"The main goal was to develop English communication and we succeeded. The realized objectives -English communication developed with the help of the methods of competency-based teaching, cooperative workforms and using ICT -A large number of students passed the language exam -The involved teachers got trained in Methodology and ICT -Communication in the mother tongue developed -The students got acquainted with their own and the partner schools’ history and culture -The digital competency of students developed Participants -Students with a minimum A2 level of English according to CEFR at the beginning of the project who turn 14 no later than the finishing year of the project. -Teachers of English, ICT, History and mother tongue -Members of the project management – school leaders, colleagues with project experience -Parents -Maintainers of the schools and local governments -Local and regional mediaActivitiesIn the first year we assessed the English knowledge of the students, and they joined a virtual classroom. Parallel to the exam preparation there were 10 skype lessons taught by all five schools. These lessons prepared the students for the interview and short conversations parts of the exam. The syllabus was prepared together but making the lesson plans was the responsibility of the involved teachers. The video recordings, the vocabulary lists, the lesson plans and the syllabus were uploaded to the project pages of the websites of each school so that other teachers and students have access to them. The children put together a presentation about their schools in any digital format for the students of the other schools. As a complementary activity, the students were prepared for the reading part of the exam.The activities of the second year followed the path of the first year, only the topics were different. During the skype/messenger lessons pupils practiced for the transactional dialogues, picture story and making notes parts of the exam. The digital presentations were about the towns where the students live and the complimentary activity was preparing children for the writing part of the exam.In the third year the children prepared for the discussion and radio programme parts of the exam. The platform of online preparation was changed to google classroom and we used MEET for the digital lessons. The topic of the presentations were the participating countries. Instead of practicing for the written part of the exam, the students were to register on the website of Euroexam and take part in the e-learning course available there. Because of the COVID-19 situation it was impossible to organize the ""international"" exam in Poland so this step was left out for all partners except for Hungary.The transnational project meetings were nor financed so the planned tasks such as planning, determining responsibilities, assessment, compiling, analyzing the doccumentation of assessment, planning necessary changes, etc.were realized together with the short term learning/teaching/training activites.There was training for teachers twice during the project, once in Hungary in autumn 2017 and one in Greece a year later. The topic of Euroexam training was the methodology of preparing students and training evaluators of oral exams. Both were available for English teachers in the region and for those meeting the legal requirements, they were accredited. The topic of the second training was methodology of teaching English and using ICT in teaching English. These were be open for other teachers.The students met only twice instead of the planned three times and took part in activities based on the topics of the skype and MEET lessons. They worked in mixed nationality cooperative groups in lessons, took part in individual competitions based on the tasks of the exam and they shared their digital presentations with the other students. The third meeting was to be a sample exam as well, and it would have been followed by the real exam in May. Because of the COVID-19 situation we had to leave out the training and the sample exam instead the Hungarian school compiled a sample exam and it was conducted by the participant schools.The methodology of the project -Thinking together -Constant contact -Careful and well thought out planning -Continuous assessment -Planning the necessary adjustments The realized results and impacts -13 B2 complex exams, 2 B2 oral exams, 43 B1 and 20 B2 ""sample"" exams -Syllabus, lesson plans, wordlists, video recordings connected to the skype/MEEt lessons -Digital presentations -Students’s communication developedboth in English and the mother tongue -Students and teachers’ digital competency and creativity developed -Techers renewed in terms of methodology and are ready to use ICT in their lessons effectively -Students and teachers’ self evaluating ability developed -Students are able to cooperate, make decisions, organize and keep deadlines for a common goal"

