"The aim of the project ""Move and Pedal for Better Learning!“ is to integrate regular movement boosts and endurance training in the classroom in order to raise the pupils' attention and ability to concentrate. Exercise breaks are conducive to achieving an optimal level of active learning, improving long term cognitive skills during long periods of teaching. When students suffer from high levels of stress, severe restlessness or fatigue, the short movement boosts act like a time-out or break and in turn refresh the students. Many studies have shown that a lack of exercise can cause obesity, gambling addiction and depression. These problems are on the rise in all European countries. During puberty and secondary schooling, students often suffer the most from these negative effects of a sedentary lifestyle. The secondary school system has the additional task of motivating and guiding adolescents so that they can lead a healthy life and improve their well-being. In order for students to learn well, they need the best conditions for optimal cognitive, psychological, physical and social development. Exercise is one of the best breeding grounds for creating these conditions. The increasing adverse behaviours such as hyperactivity, lack of concentration, depression, low frustration tolerance, obesity etc. drive the incorporation of exercise in everyday school life, giving students a chance to meet the requirements and tasks of school.Additionally, there are times in the students’ personal and family life that lead to circumstances that we are unaware of: A sudden death or loss, health problems or conflict can negatively affect students’ productivity and concentration leading to disruptive behaviours in class. In cases like these, we find ourselves as educators incapable of helping our students overcome their difficulties. The implementation of a sports program, like using smart-bike trainers, exercises and desk-bikes within the school hours can provide a safety net for students at risk. Studies about this type of active-break have found that it can improve levels of dopamine and memory performance.The Spanish school and the Nardini-School have previously cooperated in an Erasmus+ project called ""Pedal for Better Learning"". We are excited to bring our success and experience to this new project in which we expand our focus from exercises on indoor bike trainers to 3 essential components:1. Aerobic and strength exercises/coordination exercises - fitness boosts.These are carried out with the whole class in the classroom and serve as an active break and short break in the class. By the end of the project the students will have selected their favorite exercises and they will be made into a handbook and DVDs.2. Use of desk-bikes.These are used by hyperactive, tired or unconcentrated students during the lesson. This allows these students to exert energy while working without disturbing others. This helps a lot to increase the ability to concentrate.3. Time-out room with at least 3 virtual smart-bike trainers. This is for individual students or small groups of students who need an active break from their lessons. Here you can work out so that you can then go back to class motivated. the virtual trainers allow students to mentally escape from their stress and simultaneously improve their physical fitness and endurance."

The project 'BE, ACT, LIVE: Being Aware, Discovering the Quality of Life, Acting for Living!', developed within a partnership involving eight partners (5 European schools and 3 non-school partners), proposed to develop a new educational subject based on the teaching and learning via new digital technologies in order to raise awareness of the importance of adopting a healthy and responsible behavior, not only at the personal level, but also at the social level.The main objectives of the project were the following:1. To increase the capabilities of students to have a lifestyle based on healthy and responsible practices linked to healthy behavior, in general and to pharmacovigilance, in particular, through the integration in the existing secondary school curriculum of a new and innovative educational subject;2. To improve the learning and teaching process through the integration of new digital technologies and the development of a multimedia education tool accessible from any kind of devices;3. To increase students' autonomy regarding personal and professional development by offering them the opportunity of becoming peer-counselors and active people, especially in the health area.The main activities developed within the project were:• Activities corresponding to the intellectual outputs:- Elaborating the curriculum 'BE, ACT, LIVE!' regarding the concept of 'living healthily'; Testing the curriculum during the training sessions organized as short-term exchanges of groups of pupils (C1-C8) after the elaboration of each module (6 students and 1 teacher/each school/each exchange); Implementing the curriculum through peer-counseling sessions (4 training sessions in each school/20-30 beneficiaries per training session/over 300 students beneficiaries /entire partnership) and training sessions provided by teachers (4 training sessions in each school/20-30 beneficiaries per training session/over 100 beneficiaries/entire partnership); Reviewing/improving the curriculum/giving the final version of the curriculum after applying/interpreting the results of over 400 questionnaires.- Developing the Web Multimedia Application 'Live to Learn, Learn to Live' (LtL); Testing the Application during the training sessions organized as short-term exchanges of groups of pupils (C1-C8), after the elaboration of each module of the curriculum (6 students and 1 teacher/each school/each exchange); Implementing the Application through the peer-counseling sessions and training sessions provided by teachers; Reviewing/improving the Application as a result of applying and interpreting the results of over 400 questionnaires.- Elaborating the user's manual for the Web Multimedia Application 'Live to Learn, Learn to Live' (LtL)- Developing, testing and deploying the project website www.beactlive.ro- Elaborating the Analysis about the results and impact of the project 'BE, ACT, LIVE: Being Aware, Discovering the Quality of Life, Acting for Living', including by using the results of the activities C9 and C10.- Elaborating the study “Digital Education in the E.U” regarding the possibilities to extend the use of the multimedia educational tools on a broader scale in the school systems from Italy, Poland, Portugal, Romania and Lithuania, including by using the results of the activities C9 and C10.• Project management activities before/during/after the 4 transnational project meetings M1 (Romania), M2 (Poland), M3 (Lithuania), M4 (Portugal) involving 55 participants• Activities before/during/after the multiplier events organized as final conferences “BE, ACT, LIVE!”: E1(Romania), E2 (Portugal), E3 (Italy), E4 (Poland), E5(Lithuania) involving over 200 participants (40 being foreign participants)• Project management and implementation activities: planning, financing, coordinating, communicating, intermediary and final reporting; local learning/teaching/training activities for implementing the intellectual outputs; promoting, disseminating and exploiting the results produced within the projectThe project used a specific project management methodology -Sustainable Project Management-integrating the sustainable development indicators within the entire lifetime of the project, in order to perform in the project implementation. Specific procedures and tools were established for the budget control, time management, quality assurance and risk management. Being part of this partnership, discovering together the advantages of working together, exchanging experiences and ideas, the students and teachers from the partner schools improved their knowledge, increased their skills and key competences, adopted a positive attitude and a responsible personal, professional and social behavior. The participating organisations strengthened the European dimension, improved the school climate, have a more innovative learning/teaching process/school management, a more attractive curriculum and a better involvement of external actors in the school life.

