<< Background >>COVID-19 has caused devastating effects and schools are not an exception.According to the OECD, “school closures have had significant implications for the mental health of adolescents, as schools are not just places where students develop and progress their academic skills. While many adolescents have been able to keep online connections with peers, the loss of in-person interaction could have long-term negative consequences for mental health”.According to UNICEF, in Bulgaria 50% of students reported experiencing negative feelings, such as loneliness, insecurity, irritability, and anxiety due to reduced social contacts. Mental health in >35% of students and 44% of teachers is worse than before. The Study “Effects of Covid-19 confinement on the mental health of children and adolescents in Spain” by the University of Burgos, demonstrates that children in Spain, between 8 and 12 years old show anxiety, depression, rage control and problems with emotional regulation, rebellious behaviour and worse integration, besides social competence. Students between 13 and 18 years show higher levels of anxiety, depression, problems with emotional regulation and somatic complaints, as well as lower self-esteem and integration and social competence levels than children.According to the Study “Growing up in lockdown: Europe’s children in the age of COVID-19” by Eurochild, students from Romania who were not allowed to leave the institutions, not even for their daily routine outside (going to school, going out and meeting friends, going for walks etc.) had a negative impact on them and their reaction was often frustration which translated in higher predisposition for aggressive or self-harming behaviour.OECD declares “Across OECD countries, students indicating mental distress are 35% more likely to have repeated a grade and remain at elevated risk of early school leaving”. Mental distress facilitates access to young students to alcohol, drugs, compulsive use of digital devices, etc. On the other hand, our partnership, carried out online focus groups to determine the impact of COVID-19 caused in mental health, to teachers and students within their entities. We targeted students from primary and secondary who were older than 11 years old, as they are more vulnerable, due to their easy access to addictions and other negative behaviours. During these sessions students and teachers expressed they feel anxious, depressed, angry, lonely, etc., due to the uncertainty of their academic/professional future, the fast change from face-to-face to digital learning, the fear of losing relatives and friends, etc. Teachers expressed they feel powerless for not being able to help themselves and their students with their mental health challenges. Students are having bad performance at schools with difficulties in concentrating, think rationally and making decisions. Some students pass most of their ludic time with digital devices (videogames, mobile phones), losing interest in interacting with the outside world and participating in healthy activities. Although Khan Krum, Matei Basarab and Permacultura Cantabria provide psychological support, we do not have all teachers trained to identify our students’emotions and work on their mental health. These and other relevant needs were identified.<< Objectives >>OECD states “It is crucial that policies are put in place to ensure students are supported through to the end of their education including by resuming school-based mental health services and providing mental health training to teachers”.Khan Krum, Matei Basarab and Permacultura Cantabria need to open a door for teachers and students to heal from the COVID-19 effects.For this, the 3 entities want to carry out the project HEAL: Healthy Emotions And Lifestyles after the effects caused by the coronavirus.During the project, the participating organisations will develop an innovative emotional management framework. It will be included in a book with audiobook versions in English, Bulgarian, Spanish and Romanian. Also, the framework will become part of our key areas. With this, we will support teachers, school leaders, students, etc. with high quality learning opportunities.The main objectives of the project are:Objective 1: To deliver teachers and students innovative tools that contribute to their mental health, well-being and healthy lifestyles.Objective 2: To engage teachers and students in the healing process, as a community.Objective 3: To empower school communities in mental health and well-being.<< Implementation >>KHAN KRUM, Matei Basarab and Permacultura Cantabria have brought this Partnership to life to bridge the gap between our participants´ needs and their reality. We decided that the best way to reach our objectives is to carry out the following:2 Participatory Visits.Each visit will last 3 days. Their purpose will be to transfer tools and knowledge of each hosting organisations onto the rest of the partners. Firstly, we will meet in Romania to acquire tools and knowledge in self and social awareness used by Matei Basarab, and then in Bulgaria, where KHAN KRUM will share their tools and knowledge in community building & healthy environment integration.The knowledge transferred during those Visits will serve as a base for creating a new HEAL Framework, which later will be processed by the Partnership and described in the interactive book. For the maximum book inclusiveness, it will be also presented as an audiobook. Course in Spain.Permacultura Cantabria will prepare and host an 8 day long training, with the purpose of transferring the new Framework onto participating teachers and testing it (with help from the associated partners). Consequently, along with the interactive book, the Course will become a valid point of supply of innovative materials on mental health and well being of the members of education community.As we