"EUCHI -- ""EUROPEAN CULTURAL HERITAGE AND IDENTITY - Sharing and Cherishing Cultural Heritage as a Way of Learning Democratic Values and Strengthening European Social Links and Identity through film making"" is a two-year partnership among four schools of Secondary Education from four European countries: The 2nd Gerakas Senior High School, Greece, the IES Fernando Savater, Spain, the Liceul Tehnologic Costesti, Romania and the ISIS Valdarno, Italy. Greatly alarmed by the rise of populism and euroscepticism among European people, especially the young, we decided to address a topic that meets the EU objectives and aims to highlight the sustainability of the results of the Year of European Cultural Heritage. Our priority is the teaching of European values and the appreciation of the links that hold European peoples together through the mobilisation of secondary school students (14-18 years old). The topic justifies the transnational frame of the project. Actually, we only learn about European Heritage by visiting European places (cities, towns, etc.) and working with our students in situ on the diversity of it. This project will be a hands-on experience on the European mosaic of cultures, different natural and historical backgrounds, financial opportunities and the promise of a common prosperous future. The four schools are located in four different points of Europe: central, southeast, southwest and East which have followed different historical paths over the time, especially in the 20th century, before they all find their countries belonging to the European Union.The project uses pupil-centered methodology including field research, involvement of students in decision-making processes and a student conference, photography, active learning techniques in students' transnational group work and utilization of film making tools and skills. Emphasis is given on students' active participation and motivation to search and answer what, in their opinion, consists the European Heritage and Identity. We will focus on learning from history: How the past has shaped our future; mistakes not to be repeated; understanding each other through learning about each other's cultural identity; realising the differences but focusing on the similarities; valueing diversity; forming a European identity; envisioning a common European future. They will come into contact with the rich cultural background of each country visited in innovative ways by living, experiencing or feeling our common heritage: hiking, tasting local cuisine, dancing, visiting areas with historical and cultural significance. They will take an active role in teaching their history to their partners and they will be invited to collectively research, choose their own topics that convey this symbolic value of unity, record and present it to their peers in the form of short videos showing aspects of the European Heritage and Identity as they will have experienced it throughout their interaction.They will be expected to express their views both in audiovisual messages by the creation of their short films using the international language of the media and in speech by participating in a brief student-conference using English, the ""lingua franca"" of our era. In this they will present their views and their suggestions for a better European future.At the end of the project we want our students to be able to answer the question ""What does being a European mean?"" Hopefully, the final outcomes, the several documentary short films created by the students and their resolutions from the conference, will be a fresh remark on what the European identity means for this young generation. The expected results are:The realization of the common values and features shared by the European peoplesThe acquisition of knowledge of European history and cultural heritage in four different European countriesThe appreciation of values of democracy from its very first origins to its developmentThe promotion of mutual understanding and better future collaboration among European peopleThe incorporation of innovative methods of the project in the daily teaching practice of the participating teachersThe development of partnerships between the four school partners and the exchange of views and good practicesAs for the participating schools, the main goal of this Partnership is to strengthen their European dimension and their quality of internalisation, to build up their capacity for cross-border cooperation and their ability to cope with new challenges. By organising mobility activities for our students, these partnerships will also promote the values of inclusion and tolerance.Key words of our project: European Heritage, Democratic Values, Strengthening European Social Links, European Identity, Active Citizenship, Film making Skills"

The starting point of project is the programme for international student assessment “Pisa exam”.According to 2015 pisa exam results,Turkey is far behind when Physics,Chemstry and Biology are taken into account.Science literacy average(the rates of high level student performance) is especially under average in Turkey.In Turkey,rate is at the level of %0.3.OECD average is %7.8.Each partner school prepared a report by taking their own 2015 Pisa Science results into consideration.According to this report and project management team’s meeting decisions,below actions were done as a school;-Science lessons were regulated to be done as %60 theoretical(in class)and %40 practical(in lab)in weekly lesson plan-The number of students taking project work from science lessons increased thanks to activities based on applied experiment,observation-Fatih Project ICT tools were used during the experiment-observation applications in science lessons-Performance studies given to students each term were assessed as experiment-observation output but not paper report-Cooperation protocol was signed with the university and teacher-student visit provided mutually.Thanks to this cooperation protocol,the experiment based lesson awareness of students risen-Observation,experiment studies prepared by students were delivered to school teachers,students and parents at LTSDU science fair.During year,science campaings,informing,contests,seminars were organized parellel with students performance studies-Practical learning model was tried to be carried out in classroom atmosphere.Perfomance studies were presentation of products emerged in classes-Science teachers carrying out project preferred practical learning(lab-based learning),learning by doing approach by %30 rather than classical method(theoretical core transfer)in their annual plan and training courses plans.They also suggested this model to their colleagues.