"""Let's Light On the Solution"" project is an answer to the needs of partner schools for the development of key competences, which are essential nowadays. During the project activities, partner organizations will organize a series of courses for the teachers in order to enable them to gain knowledge and skills which are necessary to teach those competences in their everyday work. The project will focus on the theme of light and all the teaching and learning activities that will be organised for the participants will be connected to it. Workshops, meeting with experts and project-based activities will be integrated into the curriculums of partner schools. As a result, the students from partner schools will be able to develop their mathematical and digital competences, improve literacy and cummunication skills in a foreign language as well as have a great influence on the development of their social competences. Project activities will also include short-term exchanges of students, which will enable the participants to get to know education systems in other European countries and acquire new possibilities to continue their education and pursue a career in the future. The project will also have a significant influence on the local communities, thanks to the increased activity of partner schools in organising cultural events and coopeartion with other educational institutions. The lesson plans using innovative teaching methods which will be created in the project will ensure its sustainability"

"""Multiple intelligences: on the path to new minds"" is a multidisciplinary and international project on the effective use of eight multiple intelligences as educational tools. Howard Gardner's work on many intelligences has had a profound impact on theory and practice in education. However, it was important to effectively apply these theories in the educational space of partner schools using modern technologies. The project was implemented in five partner schools from Turkey, Greece, Italy and Portugal, coordinated by Poland. Schools within the framework of the partnership have been carefully chosen because each of them represents a different specialization with clearly defined responsibilities in the field of cooperation.Project activities were divided into 8 sectors reflecting 8 intelligences.(musical, linguistic, logical, natural, spatial, physical, interpersonal, spiritual) Every two months, all schools implemented the school's development of one of the intelligences. : Objectives of the project 1. Enabling the full intellectual and social development of children.2. Give every student the chance to use their stronger intelligence to support the weaker ones. Creation of conditions for the development of creative thinking at an early stage of education. 4. Development of ICT skills for joint learning and teaching. 5. Strengthening motivation for long-term learning. Strengthening self-confidence that will facilitate overcoming life's obstacles. In conclusion, this project has increased awareness of good practices in the field of methodology using the eight intelligences through effective international cooperation. The methodology used in the project includes creative teaching methods, methods for promoting creative thinking, keeping students' interests and enthusiasm. A wide range of methods has been used throughout the project, including design, brainstorming, information research, drama, writing, statistics application, coaching, tutorials, verbal and drawing illustrations, games, charting and many more. Understanding the profile of intelligence enabled students to use their strengths to find new ways to approach or solve a problem. Speaking of longer benefits, it increases the motivation, enthusiasm and commitment of students, as well as a noticeable and positive impact on the personal development of students. Independent thinking, the ability to work in a group, trust in developing and presenting their ideas with greater imagination and fluency will be the best preparation for their future life.The cooperation products are: logo, rap song, electronic newsletters, Kodu game, an intelligence guide for teachers and children, ecological poster."

