"A wise man should know that health is his the most precious property. In our opinion Hipokrates’ thought has not lost its relevance over the centuries. That is why the goal of our project is to demonstrate that ""Wisdom and health - the greatest wealth"". We want to raise awareness among the students and the whole school community that the quality of our life depends on the state of our health. During the project we will pay particular attention to identifying ways of taking care of our own health – both physical and mental. We will initiate and support actions promoting healthy lifestyle. Working on the project will learn responsibility, help to understand that a healthy student means a healthy citizen and a healthy European. Actions and activities taken by students will promote healthy food, active recreation, methods of coping with stress. We will draw attention to important social problems – obesity, bulimia, anorexia, heart diseases, hypertension, the popularity of fast food.The results of the project work will be materials prepared in English and in languages of all partners.We intend to create among other things:- a guide I EXERCISE EVERY DAY,- a cookbook with recipes for healthy meals,- a multimedia presentation METHODS OF COPING WITH STRESS,- a diary MY HEALTHY WEEK,- a photo album PROJECT CHRONICLE,- a handbook WAYS TO BOOST HEART HEALTH- a educational materials All branches concerning youth life will be present in the project – everyday life, sport, art, hobby, and natural science. As a preference we take development of our students’ school abilities and skills. Our students will plan, make, show and evaluate our project. This way we are going to improve their ability of using modern information sources. Working on the project will learn responsibility, help to understand that a healthy student means a healthy citizen and a healthy European. During the meetings and while working on particular tasks we will gain knowledge of both our own and partner countries and thus raising the European awareness. We are going to make our students participate in educational activities common in European countries. Both students and teachers are to improve language and IT skills while communicating with the partners. Teachers of various subjects are to cooperate and share experiences with European partners."

"- CONTEXT: COEXISTENCE / INCLUSION: Improving coexistence has been one of our institution's priorities because it involves multiple benefits for the educational community and places special emphasis on improving the teaching-learning process. We have based our project on peer support, knowing that the educational practices in which the student assistants are involved, voluntarily acting in conflict, become opportunities for education and moral development. These tasks of improving coexistence and inclusion lead to prevent: EARLY SCHOOL LEAVING / SCHOOL FAILURE / ABSENCE: We have worked on the fight against discrimination and bullying, and improving learning outcomes of students from disadvantaged backgrounds from innovative and integrated approaches. We have sought methods for personalized teaching and learning to meet needs of each student and projects that develop these approaches.- OBJECTIVES: 1. Preventing bullying through school mediation, aimed at constructive conflict resolution. 2. Improving and strengthen strategies and skills needed to play the role of mediation in conflicts. 3. Improving techniques and basic skills to use in a mediation process. 4. Discovering innovative strategies and skills needed to perform the function of individualized Tutor. 5. Learning lessons from European coaching education aimed at prevention of school failure. 6. Getting reduction of early school leaving in our center. 7. Promoting the improvement of coexistence in the institution through the knowledge of good practices to improve coexistence. 8. Creating healthy learning environments to prevent truancy and school failure. 9. Creating of modern learning schools and methodologies of the XXI century.- NUMBER AND PROFILE OF PARTICIPANTS ORGANIZATIONS: four participating organizations: Mehmet Uzal Social Science Highschool of Turkey: the center has residence for the students, this entails special situations of COEXISTENCE, and its special characteristic of EARLY SCHOOL LEAVING, due to the few resources of a large part of the families; Zespol Szkolno - Przedszkolny nr 4 of Poland: they have the figure of an individualized advising teacher. It is important how they involve the students in the center's concerns (coexistence surveys), and use them to draw conclusions; Onze-Lieve-Vrouw-Hemelvaartinstituut 2 of Belgium: Focusing on positive and constructive mediation, they study the needs of the two people in the conflict, through what they call restorative justice, involving the whole educational community; IES Gregorio Prieto of Spain: coexistence program with peer mediation students and assistants. The direct participants of all the centers will be: Teachers with training and interest in the issues of the project and so their management teams.- Students: * Students mediators 4º year secondary and 1º A level for training of peer mediation. * Students 2nd year secondary for activities to improve coexistence.- ACTIVITIES: 1- Activities relating to the linguistic and cultural preparation: Creating etwinning space; Creating video presentation of each partner; Document of basic vocabulary of each country. 2 TRANSNATIONAL MEETING No. 1: SPAIN. transversal working part 1: ACTION PLAN TO BECOME A SCHOOL OF THE XXI CENTURY. 3- EXCHANGE No. 1: MEETING IN SPAIN: PEER MEDIATION. 