"The advancement of technology affected traditional education system resulting the new systems to arise; thus blended learning method, which is formed by blending distance education with face to face education, has emerged. In accordance with the target ""Increasing the rate foreign language learning and all EU citizens learning at least one foreign language in addition to their mother tongue"" in European Council Conclusions of Education 2020 titled ""Strategic Framework for Education and Training Cooperation”, we planned to use“blended learning”in foreign language teaching. As a result of the needs and requirements, we shared the information about our project “using blended learning in language teaching” on social networking sites and e-twinning. ""Peyo Kracholov Yavorov""school from Bulgaria and “Szerencsi Szakképzési Centrum Tokaji Ferenc Gimnáziuma” school from Hungary were chosen as partners because as a result of the interviews with teachers and needs analysis questionnaire implemented in partner schools , it was determined that they also had the same requirements and corresponded to the aims of our project. Bulgaria: They were inclined to group work and were eager to participate in the project, they used technology in the lessons , they had ICT lessons in modern ICT classrooms, the students were willing to use new technologies; as these were coherent with the topic of our project they were expected to contribute to carry out our project.Hungary: They were inclined to group work and they were eager to participate in the project ,they took part in Comenius projects before so they knew the project cycle. They had two modern language rooms with interactive boards, broadband Internet conection and various language teaching software for students; English teachers used the latest methods in teaching. There was great emphasis on communicative language teaching to enable students to communicate effectively in real life situations.This was compatible with the topic of our project, they were expected to contibute to realize our activities for the project.Blended learning was implemented in partner schools within our project. On the one hand individuality came into prominence through the distance learning where technology was used in teaching foreign languages ,on the other hand, it increased interaction in learning process through face to face education. By the importance in language and speaking skills apart from grammar in this method, the students gained proficiency in the language and speaking skills. Thus in accordance with the priority ""comprehensive education, training and youth"" three partner countries at European level benefited from more comprehensive and of increased quality education through our project.In addition, EU projects spread effectively through this partnership. We contributed positively to the development of each other. Each partner country provided a positive contribution to one another in every phase of the project.One transnational meeting and one student mobility was organized in each partner country , a blended learning course in Hungary was taken by language teachers.12 foreign language teachers took a comprehensive course to use blended learning effectively. Through the course,language proficiency and qualification of the teachers increased. During student mobilities ;we did activities such as language festival,final night, presentations by students, lectures by teachers .Through the assignments given to students,the reflection of blended learning on students was seen,solution was found to the problems encountered in the implementation and progress was followed. Through our project,by first taking a course,then performing a variety of activities,the following objectives was achieved ;The staff qualification enabling the students to use technology effectively developed and use of technology in English increased ,thus“the promotion of IT skills,foreign languages,technological culture”the objective that is among the new basic skills in European framework in Lisbon European Council,March 2000 was realized.Promotion was carried out for the teachers,students, surrounding schools,parents,local people,local authorities and local media with outputs such as posters,banners, signs,newspaper articles,partner website,the project group shares on Facebook,e-magazines,photo exhibition;and with activities like seminars,meetings,English week.The impacts; the awareness increased in education, they became more conscious in English. The students with fewer opportunities were accepted by the environment, their social integration was ensured, self-confidence and motivation increased. More students preferred our school. The educational policies in different countries were observed. Awareness about Blended Learning increased.With the multiplier effect of the project activities on the target audience,the dissemination and use of the project results will continue even after the project is completed."

