"As we can read in the “Road Map for Arts Education”, a document made in 2006, at the World Conference on Arts Education that took place in Lisbon, “culture and the arts are essential components of a comprehensive education leading to the full development of the individual. Therefore, Arts Education is a universal human right, for all learners, including those who are often excluded from education, such as immigrants, cultural minority groups, and people with disabilities.” This was one of our orientation point for this project. At the beginning of the project, our british partner had to cancel this project, because thwe main teachers had to leave their school. They didn´t see them in the opportunity to realize this project without him.We had to find soltutions for the meetings at their school. The other partnerschools helped to compare this link very good. In our project, “explore culture: bit by bit”, we developed with students, with disabities or not, and, not least, in the teachers and educators, a real awareness of the importance of Art and, especially in our days, of their relationship with Multimedia. We found ways, to share and cooperated in arts.The first Meeting placed in Portugal 2017. In small groups mixed by nationalities the teachers worked on different art projects made of rubbish, found on the beach of Almada. The work process spread over four days with the final exebition of all art objects. Also the got in contact with modern art in many ways. They discussed, how students can find an approach to modern art.In many student/teachers meetings we gained new experiences with making arts in small groups and countryspecivics culture. All under the topic "" learning by doing"". For example we built together sacre crows, reflecting old finish legends and explored stoneage paintings. In Latvia we baked special bread, listened to a latvian schoolconcert and made our own stemps with ancient lavian runes. In Greece they made their own antique miniture reliefs.In each country, they organized their own arts activities to follow the program idea. To honour the work in the meetings and vfrom the students at home, each school organizied an exebition to halftime of the project. Teachers, parents and friends were invited to see the results.At the end of the project we had also a bigger exebition with all results of all countries. We made a videoconference between all participants to show it. In this exebition, the students could show their new abilities working with computers and multimedia by presenting the results of the different countries."

According to the World Health Organisation, the worldwide prevalence of obesity nearly doubled between 1980 and 2008.Country estimates for 2008 record that over 50% of both men and women in the WHO European Region were overweight, and roughly 23% of women and 20% of men were obese.• Based on the latest estimates in European Union countries, 30-70% of adults are overweight and obesity affects 10-30% of adults.• Estimates of the number of overweight infants and children in the WHO European Region rose steadily from 1990 to 2008. Family affluence was found to be a significant indicator of overweight or obesity in around half of the countries surveyed in the Health Behaviour in School-aged Children (HBSC) Survey undertaken by the WHO: those from lower affluence families were more likely to be overweight or obese. This pattern was strongest in western Europe.Over 60% of children who are overweight before puberty will be overweight in early adulthood. Childhood obesity is strongly associated with risk factors for cardiovascular disease, type 2 diabetes, orthopaedic problems, mental disorders, underachievement in school and lower self-esteem. The WHO Commission on Ending Childhood Obesity encapsulates an important package of comprehensive and integrated recommendations that will inspire and foster even more action at the European level. The Commission's recommendations to address childhood obesity cover six areas: • promotion of intake of healthy foods; • promotion of physical activity; • preconception and pregnancy care; • early childhood diet and physical activity; • health, nutrition and physical activity for school-age children; and • weight management.Such a massive agenda could not be addressed in a small scale project such as this, so the principal aim of this project is therefore to introduce the basic principles of healthy eating to schools and students, and to develop effective ways to encourage students and school communities to examine their eating habits and modify them in order to promote healthy outcomes. The project will encourage and facilitate schools, teachers and pupils to share knowledge and good practice about the ways that healthy eating is encouraged and supported in a number of European countries.The project will ask young people from each of the partner schools to examine some of the food options and choices made by young people in the participating countries. Through a series of practical, planned and shared events in five countries, working with significant groups such as parents and teachers, healthy eating will be investigated and encouraged. It will be supported by the creation of a bank of healthy eating resources contributed by the participating schools and contained on a dedicated project website, which will be linked to each of the partner schools' own websites, and which will provide a sustainable legacy from this project for those schools and their communities.In the first year of the project, in each country involved, partner schools will:- Research the incidence of obesity and poor nutritional diet in their country, locality and school- Investigate the eating habits in their country, locality and school; - Look at the impact that healthy eating can have in the fight against obesity;- Investigate the strategies that are in place at local and national level to promote and support a healthy diet. - Share their findings via an online website to be established as part of the project activities.As this work continues in each country and school, a series of Blended Mobility activities will begin and continue, one in each of five countries - over the course of the project each of five schools will host, prepare and organise a learning activity attended by a delegation of students and accompanying persons from the other partner schools, at which they will present the food and eating culture of their region and country, highlighting the healthier and unhealthier aspects, and suggesting ways of adapting the diet to promote good health. The success of each event will be evaluated by the participants, and the learning will be shared with the other partners and disseminated more widely though the online tools to stakeholders in each country.On the basis of what they found through their research, and what they learnt from other partners during the Blended Mobility activities, the students of each partner school will: - Develop resources to promote and support healthy eating so that the work of the partnership can be disseminated locally, regionally and nationally. This will include the collation of healthy recipes from each of the project partners, and everything produced will be shared online with students from the other partner schools to provide European added value. Food and nutrition education will also be promoted in each partner school as a curricular activity, with the ultimate aim of incorporating it into each school's educational programmes.

