<< Objectives >>1. Improving the socio-emotional state of several 200 students by getting involved in outdoor learning activities, Outdoor Education, during 01.03.2022- 01.03.2023.2. Developing the outdoor teaching skills of the 8 teachers from the 2 partner organizations through job-shadowing activities until 01.03.2023.3. Increasing the number of non-formal activities used in the formal education framework proposed at the school level in at least 4-5 subjects until 01.03.2023.<< Implementation >>1. Project Management2. Transnational Project Activity- host country: Romania3. Transnational Learning Activity 1- host country- Turkey4. Transnational Learning Activity 2- host country - Romania5. Local Activity 1- parallel activities in both countries6. Local Activity 2-parallel activities in both countries7. Local Activity 3-parallel activities in the partner countries8. Outdoor Fun for School Activity- digital and printed guide9. Dissemination Activity- host country-Turkey<< Results >>Tangible results:- Outdoor fun for school progress-guide to outdoor learning activities: activity name, description/rules, number of participants, resources, physical and social skills developed-project Facebook pageIntangible results:- Increased motivation and positive attitude for learning and participation among students-Social, communication, and cooperation skills between students-Skilled teachers with outdoor teaching techniques-Diversified non-formal activities at the school level

United In DiversityAt the elementary school in the town of Allerheiligen im Mürztal (Austria), the majority of all students with a migration background originate from Romania. At the Scoala Ginmanziala no.1 Tileagd (Romania), children from three ethnic groups have lessons in three different languages.The aim of this project is to strengthen their self-worth and awareness that the cultural variety in Europe is conceived as an enormous benefit and opportunity. At the participating schools, a total of 721 students are educated.20 of these kids as well as 8 teachers will visit the partner schools.The other students and teachers get the opportunity to contribute in a joint artistic project.The following activities will be implemented: Job shadowing and exchange meeting, student exchange with joint preparations for a performance at a public cultural event, documentation in the form of a music video as well as shared concept development and production.After a planning meeting, artistic contributions will be prepared in the partner schools (songs, dances). The contributions will be coordinated shortly before the public performance. In addition, a joint intercultural highlight of this event will be elaborated. The accumulated photo and video material will be used for making a music video.We expect increased interest in Europe’s cultural variety, greater acceptance of different forms of expression of different cultural identities and augmented appreciation of people’s own cultural origins.In the long term, the partnerships of these two schools as well as other schools across Europe will continue to open the doors to our classrooms, widen our perspectives and make intercultural learning a hands-on reality.

We came from a deficit of healthy habits in physical exercise and food to which added a considerable improvement in the use of ICT, as well as promoting the cultural heritage of certain areas that had a lack of ideas for this, these have been our workhorses to work in the project partners. For this, a multitude of activities have been carried out, although it culminated with the star activity of the project which combined all of them, such as the installation of the trail with panels during the tour with QR codes promoting cultural heritage whose inauguration was attended by the mayor, councilors, representatives of the teachers, students, families, etc., which remained. PHASES AND ACTIVITIES. 1.Data collection & analysis. Questionnaires were used in different educational centers as well as in middle primary levels, data collection of physical exercises with digital bracelets. 2.Results Analysis. Based on these data and advised by the Doctor of the University of Almería Pedro José González, who guided and advised us both in person and online on how to intervene. 3.Involvement. We have carried out different fields of intervention, carrying out sports leagues with the participation of the entire city and ages, implanted extracurricular activities in our educational centers which were deficient or with a very poor offer, food workshops with students and families, healthy breakfasts in all the stages of the school, we implement the healthy kilometer by walking every day for 15 minutes at the beginning of the school day. we visited professional clubs so we started from the beginning of the project we had to request permits, measure trails, design posters, create QRs, study the cultural heritage of the area as well as the trail route. 4.Mid-term evaluation of the activities which have been put into practice and also implement a plan to disseminate the activities . Halfway through the project we evaluated the sports activities that were implemented through attendance records and user surveys as well as improving and continuing those that were successful, for this we carried out a pooling between partners to exchange experiences, data and results and build between everybody. As in the visit to Krakow, we were able to see and enjoy the trail in this city. 5.Correction & valuation adjustment of initial actions according to the degree of achievement of the main targets. In this phase is when the coronavirus broke out, so some activities had to be reduced in participants, we could not take samples in other centers so we had to adapt to the new measures and standards of the world. Therefore, the initial results with the final ones have only been able to be compared with the students of our center since we could not put the bracelets on children from other centers, Although we were able to complete the questionnaires at all levels and centers that were carried out at the beginning of the project. 6.Global evaluation, and publicity & promotional tools to maximize impact. One of the obsessions of our project, being two new centers such as Spanish and Polish in Erasmus +, was the impact and dissemination of the project in our environment, for that we established forms and times in a dissemination plan.Regarding the impact, from the beginning, data collection on nutrition and physical activity was carried out with two nearby educational centers, which is why it has been possible to implement these forms of measurement as well as joint sports activities between centers, sports extracurricular activities have been implemented as well as workshops food for students and families of the centers. We have worked continuously with the teaching center during the life of the project, helping us in the dissemination of the project, as well as at the end of it we were proposed to carry out training for teachers of ICT tools for the measurement and control of eating habits and physical exercise from of the experience with this Erasmus project. In addition, the number of teachers in each center that uses E-Twinning has increased since most of them were unaware of it, establishing online relationships with more European centers as well as raising awareness from the institution to open the center to Europa a department for erasmus and internationalization has been created in each center.Regarding the dissemination of the project, many different ways have been played to reach as many people as better, from relationships with sports clubs having references in their social networks with a great impact in the media as well as different programs on local televisions, visits to national radio studios with local programs. As well as making radio and TV programs in the center itself open to the entire city. Just as an agreement has been reached to carry out a Teaching Unit in work teams in the area with all the educational centers in the area and make a joint day of coexistence.