4- EXCHANGE No. 2: MEETING IN POLAND: COEXISTENCE FOR GROUPS. 5- TRANSNATIONAL MEETING No. 2: POLAND: transversal working part 2: ACTION PLAN TO BECOME A SCHOOL OF THE XXI CENTURY. 6- EXCHANGE No. 3: MEETING IN BELGIUM: EMOTIONAL INTELLIGENCE. 7- EXCHANGE No. 4: MEETING IN TURKEY: BUILDING HEALTHY LEARNING ENVIRONMENTS. - RESULTS AND IMPACT ACHIEVED: * Achievement of a more effective mediation between equals; of a reduction in early school leaving; of the decrease in the number of students who do not graduate 4th year of Secondary; Improvement of the results of the annual discipline report; Getting less number of fails. *Improvement of the climate of coexistence; Greater tools for personalized tutorials; Become in a school reference in terms of mediation and coexistence; Modernization in 21st century teaching schools through training and the creation of our 21st century Classroom. - LONG-TERM BENEFITS: Creation or implementation of a coexistence plan (depending on the school); creation of effective coexistence classsrooms; improvement of discipline reports and statistics; modernization of the centers to be ""schools 21"": creation of the Future Classroom Lab (FCL); changes in the methodology of the teaching staff to teach our classes in the FCL."

Having identified the students' necessity of acquiring basic competences, the necessity of new learner-based methodologies and the necessity of a greater use of ICT tools in classrooms, of more motivating activities that allow for more meaningful learning, this project aims at:a) Familiarize students and teachers with the world of robots and programming.b) Enhance students key competences.c) Provide teachers with practical ideas for incorporating technology into their lessons.d) Implement PBL in lessons.e) Foster positive attitudes towards learning, such as stress contol, keeping an open mind, building a positive self-image, self-knowledge and relating adequately to others. f) Raise awareness of environmental problems.g) Become aware of the European dimension of the school and foster positive attitudes towards other members of the EU, such as tolerance and respect.h) Take advantage of gamification.i) Create digital resources for robotics.j) Launch and keep a workshop on robotics in primary school organized and tutored by students with expertise in robotics.This partnership consists of 5 schools from all parts of Europe, the majority of which having experience in Comenius and qualified staff who are capable of carrying out the project.The project will last 2 years. There will be 2 transnational meeting during the first year. The aim of the first meeting will be to lauch the project, train partner representatives in robotics and agree on the quality, dissemination, evaluation and communication systems. During the first year, schools will work in 2 groups to design a Mission for their robots and perform it. Each mission will be evaluated in a quantitative and qualitative manner. Progress Reviews will be written by students. A partner country will be in charge of collecting the information and writing a monthly newsletter to be sent to all members of the school community in all countries involved. During the second Mission, schools will continue working in the same groups but they will swap Missions. In order to fulfill the new Mission they will resort to the expertise of the other group of partners. There will be an annual survey to measure goal achievement. The project progress will be disseminated inside and outside school according to the dissemination plan. Feedback about dissemination, surveys and Progress Reviews will be summarized in the Year1 Report.The second year, there will be 2 transnational meetings. The aim of the first meeting will be to start the mobility of students and to make adjustments to the project according to the issues analysed in Year 1 Report. When students do the mobilities, they will work in transnational teams to overcome a challenge prepared by the teachers in the host country. Students will be evaluated both quantitatively and qualitatively. They will write a Progress Review whose content will be disseminated in the monthly newsletter. When visitors go back to their country they will invite their fellow students to take the challenge and they will give the support to overcome it. There will be five mobilities, involving 100 students form 5 countries. 325 students from 5 countries will be directly involved in the project and 4300 students will benefit from the project indirectly.The result of the project will be an ebook containing information about robotics, the explanation of missions and challenges, tutorials, recommendations, troubleshooting, glossary of technical terms, diagrams, and photos. An open robotics day will be organized at the end of the second year to disseminate the project. There will be dissemination inside and outside schools according to the dissemination plan. A partner country will be in charge of supervising dissemination, coordinating, giving advice, and getting feedback from disseminating activities. This person will be responsible for informing about dissemination in the Year Report, alongside the evaluation of the project and goal achievement.The project will generate digital resources (an e-book), human resources (robotics- trained students and teachers) and material resources (robots, tables, computers and software) which will be used to create a workshop on robotics for primary-school children. The workshop will be organized and tutored by students with expertise in robotics at the end of the project.

