"'My World - Your World - Our World' Due to many modern world challenges ,as a partnership, we have decided that our main motivation for this project will to develop outdoor learning opportunities for our students. In line with national and International guidelines we have a joint understanding about the importance of outdoor activities within the educational setting.We plan to awaken our student's curiosity and desire about the world around them. We aim to:develop their understanding of local and global Eco Issues, so that they can make a difference within their local community and beyond.develop the student's knowledge and understanding about environmental issues in the modern world,so that they can develop their own answers to problems that the modern world faces.As many students don't feel a responsibility towards the environment and the world around them, we aim to change this attitude within our schools.As we are aiming for a whole school approach with the provision that will be developed, we will reach out to over 1000 students across the 5 participating schools - 2 schools from Wales, 2 schools from Romania and 1 school from Spain.At least 3 teachers from each school will participate in the proposed 5 visits across the 2 year timescale.These visits will be an excellent professional development opportunity for the participants.They will:Share good practiceDevelop ideas.Develop long and short term plans.We have decided to focus on 4 main learning areas during this project:1. My World / Your World - where the students Introduce their world (outside my window)to the other participating students2. Develop outdoor learning areas within each school, which will develop the students basic skills.Explore RRR - Reduce, Reuse and Recycle - within the outdoor learning areas.3. Develop the concept of 'Beach School' or 'Forest School' within each school - dependant on landscape. 4. Develop each school to be and Eco School. Making a difference locally and globally by becoming confident, responsible change ""agents"".Each school coordinator will be responsible for implementing the activities within their schools, however there will be consistent collaboration via our ELearning Platform /Email contact. We also aim to use Facebook / Skype to ensure as many communication opportunities as possible. The 5 planned visits - one visit to each participating school - will ease the planning and evaluation processes.This project will have a long lasting effect on the outdoor education provision that each school can offer in the long term, as the learning areas will be developing continuously. This partnership will ensure that future learners engage in high quality activities within established outdoor learning areas. Sharing expertise within each school will also encourage further collaboration and developments.As all schools aim to fully engage with the wider learning community, this will also ensure that a long lasting successful relationship is established locally and across Europe. These partnerships will encourage further developments and learning opportunities.The main impact of this project will be the effect on our students as they become independent, confident, global citizens - who care for the world round them."

“Between the Blue and the Green: an environmental study to assure our future” is a venture in which 5 partner schools from Greece, Turkey, The UK, Romania and Spain take part in order to raise awareness of students about ecological issues and improve their insight through creative educating and learning techniques including seeking, showing, encountering, examining, delivering, working together and imparting.The partner schools might want to accomplish this fundamental objective through these targets:- upgrading students' learning and awareness about natural issues- spurring students to think broadly and in depth and be dynamic- urging students to learn a new language with specific accentuation on English and improve their communication abilities in this language- advancing the combination of new techniques, for example, Personalized and Adaptive Learning, Digital Story Telling, Video-Based Learning, Gamification and Project-Based Learning and receiving them to the accomplice schools curricular so as to improve the quality and viability of them.- advancing Content and Language Integrated Learning in the field of Environmental Education.- improving the dimension of key capabilities and abilities in ICT and computerized devices.- creating resilience, dynamic citizenship, the capacity to handle the social and etymological obstructions- giving a European dimension to education and schools- improving instructors' information and experience. All five partner schools in the venture experience comparable necessities to build up their students familiarity with natural issues, for example, environmental change, pollution, access to food and water for all, reusing, deforestation, endangered species, urban spread, over population and endeavor to manage them from early ages.The students from 3-12 will be the primary target and they will be in the focal point of all phases of the venture aside from conferences where the educators and other adult members will be regulating the project.In the venture, the partners chose to share real duties as below.General subjects with nations' duties:GR - Personalized and Adaptive Learning-Climate ChangeRO - Gamification-PollutionTR - Video-Based Learning-Lack of Energy Sources, RecyclingES - Digital Story Telling-Deforestation, Endangered SpeciesThe UK - Project-Based Learning-Urban Sprawl, Over PopulationNormal items:- An undertaking site- E-twinning undertaking space- An e-booklet of Innovative Strategies with exercise designs and real models from each partner school- A collection of valid photographs of urban spread from each partner nation- An e-booklet of endangered species- A computerized story book on deforestation and endangered species- A database for made computer games- An e-booklet of the worldwide and neighborhood NGOs working for conditionEvery one of the students of each partner school are the primary target of the venture. Since they are too young to even think about traveling abroad, they won’t take part in the face-to face conferences yet roughly 400 students will be influenced by taking part in local learning activities and eTwininng virtual conferences.The venture's results and yields have a moving and successful potential. The undertaking's items will be accessible both on the task's site and furthermore on the other schools' sites. The site will be accessible even after the venture closes. All materials will be accessible and could be utilized in any European school.On account of the serious instructing learning process, the members will have better information and experience, expanded abilities, improved awareness on ecological issues, better language aptitudes, better capabilities, for example, critical thinking and basic reasoning and every one of these accomplishments will keep on developing.A high success rate in encouraging quality and a European dimension is by all accounts the conspicuous consequences of this venture.

