On the basis of our previous Comenius project called “Forest and sustainability”, France and our three European partners (Latvia, Romania and Spain) have developed the “Water For Life” project.As water is essential to the balance of our environment and to its biodiversity – and as its sustainable management is a challenge for the future generations – we have to be well aware of its fragility, we have to act collectively and sustainably and we have to become educated consumers in order to preserve our water resource.The four schools participating in this project are two primary schools (in Gran Canaria and Rumania) and two high schools (in Latvia and France). The students involved in the mobilities are between 10 and 12 years old.The aims of this “Water For Life” project were: to bring knowledge and to provide education for the behaviors as regards to water, as a complement to the disciplinary programs; to make pupils aware of the responsibility of everyone related to access to safe drinking water, related to the pollution of water, to the waste of water, and to the importance of the consequences of global warming; and to make pupils develop significant cross skills (how to search and deal with information, how to mobilize digital tools in order to learn, how to conduct a science approach, how to communicate in a foreign language, etc) , to give a European dimension to the problems related to water; to exchange good practices by teaching lessons in the partner countries, by comparing the learning methods and by sharing the activities carried out in each school. These aims have been reached thanks to activities completed on the following themes: water in everyday life, the different uses of water, safe drinking water, the cycle of water, weather and climate, the importance of water for the aquatic ecosystems, water as a green energy resource and the 3R rule for the preservation of water. There have been various activities over the past 3 years, such as information campaigns, experiments, field trips, visits of companies linked with water, drawing and photo contests, Day events (Erasmus Days, World Water Day…), exhibitions, works of art, group works, and development of lessons.These activities have allowed us to obtain the results that were initially planned for the project, that’s to say the achievement of productions such as a toolbox composed of a digital teaching tool on the cycle of water (”The Amazing Journey Of Droopy”), an e-book and flashcards, a game on water (“Who wants to be a millionaire?”), a digital dictionary (Water and Seasons Vocabulary), many different little educational games (memory board, dominoes, puzzle, picture/definition matching game); on various informative supports such as flyers, posters, magnets, rulers, photo albums, etc. ; a guide book for teachers including teaching tools (tutorials of experiments, lessons related to the studied themes); collaborative productions such as works of art, a lapbook on the aquatic ecosystems (the river Moselle, the Danube delta, the Baltic Sea, the Atlantic Ocean, the marshes of Latvia), a song on 2020 World Water Day (“Thirsty”), a charter on the use of water.The project has had positive impacts on the participants, that have been measured both qualitatively and quantitatively through the past three-year- project. The students have shown how more motivated they had been as far as schoolwork was concerned, thanks to a different learning approach (more participation and attention towards the foreign teachers). They have become aware of the importance of English as a tool to communicate, showing more motivation for this school subject. They have acquired new knowledge about water and they have become aware of the importance of water and of environmental issues. They have developed personal skills in a more motivating school environment (autonomy, reflexion, adaptation capacity while working differently, self-confidence and openness to others, mastering the ICT tools knowledge).The teachers have developed new teaching methods, have shared good practices experiences, have had the opportunity to work in a multi-disciplinary setting and they also have developed personal skills (ICT, English as a foreign language, project management).All the school staff has been involved in the different meetings and activities which enabled better communication within the school, openness to different cultures and higher motivation for school work. Pupils’ parents have been able to improve their skills in foreign languages too and to open themselves to cultures from other European countries when they welcomed the partners.

