"""Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices. Mental health is important at every stage of life, from childhood and adolescence through adulthood."" (https://www.mentalhealth.gov. 01.03.2018)Schools have an excellent chance to offer the possibility of a positive influence on child development in critical and sensitive periods. This responsibility has to taken seriously. Schools work closely with parents one the one side and local municipality on the other side. There is an old saying: ""It takes a village to raise the child!"" By this project we believe that the participants have nourished their feelings and senses regarding Mental Health and Well-being. We looked closely the school's and teacher's role in dealing the issue and adapting it into school's teaching-learning environment. Inclusion is one of the keywords in this project. Partner schools have already implemented Social Skills learning-teaching programs. The form and the frequency in program actions vary from country to country but it is integrated to schools' Curricula. We see therefore the strengthen of this project. This project allowed partner schools to develop and improve their Programs and Pedagogical aims. The target group who had directly benefit were students and teachers in three partner schools. The travelling students were in age 14-17. Main objective in this project was to raise awareness of Mental health and well-being. There were several target groups involved in this project - students, parents, teachers and staff, local community, other schools and educational institutions. There was a balance between web-based activities (social media, web page) and activities done at spot (in schools with and without partner schools involved). There are three partner schools in this project - Estonia, France and Portugal. There were planned and held following TLLA activities: 1. ""Mental health in schools. The guidance and competence of the teacher."" Held in Estonia and 4 teachers from every partner country were participating. 2. ""Water - in and out. Our physical Health"". Held in Portugal, 8 students and 2-3 teachers were participating from every partner school. 3. ""Riding and the Field - the arena for activities to promote our Mental Health"". Held in France, 8 students and 2-3 teachers from every partner school. 4. ""Learning with senses"". Held in Estonia, 8 students and 2 teachers were participating from every partner school.One activity which was planned as the last mobility did not happen because of the Pandemic situation in the world. 5. A social experiment which aims to explore impacts to young people, especially focused on virtual life and social media. Planned to be held in France and simultaneously on virtual channels (vlog, blog...). Travelling 2 students and 1 teacher from Estonia. Other students and teachers from partner schools were panned to participate online. Improved mental well-being of young people should contribute to reducing school to early school leaving / drop-out, strengthening their personal confidence, improving educational efforts and enhancing self-esteem. There are several preventative strategies established in schools which have a real effect of reducing the occurrence of mental disorders. Strategies are combined with other approaches schools have implemented. There are four major dimensions which support the healthy life quality: Health: Make informed, healthy choices that support physical and emotional well-being. Home: Have a stable and safe place to live. Purpose: Engage in meaningful daily activities, but also volunteering, caring for your family and being creative. Community: Build relationships and social networks that provide support. Those aspects were dealt with in the project and all four aspects were touched and target groups involved."

"""SUSTAINABILITY FOR DEMOCRACY, DEMOCRACY FOR SUSTAINABILITY” (SDDS) came into existence because of four public secondary schools' joint desire to work together on a European project on the theme of democracy, environment and sustainability. MAIN OBJECTIVES Concerning students: - reinforcing links between school education and active citizenship, economic, social, cultural and European considerations; - increasing students’ self-confidence and to acquire better English language and digital skills; - promoting inclusion of students with economical and learning difficulties. Concerning teachers: - enhancing professional development by integrating collaborative and innovative pedagogies into the project activities; - establishing networking relationships that will lead to future collaboration as a result of this project. Concerning schools: - to open our schools to internationalization and to increase the European dimension of the education we provide. Throughout the 2-year project, in each of our four schools, there will be a team of about 21 students, aged between 14 and 18 and from very different socio-economic and geographical backgrounds, working on the project, alongside other fellow students interested in our theme. All the proposed activities have been selected as a result of consultation with colleagues interested in sharing their methods with others and learning from the approach of other European teachers and will involve people living and working close to our respective schools. The project´s objectives will be achieved by means of a four-phase structure, preceded by preparatory work and culminating in a short-term transnational learning activity (TLA) hosted in each partner country. We’ll start with Greece – the cradle of Democracy and during the project all partners will explore Democracy, with sustainability being always the guideline and establish relations with the Environment, Economy, Arts, Science and Technology. The outline of this structure is as follows: - Phase 1: “Democracy and Environment in Institutions” with the TLA hosted in Greece (01/2019) - Phase 2: ""Democracy, Environment and Economy"" with the TLA hosted in Finland (05/2019) - Phase 3: “Democracy, Environment and Art(s)” with the TLA hosted in Portugal (10/2019) - Phase 4: “Democracy, Environment, Science and Technology” with the TLA hosted in Estonia (04/2020). Students, in turn researchers, interviewers, writers, artists, webmasters, will thus, thanks to the collaboration with students from partner schools, construct their own learning processes, their relationships, their sense of responsibility, making them truly European citizens. All activities and work produced, uploaded on the eTwinning platform, the Project Blog and the EU Dissemination Platform will enable European teachers and schools to find inspiration for their daily work and for future cross-border cooperation."

