Context: In the 21st century, the fastest growing careers and occupations are those related to STEAM (Science, Technology, Art and Mathematics).The students, starting from a STEAM teaching base in secondary education, will be exposed to a method that, established at very early ages, could trigger a permanent desire to pursue a career in any of the fields worked. We try to give our students the basis to know and to work with STEAM-based learning.In order to transmit this taste for STEAM learning, we must have a high number of teachers who are experts in the method and who help students to develop a set of thinking, reasoning, group-work, researching and creativity skills that will help them in all the areas of their lives.The aim of this project is that, in addition to classroom knowledge, teachers will achieve a more creative, more motivated students that can use science, mathematics, technology and art in real-life situations.One way of achieving a greater number of teachers and students motivated by STEAM education is to use the exchange of ideas and practices offered by the European Community through its Erasmus+ programmes.Objectives:The objectives in our project are varied, and include the following ones: 1) developing interdisciplinary collaboration between all the subjects involved in teaching STEAM improving the students' critical thinking, analyzing and problem solving skills 2) developing the students’ ability to solve global problems (such as alternative energy sources, pollutıon) using STEAM methodologies 3) improving the students' creativity, by adding Arts to the traditional STEM subjects 4) acquiring new digital skills of the 21st century in accordance to the European Framework for Digitally Competent Educational Organizations5) creating innovative products that will be also used in the future, as a result of the activities the students were involved in 6) offering career guidelines for our students in their future jobs, by stimulating their skills through STEAM activities and challenges 7) implementing innovative practices in education in STEAM related activities and methodologies 8) giving our students to build long term friendships and collaboration with students from our partner schools, and therefore encourage face-to-face and digital communication through the use of English 9) adding European value to STEAM teaching practices by taking part into an international team.Activities:The activities we planned are closely connected to the objectives we set, and are designed to achieve our goals. We try to create activities related to real-life problems for students to find practical solutions to global problems through the use of STEAM methods. For example, the students will try to create a cheap nuclear radiation detector - Ion chamber, they will try to determine and analyse organic compounds in food, in another activity they will identify different degrees of pollution by analyzing the lichens in different areas of a city, etcIn general, all the challenges and activities planned will help students to discover their potential and will give them an idea about what path they could take in the future as employees or employers, and all the planned activities will include different practical products (such as posters, fliers, rockets, models etc) useful in the future in other subjects.Method:A cooperative and learning-by-doing methodology will be applied for the development of the activities in the project. The ability to learn from experiences of a practical nature allows students to develop their soft skills and improve their ability to report in plurality of contexts, not only purely school.Assessment:In order to evaluate the aims of the project, we will use evaluation based on self-assessment and peer-assessment. We will reach this kind of evaluation through teacher observation, rubrics, and questionaries done by teachers, student groups and single students.The study of the results of the questionaires, etc. will give us an overall sight of the grade of achivement of the aims stated in the project, and it will help us to establish the best dissemination for the product of our STEAM based actions.

Teachers in the partnership realised that a lot of students did not choose science subjects for their higher education because they were not motivated and were afraid of the difficulties in physics, chemistry, biology and maths. Most teenagers do not have real ideas about their future employabilities and they are too young to understand that their career depends on their studies. The main objective of our project was to make science subjects more popular with students and orientate them to apply to college or university where they will study maths, physics, biology and chemistry. As we can see in the job market, freshly graduated young people have a better chance to be employed with a degree in the scientific and technological field.We also hoped to attract more young people to follow in our footsteps and want to teach science subjects in the future. The project was implemented by secondary schools from five European countries. Szekszárdi Garay János Gimnázium in Hungary was the coordinator school. The school has a state of the art science laboratory, which makes it possible to carry out experiments in physics, biology and chemistry. The partner organisations were: 2nd Gymnasio Neas Ionias Attikis in Athens, a Middle School, which prepares students for Lyceum, a General High School. The teachers of the school cooperate for the creation of inter-scientific lessons and the application of new teaching methods concerning all the subjects of the curriculum. Fridhemsskolan in Arvidsjaur, a lower secondary school in Sweden prepares students for upper secondary school. Half the students have their own computer which they use in the lessons. The teachers use peer teaching method