The motivation of JHVS (DE) and other partner schools (LT, PT, HU) to set up this project is fuelled by the need to get more opportunities to cooperate and provide deeper and more rewarding student experiences beside the higher engagement in the Science learning-teaching process both for educators and students. Focusing on interdisciplinarity while teaching Science should be reinforced by adding the project-based learning approach, as they are a natural fit and highly complement each other. The project is meant to shift away from present classroom practices and instead emphasizes learning activities that are longer-term, interdisciplinary, student-centered and integrated with real-world issues and practice.This model should help increase content retention, motivation, reinvigorate teaching and recognize the importance of internalizing and contextualizing information in meaningful ways. It will empower students to shape their learning experiences and embed 21 st century success skills like collaboration, creativity, critical thinking which will be needed for students to be effective and help them meet the challenges of the world to come. With this project, the participating schools will provide learning experiences that maximize student potential.Thus the aim of the participating schools is to exchange experiences and get new ideas to empower project-based learning as an approach for a more engaging interdisciplinary Science education. This aim is also related to the exchange of good practices, improvement and development of activities based on a project approach to be integrated into the curriculum for teaching Mathematics, Physics, Biology, and Chemistry.The objectives: -To exchange experiences and good practices, including methodological aspects, of involving students in interdisciplinary Science activities when the latter includes project-based learning as an essential component. -To induce and support the development of new Science learning activities combining a mini-project based approach and integration of other subjects such as English/Literature. -To advance a student learning environment and enrich everyday practice in partner schools through the projects of teaching Mathematics, Physics, Biology, Chemistry, and English/Literature and lasting between one week and one month.-To give an opportunity for Science and English/Literature teachers to learn and benefit from each other’s knowledge and experience.-To promote project-based learning for interdisciplinary Science education at local, national and international levels.This will be achieved via organising 7 short-term learning, teaching and training activities both for students and teachers (involving 63 participants in total), creating and collecting project descriptions (also separate lesson, activity plans as the steps/material how to implement the projects) and preparing for the new Science activities (at least 6) proposed by partners. In between the transnational events schools will incorporate and organize project-based interdisciplinary activities for students of age 15-18 (involving at least 80 students of this age from each school), prepare a collection of videos on the activities and feedback from participants as well as E-book with partners' best practice and create a website of the project.The teachers will participate in 4 International Teachers' Rooms on guidelines for project-based learning and using films/videos, Science study circle methodology and cooperation with English/Literature teachers for preparation of activities to analyse science books/articles with students, generating ideas for thematic real-life based interdisciplinary projects and organizing them, as well as applying different assessment techniques. The students will be involved in Film and Science Laboratory, International Science Circle, project week “Discover and Uncover with Science: Every day and Nature Phenomena” activities.The project will lead to teachers’ professional development to learn how to design high-quality experiential activities for engaging Science teaching and learning. It will add possibilities to experience different cultural perspectives (a variety of ideas, solutions), increased credibility (with schools from four partner countries, choosing project-based learning as a pathway to better Science education will demonstrate that such successful initiatives are not limited to one country), diversity (a shared European educational experience will conclusively result in a higher potential for individual national educational progression in both instructional and learning achievement capacity), higher interest, motivation and inclusion (the integration of project-based learning into respective curricula units and the added European value will help to provide a more constructive teaching/learning process, which will meet both students and their parents’ expectations towards a better and more attractive Science education).

