European Traditional Tales ON STAGE!The idea of this project has been to bring traditions to life by drama adaptations of important traditional tales of each participating country and their modern versions. Our goal has been to help students aged 14-17 to increase their knowledge and use of the second language as well as to familiarize them with other cultures in an enjoyable way. We believe that drama actively help second language learning. Pronunciation and intonation are improved when students perform in a foreign language; vocabulary and structures are better internalized when they are learnt and performed since the whole learning process is enhanced when it is enjoyed. That is every teacher’s dream and it has been the objective of this project. Drama is an overall learning experience involving mind and body in the individuals at the same time that forces them to work in a team. So, in our project, each member partner has chosen an outstanding traditional tale from their own country to study and dramatize. The project has involved the whole school and all its activities took into account the basic skills as well as transversal skills. The teachers of different departments have carried out these activities with the students:-The Language department worked on the following:1- Updated versions of the tales. There are classical topics in all the tales, which promote inequality such as domestic violence, huge differences of social classes, sexism or male chauvinism. We have encouraged students to think of those transversal topics that are so common in traditional tales and promote inequality so that they can reflect these topics in the modern versions but in a very different way, that is, promoting social equality.2- The scripts of these tales in order to be performed at the Drama festival.-The Technology and Art departments have worked on the creativity through scenery and stage that have been elaborated to perform the plays.-Science department have worked on the entrepreneurship through the festival budget and statistical studies (results of surveys, the evaluation of the degree of improvement in English for students from the beginning to the end of the project).-Music department have worked on imagination by adapting the songs, sounds and rhymes for the modern versions.Besides, the departments have worked on evaluation cards for each activity. These evaluation cards have generally followed the Portfolio methodology. This innovative methodology have been published and disseminated under Creative Common license in order to be available for all the teaching community.In addition, the Project has involved objectives to the families, teachers and the schools themselves. We have produced several types of outcomes like videos, studies, reports, which have been shown using the different ways that the latest technologies offer us, without leaving out the traditional ways.Finally the potential longer term benefits are remarkable since it is our firm intention to promote The European traditional drama festival to be celebrated every year for ever, in which all the European countries that are interested in this innovative project can take part. This way, we will be promoting cultural drama contact. Likewise, we will improve our drama techniques in order to foster dramatization at Secondary Schools, which is very innovative in the project countries. Our partnership, Turkey, Croatia, Poland and Spain, guarantees valuable synergies due to the fact that all of us have very different cultures and varied ways of teamworking.

Due to the industrial revolution, globalization and consumer society influx our planet is going to be affected by a relevant climate change. The issue of climate change has become very important and places great challenges on societies and thus also on schools.The young generations are stimulated to run a new path and recently the impulse of the Swedish student Greta has been followed by millions of teenagers. They want to show the whole world the importance of facing the problem and the need for younger generations to follow a common route. While “School Strike for Climate” focuses on demanding action from the authorities, we strongly believe that personal responsibility has crucial significance too. Unfortunately, it seems that many of us are still not aware of the fact that our behaviour and attitudes in everyday life are changing our climate and our ecosystem in an irreversible way.In the schools' curricula, national focus is not properly set to tackle this relevant problem. The current strategies of sustainability movement are assessed quite differently in the partner countries, and even a split in Europe is often evoked. We would like to inform ourselves about the motivation and consequences of irresponsible attitudes, discuss the relevant Goals set in the 2030 Agenda for Sustainable Development and shape a positive point of view towards sustainable approaches.With a total of 5 partners from general secondary schools and vocational schools, we are a team of 4 long-term partners and a recent one. Through the different perspectives and approaches of the partners, we can deal with the project theme in a wide variety of facets.The project language is English.Each school grants the mobility of 20 students and 4 teachers, with a staff of other 4 teachers cooperating at the activities.During each meeting a particular sustainable aspect is approached, such as sustainable energy, sustainable food, sustainable products and waste management,sustainable tourism and transport, sustainable school.The participants work project-oriented in multinational teams, which simulates the later professional activity of today's students. They decide, organize and control independently and on their own responsibility with regard to the project tasks and the use of the relevant documentation. Using digital media, they communicate and cooperate transnationally and realize the effective cognitive interaction in peer groups during the international meetings. Participants exchange and expand their existing expertise and fact based knowledge profiting from the international approach. They apply scientific analysis and interpretation methods and get so prepared for their university career.Social interaction with people of different origins, social behaviours and attitudes and different cultural backgrounds might lead to a reduction of reserves and prejudices, of stereotypical thinking and lead to a higher sense of responsibility towards this topic.We carry out expert surveys, interviews with local and regional authorities, members of some companies operating in the related sectors and realise workshops to produce our results.We have also planned to realize a Carbon Footprint Calculator to make everyone aware of their personal impact on the environment and how a simple little change by anyone can produce a relevant impact on the planet.We undertake special work assignments for the participating students in preparation for the meetings which aim to provide documentation in form of sets of statistical data, presentations, reports and videos, teaching sequences for pair-teaching of the partners in order to have maximum input during the meetings.As possible products, we elaborate videos and video guides, posters, photo collages, online brochures, a robot and a carbon footprint calculator which can be accessed on the project website and the project TwinSpace. The created material may be used at schools or youth organizations for educational purposes as well as for personal interest. As a result, we expect an increase in knowledge of the problem, its causes, culture and social behaviours of the home country, the partner countries and parallels in the development of Europe.In addition, we want to improve the competencies of the participants in the critical reception of media contributions in focusing on the real problems and the strategies of the EU for facing the issue. We encourage differentiated thinking, stimulate the students to face and discuss the topics and the use of their language skills (mother tongue and foreign language).We also promote the general education of the participants, the development of a common sense of European citizens for a new identity of our own countries and our society respectful of the sustainable choices.

