The driving force behind this project is a phenomenon partners all experience on a daily basis and watch with a growing concern – an increasing number of students suffering from stress on a daily basis and often a short-term or long-term mental imbalance. The youth of today must live in a fast-paced ever changing world. Adolescence is a turbulent time in itself, teens are under stress from parents, teachers and peers but the young minds of today are also constantly exposed to often negative influence from TV, internet, music and films. Additionally, they live in a world full of challenges – economical, environmental and social – and as adults of the future they will be expected to find solutions to problems that will have not been solved by then or new ones that will have emerged. All this creates uncertainty and anxiety in them. Their burdens have doubled – they must navigate through the difficult period from being a child to becoming an adult and they must also cope with the stress created by the challenges of the world around them. Many European and OECD programmes and researches have placed young people in their focus (Youth in Action, the Mental Health and Wellbeing EU Joint Action, The OECD PISA global competence framework, OECD Learning Framework 2030, Youth Report 2015 etc.) as they all recognise the importance of the mental health and well-being of today’s youth. They also recognise the role of schools in providing support for children's mental health and well-being.This project would like to generate change because partners believe that although we start small we can achieve far reaching results. Partners are aware that schools should find ways to support students’ well-being and mental health. However, it may be out of teachers scope to change the national curriculum, to change the general mental health education of their country or to find an in-school mental health specialist without financial means provided by the school maintainer. The objective of the project is two-fold: to effectively reach out to students and to provide teachers with the necessary skills and competences to do that. Partners would like to use their own resources and find the means to start progress on a small scale. Partners would like to improve the mental and emotional well-being of their students by identifying problems, by strengthening teacher-student and teacher-parent relationships, by supporting students in difficulty, and most of all teach them techniques with the help of which they can increase their self-awareness. Self-knowledge is a key to a strong personality, a successful future life and career. In order to achieve this, other areas must also be dealt with which are linked to and feed into self-awareness: self-esteem, learning and teaching techniques, peer counselling, stress-management, entrepreneurship, experiential education, effective learning, career guidance, etc.Activities will take the form of interactive workshops for teachers or for learners, lectures, student presentations, lesson observations, meetings with professionals, online activities, creating surveys, creating a project logo, creating board games, film clubs, creating an e-guidebook, mutual teaching-learning session, sharing of ideas, experiences and good practices. Some activities will need face-to-face interaction in the forms of transnational meetings and short-term student exchange programmes, other activities will be administered and carried out locally as they are tasks designated to students of individual partner schools (e.g. conducting surveys). A regular contact among partners will be maintained through telecommunication.The project is to address about 250 students in all, of different cultural and social backgrounds (aged 12-19), and 10-15 teachers per partner school. Project results will have an impact on all learners even if not directly involved. They will enjoy the benefits of a professionally more developed staff, new teaching methods and a more relaxed teaching-learning environment. However, the project will only be able to work directly with a smaller number of students and teachers. A larger group of participants will be actively involved in local activities and a smaller number of participants will be selected to take part in transnational meetings/short-term student exchanges.We firmly believe that the currently proposed Erasmus+ multilateral partnership will provide a project which will benefit all participants in the long term, both in their future career and educational development. Sustainability will be achieved with a dedicated approach, through cooperation and collaboration, with the sharing of information and experiences. All project activities serve the purpose of making the present of our youth a better one, creating a more relaxed adolescence for them so that they can become more self-aware, emotionally more secure, more satisfied with their lives, more responsible for their own learning and future.

