"<< Objectives >>We would like to achieve;To ensure that children who have difficulties in accessing computer technologies due to socio-economic reasons to havebasic skills with preliminary preparation until they reach these tools.To develop skills that will help children understand coding.To prepare a rich resource created by bringing together good examples for teachers and schools to use in teaching coding.To develop digital and analytical thinking skills of the students from early childhood<< Implementation >>We are going to implement:1. In Greece, coding studies with STEAM activities.2. In Portugal, gamified coding activities (in-classroom plays with materials, coding with materials which can be found in thenature).3. In Türkiye coding activities with music.4. In Türkiye making coding toys with recyclable materials and residual materials.5. In Türkiye ""Traditional Coding Festival"" in May.6. In Türkiye, an exhibition with residual materials.<< Results >>At the end of the project, We aim for children in partner institutions to acquire coding skills and develop their skills.We expect children who are socio-economically disadvantaged to be able to access coding activities easily.We expect teachers to have coding resources that they can use in every socio-economic region.We expect after our projects output published on the Erasmus+ Project Results Platform the project can be inspiration forwhom is going to write a project on coding."

"YOU Young Open United: Growing up in times of changeWhile the European Union faces fundamental changes, voices that polarize the political discourse and stir insecurity are getting more influential. Our students feel that in many respects their lives will not follow traditional patterns. Quite different to the challenges former generations faced they will have to be prepared to move to another country to complete their education, acquire expertise or find a job that allows them to use their individual skills and prosper. In addition, they will have to break with prevailing comfortable but harmful habits and find sustainable ways of organizing their daily lives. Our project aims at giving them orientation to meet these challenges, making them discover the opportunities a strong EU offers and thus strengthening their resilience against populist slogans. We also want them to take an active part in shaping their future. Project year one focusses around the question of: ""What am I going to do after school?"" How can I shape my professional future and where can I find guidance?"" While these questions ultimately require individual answers, the problems and challenges involved as well as the opportunities are international. Our partnership comprises countries with very different problems. We can therefore make the students see among their peers how job related migration causes families to live apart from each other, how valuable European programmes are in shaping skills and how all partners benefit from each other in different respects. Project year two aims at fostering the students' sense of belonging to Europe as culturally exciting union that shares a heritage from which they can draw strength and inspiration. This shared spirit is fundamental for the final project phase of exploring and defining sustainable lifestyles as integral part of young European culture in a transnational document on the students' vision of sustainable life in the EU.All project results will ultimately result in a guide book: ""How to survive in ....."" created by young people for young people. In the course of the project all partners contribute chapters about their town/ region. As online edition it will remain open for additional entries after the end of the project as an interactive tool to be implemented in the schools' curricular.The guide book ""How to survive in …."" will be composed in a funny, loving, possibly ironical or cartoon like tone according to the students' preferences. The intended design for an online version are interactive maps, pictures and text links showing city guides for students on Braga, Budapest,Copenhagen, Rome and Stuttgart. Intended chapters are: 1. Culture compasses for newcomers2. Finding orientation: Tips and tricks for entering the job-market3. Lifestyle: Finding a place to live, getting around, clothes, food, going out 4. Europe in our townOverview: Project stepsYear 11. School/ education in the different countries: How does it enable us to meet life’s challenges?2. Life after school: apprenticeship, university, gap year?2.1 How to find orientation? 2.2 Young people’s fears, hopes and challenges 2.3 What kind of support do we hope for (school, community, state, EU)? Year 23 Identity- culture- lifestyle3.1 My cultural heritage and my European identity3.1.1 A culture compass 3.1.2 Promoting a European identity3.2 How we would like to live3.2.1 Sustainable life: What initiatives are there in our town, our country, Europe?3.2.2 Sustainable life in the political discourse3.2.3 Our vision: Sustainable life in the EU"

The project Identity in dance and music is the collaboration of several European countries in the field of identity. It is really important to preserve the identity on personal, community or national level. One of the means for this is the tradition in dance and song.The countries of Bulgaria, Greece, Poland, Italy, Portugal and Latvia agreed to cooperate and develop a project that deals with finding identiry in traditional dance and music.The project meets the following priorities:HORIZONTAL: Open education and innovative practices in a digital eraSCHOOL EDUCATION: Strengthening the profiles of the teaching professionsThe motivation for this project can be found in the following:1. Being part of the big European family all the nations should be thorough in preserving their own identity as it is the thing that makes Europe unique and so diverse.2. Nowadays the pace of life is so fast and people are so busy with everyday issued that there is almost no time for paying respect to traditions apart from greater holidays and festivals.3. Although we are in the big European family we hardly know our European fellow nations’ traditions in dance and song in particular.4. Dance and song