"Digital transformation is changing our everyday lives. Therefore, educational actors have to face this change in their schools and to deal it with appropriate teaching and learning environment. Career opportunities depend on digital education and the acquisition of digital skills. Students need to have a sound digital education and other basic skills and key competencies to keep their career and life opportunities. Teachers, too, need to evolve in their digital education for the best support of their students.MINT competencies are to be trained at an early stage and, above all, girls' reservations about technology, scientific content and digital media should be reduced.The close connection of early years education with professionel education is important in order to pave children a good way into the future. Attention should be payed on the fact, that children come early in their lives to recognise that Europe offers so many ways to be gone and that the childrens flexibility is built up. Reservations against other countries should not be created or dismantled.Teachers should gather valuable input from other European school systems and integrate it into their teaching and the development of their schools.In order to take this approach into account, this project has brought together two VET technical high schools with their upper and lower secondary school students from Germany and France and three primary schools from Bulgaria, Germany and Portugal to work together on this Erasmus + project.Students and teachers gain, expand and deepen their skills in different areas of digitilization, including programming with different platforms at different levels. In addition, especially the students, but also the teachers basic skills and key competiences such as language skills, teamwork, empathy and networked thinking skills, are acquiredand expanded.In total, about 20 teachers and 180 students are involved in the project. There are different age levels in the project who work together, the range is 6-30 years. The students from Portugal are children and adolescents with learning disabilities. Most of the participating teachers have experience in working on international projects and digital skills that they both enjoy to share with others and want to expand.The focus is on getting to know programming / applying various platforms and the comparing of platforms such as Arduino, Calliope, Micro: bit and Raspberry. On the basis of this knowledge, the digital capabilities of all participants should be expanded. Each school creates teaching and learning arrangements about the platforms they use and thus broaden their knowledge. Secondary school students and their teachers support elementary school students and their teachers in acquiring programming skills from video tutorials for platforms they don't know yet. Students in Portugal get to know different platforms, use them with the support of their teachers and, in the end, be able to create easy programming for the platform which is the most suitable platform for their degree of learning disability. In order to provide a motivating access to these topics, the students develop this within the learning environment ""Survive on Mars"". They consider what is needed for the colonization of a planet and develop appropriate ideas and programming (lamp control, moisture measurement, etc.). At the same time, students acquire knowledge about astronomy.Finally there are going to be created teaching units for different programming platforms, in particular for primary schools, which can be used all over Europe. A comparison of different programming platforms and their effect on different groups of students can be useful. Video tutorials and an ebook with programming suggestions are going to be created, as well as a multilingual (german, english and french) dictionary for technical terms. The project results should be available with the website created for the project and on eTwinning. An evaluation will reflect the effectiveness of the project for digital competence enhancement.Each school aims to get long-term benefits from the project by the digital advancement of their school. The results should be usable throughout Europe via the website, the Erasmus + portal and eTwinning to be a source of inspiration and help other schools, teachers and students in the development of digital literacy and other key competencies."

<< Background >>Recent studies have pointed out that during lockdown, teachers have suffered burnout from having to adapt (in record time) in order to provide online classes (Besser et al., 2020) and also according to some studies, stress levels were already high among teachers before the onset of the pandemic (Hadi et al., 2009; Teles et al., 2020), This stress may lead to symptoms of anxiety, depression, and sleep disturbance as a consequence of the increased workload resulting from home teaching.Moreover, previous studies have found that working from home using Information and Communication Technologies (ICT) can create feelings of tension, anxiety, exhaustion, and decreased job satisfaction (Cuervo et al., 2018), and remote teaching is the only choice in times of a pandemic for teacher-training staff. Besides, the lack of clarity and a rush to online teaching has posed a great challenge and creates problems for the entire school-teaching community. Therefore, returning to the classroom beyond being a return to normality seems to have become a new focus of uncertainty for teachers. The COVID-19 pandemic seems to have a long-lasting impact on teachers and teaching activities and, as a consequence, on learners.Further, it is important to safeguard the emotional health of teachers since, as a recent study by De la Fuente et al. (2020) highlights, teacher–student relationships are also stressors for the student, and the teacher’s behavior predicts the emotional well-being and commitment of the students, which are also important factors for reducing their stress levels.These needs enforce us to draw attention to teachers’ psychological well being as a public school that gives importance to their teacher staff. They should be a better position to put in place the relevant educational jobs in regard to coping with the return to school during this pandemic. It will have effects in a wide open space that the higher level of stress on teacher-training staff means the less effective learning environment. It leads the whole community to have a lack of education in various subjects. Hence , the impact of the COVID-19 pandemic on the emotional well-being of teachers is a major challenge that needs to be tackled by both the public-nonpublic educational community and the entire society.