This project is about teaching cultural heritage with the help of digital technology. We are five partners coming from Sweden, Croatia, Poland, Portugal and Spain. Each partner teaches cultural heritage in a different way. Through this project we are going to work together, share and transfer best practices. Moreover, we intend to test, develop and implement new technology-based educational methods, applications and tools. Our products will be an online book with a collection of learning scanarios and lesson plans created throughout the project and a TwinSpace site with the uploaded educational materials developed throughout the project. Participants in this project are teachers, students, parents and local stakeholders. However, the main focus is on the teachers and students. They are directly involved in the project and they attend project meetings. Participating teachers come from different subject areas: English, History, Geography, Music, Art and Social Science. The students between 12 and 18 will participate in the TwinSpace project. There will be six students in each mobility and they will be between 13 and 16. Two teachers will accompany each group of students during mobilities. The aims of the project are to explore, develop, introduce and share technology-based educational methods, tools and applications using cultural heritage as the topic. Teachers and students will use English to create material, present it and discuss thus improving linguistic competences. They will improve their knowledge of cultural heritage by learning on-site and through authentic learning. Using ICT to create material, participants will improve their digital skills. They will be involved in creating and updating of TwinSpace project where they will upload educational material. The project will be interdisciplinary involving teachers of different subjects.By researching and working in teams, students will improve 21st century skills, boost creativity, intrinsic motivation and engagement for their own learning process. They will become independent, autonomous and take control of own learning process. They will develop respect for own culture and empathy for other cultures. The students will have opportunity to improve their digital competences, meet in person their peers from other countries. They will discuss the project topics, their experiences, expectations and impressions. They will improve their linguistic competence and public speaking skills by speaking English, creating and delivering presentations that they created to the international group. They will be able to learn on-site. They will attend group discussions and acquire better understanding of own and partners' cultural heritage and its importance. There will be five project meetings during the two-year period. Each meeting will give teachers opportunity to work together, share, transfer best practices and learn from each other. They will observe other teachers in their work, they will (co)teach lessons in the international environment and have group discussions. They will reflect on their own teaching practice and eventually improve it. They will create learning scenarios that will be collected into an eBook to be used in the future. They will master innovative educational tools and applications, raise awarenes of the importance of cultural heritage and the importance of preserving it for future generations. In addition, they will improve linguistic, intercultural and civic competences as well as their 21st century skills. After the project, they will be equipped with innovative, digital-based educational practices (programming, coding, 3D modelling and animation, AR, using Europeana) and will be able to disseminate results and outcomes to their professional network.The overall objective of the project is to examine educational value of European cultural heritage giving it the place it deserves in the education. Our aim is to enable students to acquire skills and competences, primarily digital and cultural, that will make them more competitive and successful workforce ready to enter the modern employment market.

"The Euroknitters project can be summarized in 4 main concepts: LEARNING - INNOVATION - CHANGE - EUROPEIZATION.The achievement of the objectives of the project has meant a very solid LEARNING process for all its participants: students, teachers, educational community and external agents. The students have been immersed in a project that included the learning of several European languages, the improvement of the English language, the real practice of social inclusion, the acquisition of knowledge of the culture of Europe and its countries and the integrated learning of all these elements in the school environment linked to the curricular areas. Teachers have received training on fundamental methodological and pedagogical aspects today in their educational trajectory, that has meant a great enrichment in their teaching skills and therefore a substantial improvement in the teaching process of the associated schools. In addition, teachers have improved their communication and coordination skills with other teachers and agents outside the school. The educational community has been exposed to a full learning of educational practices that had not occurred before in the partner centers, such as the hosting in families of students from other countries or the direct participation of parents in activities of the school. Finally, external agents have learned that the formulas for collaboration and cooperation with the schools in their area can reach unsuspected limits and benefits for all.INNOVATION has been a fundamental step in the associated schools. From the inclusion of this type of objectives in educational projects to the use of active methodologies, TV programs, internationalization or the creation of networks of European contacts. The whole of the educational practice of this project has meant an innovation process that has had a very clear impact on the partner schools causing a great CHANGE.This CHANGE has meant both tangible and intangible results. Upon entering the associated centers, a substantial improvement in decoration and equipment is seen in its image, which has resulted in the creation of an environment that is very conducive to learning in each educational center. What cannot be seen with the naked eye is the improvement in English language of students and teachers, the motivation that the project has meant for its participants, the innovative pedagogical practices of its teachers, the high participation of students in performing arts or the increase in knowledge about Europe of the agents that have been exposed to their objectives.Finally, the EUROPEIZATION and INTERNATIONALIZATION that has been linked to the active practice of European citizenship. Our students, teachers and families have been immersed in a process of open mindedness towards Europe and its citizens. Today the established ties are so strong that it is difficult to raise the educational practice without prioritizing the idea of ​​Europe and UNION.""Trabalhar and cooperare juntos to ühendama Ευρώπη."" (Work and cooperate together to unite Europe). This has been the case, the Euroknitters have achieved that through cooperation, strength, union, social inclusion and values, our centers have become references to change not only in the local area but also in regional, national and international territory. As the motto was raised and the title of the project was invented, they have fulfilled.The best thing about finishing the project is to realise how Euroknitters came to stay."

