First of all it’s cooperated with different partners from europe which have coding classes or activities to improve their coding sikills under the coordination of Karatay directirote of national education .In general, robotic materials and robots can be expensive. It absolutely requires technical and financial support at this time. Karatay District Directorate of National Education, allocated a substantial budget for roboticcoding training. In addition to İzzet Bezirci Elementary School whose MEVKA Project was accepted before, the support started with MEVKA projects in several other schools have continued with the financial support of the National Education Directorate and it changed into and applied as a wide robocoding Project.By developing coding techniques for students whole roboticcoding for the first time, it’s aimed our target groups (mainly prmary school sudents are determined as the target group) gaining knowledge of software first, the algorithm, and the programming language training and finally coding skills. With this project, students and teachers had the chance to experience different coding training methodologies. They developed newcoding techniques by exchanging ideas. They synchronously performed the roboticcoding activities they planned. When doing the same activities, the studies took place in a tournament atmosphere and this motivated the students. One of the most concrete achievements of coding training was to reveal existing creative design talents. In the last decade, student-centered curriculum has gained weight. The activities that are appropriate to the interests and corecompetencies of the students were applied. There were many extra curricular activities in our pilot school, İzzet Bezirci Elementary School, but the most interesting and most favoure done was robotics coding training.The importance of the algorithm in roboticcoding is great. Algorithm: The algorithm is a way to solve a problem or to achieve a specific goal. It is usually used in programming and all programming languages are based on algorithm. No matter which software language youuse, youneed an algorithm. Before you start software, you should place your fiction exactly. Algorithm has to have a meaning. If you set off without fiction, nowind can benefit you. Algorithms definitely finish with an end (happy or unhappy). There is no unfinalised algorithm. If an algorithm does not end, it is not an algorithm it is an infinite loop.We can list the materials and systems to be used in coding training as follows.Primarily LEGO Educationand WeDo 2.0 robots on a simple level, then EV3 and Scratch and finally top level Arduino areused in the coding training,Arduino is a kind of electronic development card. It is an open source application. It is possible to see Arduino on all electronic devices. Arduino is an electronic motherboard. You can use it widely from robotic applications to simple electronic circuits. Encoding training beginning with LEGO will continue with robotic or tablet applications that perform very skilful function scoded on Ardunio.For training of new individuals equipped with the skills of the 21st century instead of memorizing, questioning, not criticizinggenerations, it is planned to develop these skills at an early-age with coding training. By seeing the coding training applied in our Italian, Portuguese Pollish and Croatian partners for many years, we observed and transfered the good practices there. It was started the digitalization efforts Long before the pandemic process even if there are some hitchs, it was applied succesfuly with the partners schoolsMore and more schools in Europe are including robotics and computer programming lessons in the school curriculum. Is computer programming now a compulsory skill for the 21st century? At what age can children learn the programming language the earliest?In some European countries, quick answers are given to these questions. Some European countries have even started to give basic training to primary school students. In fact, this project is an innovative, scientific project and als it’s a projet which added lots of new skills and concrete benefits to the students. These are ROBOKARATAY project (/https://www.robokaratay.com/roboKaratay) was intitated with the helps of national educational district of Karatay and lots coding classes were created in different schools with the help of Karatay municipality.İzzet Bezirci primary school which was a pilot school, improved its robocoding studies via this project and became the winner of the national robocoding project which was done in Turkey.Erasmus + will support individual learning opportunities and institutional collaborations in line with these purposes.These statements are extremely suitable for our Project purposes.When we consider that the Ministry of National Education will include coding as a compulsory lesson in the 5th and 6th grades and as an optional lesson in the 7th and 8th grades of secondary school in 2018-2019 academic year, we see how appropriate our project is for this plan.Later they got the 3rd position in an international competiton named “World Educational Robots” compettion which was held in China (https://www.trthaber.com/haber/bilim-teknoloji/konyali-ogrenciler-cindeki-robot-yarismasinda-dunya-3uncusu-oldu-447120.htmlIn this success the addings of the project is undoubtful. Our project is not only seen via the success of Izet bezirci andd Karatay educational district of National education but also via the local successes of our other partners.Our German partner which had newly started to work on coding via the project took the head as the first school doing ROBOCODING in Berlin. So even a German school which is also known as one of the most sucessful educations in the world had met the robocoding via this project https://www.bundeskanzlerin.de/bkin-de/aktuelles/kanzlerin-besuch-tumo-1983890)

