The idea of project is to sensitize students to current ecological problems of the local environment and also to make observations showing that problems, observed locally have an enormous influence on the world around us, our health and wellbeing as well as cause climatic changes. Partners in this project want to promote sustainable attitudes - ecological and economic actions to ensure comparable or better living conditions for present and future generations of our society. Giving the project an international dimension will bring a multiplicate result in the perception of environmental issues partners are planning to deal with and even by creating more environmentally aware citizens this consciousness will go beyond the scope of the project. The idea is to allow for a comparison of environmental problems and solutions applied in its protection in various geographic regions from places located at the seashore of the Mediterranean as well as the Atlantic Ocean, but also from an inland city and a village. The project is divided into six stages dealing with certain environmental problems, each related to the expertise and possibilities of a particular partner as described in their project motivation section. 1.Excessive environment exploitation – RO2.Black and green energy. Recycling and plastic packaging – PL3.Plastic pollution (the Mediterranean) – GR4.Water scarcity and tourism pollution – ES 5.Green areas and water pollution (Atlantic Ocean) – PT6.Food production, consumption and wasting – TRDuring local work partners will gather necessary information about the problems that appear or are being resolved in their regions. Together with photos or videos taken locally it will be shown during the following LTTs and will be further discussed in panels organised by their hosts. Each partner proposes a variety of activities allowing for comparison of the analysed issues as well as exposing certain environmental problems. Debates, visits and other activities will also be attempts to resolve the problems. They will also teach and develop our students and teachers skills within STEAM subjects including ICTs, which are a part of 21st century skills as well as create environmentally aware European and global citizens feeling the responsibility for the nature and for humans’ health. Partners agreed to have Eco garden within their premises. which would both expose the need for having a healthy and environmentally friendly piece of land as well as involve students and teachers at work on its maintenance. All activities will be carried out in English as the project language, which will also improve of its level among the students. It will also increase their social skills and allow for better understanding of our cultures.During local work and later in LTTs partners will teach the students about environmental changes, their reasons, actions, methodologies and techniques applied in recycling, environment protection. They will also teach ICT and presentation skills necessary for the project. That will also improve teachers' pedagogical skills. Each LTT will include a photo contest for pictures promoting some environmental ideas or solutions applied in the visited countries. After a mobility all partners will organise an exhibition promoting environmental actions undertaken in the visited country and results of the photo contest. All partners will also promote their environmental actions and share products within the project space at eTwinning, which will involve a wider group of students. Those activities are also expected to generate increase in motivation and interest in learning languages, ICTs among the participating students and the published materials might have a wider influence beyond the project. Each project stage will be followed with its results sharing and dissemination according to national plans.This project will also bring the schools recognition as leaders at environmental activities as well as they will gain a meaningful experience in Erasmus+ and eTwinning projects. Teachers involved in the project will meaningfully develop their pedagogies and linguistic and communication skills, which may also be crucial for their professional careers.