"UNESCO heritage is what has united 4 schools living in areas characterized by its protection and whose values they share: guided by the motto UNITED IN DIVERSITY, participants from four European countries wanted to encourage high school students and local communities to become voices of their cultural heritage, since it has no voice: to act more actively and responsible, to raise their environmental awareness, overcoming the gap in the formal education, as we found out that the knowledge and pride of cultural heritage is lacking among young people, because it is not present as such in school programs and curricula..The project has dealt with different aspects of integrated heritage, which include protected natural areas with their uniqueness, such as Ohrid Lake in North Macedonia, the oldest in Europe and rich in biodiversity, the Tokai wine region of Hungary with its long material and immaterial traditions linked to wine making, and Rome, Italy, with its invaluable cultural heritage and enormous problems of conservation and defense. Also, the Czech Republic with the Plzen region which, in addition to the famous beer, is also famous for the biosphere reserve called the ""green roof of Europe"".The theme of the application covers many school subjects: with such an interdisciplinary approach, it was easy to develop core skills for life in our students, such as group work, digital research, interviewing, public speaking, social engagement. High school students engaged in this project will play an important practical role in sustaining heritage in all its diverse forms in the years to come. Students have become more aware of a growing number of threats and pressures – from environmental factors to socio-economic changes, from armed conflict, to over-tourism, natural disasters, or even sheer neglect from lack of recognition and valorization heritage today faces throughout the world. With a view to strengthen the role of youth in the long-term promotion, protection and transmission of all forms of heritage, as reflected in the UNESCO conventions, in this 2, almost 3 years’ period, our students (200 direct participants roughly) have been active contributors to a variety of local and international activities, workshops, visits of various UNESCO sites, etc. They have personally been organisers of different events within this project as Intercultural Festivals, Lake Protection Campaign, Harvest Festival, original creators of handbooks, guides, ppt presentations, posters, leaflets, brochures, which were produced in the different phases of the project. In order to ensure concerted action in preserving and safeguarding heritage, it was important to mobilize a broad spectrum of stakeholders. Scientific institutions and their experts related to our topic were also involved in the project, as well as the parents, in the role of the hosts of the foreign students and participating to public activities, Festivals, Campaigns, Dissemination events. Education plays a critical role in this regard. UNESCO studies show that educational programs which valorize and integrate heritage and local knowledge trigger multiple benefits in the area of self-development, improved social skills and improved economic prospects. In addition, such programs also lead to improved learning outcomes by keeping learners more engaged. With a long-term view to strengthen the protection of heritage in all its forms, facilitating access to and enjoyment of heritage among the younger generation as related to development of their self-identities, we've provoked positive feelings and attitudes among our students towards their heritage seen as a personal belonging that needs to be cherished and not taken for granted.As the leading agency in the heritage field, UNESCO has pioneered and set the standard for a number of education and awareness raising programs linked to various dimensions of heritage. However, there is so far no education program for young people, which takes into account a comprehensive approach to heritage in all its different dimensions and diversity. Along this project we have explored the educational mechanisms useful for highlighting local identity and values as embodied by heritage, and for enhancing appreciation of others’ heritage and values. The need for such a comprehensive and innovative program for heritage education is critical, given the growing recognition of the interconnections among the various forms of heritage and the role of heritage in our lives, particularly from a broader social perspective. It also increases awareness of the need to articulate integrated responses to heritage safeguarding, particularly in ways which reflect the inter-linkages among the principles of the relevant UNESCO conventions.We believe, as Mother Teresa once said, that “I alone cannot change the world, but I can cast a stone across the waters to create many ripples.”, hoping that our project may inspire others to pursue our mutual mission."

<< Background >>The hectic world we live in, the Covid-19 pandemic situation, the constant and restrictive lockdowns all mean we need to face new challenges as educators, teachers and while our own lives are largely affected, too, both in our professional and private lives.As a result, we wanted to find new solutions to post Covid classrooms, where we can adapt to the new surroundings and needs of students. We believe the insights of psychology and especially positive psychology can provide us the answer to promoting school well-being and feeling of happiness, so essential on the level of individual and also on the level of communities. It seems obvious that even if the ultimate aim is helping the community prosper and be strengthened by positivity and happiness, there need to be places and sources where they can turn to for support. Therefore, it is the schools, starting with their leaders and teachers that need to be strengthened this way in order to enable them to provide this support for their community. In most cases it is not the vocation of these professionals or the idea of supporting the general well-being of the community of their students and everyone else involved that teachers and others in the field lack, rather the know-how of doing it in a valid and effective way. So primarily our project aims to support teachers and other professionals involved to equip them with theoretical background and approaches as well as skills and practices that help them first learn and embed these positive ideas in their own lives, then implement them in their everyday practices. For setting our aims and objectives in the best possible way, using our strengths in a realistic manner, we decided to use George T. Doran’s SMART criteria for good goals. According