Keeping in mind that every student has the right to an education free from discrimination and prejudice, that they all must have equal opportunities to learn and that legislation in EU countries prohibits discrimination in the educational system and supports inclusive education, we have decided to build this project with partners who feel the same way and have similar problems of inclusion within their schools. Finding ways to prevent discrimination is our goal, in order to ensure students’ educational opportunities. The recent arrival at our schools of a large number of students of different nationalities, together with a significant number of roma students and also a large number of pupils with SEN, present us not only with inclusion problems, but also with obedience to rules and even of compulsory attendance. Therefore, it is necessary to focus on the inclusion of minorities, of those who are different, and of the most disadvantaged groups, both socially and economically. School should be able to launch strategies aimed at eradicating various forms of exclusion and discrimination, such as the eradication of prejudice, xenophobia, racism and gender difference, by striving for the full inclusion of minorities and difference. This intercultural project involves schools from Portugal, Cyprus, Spain, Italy and Poland. Its logic is based on the understanding that mobility, an integral part of our increasingly globalized world, presents challenges stemming from cultural differences that are an intrinsic part of people's complex identities. Therefore, knowledge and awareness of how culture affects communication is essential in effective intercultural communication. Some of the goals of this project are: •To improve pupils’ social skills in terms of tolerance, critical thinking and collaboration; •to improve the participation of students with fewer opportunities and/or with SED, in order to promote equality and inclusion; •to create empathy for problems of inclusion of disadvantaged groups at a local, national and European level; •to raise awareness among students and the educational community of the diversity of European cultures and languages, as well as the value of such diversity; •to stimulate a sense of belonging to a broader community based on values of tolerance and mutual respect; •to encourage equal opportunities; •to implement actions directed towards participatory and inclusive citizenship; •to nurture consciousness of the eradication of prejudice, xenophobia, racism and gender difference; •to implement actions directed to the inclusions of migrants and refugees; •to implement actions directed to the practice of solidarity. To achieve these goals, activities were planned between the 5 partners. Being the major theme “Inclusion”, each country will organize activities linked to subtopics of this theme. Thus Poland will prepare activities linked to “Solidarity”; Chyprus to “Social and economic discrimination”; Spain to “Gender Equality”, Italy to “Migrants and Refugees” and Portugal will prepare activities linked to “Interculturality”. This way students will have a broader vision of the big theme. On the other hand, the students involved in an Erasmus+ experience will gain self-confidence, adaptability, openness, mutual understanding and solidarity. Erasmus+ mobilities offer a unique opportunity to recognize differences between cultures and to learn how to overcome them. All activities will be monitored, in order to evaluate the achievement of the objectives, through questionnaires and reports. The monitoring of the project, in each one of its phases, will allow to make timely adjustments in case of necessity,. ETwinning will act as the central means of communication of this project and Twinspace and eTwinning events will be used to share ideas and materials and to coordinate this project. By participating in this project, it will be possible to change long-term practices in the schools involved, by introducing in the education system activities that ensure intercultural understanding and the participation of people from disadvantaged groups and/or special needs, thus increasing equality and inclusion. In addition, there will also be other benefits such as: improving self-esteem among students, improving language proficiency, fostering collaborative work, broadening horizons to other cultures, visiting new places, meeting new people. Finally, this collaboration will increase the internationalization of all the institutions involved. The dissemination of the Project results, especially in the Erasmus + Project Results Platform will allow for a national and European expansion. It will be another opportunity for partners to communicate with other European schools interested in our project. This forms of dissemination will allow the project results to continue to be used by others, beyond the project funding time, thus ensuring its sustainability.