<< Objectives >>Firstly, Boost Yourself ‘s main objective is to make the participants aware of their own burnout level and observe burnout management methods in different countries and lead participants to think about solutions for burnout management and try to minimize it by workshops, studying various stress management methods, academic and rich-quality LTT activities by the mentorship of psychological experts in each participant institution and their local area. Boost Yourself wants to provide the necessary framework for participants in different countries to collaborate about how to manage with their stress and exchange the good practices. Boost Yourself wants to transfer these outcomes to the non-involved participants at the partner institutions, local-national-international related organisations by the dissemination and visibility activities such as the handbook, virtual Minecraft World and local workshops. Boost Yourself aims at to improve participants’ knowledge of foreign cultures and communication skills in English. Besides, It will also lead them to develop intercultural understanding, appropriate respect, tolerance and organisational teamwork skills. Finally, It wants to create awareness about Erasmus+ projects and European identity and beyond.<< Implementation >>By the approval of the project, the psychological expert of each team will conduct Maslach Burnout Inventory to the participants, reconduct it at the end of the project, observe and report the difference between them. There will be a kick-off meeting in May 2022. There will be only 4 virtual Transnational Meetings, so as to prevent the unnecessary travel because of both Covid 19 and Carbon emission of so many travels. Instead there will be 5 online LTT evaluation meetings after the each LTT and 2 report writing meetings, at the middle and end of the project. TPMs will be in May 2022, in December 2022, in March 2023, in December 2023. There will be 5 LTTs for 5 teacher-training staff from each partner school (Poland, Iceland, Portugal, Lithuania ,Turkey). First LTT will be in Portugal in June 2022 and It will study “Arttherapy” and help the participants to be aware of their stress level by its school psychologist and local experts.Second LTT will be in the Iceland, in September 2022. It will study “Guided Imaginery” by the help of their art therapist who is an expert.They are going to teach us how to make progress on stress management and motivational areas using this therapy in practice.Third LTT will be in Lithuania in June 2023 and will deal with “ Canistherapy” and help the participants develop a healthier and more positive mental state through this therapy.Fourth LTT will be in Poland in September 2023 dealing with “Transcendental Meditation”, and will attempt to create positive emotional changes in attitudes of the participants. Fifth LTT will be in Turkey in March 2024 and will contribute the target topic studying “Mindfullness” to cope with the stress as they have experienced psychologist in their team.In each LTT, There will be workshops, dramas, cultural activities, roleplays prepared by the host team and their local experts beforehand but the other partners will study the topic before the LTT for being readiness. A handbook and virtual Teachers Wellness Center on Minecraft Education Edition will be developed part by part in each LTT about the LTT topic and completed at the last LTT.<< Results >>First, Boost Yourself will create awareness about burnout management on the teachers, the participating schools, local- national-international schools. Then, participants will seek ways of coping with stress by studying various burnout management methods during the LTTs and they will transfer these outcomes to their colleagues at their own institution, local- national related organisations by dissemination and visibility activities such as the handbook, Minecraft material and local workshops. It will lead the entire teachers to boost themselves. Participating institutions and the other organisations will learn how to tackle the Covid 19 psychological challenges. Their teaching learning environment will be affected by this well being that psychologically boosted teaching-training staff will seek new-funny-innovative approaches for learners and enrich their educational environment which means improvement of the organisations in this area. ICT experts of each team will create joint social media accounts of Boost Yourself for the dissemination and visibility activities, try to reach many followers and share posts about stress management methods, LTT news by the help of psychologists of each team. It will lead a large community to be aware of stress management methods that a serious number of people need these approaches in this pandemic procedure and even after. Participants will not only come across different European cultures and beyond and also gain multiculturalism, transnational respect, coherent. Finally, They will improve their communication skills in English and identify different languages, European identity and beyond.