The main objective of Maths Matters project was to enhance 15 and 16-year-old students practical Maths knowledge to be applied in other fields of science and everyday situations and also to equip teachers with innovative and effective teaching methods to support mathematical and scientific education to meet demands of modern technology-oriented world. Students lacked practical maths skills and they couldn't apply it in real life situations, although they could solve problems in exam papers. Teachers lacked innovative and effective methods and found it difficult to show the importance of practical Maths in a way which would stimulate students to perceive maths problems practically or appeal to them. The project objective was to introduce and test innovative methods, such as Inquiry-Based Method, and to make use of logical board and computer games and strategy-based tasks during lessons.Our target groups were 150 students and 24 Maths, Science, Arts and IT teachers from schools where Maths education is of great importance. Main local activities involved logical board games, creating and interpreting graphs and mathematical models, designing 4 innovative “Maths Quest” logical board games, designing simple computer games (using graphs of functions, geometry or vectors), sharing presentations and videos to show how Maths is related to true life situations and other fields of science, organising problem solving maths contests and drawing up innovative inquiry-based lesson plans. Virtual activities included project logo contest on Facebook, online workshops for teachers, sharing videos and presentations.Internationally, there were conducted workshops and seminars for students and teachers organized by local educational or scientific institutions combined with study visits at scientific centres, observing lessons to see how to use inquiry-based method in class, testing each of 4 “Maths Quest” logical board games, working on “Maths Rulez” e-guidebook. There were also organized City Game, Maths survival and Maths, music events and other field games. All of the above activities involved practical application of Maths knowledge and other scientific subjects.The project made it easier for target groups to exchange ideas and practical experience through local activities carried out simultaneously in five partner countries, transnational meetings and short-term exchanges. Project partners shared the same objective of increasing students’ Maths practical competence and enhancing their further scientific education. Innovative logical board and computer games, encouraging students to ask questions through innovative and specially designed lesson scenarios and other project activities facilitated practical application of Maths.Great support from the experienced German partner helped to develop teachers’ competence in creative and innovative Maths teaching methodology. Through shared experience teachers worked out effective methods, tools and lesson plans to meet demands of modern technology- oriented world Project activities prompted new approach and changes in maths curriculum to make it more practical.Through mobilities students and teachers developed and tried out most effective, engaging and creative methods and interactive Maths games. Workshops for teachers and students and cooperation with scientific centres enhanced the participants’ knowledge and became the basis for future cooperation in the field of Maths education. Students gained practical Maths knowledge that could be implemented in everyday life and boosted their self-esteem through peer-to-peer tools and stimulated their awareness of practical Maths and the scientific knowledge they have. They developed skills of creative and critical thinking, strategic planning and decision making to solve problems through international team work. They also improved their IT and linguistic skills. This will facilitate creating new European Union program projects in the field of education through exchange of good practices and results. Cooperation of international groups helped to break down barriers and prejudices against other nations. The project had a visible impact on all the target groups, who started to become more aware of universality and practicality of Maths.Tangible results of the project that are available for partner school communities will be useful source of information for other students, teachers, parents, other community members after the project completion. Erasmus+ dissemination platform will help to show the impact and outcomes of the project, sharing good practice and experience within schools, communities and regions, allowing others to learn from it. Activities promoting practical maths skills will be part of school curricula. Schools will continue their cooperation with local institutions and project partners. Project online groups will still be active making background for further discussions and future international cooperation.

