This Project stems from the shared concern over accelerating climate change and its tangible effects on all of us. It is also driven by our wish to explore an encompassing view of sustainability that includes its economic, social and environmental dimensions that are interdependent, overlap and together create a holistic perspective. We believe that our students have a central role to play in taking action to stop a dramatic turn in our lives. We feel that the best way to achieve this is by cooperating with European peers and making a joint pledge in tackling it. Taking part in a strategic partnership the benefits are multiplied: working in transnational groups broadens horizons, cultivates European identity and keeps motivation levels high.The main objective revolves around altering existing lifestyles and mentality given the common threat imposed. Lifestyle choices that impose on the environment need to change and by exploring the right questions we can reach feasible solutions. Efforts are put in cultivating different values, attitudes and skills not only raising awareness on the issue. Cultivating and enhancing environmental sensitivity to students, teachers and the local community, adopting an ecological mindset, inspiring and involving students with learning disabilities and socially vulnerable ones are essential.We are four secondary education high schools, with students aged 15-18 from Sparta, in the South of Greece that is also the coordinating school; Frazão in the region of Porto, Portugal; Pascani in the Moldavia region, Romania and Belgrade, Serbia. The participating schools from Greece, Portugal, and Romania are comprehensive senior high schools whereas the Serbian partner is an Information Technology school. We aim to be travelling in groups of 8 students and 2 accompanying teachers per flow. Participants are selected according to interest in the Project topic, willingness to participate and cooperate throughout its stages, linguistic competency, social and communicative skills. They are ready to leave their comfort zones, travel abroad, gain new experiences, experiment with new methods and explore new cultures.Before the mobility exchange, we will be cooperating to organize transnational activities, between our disciplines on the eTwinning platform. During the exchange, subtopics of interest will be explored in further detail. In Romania, students will engage in researching the life cycle of clothes, the soil and composting, the flora and fauna of the region and the process of waste disposal. In Portugal, the main topic will be understanding fresh and sea acidification that is disastrous for ecosystems. In Greece, the focus will be on everyday consumption choices and food safety. Finally, in Serbia, urban growth occurring over the last decades and taking action to tackle the social and environmental challenges it entails will be studied. Videoconferencing, experiments and research guided and supervised by teachers will be carried out and visits to topic-specific, institutions are believed to bring added value to the effectiveness of activity implementation. Transnational group work, group and plenary discussion of findings and student suggestions are also key to tasks. Assessment of students’ performance will also be essential to determine the success of the interventions proposed. Green Open Days will inform the community on the Project. The methodology followed is mainly based on innovative learning and teaching methods as the tool to connect real-life needs to classroom practice. We aim to enable students to work collaboratively maintaining their motivation and interest through addressing real-world problems and attempting to answer complex questions. Project tasks chosen are inquiry-based and cultivate deep content knowledge, critical thinking, collaboration, creativity, and communication skills. They will be able to demonstrate their knowledge and skills by creating public products for a real audience. They also include field research and hands-on experience, multiple resources and methods to meet students' learning styles. Integrating environmental education in a cross-curricular and interdisciplinary approach is also crucial in the realization of the Project.We expect these activities to have a real impact on the school and community level. Raising awareness about global environmental topics can reach afar through electronic media. Thereby, all student families and other stakeholders will be informed about our progress. It will highlight the imperative awareness from all of us about natural resources' protection. Interdisciplinary lesson plans will be used long after the Project is finalized. In collaboration with cultural, educational and social organizations, this project will present positive results that will arouse substantial identification with the European Green Deal and civic participation. International bonds and European identity will be strengthened.