Since the year 2018 has been declared as The European Year of Cultural Heritage we created a project to bring more attention into the matter. Our heritage is very important in shaping the future of Europe. This is an important reason why we must introduce children from an early age to the country's heritage and to encourage them to learn more about other countries. It is very important that children are not only aware of their state culture, history, geography, customs and traditions, but also other countries. We must strive to disseminate more information about our country to others. The main idea of the project wasto make children aged 3-7 years aware of the uniqueness of their country, at the same time to finding common issues and strategies for preserving UNESCO's monuments, the European cultural heritage. The goal was to promote international cultural communication of children and teachers in educational institutions of different countries and to improve the English language skills by introducing the latest technologies, expanding the understanding of school communities about the cultural heritage of their country and other countries, and the cultural differences and similarities between countries. The project was divided into 6 sub-projects. WHAT I KNOW ABOUT MY COUNTRY, FOLK SONGS, TALES AND DANCES, A TRADITIONAL COSTUME-THE COUNTRY'S MOST BEAUTIFUL ROBE, CUSTOMS, TRADITIONS AND NATIONAL DISHES, WHAT A BEAUTIFUL AND TINY HOMELAND, MY CONTRIBUTION TO THE COUNTRY. Three target groups were:children aged 3-7 years; teachers and other staff; school and community members. All the participants had to carry out specific activities included in the project activity plan. Since the project involved 3-7 year old, and they are too young to go on learning visits, we decided that only teachers will be attending learning visits. 6 exchange visits have been planned in each partner country. Each learning visit defined the topic, the objectives of the visit and what general and professional competencies the participants will improve. The following themes were included and developed: The use of ICT in the project activities; Innovative methods of teaching inspiring pupils' interest and learning motivation; The use of interactive and creative methods in the process of the project activities; Differentiation and personalization of the tasks and activities of the project;Development of children's emotional intelligence in the project activities; the use of theater and play method educating preschoolers. Our last visit to Estonia, to learn more about the use of theater and play in preschooler education happened virtually due to COVID-19, but nonetheless we still achieved our goal and learned about theater. The IMPACT of the project on children - they improved their linguistic competences, raised motivation for learning, enhanced their knowledge and skills, improved their self-esteem, increased their willingness to learn more about their country, and also other countries. Children became real European citizens. The impact of the project on TEACHERS- the development of teacher leadership and personal development, innovation, innovative approaches were increased. Teachers developed teaching methods related to ICT teaching as well as competencies of pedagogy and didactics, management of methods, organization of activities; all these competencies contributed to the sustainable management of the institution, improvement of the quality of education and implementation of strategic goals. Teachers broaden their knowledge of the diversity of education systems in Europe, improved their linguistic competences, compared and discussed achievements and challenges with colleagues from other organizations, thus improving the quality of work. The sharing of good practices, teaching aids and activities developed and implemented through the project will strengthen the authority of the school among the country's institutions of comprehensive education. PROJECT PARTNERS- gained valuable experience in implementing international projects, establish close contact with international partners, which allowed them to create new projects and use the products created. The impact of the project on A SCHOOL AS AN ORGANIZATION- The school became more dynamic and receptive to change. The school supports initiatives, innovation, cooperation with foreign partners. The European dimension of the institution increased, good practices were be shared across Europe. The impact of the project on SCHOOL COMMUNITY- the school-parent relationship improved, school cooperation with the local community enhanced. After completion of the project, the products created are now used in the educational process and are promoted among educational institutions of the countries. The developed training aids and all the resources collected are beneficial to introducing students to cultural heritage. After the project, teachers are still cooperating with partner countries.

