"The project “Let's Play and Learn Together” was designed for pupils aged 4-11 and focused on learning English from early childhood. Older pupils were also involved in the project and the project had a positive impact on all students and teachers. Nowadays it is necessary to start with learning English in kindergarten and to use attractive methods, songs, physical activities to teach children to develop a positive attitude towards English and foreign languages. The main objective of the project was to give pupils a positive attitude towards English, foreign languages and education in general. We tried to achieve this goal by using innovative and playful methods as well as by CLIL method in various subjects in kindergarten and elementary school in grades 1-6.In the project we have successfully achieved all required goals. We focused on topics from everyday life. We were interested in children´s view at seasons, holidays, festivals, traditions and history, culture and mathematics and other school subjects. Children worked on themes in various ways, including presentations, collages, artworks, films, games and theatre. One of the aims of the project was to develop pupils' skills, talent and creativity. For this reason, we organized a competition at schools for the Logo of the project, we created international collages of materials and artworks brought from the stays, exhibitions of artworks of the topics at schools and public places, we created the international anthem of the project. We made vocabulary for each topic and each school created puzzles, quizzes, crosswords and published them in the twinspace and on the project website. Pupils of all schools were actively involved in solving them on-line improving their English skills and computer skills. We performed similar tasks during international stays. During international meetings, teachers and students were involved in the educational process of the host schools, we were actively involved in English lessons realized by playful methods. In many activities we used different digital technologies, new ICT tools and pupils gained new computer skills, improving their digital skills.Pupils were also active in CLIL lessons of primary and pre-primary subjects such as art and music, science, computer science, mathematics, history and literature. We realized the lessons at local level at schools and during international meetings. Pupils were very interested in this way of teaching, which contributed to their positive attitude to English. Teachers exchanged experiences in the use of CLIL in European schools. We have documented the lessons on DVD and in the booklet ""ClLIL in European Schools"" and published it on the project website. This interesting activity has had a positive impact on the pupils of the involved schools as well as other schools in the regions.Also virtual mobilities - videoconferences were very important part of our cooperation. During them we focused on games and traditions, we sang songs in native languages and in English. The videoconferences were beneficial for both the project and the schools, as more pupils could meet peers without travelling.During international meetings in Portugal, Slovakia and Italy, we realized international Project Days, during which we played with English together, we presented our knowledge and results to parents and community. Children were learning spontaneously while having fun with their parents, grandparents and teachers.At school and in public places we realized Project Days in which we informed about the results of the project and at the same time we enriched them with music and dance performances. Pupils screened films about local activities and stays, contributing their own attitudes and experiences. All local and international activities, summary of presentations were summarized in the electronic book ""Let's play and learn together"", which we published on the project website and in the twinspace. Thanks to the project, pupils learned to express their own opinions, increased their national awareness, selfconfidence, gained a positive relationship to English, to languages and improved their attitude to education. Pupils have learned to work in a team, pupils' relationships in schools have improved. They have also learned to work in an international team and respect culture and lifestyle in other European countries. They formed strong friendships with their peers. They understood what European identity means and how important intercultural education is for them and their future.All results were published in website of our project: https://lpalt-erasmus.wixsite.com/playandlearntogether. We realized some activities also in twinspace of eTwinning program: https://live.etwinning.net/projects/project/134517."

The number of STEM (Science, Technology, Engineering and Math) related jobs is growing every year. In fact, STEM job growth in the past 10 years is three times that of any other field in EU, but by 2025 it is estimated that the demand for STEM jobs will go unfilled. Yet, STEM education programs have not kept pace with which makes us think that whether there will be enough qualified employees available to take on these new positions. To fill in this gap in our environments with international partnership, we have designed our project: ‘My Future Job Through STEAM’. By Integrating Art (A) into STEM, our students will be given tools with which they think creatively and solve complex problems with art and design. The main aim of our project is to increase motivation and interest for students to pursue STEAM-related careers. Getting more girls interested in STEAM disciplines is another point of our project. 5 countries and 6 partners will be involved in this project with approximately 120-directly, 1800- indirectly students aged between 12-15 and about 50 teachers and educators with different experience, knowledge, beliefs, but common educational ideals. The OBJECTIVES of our project are: To develop teachers' integrated teaching skills on STEAM subjects by raising their awareness on the interdisciplinary relationships between Science, Technology, Engineering, Art and Mathematics To introduce students to STEAM disciplines via motivating them in STEAM careers and prepare them for further studies in STEAM To increase the participation of girls in STEAM fields To strengthen the schools’ STEAM curriculum To guide students to carry out STEAM projects in different fields such as Computer, Robotics, Science to let them decide their prospective careers. In order to achieve these objectives, we will organize 2 short term staff training and 4 short term exchange of pupils’ mobility. Throughout short-term staff training, we will gain new insights, exchange best practices, and develop skills of communication, teamwork, English and ICT. We will raise our awareness about interdisciplinary relationship between such subjects as Science, Technology, Engineering, Art and Mathematics by exchanging ideas and experiences with other European partners. We will organize dissemination activities and design the long term plan for sustainable STEAM Education to foster STEAM jobs among our students. During short term pupils’ exchange, our students will experience working and enjoying in multicultural social settings with their international friends. They will develop their skills of creativity, critical thinking, collaborative problem solving, learning to learn and initiative and entrepreneurial competencies required for STEAM disciplines in Experiential Learning, Inquiry Based Learning and Project Based Learning. We plan to have regular assessment procedures to ensure that the project objectives and results are achieved: 1) STEAM CAREER INTEREST SURVEY for students at the beginning and end of the project activities. 