"The distinguishing feature of the project is motivating students' interest in learning foreign languages with particular focus on English and thus facilitate their further educational and professional chances on the labour market. It involves participants from schools from Poland (coordinating country), Turkey, Romania, Italy, Spain and Greece. The schools have varied profiles due to different educational systems in the partner countries and were selected according to their expertise. The parnters have agreed to involve students aged 13 - 16.The project will teach students about the history of languages and allow to observe differences and similarities in vocabularies. Part of this work will be done locally within the schools and its effects will be shared during certain mobilities which would further allow to experience the findings in real life situations. Those activities are supposed to combine elements of history, culture taught involving and funny way gaining high interest of the project participants by also involving the use of ICTs and social media. The project is divided into six stages dealing with certain languages - Latin, Turkish, Greek, English, Slavic and extralinguistic communication (secret languages, simplifications and other languages like ""textese"" or whistling language) - and their influence on other languages. English is the most common language for communication in present world. New words appearing nowadays generally originate from that language and together with the globalisation process are quickly adopted in almost all languages and are often received as their natural parts. We can say that the languages have started getting back together as they share more and more common vocabulary. What is more, together with the development of social media and instant communicators people started using lots of abbreviated words, which are often accompanied by pictures called emoticons or more and more frequently so-called stickers. Those are commonly understood by all recipients.The most important objective of this project is to facilitate learning languages by students from all partner schools with particular focus on learning English, which is the project language as well as to develop their teachers' pedagogy within the topic. The unusual approach towards linguistic education proposed in this project promotes and motivates both students to learning and teachers to teaching languages applying an interesting and often funny combination of activities. The idea is to practically show students that languages we use historically have a lot in common and the vocabularies, even if they seem different, are actually quite similar and thanks to having some knowledge of how languages influenced and contributed to the development of other languages can make the teaching - learning process easier and more interesting.Greece, Turkey and Italy are home countries for old languages, which greatly contributed to the languages’ development in the past and now there are plenty of words in all languages we use nowadays. Polish as one of the Slavic languages can also be an example for demonstration of similarities within numerous languages. The fifth language, which is dominating all other languages today is English. It is obvious that it is also the language of electronics (software, devices naming etc.) and those observations guided partners to invite a school having some expertise in English and ICTs (Romania - Colegiul de Informatica). Spanish partner possessing expertise in extralinguistic communication will demonstrate how it is applied in communication process.The project intends to propose a set of involving and motivating activities which can be further applied in the partner schools' curricula and shared with any interested institutions or even be used as a dissemination material at teachers' conferences and shared with other languages' teachers. Each partner will create a script / scenario of the suggested activities and those will be videoed to get a better insight into them. Partners will also create a common multilanguage dictionary showing similarities among languages and their influence on other languages. All project work will require the use of ICTs (online dictionary, researches construction and analyses) which will definitely increase the participants' ICT and other basic skills and is an element directly linked to the open education and innovative practices in a digital era priority. It is an innovative practice to teach languages by comparing their influence on other ones.The partner schools will improve their educational offer and curricula as well as they will increase their importance in local environments.The knowledge and skills acquired within the project are expected to meaningfully influence the students' educational choices in the future as well as their career opportunities, which will be reinforced by the Europass Mobility certificates issued after every project mobility."

English for Social Entrepreneurship was a project in which six partner schools from Romania (coordinator), Poland, Spain, Turkey, Lithuania and Italy intended to combine teaching of English with social entrepreneurship. They planned to make their students more sensitive to social needs their local societies have. Social Entrepreneurship was a field which was not that well developed and discussed in the countries involved in the project. The main goal of the social entrepreneur is not to make profit, but to implement widespread improvements in their society, to solve a social need. Partners believed that their students need to learn from an early age how to care about the others and the society they live in.In order to improve their ability to solve problems observed in their local societies, partner schools in this project believed that it was a great idea to be able to analyse, compare and possibly to jointly try to solve their problems and build social enterprises. That greatly increased students’ motivation to learn and work in order to achieve their goals. Similarly it influenced the teachers assisting them. When one sees the need to learn a language he/she acquires it faster and more effectively. Therefore partners agreed that implementing CLIL (Content and Language Integrated Learning) methodology would be desirable. The partners’ common goal was to make students used English and vocabulary related to Entrepreneurship in real life situations.Prior to application, representatives of all partners identified a common need which was to increase the professional insertion and to improve the career prospects of students by developing their communication skills in English regarding the social entrepreneurship. The proposed project achieved these four main objectives: • to discover, explore and enhance students’ Social Entrepreneurial skills and knowledge • to promote content and language integrated learning in the field of Social Entrepreneurship and of the English language • to develop students’ skills, knowledge and the necessary know-how of creating/devising and running a Social Enterprise • to improve teachers’ teaching methods using CLIL giving a European dimension to their curricula Project activities were designed to achieve the above goals and foresaw the use of CLIL in local work and teaching how to create a social enterprise step by step – from the idea and market research, through product/service design and learning about legal requirements and finances to the business creation and its presentation. Partners hope that some of the enterprise ideas may become real ones or some clues for local authorities or institutions trying to solve social problems in communities. All project results were created step by step together with its progress and where possible digitalised and published in the project website. These were: • business plans for every partner’s social enterprises • lectures and workshops in particular topics of project stages • informative brochures • annual e-magazine with information about project activities • a YouTube channel • a DVD with key aspects • a booklet • a promotional video of the project This project also created intangible results, which were: • improving students’ professional English level • developing tolerance, empathy, global citizenship, the ability to pass over cultural and linguistic barriers • giving a European dimension to educationEvery school had a team of minimum 30 students aged 12-17 depending on the school’s size and type who were supervised by a team of teachers (English, ICT, Entrepreneurship, Arts, Social studies or career advisers). Most of the students came from fewer opportunities backgrounds – in particular of socio economic character. Partners hope that some of the enterprise ideas may become real ones or some clues for local institutions trying to solve social problems. The possibility to learn and try to solve their local social problems and teach students entrepreneurship at the same time in international company was a driving power of this project. Chance to experience different problems and attitudes towards solving them combined with possibilities to exchange good practices was a great motivation to make a successful project. What is more all partner schools were able to include a new English teaching / learning methodology (CLIL) in their schools’ curricula, which improved their educational effectiveness. Participation in this project facilitated its participating students situation on labour market after having finished education, allowing them to make better choices when deciding on their further education on higher levels. In order to achieve that aim all schools issued proper Europass certificates to all project participants.

