The idea arose from that societies remain strongly prejudiced and that the education system, which is a subsystem of the societies they serve, reproduce the values and culture of those societies without challenging their possible limitations on the life opportunities and experiences of their pupils. Prejudice remains strong influences in society, schools and the daily life in classrooms. This cooperation focused on prejudice and its negative effects in education. We observed the topic in term of its cause and effects and include students, teachers, parents, social environment, media, thus, produced an output book which include challenge and solutions to prevent prejudice. These types of prejudices are taken inside the project activities: Racial Profiling; Age; Class; Colour Ability; Sex/Gender; Weight/Size; Religion; Country of Origin. We, the project group, execute this common issue into our school environment to bring out the negative effects of prejudice. It has been prepared a survey to monitor and evaluated and presented situation in the partner schools. The survey was created by the psychological consolers. According to statistical analysis of those surveys (applied 100 students in every school correlated through ages) the needs are taken out in local level, so the project was placed into its meaningful ground. The purpose was to build a PREJUDICE-FREE ZONE In our Schools. Project activities were applied by leading school clubs to take active role in the project. Every partner school formed these clubs and run all the activities. Every club run different type of activities related to students talents, skills and willingness. (The activities are explained in Description; Implementation, Learning/ Teaching/ Training Activities sections)The clubs were as; SCHOOL STUDENT COUNCIL; EU CLUB; DRAMA CLUB; MUSIC CLUB; ICT CLUB; ARTS CLUB; MEDIA CLUB Top events were four short term students exchange meetings in the project. Clubs did their specific activities in local level at first and during short term exchange (the ones who show best performance were chosen) clubs did their activities in international level. Those weeks were a very active project week in host institutions. After the exchange, dissemination tasks were done in local level. This circle was turned four times in two years since the project has four short term student exchange. Total number of students who joined in these exchanges is 60, and the number of accompaniment teacher was 40, so total mobility for short term exchange was 100.The students and teenagers including the ones with fewer opportunities were our main actors and they were in the centre of all stages when the teachers and other adult participants were supervisors in the project. OBJECTIVES -to increase the awareness and remove the barriers of the images/prejudices -to develop their critical thinking, basic life-skills and key competences, -to know other people from different social background. NUMBER AND PROFILE OF THE PARTICIPANTSStudents/teenagers: There were teams of 140 students in each partner organization so 700 in total took part actively in project activities. Approximately 1000 students/teenagers were indirectly be affected. Teachers/Adults: There were teams of 7 teachers in each partner organization so 35 in total took actively in project activities. There were a teacher of English, a Maths teacher ,a Physchological Counselor, and ICT, Drama, Music, Social Science teachers/trainer. Approximately 150 teachers/adults were indirectly be affected. Administrative staff: The head teacher/chairman and a deputy head took part in the project, Approximately 25 administrative staff were indirectly be affected. Families: The number of the family members were 300 in total and they contributed to introduce the host country’s culture, tradition and to prepare traditional food for international evening. Approximately 380 family members were indirectly be affected. Local community: Local community like local press, municipality, directorate of national education and PTA helped to disseminate the project to a wider community. Approximately 800 people from local community ere indirectly be affected. RESULTS AND IMPACTS. hrough our project the five partners intend to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact to future projects and policy processes such as leading students to overcome stereotypes, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform non-specialist audience about the project’s background and main results, arranging a multiplier event, communication.

"""ENHANCING BOOK READING"" project aims has been an education project predominatelycentred on “ENHANCING BOOK READING, CHANGING INTO PRACTICAL ACTIVITIES” and hasbeen taken students to read much more, to be more active through their participation indifferent activities such as ICT, Arts, Literary, Media, Social and Volunteering. Its main move hasbeen “ACTIVE AND EDUCATED CITIZENSHIP”. This partnership has been developed by schoolsfrom Spain, Slovenia, Italy, Poland and Turkey.According to research made by the American Academy of Arts & Science, that made aninternational comparison of the percentage of adults and teens “including people ages 14–64.Books read were for pleasure, not for work or school”, the population having read at least onebook in the previous 12 months; The IT:64%; SI: 56%; ES: 54%; PL: 54%; TR: 21%.OBJECTIVESOur students have become active readers and they have improved their skills on how to createtheir own quality products from the books they have read. We have endeavoured to makebooks more important again since they are a vital source for real information.With this project, we have managed to increase the amount of reading books in our schools’curricula. With the project we have decreased the lack of book reading and increased theaverage level of book reading in our schools’ curricula.ACTIVITIESTwo types of action have been included in this project.-Students have read different kinds of books such as Novels, Poetry, Biographies, Philosophy.-They have improved their literacy levels and have developed activities such as SCENARIO,writing essays, creating a poetry magazine, filming and editing short FILMs. Each partner hasread their own national authors and, when they came together in the LTTA meetings, theyshared them and produced their activities together.METHODOLOGYWe have created project clubs in each partner school and have invited the students to join theclub. A minimum of fifty students have been involved. Five different teams have been formed:Literature Team, ICT Team, Culture Team, Magazine Team, Arts Team. Each team has had tasksfor a certain period of time regarding the different planned stages and activities of the project.There were four LTTAs in two years and 1TM at the beginning of the project. Teachers haveinvolved the students in order to do all kinds of activities (book reading, creation of scenario,magazine, making short FILMs, etc)PARTICIPANTSIn the project, students have been our main target and its stages were planned for them.Teachers have been coaches and beneficiaries in this whole process. Other participantsincluded have been the administrative staff. Side beneficiaries of the project have beenparents and the local community as they