2) FEEDBACK GATHERED AT WORKSHOP/PARENTS MEETING 3)PARTICIPANTS’ EVALUATION QUESTIONNAIRE at the end of training &exchanges 4) MONITORING SHEET 5) COMMENTS of the visitors and followers on social media (Facebook&Instagram) 6) OUTPUTS/PRODUCTS such as Robots, Digital Storytelling, Animation Video, e-Brochure, Scientific Experiments, Blogs, Moodle platform, Newsletter, Project web site, eTwinning project will be valuable tools for our formative and summative evaluation. The EXPECTED RESULTS of our project will be: Introducing STEAM-based jobs to our students, we will increase their knowledge and motivation to choose STEAM careers. School community will be more conscious about the importance of STEAM Education and promotion of STEAM jobs. Skills and Knowledge of teachers in teaching integrated skills and STEAM discipline will develop via joint staff training. Involved in Project-based activities will help our students improve their skills of creativity, critical thinking, teamwork, collaborative problem solving and risk taking. Our project’s cool STEAM activities will drive curiosity and foster a love of learning followed by understanding of concepts and application of knowledge. Exposed to STEAM activities in the club, the girls will be supported to spark their interest and engagement in STEAM careers. Students will develop their ICT, Robotics, foreign language, international friendship skills and knowledge about other cultures. School and local community will feel themselves as part of the European Community. Teaching staff will be more qualified in ICT, English and Communication skills by working online platforms and attending mobility. Partner schools will motivate other schools to join international projects in their local areas.

The aim of the ACT GREEN Erasmus+ project is to get students aged 9 to 12 to understand the impact of human activity on the balance of nature and to make them use more practices supporting sustainable development. The second goal of the project is to develop participatory education methods and, as a result, enhance pupils’ self-esteem, sense of appreciation, school motivation and social skills. When these goals are achieved, pupils become socially active actors, which for its part reduces the risk of exclusion. The project includes two schools from Finland and one from Romania, Greece, Italy and Portugal. The most prominent results of the project are developing pupil centered lesson plans and producing ideas for sustainable development in educational establishments. We hope our project raises inspiration and develops and processes our products forward.

"The ""maths through games"" project is part of key action KA-219 ""strategic partnerships - exchange of good practices"".Its purpose was to create mathematical games and didactic proposals for primary school pupils, for the support and success of pupils in the field of mathematics.It gathered 6 schools from France, Belgium, Poland, Portugal, Italy and Slovenia. These primary schools, of very different size (from 50 to more than a 1000 pupils), located in various environments (rural, urban, capital), welcome pupils who do not all benefit from the same opportunities regarding economical, geographical or cultural environment. Based on the observation that the results in mathematics (regarding to the PISA assessments) are low in many countries of the partnership, or in decline for several years, the teachers of the project wanted to boost their practices and provide, by the creation of mathematical games, educational tools and learning situations to improve students' skills in mathematics.An educational tool in the heart of this project, the game, which is a fun, varied, competitive activity, stimulates reflection, hypothesis approaches, research into strategy and efficiency. It has turned out to be an excellent way to easily make students do the systematization work essential for a good integration of the studied concepts and to connect the most fragile students with mathematics learning.The game has also provided teachers with a way to deal with student heterogeneity, whether related to differences in grade levels within age groups or the management of classes with multiple courses, helping teachers to manage diverse entries regarding to multiple intelligences.The game solicits affect in its positive aspect and has a significant impact on the students' investment in the mathematical tasks offered, especially for the most fragile students who regain a positive self-image through success by playing.The games achieved by the 6 partner primary schools over the 3 years of the project fall within the 6 major mathematical areas: calculation, numbers, measurements, geometry, data management, logic. They were created by teachers and their students, tested, shared. The provided games are accompanied by:- their rules, of course,- but also manufacturing instructions allowing everyone to reproduce the games- for teachers, didactic sheets allowing them to appropriate themselves with the approaches connected to the games,- and short videos of pupils experimenting the games during class.The productions have been experienced and used by teachers in their classes but also by families and other educational actors.The international meetings have enabled teachers to enrich their teaching practices through observation, exchange, analysis, sharing and pooling as well as the construction of common evaluation tools.For the students, mobility (learning activities) were major highlights of the project, both in terms of human experience and mathematical practice, which enabled them not only to improve their mathematicalskills by experimentation with games but also to be part of the construction of an identity of student, representative of his school and his country, and as a European citizen. The confrontation of learning methods, sharing, exchanges, challenges have greatly contributed to enriching the lived experience and have been important learning motives, in terms of mathematical skills but also of foreign language skills (English) or in digital technologies."