CONTEXTThe demand for STEAM skills is a continuously growing reality which the school officials have to consider in the short and medium term, as it makes provisions for the future and adopt updated approaches to teaching and learning. The learning process does not have to be limited to classroom setting; the natural potential needs to be exploited beyond the aesthetic value as it provides multiple opportunities where students can learn about STEAM and equip them with 21st century skills that are mandatory for the highly interdisciplinary present jobs requiring several skills. We strongly believe that the school exchange project we devised will set the pillars for achieving excellence in education, equip students with knowledge to handle global competition, teachers with effective strategies for creating customized lesson scenarios and forms of delivery to relate nature to STEAM. Hence, the project will be carried out transnationally and we will develop a common meaningful pallet of activities through which our students learn science, mathematics, technology, art and engineering. Additionally, the nature-inspired STEAM approach will add variety to school syllabus in partner schools.OBJECTIVESO1 to create opportunities for integration of cross-curricular cooperation approaches amongst teachers and students at European levelO2 to stimulate students’ curiosity and creativity by linking STEAM subjects to nature-based learningO3 to increase the acquisition of skills and students’ progress in STEAM subjects through inquiry-based learningO4 to foster students’ employability through upgrading of soft skillsO5 to intensify the cross-border mobility rate in partner schools through Erasmus+ school exchange projectsO6 to enhance intercultural awareness, tolerance and respect for cultural diversityNUMBER AND PROFILE OF PARTICIPANTSThe target group of students in the project aims at those who belong to the age group 12-14 and we expect that approximately 400 students in all partner organisations will take part in activities and consequently benefit from results. Of this group, 94 participants age 12-14 at partnership level (18/24/partner country) will be selected to attend LTTAs, accompanied by 2 teachers. They will be the active group of members during the project, attend preparatory sessions before planned LTTAs, prepare the materials for exchanges, familiarize with the topics. Each partner organization will select at least 7 teachers in the project team, from teachers who are specialised in subjects related to the project topics, who will take on specific duties and responsibilities, coordinate and support students, conduct dissemination activities and events.MAIN ACTIVITIESWe have planned to organise 5 LTTAs, one short-term joint staff training event and 4 exchanges for groups of pupils, hosted in each partner organisation. The group of participants in exchanges/organisation will be made up of 5 students accompanied by 2 teachers and 3 teachers/organisation will attend the training event. Each LTTA will address a different topic: C1 Nature-based STEAM teaching C2 Nature-based ArtC3 Nature-based MathsC4 Nature-based science and engineeringC5 Nature-based TechnologyMETHODOLOGYThe project develops an innovative approach which attempts at raising students’ interest and motivation in STEAM subjects. The activities are conceived so as to encourage learning by doing, discovery, applying critical and logical thinking skills, creativity, English language and digital skills, while making correlations between nature and STEAM subjects, the impact in our daily life.RESULTSCommon concrete results are: Teaching Guide to STEAM, STEAM Fair, project website, eTwinning page, online seminar entitled “ Effective ways to develop students’ STEAM skills”, logo, posters and project visibility materials, project reports, project diary, exhibitions, mini-garden, survey, worksheets, observation sheets, impact and feedback forms, themed presentations, project conferences.Intangible results are: increased knowledge in STEAM field, innovative methods, tools and approaches to apply with students, increased rate of school mobility, skill achievement in STEAM, good practice academic exchange amongst similar European organisations.IMPACT AND LONG-TERM BENEFITSS.T.E.A.M. will create an effective model of joint educational interventions to produce improvement and development in the process of teaching and learning STEAM to be applied in the syllabus of all partners. By virtue of the sustainability plan, the project results will be further multiplied and future generations of students will benefit from this potential. The project management capacity in partner organisations will be enhanced and create favourable premises to access future school exchange opportunities, extend the international network. Organisations will become more visible in local communities, as well as in the wider international community.