"WANDER WITH WONDER is a project that aims to open education and innovative practices in digital era and to promote the acquisition of skills and competences in school practice to stimulatecollaborative learning and individual Productivity.Collège Aimé Césaire in Reunion Island, France is the coordinator. The partners schools are : Tartu Raatuse Kool in Estonia, Kaunas Versvu Gymnasium in Lithuania, Istituto Statale Pascasino in Italy, and Escola Básica Integrada da Praia da Vitória in Terceira island, Azores-Portugal. The presence of the last school as well as Aimé Césaire School is very important for the main goal of the project. Overseas Countries and territories play an important role as outposts of the Union in the areas where they are located because in accordance with Part 4 of the Treaty on the Functioning of the European Union, the purpose of this association is ""to promote the economic and social development of the countries and territories and to establish close economic relations between them and the Union as a whole"": in the interface between school and the global system, digital competences can act a significant role.Technology today allows different schools of different parts of the world to move away from its traditional isolation, to model itself in differently distributed forms.The target group is made up of students aged 11-15; some students will participate in short term exchanges and among them there are students of special needs from the azores school; the project want to create effective assessment opportunities for SEN students (Special Need Education).Each partner school has a group of teachers and managers who will work in this project.The French school, will oversee the entire project, organizing a detailed 24-month timeline template for the project to realize a visual project timeline that clearly communicates the important milestones and tasks; it will outline the major deliverables of a project in a chronological sequence. Students and Teachers will use Blog, Twitter, PenPalSchools, Minecraft EDU, Animoto, Peergrade, Book Creator, Flipgrid, Bubblr, GoNoodle, Quizziz, Canva, Inkle.Reunion Island will collect data from the partners, monitor the implementation of the project, design the Communication Strategy, organise Online Meetings, create the communication spaces and design model documents :- Partnership Agreement- Dissemination Plan- Monitoring and Evaluation plansAction/Work Plan at the beginning of the project that will be updated after each main event.Reunion Island will also manage the EPRP.The Reports will include details of the impact analysis.The project includes 2 joint staff trainings (Italy C1 and Azores C6) and 4 short term exchanges of groups of pupils (Reunion Island C2, Lithuania C3, Estonia C4 and Italy C5).Teacher training has a strong emphasis on our project, as the use of teachers' materials and the search for exciting projects and computer use varies widely from country to country. Sharing the materials and improving them through multi-country cooperation would ensure a sustainable understanding and would help to find a greater common ground on the curriculum and interdisciplinarity of different countries in EU community.Learning in different schools and countries is rather theoretical and real life has little to do with it, then making hands-on projects would bring the theory and practice together and link it all to real life. 8 competencies would be those that could be developed: academic competence; communicative competence; competence in mathematics, science and technology; entrepreneur competence; digital competence; social and civic competence; culture and value competence; self-determination competence.The Development of relevant and high-quality skills and competences will help students and teacher in taking part in many activities and projects by promoting a lifelong education. Technologies and ICT are essential tools to advance social inclusion, as they provide capacities for students with SEN to access and use information, to interact, therefore, to enjoy educational, training and employment opportunities.TOPICS :- Educational technologies and their role in teaching innovation-The role of ICT in teaching-learning processes, strategies and cognitive models even for studentswith disabilities- Creativity and cultureACTIVITIES :- Embrace Connected Learning- Share Content Online- Have Fun with Twitter- Use Video Chats- Create a Class Blog or Wiki- Put Together a Podcast- Use Pinterest- Create Interactive Maps- Harness the Power of Excel- Technology in the Classroom AdventureThe project results will be visible by means of our online dissemination tools , a website, FB, eTwinning and You Tube.Seminars, Interviews,Meetings,Mass-media and Platforms such as eTwinning, School Education Gateway, EU Dissemination Platform,European Shared Treasure will be means to communicate experiences, activities,results and future purposes."

