"“Literature - a Framework for Social and Emotional Learning” is an Erasmus+ strategic partnership, exchange of good practices between schools from Greece, Italy, Portugal, Spain and coordinated by a Romanian school.Each year, the partner schools realize different analyses about the school progress of the pupils, their state of well-being and academic results, about their problems of integration in the school environment due to the socio-economic problems, family problems or of other types of problems.All the partner schools from Greece, Italy, Portugal, Spain and Romania identified similar problems among their pupils in the last two years:- insufficient school programmes dealing with the acquisition of the 21st century skills;- lack of new motivating teaching-learning strategies and methods centred on pupils’ needs;- too much theory provided, not skills or practice.- pupils’ social, civic and intercultural skills, the well-being, are at a low level. 30% of the pupils (the target group) in all partner schools come to high school from different social backgrounds: rural areas, different economically disadvantaged areas, single parent families, immigrants, different ethnic groups. They do not know how to react in the new educational environment and they do not feel integrated, they become bored, hot-tempered stubborn, even aggressive, low emotional well-being. Some of them present symptoms of stress or isolation. All these lead to poor academic results and early leaving school.Being a European issue, a European approach is needed, so we chose to develop an Erasmus+ project on this issue.The general objective of the project is to create a preventive intervention strategy based on the acquisition of the 21st-century skills through literature in a non-formal, interdisciplinary and European context.Specific objectives:O1. The creation of a preventive strategy based on social and emotional learning with impact on the social, civic, intercultural, the soft skills of the pupils from the 5 partner schools by the end of August 2020, and its implementation during the project and in the 3-year sustainability period.O2. The improvement of pupils’ well-being, social and emotional, civic and intercultural skills, motivation and active participation, for at least 40% of 810 pupils (the target group) in the partner schools by the end of 2020.O3. Teacher training in social, civic and emotional learning for 8 teachers from the 5 partner schools in 5 short-term joint staff training events by the end of the project.The pupils involved in the project count 810. That is 30% from the total number of pupils from the partner schools, aged 12-18.They are from heterogeneous groups, learning in schools with different profiles and specializations: theoretical high school specializations and profiles, VET specialization and profiles. This situation gives us the opportunity to combine different expertise of teachers from different domains and specializations.This project proposes to be:1. active-participative. It will provide needs-based interactive forms of learning to help our pupils acquire new skills;2. focused on personal development for teachers and pupils (self-awareness) and social, civic and intercultural skills and competences, social awareness;3. explicit. The target is represented by specific social-emotional skills.The prevention strategy is correlated with the planned activities of the project which address to universal interventions and selective interventions, subgroups with risk factors, poor academic achievement etc.The dissemination of the strategy of prevention and acquisition of social and emotional skills in the partner schools and communities will have as a result a targeted example of good practice at the European level with positive effects on pupils’ well-beingThe use of literature as an instrument provides pupils with insights into their own life situations; the literary texts will initiate and stimulate debates and conflict resolutions; they will reduce anxiety and risky behaviours.Concrete results and final products of the project: “The Living Story of Cultural Identity”. Each partner country writes a chapter of the book, “Bibliotherapy. Didactic Resources for Mind and Soul”, a collection of texts from the literature of the partner countries with lesson plans, videos, non-formal methods and examples of good practice for the acquisition of social, civic, intercultural and emotional skills and competences through literature and as a prevention strategy for risky behaviours, inadaptability and social exclusion, “e-Dictionary of Positive Language"". The short-term joint staff training events and the teachers collaboration contribute to the creation of strategy of prevention and acquisition of new social, civic and intercultural skills and competences, its application in the projects partner schools and its sustainability on long term through activities and Erasmus+ projects."

PROJECT SUMMARYThe project “Healthy Habits, Happy Minds” was a strategic partnership which involved 5 schools from: Romania- coordinator, Macedonia, Italy, Spain and Portugal.All 5 project partners faced problems with the negative effects of bullying based on body shape, of discrimination on social and economic issues, of high rates of children prone to weight problems and food borne diseases, of lack of interest in physical activities, of risky behaviors and early school leaving. It became imperative to raise awareness of the problem and create a common strategy of prevention and intervention with the necessary tools and activities that were relevant to the needs of the participants. The general objective of the project was to provide quality education for a healthy, balanced and active lifestyle and social inclusion through non –formal education in a safe school environment and a European context. The specific objectives were: -to create an innovative methodology of prevention and intervention in teaching healthy habits and social inclusion. -an improvement with 50% of the target students’ lifestyles, eating habits, social and active life. -trained teachers on social inclusion and non-formal education as a result of the joint training events in the European context, based on exchanges of good practice. The project activities were student-centered and needs-oriented, adapted to heterogeneous groups and different age groups. They were connected to the 3 intervention areas of the project: nutrition and healthy habits, active life and wellbeing, socio-emotional health, and they ensured the involvement of a large number of participants.Within the 32 months of implementation all the partners organized workshops, study trips, sports competitions, cooking lessons, debates, exhibitions, online videoconferences, meetings, and discussion sessions.All planned activities were carried out equal to or larger than it was assumed in the project application. The project also used a large range of methods: learning by doing, indoor and outdoor education, active-participatory non-formal education, counselling, virtual and project based collaboration.The main results of the project include: an e-book - a methodology for teaching healthy habits as an OER for teachers which contains methods, lesson plans and good practices, a handbook for students -“The ABC of healthy habits”, Newsletters, a Health Care Calendar, the project’s website, the e-Twinning project, a project survey with data about the target students’ eating habits, general well-being and bullying phenomenon , an online magazine – “Europe’s Teens in Style”, a Self- Reflection Diary .All the main project results are freely available on the project’s website, on partner schools’ websites, different online educational platforms, and social networks.After the analysis of the satisfaction questionnaires, observations, number of views, group discursions, reports and comparative surveys we can confirm that the partners achieved in full the planned activities and results.Project outcomes:While analyzing the indicators of result, we can conclude that the project helped to:-raise awareness of the importance of a healthy, balanced and active lifestyle - to reduce bad health habits. - to increase interest in outdoor and indoor activities - to enhance knowledge on social inclusion and skills for teachers - to promote collaboration between European schools in order to exchange examples of good practice.The project inspired the partner schools to continue their efforts to raise awareness and create innovative approaches regarding socio-emotional health and social inclusion by implementing in the sustainability period the prevention methodology, by creating new e-Twinning projects, by integrating the activities and the examples of good practice in the extra-curricular activities, the school curriculum and optional courses.It is worth mentioning that the project motivated many people to make a change in the system of pro-health education and to get involved in more Erasmus+ projects.

