Our project allows teachers to attract main target groups attention to its highest peak. How? Well, our target group is students from 1st to 6th grades and a lot of times they eant to do something else than listen to the person who is tanding in front of them in the class. By using our material - QR code based english language learning tool - teachers will have a better chance of gaining students attention as this material is ICT, uses new technologies, students are allowed to use smartphones and its something new. By having everyones attention during class students will be better educated and will learn faster. The material will consist from a word in native languga which is then translated to English. The word will be also pronaunciated in English as an audio file. We will attach a photo if possible to better show the word. Also, the word will be included in a random sentence to better illustrate the use of the word. All of this info will be included in the QR code, which can be scanned by the student or teacher.

<< Objectives >>Aim– to provide the critical knowledge to educators in the STEAM sector with the necessary knowledge and experience how to run STEAM activities using Design Sprint and Challenge Based Learning.O1: To explore how Design Sprint and CBL methodologies can be applied in non-formal STEAM education for students in formal education.O2: To develop a comprehensive training Handbook (PDP) O3: To implement dissemination activities and promote innovative teaching methodologies in STEAM education.<< Implementation >>Planned activities:A1 - Project managementA2 - Development of the training Handbook - professional development programme for teacher at formal educationA3 - Local workshops for teachers in Croatia and LithuaniaA4 - Local STEAM event (makeathon) for students A5 - Transnational meetings (Kick-off meeting in Lithuania, final meeting in Croatia)<< Results >>In General PROJECT PARTNERS will experience the process of innovating educational methodology in the STEAM field and gather relevant experience for their future excellence in the education. Educated and experienced educators and teachers will bring added value and new educational activities to the organisations.

Students’ well-being and its associated motivation determine performance at school decisively. In the 21st century students are facing ever more complex challenges which go beyond accumulation of knowledge, especially with regard to using modern technology, acquiring social skills and developing a responsible and independent personality. The project “be-well@school.eu” seeked to promote students’ well-being at school in order to realise their academic potential, thus improving results and reducing student dropouts. Hence schools face diverse developments to satisfy their educational mandate in the long run. This implies inclusion and integration, sustainability as well as health education in a digital world and a multicultural society. Four secondary schools (Niedersächsisches Internatsgymnasium Esens/Germany, IIS Romagnosi Piacenza/Italy, Zespol Szkol z Oddzialami Integracyjnymi Przemyśl/Poland and Saulėtekio gimnazija Siauliai/Lithuania) shared a common goal which was to meet these challenges, thus to benefit from each other’s strengths and experiences. Four core themes had been constituted based on a survey analysing the everyday situation both of students and teachers with their respective needs. To achieve improvement of school life, students’ personality development, well-being and success of all participants, it was to accomplish the following “missions”: - “be-4.0@school” (knowledge of learning types and adequate learning strategies, reasonable use of IT)- “be-ecofriendly@school” (sustainable use of resources/environment)- “be-socially-aware@school” (socialisation with a special focus on integration and inclusion)- “be-healthy@school” (developing a healthy lifestyle concerning diet and physical activities)Four groups of international students (alternately swopping team leaders), each consisting of 24 persons (6 per country) aged 14-17, were involved in the project-based work. By means of IT such as eTwinning, videoconferences or social networks, students did research on the missions outlined above, i.e. collecting data, gathering information and ideas, documenting activities and consequently establishing a broad overview of the necessity and possibility of changes. The insights gained were collated and presented in an international meeting of the current 24 team leaders. Expert groups presented, enlarged upon and developed the insights further. With this European collaboration, students as well as teachers acquired a key understanding of what a “European citizenship” actually means. Media-based lessons, padlets, a school garden, a play and a healthy lifestyle magazine – just to mention a few – had been created in the course of the project. All digital products were put together in a multimedia e-book. The key essentials of the activities that followed the encounters of the groups were to implement the improvement measures in school as well as to publish the results within school community. This led to mutual benefits for all involved. Participants were multipliers for students, encouraging them to reflect upon their behaviour and attitudes as well as to exchange positive experiences. Teachers together with their students initiated activities in order to promote the internationalisation and modernisation of the participating schools. These insights were spread not only by sharing information and materials within schools but also by reports and articles in teacher magazines and regional newspapers. Workshops to involve fellow teachers of other schools and were skipped due to lack of time or organisational reasons. Constantly conducted evaluations prove that students have been made aware of the four core themes outlined above. Hence they will influence their fellow students, school community, families and environment in these matters.A significant improvement concerning test results and a lower dropout rate has not been clearly observed yet. Eventually, the project has definitely raised the students’ awareness of Europe and a European identity.