The main purpose of the project was to bring the ecosystem river and environment and nature in general closer to the pupils. The students should gain insights into the different topics of the river ecosystem, especially in order to experience this as worth protecting and worth preserving for the future. Originally, our focus was on a scientific approach. However, many other activities and priorities were discussed throughout the project that we were all open to.Above all, we wanted to get out of the classroom, experience the river and its ecosystem on site and make it easier for the students to experience it. We had a lot of support from external experts from the Water Management Office, the Nature Conservation Agency and biologists.The learning-teaching-training activities included 5 students and 3-4 teachers per visiting school. In addition, other school classes and teachers from the college of the host country, professionals, people from local politics and the school authorities.We have achieved our goals through the following activities:1. Get to know the river as a habitat- expert tours. Contents: beaver dam, fish protection zones and bird hatcheries as a safe place from tourism and agriculture (of course, and man-made by humans), microorganisms and insects on the water (related to larger organisms), marshes and wetlands and their inhabitants, amphibians on the river, grazing River floodplain as a landscape conservation measure2. Work scientifically- Checking the PH value, determining microorganisms through microscopes and specialist literature, investigating geological features (acid test for the detection of lime in the rock, etc.), observing orders (species of birds and fish species), establishing relationships in the case of food relations along the river (designing the network),3. Promote language and social literacy- The students designed a logo to match our project. The groups were mixed internationally. Village rallies in mixed groups to get to know the visitor.4. Promote media literacy- Integrate results of excursions and lesson contents in presentations and research on the internet and books5. Use of the river by humans (energy production, tourism)- Visit of various hydropower plants in all countries, with experts, visit to the Sylvensteinspeichers (dam), tour of the sewage treatment plant in Vukovar, with introduction to the study of water quality, visit the drinking water treatment plant on the Danube near Vukovar, tourist use of the river (boat tours)

"In today’s technology-driven times it is common to find more and more kids glued to the television and their gadgets. Kids of today are increasingly spending their time indoors which is negatively impacting their development and health. Studies indicate a steady escalation in childhood obesity. On the other hand, playing outdoors offer several mental and physical health benefits to the growing kids. Exposure to outdoor play can positively shape the personality of kids, draw them nearer to nature, help them to develop essential social skills and give impetus to their creativity and imagination.Playing outdoors should be a vital part of every kid’s growing up years. It is a wonderful way to learn various life skills, a great chance for kids to flourish, run, jump, make a mess, explore their self in natural surroundings. Therefore, it is important for schools to play a conscious and a proactive role in developing a positive outlook towards outdoor games among kids. This being the case , with the aim of finding new ways to use outdoor games in education Lithuania, Turkey ,Portugal, Slovakia,Greece and Romania came together "" LET'S GO TO LEARN OUTSIDE "" project has born. We aimed to build an outdoor learning repertoire and use outdoor activities in education effectively. Therefore we shared the task as below:WORK PROCESSC1- Portugal ""Art outdoors"": Painting wall murals, photographing ""Safari"",Ice breaking team building activities;C2- Romania ""Science outdoors"": Meteorological,astronomical, biological, hydrological outdoor observations and activities;C3- Turkey ""Games and sport outdoors"": Archery, Horse riding, Cycling and traditional games activities;C4- Greece ""Music Outdoors"": Organizing ""Street music festival"", creating an ""Outdoor Orchestra"", ""Outdoor music area"" from recycled material;C5- Slovakia ""Drama outdoors"": Drama games, Improvisation show, Fashion show, creating a puppet plays;C6- Lithuania ""Math outdoors"": Geometrical, symmetrical and multiplication observations and outdoor activities in nature.We planned 6 Learning Teaching Training Activities where 100 students aged 9-14 years and 36 teachers will be involved in the project work and take part in the mobilities.The project will use outdoors education in two ways:a) by researching each partner countries’ geography, history, tradition, culture, individually, using the portfolio as a product;b) by finding common “nature hero” to follow, in order to develop active citizenship. Pupils will regularly share information about activities done outdoors, among them, communicating via internet and through planned meetings. Via "" LET'S GO TO LEARN OUTSIDE "" We aim : Generally:- to ensure equal access to everyone in the field of fostering talents, and the promotion of value-based social mobility- to have professional development activities to support widespread dissemination of existing and future good practices- to increase talented young people’s social responsibility and their effort to shape communities- to ensure all talented people to get real chance to exploit their talents- to disseminate the talent development outcomes in the EU Member States Specifically:- to give children a break from teacher-led instruction -to encourage alternative thinking -to build self esteem and foster self worth -to reduce stress in school environment and make school more enjoyable -to encourage problem solving through cooperation -to give children the opportunity to express themselves differently- to increase students' vitamin D level which is very important in early childhood- to decrease obesity- to provide opportunities to channelize pupils's natural energy in a meaningful way - to build a game and lesson plan repertoire for teachers and students -to help teachers to learn new teaching techniques and methods through outdoor games in basic lessons EXPECTED RESULTS:Each one of us will share our best practices and ideas about how to deal with this project topics in schools interacting with families and local communities:- Public Twinspace: portfolio, exhibition, DVD, first summer school, videos, photo exhibition, calendar, handbook, puzzle, conference, second summer school, magazines;-Project website: presentations about partners' schools, countries, photos, Outdoor learning activities, results..