to his model a good aim needs to be Specific, so our intention is to take part in on-line training sessions specifically aimed to equip us with the theoretical background and practical help to be able to design and test teaching content related to positive psychology and general well-being of students and staff members alike. We plan to do the testing of the usability of the created content not only in our immediate surroundings, but also on an international level, thus making sure, that in the end we will be able to help educators not only in our own countries, but also beyond them. We also want it to be Measurable, therefore our expert worked out the ways for testing our improvements by the end of the training sessions and we have already thought about the form of the final products. In the SMART acronym A can stand for an Achievable or Attainable goal, therefore we carefully planned who will do which part of the project while continually being in touch from the time of preparation. The Relevance of supporting teachers through the means of positive psychology is present in all the activities and discussions in our project. Finally, we must be Time-bound as we assign specific time-frames for each of the planned activities. Therefore, educators will be able to learn a new approach to their own life, or refresh it if they already share these positive views and gain more insight on beneficial practices, they can further develop themselves through discussions and brainstorming in international groups of several fields of education, not just teaches of their own subjects. They are not only to learn about the concepts, but also to embed them, so that in the end they will be able to live their lives with the ideas and methods of positivity as well as show others their benefits and teach it to their students and even colleagues, with the ultimate aim of making schools more enjoyable places, where the well-being of teachers and students are just as important as their academic success and achievement.<< Objectives >>The positive focus of psychological research emerged with the 21st century, so its novelty is still evident, especially as far as learning and teaching methods and approaches are concerned. In the last decades experts were focusing on how to help make life worth living and how to define, quantify, and create wellbeing. In 2012 Dr. Martin E. Seligman selected five components that people pursue because they are intrinsically motivating and they contribute to wellbeing, and he created the so called PERMA model what we decided to use as a backbone of our project. The five elements or components in PERMA are Positive emotion, Engagement, Relationships, Meaning and Accomplishments. In our project our objectives include learning more about these elements and other useful aspects of positivity from an expert of this new psychological field in about 50 hours of teacher training, then create our own teaching content which may be tested first in our own school environment, then with international groups of teachers and students to be able to prove their usability, and if necessary improve or adjust them, so that they could be used not only in real-life teaching situations, but also in teacher training. So after learning the theory behind this new approach we would like to see examples of teaching and learning methods to become able to create our own materials that by the end of the project can be documented, tested and finally edited and published in a form of a booklet for the reference of future educators, students or even teacher trainers who are interested in the topic and share our vision. According to this vision we strive to build resilience, wellbeing, and optimism as part of preserving and promoting mental health of participants and enable them to be able to teach the learned methods and approaches to others. The aims include equipping teachers individually and in teams with practical skills, as well as their organizations with information to be able to improve quality of life first of all for themselves, then for their students, thus even reducing the chances of mental health issues like depression and burn-out. We share the view that the time has come for a new prosperity, one that takes flourishing seriously as the goal of education as much as of parenting. Learning to value and to attain flourishing must start in the formative years of schooling, and it is this new prosperity, supported by positive education that the world needs especially after the hardships we had to endure in the last few years. Therefore, we would like to achieve a general improvement of the school environment, starting with our own schools, where all the participants enjoy being instead of just suffering it as a necessary means to a higher aim. If in the future we can achieve that all people working and studying in the school experience positive emotions during the time they are connected with it, it will not only help them as individuals, but also the institute and its service to the community, which can start from including the immediate surroundings and partner organizations, but may further be developed until reaching out to other institutes of education, promoting positivity even on international levels. For that reason, we would like to ensure that this new approach is evident and clearly understood by the participants and their schools, so we plan to issue a Proclamation of Positivity in which we proclaim that our schools take a stand for implementing changes towards positive education and we plan to reach out to our partner institutions to invite them to learn more about this new approach and join us in our efforts developing it further in the future.<< Implementation >>The activities fall into the following categories:1.Activities that focus on the creation of the main final product, our guide on Positive Education based on two years of research and cooperationTherefore, there will be 5 online training sessions, which take place 60 days prior to the LTTA events.All e-learning courses cover the topics of psychological well-being, flourishing and psychological resources, with a special focus on school achievement and high performance. The content of the 5 modules are built around the PERMA model of Seligman and cover the five main elements of well-being: (1) positive emotions, (2) engagement, (3) positive relations, (4) meaning and (5) accomplishment. The topics also include the main concepts of positive psychology: wellbeing and character strengths. The courses can be completed independently of each other; they can be offered to participants separately or in any relevant combination according to personal or target group’s needs. However, they are all based on