"TOPIC OF THE PROJECT: "" TOWNS FOR TEENS"". Teenagers' DAILY LIFE.ACRONYM : T4TLength: 24 months GRANT REQUESTED: 115400.00 EUROSNº OF PARTICIPANTS INSTITUTIONS : 3 INSTITUTIONS FROM DIFFERENT COUNTRIES ( The polish school quit at the very beginning of September 2016). Then we as project coordinator made a purpose to Spanish N.A. and the two partners to organize a new mobility to Brussels to visit the European Parliament as well as others European institutions with the same budget, and this was accepted.BASIC DATA ON THE INSTITUTIONS CONCERNED:1.- IESO COLONOS - CITY: GÉVORA. Badajoz (SPAIN). Coordinator Institution: - Located in an agricultural rural area, with 203 pupils, 31 teachers. - Main feature: low rates of early school leaving, learning by promoting digital competence. - Little expertise in E-Twinning and European projects2.- Yıldırım Beyazıt Anadolu Lisesi - CITY: KIRIKKALE (TURKEY). - Located on the outskirts oj Kırıkkale, a newly-developing industrial city, with 595 pupils, 45 teachers. - Main feature: learning by promoting digital competence - Wide expertise in E-Twinning and European projects.3.- EVDOMO GYMNASIO IOANNINON. - CITY: IOANNINA. (GRECEE). - Located on the poorest area of Greece, with 203 pupils, 25 teachers. - Main feature: expertise in drama / high unemployment rates in the area - Quite a lot expertise in E-Twinning and European projects**The three institutions will WORK AS A NETWORKING GROUP implementing INNOVATIVE MOTHO.ODS TO PROMOTE DIGITAL COMPETENCE AND COLLABORATIVE WORK (We will use Google DRIVE as a collaborative work tool) TO GET A MORE INCLUSIVE SCHOOLS AND CREATE AN EUROPAN CONSCIOUSNESS OF EDUCATION.** THE CONTENTS OF THE PROJECT: We need to do an interdisciplinary study to compare TEENAGERS DAILY LIFE in different parts of Europe, and how different features of towns affect daily routines in our teenagers. We are going to study all around teenagers daily life in their cities: facilities in their cities, social services for them to develop everyday life, transports, schedules, school life, extra-curricular activities, hobbies, labor expectations and opportunities around, ... in order to reduce the dropout rates. We will work with ""urban landscape"", eco-cities, and its sustainability, architectural barriers, town services, underground services, healthy lifestyle, sports facilities( bike lane,...), public facilities. social citizens integration.,all factors that lead to a more inclusive education.** OBJETIVES :(linked with the project priorities we have chosen and Education and Training - ET 2020) 1.- To compare lifestyle and life patterns of teenagers throughout an interdisciplinary study of teenagers daily life in towns of participant counties , 2.- To make our pupils open-minded citizens, and more competent for the next future labour market 3.- To form a networking group of European teacher working under the same horizon which is the European STRATEGY 2020 , that gives to the group an European dimension of education. We will set a community of sharing our expertise and good practices and try to have a fluid and dynamic feedback of information creating a synergic effect all this taking into account 4.- To develop teaching methods to get a more inclusive school, and make pupils aware of the importance of the equality, nondiscrimination. 5.-To innovate the way of teaching, making dynamic schools and implement an innovative methodology of collaborative work to get more dynamics schools 6.-Promoting the students and teachers mobility. * *TANGIBLE RESULTS OF THE PROJECT WILL BE: - A LOGO and SLOGAN OF THE PROJEC: wiil be put in all project documents and results. Each school prepares it, and we choose the best one by VOTING IN GOOGLE FORM. -AN ONLINE TEENAGERS TIMELINE : teenagers LIFESTYLE in their towns, AND DAYLY ROUTINGS, AS A TOOL TO PROMOTE DIGITAL COMPETENCE - A COMMON QUESTIONARY, AND REPORT ON IDEAL TOWN FOTEENS: IN GOOGLE FORM, A GUIDE IN TOWNS FOR YOUTHS.- AN APP`s FOR TEENS ( Mobincube App creator system): Creation of useful and friendly App special for teenagers, developing YOUTH FEATURES IN TOWNS -EVALUATION RUBRICS AND REPORTS IN GOOGLE FORM.,- Some FEEDBACK ACTIVITY ( VIDEO CONFERENCE).- And the last final product it is a short summary film showing the main aspect of an "" ideal town or a dream city"" for our teenagers, as students stated in the common questionary they create befores about their "" Ideal city"". ** INTANGIBLE RESULTS OF THE PROJECT WILL BE ON THE WHOLE, THE KNOWLEDGE, abilities, skills, and capabilities acquired during the development of the project with any single implementation activity and workshop. ** The ADDED VALUE of TOWNS FOR TEENS is its sustainable dissemination as LIVE PROJECT,"

This project aims to develop an already existing eTwinning project titled “SPECIAL EDUCATION FOR SPECIAL CHILDREN” . ETwinning was also used in choosing the partners of the project. The 25 pupils (who are special needs pupils, migrants, kids from at risk environments and multi-ethnic families) and the 10 professors who will actively be involved in the program will develop European key-competences 2018. They come from 5 schools from Romania, Poland, Greece, Turkey and Portugal. They will have access to different studying and teaching methods; sharing ideas for the preparation of efficient activities; creation of a basis for strategic partnerships in the future. Our children will communicate with their classmates from other schools and countries; learn each other culture; increase their interest for learning; feel a boost in their confidence and success; reveal their potential and abilities; learn to use web instruments; develop empathy; exchange of good educational practices, both in formal and non-formal education for students, teachers, and in intercultural education by using English language, mutual visits to the countries involved in the project; development of life abilities of students in a multicultural society; improvement of communication competences; creation of new friendships; improvement of TIC competences. This objectives are also found in “Different but united for