"CONTEXT / BACKGROUNDToday, coding has become a key competence for students and people working in many fields of activity. Coding and programming skills have become more important than ever for employees in all sectors, in the 21st century. Our project brings together students and teachers from 6 countries, who acquire skills in the field of construction and programming of mini robots. The project aims to be a model for schools that develop competences in the field of information sciences and technologies. It has an approach based on practical skills, active and critical thinking, analysis of situations - ""learning by doing"" - learning the coding and programming language.OBJECTIVES-development of digital and technological competences for the achievement of minirobots, in the conditions of social inclusion of students from disadvantaged backgrounds;- increasing the level of achievement and interest for robotics based on Arduino programming, the exchange of good practices at school level;- improvement of foreign language skills through international cooperation, ability to work in multinational groups, development of active European citizenship for training competitive young people on the European labor market;-developing language skills, IT programming of teachers and using new teaching methods based on the active learning of students through practical applications for building mini-roms;- creation of an international network of partner schools that will last after the project period.NUMBER AND PROFILE OF PARTICIPANTS-6 vocational high schools from: Romania, Italy, Turkey, Greece, Hungary and Macedonia, all having curricular programs on information technology and professional specializations in different fields of activity, such as: electronics, automation, robotics, tourism, IT, mechanics, accounting, economics, aesthetics, dental technique, tailoring.-60 teachers from partner schools (10 from each school)-139 students between 14 and 18 years, from the 6 schools (23 from 5 schools +24 from Turkey)DESCRIPTION OF THE ACTIVITIESI.Preparation1. The realization of the project management, the selection of the participants; creating the project website2.Preparation of learning / teaching / training activities and student exchangesII.Implementation1. Organization of workshops in each school to prepare activities2. Short-term student exchanges for the construction and programming activities of Arduino minibuses3. Creating the Guide to Good Practices on Robotic CodingMETHODOLOGY-the project meetings: presentations, reports, discussions, monitoring and evaluation-the workshops in schools: work on groups of students for cultural, geographical preparation, preparation of robot presentations and practical work; conducting questionnaires and surveys; monitoring and evaluation-the student exchanges - workshop in multinational groups learning by doing of robot construction and programming; work on the eTwinning platform; presentations of schools, cities, good coding practices in each country; discussions, games, sports, movies, dances, arts and crafts; monitoring and evaluation of progress, conducting surveys, questionnaires, etc.RESULTS AND IMPACTExpected impact at partner school level- applying a new approach to active learning through practical, constructivist applications, adapting good practices to the school educational program, thus creating a more modern, more dynamic and professional environment in each school;- promoting active citizenship through project-based learning.Impact on teachers-the project will contribute to the improvement of foreign language skills, ICT skills, construction and coding of robots through the good practices shared by each country, will help them to get out of the professional routineImpact on the level of the participating students- will gain experience in the construction and programming of robots and will acquire skills that will make them more competitive on the international labor market,-they will improve their ICT and mini robot programming skills for active learning with an emphasis on robot application constructions;- through the knowledge assimilated to the programming of the Arduino robots will be easily transferable to other subjects and will obtain better results in the other disciplines in the curriculum;-they will develop their critical thinking, teamwork, social, civic and intercultural competencesLONG TERM BENEFITS-the 6 partner schools in the project (some countries without experience in Erasmus + projects), from the European space and from outside will continue the work and long-term collaboration;- Continuing online work on the eTwinning platform- the participating students will be active and will occupy the required jobs on the international market, due to the coding skills, with wide applications in various fields of activity."

<< Objectives >>The aim of this project is to support the applicability of interdisciplinary education by blending digital skills in order to create desired behaviors in individuals in the field of education.It is aimed to be used,integration of STEM with coding and unplugged coding applications that support students'21st century skills acquisitions such as analytical,logical,algorithmic,solution oriented thinking,media,digital,green literacy in all kinds of activitie for sustainable green environment education<< Implementation >>The following activities will be carried out :Transnational Personal Meeting Work PackageActivities-TPM-1,TPM-2,TPM-3Learning Teaching Training Work PackageActivities-LTT-1 Mobility,LTT-2 Mobility,LTT-3 Mobility,LTT-4 Mobility,LTT-5 Mobility,LTT-6 MobilityProject Result Work PackageActivities-Project Result 1-Digital Stories for Environmental EducationProject Result 2-E-coding curriculum for Environmental EducationMultipilier Event Work PackageActivities-International Conference<< Results >>-Raising awareness in the field of sustainable environmental awareness, coding and interdisciplinary education, -Development of green literacy, media literacy and digital literacy skills -Development of creative thoughts, -The development of problem solving skills, -Teachers to have richer content and experiences -Teachers to specialized in STEM and coding, -Increasing the variety and number of coding,ınterdiscplinary education and STEM activities for environment education.