The main aim of the project was to implement new motivating methods of work and improve effectiveness of teaching - learning process in the six European schools. With pupils from partner countries being engaged in the project, teachers conducted activities with WEB 2.0 tools to transform each partner school into modern, up to date, encouraging to learning institution. Project concerned schools of the same type and student's age, providing general education in the area of basic skills. All six schools were willing to participate in international project, as it was a crucial point in the European Development Plan of each of them. The schools in their curriculum focused on introducing innovative methods and Web 2.0 tools into teaching-learning process, which was stated as means to increase motivation for work both of students and teachers and thus to improve educational offer and teaching results. Project work was to be that kids engage in, their effort, strategies their focus, perseverance and their improvement. What more partners had in common was that, according to partner school statements, all schools faced the same lacks in teaching - learning areas. In particular, there were problems in creating a student centered classroom where learners can engage in high interest content that is relevant, useful, and promotes innovation. Thus, partners worked in the interesting context of different countries and cultures, with the use of WEB 2.0 tools in order to improve the lacks in students' 21st century skills and practice communication, critical thinking, creativity and collaboration. A multilateral partnership with use of WEB 2.0 tools made it possible for at least 15 pupils and 15 teachers of each partner to take part in the project mobilities and students at 5 schools to undergo tasks in international cooperation. Why did we want to use web 2.0 tools in learning-teaching process? These tools support creative and critical thinking skills by preparing students for the business and educational life of the 21st Century. Web 2.0 tools can be used in teaching different subjects at school. It is also a fact that students had a positive impact on the level of technological literacy. Today's technological developments affect everything in the life of the individual. In this regard, education administrators and teachers choose the most appropriate tools for effective teaching and made effective use of them in the learning-teaching process. Web 2.0 tools offered great opportunities. Students, when got familiar with new tools, made serious progress while preparing e-content for project purpose, and then worked on different subjects about they learned at school.The 3 years long cooperation and five international workshops with use of digital tools planned with pupils and teachers from partner countries provided the following results: 1 . Erasmus Plus Club - Meetings of all students participated regularly in working process on project results and took part in mobilities weekly at each school. 2. Project Blog - with digital works of students, set up for each school community 3. Open Twinspace on eTwinning - with all students and teachers. 4 . PROJECT WEBSITE 5 . Digital works and PDF print-outs of LTTs - on subject “Our Culture and Heritage” (digital books, quizzes, posters, movies, newspapers) 6. Taken photos at Erasmus Club workshops and at each Learning / Teaching / Training Activity . 7. Interviews, online questionnaries 8. E - DIARY , Videos - on project www and twinspace 9. EVALUATION QUESTIONNARIES and REPORTS 10. European Heritage Day - set up annually and coordinated at each partner school School - in each country the school coordinator was responsible for it. 11. Facebook group was established for teachers to provide communication. Poland was responsible to create this group. 12. Archive of tools were presented on project blog.To sum up, we enhanced the quality and relevance of the learning in education by cooperating with partners, and also, we implemented innovative approaches based on Web 2.0 tools into the curriculum. Partnership helped to boost teachers' professional development. Partners contributed to defined goals of the project, learnt and understood different cultures and countries, cooperated with members of locality, heritage and cultural institutions and representatives, brought up new ideas, change and inspire thinking.

Context of the project - Our Erasmus plus KA 229 project promotes STEAM education. We are creating STEAM embassies in the European partner network. We encouraged STEAM subjects among teachers and students, improved their competencies, and changed their outlook. This was an educational approach that aimed to transform theoretical knowledge into practice, product and innovative inventions, and incorporate it into partner country's curriculum. STEAM is to develop the skills of creativity, scientific thinking, algorithmic thinking, critical thinking and problem solving, flexible thinking, aesthetic skills, design skills and risk taking that form the basis of innovative research. The Schools from 6 countries involved in our project. The children and teachers participated in mobilities and then shared project activities in our respective schools and on the etwinning forum. The children involved were between 10 and 16. The individual projects involved hands-on, problem solving activities for learning which are completed by students in all partner countries.Objectives were achieved through a range of methods including workshops and training, lessons with teaching and learning activities, cultural visits, school activities which involved members of our whole school communities. The need for an innovative, interactive and engaging teaching approach in 21st-century schools emerged, thereby ensuring that students achieved higher success. Failure rates decreased as the Swedish school reported less failure in science and technology as it reduced from 4.8% in 2019 to 1.4% in 2019. In maths the failure rates decreased from 1.36% in 2019 to nil in 2020.This is based on internal assessments conducted in school as due to Corono the national tests were cancelled in 2020 and 2021.In Romania the failure in final exam Maths: 24% in 2018, 23% in 2019 to 15% in 2020 and failure in final exam English language is as follows 20% in 2018, 15% in 2019 to 2% in 2020. In Turkey the failure in national test exams Mathematics is 22% in 2018, 17% in 2019, 13% in 2020 and Failure in Turkey school