"In the Level Complete project, three schools worked together to develop new teaching materials aimed at (Digital) Game Based Learing. We looked at the diversity of the pupils and the different needs associated with this diversity. Each schools brought their own expertise.The schools that have collaborated are ""Istituto Comprensivo F.D'Amico"" (PIC 944127385) from Rosolini, Italy, ""Szkola Podstawowa nr 6 w Trzebini"" (PIC 940094804) from Trzebini, Poland and the “Stichting Roelof van Echten” (PIC 941707041) from Hoogeveen, the Netherlands.The expertise brought in by the schools was:Tailored education by the school from Italy, Cooperative learning by the school from Poland and supporting software for pupils with special needs by the school from the Netherlands.By developing and sharing new teaching materials, the schools have enriched the lessons and made them more attractive for their pupils.To achieve this, the schools have shared the lesson ideas they developed and commented on them. The lesson ideas that were developped in the participating countries were also tested in the lessons in the other countries. In addition to the feedback from the teachers and the teams from the different schools, the students also provided feedback on the lesson ideas.The start of the project was to define the concept of (Digital) Game Based Learning. A ""Multiplier Event"" was organized for this purpose. The choice for this was motivated by the fact that the schools wanted to mobilize as many people as possible for the development of new material. That is why, in addition to the participating schools, schools from primary education, secondary education and secondary vocational education from the region were invited as well as various public organizations.The schools that participated in the Multiplier Event were informed of the progress during the project so that they could also use material directly.During the three years of the project, a different angle was chosen in the development of teaching material. For this purpose, meetings were held on the theme in which one of the participating schools had the expertise.In February 2016, the Polish school organized a meeting on the subject of cooperative learning. In the period after that, the countries developed teaching materials within their own schools on this subject.In October 2016, the Italian school organized a meeting on the subject of tailored education, after which the schools again developed new teaching material on this subject.Finally, in October 2016 a meeting was organized on the subject of educational software and new teaching materials were developed on this subject.The results and progress were discussed at the end of each school year (2016, 2017 and 2018).At the final meeting in Italy, all the materials that were developed during the proect were presented. This was then brought to the attention within the networks of the various schools.By working on the project, the teachers involved have become more skilled in the use of digital tools during the lesson. They can use the developed materials but they also have become more skilled in developing their own material. The project also contributed to the improvement of the knowledge with regard to digital learning resources in general at the participating schools. The use of the digital possibilities that are already present in the schools were increased. But the Italian en Polish school also invested in more digital facilities. At the start of the project, the possibilities for this were still limited; it was a concern whether the “Digital” of Game Based Learning would’t be a problem during the project. By investing in digiboards, laptops and computers, however, this proved to be no problem.Through the project, a follow-up to the project was given within the Dutch school by offering a module “digital games” in the education of exam classes."

<< Objectives >>The PLAY project stems from the will to address one of the biggest threats we’re currently facing: climate change. Due to the fact that we are responsible for the level of emissions of greenhouse gasses, we consider it crucial to educate the future generations to choose greener alternatives to reduce the impact we have on the planet, and we intend to do so by using an innovative methodology aimed at making students develop digital abilities as well as at upskilling teachers.<< Implementation >>To reach the above mentioned activities we will train students aged from 11 to 14 years old to develop their own video game using the Unity 3D platform. The aim is to highlight some objects and activities that are harmful to the environment and provide sustainable alternatives. In order to make the project replicable in other educational institutions we will also create a toolkit which will include methodological guidelines and a manual on how to programme in C# and use Unity.<< Results >>-promoting the development of digital/programming skills in young students that will make them competitive in the labour market;-raising awareness,among students and the community in general,of the causes of global warming and of the importance to fight climate change by modifying our habits;-promoting the development of digital teaching methods by providing teachers with the necessary knowledge/competence, to increase the level of motivation of students and their academic performance.