According to Greek Mythology, the first volunteer was Prometheus, the Titan who stole the fire from Gods and gave it to humans, bringing knowledge and art to the world. Volunteering is the skeleton that can serve as an antidote to the crisis and social inclusion. Also, as a factor in creating active European citizens. Greek school recognizing the need to improve the quality of education in active citizenship and supporting pupils'involvement in volunteering, joined a Volunteering Greek Thematic Network, trying to give a holistic approach and cover this gap.STAND BY ME project, will work in making it worldwide and sustainable by forming a European networking group of passionate teachers and pupils.Volunteering is defined as volitional provision of services without being paid or rewarded. Thus, people are called volunteers when unselfishly offer time, knowledge or services. STAND by ME project empowers these values focusing in creating active volunteer citizens. This can be accomplished not only by organizing TARGETED actions, but mainly by EDUCATING pupils- teachers and community.Our project seeks with a simple way to act as a starting point for reflection around volunteering, encouragement for action and motivationPROJECT'S OBJECTIVES:1-familiarize students and teachers with the concepts, values and principles of volunteering and active citizenship2-acquire knowledge about the ways of volunteering3-encourage pupils - communities to be engaged in volunteer actions, providing them the necessary tools.4-strengthen teachers’ profession, providing them with non formal methodologies, regarding activities that will make them able to convey the values of volunteering, equality and non-discrimination 5-form a NETWORK of European schools/associations promoting European identity 6-develop the digital, linguistic and social skills of our students7-reduce the early school leavers Just as Prometheus brought the fire to the humans, our project aims to bring the FLAME of Volunteerism across 6 countries, through 6 schools and local communities from Arctic Ocean to Mediterranean Sea.The “Volunteer’s FLAME” will focus on 6 aspects of volunteering that contribute to Culture, People, Sports, Education, Nature and Science.The FLAME will spark in Iceland in Oct 2019 and will run all over Europe inspiring volunteering in many fields and conclude in May 2021 in Romania. Within these 2 years, the FLAME's team, will experience 6 cultures, languages, ways of thinking and acting. In the end of the travel, target groups will have a unique opportunity to gain a deeper understanding of the ideals of mutual solidarity and active citizenship.This project, lies at the roots of Inclusion, Solidarity and Active Citizenship, aims to mainstream volunteering and support disadvantaged pupils/ immigrants or with health problems to be involved in order to take over responsibility, get socialized and improve self -esteem.Target groups will be: 4560 students and 585 teachers from 6 schools, parents, institutions and youth clubs.The project will be developed through a variety of subjects: Maths, Language, History, Science, ICT, Social, Cultural, Environmental Studies, Art, Music and Physical Education in order to maximize impact.A wide range of formal, non formal and extra curricular activities will be used in order to get more inclusive schools and stimulate tolerance. Workshops, STEM laboratories, seminars, presentations, simulations, field trips, workshops, eco-games, role-play, brainstorming, Group discussion, world café, image-making, films, drama, sports. Pupils will be able to interact, having fun! Activities will be disseminated through our website, the Erasmus + Results Platform, EURODESK, social groups and media. Moreover, eTwinning platform will be used in all phases of the project. Through raising awareness of the importance of volunteering and sensitization of pupils to civil society support activities, we expect long term benefits as: extended knowledge of English, improvement of the linguistic and ICT skills, development of key competences, reduction of the early school leavers, changes in the curricula, introduce Europass in schools, prevention of social exclusion, discrimination and racism, encourage of critical thinking, integration of people with poverty in the social and school environment, direct contact and communication of pupils with similar social groups. Our project, will be a basis for sustainability, developing a strategic approach to strengthening the links between the six schools and its local environment, deepening concepts of local and European identity.VOLUNTEERING is a Vision and life style, aims to underline deep involvement and commitment.Gives inspiration and motivation to millions of volunteers worldwide. STAND by ME project, will support this vision to set the scene to enable the movement to grow, so the future generations will be able to live a better life!

