The idea of creating this project is to make our students aware of the rapidly increasing consumption tendencies. We need to take precautions today so that our scarce resources can’t supply our unlimited needs more and we need to educate our students in the direction of consumption tendencies. With eTwinning platform and discussion that we started with our previous partners, we noticed that the students at secondary school level weren’t sensitive about saving as they were in the changing technological era and that the consumption on the internet and they reflected them to the real life. Our project topic is one of the most important problems of our partners and the world we live in. We have determined our priority work that the environment which we live in should be left untouched to the future. Although the creation of environmental awareness has been given as a course, we have seen that our children can’t provide learning, that permanent behaviors don’t occur, they aren’t applied as life skills. In order to make these behaviors practicable in real life, we have determined that we will raise awareness when we carry out awareness studies with students and their families. In partnership with the students, their parents will also take part actively in the project. Families will see their consumption tendencies and will be able to convert this consumption tendencies to the saving. We will especially increase awareness of electricity, water and ecological consumption. We will be able to take precautions today by identifying the harm which is given to the nature by families with their consumption tendencies. If our students are educated with a tendency of consciously consume at a young age, they will use it in their future lives so we will have the chance to protect our rapidly depleted resources. As a result of carbon, water, and ecological footprint calculation, we will calculate the tree which needs to plant by each student (family) and then we’ll plant them. We will minimize the carbon, water and ecological footprint of our students and their families. We will create a project forest where our partners are located. We’ll give water, renewable energy and ecological saving education to our students and their families. Our partnership is formed from secondary school level students. For the reason that we will calculate the carbon, water and ecological footprint during our project, our families who are in different income levels will be an indispensable part of the project. We will get help from families during our footprint calculation. Raising awareness of our students about consumption, determining the consumption tendencies of their families and providing saving training and budget management training will enable efficient use of scarce resources. In partnership with the students, their parents will also play an active role in the project.We’ve created our project according to the 3R rule.REUSE: We will increase awareness of how to reuse waste that can be reused in school and at home. We will organize campaigns for reuse throughout the project. For example (waste collection, waste oil collection, waste paper collection)REDUCE: We will work on determining and reducing consumption tendencies of students and families of partner schools.RECYCLE: We will raise awareness about recycling. During the project, we will work together with the local administrations in the areas where the schools are located and we will carry out activities on the collection and recycling of wastes.Our project will be carried out transnational. Our students will have chance to see the consumption and saving tendencies of their peers and their families in different age groups in different countries. They will be able to see that environmental problems aren’t only a problem of their own country.Transnational mobility will increase the motivation of our students, improve their language and they will have the opportunity to learn by living in different cultures. Students from different countries will conduct workshops where they will produce models and prototypes of renewable energy resources with group work in transnational meetings. Renewable energy models made by students will be offered to the local community to raise awareness for the project position and to increase the visibility of the project. In our transnational mobility for our project, we will plant amount of trees with the students and local people that need to be planted according to the carbon footprint. The meeting will be held for activities in which students will work together in all partner countries. The project will be carried out transnational so that students can work together on global warming, environmental problems and proposals for solutions for them.

<< Objectives >>We want to develop international network and establish transfrontier cooperation through the implementation of several activities that will allow to help those students that never went abroad, so we will contribute to break down geographic barriers. At the same time, we want to integrate the ICT Web 2.0 tools in their learning process because they will have more proficiency in the labor market, according to several national and european studies.<< Implementation >>We will made some mobilities (already discriminated for each partner) with the possibility of working different languages/fields:- digital and media ones (in Turkey);- musical and arts (in Italy);- drama/theater and litterature (considered Arts/Humanities, also) , in Portugal. We can say that we will implement the basic and the most important educational structure to improve the sucess of all students involved in this project.<< Results >>About the expected results, we pretend to see the continuos improvement of our students in their learning process during the development of this project and after its implementation.As final results, we want to make a digital book about school inclusion.

Because of the growing of the unemployment rate and consequent number of disadvantaged families, and of the growing number of foreign families it is stressed the need to make the school a place where to prevent disease, building a confidential and collaborative mood, enhance the students' resources in order to avoid early school leaving; In this context we think that our project can meet these needs because it provides also the implementation of creativity, of activities and subjects and of the awareness to be part of the European community, in adition to the innovation of teaching. This project consists of the cooperation of five countries and it is aimed to realize an Erasmus Plus CHOIR AND ORCHESTRA . All the schools have already an experience of partnerships and most of them already worked together. As a matter of facts, the project was precisely outlined thanks to a previous experience of the partners. 16 students from the partner countries travelled abroad to realize the choir and orchestra concerts. Groups of students of each school were involved in the project without participating actively in the students mobility. There have been around 500 students involved in the partnership. The partners have chosen the songs and the pupils started to produce materials. These songs were performed in three the international concerts in Poland, Portugal and Italy.The students discussed themes, played the music, researched info about authors, biography, curiosity, music genre, etc. Some of them met their pairs during students’ mobilities and the concerts. Other outcomes and result were a “songbook” , a music vocabulary , an online song dictionary, a virtual music museum, a project calendar. As far as the songbook is concerned, we put in some info of each song, the score and some activities or games related to the songs. The arrangements were done by our music teachers except for the score of the songs played in the concert of Portugal, because in that occasion the Portuguese team provided a band composed by their students, so in the songbook the most part is arranged by our teams and only a short part is taken from the internet ( only regarding the music score). Other teaching materials have been published it is important to underline thet also the competences were implemented like English language, ICT, music and European citizenship ones. We have produced score and arrangementfor all the songs of the concerts, by the music project team. During the pandemic we have found a different way to cooperate and to sing together online through specific software that allowed to edit more videos in an unique one. So we have some multiscreen songs. The last mobility was vitual as so as the last concert that was supposed to be in Czech Republic. We edited 5 songs, were all the partner took part, playing instruments and singing. There was a continuous action of preparation and evaluation of the materials, and the analysis of the results covered all the aspects: process, outcomes, digital competence, language competence and European competence. The impact on the students was really positive because they implemented also emotional competences and other capabilities concerning life-competences such as supporting cooperation, integration and contribution to mutual respect. Teachers have benefit of the activity because they could innovate their teaching. Also the virtual mobility was an authentic experience made in international context because all the participants had to be in touch and to prepare their tasks, cooperating , playing and singing in distance as if they were together. The students felt to be be part of an educational and inclusive project . All the activities, documents, learning/teaching materials are published in the project website, twinspace, facebook page and Erasmus + Project result platform.