CONTEXTThe project partners- PL, IT, LT, TR and RO want to raise students’ awareness on how important sport is in our modern daily life, especially when many teenagers are becoming addicted to social media which leads to social isolation, obesity and more often it causes depressions that can even lead to suicide.The aim of the project is to reinforce the meaning of sport as an alternative way of spending spare time, making friends, keeping fit, boosting motivation, energy and self-esteem, as well as a key element of a healthy lifestyle.The activities of the project are designed to contribute to the aim – to raise students’ awareness of sports, including also the disadvantages and dangers related to it, improve interpersonal and communication skills, help students to share ideas about their cultures.Students will cooperate to analyze and design sport-based products which will improve their team skills, intercultural collaboration, imagination, decision-making skills as well as critical thinking and creativity.OBJECTIVESO1. Raising awareness regarding the importance of practicing sports regularlyO2. Promoting safe and reasonable practice of sport as a way to improve self-esteem and motivationO3. Helping students to develop an elementary analysis of different types of sports taking into account its positive and negative aspects O4. Developing critical thinkingO5. Developing interactive skills and communication skills in international environmentsO6. Developing intercultural skills as well as European awarenessO7. Boosting students’ creativity and imaginationO8. Developing a multinational web of active teenage creators of products related to the subject, from different European countriesO9. Developing a web of responsible teachersPARTICIPANTS There will be at lest 24 students from the work group selected at the start of the project (aged 12-14), from different backgrounds, at least one third of the students are disadvantaged. We also intend to maintain gender balance). They will work in assigned teams on the local activities and some of them will take part in exchanges. Furthermore, they will be work in disseminations activities as presenters, organizers or audience members. In total, there will be 96 learners taking part in exchanges. 32 teachers who teach subjects such as foreign language, Physical Education, social studies, ICT etc. will participate in students’ exchanges and 10 teachers will take part in the joint-staff training event.MAIN EVENTSC1- PL – Physical Education in secondary schools (joint staff training event)C2 – LT – Sport as an attractive way of spending spare timeC3 – TR – The importance of practising sportC4 – IT – Dangers related to practising some sportsC5 – RO – Sport as an important element of a healthy lifestyleMETHODOLOGYBefore exchanges, students will make presentations and some materials related to the sub-topic of every meeting.During the mobilities, students will attend the project workshops, they will participate in lectures, and visit some places.They will also work in teams to design final products related to the topic of every meeting, make posters, prepare exhibitions, conduct debates on important issues related to different aspects of sport, practise indoor and outdoor sports etc.During C5 – teachers will develop an additional product - a teachers’ guide on how to include the project-based lessons in the school curriculum. Students will maintain their cooperation even when the project is over by using eTwinning, the project website, the project FB site and social media. RESULTSThe project outcomes will include the skills, knowledge and attitudes gained by the students and specified in every exchange description and according the planned aims, effective cooperation among students and teachers, increased self-esteem, ability to work in a multinational environment, ability to express and justify their opinions, a better awareness of differences and similarities between the countries involved in the project.The project results will include presentations made by students, videos, media articles, posters, materials from workshops designed by experts and also by students, surveys applied to students, questionnaires results, project dissemination platforms, teachers’ guide to be used during the project-based lessons. Final products will include an e-book, a calendar, a photo-story and film/films made by students.The teachers’ guide will be utilized during the project-based classes.IMPACTThe partner schools will use the content of the project and they will gain a valuable experience needed to carry out similar project in the future. Students will be more actively involved in different matters of their local community and they will be able to write articles about local issues.Teachers will be more involved in school activities and they will become more motivated to work.The partner schools will expand their European partnership network.

CONTEXT: Our project is called ECHO – European Culture Heritage Out of the Classrooms as the five schools which take part in it are committed to teaching and sharing our diverse cultural heritage in a way that echoes throughout our school communities by placing special emphasis on outdoor learning, which provides students with authentic contexts in which they can see academic content brought to life. The five schools started their cooperation in September 2018 and they have already participated in different projects within the Erasmus+ program. They have also developed eTwinning projects connected with European cultural heritage.OBJECTIVES:1.To develop knowledge and skills of specialists from our schools regarding new educational solutions using outdoor learning.2.To prepare and disseminate 30 activity plans of outdoor learning based on the European cultural and environmental heritage, related to the curriculum.3.To increase the motivation of students aged 9-13 to learn and develop key competences by creating activities conducive to using knowledge in practice.4.To increase the number of lessons in each school using outdoor learning in lessons of various subjects.NUMBER AND PROFILE OF PARTICIPANTS. We would like to involve students aged 9-13 and teachers from the five participant schools, as other members of the schools’ staff. We would also include local communities, parents, local educational institutions, neighbor schools, representatives of local governments and educational authorities and local cultural organizations.ACTIVITIES/ METHODOLOGY. We would like to carry out interdisciplinary activities connected with cultural heritage combining aspects of the formal curriculum and informal learning to maximize their learning potential. They are aimed at actively engaging our students in inquiry-based learning tasks which encourage them to learn how to learn, develop problem-solving abilities and collaborative work skills. Our students will develop their linguistic competence in English as well as their social, cultural and digital competences. We would like to engage all our students’ senses and multiple intelligences in an integrated fashion and in ways not possible in a classroom.RESULTS/ IMPACT. All activities planned in the project will be carried out to achieve the project’s goals and will bring the expected results (tangible and intangible). As regards the tangible effects, approximately 100 teachers will learn about outdoor learning methodologies through a leaflet containing online training materials created by the 5 project coordinators in each country. Also, 76 teachers and 56 students from the 5 schools will take part in short-term exchanges and they will take an active part in outdoor learning activities to learn about the cultural and environmental heritage of the host country. As a result, 30 lessons plans for conducting outdoor learning classes will be created and distributed among approximately 100 teachers and there will be a 10% increase of outdoor learning used in each school. The use of eTwinning will be a key element of the project with about 400 students involved in international cooperation activities via this platform. Concerning the intangible effects, the partnerships between schools will be strengthened and they will be more open to international cooperation. The professional profile of teachers will also improve with innovative methodologies connected with outdoor learning. In addition, their language skills will improve because English is the language of communication. Finally, students will develop their soft skills such as creativity, communication skills and teamwork skills, kindness and respect and a positive attitude towards people from various cultural backgrounds as well as key competences.LONGER-TERM BENEFITS. This project will allow our schools to implement good practices in outdoor learning and to raise awareness of the protection and sustainability of the European cultural heritage through the experiences lived and the materials created during the project life cycle. The teachers will be invited to share their experiences and explain how the acquired competences can be integrated in the teaching learning process. The collaboration with local businesses, museums, cultural organizations, neighbor schools, teacher training organizations and education authorities will be extended after the project as well. The project will also increase the interest in international cooperation as the European added value of all the activities carried out will be highlighted. Our teachers and students will also benefit from using English and other foreign languages in real contexts. In addition to this, the interdisciplinary activities will lead to the collaboration among teachers from different subjects. This will also allow our students to develop their key competences as a whole and to have an active role in their learning process, as innovative methodologies will be used.