and have had several European teachers job shadowing there. It was their first experience in Erasmus+ project. IISS Leonardo Da Vinci, a secondary school in Cassano Delle Murge, Italy, prepares students for higher education in several fields. They introduced Cambridge Assessment International Education at their school. Students have the opportunity to learn biology, maths, chemistry and literature in English. Siauliu Lieporiu Gymnasium in Siauliai, Lithuania, prepares students for higher education as well in well-equipped classrooms. The staff are committed to inclusive education and their work is helped by developmental pedagogues. They have special Arts and Science programmes which are integrated into Biology, Physics, Chemistry and Technology lessons.Main activities:1) After the formation of the project teams at the partner schools and distributing tasks, we included the experiments and students’ project work in the curricula. We collected data about the students' academic results from the previous year and made a survey on the students' future plans for their future career. 2) We had a kick-off meeting in Lithuania where we discussed the project timetable and details of short-term mobilities on 28th October.3) Science teachers were continuously carrying out experiments in chemistry, biology and physics, from which videos were made. 4) We made a flipbook of a picture dictionary in six languages with the words and pictures of the laboratory equipment. 5) The students did their own project work in connection with the experiments and other scientific topics. 6) Students with learning difficulties were provided extra lessons regularly, but unfortunately very few took the opportunity. 7) We attended science festivals and organised dissemination days in our schools where teachers and students from the local schools and some from the neighbourhood settlements also attended. We informed the media about our Erasmus+ project and several articles were published and films were shown in the local TV.Results and impactThere are 100 videos available to watch on Youtube made by the schools in the partnership, a flipbook with a picture dictionary, resource bank for the experiments in pdf format and students presentations in PPT. The results of the project are also available on TwinSpace, where the videos, project works and pictures can be seen under the project title: Getting Science Closer to Students.As for the impact of the project, we could see that there was more as more interest in the Erasmus+ activities from the students and colleagues as well. Analysing the applications to higher education, there is a slight increase in the scientific field, though we cannot prove that it is just the result of this project. We can also realise that more students are interested in science than before. Participating in the Erasmus+ also attract more students to apply to our schools.

We want to put together four pillars of the 21st Century Education (Ict, NFL, Creativity and Research) and give a direction (Entrepreneurship) to these improvements. But we want also to demonstrate the connection between our objectives and the chosen priorities.We are absolutely convinced that there is a strong relation between the ways of learning/teaching and the results, especially in the basic and transversal skills, so we will dedicate great energies to boost teachers to introduce our 4 pillars and the direction in the curriculum in order to face the low level of results, the early school leaving and the great challenges of a changing world.All the activities of this project aim to help, encourage and reward the efforts of teachers to create a better learning environment for them and their students.BACKGROUNDThe great problems that are emerging and make uncertain the future, less rich perspectives, rare opportunities for young people can be tackled by education.Our traditional educational systems failed.We have low results in basic and transversal skills and an intolerable early school leaving rate.In many curricula some important skills as entrepreneurship are not included.The improvements of fluency in a foreign language are requested by the Clil environment.Off-the-cuff attempts to introduce new methodologies don’t interest us. For example a large use of creativity might lead to superficiality, while a deep, well set research doesn't often evaluate the unusual. NFL is motivating and enjoyable but it takes time and has uncertain results, on the contrary the curriculum is focused on specific skills. We want to join accuracy and creativity, reliable science and leadership, coding and volunteering.Because we are convinced that either you use these combinations or you will lose….OBJECTIVESThe project aims at improving the knowledge in the areas of:- Creativity, lateral thinking, critical thinking, problem solving- Use of technology as an educational tool- Multidisciplinary approaches- Non formal learning- Entrepreneurship- Use of Content and Language Integrated Learning (CLIL) It aims at tackling- low achievements in basic and transversal skills- early school leaving- youth unemploymentPARTICIPANTSTEACHERS of different subjects (Foreign languages, Mathematics, ICT, Philosophy).SCHOOLS from Ravenna, IT; Vienna, AT; Lisbon, PT; Siaulai, LT; Spijkenisse, NL; Lodz, PLACTIVITIESThere are 6 topics: 1. Critical thinking2. Creative thinking3. ICT in teaching 4. Entrepreneurship5. Project based learning6. Non formal learningFor each topic we have:- a 3-month work - the IO work just before the LTTA- the LTT Activity in one country- the ME after the LTTA IOs AND MEsThey are a mix of research, case studies, guidelines ever designed for a good use in teaching.The Strange Case of Mister Brain; Creative pupils - manual for teachers;A Guide for Interactive Practice Tests; Interactive game on entrepreneurial skills How to raise money for a cause without losing your friends ; Scavenger Hunt : NFL.METHODOLOGYWe want to insist on: - Student- centred methodology- Creative and Critical Thinking- Space to ICT , web 2.0 tools and languages- Experiences more than knowledge- Sharing and communication of every part of the process, process as important as result- Problem solving, Realia, case studies and authentic assessments- Non formal learning- Peer education- Ethical Values , Democracy, Citizenship, Inclusion- Enjoying the school timeRESULTS- Official website of the project- Wall of the project in every school, exhibitions.