-Main objective of project is to increase students science literacy to %50.It is necessary to use constructive method so as to take student to center and to supply student permanent learning by learning by doing.It is also important for tachers to help students get idea of “to use knowledge in their daily life”.Besides,students were supported by scientific activities such as seminars,presentations and science fair.It is observed that by help of above activities,approaches and conducted questionnaire,students‘ science literacy increased.Turkish,Spanish and Hungarian schools are secondary school.Italian and Chech schools are vocational high schools whose education based on electronic,computer sciences and science.Project was conducted by those five partners.Here are activities done;-Questionnaires showing preliminary knowledge of target group(teacher/student),development and result were prepared and applied-Project was introduced to school administration,teachers and students via presentations and conferences-Project corner and board prepared and updated throughout duration of project-Countries’ classes hanginformation about common countries’ cultures on Project board-Project website was prepared by Chech and updated regularly-Project web pages and project blog sites were formed on school web sites -Project page was created and kept up-to–date on E-twinning portal-Pisa 2015 results evaluated and reported-Observed modern laborotiries thanks to university trips-Wide-ranging LTSDU science fairs organized-Project international logo contest organized(Hungary)-Scientific developments were followed(performance studies)-Both teachers and students set up project teams-Project management team held meetings permenantly-Posters,brochures,banners were used for the purpose of dissemination.Municipalities,universities,National Education Directors and schools were visited and these materials were distributed-The students organized scientific information campaigns-Seminars related to Science and Adolescence were delivered by teachers and academicians-Memory booklet was prepared by Spain-Project DVD was prepared by ItaliaHere are the obtained results and impacts:Students; -learned how to search,organize,select,share and collect scientific knowledge-got the oppurtunity to use the theoretical knowledge in their daily life(science literacy).-formed European consciousness by communicating with their European peers with help of E-twinning portal and mobilities-increased adaptation capacity by interacting with new educational environment-by gripping importance of science,students are going to spend enough time to experiments,homework and testing both at school and out of schoolTeachers;-shared educational,pedagogical practises mutually with European teachers-adapted to new contexts,knowledge-brought new dynamism to their working environment with their colleagues-used laborotary based learning model which supports learning by doing-Improved foreign language skills-Used ICT actively in their classes

The project “Our Planet, Our Future!” came about after our school, Midsund skule, took part in a Government initiative to help clean the cost-line of Norway for rubbish. During the same period, the pupils became aware of the problem with plastic waste in the ocean, after reports about a dead whale which had died because of consuming plastic waste. Because of this, we wanted to create a project where pupils at our school, in collaboration with pupils from other schools in different countries should learn about the environment, pollution, climate change and sustainability in food and food production. We also wanted the pupils to learn how political decisions were made and what influence the decision-makers. Could young people influence political decisions when it came to climate and pollution? It was also important for the project to make young people aware of how their own choices have an impact on the environment, and for them to understand that the young people of today are the leaders, politicians, employers and workers of tomorrow? Hence the title of the project, “Our Planet, Our Future!” Through different activities, interaction and exchange of practices in the partner schools, we managed to raise the understanding and knowledge of environmental issues, how they were dealt with today, and how we can solve various problems that were influencing our pupils’ future. Through the tasks, they also learnt vocabulary and expressions related to the topic and for the final meeting, they had prepared for a debate, where they were supposed to discuss more than one side of the environmental issues. Thus, they were going to learnt about how to form arguments, debate techniques and to understand that others had a different opinion to themselves. Also, this should have been great opportunity to practise their language skills in the language of cooperation for the project, English. However, the debate was cancelled due to Covid-19 The learning objectives had been developed so the pupils could learn vocabulary related to each topic. They learnt about recycling, energy and energy sources, consequences of the melting of the ice caps and the perma- frost and how the ocean was affected by pollution. Furthermore, they learnt about the rain forests, their own carbon footprint, sustainable food and food production and about political and economic issues when it came to the environment. The partners for the project are from Poland, Greece, Italy, Spain and Norway. Some of the partners have collaborated on different projects through eTwinning, and Poland and Norway had previously been on an Erasmus + project together. The learning activities and tasks were developed so that they could be implemented in the school curriculum for use in the project and for the future. Hence, the project could continue developing after it had oficially finished.

