"The idea of the project “NO CHILD LEFT BEHIND” springs from the consideration among young teachers that through sport and drama activities students in our schools will gain three C’s knowledge how to create, communicate and cooperate.We are the teachers of primary or secondary schools located in eight European countries with different languages, cultures, traditions and school organization. We can state that there is a big number of children with special needs or cares, and students coming from other countries with the language gaps, that need to be taught using lots of innovative methods in curricular and extracurricular activities.We come from England, Italy, Romania, Turkey, Spain, Poland and Estonia. We are teachers with different cultural backgrounds united by a big will to collaborate and improve: ICT skills, solidarity, democratic values, tutoring, respect among participants.Some of us have already had in the past the special opportunity to live the experience of partnership inside Comenius program, others are newcomers. Everyone is also aware that it is very important to encourage, allow and promote the best teaching practice to draw out the best from all the young students in every country.The strong point of our International collaboration:Welfare, wellness , handicap, equal opportunities opened to different range of students with all the possible needs, human rights, collaboration and citizenship, traditions, emotions, creativity, art, universal languages and signs .Drama courses, sport, different kind of games are the path to let the students give out the best ability of themselves cooperating with others, respecting rules, overcoming their limits, learning new languages in the knowledge to be important for others, comparing their results with others.Learning by doing is one of the most often chosen method we will follow during the project activities where everyone is the actor of his growing path. Each person involved could try his/her special potential to show motivation, expression, language, mimic, ability to collaborate and learn inside a team group, and besides it students can easily study their own traditions (literature, authors , tales, legends, etc.) with other countries to understand how our past has influenced people and culture of each ethnic group. They will appreciate the importance of their heritage, and the importance of its transmission to other generations. Through drama, sport, art and music we wish to involve and develop students attitudes in their cognitive, affective, relational fields as they use universal body language: smile, simple sign sounds, emotions and dance, so everyone can be reflected in others and inter-act knowingly with a big number of people. Acting performances will help the community of students to access best results and improve their self-confidence; using technology devices and social networking will help them to know new friends, places, cultures and appreciate values such as peace, brotherhood and cultural knowledge. We will measure through questionnaires the effectiveness of the well teaching practice, the impact on the participants, the collaboration between the partners, the increase of European values and the conscience to be part of a global village with the same rights and the same responsibilities.We will also promote and increase human rights not just feelings and transmit them as a real way of life. All the communities will be aware of these practice: teachers, parents, authorities and volunteers .We will do lots of activities: international meetings, collaboration with associated partners (actors, theatre members and sportsmen), exhibitions, plays, sport games, seminars, books; the results will be visible on the school websitesThrough the project's activities students will acquire the knowledge regarding respect and responsibility for social values: family and community, natural and cultural environment. The entire learning process is organized as a non-formal teaching based on the place-based educational concept, which will include an experiential and cooperative learning approach, the learning through art approach, the project-based learning approach and ICT tools. This project has 2 sub-projects: ""Drama"" and ""Sport"". Each sub-project's topic is carefully selected, in the purpose to cover the acquisition of a large amount of knowledge. As methodical approaches, those topics are treated using a wide range of pedagogical approaches: research activities, conferences, workshops, learning through art (artistic creations, songs, dramatization), e-journalism, educational games, sports, outdoor education. As a feed-back of learning we will use volunteering activities. Even the evaluation process is innovative, realized through educational games, workshops, dramatisation. Using the results of the project we will create new curricula taught as a non-formal teaching based on the place-based education."