positive psychology and the wellbeing principles, and their order (from 1 to 5) reflect a logical structure of the PERMA model. Readings and videos can be varied due to the target group’s special interest, a different reading material is needed for teachers, parents and school leaders. The courses are strongly based on self-reflection and the interpretation of own experiences, require personal involvement, and the relevant theoretical background is built up from the findings of participants’ individual e-learning activity, and the real-time discussion (online or contact) is an essential part of the modules as it provides an opportunity to share and digest the course material. The short assignments of the courses serve as practical examples of planned students’ tasks and activities. By the end of the course, participants will be able to interpret the relevant concepts, understand their functioning and apply them in a classroom context. The related LTTA events will serve the purpose of testing the learnt ideas, concepts that take shape in the form of educational activities with students who act as international pilot groups. The activities will cover various fields of school education, such as English/foreign language learning, IT, P.E., Science, Environmental studies, Social studies, Psychology, Biology, History etc.2.Activities that aim at dissemination and follow-up of project results, such as-Erasmus + space presentation panel-articles in schools’ magazines- logo, posters, brochure and fliers-E-learning platform shared-meetings with students, teachers, parents- sharing results with other schools in the same chain of schools, directorate, educational center- meetings at City Hall, Library- Career Days- Open School Days, organized in schools- logo, posters, pliable and fliers- E-learning platform based on the training course- Social Media appearances- Digital and Social Media portfolios accomplished- local media articles and interviews all throughout project; Social Media’s importance in youngster’s lives being so prevalent in all partner countries, the information brought by this project will have a powerful impact on local community and wider lifelong learning community being received with interest- E-learning platform- posters, fliers - visits to different schools in the department; project teams (students and teachers alike) will present projects’ activities and end products,- pedagogic and specialty meetings of teachers, form masters, educational counselors, 3.Activities that are to monitor and supervise proper implementation of tasks and dutiesHere, key concepts are activities that relate to communication within and outside of the partnership (e.g. with National Agencies), the Evaluation Program that is to measure the quality and quantity of implementation, and impact of the partnership, and Transnational meetings for coordinators that take place 2 times during the project.<< Results >>The following final outcomes and results will be produced by the end of the 24-month cooperation:- creation, participation and completion of a training course for staff involved on the five elements of the PERMA model. The training course will include the following components: theoretical input on the sub elements, how they affect the age group in focus (secondary school students aged 14-19), gives sample activities, based on which at the end of each training session the participating staff will produce more activities (at least 2/group).- professional educational teaching resources in printed and electronic versions: sample lesson plans with materials included, field observation sheets, measurement classifications, description and methods- creation of Proclamation of Positivity, which is to represent European Unity and responsible, active citizenship in this field with the opportunity for open online registration thus establishing a database for our dissemination activities. The Proclamation will be a strong statement on claiming back positivity in school around Europe.- 6 language dictionary on the topic in printed and electronic versions, the latter is part of our website that can be developed in the project period.All the findings, activities, lesson plans and project results will be uploaded to the project’s own website, the Erasmus+ project results platform and eTwinning as well. A project YouTube channel will inform the public about our activities through students’ Vlog ‘10 positive things I learnt in...’ to illustrate the visited places. We are going to create a Guide to Well-being Booklet with lesson/activity plans described here, suggestions for class activities, psychology tests and travel diaries.The project is completely established on the basis of creating an innovative and multidisciplinary teaching material that is proven and justified by the international partnership in an authentic way. The following criteria details our goals implemented:1. The host countries will gather the educational resources (lesson plans, task sheets, test sheets etc.) prior to the meetings in accordance with the idea behind the project. The activities are the result of each training session 60 days prior to the meeting on the given sub element of well-being. The hosting school will be in charge of the testing of the newly created materials/activities.2. The partners prove and justify the educational resources which were created in advance in the first one or two days of each project meetings. This all happens with consideration of the facilities of the host school. This is to take place under the management of the hosting school by proofreading and trying the previously created lesson plans, tasks etc. This is a way of quality management, namely to provide schools and other target groups a proven and tried teaching resource for educational purposes.3. During the international meetings partners improve and supplement the resources based on the feedback of students. 4. The LTTA events and Transnational meetings are also used to deal with other major goals of the application, including:- supervision of our web site, and setting goals for improvement for the next meeting- supervision of the 6 language dictionary on the topic, and setting goals for improvement for the next meeting (suggestions for new vocabulary items based on consensus)- presentation of ready multimedia materials, setting the concept of them based on consensus (contents, length, etc.).5. The outcomes, teaching materials finalized at the meetings will be tested at each school’s own premises in one month after the meetings. The fact of the trial and its effects will be documented and shared with partners. This is also a way of quality management to prove that the results justify the international partnership.