"At the beginning of this project, the motivation of the partner schools to set up this project was related to an intention - to create more possibilities for teachers of Science to cooperate and carry out common projects and to tackle the problem of getting isolated and not experiencing enough professional stimuli from one another. We also had the intention to be able to connect school-related knowledge and skills to real life. We had learned that the focus on the interdisciplinary approach to effective Science teaching and learning is of high importance for several reasons. This approach to teaching requires planning that looks at the foundational objectives of a number of curriculum areas. Connecting curriculum in the interdisciplinary approach is an efficient way to help teachers deal with the knowledge that grows at exponential proportions. One goal of this approach is to give students a more relevant, less fragmented, and stimulating experience. It also helps to focus on the content - the topics, issues, themes and problems that become subjects of learning. It is related to solving ""real world"" problems and developing skills, fostering thinking processes - developmentally appropriate benchmarks for students' learning, such as critical thinking, reading comprehension, and analysis. Thus the project addressed the need to get new ideas for both teachers and students on the interdisciplinarity for teaching/learning Science subjects and decrease deficiency of the relation of the educational process to the real-life, develop and improve educational activities related to Mathematics, Physics, Biology, Chemistry, and English through an exchange of good practices. The project was related to the development of activities based on an interdisciplinary approach and transnational educational opportunities for participants and provide them with new ways to strengthen their competencies and improve knowledge as well as raise their motivation to learn/teach Science. Objectives of our project were: -To exchange experiences and good practices of involving students in activities when two or more Science subjects are combined into one activity. -To stimulate and facilitate the development of new activities based on the interdisciplinary approach as well as CLIL. -To develop student learning environment and enrich everyday practice in partners schools through the activities - lessons and projects of teaching Mathematics, Physics, Biology, Chemistry, and English. -To give an opportunity for Science and English teachers to learn and benefit from each other. -To promote interdisciplinarity for teaching and learning Science at local, national, and international levels. These were achieved through organizing 7 short-term learning, teaching, and training activities both for students and teachers (84 participants in total), creating and collecting lesson, activity plans, project descriptions, and preparing for the new Science activities proposed by partners. In between the exchanges, the schools enriched their educational processes by incorporating and organizing the activities based on combining different Science disciplines for students of age 15-18, prepare a collection of videos on the activities http://www.interest-erasmus.net/videos/, lab experiments, and feedback from participants as well as Compendium (ebook) http://www.interest-erasmus.net/outcomes/ with partners' best practice, Instructables and create a website of the project. The teachers participated in 4 International Teachers' Rooms on comparing and finding the common topics of the curricula, generating ideas for interdisciplinary activities - lessons (combining two Science disciplines), teaching Science subjects and English together, organizing short-term projects, and choosing assessment forms. The students were involved in the International Science Fair, Sustainability Week, Science and English Learning Week activities. This has strengthened the profile of Science and English language teachers, both students and teachers acquired and developed high-quality Science learning/teaching skills and competencies. Working transnationally has given all of the partners access to a greater variety of solutions for an educational environment that would be perceived both by teachers and students as relevant and motivating. The opportunity for teachers and students to experience another culture's environment, people, attitudes, and educational approaches raised the attractiveness of such a project for participants. With 4 transnational partners, the viability and scope of interdisciplinary activities as a pathway to better Science teaching and learning has become a lot more credible, demonstrating to a wider EU that the success of such initiatives is not just limited to one country."

Shape Your Mind is an Erasmus+ school exchange partnership.Our project starts 01.09.2019 and it will last 24 months.We are Spain,Poland,Portugal,Turkey and Lithuania.In this project we will study digital competence and digital citizenship.The background of the project is that we donot have planned education and activities on digital citizenship and digital skills.In our education systems students do not have enough chance to practice,experience digital citizenship activities and skills.We will try to improve the participants’ digital skills(managing information,digital communication,transaction, problem solving) and digital citizenship skills (digital rights/responsibilities,digital security, digital crimes, digital commerce).With the planned activities,events we will also try to improve the participants creative,innovative and critical thinking skills.All these skills will help to build a healthy society and to make the participants ready for future digital society,digital economy and responsible digital citizens.In the project we will help students to decide their future professions.They will realize the future realities.They will understand what qualities they will need in the future, and future labour market.The activites will help them to learn/respect other cultures,values,life styles, beliefs, and thinking way.So these participants will be self-confident,courages and willing to set up their future job in any EU countries. With the help of their skills, they will overcome the troubles and problems in their life.The e-twining projects will also help us to reach our aims and objectives.In this project we have local activities and international activities.All partners will try to take as many students as to these activities.The surveys will be applied at least 50 % of the school students .the seminars will be given to the all students in the school.The seminars will be given on different days in a week.Nearly 1500 students will have seminars and surveys in total.Also we will have e-twining project and and at least 10 students from each school will join the project too.We have 5 LTTs and each LTT 25 participants will join.The participants will be choosen by the project team according to the criteria.And each partner will choose 1 student who has social/ economic obstacle or academic difficulty.Local media,social media and website will reach at least 10000 people in the project.All partners will prepare reports after the activities using surveys and different evaluation methods.They will share them with other partners, school administration and their local authorities.This will help them to plan the future activities and take these subject into teaching process.The teachers will plan/organize activities that they will try to take most students in.They will take care of equality of gender in these activities.In our activities we will invite families,so the volunteer families can take part in them.These methods will strengthen the relationship between students and parents. They will be aware of the importance of spending and sharing time together.The activities involve teamwork and speaking,discussing,sharing and listening each other.So they can learn/respect other participants’ view,thoughts,values,cultures and life styles.These skills will also reveal their leadership skills,taking responsibilities and making desicions.The discussions will help them to see the possible risks and find solutions.All these skills are necessary for their future professions and in labour market.They will learn by doing and it means the education is permanent and they can not forget easily. The project will raise a positive awareness on thesociety.Thye will learn importance of EU projects.They will see / live the importance of learning language,digital skills and education. The cooperation among students, teachers and families make/feel the participants more important for the society and teacher. In the project we will have guides,booklets,brochures,e-books for dissemination.These will be used by all target groups after the project ends.We can use these activities to produce ,organize new activities related to these subjects.Our project website will be used too. . Project outputs will be open source on both Project websites and school websites .In school websites the visitors will see the link of project website.they can use the project ,activities and objectives in their life.