The rationale of our project 3E, is to open the minds of pupils in primary schools to the joy of entrepreneurship at a time in their lives when they are full of imagination and open to new possibilities. The project will provide pupils with a set of skills that they need that will enhance their future employability. These pupils are the target group of this project as we encourage them not to be early- school leavers. This project has significant personal development impact on participating pupils, building confidence, self-awareness and self-esteem and an appreciation of individual skills and talents. We aim to reach out to 1600 pupils within the 2 year project. Pupils will learn and utilise a range of skills through the activities that have been planned:Activity 1- Knowing me, Knowing YouActivity 2-Opening the Door to EntrepreneurshipActivity 3- Exploring New IdeasActivity 4- A Business Visitor in the ClassroomActivity 5- Will the Idea Work?Activity 6- Roles and ResponsibilitiesActivity 7- Making It All HappenActivity 8- Showcase Days in SchoolActivity 9- Reflections and FindingsThis project works, it is creative and innovative and it captures the imaginations of those that take part. It is more than a traditional method of entrepreneurship education were the children listen to their teacher and make notes on business. The children will be in charge of their own business- they will conduct their own market research, create surveys, graphs, analyse data, create posters and e-journals, document the process on iPads as they go, decide on a product and think about its pros and cons, they will sell the product and work out costings and profit. The children will always be critically reflecting on their work and they complete the business process. As a result of the project, children will be enthused about business. They will consider owning a business as a career and to do this they will need to stay in school. Our project addresses the issue of early school leaving and under-achievement in Mathematics, Science and Literacy and this is what makes it an innovative project. The aims and objectives of the project are as follows:• Emphasise the importance of independent, creative and critical thinking, learning and reflective practice within a school setting.• Support teachers’ delivery of entrepreneurship education within the Primary School Curriculum.• Provide teachers with an opportunity to put entrepreneurship education into practice through practical activities.• Raise awareness of entrepreneurship in pupils to identify their own unique skills and talents, recognise the value of other pupils’ skill sets and appreciate how to make the most of their combined skills and talents through teamwork.• Foster links between home, school, the local and wider community and local businesses through pupil engagement in the entrepreneurship education processes.• Instil confidence, self-esteem and independence in the pupils.In the applicant school the head teacher and Senior Leadership Team are accomplished facilitators in staff development and training in data analysis and target setting. Best practice will be modeled and shared across all the partners through their own areas of expertise.Our results both tangiable and intangiable will be shared at local, national and at regional levels through document downloads on the shared website, through the creation of new Literacy and Maths techniques/resources, through reports sent to each partner schools National Agencies and by the mini companies and entrepreneurial products each country will set up. The results will be increased academic standards in Literacy and Mathematics, increased skills in ICT, Science and Technology and combating early school leaving by showing how fun school can be.This project allows sustainability with the outcomes we hope to achieve. When funding finishes we believe that the interpersonal relationships already established between staff through the preparation of this application in the partner schools will continue to develop and ensure that there is ongoing co-operation and contact. We aim to make this project last for at least a further 2 years after funding has finished. We wish to build upon the new skills and ideologies that we have learned and filter them through our school systems.

"Climate change is perhaps the biggest challenge which affects the whole planet, from poles to the tropics and from mountains to oceans. People and nature are already feeling the effects: water resources are shrinking, extreme weather events are increasing, forests are burning and damaging the ecosystem.The FINAL COUNTDOWN has begun in terms of the danger of environmental degradation from human activities. As conscious and responsible European citizens, we feel obliged to reverse this event before it is too late. With the right will and efforts, we can find better ways to live to keep the Earth as a thriving green planet.With this in mind, we have come together as 6 schools from Iceland, Turkey, Greece, Spain, Portugal and Italy and decided to implement this project. ""The Final Countdown"" project addresses the students who are 11-15 years old and 36 teachers from the participant schools.The objectives are to:-increase the awareness of climate change;-integrate climate change relevant themes sustainably into education in schools;-foster the exchange and share of experiences and good practices on climate change education among schools, -identify learning materials, on climate change education -increase the creation of and access to information and innovative solutions for education on climate change and sustainable development;-promote closer linkages between European schools -streghten the teaching competences of the teachers -improve the participants' ICT and language skills which are very important for their future careers.-increase the participants' tolerance to different cultures.-improve the participant's creative thinking and problem solving skills;90 students (15 from each partner school) will be directly involved in the project. 