"The objective of the project is to support inclusion though sensory integration of all children through: educational sessions including literacy, outdoor education and considering the capacity of creativity and a well organised learning environment. Schools today are supposed to be including and open for everyone. As such there are a variety of children coming from different backgrounds and with different needs and experiences including children in need of special support (f. ex. children with disabilities, children from disadvantaged socio-economic backgrounds or children from a migrant background). A lifelong learning takes place starting with the foetus in the womb through our senses. We learn and create an understanding of the world through touch, smell, sight, taste and hearing. It is also important that our sensory systems connected to vestibular senses, expropriation and interception are developed. The aim of this project would not be developing specialised therapy for children diagnosed with Sensory Processing Disorder (SPD). The aim would be to develop an understanding among teachers and working methods on how to explore and develop the different senses to benefit all children. Keeping in mind that working with senses is so important for the whole development of the child, in a physical, psychological and educational context, present preschool teachers with an unique task of organising the education and the environment so that the child might experience various senses throughout the day. In play, whether the child works individually or in a group of children, during indoor or outdoor activities – every situation has the potential of important learning opportunities. The child becomes more integrated within the world of senses and more prepared for further cognitive processes here in our preschools, in future education and in life.There are five preschools participating in this project. They are Gefnarborg in Iceland, Grădinita cu program prelungit nr.1 in Romania, Dječji vrtić Vrbovechis in Croatia, Katarina Barnstugeförening in Sweden and Nipiagogeio Karterou in Greece.This project is an action research where the participating preschools use pedagogical documentations as a tool of assessment, discussion, exchange of ideas and educational development evolving inclusion through sensory integration within their preschools. The project would last for two years, dividing the two years into three time periods focusing on different perspectives:1.time period, lasting from the 1st of September 2020 - 28th of February 2021: Sensory integration through educational sessions including literacy.2.time period, lasting from the 1st of Mars 2021 – 31st of October 2021: Sensory integration through outdoor education. 3.time period, lasting from the 1st of November 2022 – 31st of August 2022. Sensory integration through creativity and a well organised environment.Each time period would include:- 1 or 2 learning, teaching, training activities in each participating country offering activities connected to the focus area of the time period. The activities last for 5 days and include job shadowing the daily work in the preschools, presentations, workshops, study visits, courses or cultural explorations. The purpose of the activities are to share ideas and working practices as well as having an opportunity to discuss questions and different aspects discovered through the project work within the schools. - Learning communities, were parents are invited to participate on at least three occasions in ""learning communities"" depending on the topic of the time periods. The children will be divided into small groups solving different activities planned by the teachers while volunteers (parents) help out at the different stations. - An ongoing eTwinning project concerning certain topics involving the children on a practical level into the project. Thus teachers are able to transform theory into practice as the activities in the eTwinning project will be based upon what they learned and experienced during the learning, teaching and training activities.The project promote a professional learning community as teachers discuss and create an understanding on how to implement, develop and promote sensory integration with the children to support their physical, mental and social development. We expect that by the end of the project the participating schools will consist of cohesive, professional teams that feel motivated and have the tools to continue their professional development within their schools."

"<< Objectives >>G.Re.EN ""has the following objectives: to encourage the exchange between all partners of best practices in the design of outdor activities; to create a guide for educators with activities to be carried out outdoors with children in the age group 0-6 ; - improve the quality of education given to children from a very young age, enriching it with experiences in nature; raise awareness among parents so that they promote environmental education among their children<< Implementation >>The project foresees the realization of 3 didactic modules that will flow into a final guide containing innovative activities to educate children to live in nature and to respect it. The modules will be elaborated with the contribution of all partners and will be tested in a final transnational mobility. The guide will be disseminated and made known through 8 project dissemination events<< Results >>G.Re.E.N. provides for the achievement of tangible (didactic guide) and intangible results which will be substantiated in a greater ability of educators to carry out activities in contact with nature to be included within defined educational projects, greater attention of parents to the environmental education of children , children who will be able to develop greater creative and psychomotor skills."