The difficulties the teachers face in the schools with the recognition of students' competences and the ways they use them to study and achieve educational success, the issue of routine and decrease in motivation among teachers and students inspired teachers tostart international cooperaton. We decided to work out the tools and strategies to change the mind-set of teachers by real exchange of ideas and research while meeting to find methods and tools that could be used and modified to support the students in primary level to learn successfully by use of Key Competences and Multiple Intelligences as the foundation to efficient and effective learning. By international cooperation the organizations experienced the work as the emotions and the markers of memory. We aimed at promoting the aquisition of skills and competences as the MI recognition is the tool to more efficient organization of teaching and learning process and aquisition of knowledge by students. We observed that low motivation among students to study and get knowledge affects the teachers attitudes and their image among society. We managed to 1/modify the school curricula on the methods and tools that involve MI and Key Competence development by selecting the most relevant ideas to eliminate routine actions and create typical tasks in untypical ways,Transnational modification of the curricula gave us a chance to exchange experience, knowledge about educational systems and the teaching problems other partners face and cope with, share know-how. 2/ transnational character of project with students participants helped us to create tools that trigger courage to actions, develop strengths both teachers and students. 2/enrich the educational offer of the institutions by project activities, students' exchange, new methods of teaching. 3/create international cooperation by e-mails, blogs, meetings .The experience showed that these type of relationship is a long lasting one involving all families 4/increase the team-work skills both among students and the teachers- the students had to work in teams in their countries and during the visits in information search, realizing the tasks and evaluating in blog. They had to use communication competence, language and interpersonal skills. The teachers had a chance to work in an international environment, share experience and develop and practice language skills. This integrated the teachers. 5/all schools had number of students with various deficits and difficulties so involving them in the project tasks motivated them and gave them feeling that their skills and knowledge were also important and valuable. 6/select and process methods and tools to realize the tasks in international environment with various expertise. There were 4 partners in the project. The number of people directly involved in the project activities was about 730 and indirectly all school communities, youtube users, local governments, e-twinning users and facebook users.Activities and results: -observing teachers work, -research on MI and Key Competences level, -composing lesson plans, tests, -creating working teams of teachers with leaders- gaining competence- communication, organizational and EU project management competence, -local projects and events that involved communities and other partcipants -workshops for teachers on Key competence,Coaching, Maths experiences,Faciitation as a method of work with studnets,-Organisation of Dissemination Conferences in Poland, Hungary -the teachers visited real schools and participated in classes -juxtapositioning the working styles, -the creation of common database eg.GoogleDrive - we provided the materials and used them, The results and influence of the project:-development of professional attitde of teachers-development of language skills supported by language course with certificates,-increase of direct teachers' skills ICT, use of IT tools durng lessons, developing variuos competences when one subject, -increase in students' motivation to learn foreign language, -promotion of active ways of teaching and learning,-participation in educational events-organising conferences, attendig tranings on new methods of teaching, -promotion of institutions in local and international market, -modification of curricula and implementing research in daily work of a teacher, familiarising the parents with the results and supporting students with handful tools to learn effectively, -active role of students in teaching process, -increase of motivation to learn foreign language and competence among teachers , -big base of teaching methods and tools-booklets, CDs, brochures, films, presentations, worksheets,. -the communities open to foreigners and European culturesLong-term benefits:Practcal knowledge for the teachers, variety of tools and methods adjusted to the students needs, broad horizons and experience of teachers.

"The most important goal of each school is to equip students with knowledge and skills which will enable them to continue their education at a higher education level and enable them to function in European society. It is also important to stimulate cognitive activity and to educate creativity, develop interests, but also to educate openness on the world and attitudes of tolerance and respect for other cultures. Participation in the project ""Know the world - know yourself"" will undoubtedly increase students motivation to learn. Implementing tasks in cooperation with peers from other countries will develop knowledge of foreign languages and information technology.Thanks to the factthat the tasksimplementedwilllargely be based on theirinterests and talents, children’ssense of the value and educationalsuccesswillincrease and willhelpthem to undertakefurthereducationalchallenges. The possibility of comparing the acquiredknowledge with peers from othercountrieswill be extremelymotivating for them. As part of the project, we willstrive to ensurethat part of the tasksiscarried out by studentsusing the groupworkmethod. We want to create as manysituations as possible in whichstudentswouldhave the opportunity to carry out theirowntasks and to learncooperation, responsibility, planning, how to recognize and usetheirownskills. The project ""Know the world - knowyourself"" wouldserve not only to improvekeycompetences but alsogetting to knowourselves, ourtalents and predispositions.Teachers from Poland, Italy, Spain and France will present