Our project was aimed at creating a new curricula to develop students’ language competences through Art-oriented activities in an ICT-based environment. When choosing these major thematic fields we took into account the following realities:-learning a foreign language is absolutely necessary for a successful integration into the open labour market and for a complete personal and professional development -classes can sometimes fall into routine, that’s why using Art as a means for creating a more enjoyable learning environment could help students become more enthusiastic and motivated to develop language competences in a non-classical manner, by experiential learning and educational games. The project was implemented by collaborative working of 9 schools from all over Europe: 3 high-schools focused on Arts which guided the Art related activities (Romania1, England and Portugal), 4 elementary schools with English and Arts expertise at their level which contributed to the creation of the Art-based English teaching activities (Cyprus, Croatia, Slovenia and Turkey) and 2 Computer Science high-schools in charge with transferring the teaching activities into the digital book (Spain and Romania2).The target groups was made of students aged 6 to 18, according to each partner school’s type.The project lasted for 24 months: September 2015 – August 2017.From October 2015 till March 2017 we created the course and its curricula which includes the rationale, general and specific competences with examples of learning activities, learning contents, and evaluation tools. Attached to the theoretical part of the curricula we created a teacher's guide with examples of lessons as methodological suggestions for English classes taught through Art-oriented activities. It contains 8 modules, one for each month of the school year, consisting of various learning topics which cover different areas of interest/ knowledge connected with everyday life/ human activities/ natural environment and/or with Arts. Starting from these topics, each partner school made 4 lesson plans for English classes which can be taught through Art-oriented activities. Each lesson includes English, Art and ICT tasks. According to their own school type, each partner suggested 4 lessons for either primary, lower secondary or high-school students, respectively. There are 96 lesson plans totally which can serve as support for local project activities (classes held in each partner school) and short-term students exchanges. From April 2017 till May 2017 we finalized the book in paper format, which includes QR codes which lead to short video of each lesson and to teaching resources used and/ or created for these lessons. Thus, these resources can be freely accessed and used by any teacher who would need them in his/ her daily teaching activity. It also displays examples of augmented reality activities which can be read both in the classical way and by using a device (smartphone, tablet) having installed Aurasma. There were 4 short-term students exchanges and 4 teaching activities aimed at trying out the course curricula created at local level. For a good project management and implementation we organized 3 transnational project meetings.Among project results, we can mention:-a new website .eu domain which contains the course curricula, project information and an e-learning platform-the course curricula on paper and in its digital version which will be freely available and openly licensed for downloading from our e-learning platform for anyone interested in using it as teaching aid. The book was printed in several copies so that each partner school's library could have it. Other books can be offered to schools on different occasions. Thus, schools from the neighbourhood can benefit from the promotion of this innovative project product which can be used during English classes for both primary and secondary education.Impact:-Students enhanced their English competences and digital skills, creativity, team working skills, self-confidence.-Teachers broadened their horizons and exchange information on different school systems and developed their teaching competence, foreign languages abilities, social, managerial and ICT competence-Participant schools increased their visibility and improved their own image in the eyes of the local community-The local community became internationally known and had the possibility to get in contact with institutions from foreign countries with which they can develop future partnershipsMonitoring and evaluation was done permanently. As evaluation tools we used questionnaires, periodical reports.