During 2016-2018, partner schools from Latvia, Lithuania, Portugal, Italy and Turkey implemented the Erasmus+ Strategic Partnership for Schools Project “Effective Methods for Strengthening the Learning Process in Teaching Science”. The project itself has been designed on a need to exchange teaching and learning experiences between European schools to improve indexes of basic skills of science, namely Mathematics, Biology and Physics through exploring and applying more effective teaching methods that strengthen the learning processes. The project set out to explore the potential of using effective methods and their effectiveness for a more creative learning environment and to enrich everyday educational processes in partner institutions. The project followed the objective to strengthen the learning paradigm in teaching Maths, Biology and Physics to achieve better accountability, involvement into the learning process, connecting students learning to real life and raising their motivation. The project has contributed to the change of paradigms from teaching to learning, and getting education which is of high quality, accessible and orientated to creativity, as well as to education which is a life long process. The project has given input and strengthened teachers’ experience focusing on new approaches to involve students into an active learning process and use effective methods in order to achieve changes to arise students’ motivation to learn science and English language more effectively. The intention of exchanging and exploring different effective methods for strengthening the learning process in teaching Physics, Biology and Maths has been successfully applied in practice organizing short-term learning, teaching, training activities for both students and teachers. There were short-term exchanges of groups of students and joint staff training events for teachers organized in Italy, Lithuania, and Turkey. The teaching, learning events based on participation in Maths Laboratory and CLIL based Biology and Physics activities, exploring effective methods in relation to CLIL based Science and Maths teaching methodology, Biology teaching by using Natural Science Mobile lab, choosing teaching methods and using technology in order to create active learning processes in teaching Mathematics, participating in Science Fair, an activity based on creating a common project.Based on the training experience, using skills and knowledge from transnational activities schools organized their own lessons and activities using the methods discussed. Partner schools also shared lessons plans, co-created lesson plans that support the learning paradigm in the educational process and provided colleagues with feedback. Their learning are resulted in the e-book which is a collection of lesson plans, descriptions of the successfully implemented projects and material for further application in schools. The collection of material in this book also reflects the broader perspective of teachers on teaching methodologies in different countries and an appreciation of belonging to a wider community.Working transnationally gave a broader perspective and meaning for both teachers and students, enhancing the motivation to teach and learn. This was also related to transforming the learning process into something much more engaging with the use of multiple and varied resources, materials and approaches developed during this project.

We have made an analysis about our needs and present situation with our partners about the project. We have decided to make our activities in order to find solutions to our needs. We have understood the importance of education and employment which is related in a part of the Declaration of Paris, 2015 and we have arranged the activities according to it. The life conditions didn't let us achieve our goals in education completely. So with this project our teachers have had the chance to see their students as real European citizens. The activities which had been hold in our school and during the transnational meetings have changed the teachers' negative aspects into positive ones concerning education and have increased their personal motivation at teaching. In the project, we led our teachers to be more willing about making their careers more creative and more professional, more attractive and innovative in their teaching methods. With the project activities and international project meetings, our teachers have enhanced their professional development. With the help of this project, we have supported them in dealing with diversity in the classroom. When the teachers used to meet in different countries, it has been very easy to adopt collaborative and innovative practises. This helped the teachers to determine their role in the school as leaders, and strenghtened their leadership. The project let teachers express themselves and their new approaches freely. They have discussed new approaches on thier lectures, also how to adopt them to their lectures. We were five partners in this project and we had common issues which joined us up. All participants had nearly the same school level and similar problems about the project topic.In the activities part, the dates and the subjects we have studied have been done in detail. We had 5 Ltts and 5 TPMs during the project. The teachers had been aware of the importance of improving themselves in their careers. And they have met different cultures abroad. Our students have realised their innovative and creative aspects and they have also had the opportunity of meeting foreign students from different countries by travelling abroad. So, the participants and the people they met will unfold their horizons while their interaction which started2 years ago it is still going on. We planned our project for 24 months. All of the activities were prepared in a way that participant schools would have integrated all of them. The partner schools' roles in the project have been equally important. The project activities have been done regularly according to their importance and some activities were repeated so that they could become lifestyles. One of the most important part of our project was sustaining equality in education among the students. Our priorities in our project were; exchanging students in short-term, LTTs helped them in developing group work skills, sharing, learning cultures, respecting the others, using technology in daily life.Gathering students and teachers from different cultures, has improved their perspectives about life finding solutions to different problems in their life.