124 more students will take place in local activities of the project.36 teachers from various branches will improve their teaching competences by being trained on ESD to help their students understand the danger of climate change and how to mitigate and adopt it.Other students and teachers of the schools, parents and local institutions will be affected directly by being informed about the project.3 joint staff meeting events will be held throughout the project, in Turkey, Iceland and Portugal.Through staff training events participants will exhange good practice models to create new approaches in environmental education and give guidance for mainstreaming climate change education into school curricula by preparing teaching materials to use in classrooms.3 transnational pupils' exchanges will be organized in 3 partner schools, in Spain, Greece and Italy. During the exchanges the participants will work in groups and communicate in English which help them improve their linguistic skills develop their ICT skills using Web2 Tools, preparing presentations, videos, animations and using diagrams. They will do researches to get the knowledge. The activities will enhance the participants' creative thinking and problem solving abilities. They will also be aware of the climate change problem other countries face and learn to tolarate dfferent cultures by taking places in these exchanges.We will organize various events such as workshops, webinars, training days, contests, campaigns, national and European conferences etc.Thus we will increase the awareness of our target groups' on environmental problems. Through those activities our target people will acquire the necessary behaviors to reverse climate change.A mobile phone application about ecological footprint and climate change, a photogallery of the project activities, a brochure, the project website, a YouTube channel,18 teaching materials on environmental education, an eTwinning Project, 6 Surveys conveyed after each mobility and reports of their results, 2 booklets about global warming and experiments on it, a short film are the tangible results.The intangible results are raised awareness of climate change and its effects, improved teaching competences and exchanged good practices of the participant teachers,developed language and IT skills, raised tolerance towards different cultures, improved creative thinking and problem solving ability, a network between partner schools for next collaborations.Each school will organize conferences for other teaching staff in their regions to share their gainings through this project. Partner schools will keep contact to support each other with necessary materials created with the gainings of the “The Final countdown” Project. The teaching materials prepared by the participant teachers will be integrated in the school curriculum and will be used even after the project. They will also be downloadable on eTwinning and Erasmus+ project results platfom. The project social media channels will be active after the project ends. We believe this project will raise awareness among our target audience on combating climate change in order to become concious citizens to take action."

<< Background >>Regarding the pedagogical use of digital technologies, the prime factor is teachers’ digital competence, with particular emphasis on whether they see the use of digital technology as an added value to their teaching and to their students’ learning experience. According to Eurydice 2019 reports, From an educational point of view, the challenge is not only to ensure that young people develop the digital competencies needed but also to reap the benefits from the pedagogical use of technology. The report states that own ability to use digital technologies, it is important to underline that pedagogy is central: a teacher does not necessarily need to be fully conversant with technologies in order to use them in a way that improves the teaching and learning experience. Rather, they have to be open to innovative pedagogies and to understand the benefit these technologies can bring to their work. Theuse of ICT new technologies should be used to the area of safety and requires learners to be able to avoid health risks and threats to physical and psychological well-being while using digital technologies; protect themselves and others from possible dangers in digital environments; be aware of digital technologies for social well-being and social inclusion. The project foresees the use of ICT in PE education:PE has been traditionally considered as a practical and ‘hands-on’ subject in schools, where close proximity and physical contact is common. Significantly, the delivery of PE has shifted to fully online in Spain because of the ongoing Covid-19 pandemic, and this may bring significant consequences for preservice PE teachers. Lithuania has remained hesitant to use digital technologies for the delivery of PE and has a more traditional and hands-on approach. This is because, as demonstrated elsewhere Lithaniua has a more touch-oriented culture than other Anglo-Saxon, Scandinavian or Asian countries.There are no clear policies in LT, IT, TR, IS and PT regarding what should be done and what teachers should do in the classroom before classes restart after the summer holidays in less than one month. There are already rumours suggesting an indefinite strike until the governments establish guidelines that guarantee a safe return to the classrooms. However, it has been implied that it will be up to each school to decide how they will deal with the return to the classrooms, and this may be particularly problematic for PE.Returning to school during the COVID-19 pandemic will require modifications and may feel overwhelming and challenging to school staff, teachers, and students. This project is to be used as considerations by school staff to make decisions appropriate for their school or district’s circumstances.As schools prepare for the upcoming school year, they may be operating under different models of learning based on their geographical location, level of COVID-19 community spread, feedback from families and the school community, and state or local regulations. Included in this project are overarching strategies for schools to consider for reentry as well as considerations for the models of learning.All partners' students are supposed to approx. have at least 60 min of physical activity every day in school. We draw on data from two surveys, one with parents (N = 4,624) and the other with teachers (N = 726), to provide an indication of the daily physical activity students engaged in during the period of homeschooling. An important finding from the teacher survey is that the degree to which schools prioritized physical education among the school subjects varied greatly between schools and teachers.