What is wrong with language learning? Why is Language felt as one of the least attractive subjects at school? Could language lessons become more exciting and effective? And why not teach Language across the curriculum? These have been some of the questions we have been discussing when reflecting on basic skills in the 21st century school and how to enhance them. The answer we would like to explore is a three-decade-old, yet still innovative learning and teaching methodology, known as Suggestopedia or the Lozanov method. It is the pedagogical application of Suggestology, the interdisciplinary research field experimenting on the power of suggestion in communication to liberate the subjects from inhibitions set to their performance by the social norm and facilitate the untapping of their reserve capacities. In suggestopedic schools in Bulgaria and Austria Dr. Lozanov's methodology was implemented to teach all subjects in global themes with great results (see www.litta.net) long before the term 'cross-curricular' entered our syllabi.Our partnership consists of six upper-secondary schools in Europe; five of them offering general education and one vocational school. We are all facing similar problems such as professional burnout among the staff, low participation in EU and international projects due to lack of confidence in their communicative competence in English, low achievement of pupils in all subjects, low interest in school and a rising number of pupils from different ethnic and linguistic backgrounds that need support in fostering their communication skills and integration. All of the teachers involved in this project share the same enthusiasm with culture and faith in intercultural exchange as a vehicle of change in society and education. With three of the partners having already experienced the impact of Suggestopedia as a foreign language learning methodology and one of us being a certified trainer in it, we decided to exploit its potential to boost our pupils' creativity and help them design innovative courses of language and culture to apply in peer-teaching their languages to their partners and schoolmates whose skills in the school's official language need upgrading. Each of the schools will engage from 20 to 40 pupils locally and internationally.This proposal promises to enable us to achieve three main goals that each of our schools has set out to pursue in their European Development Plan, namely the inclusion of our pupils from different ethnic backgrounds so we can prevent early school leaving, the intercultural exchange that will benefit both the staff and the pupils and opening to innovation that will upgrade our teaching skills and the effectiveness of our schools. Before commencing, the participants will have been prepared for this project via an eTwinning project (ID 217537) open to the whole school communities in all project countries; focusing on local and European cultural heritage seeking ways of sustaining it through sharing it. For the purposes of this project, they will be inspired by Suggestopedia to incorporate the tokens of their intagible culture identified as worth-sustaining and worth-sharing in innovative language courses based on culture. These courses will be the tangible products of our Erasmus+ project named Language via Culture as they will contain multimodal cultural and historical texts (stories, legends, myths, quotes, jokes, songs, poems, literature, art) creatively orchestrated along a storyline. We are planning three types of activity; the design of the suggestopedic language courses for each of our project languages that will take place locally and will be open to the whole school community, the peer-teaching of each 15-hour course to the participants from the other partner schools by the school team hosting each Learning, Teaching and Training Activity and the peer-teaching of each language course by the pupils who speak this language as their mother tongue to their classmates from other ethnic and linguistic backgrounds throughout the project duration on a weekly basis for a total of 80 hours. As a follow-up activity refugee and immigrant pupils will be trained by their peer-teachers and the teachers participanting in this project to design their own suggestopedic courses for the accelerated peer-teaching of their own mother tongues to their schoolmates and other peers from the local community. In this way, we are aspiring to take a major step towards multicultural exchange and social inclusion. To assess the achievement of our objectives we are planning to use survey questionnaires, standardised language tests and interviews. All of our products (course materials, tests, evaluative reports and video recordings of our lessons) will be made accessible to the whole eTwinning and Erasmus+ community online. We hope to be able to inspire more organisations to implement Suggestopedia for the transformation of education from meaningless routine to joyful creativity.