"As the Mathematical competence stands for the one of the key competencies of the 21st century is, five schools from different European countries decided to renew the teaching methods and initiate educational innovation by taking Math outside the classroom. Approximately 73% of students from all the partner schools find Math boring and really difficult to comprehend- on this account we decided that we had to start up the present project. All the partner schools identified the needs to increase curiosity, interest and knowledge on Mathematics, improve the Mathematical skills of low achievers and provide new sets of materials for teaching Math in an effective and enjoyable way. Through "" MATHS WITH GAMES"" project we arised students’ awareness and interest in learning Mathematics."" MATHS WITH GAMES” project is designed for students coming from 5 European countries and the direct target represents lower secondary schools students aged 13- 18. We plan 5 LTTAs (ESTONIA, UK, ITALY, TURKEY and ROMANIA). The total number of participants who will take part in the mobilities is approximately 120 students and 32 teachers . However we could do just 3 of them physically. An innovative approach leading to increase students’ motivation and interest in learning Math is promoted by the project. The activities aim at encouraging learning by doing, by discovering, developing thinking skills, imagination, creativity and English and ICT skills. The project aims will be achieved by using the inquiry-based learning method. Students will discover how great influence Math has on our everyday lives. We will do our best to evoke their curiosity about the connection between Math and the real world so as they will be able to see it with their own eyes. The following different topics MATH & ART, CURIOUSITIES IN MATH, MATH IN OUR DAILY LIFE, and SHAPES AND MATHS and TEACHING MATHS INNOVATELY were planned to approached during the 5 LTTAs. Students developed Mathematical skills, creativity and curiosity using a cross-curricular approach. They were encouraged to see the connection between Math and other school subjects like Art, Music, History, PE and ICT. Team building activities, games, fundraising activities, surveys, Erasmus+ Day events enabled students to learn more effectively through an international context. We expected to see the following intangible results: increasing Mathematics skills and competence, improving Mathematics assessment, stimulating creativity in teaching and learning Math and developing motivation to use cross-curricular materials and inquiry-based learning in the educational process. ""MATHS WITH GAMES "" project presented an authorized model example of innovative and creative interventions for the development and improvement of teaching and learning Mathematics. Teachers were provided with a wide range of opportunities for self-development and they were able to keep up with the latest methods of teaching in accordance with the standards applied in the European Union."

Our project is focused on the adaptation of the European Commission’s Policy on the field of Early School Leaving (ESL) within participating schools. The main goal of the project was to deal with awareness of early school leaving on a European scale. The project main coordinator is the school from Estonia, and the other six partners are from Italy, Norway, Poland, Portugal, Turkey and Croatia. The partner schools from Turkey and Croatia are located in the countries’ capital cities, and the remaining partner schools come from smaller communities. This was a first-time participation in this type of projects for Croatian partners, the other partners had previous experience with Erasmus+. The project teams from Poland and Italy include eTwinning ambassadors. The focus of the project was thinking about values as the basis of the individual personality as well as the society on the whole. Recognition and development of values through the exchange of ideas and experiences were viewed as the essential framework for a high-quality school, and life. This topic was symbolically pointed out in the activity Box of Values. Each partner made their own box of values, and the boxes were exchanged among the partners in each mobility. Each school added their own values in the boxes as they journeyed around Europe. Eventually, each school got their own box back, now containing the values of all seven partner schools.Throughout the two years we tried to make a positive impact on the quality of work within the school curriculum through a great number of intertwined activities andmobilities, with the aim to help in the development of a more positive attitude of students towards school. We improved the motivation of the teachers through stafftraining events, allowing them to apply new knowledge in their work with students, which improved the quality of work in the school and also had a positive effect on thestudent motivation.The project had been structured in such a way that each partner had to host one mobility, and five teachers got the opportunity to take part in job shadowing events. This assured an even distribution of responsibilities, as well as giving each partner equal opportunity to present themselves.Students traveled to Portugal, Italy and Croatia. The topic of the student mobility to Portugal was storytelling. The students studied traditional folk stories and legendsand participated in a storytelling festival. The result of their hard work is the e-book “Keepers of the Values”. In Italy, where to students from Portugal and Croatia traveled, the topic was free time. The students participated in sports and art activities, which promoted the development of their social skills, of a positive attitude towards exercise, and of creativity in an informal, relaxed setting. In Croatia, the students attended an animation workshop. The result of their work is an animated film “Journey of the Legends”, which was based on the stories of the storytelling festival in Portugal.To ensure the quality of the workshops, external local experts had to be engaged for the workshops in Portugal – a professional storyteller, and Croatia – a film studio.In staff training mobilities, the teachers exchanged their experiences on the issues of early school leaving, reflected on the relationship of the school with the localcommunity with regard to the prevention of early school leaving and improving the quality of work (Norway), studied new ways of teaching in the segment of outdoorlearning, whether it be in a natural environment (Estonia) or an urban setting (Turkey, Croatia).There were two transnational project meetings (Poland, Italy), and few video conferences.Five eTwinning projects were opened for the purposes of this project, one as the main, “umbrella”, project and the other for specific activities.Web page: https://twinspace.etwinning.net/5992.Towards the end of the project, a documentary film “The Project Values” was created, incorporating video materials from all the partners, both teachers and students. Thefilm emphasizes the main topic of the project – prevention of ESL. We hope that this film might move other European schools to get involved in Erasmus+ projects. Thedocumentary’s viewpoint is personal to highlight one of the essential ideas of the project, namely the expression of personal thoughts and feelings, as part of theprocess of individual development and as the basis of the improvement of school quality in the 21st century.This project had a lasting effect on all of the institutions and individuals that participated in it. We found out about the differences and similarities of our schoolsystems, we experienced the cultural diversity of Europe, we developed social skills and the abilities of team work, we improved our English language skills, we learnedsome simple expressions in the languages of the partners, we broadened our ICT skills and learned about Internet safety.