Fostering Social Inclusion Through Artistic Skills project aims at reducing the risk of social exclusion which some of our students face, thus giving them the opportunity to reduce or eliminate the dangers associated with that risk (early school leaving, poor academic achievement, failure to continue studies). The means to achieve that result is with the promotion and fostering of artistic and sport skills, since we consider them to be excellent tools to improve cohesion and inclusion.Our Learning, Teaching and Training activities have been designed to work a different skill each time (cartoons, music, storytelling, sport, photography and video). Therefore, participants will have the chance to experience a wide range of disciplines in order to fight exclusion and to sensitize other students and families about the problems that exclusion brings. According to questionnaires applied in all partner schools, students who are mostly exposed to these problems are students with fewer opportunities because they face exclusion factors like disabilities, health problems, educational difficulties (early school leavers, poor school performance), cultural differences (immigrants, ethnic minorities), economic obstacles (low standard of living, low income, unemployment), social obstacles (gender discrimination, ethnicity, religion, young/single parents) and geographic obstacles (remote or rural areas, poor facilities).This project aims at:-raising awareness on the consequences social exclusion can have for 300 students from partner schools, by the end of the project-increasing the academic performance, class attendance and reducing the early school dropout rate for 300 students by August 2022-increasing by 50%, during the project, the number of actions and educational activities which promote creativity-providing 300 students, by the end of the project, some extra assistance and tools, which can range from more tuition, access to equipment they may not have at home, psychological help, and materials so that they can face their challenges they encounter in their school livesThe target group of this project will mainly consists of students who face social exclusion, aged 14-18. With the help of this project, these students will have the chance to pass over these barriers they have because of the exclusion factors, they will improve their school results, increase the academic performance, improve their general well-being, become active, responsible and socially integrated citizens. Each school, depending on the number of students and their skills, will select a number of at least 30 students.TOPICS BY COUNTRIES:TURKEY- Social Inclusion through CartoonsPOLAND- Social Inclusion through MusicROMANIA- Social Inclusion through StorytellingGERMANY- Social Inclusion through SportsSLOVAKIA- Social Inclusion through PhotographySPAIN- Social Inclusion through VideosCOMMON TASKS:- creating the project teams: students and teachers according to clear selecting criteria- creating project national webpages as part of the common webpage- organizing an Erasmus+ project corner- creating Facebook and Instagram groups- working on materials which have to be presented during each LTT- taking part in the logo and slogan competition- organizing meetings with various stakeholders- taking part in LTTs activities- preparation and proper realisation of assigned LTTs according to the timetable- creating questionnaires - beginning, intermediate and final overall and internal evaluation- disseminating activities and results after each LTT- sharing the results and final products with the main coordinator- write final reportsBY COUNTRIES:SPAIN - a CD with videos focusing on problem students with fewer opportunities encounterROMANIA - a brochure which contains plays from all six school partners which illustrates various exclusion factors, groups on social media TURKEY - an album with the most illustrative drawings on social inclusion, main site of the projectPOLAND - a CD with songs which promote equality and diversityGERMANY - a video with sports activities on social inclusionSLOVAKIA - a photo album with the most suggestive photographs on exclusion factorsThis project will foster students' artistic skills and this will heavily contribute to the wellbeing of disadvantaged students. Project activities can be implemented every year to help students at risk of exclusion. Schools are the ones that work, on a daily basis, with the most vulnerable ones, the children. All partner schools can create a long-lasting program to carry out these activities all through the year and even celebrate video conferences with some of the other schools and share their final products. In order to assess the project's success, we plan to analyze the achievement of academic performance of the participants before and after all the mobilities. A questionnaire will also be passed in order to gauge the level of social inclusion we have achieved.