"In 2017, the 60th anniversary of the signing of the Treaty of Rome, we believe that the European Union needs innovative educational centers that fight against social exclusion, community uprooting and school drop-out. Centers that promote educational excellence and the training of active and committed citizens.That is why through our ""A Thousand Cultures, One Europe"" project and in line with the ""Europe 2020"", ""ET2020"" strategies and the initial conclusions about the future ""Europe 2030"", we aimed to promote quality education within an international framework, through an intelligent and integrating growth. We tried to unite people and cultures through research, innovation and creativity in education by proposing the following objectives:1.- To contribute to the construction of a society in which the European Union plays a close and useful role for our students, promote social inclusion, and to advance the knowledge of itspeoples and cultures.2.- To put in practice open and innovative methodologies that ""engage"" the students by making them autonomous and motivated to the construction of their knowledge. In short, toencourage them to expand his academic training and not to drop-out the school system.3.- To encourage schools to be a true reference among the educational community to which they belong, to become places of encounter and social and cultural exchange, and allowteachers to enjoy innovating and educating the citizens of tomorrow.4.- To know the reasons for the European Union, how it was created, who has fought and who stands for it, thus increasing the knowledge of the most important persons in its history.5.- To progress in our journey towards educational excellence.In order to achieve these objectives, the project partners were selected after a mature process of analysis, coming from 6 European Union countries (Spain, United Kingdom, Poland, Lithuania, Italy and Czech Republic). They had an impeccable trajectory and counted on highly qualified teachers with experience in Erasmus + and LLP projects, which allowed a really good development of the project.On the other hand, referring to the target groups of the project, our main audience was primary school students, as well as the entire school community surrounding the center, both adults and youth. These people, around 7500, felt again the illusion of belonging to the European Union by promoting social inclusion and learning the traditions and cultures that are part of Europe. Therefore, the project tried to reach these people through educational innovation and interconnection of the school with the community that surrounds it. The population at risk of social exclusion, or disadvantaged in any form, was what we identified as the potentially greatest beneficiaries of the project, which also reached all students and families in a global way.For this, the most important activities carried out were:- Monographs and global didactic units, which revolved around the figure of relevant people linked to each of the partner countries and values such as creativity, imagination, innovation and effort. - Creation of a Comprehensive Teaching Project that was applicable to all students.- Creation, musealization and opening to the community of physical spaces treating about the European Union.- Music and dances, new technologies or creativity workshops.- Mobility activities of `ambassadors students´, promoting social inclusion while training also teachers in educational innovation.Both the activities and the rest of the project were managed through an analytical and critical methodology, focusing on quality control and improvement processes, being based on a fluid, constant and open communication with the aim to ensure the maximum efficiency that favored the optimum development thereof.Thanks to this, the impact we tried to achieve in all participants and target groups was:- The comprehensive methodological renewal among teachers, through INNOVATIVE STRATEGIES, which positively influence students, contributing to the reduction of dropout rates.- The increase of the feeling of Europeanism and of the values of the UNION, as well as of the conscience on the importance of the SOCIAL INCLUSION.- The support for the importance of ENGLISH as a common language.- The promotion of student AUTONOMY and development of the ""Learning to Learn"" competence.In conclusion, we aimed to contribute to a society in which innovation, motivation and education go hand in hand. A society in which the EUROPEAN UNION is the way to a quality education.It should be stated that Europe, our civilization of a thousand cultures, is not only our identity but our project."