Today’s school graduates must be able to adapt to ongoing change in many aspects of their lives. For most young people career-life planning will not be a matter of making one major decision and living with it for a lifetime. The educators should accept this situation. Their key question “What do you want to be in your future life?” should be replaced by the other one “What skills and competences do you need to be competitive in the labour market in the definite area of your interests?” If students leave school being unaware of their skills and unaware of their competences that our century looks for, they will be unprepared for the challenges of society and workforce. This challenging present situation at 6 project partner schools united them in working on the idea of the project – how can we organize the education process at school effectively and help young people to improve their skills and competences for their further working pathway. The project is the challenge both for teachers and students. During the project preparation stage all schools have done the SWOT analysis. It turned out that all schools need to find the best way how to develop the adults of tomorrow. The schools need to broadens their borders and integrate all possibilities of their local communes in their education process. Bringing the real world in the classroom or taking pupils out of the classroom will motivate them to develop their skills and competences. It will not only broaden the borders of the school but also broaden the horizon both for teachers and students to realize the offered possibilities outside the school premises for development of their skills and competences. By sharing experience, the project partners could find new ideas and ways how to do that. Each school has a definite input in career-education but as all borders of the EU countries are opened for young people it is worth to compare the skills and competences needed for them in the EU context. The overall aim of the project is to highlight possibilities of development students’ skills and possibilities outside school premises and disseminate the best practices. That will be the way how to raise both pupils and teachers’ competences and find the effective way of collaboration. The project is pupils centred and we would like to address pupils with different interests and challenges. During the project activities both teachers and students are encouraged to turn academic knowledge into the practical ones. The local communes could be of great help. All these activities are highly practical and based upon participants’ practical experience of coping with real life situations or problems. The project will run for two years and are split into 6 modules. We feel that dividing the main aim of the project into 6 topics gives the project a clear and well-defined frame which will help us structure our activities well and allow for the pupils with different interests get the most of the project. While doing job shadowing and volunteer work, summarizing experience of the representatives of the inherited industries, interviewing entrepreneurs and students with experience of studying abroad, examining the requested skills and competences of the 21st job market – the project participants will see the vast area of possibilities of improving their skills and competences outside the school premises. As a result of implementation of this project the students will have an individual portfolio which will serve as a starting point in the development of their employability competence. Besides, the teachers will find out of using these possibilities in their everyday work. As the final product will be the summary of possibilities of the development of students’ skills and competences outside the school premises for their further working life it will be of great help for the teachers at all project partners schools. The project could be the spring board how career advisors could elaborate system of co-operating with the subject teachers in students’ career education.All in all, the title of the project “Do, develop, donate” reflects the idea of the project in the best way – while you are at school you should do everything by using all possibilities to develop your skills and competences to donate to the development of the society in your further working pathway.