a better future” project’s objectives and especially in the main objective (combined mobility): the increase of the degree of adjustment and integration of students between 11-16 years old (with special needs, coming from vulnerable families, migrants, and mixed families) to academic and social life, and the decrease of school drop-out rate by increasing the capacity of cross-border cooperation, and the exchange of good practices in schools on: education, culture, mobility, information-communication. These can be quantified at the end of the project’s implementation and even in the following period through students’ results, school’s frequency, their involvement in scholar activities.Other beneficiaries are students with ages between 11-16 years old, colleagues from different classes of students who are a part of the target group participating in the project activities from every partner school inside the project and who are coming from poor, vulnerable families.Indirect beneficiaries: parents of the students with special needs, coming from vulnerable families, migrants, and mixed families; local community represented by local counsellors, mayor, or representatives of School Administrations. They will participate at project’s activities, evaluation and dissemination. In order to achieve our goals we have organised the following: science course and lectures, human rights courses, arts activities, experiments, workshops, games, visits to places of historical importance, learning through examples. Transnational activities of the project are planned as the following:C1 running in Romania (14-16 November 2020) C2 running in Romania (21-27 March 2021)C3 running in Portugal (25-31 October, 2021)C4 running in Poland (20-26 March 2022)C5 running in Turcia (08 - 14 May 2022)C6 running in Greece (05-11 June 2022)The project aims the development for each student her/his European key-competences 2018; studying and teaching different methods of education for students with special needs from one to another; sharing ideas for the preparation of efficient activities; creation of a basis for strategic partnerships in the future; our children will: communicate with their classmates from other schools and countries; learn each other culture; increase their interest for learning; feel a boost in their confidence and success; reveal their potential and abilities; learn utilising web instruments; develop empathy; exchange of good educational practices, both in formal and non-formal education for students, teachers, and in intercultural education by using English language, mutual visits to the countries involved in the project; development of life abilities of students in a multicultural society; improvement of communication competences; creation of new friendships; improvement of TIC competences. The entire project will be disseminated through the internet, through mass media, and at a local level. The project will also have a website which can be verified and read by anyone.Through this mobility we expect to reach the following:•A better communication and collaboration between partners•A better understanding and reaction towards social, linguistic, cultural diversity and towards EU values•Increased motivation to learn•Improvement in students’ motivation to involve in class activities and decrease of disruptive behaviour in the class•Improvement in self esteem and confidence of disadvantaged students, or students with special needs•Larger knowledge of daily durable habits that lead to a more durable life style

"According to the EU high level group of experts on literacy, today, the European Union is in a literacy crisis. Poor reading and writing skills can have a detrimental impact with 75% of school dropouts reporting reading problems and 50% of adults with criminal records identified as having reading difficulties. Employees in the 21st century need to have greater literacy skills than in other time periods.During the period 1 September 2014-31 August 2016, five European schools worked together to implement the partnership ”Skills for Life: Literacy” (SLL). The partner schools have been:-High School ”Stefan Procopiu” (Vaslui, Romania) - coordinator-Foreign Language School (Pleven, Bulgaria)- partner-5th General Senior High School of Aigaleo (Aigaleo, Greece)- partner-Yildirim Beyazit Anadolu Lisesi (Bursa, Turkey)- partner-ISISS Cicognini Rodari (Prato, Italy) - partnerThe purpose of the project is to value the literacy potential as a personal and consolidation development instrument of the key transversal skills needed for lifelong learning. Objectives of our partnership: -develop pupils skills in literacy (reading, writing, speaking and listening) and of the transversal key competences (critical thinking, attitude networking, communication and collaboration with others, communication and English language, learning to learn, spirit initiative)-reading capitalization strategies for developing literacy skills in students and encourage reading for pleasure among students-developing teachers' knowledge and skills in the design and organization of activities and lessons that help develop among students transversal key competences and skills in literacy-promoting the exchange of innovative practices and experiences between European schools through the development of teaching materials based on strategies for reading, writing, speakingThe project’s implementation was organized based on 6 work packages, each package being coordinated by a partner, as follows: Management and Coordination, Transnational Meetings, ""The teaching of Life Skills with Literacy"" (A Training Manual), ""Think Literacy: Cross-Curricular Approaches"" (""Literacy lessons""), Dissemination and Exploitation, Monitorization and Evaluation. The main activities organized within this partnership were:-5 transnational project meetings -activities to make the two intellectual products-more than 150 activities with students to test the exercises proposed for the two intellectual products-activities of dissemination and valorization-activities of monitoring and evaluation (initial evaluation, intermediate, final evaluation of the project five meetings, formative assessment in the activities with students) In the project activities were involved over 1000 students and almost 90 teachers. The main results of the project:- two intellectual products: ""The teaching of Life Skills with Literacy"" (A Training Manual) and ""Think Literacy: Cross-Curricular Approaches"" (""Literacy lessons"").