Background We’re approaching a more and more digitalized life. Today, 90 percent of the UK population are smart phone users and 92 percent have computers with Internet connection. We can hardly predict what the future will bring in terms of digitalization, but we know that computer science and knowledge of coding and programming will be in demand, and that we need to start teaching it in early ages. Several countries in Europe already have realized that fact and have included programming in their school’s curricula . In most EU countries, many schools start realizing that learning programming in early ages will be necessary for our children’s future success on the labour market. Computer Science is secondary schools are becoming extremely important and has been one of the essential curriculum subjects. In most UK secondary schools, children follow BBC’s MICROBITS micro-computer program. London Nautical School, the coordinating school, is one of those lucky schools in the UK that has been implementing the program since September 2016. We are also aware that a large number of our students in the UK spend considerable time in front of the computers, surfing on Internet or playing games. As a result; computer science, games and gaming technology hence the game design is essential part of the young kid’s life. The aims and objectives of the project In this project we wish to: • Raise the teachers’ awareness of the need of computer science in secondary schools • Increase the young students awareness of how to behave on Internet, what safety and integrity means and requires; raise their understanding of availability, handling and monitoring information, communication and interaction through online games and social medias • Teach the students simple programming (either text based or visual) in order to be able to create video games for tablets, PC, mobile devices or internet. • Vitalize other subjects (Math, Science and Technology) by programming. • Stimulate and release the students’ creativity by integrating for example game playing in different subjects • Stimulate the students’ logical thinking and creative problem solutions in Math and Science, by teaching them programming Number and type/profile of participants There are 4 secondary schools from Spain, Portugal, Finland and UK (Coordinating country). All schools are non-profit making public schools. Possible activities • Exchange of experiences, lessons plans, materials • Visiting each other’s lessons • Teaching in each other’s classes • Training of teachers and students about source criticism, web resources, media and information technology, laws and policies concerning Internet • Training of teachers in how to regularly use programming and coding in teaching, possibly developing an international course for teachers • Encourage teaching and learning PYTHON Object Oriented Programming as well as develop PYTHON GAMES using PYGAME. • Creating a game by the students in the different schools together • Producing and testing a syllabus/activity plan for computer science and programming for students ages 11-14 Expected effects/results In the short run we expect the project to increase understanding of: • the necessity of computer science as a subject in secondary school • on-line work for teachers and students • logical thinking in Computer Science and Maths, by using programming In the long run we expect the project to increase • knowledge in computer science and programming • the students’ curiosity in computer science • the targeted students’ achievements in Math • number of pedagogical tools in teaching • using games as a pedagogical tool

The general aim of the project was to prevent dropouts and create a favourable school environment, while contributing to the affirmation of a European citizenship, with the promotion, through good practices, of the widest linguistic diversity and intercultural awareness of the EU. During 3 short exchange, pupils socialized and collaborated with their foreign peers, finding effective ways of communicating and becoming highly motivated towards the participation they were experiencing. Many activities, always in direct connection with the partner schools, saw them involved in contributing to the success of the project. Among these, the contest for the creation of a common logo, the shared drafting of an Anthem in 5 languages, the creation of a multilingual e-Dictionary on Early School Leaving, with hypertext links to their drawings, audio, video, photos. All the activities done during the 3 years project were focused on students showing lack of control, lack of self-confidence, difficulty in finding school interest, lack of values that often discourage the weakest, that after frequent failures at school leave it forever. Through the project activities, the students were able to discover their own abilities and change their negative perception of school into a positive image of it. The aims were to find the right strategies, educational tools, methodologies to deal with those students to prevent their early school leaving. The school became a place where to increase confidence in themselves and in their own potential and not a commitment to bear. A place where to participate actively and consciously to their path of growth, where to acquire or valorise their social and communication skills, where to establish or improve the relationship with peers, teachers, parents. About 2000 participants were involved in the project and at least twice benefited of it, if we consider teachers, students, parents, other schools, experts, decision-takers at local, regional, national and transnational levels, local and national education authorities, public reached by press and social media. 4 partners in the project: Italy- Naples- the coordinator, France – Paris, Portugal- Frazão, Paços de Ferreira, Spain – Gran Canaria - Arguineguín;There were 5 Transnational Project Meetings: TPM1 in France (Paris), TPM2 in Portugal (Frazão), TPM3 in Spain (Arguineguín) and TPM4 France (Paris) and 3 Project activities: C1 - a students’ exchange in Portugal (Frazão), C2 - a students’ exchange in Italy (Naples) and C3 - a students’ exchange in France (Paris). The last TPM was held online in Italy (Naples), due to the pandemic, in 3 different steps: in May, in June, in July. The original intents of the project were all met. All the partners carried out the different activities planned and they, according to the tasks assigned, prepared or collected the materials for the different activities carried out and the products done. At the end of the project the tangible results are:- questionnaires, with graphs and their interpretation - videos of the most impressive activities carried out during the 3 years of the project- e-book collecting the results of the students exchanges, stressed on Best Practices for integrating also students with disabilities and for preventing dropouts -interactive e-Dictionary in 5 languages with the most used terms about ESL -flyers and leaflets to inform the educative community about the project-a Facebook and WhatsApp project group-the logo of the project-public Twinspace-website with materials-semi-annual Erasmus newspaper-brochure regarding ESL and its first signals;-slogans and video diaries; -short films, comics strips and posters on prevention of ESL;-final school show (in virtual mode).Expected results and long-term benefits are:increase students' self-confidence and self-control and their competences in foreign languages;increase motivation and satisfaction in school work;increase quality of education and training in all the areas involved in the project, for disadvantaged students and to align education to the needs of the disadvantaged students, too.We think that the project had and will have a very positive impact of the local communities of all schools involved, because:Students: developed a positive attitude towards school and opened their horizons; shared with parents and friends what they saw abroad; raised self-awareness and self-esteem.Teaching staff: increased expertise concerning pedagogical approaches and teaching methods;shared experience and best practices.Teaching staff and students:enhanced the social/ict/language skills and communication abilities;gained team spirit.Parents: were more involved in the educational process and increased their support and engagement in school’s activities;developed a positive attitude regarding the cultural and social acquisitions;Other schools: became interested in European projects and learnt from our experience to fight ESL.

