"In this project, the six schools(primary and secondary schools //students 9-16 years old//)from different 6 countries, are planning to implement new innovative approaches in Music and English education such as the Kodály-El Sistema approach and CLIL method. The international coordinator has research about El Sistema. They have eager and open mind teachers who are trained in the methodology. The El Sistema approach will be studied by partner school music teachers, because it is more than a music program, it is about changing lives through music. El Sistema's approach to music education emphasizes intensive ensemble participation from the earliest stages, group learning, peer teaching and a commitment to keeping the joy and fun of music learning and music-making ever-present. Moreover, the CLIL methods will be implemented by the English and Music teachers under the guide of English teachers.We have formed a partnership who are into reaching the objectives:-The project will increase the interest to play music together and at a high level.-It will create a growing interest in communicating with the six countries' students and teachers.-Interest in particularly English will increase.-Interest and curiosity for both the domestic and the other country's cultural treasures will increase.-Music-making together and playing in ensembles will increase.-The use of digital media for communication, to express artistic presentations and information will increase.-Accessibility and Inclusion will increase, based on El Sistema's valuation theory.-Students will start to use ICT(mobile phones and tablets) as education tools inside Kodaly Approach.Teachers will be role models concerning using the technology consciously-Target audience as learner will gain interesting knowledge under the new innovative method(CLIL).-Awareness between various subject(especially English) teachers about having music interest will be created.-The students will organize school and field trips to the local and national music groups,clubs and companies.-The students will learn what kind of social problems that El-Sistema helps to solve.-A new course unit(demo) of Music&English lessons will propose to Education Authority and Major.-Students will prepare Brochures/posters and deliver to the local schools, music centers, municipality, city/town public institutions. Thus it will help to raise the level of awareness.The partner schools have collaboration with other schools from the region and the Symphony Orchestra. The music teachers are will be trained in implementing the Kodály-approach, which has longlasting traditions in the region. For Kodály, folk music was the inspiration, as well as the musical basis, for many of the compositions. Kodály was determined to reform the teaching of music and to make it an integral part of the education of every pupil. The Kodály music education is more philosophy about the role of music in society and in the lives of children, than a ""method"" of music instruction. Further, the aim is to instill within each pupil a love of music based on knowledge and understanding, stemming from first-hand, active music-making experiences, beginning with childhood chants, folk songs, and singing games. In the project, we are planning workshops and conferences for Music and English teachers, also for students and a music festival with the participation of MultiCultural school students in partner country(ies). The students and teachers will experience and see how El Sistema works in host countries, how Kodály is implemented in Music and English Education with the CLIL method in the institutions and they will study authentic folk music and learn folk dances at the Final festival.We also finger another new subject ""music therapy""; uses music, sounds and noises as innovative forms of self-expression to empower the efficiency of the communication with the others. Enforcing personal self-esteem, music therapy becomes also a strong mean to raise awareness about who you are, to look for personal wellbeing and, in consequence, to motivate actions and re-actions in order to address a common benefit.Our project will culminate in one joint concert in Latvia. A DVD and a booklet of best practices will be made about the experiences, to share with other partners. The project will increase the interest to play music together and at a high level in the ensemble, can increase interest in folk music from other countries, and can demonstrate methods to link the different regions of Europe through music."

<< Objectives >>Behavioral disorder, which we define as peer bullying, is common among our students. As project partners, we want to reduce and eliminate this behavioral disorder if possible, to guide our students as soon as possible, to increase the self-confidence of our victim students and to develop the empathy skills of our bullying students and to prepare an innovative guidance action plan and bring them to our schools.<< Implementation >>In our three-partner project, we will make 3 mobility, which will be hosted by each of our partners. In each of these activities, we will consider one of our shortcomings arising from our needs analysis. We will implement student-centered, technology-supported activities. We will also implement a range of inclusive support activities for participants, such as cultural preparation, travel and language support, and insurance procedures. Finally, we will implement an effective dissemination program<< Results >>We expect our project to have the following results;a- Peer bullying problem will decrease considerably in our schools,b- The problem of cyberbullying among our students will be eliminated.c- Self-confidence and empathy skills will develop in our students,d- Our schools will have an effective guidance action plan,e- Our schools will have a strong international cooperation network,f- Our parents will be part of the solution,g- Awareness among our students will increase considerably.