"At the online conference meeting, which was held at the beginning of the first semester in September, we discussed the goals of the project. We all mentioned the same problems at our schools, ""violence"".After we agreed on, "" we have to solve this problem and discuss it on international era"", we decided to make an Erasmus+ project on this issue and follow and share all the activities and disseminations also by the eTwinning platform, by creating the same project on eTwinning. This issue was discussed in the school management units and we established EU Project teams, which include school directors, School counsellors, English teachers and Psychological Guidance teachers. The counsellors contributed this project by applying the tests and evaluate them. They are going to take part in:-organising rehabilitation groups-applying conflict resolution tests on students-evaluating the tests results in the beginning-determining the physchological technics and methods that are going to be applied to the students.-Reevaluating the tests after the rehabilitation programme.Rikke Balle Rasmussen, English teacher and Coordinator of this project. She is experienced in carrying out Erasmus projects as partner as well as coordinator. She is the of the head persons in charge of running this project. She is going to take part in:-having communication with the stakeholders-helping our psychological guidance teacher in evaluating the test results-collecting governmental scientific information-making scientific researches having done in Denmark and in the other countries.Filiz Ekenler, English teacher is the one of the head person in charge of running this project. She is going to take part in:-having communication with stakeholders-writing direct-indirect cause and effects of the project:IT teachers are going to be in charge of:-Establishing web-site on the project title,-making groups on Facebook(students will be added on this social media group.They will share experience of violence and their own ways of overcoming it.)We have studied on these kind of event researches by academicians at university and will contribute our project with the scientific problem analysing and evaluation ideas. The school directors assign this team as a Project Commission of our school. School Project Commission will work on this project because it is going to be beneficial for our schools on lots of sides as students, teachers, creating peaceful school climate and all of these directly effect the school's education quality and school vision. When the studies completed, It is decided that violence they exposed has a large share on the basis of their problematic behaviours. However we are not just focused on the violence at school, we are mostly interested in the effects of violence they have already exposed or witnessed. Our aim is to help our students to overcome the effects of violence they exposed. Because violence sometimes can be inevitable in society because it can return to normally with the effect of religious, culture, and social structuring of community. People's soul is getting sick day by day and they accept violence as a normal fact and they give up fighting against it. We want to show our community that violence is never a normal fact not only in our countries, but also in the world. We are going to be counsellors for our students to help them overcome the effects of violence. Our main goal is to create well equipped rehabilitation systems both in our country and participant countries and of course all over the World. Weare trying to save the human capital of our country for our countries' future.We want to help our countries to have strong economy and become internationalized. The other aim of this project is to create international culture against the violence. At the end of this project all students and educators will have common agreements on struggling against the violence.We are 6 countries working on this project, and we believe we have lots of different methods and teaching approaches which we are going to learn from each other. Also by the coordination of Denmark which already has the best educational methods among all the partners, we believe that we can achieve the goals of the project.The participants involved in this project will be the students and teachers we choose to travel. As described earlier, we will choose the students that benefits the most from this theme. Other students at our schools will be involved in the project as well, through participation in project activities, seminars and presentations. Through our dissemination channels we will reach parents, local community and teachers at other schools. It's difficult to put an exact number of persons, who will benefit from this project, but around 200 persons from each school will be involved in this project. The sustainability of this project will be measurable - our students will improve their self-confidence and their desire for education."

"<< Objectives >>As the poet William Blake said:""What is now proven was once merely imagined"". So goes for the different aspects of robotics. Ti is important, in this world where technology and discoveries are rapidly evolving, to know the origin and history of w

The serious loss of biodiversity is permanently and increasingly a topical issue. The project promotes an engagement with the topic.The idea for the KA2-project was to realize more examples of outdoor learning locations. Secondary and vocational students between 16 and 21 years of age from five schools have created learning locations, where other students and if possible also the public can learn in the nature about the nature. The contributions from the partners differ according to the specific local conditions.The two-year-sequence of the project started with a teacher-training seminar and went through three student exchange meetings. Finally there had been 131 mobilities. The third exchange meeting (C4, Portugal) took place without Italian participants, due to Corona restriction. The last exchange meeting (C5, Germany) had to be cancelled completely, due to travelling restrictions for all groups.All schools had prepared together a common and individually a certain topic. At the students meetings the schools introduced the results to the others. The common topics were: - The significance of biological diversity. - The importance of nature for mankind. - The humans’ influence on nature.Individual contributions of the schools are: - Germany: A natural trail for children prepared by nursery students. - Italy: From ancient grain to bakery products. - Romania: Beekeeping, a key to preserve biodiversity. - Portugal: A protected forest as learning location. - Austria: An Outdoor-workshop on sustainability in food production, cooking and consumption. The main target was the intensive meeting of students and teachers under the specific consideration of the topic.Every School worked with a specific group of students or choose a target group who might use the finalised location afterwards (disadvantaged people, apprentices, refugees, primary school pupils, people looking for a rest, utilisers of harvest). This diversity enhanced the experiences of the project.Sustainability of the project is guaranteed by the fact that the learning locations are offered to the public or even are protected areas. Each common activity was monitored by an anonymous questionaire, separately for students and teachers. This helped to optimize the following activities. EXPECTED RESULTSThe students and teachers have improved their professional, practical, social, personal and methodological skills. A special attention got the successful integration and support of the disadvantaged students.Five well documented and tested outdoor learning locations have been generated. Each school has implemented at least one aspect of an outdoor learning location that had been presented by a partner school.The different educational conceptions and attached didactical material perform a particularly important result (construction manual, videos, working material…).The material is provided in the internet.A final feedback of teachers emphasizes the request to continue to work with the project topics with the partners.