<< Objectives >>SEAL project is planned to,1. gather information about environmental topics,2. encourage new ecological and green habits of living,3. promote youth initiative actions to protect, conserve and enhance the nature,4. adopt non-formal and experiential teaching methods to provide environmental education,5. foster cooperation among diverse types of education organisations working with young people,6. exchange best teaching approach and techniques of environmental education within Europe.<< Implementation >>SEAL project is going to implement local, virtual and transnational activities to reach project objectives. These are: 1. Exchanges of teachers, students and youth workers, 2. Trainer Training Course and in-service teacher trainings,3. Evaluation and increase of ecology levels of SEAL partner schools,4. Seminars, Workshops, Micro-Teaching Sessions, Educational Visits and Volunteering Actions on Environmental Topics, 5. Outdoor Sporting Events,6. eTwinning project of SEAL.<< Results >>The project will produce: 1. E-book and Web Page, 2. Ecology Level Evaluation tool, 3. Posters, Brochures, Greenspaces, Corners,4. Surveys, Researches, Lesson and Task Plans,5. Reports, Videos, Campaigns, Alternative Energy Models, Phone Apps, SEAL will improve:1. Transfer of best environmental education methodologies,2. Ecology Levels of schools, 3. Participants’ green, digital, intercultural, foreign language, civic and project management skills,4. Teachers’ professional skills.

Through designing the project, we`d like to support students in acquiring basic, transversal skills and key competences, to force their social inclusion and active participation in democratic life. We`d also like to create strong links between formal and non-formal education by implementing innovative methodologies in teaching and learning outside the classroom. The envisaged improvement of knowledge, skills and competences will benefit both students and staff, participating schools, local communities and society. We plan to promote cross-curricular and transnational collaboration.The partners from Bulgaria, Croatia, Greece, Italy, Romania and Spain have a shared interest and the partnership covers a wide European area, providing the project with an European added value.Approximately 60 school staff members and about 300 students 14 -18 years old will be involved in the project activities. Within the project, we aim to:-Raise learners` achievements by supporting students in acquiring knowledge and improving their level of key competences, basic and transversal skills through real-life and practical activities carried out outside the classroom, throughout the life-cycle of the project (Oct 2020 – Sep 2022); -Inspire and support teachers to recognise the value and importance of education outside the classroom;-Foster quality improvements and modernisation of the schools through developing, testing, adapting and applying innovative practices, especially those delivering key competences and basic skills, and focusing on the use of ICT;-Internationalization of schools through carrying out transnational mobilities, sharing innovative practices at an international level, developing future ideas and possible synergies for European projects;-Enable participants to work together in multinational and multidisciplinary groups and benefit from learning and teaching conditions not available in a single institution, and to gain new perspectives, personal and social development;-Build-up school and local communities and team spirit, develop interest in the local area and strengthen the links with stakeholders.The expected project results are: improved education provision; new networks and collaborations; satisfying schools` needs in regard to the project themes; international teaching and learning; integration of new practice; improved levels of skills and competences, increased motivation and satisfaction (teachers and learners); active participation in society; improved provision and assessment of basic and transversal skills (social, civic, intercultural, language competences, critical thinking, digital skills). We will apply the methodology described below:1) Local activities, preparation;2) Virtual mobility;3) Physical mobility - carrying out activities; producing results; monitoring;4) Quality check, evaluation and lessons learned;5) Dissemination of information and results;6) Use of results.We plan to organise 6 learning, teaching and training activities (LTTAs) – short-term exchange of groups of pupils. This will aim at bringing together pupils from the partner schools to experience mobility and learning abroad. It will develop students` knowledge and skills, so that they become key ambassadors back in their schools and share experiences with other pupils. The themes of the LTTAs are:– Museums, galleries and libraries as educational environment;– Community knowledge and engagement;– Citizenship education out of school;– Outdoor expeditions;– Local historical trails;– Language learning outside the classroom.All project products will be freely available to download from the project website so that the wider community can use and benefit from them. To maximise visibility of the results, the partners will upload all them to the Erasmus+ Project Results platform and eTwinning so everyone interested can use them.Envisaged long-term positive effect on the schools: providing learners and staff with skills and competencies for active European citizenship; fostering closer European links; modernisation of curricula and giving it an international focus; willingness to open up to and appreciate new ideas coming from abroad; quality of education offered; school image improvement; staff` equipment with materials and methodology needed for future exploitation of project`s outcomes; new approaches for management of specific issues.In order to make the project sustainable, the partners plan to perform follow-up activities, as if to: use project results to address other curricular areas/levels; provide other teachers with instructional units/resources/strategies; use the results to update the school strategy; carry out transnational collaboration/virtual contacts after project completion; keep the project visible as much/long as possible; develop a bank of materials to be re-used and expanded in the future; continue organizing and carrying out some of the project events and activities.