have been our main target groups for dissemination.IMPACTThe project ""ENHANCING BOOK READING"" has had a positive impact within all the partnerschools not only due to the direct contact and collaborative work among students and teachersfrom different countries, but also because of the shared good practices concerning readingbooks. These good practices have allowed students to read much more, to be more activethrough their participation in different activities in the classroom as well as in cultural activitiesin the local community.StudentsGetting students involved in a wide range of activities – book reading, designing and creatingbook, magazine, taking scenario and writing essays – have helped them develop new skills andmake them more active in their daily life at school, at home and in their local communities,allowing them to raise awareness on the importance of having a dynamic attitude when gettingengaged in their own learning processes as well promoting socio-cultural heritage throughbooks.Students have developed and boosted their self-esteem as they have appreciated ininternational contexts by participating in LTTAs workshops that have stimulated creativity and,at the same time, have helped them reduce stereotypes and prejudice. Team work and ICTskills have been developed, making students prepared for the future labour market and theirlives. Having the possibility to organise an international brainstorming has increased students’dynamism, citizenship, respect, responsibility and courage to act as future leaders and as activecitizens in their communities, in their own countries and all over Europe. By preparingpresentations about the books they read, their school, local community and country andmaking videos to disseminate the mobilities, they have been able to develop their publicspeaking skills and communication in English.TeachersTeachers have had the opportunity to share professional and cultural experiences byorganising school activities, local activities and international meetings (LTTAs) within theproject. They have been able to explore and learn about other educational systems,pedagogical and methodological approaches and tools concerning teaching reading, accordingto the European standards in line with the Organisation for European Cooperation andDevelopment (OECD)."

"The project arose as a result of identifying a very damaging problem that European society faces nowadays: in the process of globalization, there is a regrettable parallel process of loss of the historical identity of the minorities by losing traditions at the local and national level. Children spend most of their free time in front of the computer, they lose contact with the traditional world. In the school environment, a number of issues related to the development of children have been identified: on the one hand, they lack the willingness to communicate and they lack interest in traditional cultural values. These problems are at the heart of this project, which is intended to be a way of improving this situation, specifically by involving students in the discovery of information, both in the field of ethnography, ethnology and folklore, as well as geography and local history, in a constructive manner, a didactic technique that has a deep impact on the development of pupils' personality. As a result of the ""research"" undertaken, about 50 students, aged 14-15, for each school partner will have the opportunity to work in a group for the systematization of collected information and the production of PPT materials ""Folklore Areas - Short Geographic, Ethnological and Ethnographic Research"" and the eTwinning portal. The project also focuses on the children's need to work in the virtual environment to communication with their colleagues from other countries and to exchange information through the project website, ""Folk Dances - Mirroring National and Minorities’ Traditions"", activities that will also improve oral and written expression in English which is the vehicular language. Through the dance lessons organized by the schools, students will be able to participate in artistic activities, having the opportunity to undertake folk dance performances, while learning popular dances of national minorities of other peoples. The collaboration will be also extended to the fact that they themselves can become teachers for their school mates because they will have the opportunity to record video tutorials of folk dance specific to traditional areas and will be able to select dances from the tutorials of colleagues from other countries, which they will then learn in peculiar lessons. They will learn about the syncretic character of these cultural acts, thus understanding the indestructible connection between folklore and the defining features of each people. They will study the transformations of traditional dances on the axis of time, geography and history, and will understand the role of folk traditions in defining the national being. For the team of teachers (at least 10 for each school) the project is an opportunity to improve the curriculum and use the course support for an optional course for pupils - the Methodological brochure ""Educational Valences of Folk Dances - Transfer of Educational Practices in Didactic Activity"". At the same time, teachers will participate in the workshop ""Educational Valences of Popular Dances"", through which they will be able to apply the methodological elements from the curriculum of the ""Folk Dance and its Benefits to the Students"" training program in the future didactic activity. The teachers will be able to practice communication skills in English interacting with their colleagues as part of project activities in building the kit. The project should be realized transnationally because folk traditions in general and folk dance in particular are part of the cultural patrimony of humanity and should be best known, especially by children, who will be able to preserve and promote in the future these defining cultural elements for the minorities in a world of globalization, often under the sign of the loss of their own identity. Being a reflection of the image of the contemporary world, this framework of intercultural relationship that will take place at the level of the project will be a learning environment in which human values such as tolerance, communication, good understanding, friendship, ethnic minority protection (including children with special educational requirements) will be promoted. The project as its structure suggests has to be carried on by steps. First of all the selection of the students, choosing an intermediate class of students as their acquired knowledge won't go wasted but their ""know-how"" should act as a stimulus for later activities also next years ahead, it is advisable to choose a class with foreign students, they can give a huge contribution as they can compare their own folk tradition with the host one and they would feel active part of the society. Subsequently the students will attend some practical lessons in specific places, such as ethnographic museums and folk dance schools, with the supervision of a folk expert. The methodology has to be inductive actually progressing from the real example of folk exhibitions to the theory."