"Project ""Educating hearts"" aims to highten social inclusion in participating schools and their local communities. To achieve project objectives, we've build a partnership on the eTwinning platform, with a goal of resolving the issues that we've faced in our regular work, that we've found ourself insuficiently equipped to deal with. With this project we will be able to bring the subject of social inclusion to our students and classrooms, and we'll also do it by showcasing how the transnational cooperation looks like in practice, by setting up multiple short-term pupils exchages. Our main goal in the project is to teach participants about gender equality, social, racial, cultural and religious tolerance, as well as various other forms of social inclusion, like inclusion of people with disabilities or people of old age. We want our participants to understand our shared values, which will also allow us to teach them more about the importance of cherishing our shared European heritage. While doing that, our participants will also improve their more tangible skills: english language and ICT. With that in mind, our methodology for the project is simple: we want our participants to learn various aspects of tolerance in the process known as ""learning by doing"". That's why mobilities and their workshops are so crucial to the project: they are the only option we have for showing our students how true multinational cooperation looks like. Project mobilities include 5 short-term mobilities of pupils and 1 mobility for joint staff. Staff mobility revolves around preparation for project activities and aims to boost both creative methods fo participating staff and their evaluation methods regarding informal education, in essence equipping them with more educational methods for both project use and regular school work. Pupils mobilities will be proceeded by preparation by all participating organiations: sending organisations will create extracurricular classes for the pupils participating in the mobility (boosting their language skills), while hosting organisation will involve their local participants in creation of activity program. Main criteria of participating in short term mobilities as a pupil will depend on three factors: 1. Fluency in english language; 2. Emotional development (judged by school staff: teachers, councelors and psychologists); 3. Level of engagement in the activities taking place on the eTwinning platform. With those criteria in mind, we plan our participants to be between 10 to 14 years old, with englishlanguage fluency ranging from levels A1 to A2. Of course pupils that won't be able to participate in short term mobilities won't be excluded from the project, quite the opposite: they will be more heavily involved in project activities taking place at their local schools. During mobilities, every participating school will present slightly different set of activities, every one revolving around subject matter. However, all participants are bound by the General Policy - set of mandatory activities, that they have to include in their program. General Policy consists of 4 sections: 1. ""Life where I'm from"" Opens the context of cultural differences and similarities 2. What we share > what makes us different. Understanding that we all share common goals and dreams, and have the same daily and social needs. 3. What makes us equal? Learning importance of seing ""another"" as different form of ""self"". 4. Shared European values: cornerstone of our future. Deepening understanding of European values, benefits of extended dialogue, importance of shared ideas and multinational communities.With that in mind, every participating organisation took upon itself expanding upon subject matter by embracing different topics and methods: Portugal - Social Inclusion Turkey - Gender equality Lithuania - Inclusion of people with disabilities Croatia - Cultural tolerance Poland - European values Thanks to this and General Policy, we can ensure that all mobilities can stay equally educative, while beoing slightly different in execution.As a result of our project, we expect to: - increase social skills, language skills and ICT skills of our pupils; - deepen the understanding of different points of view among pupils and those that surround them; - strengthen the sense of shared, common purpose of peaceful coexistence; - improve understanding of goals that drive modern European thought; - stimulate creativity of our pupils; - increase competences (skills and knowledge) of participating school staff (teachers, school councelors and school psychologists) in regards to informal education, incentivising creativity and laying foundation for more active and well-informed participation in Erasmus+ projects in the future; - decrease"

Under the ERASMUS project , and according to the relevant European laws working for cultural openness , mobility of students or professional exchange around common skills, but also the identification of students with special educational needs , the proposed project develops a partnership in the framework of Inclusive School.As such, the project participants will be diverse students in a regular school or most appropriate , teams of teachers or members of the school community involved in the inclusion in all its forms.The organizations participating in the project are also numerous:3 secundary schools and an association of support for the insertion and professional inclusion of all public.Create documentaries highlighting the major historical , architectural and economic elements of a city , region , work around these achievements and as a tool for linguistic and cultural promotion will better identify themselves as belonging to a European community , exchanging around innovative practices , focusing in particular on the control of ICT , developing a cultural openness. Here are the major themes of this partnership.Interactive communication tools will reinforce these objectives and will maintain regular collaborative communication and produce an adjusted concerted and honest evaluation .The impact of this partnership has allowed preparing for, beyond the enrichment of a national curriculum , to access to different types of training ( professional for some, academics to others) to take awareness of European citizenship , without denying the particularities of each culture and of each targetted public.We have noticed an acceleration in the learning of the English language through ICT, a better mastering of communication tools and a different, more positive view on students, whatever their particularities.