The objectives of this Project were; 1-To provide opportunities for pupils to increase their basic skills by taking part in activities. 2-To enrich children's experiences of school through travel and encourage them to value and continue in education thus impacting on their ability to be the best citizens they can. 3-To improve children's social entrepreneurship. 4-For pupils and teachers to share experiences and knowledge to enhance everyone's education. 5-To become familiar with other educational systems and pedagogical systems of our partner countries 6-To motivate the students to learn other languages and try to communicate in them for a clear purpose. 7-To promote the use of new communication and information technologies, for example eTwinning, blogs, msn, web conference and online lessons. 8-To make students, parents and teachers feel an active part of the European community.These are the activities and tasks we used to help attain these objectives throughout our project. They all worked towards developing these four main skills: Reading comprehension, writing, maths related : logical thinking, computer literacy skill, and more.We planned and executed written, oral and aural tasks for children in all the partner schools to do. These varied from comprehension tasks based on new information from partner schools. Maths problems which were developed from our topics such as tales and food. The children enjoyed the challenges of working against and with children from the partner schools. They improved their IT skills in a variety of ways; from sharing their results, using flip grid to record their feelings about school and the project, setting up zoom calls.Mobilities enable children who have never travel and those who may never travel to experience their first flight. To experience a different culture first hand and to widen their understanding of the similarity between all people no matter where they live. We saw quiet children who were supported and encouraged to stand up in front of their peers from across Europe to talk about their country and culture. We saw how these mobilities helped them to grow in confidence and independence. Many parents commented, upon our returned stating they saw a positive difference. Pupils were delighted to share with their families and other pupils all the wonderful experiences, events and tasks they had been involved with- even re-telling about the things they did not enjoy as much helped them to appreciate how travel and education are beneficial and a privilege not to be squandered.Teachers were able to have face to face meeting during mobilities, and weekend and evening zoom meetings, in which they shared and discussed different education systems and pedagogical styles - some were similar, others we could learn from. Teachers exchanged skill especially in IT. We worked on Thinklink taught by our Portuguese partner and Flip grid taught by our Turkish partner. Together we set up a website, eTwinning and Instagram accounts.Virtual mobilities allowed more pupils to take part in the activities of maths and literacy- lessons adapted for a wider variety of ages and ability.Physical Mobilities enabled children from each partner country to engage and practice teaching others their own language and learning a new language. Through virtual mobilities we were able to use the skills we, as teachers, had learned through Thinklink. In which the children set up dramas to teach others common greetings and phrases which were recorded and shared in zoom classes. We acted them out during the zoom to show the partners how we could now greet them and ask some questions in their own tongue. These were then able to be accessed by other children in the schools at a convenient time. They were used for assessment purposes too.Parents were invited to come to information evenings at the beginning of the project to inform them of the purpose of the project and all the commitment needed by pupils and staff, along with their support, to make it successful. At the end of each mobility they were invited in to school to hear from the students what they had been doing and to look at photographs of the trips. After the virtual mobilities some partners sent out information to parents . At the end of the project some partners sent out questionnaires to children and families to get feedback.The long term benefit of this project can be viewed in a multitude of ways. Pupils were able to hear from the children who went on physical mobilities. They want to be able to travel, meet other students and share information about their country and learn about others. It has encouraged them to view education as important and will help to keep them focused in school. The extra literacy and numeracy activities and challenges helped children to see links better and to have a positive view of education. All partners have improved their IT ability and these will be used in the schools for years to come.