The European Union is currently facing one the biggest crises in its history. New boarders are mounted between the member states and the number of refugees moving into the continent is a topic of many political discussions. Every day we can read new stories about people who don't trust in the future of Europe any more. In this crucial situation, we as partners of this project consider it as most important to bring young people together to work and think on a future for Europe. In this context, we have chosen theatre as a way to express this topic.Theatre is in the central of this project to improve our students’s self-confidence and basic skills. According to observation of OECD reports about basic skills, current articles of the academicians and the negotiation of the chosen partners’ observation and analysis of their students, lack of basic skills and self-confidence affect pupils highly in means of success in education so in life. Therefore we framed our project on improving basic skills, sense of initiative and entrepreneurship, responsiveness to social, linguistic and cultural diversity; improved levels of skills for employability as also defined important priorities of EU Erasmus+ programme.To battle with the weakness of basic skills, as the partners of this project we decided to develop our students’ basic skills, self-confidence and provide them opportunities for international interaction, participation in multiple events and self-expression. Since the theatre is an art that includes many features of art, we aimed to improve basic skills of our students with the effect of this project. The students will improve their artistic skills by acting in the theatre plays as well as their literacy and writing skills by writing the scripts. Moreover, they will develop their ICT skills by recording and editing videos as well as their language skills by using English both in writing scripts and performing. The students and teenagers including the ones with fewer opportunities will be our main actors and they will be in the center of all stages when the teachers will be supervisors in the project. Our basic aim is to provide an activity for every single student in school and peer environment apart from ordinary school programme. We have to include everyone in a way that everybody will be able to show an ability to improve his/her self-esteem, self-confidence so feel acceptance in social life. We knew from out experiences that anyone who join and perform something to the peers, become different from earlier. A single event may change a students if we provide facilities. This project has been created by the negotiation and agreement of all partners. The partners are from PT, RO, HU, IT, TR These partners are chosen among several organizations from different countries all over Europe as they are the most convenient partners for the project theme. OBJECTIVES1. to improve our students basic skills and self-confidence2. to improve pupils’ social skills and sense of initiative and entrepreneurship3. to practice and perform sketches and two plays on the stage 4. to develop enthusiasm for theatre among students5. to encourage the learning of modern foreign languages and ICT skills6. to improve pupil`s international interaction, participation in multiple events, self-expression and social skills7. to support student`s school and life success.NUMBER AND PROFILE OF THE PARTICIPANTSStudents/teenagers: There will be teams of 30 students in each partner organization so 150 in total will take part actively in project activities. Approximately 1200 students/teenagers will indirectly be affected. Teachers/Adults: There will be teams of 5 teachers in each partner organization so 30 in total will take actively in project activities. There will be a teacher of English,Music,a Psychological Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults will indirectly be affected.Administrative staff: The head-teacher/chairman and a deputy head will take part in the project, Approximately 36 administrative staff will indirectly be affected.RESULTS AND IMPACTSThrough our project the six partners intend to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact to future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform non-specialist audience about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of at risk students, cultivating effective partnerships between trainers, educators, and community organizations so as to amplify our impact.

The SzSzC Tokaji Ferenc Secondary school applied for a grant at Tempus Public Foundation in 2016. Our project, which bears the title of ’The Many Faces of Water – a holistic approach to the vital element of life’, was awarded 38485 Euros. The Hungarian coordinator school has had partners from Turkey, Italy, Poland, Spain and the UK.Three transnational and three LTTAs were organized during the implementation period. The first staff meeting took place in Tokaj, Hungary where the coordinators discussed the objectives, distributed the tasks and responsibilities, set the dates and goals of each meeting. 55 student-, and 45 teacher mobilities were carried out using the financial grant, but the actual number of participants were much higher as host countries delegated students staff and other stakeholders at the meetings. We also organized water related activities to promote our project. These were usually related to important dates in environmental protection; here mention must be made of the Water Charta that gained the support of 1133 people as of the date of project closure.As a basic means of dissemination of results we created a project website that contains news, information and results of our activities. Besides the printed materials made during the meetings all activities have been documented in pictures in short videos as well.The meetings proved that water plays a highly significant role in our lives. The participants were invited to the presidential palace where we could gain an insight to Hungary’s water policies at the first meeting. We learnt about the connection between viticulture and water at the Research Institute for Viticulture and Oenology in Tokaj, how water is a source of life for vines and how it is a deadly force that leads to soil erosion. Sport and recreational possibilities of water were the focal points of the Polish meeting. The Italian meeting was centered around agriculture, as our partners are in the vicinity of seas, we paid special attention to this fact and also the risks of using high salt content water in plantations. Spain gave the perfect opportunity to include the historical aspect in our project; the conquest of the New World, and the history of sea navigation. Turkey shared good practices of their action program to clean the river banks in Carsamba. Finally, students expressed water through performing arts in London.The meetings were dedicated to learn our partners’ good practices and see and discuss new perspectives in order to apply them in our own school curricula.Students improved their professional and interpersonal skills by working in an international environment. We compiled a 6 language thematic dictionary, published in digital and printed form as well. We also published a workbook; its concise version has been printed whereas its full form is available for the wide public on our website (www.themanyfacesofwater.eu) and the official Erasmus + Project Results platform.