Our project 'L-ORATORY aims at enabling the exchange and sharing of good practices, creating innovative methods on teaching the pupils with low academic achievements and to pursue and reinforce the integration of immigrant students in the schools to better live together through above the ordinary and creative reading activities. Today's intense life conditions forced us to live individually. Many people hustle about daily life unaware of which occupations their children are dealing with. Besides pupils focuses and their hidden potential, using technology out of its main purpose are some of many events that families are ignorant about their kids deals which might finalize in dreadful results in outer world. For the reason that the recent researches indicate that the most susceptible sections of the population are kindergarten and primary school children , however families missed an important reality that inevitable problems will occur by ignoring their kids engagement and capability. Depending on aforementioned case, it is absolutely inferred that pupils' academic achievements affected adversely. But, If we explore their hidden power by allowing occasions, we constructed generations equipped with fabulous lore .In this case, teachers-the cornerstone of the generations builder- somehow,had the key roles to reveal by formatting various opportunities that conduce toward gaining trust in their inner force without constrains.The project partners consisted of eight collaborative working of schools from all over Europe: (Turkey(2 schools) CYP,IT ,BEL,GRE,POL,SP).While participating schools’ students watched short film relevance to reading and read indicated books to understand the world and create combination of books’ heroes (as a blended reflection of European cultural lore) ,families and teachers -the cornerstone of education- read to understand students' world more,after defining 'if reading effect academic achievement of pupils by survey'. We aimed to enforce the lack of reading books in a digital era where movies and computer games are consumed by almost all the free time of the children, Via reading and researching and/or presenting the obtained data. Considering all mentioned issues;Classes can sometimes fall into routine, that’s why using creative reading as a means for creating a more enjoyable learning environment helped students become more ambitious and motivated to Internalize habitual attitudes towards individual research and reading in creative way instead of a non-classical manner , by experiential learning. The project taught and motivate children to discover their passions, to personally research subjects of their own interest instead of receiving the information as simple receptors, to discover themselves. The target groups were be made of students aged 4 to 15, according to each partner school’s type. The project lasted for 24 months: September 2017 – August 2019. For a good project management ,implementation and strategy ,in addition to 1 kick off and 1 final in (TR) 4 transnational project meetings in (IT,GRE,) and 6 LTT (C1,C2,C3,C4,C5,) in (,IT,BEL,GR,POL,SP) to focus on project life-cycle with core staff participation of all partners. 3 primary-schools focus on reading which guided the reading-related activities (CYP SP and TR ), 3 kindergarten schools with English and Arts expertise suitable to their level which contributed to the creation of the drawing-based activities (SP,PL,TR,BEL) and 3 kindergarten-schools in charge with transferring the project activities into the digital book and tactile book(IT,GR,BEL). During each mobility every partner presented; Erasmus+ corner equipped with instruments of project, mutual reading time activity in classical music accompaniment , pupils research presentations to their peers, at the reading time in open pupils were wearing t-shirt with slogans regarding to the consideration of reading, survey relevance to reading, however kindergartens presented story ,drawing time and drama. TR : (coordinator) Besides Kick of meeting,debate on project phases thoroughly, make the project web site, brought all created books heroes competitions results together in one body as final book and created the frame of clocks and cover of diplomas. (TM1) TR,(MGS) applied and evaluate the survey and presented theater show on 3. Book.prepared a magazine of all activities in all countries. IT: created tactile book , TLBF theater to families in all art and craft festival (C2-TM2) BEL;organized and teach ‘The StoryJumper Classroom' (C3) GRE: Using ICT,they created a game through Scratch in English, Created a cartoon story using Toon-Doo.(C4-TM3 POL: Created a calendar of all partners daily language with representative pictures of participant country. (C5) SP Created manual book of reading matter ,brochures, at the reading time in open area pupils wearing t-shirt with slogans regarding to the consideration of reading.(C6-TM4;)

<< Background >>Climate change is possibly the bigger challenge that we, humans, face all across the globe. It is a threat not only for our generation but also for the generations to come. Responding to this threat is among the priorities of Europe. Various legislations and policies have been put in place in Europe, in order to achieve the goal of being the first climate-neutral continent. More specifically, the EU is on track on reducing its greenhouse emissions, it is taking action on adapting to the impacts of climate change and aims to be a climate-resilient society by 2050.Some examples of the areas that Europe is addressing, in order to achieve the above are: •Energy•Environment•Mobility and transport•Regional policy and the low-carbon economy•Sustainable finance•Industrial policy•Trade and sustainable development•International cooperation and development•Research and innovation on climate change•Sustainable development goals.Education, is a fundamental tool when it comes to the fight against climate change. Knowledge regarding climate change helps young people to understand and tackle the consequences of global warming and encourages them to change their behavior. According to reports, very often, when children are coming across the topic of climate change in the news, it causes them a feel of fear and anxiety. Therefore, there is a