their own teaching styles and methods and will share their experience and knowledge on activating learning methods. Together, they will develop lesson plans, rules for competitions and student projects. They will search for new methodological solutions to inspire students to act and to promote their own development. An important element of the project will also be searching for effective teaching methods for children with special educational needs, so that they can also achieve success. We want to prepare our projects, lessons and competitions so that all students can take part in them and the learning makes them happy.As a result of our project implementation, the quality of school work will be improved, examples of good practice observed during participation in training meetings in partner schools will be implemented. Teaching materials developed by teachers during the project (scenarios of lessons, celebrations, projects) will create a base of educational help that can be used in subsequent school years. The implemented activities will broaden the educational offer of schools. Perhaps they will become the inspiration or the beginning of other innovative activities. We hope that they will integrate with the curricula being implemented and that they will be a permanent element of school work.The implementation of known good practices and innovations will improve the competences of both students and teachers and deepen their sense of European identity"

"Young people are the ones who are most subjected to new media and at the same time the ones that often lack abilities to independently and critically evaluate what they come across in the flow of media and information.Rendering that young people are the most susceptible to the dangers posed by the media and that we live in an era of media saturation, the inclusion of media and information literacy (MIL) education in school programs to generate knowledge on the role and functions of media and other information services, and to enable youth to process and evaluate the information they receive is a must. Due to the gap in media literacy development among the different States, the diversity of approach, initiatives and policies, the coordinator(Poland) decided to implement the current project with 4 other actors(Italy,Turkey,Latvia,Portugal) who have good practices and are dedicated to solving the problem.Internet and social media addiction, cyberbullying, fake news problems, adaptation to emerging digital culture, access to reliable information, online personal privacy violations, data security and various forms of digital fraud are among the fields of our project interest.Totally 50 teachers, who worked voluntarily in their schools for the solution of the problem, have a high level of commitment to the project and 125 students aged 13-15 and from all walks of life will join to 5 LTTs.Each LTT will enable us to accomplish the project objectives.The 1st LTTAs will benefit students to take full advantage of the opportunities of social media in a safe and ethical way; learn to choose what platform to post something on and the potential consequences of posting; feel part of the society by sharing personal thoughts on media and that feeling of belonging, which is a key for their social inclusion.The 2nd LTTAs will provide participants with tools to spot ‘fake news’ online, understand how they spread, and obtain access to verified information.This LTTAs will contribute to participants ability to be more discerning consumers of information found online, by thinking about the broad spectrum of disinformation and misinformation.As for the 3rd LTT, it aims to highlight each unique media form has a different way of presenting information.Students will understand how media change depending on how the media presenting; enhance their newspotting skills.Thanks to the 4th LTT, it is purposed to analyze the cases of the European schools regarding cyberbullying issues and to make all schools a cyber safe place and carry ""the cyber safe place"" concept to families as well.As for the last LTT, it will enable students to be judicious and active in content creation; produce info or reproduce disinformation instead of only receiving info passively; hold a sense of responsibility in the production, consumption and sharing of media.Our project also targets at strengthening the profiles of the teaching professions.In all LTTs there will be 5 workshops for teachers about innovative and contemporary teaching methods(Project based learning,Blended learning,ICT, Gamification, CLIL).These workshops will provide teachers with the opportunity of sharing good practices; strengthening intercultural dialogue and the bond between teachers from different European schools.These objectives will be achieved through Issue-inquiry Approach, Problem-based Learning,Case Study,Cooperative Learning,Textual and Contextual Analyses,ICT,CLIL.Under the favor of our LTTAs and methodologies, we target at accomplishing the following outcomes:Increased level of media and information literacy5 workshops about innovative teaching methods7 workshops in LTTs about MIL1 digital book as a final and common product5 digital e-bookletsPosters about positive digital footprint and digital citizenship weekVideos about digital citizenshipA podcast about digital rightsA social media literacy strategy plan (each school will adopt it for its own context)A storyboard about dis/mis/mal-informationLesson plans on Internet and Social Media AddictionBookmarks involving messages about MILOne-shot filmsMIL glossaryMovie postersDigital citizenship and MIL weeksThanks to local activities; eTwinning project; displaying project outputs in diverse media outlets; seminars; eTwinning learning events; our digital book; action plan on MIL;social media literacy strategy plan;Digital citizenship and MIL Weeks to be held every year in partners' schools, we will reach to larger audience and contribute to their being effective and long- lasting media literate European citizens.It is useful to think of MIL as a continuum rather than an outcome; we all will be more media and information literate.Briefly, in the long term, in/direct participants of the Project will have the capacity for access to, production and participation in the new media environment, act as active and critical citizens, take advantage of the opportunities in progress and innovation in the information society."