follow the eco-guidelines of the UE regarding diminishing the carbon footprint of the organisations and support the Digital Transition, the preparatives for the above-mentioned activities will be conducted entirely online.The interactive book, containing the innovative HEAL Framework and the outcomes of the project will be disseminated, with the purpose of reaching our target audience, through the Multiplier Events (1 day long conference in each country, promoting the book and the project outcomes), Consultation Period (2 month long period of time for consulting the peculiarities of implementing the HEAL Framework in each interested entity, supported by the Course participants) and Internal Workshops (events led by the Course participants for further transferring the HEAL Framework onto their colleagues and other members of the education communities interested in acquiring innovative tools and practices for mental health care and well-being).<< Results >>With this project, we expect to achieve the following impact on members of the education communities:Teachers and students familiarized with HEAL framework will present the following leaning outcomes:Define Emotional Management, healthy lifestyles and well-being and be aware of its benefits.Learn EQ, EI & Emotional ambivalence.Understand the difference between feelings and emotions.Learn healthy lifestyles and engagement tools.Acquisition of emotional management tools.Define and practice self-management, self-awareness, social-awareness, self-regulation, self-motivation and empathy.Acquisition of capacities to manage stress, anxiety and other feelings during and after the pandemic, etc.Teachers familiarized with the HEAL Framework will be able to pinpoint emotions (felt by themselves and by their pupils) faster and act accordingly. They will reinforce their ability of creating beneficial learning environments by keeping track of the scale and depth of emotional responses, both their own and those of other people. Teachers will become better leaders with higher emotional IQ, demonstrating focus on self-management, self-awareness, social awareness, relationship skills, and decision-making skills to inspire and capacitate others. They will gain the ability of transforming challenging situations into the opportunities for supporting integration.Students, especially from vulnerable groups and with learning difficulties will acquire the ability confront their mental challenges; set and achieve goals; and to develop interpersonal skills that are vital for school and life success.We will create an HEAL community, so its members can apply the framework on their daily lives. The community will:Establish a mental health-friendly environment that builds resilience.Ensure and provide a safe place to work and foster good mental health.Be developed close to the community. Its members will work together and will build strong supportive relationships.Build mental health working capacity available for future generations.Geographical zones within which the Partnership operates will present more safe spaces for mental health, robust lifestyle and well-being work, attended by more resilient and stigma-free groups of people, striving to counteract the adverse effects of the pandemic. We will also become a region of school and other communities that build bridges to work together.

<< Objectives >>OP1. Perform investigations on a variety of math and geometry teaching approaches, pedagogic resources, and tools utilized by MATEI, KK and PASOS.OP2. To create instructional strategies and didactic resources in teaching geometry to kids aged 6 to 9 years old in elementary school.OP3. To equip primary school teachers with geometry techniques and didactic resources in order to provide high-quality geometry instructions.<< Implementation >>The main activities to be implemented are:*Participatory visit to RO & BG to exchange Geometry tools and methodologies for primary schools.*Book documenting the GEOKIT methodology*Course in Spain aims to transfer the GEOKIT tools and methodologies*Multiplier Events in each partner country*Consultations during 2 months for stakeholders who want to deepen their knowledge on GEOKIT *Internal workshops in each organization to disseminate the project`s results, the tools and methodologies.<< Results >>GEOKIT provides new creative tools for teaching geometry that will:-Reinforce teachers’ training & education, their ability to operate in interdisciplinary settings, linguistic abilities-Improve kids’ motivation to study geometry-Teach kids to use emotional management techniques-Diminish learning inequities-Improving the efficiency via high-quality resources-Improve the profile of education professionals-Improve the elementary schools’ level of geometry instruction

<< Objectives >>We believe that we will create a total awareness both in our institutions and in different educational institutions by approaching inclusive education from a holistic perspective, with our project, which will have an impact on the society with training-workshops, events, reports and concrete outputs that we will prepare for students, teachers, school management and families, as well as dissemination activities<< Implementation >>we are going to realize 4 mobilities and 1 virtual meeting for managing the project.We have prepared guide books for both teachers and families about inclusive education.Also we have prepared some e learning videos,Sample lesson plans and awareness videos for pupil who want to solve and work on inclusive education<< Results >>Considering that students, teachers, school administration and families are involved in the planning of inclusive education and that the process is carried out together, this educational project activities and outputs will ensure that all branches of the inclusive framework are solid and the output is expected to be at the highest level.