<< Objectives >>The COVID-19 emergency stooped education like never before in history. Exercising and sports are forbidden pr limited like never before. It’s no mystery that exercise boosts mental health and cognitive function in students: The research found that students active in sport aged 11- and 16-year-olds who exercised regularly are less likely to develop depression. The relationship between movement and brain health is so clear that the WHO recommends an hour a day of moderate exercise for students in primary and secondary scholars. Yet, across our schools and associations, the PE is far away from the WHO suggestions. However, across our regions, PE teachers are not familiar with teaching PE online which is the gap that must be filled. This project aims to pilot an initiative that fosters self-care and a healthy mindset in the digital era. This project will equip Sec. Pri. school teachers with competencies through online courses from one side and will initiate peer-education between students from the other side. Designed as a cross-sectoral strategic partnership this project will bring together representatives from the formal education(schools), representatives from the non-formal education (training centres) and representatives from the digital business world(IT company) to deliver an innovative digital learning pathway in the field of school education.The overall objective of this project will be reached through the specific objectives of this project:O1 -To increase the level of competencies of school teachers in the field of teaching PE online;O2 -To pilot the creation of online courses that will use sports as the methodology for well-being;O3 -To direct and stimulate peer-learning and teaching process among students based on the methodology of well-being;O4 -To enhance mental-health education and enable students to become more familiar with the mind-body connection;Research shows that funding for physical education in schools is inadequate, which, in turn, is reflected in the often poor quality of PE education: In LT, TR, IT, GR, IS, PT. the number of PE education in primary and secondary schools is no longer than 2-3 hours per week. However, WHO recommends an hour a day of moderate exercise for students. Along with this, COVID-19 jeopardizes kids’ physical activity at a time when the emotional benefits that exercise provides are sorely needed. The project aims at addressing the challenges identified above by means of providing pri. sec. school students and teachers in possession of self-PE motivation with the attitudes and skills needed.Active Student will reach this aim through the following1-Research and development of adequate online programmes based on the training needs of the primary and secondary school teacher and students.2- - Production of a manual for school teachers integrating methodologies of self-learning supporting them in giving shape to and strengthening their profiles on teaching PE online3-Training Toolkit for Trainers: The Toolkit will integrate guidelines and methods of BL, NFE tailored to the needs of teachers willing to implement educational programmes to empower their teaching profile 4- E-learning modules and Web Platform. Partners will produce a specific Web Platform with integrated e-learning modules in multiple languages targeted at an audience of students and teachers in the EU. This will provide the target with useful theoretical and practical sessions/information and exercises supporting them in the design and development of their own learning in Physical Education.<< Implementation >>During the 24 months of the cooperation, a total of 2 Face to face and 2 online Transnational Partners Meetings will be organized. KOM and Final revelation meetings will involve 8+8 participants. The TPMs participants are experienced PE teachers and representatives of partner organizations, who will take part in the TPM (4) organized across the 24 months of the cooperation. The latter are experienced teachers and trainers in the partner organizations, with at least 2-year experience in working with young people/students through sport and Blended Learning methodologies. The purposes of the meetings will be to deliver on paramount management responsibilities, communication, cooperation and advanced planning of key project stages.<< Results >>At the end of the project we expect;To increase the level of competencies of school teachers in the field of teaching PE online;To pilot the creation of online courses that will use sports as the methodology for well-being;To direct and stimulate peer-learning and teaching process among students based on the methodology of well-being;To enhance mental-health education and enable students to become more familiar with the mind-body connection;Active Student will reach this aim through the following1-Research and development of adequate online programmes based on the training needs of the primary and secondary school teacher and students.2- - Production of a manual for school teachers integrating methodologies of self-learning supporting them in giving shape to and strengthening their profiles on teaching PE online3-Training Toolkit for Trainers: The Toolkit will integrate guidelines and methods of BL, NFE tailored to the needs of teachers willing to implement educational programmes to empower their teaching profile 4- E-learning modules and Web Platform. Partners will produce a specific Web Platform with integrated e-learning modules in multiple languages targeted at an audience of students and teachers in the EU. This will provide the target with useful theoretical and practical sessions/information and exercises supporting them in the design and development of their own learning in Physical Education.