- Media coverage (radio, local newspapers, magazines).- Activities in the classroom, quizzes, assessment files- Researches about ESL- Analysis of the results in basic skills- Study on the labour market perspective- Catalogue of good practices- Online tools and their guidelines- Online platform - Suggestions for some parts of the curricula- Training courses for teachersIMPACTWe expect the students at the end of the project- improve their English communication- are self-aware and self-confident- more used to share best practices- have creative ideas- are willing to be on their own and risk- can plan and arrange an event,- are decision-makers- are problem solvers- can work both independently or in team,- are capable of recognizing opportunities- are aware of being European citizen- develop a sense of initiative- are more active in participation and more responsible- enjoy more the school timeLONG TERM BENEFITSIn teaching- the student at the centre of the process- Improving the professional skills - Introducing NFL- Improving the use of ICT and foreign languagesIn the curricula- Introducing the sense of entrepreneurship- Improving the use of creative and critical thinking..In the way of learning- More motivation- Better communicationIn the chances to find a jobIn the civic participation

We started by acquiring these statements:Europe is no more a land of opportunities like twenty years ago and we need to open minds and change education to face this challenges.The objectives of this projects were:1.contributing to build a new school with four pillars (Ict, Non- formal learning, Creativity and Law), a base (Universal Democracy) and a direction (Equality) because we cannot work together without recognizing our universal human constitution based on equal rights.2.Being aware of a multicultural world3.Giving more possibilities to disadvantaged people4.Promoting citizenship5.Increasing Right, Respect and Responsibility for all cultures 6.Combatting discriminations7.Researching and experimenting innovative techniques-8.Developing skills for the changing world9.Supporting ICT-based teaching10.Introducing more non-formal and informal activities11.Giving more space to creativity12.Strengthening the critical thinking13.Placing the student at the centre of learning process14.Creating a cooperative teaching and learning environment15.Motivating teachers and students16.Enhancing European cooperation and reinforcing networks17.Stimulating students and teachers to cooperateWe selected participants (students, teachers, members of staff) with high motivation, good skills and English fluency, with an accurate selection process.Our schools were involved at the highest level. ALL the activities were strictly connected. The project was divided in four terms, each of them characterized by one topic, one main activity, one output.1.Democracy and participation - Output: guideline: how to promote a campaign without losing a friend2.Creativity and social inclusion. During this LTTA has not been possible to act as previewed because, due to terroristic menaces in that period, we couldn’t perform the theatre in prison with the foreign students and teachers. The spectacle (involving prisoners and students) was actually performed but in a close, reserved space, without foreing delegations. We substitued this output with the Ravenna Manifesto (a guideline to increase volunteering at school) and a spectacle with a music band exclusively composed by refugees.3.innovation in education - Output: collection of ict tools for education4.non formal learning and life skills - Output: a collection of tools to promote NFLOur plan of activity was perfectly respected: a 6-day schedule with A. Two days at school to work on the topic. B. Two days of visits to:NGOs active in social fields (inclusion, democracy, participation) C. Two days of cultural and social activities:Historical sites, museums, librariesD. A social/cultural event: an exhibition, a concert, a comedy, a festivalWe met NGOs actives in many inclusion fields (disable people, ex prisoners, people with mental disease, ex drug addicted and so on)Project was based on some methodological assumptions:1.Student- centred methodology2.Creative and Critical Thinking3.Promoting empowerment and self-esteem, especially for women4.Space to ICT and languages5.Experiences more than knowledge6.Sharing and communication of every part of the process, process as important as result7.Problem solving, case studies and authentic assessments8.Ensuring Accountability and Promoting Responsibility-9.Addressing Discrimination10.Non formal learning11.Peer education12.Seeking Sustainable Results13.Enjoying the school timeWe assessed the results of the project and we have noticed thatStudents:1.developed competences, especially in language, ICT and transversal skills2.had and ethical approach3.gained a broader understanding of: critical and creative thinking, problem solving4.rose awareness of citizenship, democracy, social inclusion, participation5.became more active in our communities, at local level6.enjoyed more the school time and participated more activelySimilar results we had in teachers and also the school were changed by this project, opening them to networks with others schools, NGOs and private companies.So now we had school more active in the community and people more involved in the society.The dissemination was accurately planned and managed: more than 30 articles on newspapers, magazines and webtvs; hundreds of posts in different social networks (Facebook, Twitter, Instagram, Linkedin, Google+, Pinterest, Edmodo: each of them with an Include dedicated account), hundreds of pictures and movies published (Youtube, Vimeo and Flickr).We created solid networks with people, companies, associations, and met influencers and inspiring people (i.e. Lucio Melandri, UNICEF Refugee & Migrant Response Country Coordinator and many others)The project involved directly approx. 