"The European Commission’s Rethinking Education initiative has identified the need ‘to scale-up use of ICT in learning and teaching’ to exploit the opportunities that the digital revolution presents for enhancing education. It calls for innovation, work to define 'how, when and where ICT can be used effectively in pedagogical and assessment approaches’ and activities to support teachers and learners to increase their digital competence. We tried to do our best to ensure the appropriate environment for our students to gain the mentioned targets but we needed to do something in a wider perspective, with a bigger scale. Hence the idea of CODE-E had emerged and nourished from this critical need. We sticked to the goal of ""enhancing the quality and relevance of the learning offer in education, training and youth work by developing new and innovative approaches and supporting the dissemination of best practices"". The partnership that was led by Sarıyer Ortaokulu, formed a Strategic Partnership of pedagogical parties with the aim of further developing, trialling, evaluating and disseminating a novel framework for ‘creating knowledge and solving conceptual problems with the support of digital tools’ (cf. the digital competence of the same name identified in EC DIGCOMP). We have applied the principles and tools for a computing practice that enables educators and learners to collaborate in creating live interactive resources that serve as personal, shareable understandings. Such a practice has been more accessible than conventional computing practices but more expressive and powerful. Its adoption has lead to the online development of open educational resources that can be flexibly modified by educators and learners alike to give support for blending educational practices, combining instruction and construction. The partnership let the project to draw on a unique blend of skills and experience, and to access opportunities through two learning activities. The partner organizations had had a different degree of experience and each country had embeded coding into cirriculums with different aspects of the practice in and out of the classroom, therefore we have used these variety of focal points to enrich the project experience for all the partners and participants. We all utilized the different focal points and exercises that we have applied in different educational environments with different backgrounds. Sarıyer Ortaokulu started with 6 teachers and 30 students in the beginning but in the second year of the project about 180 students received coding classes in 6 different groups after school hours. 12 students joined the LTT activities in 2 different countries but the whole coding club received the training they had received after the LTT visits. This year the coding classes are going on with about 200 hundred students with the support of the parents and the school. The widespread awareness about the advantages of coding literacy has been so fruitful that we plan to keep the classes and enable more and more students have the opportunity to receive same kind of education in a public school which is still exceptionally rare in Turkey. The principal objective of our project was to promote code writing as a relatively new practice that promises to support teachers and learners to create knowledge and solve conceptual problems with the support of digital tools. As the framework had had the potential to address significant objectives, challenges and needs relevant to several fields of education, our proposal was to form a Strategic Partnership covering more than one field. The core activities of the Strategic Partnership was to be and has had been to: • Develop and refine the existing cirriculum and tools, drawing on the pedagogical and technical experiences of our partnership thorough the project activities. We have written our own cirriculum adopting the existing cirriculums to our specific student profiles, needs, trainers’ objectives counting on our three-term teaching experiences with our students. • Apply the cirriculum in some specific educational contexts with a range of learners to explore and test its potential to enhance the teaching of computing/programming and other subjects. We have used our own cirriculum in different subjects with different age group students and test the usabilty and sustainability of the teaching materials that we have prepared and developed them according to our students’ needs. We have produced a report under the light of our experiences. • Refine the framework and tools in light of its application in educational contexts and experimental studies to evaluate the efficacy of the cirriculum and launch it as an open educational resource. We have prepared an open online tutorial in the form of a presentation besides the cirriculum under the light of our teaching experiences and released them in the website of the project and Project Results Platform."

In all partner countries - Poland, Bulgaria, Italy, Lithuania, Turkey, Greece - there is an increase in the number of students with special educational needs, manifesting various educational problems. The reasons for this are similar in all schools. Unemployment of parents, low material status, low level of education of both parents or mothers, broken, incomplete or patchwork families, parents working abroad or returning from abroad, parents working many hours per a day, children of foreign nationalities. All this prompted us to pay attention to these children and their families, to facilitate their adaptation, to give equal opportunities to prevent dropping out of school. Therefore, we propose to implement an educational project at an international level, thanks to which we can promote inclusive and intercultural education through the exchange of good practices. We will create a support system that will be available to everyone, at school and at home, regardless of their status or place of residence. Project activities are designed to teach, convince teachers, students and parents to use the digital resources of the school platform. During the project, each school will sign-up a profile on the platform and publish several examples of educational films on it. While in the following years, the platform will be filled with subsequent films, until a full set of films is obtained - educational aids in every subject and at every educational level of the school. During meetings held in every partner countries, teacher trainings about how to use platform, film editing, choosing the right teaching methods, discussions about the problems described in the project will be held, as well as conferences with teachers and parents from other schools in a given country to encourage them to create their own profile on the platform and use it in the future, to promote activities in the project, and talks with specialists will be held to improve the platform's operations as well.

"PISA (Program for International Student Assessment) carried out by a consortium overseen by the OECD (Organisation for Economic Cooperation and Development) is the largest international test of students' skills in the world including mathematics as one of the basics of teaching level assessment where Poland is on the 18th position among the countries studied and needs innovation to improve this position. According to the report ""Teaching Mathematics in Primary School"" of the Educational Research Institute in Warsaw, although the syllabus is an important condition for high quality mathematics teaching, it is not sufficient and the substantive and methodical skills of teachers and the quality of teaching aids play an equally important role. This research also revealed the lack of comfortable mastering mathematics teaching methods among teachers and the adoption of concepts compatible in every detail with a textbook without a creative approach to the use of mathematics in the students’ daily life.In response to this situation, within the project ""MathemaTIKs for Primary School teachers"" we will develop innovative tools and methods to facilitate the teaching of mathematics in a motivational manner, allowing to balance the development of accounting and algorithmic skills with developing creative reasoning skills not only in our country, but also at the level of the entire European community.In order to achieve this, three members of our Strategic Partnership, Polish Primary School Klasyk in Puławy, Latvian Primary School Skibes and Spanish non-governmental organisation PASOS will conduct research and training in teaching methods and best practices promoting effective education in our countries and facilitating the achievement of intellectual outputs (book, short didactic films and e-learning platform).The study visits will take place in Poland, Latvia and Spain, and the intellectual outputs will document the results of our work and ensure the availability of developed methods and tools for all interested teachers. In order to properly implement the ""MathemaTIKs"" project, we have also planned 3 international project meetings: Kick off, an intermediate meeting and an evaluation meeting, and three multiplier events, one in each of the partner countries.We expect that the project will help to improve the quality of mathematics teachers' work in primary schools, and, therefore, the process of acquiring knowledge among the students. Teachers participating directly in the project will increase their ability to carry out research, introduce innovation, create teaching materials and improve their language skills which will also improve their ability to work in an international environment.Through an invitation to participate in the study visits issued to other educational institutions and local and regional organisms, the Strategic Partnership will strengthen its international network of contacts which will allow the project to have an increased impact and enrich it significantly. Our European activity will also improve and result in the promotion of further development and implementation of Erasmus + projects aimed at introducing innovative improvements in the teaching system."