The project “Read for Fun, Fun to Read” is an Erasmus+ Key Action 2 project. The length is 24 months. The coordinating school is Agrupamento de Escolas de Frazão, Paços de Ferreira ,in Portugal and the partner schools in the project are;1. Sincan Primary School- Turkey2. Ceip Blas Infante- Spain3. 5K Központ Kft- Hungary4. Osnovna skola Visnjevac-Croatia 5. Grobina primary school - Latvia The aims of the project are increasing students’ reading, thinking reading as a habit rather than an obligation, ensuring the different cultures living in tolerance and peace. Besides, the teachers will have cultural incomes as well as teacher trainings like;- creative writing and digital design skills.- Creative stories using ICT- oral&reading comprehension and reading motivation.Totally six countries are carrying out the project including the coordinator. All the partners are public primary schools where only the partner from Hungary is a creative writing school which we believe will have big contributions to the project with their special methods on reading.Throughout the project a lot of attractive activities have been planned which are oriented to reading, understanding what to read and using them. We believe they will love to do the activities. Students are promoted to show their creativity, work in cooperation, avoid gender discrimination and live all the cultures together. According to the programme, doing all the activities at the same time and presenting the outcomes at the every meeting by all the partners provides innovation and active learning for everybody. The desired main impacts of the project are students' becoming more tolerant, more creative and readers who read more with the help of what they've learnt throughout the project. The activities will help them advance in art,literature and culture. The reading activities with parents will give a chance to our pupils to discover the pleasure of doing something special with the families and if there are any illiterate parents, these kind of activities will prompt them to learn reading and wiriting. The products of the project after all are; project's poster and logo, tale hero maskots, a cookbook, a project map on the school wall, key rings, pencils, t-shirts, bookmarks, photo frames, students' own tales in a form of a book, website of the project and leaflets. Not only the students and the teachers who are dırectly in the project, but also the administators, the parents, the schools nearby, even the olds are included in the project's dissemination plan. Leaving good memories in all the students' and teachers' mind, staying in touch with all the project staff from all the countries, and supposing reading as a hobby- a part of life- will provide the life-long continuity of the project.

Our partnership involves 6 schools in Europe with 4070 students from different socio-economical backgrounds. We have been and we are still working in new teaching methodologies of Maths but we still need to continue learning to improve our students’ grades and motivation in maths. Not all students learn in the same way, so we are also looking for different approaches that make us include all students in our classrooms to help them to achieve the most of their possibilities. More and more we articulate maths with other areas, thus, it will be a good opportunity to articulate maths with ICT and English, contributing so that the results in these disciplines are surpassed. It is also important to improve our students' socialization and culture because they are not used to travelling and having contact with people from other countries, what is more, some families have few economic resources and this will also be a good opportunity for these students. In this way we want to instill in our students' habits of sharing and discovering other realities so that in the future they will continue to adopt this posture, thus contributing to an improvement of knowledge, social and cultural capacities of all countries that may be involved. Taking into account our priorities, we have declared the objectives stated below, always taking in mind that the protagonists of our project are our students. We like to share our methods of learning maths with other countries and show our students' learning skills and the teaching reality of other countries; Find inclusive methods to apply in the maths classroom; Improve school results, especially in maths and English and make maths an attractive area for students; Exchange ideas with other members of the EU on the use of teaching materials and the use of digital tools (STEAM) in the field of maths to make our students feel more competent in these areas; Improve our students' communication skills with people who speak other languages ​​using the English language; Promote the socialization of our students by promoting the culture of our students and get to know the culture of other countries by promoting knowledge shared between students and teachers in the EU.The activities carried out during the project are used to work on different cultural aspects of the countries of our partnership but always connected to maths, so the idea is to connect our students' real life with maths. For example, from the starting point of knowing about our habits, our different languages, our culture, among others, we will work on our findings, analyse our data, think of our differences and similarities to reach conclusions by working cooperatively and collaboratively. Students and teachers will learn on different ways to works on Maths by attending real classrooms and workshops that let learn “in situ” the pedagogical methods applied to help our students. Visit cultural sites of every country and Maths museums have been considered because maths can be found everywhere and we are interested in presenting to the students that maths come from reality and it is in their everyday lives. Thanks to the activities planned we will be able to collect a summary of practices, tasks and methods that every school will include in their teaching programming and even in their Educational Project of the School, according to their needs. To disseminate the project, many resources will be considered in three different moments of the project. In the preparation phase: eTwinning and meetings with the educative community. In the implementation phase: eTwinning, the web of our school and the educative community and in the disseminating phase: eTwinning, the web of our project, Platform of Results and local educational authorities. As it can be seen, eTwinning is the tool that can be used in every phase of the project, as we will upload the products of our activities and publish our results (it will be upload as well in the webpage of the project). eTwinning is also used as a tool for communication between students and teachers. We expect to impact, first of all, our schools by having more teaching/learning practices to apply in our classrooms related to maths, students by improving the school results in maths and English, internationalising the school thanks to the visit of the European schools in the mobilities and working with them. Second, the rest of the educative community, families that will have learnt about other cultures, the educational authorities that will be asked to help us promote our project, other schools that are interested in maths teaching, the government local politicians that will be asked to introduce our community to the visiting countries.In the long-term, the schools participating in the project, the whole educational community will benefit from the project. The new methods applied will be assessed in the long-term in our schools. Our project will inspire others and be complemented in other ways.