluates the different tolerance level. Additionally, we chose our partners from 5 different countries: Malta, Turkey, Poland, Portugal, Italy and we are the coordinator school, Lithuania. Each partner countries has special qualities about tolerance and sports. We all gave the questionnaire to our 12-14 year old pupils. The results are calculated and NONE of the schools is able to have more than 65% level of tolerance. This showed us that our students do not know how to use the opportunities of tolerance that their countries already have. Our aim is to develop this level to 90% for each school, at least. THESE RESULTS WERE CALCULATED BY TAKING STANDARD DEVIATION VALUE INTO ACOUNT (± %0,001). PORTUGAL: 50 STUDENTS: 1ST ANSWER: 11,5%; 2ND ANSWER 40,1%; 3RD ANSWER 48,4%. POLAND: 25 STUDENTS: 1ST ANSWER 8%; 2ND ANSWER 28,8%; 3RD ANSWER 63,2%. MALTA: 40 STUDENTS: 1ST ANSWER 14,23%; 2ND ANSWER 29,42%; 3RD ANSWER 54,38%. LITHUANIA: 22 STUDENTS: 1ST ANSWER: 7,00%; 2ND ANSWER 28,78%; 3RD ANSWER 58,70%. ITALY: 50 STUDENTS: 1ST ANSWER 24,1%; 2ND ANSWER 31,3%; 3RD ANSWER 44,6%. TURKEY: 78 STUDENTS: 1ST ANSWER 27,86%; 2ND ANSWER 35,04%; 3RD ANSWER 37,09%. The first answer is the intolerant, the second is the semi-tolerant, the third one is tolerant. The percentage of choosing the tolerant option is clear above and the development of the level of tolerance is our main aim. After the all mobilities end, we will apply the same questionnaire; then will calculate the results. Activities and mobilities will change the level, we are sure about it. In Poland, visiting the museum of sports and tourism will provide an intecultural dialogue and the opportunity about tolerance's philosophy, meeting the local football's players of different ages will provide pupils to gather real experience about how to be more tolerant. In Portugal, there is the soccer's city in the National Stadium of Jamor and the training school of Sporting Clube de Portugal. In both of them, there are great chances to watch a game or training, so our students will conclude the winning and losing psychology. After the match, they will have the interviews with the players. In Malta, our pupils will have a meeting with Anti-Doping Agency that will enlighten the fair competing philosophy and its importance. In Turkey, Rumi is the most important person for TOLERANCE. He and his fellow's graves are the museum already which is the sign of the pure tolerance. The students will witness the past lives with pure TOLERANCE. Besides, the first fairplay museum and fair play awarded players are living there; the pupils will meet them and witness their precious experience. In Lithuania, there are the new built Sports Centre, karate and hockey clubs. Pupils will have the opportunity to see the karate activities and attend some basketball competitions. Karate is martial sport which is important regarding the pain tolerance. Even in Italy they will visit the sports hall of San Severo and talk to a basketball's coach, in fact, students will also try to have a meeting with a very famous player from San Severo, Walter Magnifico and listen to his experience about TOLERANCE and fair play because we will share all our experience and developments on the blog which will be set for the project and a famous advertisement agency in Turkey will internationally publish all of our process. We will create the eTwinning portal to englihten public about our effort and process. Besides, we will add all our students as members and according to the timetable, they will continuously share their experience and hard work for being more tolerant. After the project ends, every month, each partner school will have the conferance that is about our process, experiences and advices in the other local schools. This project will produce the model of good practice methods for similar schools and other educational settings. The project's outputs will further enhance the European body of the research of tolerance in sports especially in the aspect of schools. The project is the action research one; each mobility will be evaluated through interviews, focus groups, and feedback's records with the participants, thus all the mobilities will be enhanced during the project and so that the final report will be a very important guide for all the students, who has trouble for being tolerant, in the world.