Healthy bodies! Healthy minds! project started from the idea that students have many problems related to health, being tired and stressed most of the time. These problems are caused by their bad lifestyle habits having also consequences on their performance at school. Their school results are not as good as expected, students don’t concentrate enough during classes, they have problems with classes attendance and disengagement in school and the worst thing is sometimes school leaving at an early age. This project aims at making students more sensitive to health which is considered a state of complete physical, mental and social wellness and not merely the absence of disease or infirmity. Many people think about wellness in terms of physical health only. All the schools have the same need: to highlight the importance of all health dimensions in order to improve students’ success, results and concentration. Maintaining students’ health and a harmonious development is the basic condition for an effective education, an education which encourages reflection, creativity, trust, solidarity and movement, determining young people to spend more time outdoors. Outdoor education and health training in the educational process are innovative concepts for all six partner schools.This project aims at:- raising awareness and knowledge on all six health dimensions: physical, mental, social, spiritual, emotional and environmental for 300 students from partner schools by the end of the project- increasing by 50%, every month, the number of actions and educational activities that support healthy and active lifestyles among students - stimulating 240 participants’ school success by increasing the educational services quality providing a healthy lifestyle to students in an interdisciplinary way in order to improve their school results by August 2021- determining 400 young people to spend time outdoors and interact with people and nature by the end of the projectAll partners agreed to divide the project timeline into concrete topics: GR – Social Health, IT – Environmental Health, ES – Emotional Health, PL – Physical Health, TR – Spiritual Health, RO – Intellectual Health.Each partner schools will select up to 30 students, aged 13 to 18 years old, who will take part in project activities. The ones who are successful and active during the project will take part in the project LLT activities. Participants will take part in a series of activities like: creating the national project websites which will be parts of the common website and regularly update them, creating an Erasmus+ project corner, joining the Facebook group and create eTwinning accounts, working on presentations about their cities/villages, regions, countries, discussing about the different types of health, creating presentations on each Health Dimension, taking part in activities to improve their Health Dimensions, participating in logo competition, taking part in meetings with local institutions, disseminating activities and results at school after each visit, creating digitalised video reports of the activities, creating questionnaires and informative brochures on each health dimension, creating an annual e-magazine and a booklet on health dimensions, creating an online guide on health dimensions. Beside this, there will be intangible results like: improvement of students’ knowledge and experience in the use of English level and within the fields analysed, development of empathy, tolerance, global citizenship, the ability to pass over cultural and linguistic barriers, giving education a European dimension, improvement of teachers’ skills and competences, pedagogical skills, development of ICT skillsThis project will have a sustainable effect on each partner school. All schools involved in this project teach English as a foreign language. Giving their students the chance to understand the importance of health dimensions, the meaning of foreign languages learning and practical use in real life situations the schools will improve their languages teaching efficiency. This project will have a meaningful impact on teachers, who will improve their knowledge on health dimensions, compare and discuss methodologies used in the teaching learning process, give a European dimension to education, create a successful environment for formal, non-formal and informal learning, improve their ICT skills. All schools will continue their cooperation with institutions which are expected to partner within this project and also see possibilities to highlight the importance of all health dimensions. Digitalised videos reports from activities, questionnaires, informative brochures, the booklet, the e-magazines and the online guide will be available on the project website and the Erasmus+ Project Results Platform and various institutions will be able to implement all these activities into their curricula.