The number of STEM (Science, Technology, Engineering and Math) related jobs is growing every year. In fact, STEM job growth in the past 10 years is three times that of any other field in EU, but by 2025 it is estimated that the demand for STEM jobs will go unfilled. Yet, STEM education programs have not kept pace with which makes us think that whether there will be enough qualified employees available to take on these new positions.To fill in this gap in our environments with international partnership, we have designed our project: 'MY STEAM CAREER' By Integrating Art (A) into STEM, our students will be given tools with which they think creatively and solve complex problems with art and design. The main aim of our project is to increase motivation and interest for students to pursue STEAM-related careers. Getting more girls interested in STEAM disciplines is another point of our project.6 schools from 6 countries across the European continent will be involved in this project with approximately 120-directly, 1800- indirectly students aged between 12-17 and about 50 teachers and educators with different experience, knowledge, beliefs, but common educational ideals.The OBJECTIVES of our project are:To develop teachers' integrated teaching skills on STEAM subjects by raising their awareness on the interdisciplinary relationships between Science, Technology, Engineering, Art and MathematicsTo introduce students to STEAM disciplines via motivating them in STEAM career and prepare them for further studies in STEAMTo increase the participation of girls in STEAM fields To strengthen the schools’ STEAM curriculumTo guide students to carry out STEAM projects in different fields such as Computer, Robotics, Science to let them decide their prospective careers.In order to achieve these objectives, we will organize 2 short term staff training and 5 short term exchange of pupils’ mobility.Throughout short-term staff training, we will gain new insights, exchange best practices, and develop skills of communication, teamwork, English and ICT. We will raise our awareness about interdisciplinary relationship between such subjects as Science, Technology, Engineering, Art and Mathematics by exchanging ideas and experiences with other European partners. We will organize dissemination activities and design the long term plan for sustainable STEAM Education to foster STEAM jobs among our students.During short term pupils’ exchange, our students will experience working and enjoying in multicultural social settings with their international friends. They will develop their skills of creativity, critical thinking, collaborative problem solving, learning to learn and initiative and entrepreneurial competencies required for STEAM disciplines in Experiential Learning, Inquiry Based Learning and Project Based Learning.We plan to have regular assessment procedures to ensure that the project objectives and results are achieved: 1)STEAM CAREER INTEREST SURVEY for students at the beginning and end of the project activities.2)FEEDBACK GATHERED AT WORKSHOP/PARENTS MEETING 3)PARTICIPANTS’ EVALUATION QUESTIONNAIRE at the end of training &exchanges4)MONITORING SHEET5)COMMENTS of the visitors and followers on social media (Facebook&Instagram)6)OUTPUTS/PRODUCTS such as Robots, Digital Storytelling, Animation Video, e-Brochure, Scientific Experiments, Blogs, Moodle platform, Newsletter, Project web site, eTwinning project will be valuable tools for our formative and summative evaluation.The EXPECTED RESULTS of our project will be:Introducing STEAM-based jobs to our students, we will increase their knowledge and motivation to choose STEAM careers. School community will be more conscious about the importance of STEAM Education and promotion of STEAM jobs. Skills and Knowledge of teachers in teaching integrated skills and STEAM discipline will develop via joint staff training. Involved in Project-based activities will help our students improve their skills of creativity, critical thinking, teamwork, collaborative problem solving and risk taking. Our project’s cool STEAM activities will drive curiosity and foster a love of learning followed by understanding of concepts and application of knowledge. Exposed to STEAM activities in the club, the girls will be supported to spark their interest and engagement in STEAM careers. Students will develop their ICT, Robotics, foreign language, international friendship skills and knowledge about other cultures as well as artistic skills. School and local community will feel themselves as part of the European Community. Teaching staff will be more qualified in ICT, English and Communication skills by working online platforms and attending mobility. Partner schools will motivate other schools to join international projects in their local areas.