- 5 transnational meetings with 80 mobilities (16 for each partner school). -materials for the dissemination of the project: logo, poster, site, fliers (a flier with the general presentation of the project and a flier with the presentation of the two intellectual products), 6 newsletters at partnership level, Power Point presentations, articles, panels/roll-ups with information on the project, the project page on e-Twinning. - materials for monitoring and evaluation the project at local level and at the level of the partnership-over 160 activities testing the exercises proposed for the two intellectual projects, activities for promoting reading for pleasure among students.The target groups for the implementation of project activities are the teachers and the students aged 14 to 19. There were two main levels regarding the impact of the project on the target groups:-developing the skills in literacy (reading, writing, speaking and listening)-developing the key transversal skills. Literacy competencies are going to help target groups to develop problem-solving skills, the ability to explore issues from their own perspectives, the capacity to apply knowledge to new situations, critical and creative thinking skills, ability to concentrate, to learn how to learn, socializing and communication, initiative spirit.The participanting teachers developed from the personal and also the professional point of view. Teachers have improved the knowledge and abilities in making and organizing activities and lessons which are going to contribute at the development, among students, of the key transversal skills and those in literacy.The slogan of our partnership has been: ”Literacy is a bridge from misery to hope” (Kofi Annan, former UN secretary-general)."

In the 21st century, the use of technology and being online are a way of life. That is why, being good digital citizens and coaching students to model good digital citizenship and safe online behavior takes on greater importance. The Internet is becoming a primary hub for everything from communication and education to commerce and social networking. For each of these venues, we must strive to agree upon consistent values and limitations which will prevent people from being exposed to content such as extreme violence, pornography, gambling, or illegal downloads. As we move forward into an era driven by the capacities of online media, the issue of access must be addressed. This is the world we live in. We need to be ready for it - that’s why digital readiness isn’t just about deciding when or when your child shouldn’t have access to smart devices. It’s about how and when you to teach them to protect themselves long after you lay down the parental controls. Too often we are seeing students as well as adults misusing and abusing technology but not sure what to do. The issue is more than what the users do not know but what is considered appropriate technology usage. The purpose of this project is to equip the technology users with vital skills to survive in the digital world.In order to develop digital literacy, the following topics will be studied during the project; - Information Literacy - Communication Literacy - Visual Literacy - Social Literacy - Technology Literacy - Media Literacy The project's objectives are; -develop digital literacy skills of the participants -develop a strategy for using skills in information literacy over an extended period of time; -teach students about both the benefits and risks of the online world and help students stay safer there -monitor progress and adapt strategy as necessary, to achieve the quality of outcomes required. -evaluate overall strategy and present outcomes from your work, including citations and a bibliography. -become a confident “Digital Citizenship Champion” in their community. -recognise where there is a knowledge or information ‘gap’, and identify what type of information you need to fill it. There are partners from Turkey,Bulgaria,Greece,Poland,Portugal and England. There will be 6 transnational project meetings in our 2-year project.The project staff will attend those meetings.The first transnational meeting is designed as the kick-off meeting in Turkey.(October,2017)In this meeting we will follow the definition of the base elements of ourproject and other project planning activities. This meeting will introduce the members of the project team and provide the opportunity to discuss the role of team members again.The second transnational project meeting will be in Bulgaria which will be mainly on ''Exploitation''.(April,2018)The third transnational project meeting will be in Portugal to discuss how to raise the visibility of the project.(June,2018).The fourth transnational project meeting will be in Poland to prepare a dissemination plan altogether.(October,2018) The fifth transnational project meeting will be in April,2019 in England to find some ways to ensure that project deliverables remain available in the foreseeable future(sustainability of the project).The final transnational project meeting will be in Greece in June,2019 to evaluate all the project activities(Evaluation).We hope that this project will be able to contribute to the awareness towards the importance of digital literacy. The outputs of the project will be accesible for everyone through the website and also in a ready to use form distributed by coordinator We will also send mails and other communication towards schools and regional authorities. Since the outputs will be in English the language barrier might be a problem, but on the website we will provide translations in all the project partners languages. Afterwards users form other countires will be able to add their own mothertongue.