"Science and technology are improving the quality of human life by creating innovative technology that is becoming a more integrated part of our lives.The aim of the ""MET"" inside project is to engage students and teachers in E-STEM by making real-life connections so that school is not a place where they go to learn but instead becomes the entire experience of learning itself.Integrating environmental education into STEM learning and transfrorming it E-STEM will make the project different from the other ones.This will lead students experience and solve local community challenges through a combination of environmental education,environmental science issues and citizen science activities. In addition to dealing with Eco-friendly issues,the students will also work with programmable robots and simple mechanism they produced,so they will meet the world of robotics,learn the strategies underlying computer coding and appreciate their learnings about the computational thinking skills that EU Science Hub name this skill as “thinking as a computer scientist"".During the Robotic and Coding education integrated with STEM,the teachers and students will use Mindstorm Ev3,Arduino and 3D printed classroom materials,as well.We have to overcome the socio-economic crisis affecting European countries to boost growth and foster social equity and inclusion.We intend better prepare our students,especially the girls,for the future labor market,developing their skills in such a very important subject of this phenomena of globalization.According to a survey conducted by,Girls Who Code,the percentage of women in computing will fall from 24% to 22% in 2025.One of the main mission of this project is to encourage young girls to take interest in technology and change the people’s perception of coding as ""uncool"" and ""for boys only."" The activities of the partnership include teenagers between 14-18.The project will bring together 72 teachers and 108 students from 6 different European countries (Turkey,Poland,Spain,Italy,Lithuania and Portugal) to develop a set of thinking reasoning,teamwork,investigative, and creative skills that they can use in all areas of their lives.The concrete objectives of the partnership are many, but they all stem from one urgent need: to make new generation friendlier and tolerant.In 24 months,6 project meetings will be held in three-month intervals.We will do 2 short term joint staff training and 4 short term exchanges of groups of pupils.Expect from 6 on-line conferences within LTTs,monthly meetings for project managers and Chemistry,Physics,IT and Maths teachers will be held every last Thursday of each month.Furthermore,there will be 14 online meeting events on E-twinning for students to share their work.The activities will integrate cross-curricular teaching with problem-based,project-based,game-based learning and peer-learning along with studies and projects related to the environmental isuues.The planned structured visits in each LTT such as a factory or a scientific/technological museum will directly serves to improve citizenship education as they involve not only teaching and learning of relevant topics in the classroom,but also the practical experiences gained through activities in wider society that are designed to prepare students for their role as citizens.According to studies,extracurricular activities will spark students' engagement in technology fields and hopefully get them more involved in math,science and computers in class.We ensure the project will have long term benefits.We move from the phase of innovation and experimentation during the two years of the project,so in each project parter school curriculum ROBOTICS will appear as a lesson or at least a club.One of the most useful event for both teachers and students is to communicate in the foreign language.The European Commission fosters multilingualism and language learning because it promote intercultural dialogue and a more inclusive society and help the public to develop a sense of EU citizenship.Our aim is to publicize all the actions that will take place during the project.Therefore,the ""MET inside"" project involve both internal and external stakeholders in project activities as contributors and active participants.We will adopt a multi-strand approach to ensure our efforts are effective,so the dissemination activities will include on-line and off-line dissemination channels to make the project easily accessible and available for parents,local community and media to view.We will cooperate with the local Science centers,Stem Professors and Policy Makers in every phase of the project.These people will be invited to join online and face-to-face discussion events and see concrete actions like Robotic competitions and STEM festivals.The key people will send a content suggestion and journal articles to the STEM related web portals which guarantee that the main findings can be made available for every stakeholder in the long run."

During our project development all participant institutions will encourage everyone to realize the importance of learning Maths, to make a step towards developing creativity, organizing and group work skills. After completing the activities in the project, it will be shown that it is very necessary to learn Mathematics for analytical, technological, scientific and economic applications. Through different activities, interaction and exchange we will motivate our students/pupils to understand how Mathematics is used in everyday life in their countries and other countries in Europe. By this way they will also learn to accept customs, culture, and heritage to see that we are the same even in our differences. They will be motivated to learn foreign languages for effective communication. Six schools from different European countries will participate in the project. After researching students' comments and suggested activities it was decided to have the project theme of 'Maths'. Students are between 11 and 15 years old. All the schools have SEN students in their school and almost all the schools are based in socially disadvantaged areas. So it is very important for the students in these schools to participate in this kind of project to be more open, self confident and tolerant.Students will develop the activities within their school subjects during regular classes and also some extra-curricular activities may take place. Teachers from different subjects and students from different classes will be involved to allow a wide representation of activities.The results and process of the project will be evaluated by monitoring, feedback, internal and external evaluation according to the principles of Total Quality Management. By exchanging reports, pictures, videos and products, the students and also the staff will become more aware of the use of Mathematics, cultural similarities and differences between themselves and people from other countries and increase their ability to communicate more effectively with each other. The project theme will become an integral part of schools' curricula not only for two years of the project, but that will also last after the financed period. Articles concerning the partnership will be published in local/regional newspapers and on local/regional websites. A project website/blog will be created to put the news, results and project progress information on the Internet. Project results and activities will be made available to the parents during the parents' meetings at schools. The project results will be disseminated as wide as possible. The partner schools will work together on eTwinning platform Twinspace, develop the activities and create new tasks even after the end of the EU funding. Finally, the staff can compare their students' attitudes towards learning Maths and exchange ideas how to encourage teenagers to become more conscious participants of educational process in the future.