From the priorities we chose above ,we can claim taht our teachers from all partner countries improved their vocational competences ,used their competences in creating lessons based on web 2 tools.Lessons made with web 2 tools closed the gap between students and teachers ischools became a center of attraction and we went on lessons non stop during distance education.With the help of this project,students gained self confidences and according to the exam results and reports all partner countries started to become more successful and we ovecame the problem we mentioned in the project description part that all partners are in back in the list in Maths lessons according to Pisa Results.We fullfilled our necessities using technology and web 2 tools in our classes.Students have been getting distance education since March 2019 in all project partners countries and they had the chance of studying the topics via lesson videos in defems.com except for the lessons they had online.One year before worldwide pandemic,we have forseen future necessities of all partnersWe have already chosen digital contents and forseen the importance of the online lessons , we achieved distance learning,our partners organized maths,English workshops,our partner countries' teachers improved their 21st century digital competences and skills.We created project website (www.defems.com ) In the website we created 3 English lessons for primary level, 19 Maths lessons, 5 Science lessons ,5 English lessons for secondary level and we created 19 English lessons, 6 Maths lessons ,27 Science lessons and 4 literature lessons.We created 1 Turkish lesson, 6 English,3 Science lessons games and 6 online English grammar exams . (www.defems.com )During distance education period ,we also had our students read 6 dedective stories and applied their online exams via kahoot.https://create.kahoot.it/share/the-adventure-of-the-five-orange-pips/7fd5c7af-7c44-443b-930d-b48d7f5a169e ( The Adventure of Five Orange Pips- A.Conan Doyle )https://create.kahoot.it/share/hunted-down/6c9490a3-3bce-4118-a631-44e0dd80b43d (Hunted Down -Charles Dickens ) https://create.kahoot.it/share/judge-s-house/79c79a14-e5d4-4a27-8fba-67dec904e8ab (Judge’s House – Bram Stoker ) https://create.kahoot.it/share/mansfield-park/fa787ac3-e8a9-474d-86d0-c6406cf00d65 (Mansfield Park – Jane Auston ) https://create.kahoot.it/share/canterbury-tales/6cb156b8-d217-49ff-a19c-82f5b3179c22 ( Canterbury Tales -Geoffrey Chaucer ) https://create.kahoot.it/share/the-speckled-band/3fe0dbb3-85d1-49f4-8cc6-bb4261360007 ( The Speckled Band – A.Conan Doyle ) All the lessons,games and exams were prepared with web 2 tools like kahoot,wordwall,h5p,pixton,animoto,animaker,prezi,kizao,canva,cram and jeopardy lab etc.Students stayed with families and they lived the feeling of Erasmus ,had an awareness about the countries ' culture,history,cuisine and tourism.

"The participating schools have jointly chosen the project ""Earth Charter"" because 3 of the schools in previous projects noticed, that the pupils still don't regard this subject as very important and vital for their and our future The Earth Charter is an international document on fundamental values and principles trying to contribute to a just, lasting and peaceful global society in the 21st century and is divided in 4 pillars: I Respect and concern for the world community (UK), II ecological integrity (ES); III social and economic justice (LT); IV Democracy, non-violence and peace (NL). The 4 pillars are divided among the 4 schools. The world population in the last decade has stabilized, and now Environmental protection is an important issue as people, especially European people, want to leave a habitable planet for our descendants. Also of importance are our fundamental values of human rights, equitable human development, social and economic justice, democracy, respect and care for the community of life and the importance of living in a peaceful global society. Our agreed objectives and activities are: 1.We want the students to respect and care for the Community of Life with understanding, compassion and love. Eg. by visiting and guided tour in the House of Humaity in The Hague. 2.To develop the ability to show respect to the Earth and life in all its diversity. Eg. by taking part in chat forms with topics such as poverty, social justice ideals, equity and equality etc. 3.To understand the importance of a democratic society that is just, participatory, sustainable and peaceful. Eg. through a guided tour in the town hall in Liverpool, the House of Representatives in The Hague, and the former concentration camp Vught(NL). 4.To investigate ways in which students can secure the Earth's beauty for present and future generations. Eg. By visiting several historical cities and National Parks. In Spain pupils will participate in a workshop on the importance of conserving the countryside 5.To design ways of protecting their environment and saving energy. Eg. in Spain, students will design ways of protecting their environment and saving energy by participating in activities in a Smart City. By partcipating in chat forums on these topics such as energy saving. 6.To develop skills to eradicate poverty and ways to promote gender equality, access to education, health care and economic opportunity as a right for all. Eg. pupils will develop skills to be able to facilitate the eradication poverty and ways to promote gender equality, 7.To gain knowledge and develop the students values and skills needed to live a sustainable way of life and power. Eg. pupils will deliver a workshop about debating, make a vlog a photobook and a presentation. The Europass guarantees the sustainability of the whole experience they have gained Because the spoken language is English the students will also increase their competence in this language and they learn to work in a digital era. •To achieve our objectives we need to work in partnership with other schools in other countries, using their knowledge and expertise in the various aspects of exploring and disseminating values of the Earth Charter. •To bring together students from four different countries and cultures. This will allows us to share and experience the fundamental values of our global society and develop the importance of the values of the Earth Charter. •To develop multilingual links between the four countries for both staff and students. The focus and delivery of the project will be in English and this will allow students and staff at all linguistic levels to interact and develop their language skills. Although the main language expressed in this project will be in English, there is an appreciation and consideration for the range of languages to be spoken and developed from the participating countries. •A further aim of this project is to provide the students with a platform to enhance themselves as global citizens in a diverse world. Staff and students with gain a greater understanding of their global footprint and this will impact upon future generations. •This project will strongly aim to develop an awareness and knowledge of how to use social entrepreneurship to treat others and the environment with dignity and respect, so that they actively make a contribution to sustaining harmony in the world. The outcomes will continue to develop beyond the two years allocated for the project. In the long-term, changing teaching methodology and incorporating aspects of the project activities will result in permanent benefits for our schools; the dissemination of our materials will help many others benefit from our project outcomes. The results will be promoted where possible; school websites, local media, Facebook, e-Twinning, Instagram, Twitter, the international app of Earth Charter ""MAPting"" etc."