"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."

The Actionn project partners, countries having a great number of migrants and hosting many refugees (Spain, Italy, Germany, Turkey and Romania), had an advanced cooperation in this project with tne idea of creating a unifying play focused on developing a better understanding among different cultures about the EU through working on the main five values mentioned in the Berlin Decleration; democracy, equality, respect human rights, rule of law and freedom, which have had a clear impact on the project participants in terms of social integration not only the migrants-refugees but all the EU young learners.Objectives-Activities:-We created a play about the EU values and combined it with the music and the traditional dances belong to different cultures involved in the project to enhance the access, participation and performance of young learners including the socially disadvantaged ones (migrants-refugees) and facilitating their mental and spiritual integration into the desired European citizenship concept via having them fully engaged in all the project activities.-We have developed musical knowledge and social-cultural understanding among young people and educational staff of the diversity of cultures, music, languages and European values; traditional music, dances tutorials and food court.-We had an advanced cooperation to break down the barriers of division, of hatred, of prejudice in minds about the refugees/migrants through music-Our participants have gained a better understanding of the target social-cultural values represented in European society via the play, traditional music-dances-We have contributed to prevent violent radicalisation by promoting common European values, fostering social integration, enhancing intercultural understanding and a sense of belonging to a community-We have strengthened cooperation among schools to develop and reinforce networks; the capacity to operate at transnational level, sharing and confronting ideas, practices and methods; thus increasing the European dimension of inclusive education by the advanced joint cooperation we had in the transnational LTTS about the EU values, folk dances, instruments-We have supported teachers involved in dealing with diversified groups of learners and adopting collaborative, innovative practices, and share knowledge and exchange experiences for equity, diversity and inclusion challenges in the learning environment; know how sessions-We have supported the participant students talented in acting, in music, in script writing through guiding them in creation of the play and teaching the traditional dances to their peers.We combined all the aimed objectives in the creation of a Musical theater show of, the Actionn Theatre.Participants:-About 5000 students and teachers from 5 partner schools and more than two times of this number the parents of the students involved in the activities of the project directly or indirectiy. The main target groups of our project including pupils, students with cultural disadvantages, teachers, institutions, parents, local community of each school involved have surely learned much about their own national music backgroundand musical instruments-dances; and the ones of other countries.Methodology:-The methodology we applied was based on Total physical Response and Music, which was realistic in terms of achieving our goal of facilitating social integration, inclusive education, training and launching mental integration from an early age; by following a student-centered methodology in which the students played their own instrument, wrote the scripts of the play, acted it out, taught/learned traditional dances, prepared project logo and designed calendars, brochures, ppts and posters. They took part in each activity with the teachers’ help and supervising. Music, Dancing, Acting, Multiple Intelligences, TPR , Problem-based learning, Metacognition approaches were used.Products-Results-Impacts:-A theatre play about the EU values, Folk Dance tutorials, Introduction to Instruments, a website (https://erasmusactionn.weebly.com), a twinspace, logo, 2 calendars, dance and food courts, ppts, brochures, posters were created.-The basic social-cultural values represented in the European society have been understood better by the participants.-A raised awareness among our students about their identity as members of the European Union, and more active participation in society via promoting greater understanding and responsiveness to social, musical, linguistic and cultural diversity.-The socially-culturally disadvantaged members of our schools' communities have been engaged in school life better and integrated profoundly.-Strenghtened cooperation and exhange of good practises among partner schools.The project was carried out as a part of school life and everyday teaching practice in each partner school.Our twinspace and the Actionn website are alive and they will be updated for a long time.