Project Title: Exploring Different Methods of Science Teaching to Increase Student Motivation and Promote Scientific LiteracyThrough this project we hope to motivate students by presenting science as being relevant to their everyday life experiences. This project will help to encourage students to view science as being useful to all citizens and thus enhance scientific literacy.Using these innovative teaching strategies will help to increase the number of students who take up science subjects at tertiary level.This project aims to develop, test and implement innovative approaches and practices in teaching science.Through research and observation of different syllabi from the different participating countries, one can gain experience in designing better curricula for our country. This could also be done through networking with educational specialists from universities in Malta and other European countries. Motivating students by presenting science as being relevant to their everyday life experiences is one of the main objectives of this projects.We aim to encourage students to view science as being useful to all citizens and thus enhance scientific literacy through innovative methodology.Through the new methodologies in science teaching we aim to increase the number of students who take up science subjects at tertiary level The number of participants is approximately 40, most of which most are teachers, head of schools and a University lecturer specializing in Science EducationOur intention is to research and study different European curricula in order to find common teaching areas. Once the topics are established, specific lesson plans will be set up through collaboration and networking with different schools in European countries. The innovative methodologies to be used in these lessons will be discussed between the participating countries and through networking with educational specialists from universities in Malta and the other European countries involved in this project.Each participating school will devise a lesson plan which later will be conducted in each participating school, this willl be video taped, and afterwards analysed by the teachers and educational specialists involved in this project. Feedback is given and the lesson plan is amended according to the feedback given. Then this lesson is repeated with a different class and it will then be analysed once again. These lessons will be uploaded in a website and any resources used will be available online for dissemination with other teachers.The long term impact and benefits envisaged after finishing this project is that through innovative teaching methodologies tackled in this project, teachers will start to use these methodologies and students will show increase in motivation, uptake of science options at a higher level and an increase in scientific literacy.

The project aims to expand the impact of successfully finished Erasmus+ KA2 project „REF: Reading with Ease and Fun“ by further implementation of the developed materials, their translation/adaptation for the needs of the newly involved partner countries, adding new methods/approaches and materials, training teachers and SEN staff increasing their professional competences. By applying newly acquired knowledge and skills, teachers will be able to provide more effective support to pupils with reading difficulties, and to involve them in various activities along with their peers, provoking their interest in books and their motivation to read.The results of Survey among teachers, students (7-11 y/o) and their parents, conducted within REF1 and the conclusions made in the Need analysis show that app. 25% of children have poor or insufficient reading skills which raises concern and requires taking measures to change the situation; more than 30% activities that exclude reading/writing (mainly computer games and TV);42% of interviewed children shared they find reading “boring and/or difficult”, requesting “too much time and/or efforts”. Activities organized by schools are not enough, or not motivating enough for young students. Collaboration between the school and the family in the means of forming good reading habits is not in satisfactory level.The training materials developed within REF1 were found very useful and easily applicable by teachers in their every-day work. Through active involvement of children, teachers and parents in reading activities that are different from traditional didactics, it was possible to improve reading skills, self-confidence and motivation to read among young students. Involvement of four new partners/countries will bring new ideas, opportunity for participants to learn and then implement new approaches and methods in their work with students.Children who struggle to learn to read are often excluded from the classroom and extra-curriculum reading-related activities because of their poor reading skills. Early identification of the problem, proper instructions from the teachers, adequate help from the SEN staff, and endless support from family members are crucial for children’s motivation, as well as the opportunity for them to be involved in various reading-related activities together with their peers.The problem this project addresses is of great importance not only in the partner countries, but for many others outside the partnership, because it affects thousands of pupils, their teachers and families, the supporting staff – not only academically, but also in emotional, behavioural and social aspects.As far as the materials developed within this Partnership will be in nine languages (eight partner languages and English) they will be available to much wider audience beyond the partner countries, which will considerably increase the impact of the project results at European level, moreover the topic in question is crucial for almost everybody. All resources produced by the partners will stay available (via project FB page, partners’ websites, YouTube Channel) even after the end of the project period for every interested user.The consortium is made up of institutions from 8 European countries: Bulgaria, Latvia, Turkey, Portugal, Romania, Greece, Lithuania and Slovenia. Although different in their nature and structure (NGO, University, Educational authorities, and mainstream schools) they all have large experience, abilities and competences in the field of special education and teaching methodology in general, and in literacy acquisition particularly. This inter-institutional transnational cooperation facilitates the integration of novel insights into the work related to literacy acquisition, reading and writing difficulties, SEN support, interactive teaching methods and inclusive education in the partner countries. The project partners are equipped with the skills, expertise and competence required in order the project aims to be achieved at the highest level.