"On the Move for Social Inclusion carried out by five Mediterranean countries with the common need of promoting a more Inclusive education offer at schoolThanks to this project a big number of students lived an otherwise unreachable experienceStudents and families were given great opportunities:a deeper awareness of the European dimension, greater education environment, the experience of European identity and citizenship.The pupils, their families, school communities and teacher staff experienced the opportunity to meet the""other"" to exchange ideas and create lasting bonds. First curiosity,then motivation raised by feeling part of a “whole”, gave birth to welcoming attitudes and critical thinking that finally swept away the old prejudices and wrong attitudes developping adaptability, openness, mutual understanding. The students of the five countries became main actors of their change of mind. The schools of the partnership shared the common need of helping students to overcome wrong feelings like social prejudice, fear of the others, discrimination. We all needed to promote identity through European citizenship, to improve linguistic and digital skills that would make our pupils “more equal”. Month after month, mobility after mobility, through inspiring activities, wonderful travels, landscapes, new families, experiencing different traditions, customs, foods and points of view our partnership got the goals that we planned for the project: social inclusion, a more inclusive educationWe started aTwinning project to have a safe platform where our students could meet and know each other, introduce themeselves, their country,school life.The Twinspace of the project provided the students with a safe space to work together,exchange ideas and improve their English and ICT skills. Then we introduced new platforms to make our students working together before mobilities,keeping them cooperating when creating Padlets, webMagazines, Smore flyers, google drive shared files. Cooperative learning,peer learning, learning by doing and learning by challenge were the methods we used to offer a more inclusive and catchy way of learning.Before each mobility we held meetings and communicated steadly in order to ensure good quality of the LTTA and providing students with safe travels, accomodation and journey. During the mobilities we visited the local institutions and the schools of the hosting countries,places of historical interest, museums, ancient historical buildings and then workshops thanks to the involvement of expert English guides when in Pompei, Vitorìa Gasteiz, Cappadokia,Edessa. Hosting students acted as guides for their foreign schoolmates at school,during spare time and at home with their hosting families.could raise We could rise the European dimension of our school communities, foster integration:during each mobility we planned to spend most of the time at the hosting school not only to learn about other school systems but to live some days as if we were part of that school community,to learn the culture,customs and habits of the Neapolitans, Spanish, Turkish, Greeks. In that way students, families and teachers realised to be more European, more “equal in our diversity”.Hosting revealed to be a strong point to highlight the impact of the activities and of the project.This Erasmus+ project revealed to be a greater experience than we could imagine. For the italian country as “new comer” the project had the power to show another face of Europe,that face that in our disadvantaged southern part of italy we weren’t able to see yet. The new strong feelings of solidariety, friendship, equality, amazement of the participant students are reflected in all the activities and products they created from the Logo,the twinspaceto the online magazines, the videos..Unfortunately pandemics of Covid19 spread out at the end of our fourth mobility to Greece.It was a shock in our lives and the life of the project. Nonetheless our Erasmus+ experience and the special bonds we created worked like a stimolous to go on and not be overwhelmed by the difficulty of the situation. We felt the need of sharing our experience even more than before,even if just online.Students and teachers shared their thoughts and feeling about ordinary life during covid time.Students needed to exchange their feeling with their Erasmus friends so we implemented online meetings and cooperation We asked for the extension of the project , first we asked for six months extension and then we asked for further six months, but performing the physical mobility still appeared too optimistic so we decided to perform our last mobility to Portugal onlibe, we held our first virtual mobility. It was another kind of meeting, we could not experience the strong feelings and happiness of the previous mobilites, not even we could perform the same kind of activities, nonetheless we tried to take the best out of the situation and we enjoyed all the same."