"PROJECT AIMS AND TASKS ""School exchange about good practices in Special Needs Education"" :To develop basic and transversal pupils’ skills using innovative methods of teaching and learning; To improve the quality of teaching and learning with the help of new and innovative models, including ICT;To develop pupils' key competences which are essential for young Europeans to succeed not only in today's modern society but also in their personal lives.Partners of the project ""School exchange about good practices in Special Needs Education"" are:1.CENTRUL SCOLAR DE EDUCATIE INCLUZIVA BUZAU Romania(coordinator of project),2.Scoala Gimnaziala SF Apostol Andrei Buzau Romania,3.Istituto Comprensivo ""Lombardo Radice-Pappalardo""Sicilia, Italy,4.Escola Básica Integrada da Praia da Vitória, Portugal,5.5o Dimotiko Sxoleio Tirnavou Greece6.IES CERRO DE LOS INFANTES SpaniaProject's starting point: the gap between theoretical training and practice regarding mathematics and science, language and communication in Special Needs Education.Causes of this phenomenon:-theoretical character of training with a very large curricula;-the lack of teaching resources that involve experiments;-the low importance of projects and experiments in teaching and evaluation;-curricula's structure divided into different subjects that don't create a complete (interdisciplinary and trans-disciplinary) vision of common phenomenon;-insufficient cooperation between teachers of different subjects that are directly related;-the lack of working instruments that allows a good understanding and integration of knowledge from different subjects;.Objectives :1) To create a context for regional and international cooperation regarding trans and inter curricular teaching for Special Education Needs schools involved in project;2) To create an early link between schools training and daily life challenges for the future adult, especially in labor market3) To implement new teaching methods and materials that will encourage trans and inter curricular teaching.4) To form in schools involved special teams of well trained teachers that are promoting innovative methods in didactical process.5) To increase school's European dimension by promoting closer relationships among students, teachers, families and other people related to schools from different countries with differentlanguages and cultures .Project results will be developed on 3 main directions:- improvements that regards the institutions involved;- improvements that regard teachers involved;- improvements that regards pupils skillsFor schools involved this project will be a part of their internationalization plan, by establishing close contacts with schools from other countries and with schools from their region-This project will bring to institutions involved new strategies of trans and inter curricular teaching techniques with special events that encourage this type of teaching-By this project schools involved will implement new innovative curricula, new educational methods developed with the help and under the advice of specialists .Transnational mobility of project: C1“Creative Methods In Special Needs Education”Scoala Gimnaziala Sfantul Apostol Andrei /05/2021C2Meeting in Greece/10/2020C3Mixed Ability Classes Portugal/03/2020C4Meeting in Turkey with students-Sports,English and music in Turkey/05/2020C5Meeting in Spain with students/03/2021C6Meeting in Romania with studentsCENTRUL SCOLAR DE EDUCATIE INCLUZIVA BUZAU /11/2019Final Products:A1-A e_book with different ways of learning and teaching. We will analyze the different ways of teaching and learning in special edication at all schools involved in the project. CSEI Romania A2-A e_book with fairy tales. We will collect fairy tales from all countries involved in project. Portugal.A3-Website for the project. Greece. A4-eTwinning project and lots of tools to monitoring and evaluate.Romania A5. Logo of the project Responsible will be Spain. Deadline October 2019-march 2020 A6. Social inclusion through dual education. A comparative study will be done on this topic. Each country will conduct a study on dual-education of young people at social risk. Responsible will be Italy'A7. Board game: “The snake of the rights of children with special needs”. Deadline October 2020. Greece eTwinning project ""School exchange about good practices in Special Needs"" will be the base of cooperation, evaluation and monitoring the project. All activities, instructions, materials, results, dissemination activities are shared on the TwinSpace."