"The concept of transdisciplinarity was introduced in the early 1970s by Swiss psychologist and epistemologist Jean Piaget at a conference on interdisciplinary education. Piaget, the theorist of the first systematic study on cognitive development in children, described transdisciplinarity as ""a superior stage of interdisciplinarity, which would not only cover interactions and reciprocity between specialized research areas but would place these relationships in a complete system without firm boundaries between disciplines ""(Piaget, 1972, p. 138). In the same conference, astrophysicist Erich Jantsch led Piaget's insight, claiming that transdisciplinarity is the most abstract synthesis of disciplines, overcoming multidisciplinarity, and interdisciplinarity. More precisely, Erich Jantsch defined transdisciplinarity as the ""coordination of all disciplines and inter-disciplines in education and innovation systems"". (Http://jrp.icaap.org/index.php/jrp/article/view/510/412). Although the terms transdisciplinarity and transdisciplinary (which cross the disciplinary boundaries) infiltrated the language of admiration from those years, the concept was theorized and brought to international attention only in the mid-90s by the Roman physicist and philosopher established in France, Basarab Nicolescu. ""Transdisciplinarity concerns - as the"" trans ""prefix indicates - what is at the same time between disciplines, and within different disciplines, and beyond any discipline. Its finality is the understanding of the present world, one of its imperatives being the unity of knowledge, ""Nicolescu wrote in Transdisciplinarity. Manifesto published at Editions Du Rocher in 1996 and translated from over 10 languages. The IMPROVE project is addressed to students and teachers in our school , who want to improve their means of learning, to learn new things in order to adapt to our educational system which in the last years demanded a trans disciplinary and intercultural approach. Studies show that boys are bored in school resulting in lower achievement of basic skills among them. IMPROVE, will use a new and innovative approach to teaching basic skills in grades 1-4, by incorporating arts, nature and sustainable development, cultural heritage and IT, into the teaching activities. By using a thematic approach and practical activities, IMPROVE will give teachers an opportunity to teach skills using the local environment of each school as well as different subject areas as a source for learning and linking them to different themes these young pupils are interested in. The main objective of the project is to develop their creative and imaginative thinking, using the local resources, but also to learn through interaction with foreign students and teachers, to improve their basic skills which are a foundation for developing key competences for all on a lifelong learning basis. Creating experiences based on investigation, research, interaction and cooperation designed to encourage students to think for themselves, to understand the complexity of the global world, and to act in solidarity with the nature and future generations to produce a living future. Creating a culture of experimentation and collaboration that inspires lifelong learning, critical thinking, curiosity, community, inclusiveness, and sustainability."

"<< Objectives >>""Green bridge for future"" represents a learning journey by which we want to develop to the students and teachers from the three partner schools a sustainable behavior, the ability to explore responsibly the local natural and cultural heritage, create European collaboration activities based on the three pillars of sustainable development and increase students' ability to use technology, English language and their creativity by the end of 18 months of project.<< Implementation >>To achieve the objectives proposed we are going to implement specific activities such as:an eTwinning project to learn about climate changes and environmental problems, to have collaborative activities before the mobilities, experiential learning activities in transnational mobilities in each partner country such as visiting a national reserve, workshop with environmentalist associations and with local scouts, practical green activities, adopt/create green spaces,exploring the cultural heritage.<< Results >>At the end of this amazing journey of knowledge we expect to have several tangible and intangible results such as: brochure (good practice examples of green activities), learning curriculum - optional course ""Sustainable communities - Education for future"", adopt a park (green space) near the school and organize green spaces in and around the schools, development of new competences, the learning experiences, the good practice exchange, the transnational friendships."