"The project ""JOIN US, SupPORT Me! - Join Opportunities of Inclusion through SPORT and Music!"" was presented by the Egidi IC and born from the need to develop an inclusive education model, as described by the guidelines set by the European Commission and, above all, by the European Agency for Special Educational Needs and Inclusive Education. The focus of the activities was centered on two disciplines, which are well suited to the adoption of inclusive methodologies: Music and Sport. The general objectives were:- improve the inclusive profiles of partner organizations, gain experience in international cooperation and strengthen their capacity to produce high quality innovative results- achieve strategic cooperation between operators in the formal and non-formal / informal education sector in order to develop experimental tools for social innovation and inclusion- implement new forms of learning for SEN students, also thanks to virtual mobility, OER and better use of ICT- develop new tools and methods for professional development of teachers and Heads, for better initial education and continuing trainingThe specific objectives were:- implement an inclusive learning approach focused on the learner, where personalization starts from the needs and interests of all the students, with music and sport as focus- directly train 30 teachers and 5 Heads from the partner schools- codify two new profiles of inclusive teaching for music and PE teachers, useful for both initial and in-service training (big- OER), which can be obtained through attendance at two training courses (small-OER), both IOs of the project- launch a permanent mixed operational task force composed by school / experts / stakeholders that organize the internal functional structure and lay the foundations for a constant structured dialogue with parents and institutionsThe project proved to be a substantial success and the achievement of the objectives was guaranteed by a very broad and heterogeneous partnership, composed of 5 schools (Italy, coordinator, Slovakia, Estonia, Romania and Turkey, the latter leaving the project at the end of the first year due to force majeure causes) and 5 scientific partners from the world of private social (Italy, Lithuania, Belgium, Sweden and UK). For the duration of the 36 months, schools have involved pupils - also SEN pupils - aged between 11 and 13 years, teachers and Heads, while non-school partners have participated with their own trainers and researchers. The following activities have been implemented:1. Research, elaboration and codification of the 4 Intellectual Outputs approved by the National Agency:1.1. An e-learning training course for the learning of inclusive methodologies through music, designed to transmit skills and abilities to all teachers (working with students aged 11-13) who wish to enrich their lessons with music elements aimed at the inclusion of disabled students. It is be made available as a ""small-OER"";1.2. An e-learning training course for the learning of inclusive methodologies through sport and movement. It is be made available as a ""small-OER"";1.3 Profile of the Teacher Included - Music, made available in the form of ""Big-OER"".1.4. Profile of the Inclusive Teacher - Physical Education, made available in the form of ""Big-OER"".These intellectual products have been the subject of two multiplier events, held respectively in Italy (26/05/2017) and in Brussels (26/09/2017) at the European Parliament, with the participation of the Czech European Commissioner Věra Jourová and Petra Goran, Member of the Directorate General for Education and Culture of the EC and editor of the report ""Structural Indicators for Inclusive Systems in and around Schools"".2. 8 mobility activities, of which:- 2 joint training events for teachers in the UK and Sweden, leading to the development and exchange of good practices on inclusive methodologies through music and sport- 5 blended mobility for learners (with virtual and physical parts), which have had the main purposes of allowing students with special needs to participate and teachers to experiment the methodologies learned- 1 short term exchange for pupils that took place in Brussels, at the European Institutions with the involvement of the highest representatives.An important impact has been achieved at local, national and European level; the project has brought and will bring long-term benefits as it aims to build a structured dialogue with stakeholders and policy-makers and focused on the learning processes of the school staff."