clear need for setting this issue in a safe context so that the children can be educated about it. Children are proven to be more receptive to learning. Education on children regarding climate change can help for various reasons:•Learn about the issue in safe context•Behaviour change•Ease their fear and anxiety on the topic•Motivate to take action•Prepare for them for the potential future need of creating climate solutions.Education can be provided through many formal or informal structures. One very effective technique of transferring knowledge to children and adults is Gamification. Gamification can be defined as a set of activities and processes to solve problems by using the characteristics of game elements.In addition to the environmental consciousness, other skills and competences are important and are being provided to pupils through gamification and STEM. This is aligned with the priorities of the Commission for the development of Key Competences (STEM) and digital skills (GAMIFICATION)Gamification is becoming increasingly used in educational settings as, it ‘makes the hard stuff more fun’, and is helping to motivate pupils and make them more engaged with the subject matter. STEM is an approach to learning and development that integrates the areas of science, technology, engineering and mathematics.CitiesGoGREEN aims to develop a game available from a pc/laptop or a mobile device where pupils will have to develop their cities, their ‘Green Cities’. The game combines the thematic of environmental consciousness with STEM and gamification.<< Objectives >>CitiesGoGreen aim to bring together environmental education, the method of gamification and STEM as an educational tool.The main objectives of the project are the following:1. To cultivate the environmental consciousness of pupils together with other transversal skills and competences.2. To develop a theoretical framework based on which it will cultivate the environmental consciousness of primary school pupils of age 10-12 years3. To engage pupils with STEM and to develop the key skills of pupils through STEM4 To design a state of the art game that will combine ENVIRONMENTAL CONSCIOUSNESS, Gamification and STEM5. To develop an assessment tool that will be used prior and after the game to measure the skills gained through the game. The main focus of the assessment tool is the assessment of environmental consciousness. However other skills developed through STEM and through gamification will also be developed.The objective of this project is to educate pupils in the age of 10-12 years old on the importance of being green, and demonstrating sincere interest in the environment. Through the project pupils will learn more about things like, circular economy, recycling and other important issues related to the protection of the environment.More specifically, the pupils will be able to plan and build their own city using different building blocks provided by the application such as stations for charging green cars, brown recycling bins, shops producing bags from recycled tires etc. All the building blocks will have parameters like cost, use of resources, waste, emissions (CO2). They will also be able to run their own training and information campaigns for the citizens of their cities on these subjects. The results of their decisions and actions will be infecting the environmental footprint of their cities and the wellbeing of the citizens. Based on their decisions, the system will be giving them rewards based on a specialized gamification system (badges, points, coins, missions, leaderboards, etc.). Pupils will compete in a real competitive environment so based on their achievements they receive they will be ranked. They will also be able to use smart electronics connected with smart sensors and actuators in the physical world to interact with game elements. They will able for example with a switch and air quality sensors (developed as an open IOT project connected through an API with the game) to interact with different things in their cities like start garbage collection, open close city lights, automatic citizens protests if air quality is high, etc. This way they will be able to connect their virtual cities with constructions they already do at school. As another example, they can create a recycling factory at school using cardboard. They can build a 3d model of the factory in Tinkercad (free app) and import this in their virtual city. They can add the switch to their cardboard factory and when it is switched on the factory will start operating in the game. The objective is to use the technique of gamification as an educational tool and reach children aged between 10 and 12 years old in order to transfer them knowledge related to climate change. There are many proven benefits to using gamification, such as:•Pupils feel like they have ownership over their learning•A more relaxed atmosphere in regards to failure•It is more fun •Learning becomes visible through progress indicators•Pupils may uncover an intrinsic motivation for learning•Gives higher engagement and concentration levels •Gives pupils the opportunity to think outside of the box<< Implementation >>The implementation of the project is sequential and is implemented in 4 phases. Each phase is represented by a Project Result.In the 1st phase (PR1) the consortium is working towards the development of a theoretical framework. This framework will lead to the composition of two levels of learning outcomes which will be the basis for the development of the app. In order to achieve that the consortium will follow some steps. First of all, a desktop research will take place and will be followed by focus groups in all partner countries to 3 target groups (Teachers, Pupils and Experts). All the results from both the focus groups and the desktop research will be collected on an aggregate report. The Consortium will then brainstorm in order to finalize the elements of the topics which will be used for the game design. After the brainstorming the consortium will eventually develop the theoretical framework and through that compose the learning outcomes. The 2nd phase (PR2) of the project is about the composition of all the details about the game that are required before the development of the app (Game Design). In order to do that, the consortium will be based on the results of the 1st phase. During this phase the consortium will work towards composing the building blocks, theory, decisions, rules of the game and points system. The process of designing the game holds as a first stage the composition of templates of the building blocks, theory, decisions, rules of the game and points system, then designing the game based on the created templates and finalizing the game design after partners' workshop where the partners reviewing in detail all the elements of the game design. When the partners finalize the game design, the latter will be translated in all the consortium languages (Greek, Spanish, Polish, Estonian). The 3rd phase is all about the development of the app. The partners of the consortium who have the experience and expertise in developing high quality apps will develop the beta version of the app which will be pilot tested by the partners and the pupils. During this phase OMEGATECH will work on developing the game while ECECT will work on the development of the IoT project templates that connect to the game API. The first step in the Project Result 3 is the development of the beta version of the app. The app will be developed in order to be available in mobile devices but also on computers. Once the beta version is ready, the app will be tested firstly from the partners and then from the pupils themselves at school. Before the pupils' pilot testing, the teachers of the schools will be given an online 2-day class in order to be prepared about the app (how to use it, how to guide the pupils, the theoretical information that is used in the game) so they can lead the pupils during the pilot testing. Improvements will be made to the app based on the feedback of partners, pupils and teachers.The last phase of the project consists the development of the assessment tool. The partners who are responsible for the development of the app will convert the assessment tool into an electronic one and connect it within the CitiesGoGreen App. When the assessment tool is integrated in the app, the latter will go through the second pilot testing phase. During this pilot test the app will be completed and the final feedback from the pupils will guide the developers to the final changes for the finalization of the app.<< Results >>The main results of the project are the following: A. INTANGIBLE1.Participation of 20 Teachers in focus groups and implementation of 5 focus groups (Activity 1.2)2.Participation of 100 pupils in focus groups in activity 1.33.Participation of 100 pupils in the Pilot Testing 1 in activity 3.44.Participation of 100 pupils in the Pilot Testing 2 in activity 4.35.Participation of 25 experts in focus groups in activity 1.46.Participation of 100 stakeholders in the Local multiplier eventsB. TANGIBLE 1.A CitiesGoGreen theoretical framework indicating the topics and the theory to be used in the development of the app including best practices from green cities in Europe that will be integrated in the project.2.CitiesGoGreen Learning outcomes, based on the selected theoretical framework and the characteristics of the final target group (Pupils, 10-12 Years old) in two levels3.Game design: Composition of the below elements (To be translated in 4 more languages):a.Building Blocksb.Rules of the gamec.Theoryd.Decisionse.Point’s system5.An assessment tool, in order to measure the effectiveness of the app. The assessment tool will be converted in electronic form as well.4.An application, available for mobile devices and computers, named CitiesGoingGreen App. More specifically, the pupils will be able to plan and build their own city and will compete between them on criteria that will determine the environmental level of the city. The functionality is described below:1. The pupils will use different building blocks provided by the application such as stations for charging green cars, brown recycling bins, shops producing bags from recycled tires etc. All the building blocks will have parameters like cost, use of resources, waste, emissions (CO2). 2. They will also be able to run their own training and information campaigns targeting the virtual citizens of their cities to drive them to environment consciousness(less waste, more recycling, more electrical cars, etc). Of course these will have cost, but at the same time they will provide them with points.3. The results of their decisions and actions will be infecting the environmental footprint of their cities and the wellbeing of the citizens. Based on their decisions, the system will be giving them rewards based on a specialized gamification system (badges, points, coins, missions, leaderboards, etc.). Pupils will compete in a real competitive environment so based on their achievements they receive they will be ranked.4. The most innovative part of this application is the fact that they will be able to use smart electronics connected with smart sensors and actuators in the physical world to interact with game elements. They will able for example with a switch and air quality sensors (developed as an open IOT project connected through an API with the game) to interact with different things in their cities like start garbage collection, open close city lights, automatic citizens protests if air quality is high, etc. This way they will be able to connect their virtual cities with constructions they already do at school. As another example, they can create a recycling factory at school using cardboard. They can build a 3d model of the factory in Tinkercad (free app) and import this in their virtual city. They can add the switch to their cardboard factory and when it is switched on the factory will start operating in the game. This is the connection with STEM.d. The app will be available through the ‘play store’ and the ‘apple store’ for mobile devices and online for computers. The app will be available in 5 languages (English, Greek, Polish, Spanish and Estonian). All the other material will be publicly available through the website of the project, to ensure their transferability.After the completion of the project all the tangible results will remain and will be sustained. The app will be available through the ‘play store’ and the ‘apple store’