traditions are a matter of communication and interaction between generations. They are the means by which the differences can be overcome and communication and interaction can be improved.5. Young generations should know the traditions in dance and song in particular and should be shown that there is no obstacle being part of a digital world and bearing the heritage of the descendants.6. Getting to know the traditions of other nations increases the awareness of their importance for not losing the identity on personal, community and national level. It is also part of the process of lifelong learning that helps broaden the personal capacity and view.7. Teachers are the people who have the crucial role of motivating their students to be inquisitive and curious. Teachers are also those who link the worlds of students, past and future. It is really important to strengthen the profile of the teacher through letting them facilitate the preservation of the cultural and national identity.This project has these objectives:1. Raising awareness about the role of traditional dance and song for the personal, community and national identity and in the intercultural communication and interaction.2. Improvement of the communication and interaction of generations in the partner school communities.3. Knowledge about the traditional dance and song across Europe.4. Strengthening the teachers’ profile trough new skills and methods of teaching.5. Lasting products.Through the implementation of this project we aim the following results:1. Students in the partner schools will:- have the knowledge about the traditional dance and song of other European nations;- improve their skills and competences for intergenerational and intercultural communication and interaction;- participate project activities for acquiring and developing skills and competences in the area of communication.2. Students and teachers together with specialists and members of the communities will do research on traditional dances and songs;3. The teachers who participate the project events will:- upgrade their qualification and exchange good practices with their fellow colleagues;- establish interdisciplinary methodology for ensuring the sustainability of the project.8. The participating schools will:- gain experience in international cooperation;- establish groups for traditional dance and song;- produce videos and a book of the traditional dances and songs of their regions which will be included in an electronic almanach and published on the Internet;- become aware of stakeholders and organisations on international level for cooperation in the future.The target groups of the project are:1. Pupils - 12 - 16 years old2. Teachers3. Specialists in traditional dance and song4. Local dance and singing groups5. Parents and grandparentsOn the project there will be two activities for Short-term joint staff training events and four Short-term exchanges of groups of pupils.

"“The different colours of music” involved 8 institutions from 6 different countries: France (that substituted Cyprus), Greece, Italy, Poland, Portugal and the UK. Six of them were schools and 2 are associations. The common context where our schools operated is characterized by the presence of students from social deprived background, SEN, immigrants and disabled, and with learning difficulties. We shared the same interest for music: music courses were organized in all schools and some students learned to play a musical instrument. We noticed that, not all students that wished to play, attended these courses, because there was a selection and buying an instrument was expensive. Moreover, the practice was often unsuitable for a student with physical disabilities. So a lot of students abandoned their wish and lose their interest. We wanted to democratise the opportunity to play music, so that, the most part of our students took advantage from it. We wanted to link together disabled, ordinary and talented individuals through the universal language of music and made them part of European inclusive communities. Our main objective was to instill in students the awareness of human diversity, cultural and linguistics through music as a teaching resource in everyday practices that brought together and built an inclusive school and a respectful society with diversity. We also wanted to develop amongst all students, but in particular, those who were disabled or SEN, a sense of achievement and self worth; feel them part of an inclusive community; overcome prejudices against disability; enhance the quality of learning offer and foster equity and inclusion; enhance the ability to express themselves through music and the opportunity to experience the awe and wonder that immersion in such an art can bring to the soul. Playing music is one of the best means to achieve inclusion and a universal human activity a basic right for all. We created a fairy tale about two guys searching rehabilitation, achieving fulfilment and succeeding in their lives. They started a trip through the different European countries and learned how people could succeed in life. They discovered traditional music and rhythms, local languages, dances and musical instruments. At each step they did various experiences and met different people: poor, immigrants, disabled, disadvantaged who in general were not considered but the two guys were able to see special gifts in them and, trusting them gave a new birth to their hidden skills. At the end of their trip the two guys formed a group of artists called ""The different colours of music"", who had a big performance. Despite their conditions, they understood how to use talents and how to give value to their abilities and be member of an inclusive society. The activities were done both locally and transnationally. The professional musicians were responsible for composing songs and also for conducting workshops for students. Together they had rehearsals and public concerts until the last big exhibition of the fairy tale. The most important activities done during the 2 years- project were: identify nature sounds; know foreign partners instruments, songs, and dances; play using objects and recycled materials; express emotions through