-Articles after each meeting in local newspapers, schools' websites, social sites;-Methodological publication with lesson plans and descriptions of activities for Outdoor learning;-posters, brochures, Erasmus+ corners at schools."

The Dreams Begin at School is a project that is mainly focused on struggling against early school dropout. The project is developed by the cooperation of schools that are composed of students at risk and that are willing to share their experiences and methods to cope with the early school dropout. Romania and Bulgaria, as participating partners, and Turkey, as the coordinating partner, have mostly students at risk of the early school dropout. However, other partners from Lithuania and Slovakia are comprised of students at lower risk. During the project, both the methods used to struggle against the early school dropout for a long time period at schools in Turkey and innovative instructional and educational strategies from Lithuania will be shared with all partners. Partners from Slovakia have the potential to practice innovative educational methods. With the help of the Project, they will have the opportunity to convert the potential into the experience, while applying all these methods with participant students and teacher. Although in Romania and Bulgaria schools are comprised of disadvantaged students, they are striving to use their sources the best. These schools will have the opportunity to share their educational experiences and methods that they had already practiced and will gain new experiences from mobility. Since our school, as the project coordinator, is composed of students that mostly have disadvantages, we need to deal with the risk of the early school dropout on a regular basis and to gain experiences on the improvement of teachers and students. The promotional activity that will be conducted at the extent of this project will draw attention to early school dropout internationally, nationally and regionally. That enlightening will create an adequate environment for all other shareholders to contribute and to use their sources. The aim of this project is enriched with a lot of activities that will help the participants to improve their skills and abilities on environmental sensibility, usage of technology, socialization, directing students to physical activities, gaining innovative educational methods and finally learning in between cultures in addition to coping with early school dropout. Turkey and Lithuania Teacher Educational activities were planned to increase the efficiency of teachers as a condensed programme. Then, it was aimed to apply these learning outcomes with the help of educational activities performed by students and teachers in Romania, Slovakia, Turkey, and Bulgaria respectively and it was aimed to share the best practices to increase the effects of this project. Since the schools at this project are located at the poor neighbors, the students will have a chance to attend the activities abroad and will host visitors from abroad for the first time in their life. The most important activities of this project are planned to be conducted along with another project that was started on eTwinning and called the same name as this project. The first activities performed on eTwinning were planned to serve as preparation activities before the project and increase its extent after the project will be initiated. In this way, we aim to increase the effectiveness of the activities before the mobility. Furthermore, after the mobility, the platform will have become an area for socialization, encouraging the share, experiencing learning outcomes, making preparations on culture, providing communication among students, organizing educational activities, webinars and discussions. In our project, eTwinning plays a significant role for the teachers and students that are not able to attend this project to become a part of this project. The advertisement of the project activities should be done on school websites, social media and local media sources that will enable local sources to draw attention to early school dropout. Local sources are expected to take action on this issue as a result of this project. After realizing the issue of the early school dropout, it is expected from institutions, organizations, foundations, volunteers, and companies besides public and local authorities to take action on this issue and it is aimed to conduct activities on struggling against the early school dropout with our partners. The domain (www.erasmusegitim.com) that was purchased by our school is designed for the aim of increasing the efficiency of the project by converting learning outcomes into online educational activities. Moreover, the advertisement of the website will be done through portals mostly used by educators. It will provide them with a domain to convert their project activities into online courses. After the project activities are completed, the project will be broadcasted on eTwinning. With the help of the portal, it is planned to extend the use of the project while enriching and repeating the content of the activities. In the end, there will be an enormous effect on an international basis.