"""Let's be eco-friendly"" is a project which we plan to run for two years and engage in it students aged 11 to 14 and teachers from four European countries: Turkey,Poland,Romania and Italy. Choosing partners for our project we have analysed our schools' situation. It helped us determine our weak and strong points, choose project's priority relevant to all partners and decide upon project's main topic. We have decided to promote the acquisition of skills and competences and focused on promoting pro-ecological attitudes among our students, local community and worldwide. We have started an eTwinning project to enhance thorough analysis of the problem of underachievement in our schools, identify its causes and point to possible solutions. All this helped us determine goals of the project which are: - motivate students to improve their skills especially in Native Language, Technology and Design,Science, IT, English, Music and Art, - fight discrepancy between students with high and low educational performance, - to raise pupils' cultural awareness and their appreciation of European environment and lifestyles, - make students with low academic performance feel a valuable part of school, local and international community, - increase students' self-esteem, - to motivate students in learning. - widen the range of after class activities, - fight students' poor performance. - to fight to equalize the chances of underprivileged students, - improve teachers and pupils' communication skills in English, - share ideas with teachers from abroad, - to help teachers develop as professionals through peer observation and exchange of good teaching practices, - make parents aware of their role in the process of gaining and preserving knowledge and skills by students. - promote pro-ecological attitudes locally, regionally, nationally and internationally, - promote international cooperation, - to promote tolerance towards different nations, cultures and religions, - to share gained knowledge and experience with local institutions. Students performing planned activities will have to use their ICT, Native Language, Technology and Design Art, Music,Nature skills and English as all activities will be performed in this language (""Let's get to know each other"" PowerPoint presentation introducing all project partners; four students exchanges, ""Erasmus+ spot"" - a place in all partner schools where project effects will be displayed; ""Green Dictionary"" a booklet presenting English vocabulary connected with ecology; ""My eco-friendly song"" - ecology songs in native language and in English; ""My Eco-Mission"" a brochure presenting project's goals and effects; ""Let's be eco-friendly calendar"" - project's final product including which will present nature in all partner regions, give pro-ecological tips and remind about important ""ecology"" dates). Performing planned activities will help our students practise what they have learnt during regular classes and expand their knowledge. Teachers' task will not only be to supervise students' work but also share their experiences and knowledge. Teachers will discuss teaching methods used in their schools, problems they face and ways of resolving them. During student exchanges they will take part in activities aimed at presenting and practising used in partner schools methods which can be adapted to fight school underachievement. The activities will at the same time promote pro-ecological attitudes, as they will move around ecology issues addressed by all partner schools. Gained during the exchanges knowledge will be shared with other students, teachers and local partners' community. All project products and teaching materials will be used in regular classes in partner schools during and after the project. They will be published on project site, TwinSpace and in OER bases and in this way made public and available to be used by all interested teachers all over the world. To secure high project quality we planned quality checks which will be also used to provide data for analysis and evaluation. It will help us control proper project tasks realisation and assess reaching planned goals. We have also planned dissemination activities (""Erasmus+ spot"", articles in local newspapers, ""Erasmus+ day"", project website, TwinSpace, project Facebook account) aimed at popularising international cooperation through Erasmus+ projects and disseminating project's results locally, regionally, nationally and internationally. After the project all partners will stay in contact and plan further cooperation. Project's Facebook account will be maintained permanently. It will be used as means of constant contact with partners, exchanging experiences and ideas."