instruments; compose music using software; know how to make special instruments for disabled people. All activities were made cooperatively and the products created were shared on online platforms. Each student was protagonist of his own educative process. During and after our project, new skills and practices were developed to create an inclusive society in which all individuals play an active role for the future Europe. The participants had the opportunity to meet different individuals with their needs and develop respect for each other, know foreign cultures and develop tolerance, acquire new enthusiasm towards music and be able to express themselves through it, become more sensitive towards people with difficulties and finally understand that there are not people without abilities but just persons with different abilities. The impact on all participants was strong. Teachers knew and experienced new methods, how to work with different students, and consequently, they improved their teaching skills, they created positive and easier learning settings. Being part of innovative strategies, students gained extra motivation to learn not only music, but also all other subjects. They acquired competences in social life and improve key competences, enhance interdisciplinary skills and creative thinking. Schools became more attractive for students and registered lower rates of school early leaving. All the participants gained important abilities and this continued lifelong. The final products, peculiar for disabled served to help other students: our best practice in learning/teaching music enriched all future generations."

Earth is a common home for all living organisms. Environmental conservation is greatly influencing factor for protection of earth. Since the environment is very essential in every aspect of life, all the living beings depend upon the environment. Therefore, all the pross such as survival, reproduction, growth and development etc. of living organisms are done under the environment. Although the environment is very significant factor of all, there are many environmental destructive activities such as depletion of forests, pollution, excessive use of fertilizers, insecticides in fields, climate changing, global warming and etc. The rationale of this project is the idea that we are obliged to do something to protect and help our natural and social environment and the animals. Since the environment is the only home we have, we believe that we can reverse some of the harm the planet has suffered. The challenge is getting enough people to take action, so that we can make a difference in our lifetime. We intend to make our students aware that even a small change in our daily activities can save the local environment. And if everybody does something locally it will have a positive global effect. For these reasons one of our project goal was developing educational techniques and contexts that could help pupils to understand, where science and communication skills are used in daily activities regarding their life experience and their future working experience. It means reducing the gap between theoretical training and practical experience. Objectives of the project:- creating a context for regional and international cooperation regarding environmental teaching for partners involved,- creating an early link between school training and daily life challenges for the future adult,- implementing new teaching methods and materials that encouraged trans- and inter-curricular teaching,- forming in schools involved special teams of well trained teachers that are promoting innovative methods in didactical process,- increasing school's European dimension by promoting closer relationships among students, teachers, families and other people related to schools from different countries with different languages and cultures. In the first year of partnership, the participants created interesting detailed / informative exhibitions and presentations connected with their own culture, so that students could learn something new about the countries involved in the project. For language skills practice a glossary of basic phrases and of terms regarding nature of each host country was conducted. Students focused on studying such issues as global warming, energy saving, recycling (making recycling bins where they do not exist or promote their use where they do), climate changes, waste utilization, agriculture, chemical wastes, water resources management and street animals’ needs. Batteries collection, planting, recycling, resolvable products, and renewable energy products, caring street animals (visiting animal shelters, adopting an animal) were held in every partner school’s region. Activities like planting trees, creating environmentally friendly shopping bags and products, reusing the waste (exhibitions, even competitions) and building animal shelters, cleaning actions around the schools involved students in doing something practical for the local environment and animals. Brochures, posters and booklets dealing with protecting the environment and the street animals were published for the local community by each partner. Finally, the results of this project were presented on the project website and other social network sites. Each school also dealt with a specific environmental problem of their region, which was resolved by the cooperation of all participant schools. We created international groups of students; each group coped with one problem, presented its dimensions and its consequences on human life and proposed solutions through cooperation with local institutions. In that way we could implicate local authorities in our efforts and help our schools come to closer relation with society. Group work was organized by using various ICT tools.Moreover, both the students and the teachers had the motivation to exercise their skills in using English language, which was the communication language of our program, during visits and doing project activities. Students, teachers, schools staff, parents and local people took part in this project. So cultural awareness increased not only among the students, parents and the teachers but also among the local people.