“STEAM Strengthens European Cultural Heritage” is a project that combines STEAM and Heritage by means of a European partnership with six high schools from La Sénia (coordinator school from Spain), Porto (Portugal), Thessaloniki (Greece), Zagreb (Croatia), Aradippou (Cyprus) and Lowicz (Poland). This partnership proposes STEAMS, which is a cross-curricular methodology to teach the contents in our schools that include: 1) the scientific-technological-mathematical background of the STEM subjects, 2) the creativity added by Art to expand it to STEAM, 3) the Social Sciences environment provided by the historical heritage and 4) the international scenario of an Erasmus+ project where all these contents are cooperatively studied and the English language is learnt in real situations. The partner schools of the project share common necessities in order to teach their pupils with transversal methodologies rather than individual subjects. The partnership focuses on offering the students a more meaningful set of contents to make them more motivated and, at the same time, more oriented to the real world outside school.The aims of this approach are 1) to make the students more aware about theirs and their partners’ cultural heritage, this is, to discover together the similarities and differences of their cultural origins and strengthen the European consciousness; 2) to make the pupils an active part of this process by applying STEAMS tools to promote their homelands cultural legacy; 3) to motivate the teachers by sharing teaching methods during the project and give them an opportunity to shape their curriculum around a transversal tool like this one; and 4) to improve the English level of both students and teachers.The plan of activities starts opening an eTwinning project which is used in all the steps of the project. To start with, the timetable and the activities of the project are arranged on the Twinspace. The programme includes six exchanges, one in each partners’ country, and cooperative activities between meetings. The teachers and students who participate in the exchanges are chosen by clear and public selection criteria. Before the exchanges, the host school introduces themselves on the Twinspace with ice-breaking activities using Web Tools 2.0 that are completed by the guest schools. During the exchanges all the materials and results are also posted on the Twinspace. After the exchanges, it is used for transference, dissemination and cooperation with activities which involve all the pupils at all the partner schools.The exchanges in each country follow similar patterns. The guest delegations are welcomed at school where teachers and students are immersed in the daily activities. The host city is visited and the guests guided around them. The host school organizes several visits to local or regional heritage sites or traditions where the meeting members participate in workshops, exhibitions or guided tours. At the same time, they record multimedia information about the patrimony that is used to create ICT outcomes such as leaflets, infographics, interactive images or videos. During the exchanges, the teachers meet and transfer their didactic expertises, for example eTwinning or the STEAMS activities prepared in the meeting based on their own resources and context. They also evaluate the advance of the project and propose corrections or changes if necessary. After the exchanges, the group of teachers and students who attended the meetings are in charge of transferring their experience to their colleagues and schoolmates. All the partner schools also have to disseminate the results of the project in and out of the school. Moreover, the whole group of students in each country is involved and engaged in the project by means of cooperative online activities carried out in the Twinspace (videoconferences, quizzes, lessons prepared by pupils).The final products are eMagazines, a website and social networks which collect and present all the outcomes of the project. It is published one eMagazine issue per partner to compile all the materials related to their country, while the website is filled with the contributions of all the schools.The advance of the project is assessed by the participants with satisfaction surveys, checklists of the objectives and rubrics to all the presentations and outcomes prepared. The teachers summarise and figure out the results to draw out conclusions of the project to be included in the mid-project and the final report.Finally, the long-term benefits of the project will be: the inclusion of curricular STEAMS activities in the Educational Project of the partner schools, the increasing number of students and teachers involved in European projects, a better cohesion between the school and the families due to the positive rating of these experiences and a raising interest for the heritage sites and traditions of the school regions.