in the- national test exams Science: 18% in 2018, 12% in 2019 and 9% in 2020.In Latvia, failure in national test exams Mathematics: 21% in 2018, 18% in 2019, 12% in 2020 and Failure in Latvia in national test exams English: 18% in 2018, 11% in 2019 and 7% in 2020.The Irish Context is assessed differently at a national level in a primary school setting. There are no specific state exams for any subjects although standardised testing of attainment is used for maths and English. Results are not available for 2019 due to school closures related to Covid 19. Standardised testing has shown an increase in attainment since 2018 in 2021 in terms of an increase of 12% of pupils attaining at the highest level. At all other levels of attainment have remain reasonably constant although their was an increase in the lower average range of attainment from the higher average scores. School closures due to the pandemic are also attributed to the changes observed in attainment in the average range of results in our school. This pattern had emerged throughout the Irish school system.In Italy students in 2/5/8/10/13 class are subjected to Invalsi National Tests of Italian Mathematics and English, the students of our Istituto Comprensivo Privitera Polizzi reach medium-high level in the standardized tests of Mathematics(2018-19 level 1 20,9% level 2. 25,5% level 3.33,6% level 4. 8,2% level 5.11,8% )The activities conducted in our project are all described in our twinspace on the etwinning portal. Some important ones include - Logo work, EUCode week, dissemination activities after the mobilities, Erasmus days, etc.Long term benefit of the project - With STEAM embassies in the European partner network, we encouraged STEAM subjects among teachers and students, improved their competencies, and changed their outlook to make teaching learning more exciting. We saw the variety of educational systems in different countries working with the same goal. It was amazing to see how all countries spoke the same scientific language and communicated in English . This project helped us all to grow interest in learners in the STEAM fields. We improved existing knowledge and skills as well as acquired new ones. The most successful result is that our schools can now be considered a STEAM oriented school.

"Public primary/secondary schools from Bulgaria, Portugal, Lithuania and Turkey participated and worked in this project in order to promote the quality education as a way to combat discrimination and support social inclusion of disadvantaged students. About 7 000 people/students, including students with fewer opportunities/ aged 10-16/,teachers,parents of participating and non-participating students ,local authorities/ Municipality, Regional Educational Inspectorate,teachers from other schools,museums and library assistants, tour guides and hotel staff- actively involved in researches and activities, took part and benefit from the project, as well as about 20 000 people reached through TV news and publications in local newspapers and social medias. We developed a trans-national learning partnership based on Art, Music, History, Geography, Cultural heritage stimulating pupils’ active involvement in intercultural learning and their reflection on sensitive and complex issues regarding cultural diversity, intercultural dialogue . This way we managed to raise an awareness of students and teachers about being European citizens united in our differences, to increase motivation for learning through use of new teaching methods and tools, to teach and assess Soft skills/ Communication in foreign language, Creative thinking, Competitiveness.All five schools participated in an international project, as it was a crucial point in the European Development Plan of each of them. The schools in their curriculum focused on introducing innovative methods and tools into teaching-learning process, which was stated as means to increase motivation for work both of students and teachers and thus to improve educational offer and teaching results . Project work engaged the students and led their efforts to successful results, directed their focus to important issues and helped their improvement. What more partners had in common was that, according to partner school statements, all schools faced the same lacks in teaching - learning areas, the same problems and needs In particular,concerning family and background of students, there were also problems in creating a student centered classroom where learners could be engaged in high interest content that was relevant, useful, and promoted innovation. All the partners worked in the interesting context of different countries and cultures, with the use of innovative tools in order to improve the lacks in students' 21st century skills and practice communication, critical thinking, creativity and collaboration, competitiveness. The main activities in this project were Learning,Teaching,Training activities. They were based on modern educational methods: Task based learning- learning by doing, Outdoor learning, Project-based learning, Using Drama and Theatre, Music. The ""accompanying"" activities were those to manage the project, to implement and desseminate the project results and to assess them. This multilateral partnership with use of innovative methods and tools made it possible for 63 students and teachers of all partner schools to take part in the project mobilities participating in short-term exchanges of groups of students and short-term joint staff training events. Teachers and students of 5 schools underwent tasks in international cooperation. We believe that the innovative teaching methods support creative and critical thinking skills by preparing students for the business and educational life of the 21st Century. They can be used in teaching different subjects at school. The long potential and one of the most important aims of the project was to add a whole new European dimension to our schools with the experience exchanges. We strongly believe we managed to introduce to our students, colleagues and parents, as well as to the wider public the European values and to create an atmosphere of tolerance and acceptance of “the different ‘’ ones. All the activities and products of this project are appropriate to be used as methodological tools in any school./School reading club; Project website; Project videos; Exhibitions and Photos; children street games; Hands-out with ready lessons, presentations."