"Projektā ""e(maths+science)"" piedalījās 5 sadarbības partneri- skolas no no Latvijas, Itālijas, Horvātijas, Rumānijas un Turcijas. Projekts bija vērsts uz skolēnu empīriskās domāšanas spēju attīstību, īpaši stiprinot matemātiskās un zināšanas fizikā, ķīmijā un bioloģijā, kā arī lai radīt stimulu jaunu metožu apguvei. Tas palīdzēja un palīdzēs skolēniem izdarīt apzinātu izvēli un zināt kurp doties pēc palīdzības, kā arī veikt citus efektīvus pasākumus, lai uzlabotu savu un vispārējo ekonomisko labklājību. Lai sasniegtu šo mērķi tika pilnveidotas skolotāju metodiskās mācīšanas prasmes, daloties ar savām labākajām prasmēm un pieredzi arī ar citiem ES speciālistiem. Īpaša uzmanība tika pievērsta IKT izmantošanai. Tas attiecās ne tikai uz efektīvu sadarbību ar partneriem, bet arī aizraujošu un dinamisku instrumentu izmantošanu, veidojot mācību materiālus. Projekta inovatīvais aspekts bija arī kritiska interneta resursu analīze, eksperimentējot ar tiem savās skolās, kā arī tiekoties ar projekta partneriem.Projekta gaitā veidojot prezentācijas, domu kartes, video un animācijas skolēni izmantoja daudz dažādus interneta resursus, izvērtēja tos un izgatavoja metodiskus materiālus, kurus lietoja mācību vielas apguvei. Skolotāji apkopoja interneta saites, lai izveidotu interneta resursu katalogu, kuru var izmatot jebkurš skolotājs konkrētas mācību un mācīšanās tēmas apguvē (interaktīvas teorijas prezentācijas, interaktīvus uzdevumus, spēles u.c.). Starpvalstu un mobilitāšu laikā, skolēni un skolotāji dalījās pieredzē un izvērtēja, aprobēja metodiskos materiālus un projekta rezultātus.Skolotāji un skolēni veidoja e-grāmatu par konkrētu tēmu, lai demonstrētu, kā tehnoloģijas var tikt integrētas mācīšanas procesā un kā tas var palīdzēt dažādiem mācīšanās stiliem. E-grāmata tika izveidota visiem projekta dalībniekiem vienlaikus strādājot tiešsaistē. Vīzītēs tika veltīts arī laiks, lai iepazītos ar uzņemošās valsts kultūru un paražām.Projektā tika integrēta arī pilsoniskā līdzdalība, iesaistot skolēnus demokrātiskā projekta aktivitāšu plānošanā, uzraudzībā un novērtēšanā.Visi dažādos projekta posmos iegūtie rezultāti tika publicēti mājas lapā (eTwinning.net, projekta mājas lapā), lai visas dalībvalstis tos var aktīvi izmantot un dalīties ar tiem. Tika izveidota projekta mājas lapa, kas sastāv no visiem materiāliem, kas izveidoti projekta gaitā.This project focused on developing students' empirical thinking ability, in particular strengthening the knowledge in Math, Physics, Chemistry and Biology and stimulate them to acquire the new methods. This helped and will help the students to make intentional choices and know where to go for help and to take other effective actions to improve their and the general economic well-being. To achieve this primary objective, teachers' methodological teaching skills were develop, sharing their own best practices and experience with other EU professionals. Particular attention was paid to the use of IC tools. It applied not only to the effective cooperation with partners, but also to the usage of exciting, dynamic tools in creating the training materials. The innovative aspect of the project was the critical analysis of the web resources, experimenting with them in schools as well as during the meetings.During the Project, in preparing presentations, mind-maps, videos, animations, students used a variety of online resources, evaluated them and created a methodological materials, which were used for learning. Teachers collected web links to create a web resource catalogue, which can be used for teaching and learning specific topics (interactive presentations of theory, interactive exercises, games, etc.). During trans-national and short mobility meetings students and teachers shared their experience and assessed, approbated the methodological materials and results of the project.Teacher and student created an e-book on a specific topic of study, to demonstrate how technology can be integrated into teaching and how it can help the different learning styles. The e-book was created by all the Project participants working online.. During the meetings time was also devoted to acquaint with the culture and habits of the hosting country.Citizenship was integrated into the project by involving our students into the planning, monitoring and evaluation of the project activities in a democratic manner.All the results obtained in the different phases of the project were published in a proper website (eTwinning.net, project webpage, school webpage) to be actively used and shared among all the Member States. A project webpage containing all the documents produced during the project was made at the end of the project."