1000 people and not directly more than 3000 and was successful at every level. We had visitors in our website from all over the world, France 308, Usa 196, Brazil 28, Russia 23, Kenya 20, Peru 14, Philippines 13, United Arab Emirates

"Context of our project ""BE GREAT-don´t discriminate!""In times of a fundamental transition of the world order, we intend to reflect on Europe as a peace project and a community of values. We therefore put our project at the service of European human rights with a special focus on values.We specifically concentrate on inclusion as a human right in order to demonstrate that participation in education functions for persons with different impairments. Because: ""Inequality is at its highest level in 30 years..."" (2015 Joint Report of the Council and the Commission). This appals us – the more so since inclusion as laid down by European law is a task for all schools. This is why we intend to set an example in our project.Objective 1: The human right of inclusionAs a human right, inclusion is directly contingent on freedom, equality and solidarity and means that no person may be excluded or marginalised. We therefore particularly pursue one goal in our project: the strengthening of human rights by the social integration of school pupils with inclusive special needs through participation in education.Our project is intended to provide every pupil with the opportunity to actively and effectively take part in teaching classes – irrespective of illness, disability or regional isolation – by means of interactive livestream teaching. Pupils prevented from attending school on a long-term basis by oncological or psychological disorders, or chronic inflammatory bowel diseases, also have the possibility of substantively participating through livestreaming. This provides them with better chances of achieving qualifications for higher education. This way, they remain in the European labour market as specialists, forward thinkers or decision-makers.As the result of the project on inclusion, we are implementing interactive livestream teaching in all partner schools. Furthermore, we are drawing up a guidance manual in relation to the technical and pedagogical requirements of interactive livestream teaching free of charge for all schools in Europe. As a long-term benefit, we anticipate an increase in interactive livestream teaching overall and thereby improved individual access to education – irrespective of health or regional restrictions.Objective 2: Value systems in cyberspaceA second focus of our project is on values-based education, as called for by the EU action plan. In this regard, we will tackle a highly charged phenomenon, which presents the European community of values and all schools with immense challenges: ""Bullying is recognised by the UN as a major factor in damaging the well-being of students... . New forms through social media are adding to the problem."" We want to devote our attention to the digital well-being of European pupils for the purpose of strengthening and protecting young Europeans. We will thus first conduct a representative survey on the subject ""European pupils in cyberspace"" on the basis of a suitable survey tool. The results will help us in developing common European prevention strategies for our schools.Measurable results will include the eBook ""Digital well-being in European schools"" together with a prevention plan and code of values. In addition, we will train pupils in all project schools as cyber experts to successively pass on their expertise to younger pupils. By the systematic application of the ""living library"" method, we will intensify European values, such as empathy and tolerance, in all participants. This method will be firmly established in all project schools for long-term use. Furthermore, a sustainable transnational cooperation will take place by means of an annual eTwinning conference on Safer Internet Day (SID), at which progress and new tasks in the area of cyber reality will be discussed.Six partner schools are contributing their specific strengths:Lithuania (code of values)Bulgaria (prevention competence through creative theatre)Italy (ECDL exam centre)Portugal (e-Twinning school)Cyprus (living library)Germany (inclusion)We will mutually visit each other for intensive work sessions in relation to our project objectives. A minimum of 7 pupils aged between 15 and 18 with very different requirements from each of the countries taking part will participate in training, teaching and learning activities accompanied by two teachers. Diverse workshops are planned in the 23 months. With regard to our horizontal ""Social Integration"" project priority, each school will contribute its strengths and individual experiences so that we can all learn from and with each other.Our project is characterised by methodological diversity, such as eTwinning, learning to learn, CLIL, learning by teaching, peer-group learning, living library, interactive learning games.It will enable all the pupils, parents and teachers to become visible value ambassadors for the European community of values, aware of the importance of Europe as the greatest peace project of the Modern Age."