Our project is called SOS - Soul of Science. The aim of the project is multilayered and symbolic. SOS means providing help and social inclusion for pupils with socioeconomic disadvantages, behavioural and learning problems and minority pupils. Another project objective is to reduce early school leave that as a consequence has a high risk of being unemployed and socially marginalized. With better education, inclusive teaching and using new methods, especially in the STE(A)M fields (at an early age) our project is increasing pupils’ motivation for taking part in the future education preparing them to handle the modern civilization challenges better. This project aims to use STE(A)M activities to help pupils learn in new environments and through non-formal learning activities developing their skills and competences, it will improve their language skills and foreign lg competences, as English will primarily be used in all project activities. It will help them get more integrated by collaboration with different partners and it will have a positive impact on their self-esteem. Throughout the project, teachers will improve their intercultural competences and understanding of social and cultural diversity. By exchanging ideas and collaboration, sharing experiences and inventing new methods, the project will improve the quality of teaching and the capacity to handle the needs of the disadvantaged. The involvement of all pupils in school activities will be improved and enhance their intercultural awareness. The pupils will feel enthusiastic and creative about STE(A)M activities and they will gain skills: thinking and problem-solving; self-direction and learning; collaboration; information and research; organization and planning. The project will lead to new curricula in all partner schools that will be enriched with intercultural access in teaching. The intercultural aspect will help all our pupils develop competences, it will contribute to their openness, a better understanding of other cultures, solidarity, communication and better chances on the labour market.Teachers will learn how to incorporate STE(A)M into English language classes, to give the disadvantaged pupils significant intercultural experience, enhance their intercultural understanding, improve their lg skills by using English, to contribute to their social inclusion and support them to stay in the school system for as long as they need to overcome the challenges in learning, disabilities and socio-economic disadvantages. For teachers as a result of dissemination projects, it will be a process of modernizing the teaching methods and learning process, improvement of competences, collaborating with other teachers locally and internationally to exchange good practices. For schools, the whole idea of collaborating with international partners and teacher and pupil exchanges in the long-term will result in the modernization and internationalization of schools, thus we will achieve better results in competitions and we will create a better, more relaxed, open and high-quality learning atmosphere to all participants in the educational process.The project will promote social inclusion, non-discrimination through education and different activities, exchange of good practices among the 5 partners by using non-formal methods of learning on different topics, with an emphasis on project-based learning and ICT, in order to integrate them into the organization after the mobility period, to achieve a modern, dynamic and innovative environment in partner schools, to create an e-book on the good practices, digital tools, PBL and benefits of STE(A)M.The direct participants are 25 pupils from 5 different countries and 25 teachers, and the indirect participants are school leaders, school teachers and school staff, pupils in partners’ schools, other local schools involved in activities, colleagues, new potential users and participants in mobility programs, other stakeholders: local community, professional assets, youth offices, the business sector, tourist agencies, NGOs, decision-makers, the media and general public - the number of all involved is a few thousand.The connection with all partners long after the completion of the project will be continued through eTwinning projects. The good partnerships will have positive effects and results for each partner school and other schools we plan to share our experience with.This project will involve the communities in partner countries ensuring that the project reflects local needs, finding people/experts who can bring new skills, knowledge and experience to the project, encouraging volunteering providing an opportunity for volunteers to use their existing skills and experience and develop new ones. Participating schools will create stronger links with the community giving their community, local authorities, funders and other organizations confidence that this project is rooted in community needs and has its support.

The sySTEM of Water ”project was established in partnership and cooperation with UK (coordinator), Hungary, Italy, North Macedonia and Turkey.The duration of the project is 24 months.7.125 billion people live on our planet.This number is expected to increase to 10 billion by 2050.As population increases, demand for resources increases; this causes more problems.Fresh and clean water sources are in danger of extinction due to global warming, rapid population growth, environmental pollution and the direct mixing of industrial wastes into water resources without any treatment.The solution of these problems is possible with creative, innovative and entrepreneurial individuals who are educated in the fields of water literacy and STEM.In order to manage the water correctly and maintain the quality of life, it is necessary to include skills related to real life problems in education.Therefore education is the most effective measure to create water awareness and consciousness.Objectives of the project are: Students acquire knowledge of water issues to develop lifelong sustainable values, dealing with barriers to water demand and consumption, and eventually become water literate; To raise awareness about the sustainability of water, conscious use of available resources, water saving, prevention of water pollution and most importantly the importance of water for living things; To provide teachers professional competencies in teaching water literacy as well as 21st century STEM skills through E+ program; To increase the teaching capacity of our institutions in terms of raising qualified citizens who can produce solutions for the needs of the next century; To develop new collaborations with stakeholders and partners in the future and to benefit from each other’s experiences.A total of 60 students and 40 teachers will be mobilized for 2 years. Students, key personnel and other staff who will provide added value to the project will participate in the mobility.Local organizations, environmental engineers, colleagues in neighboring schools, local administrators, parents and other stakeholders will participate in the activities, with the students aged 10-14 and their teachers from the partner schools.Partners will benefit from each other's experiences in learning, teaching and training activities in partner schools, sharing good practices, and colleagues exchanging information.In addition, STEM will develop skills, indoor and outdoor workshops, water literacy seminars, playing and learning with water concentration cards, preparing giant sculptures from waste materials, role playing activity named “Who dirtied the water?”, Tackling real-life in ICT lab Activities such as waterfest, project days, Twin Space will play a big role in helping us reach our goals.Our schedule is divided into 24 months, who, when and what to do is clear.Project managers will gather their team once a month, review the tasks and responsibilities in the work plan.Expected results are; The students’ skills of questioning, critical thinking, finding solutions to real-life problems, developing cooperation, as well as the skills of communicating in a foreign language improve; Teachers gain experiences in the European dimension and have the opportunity to meet new teaching methods; The students’ interest in the sciences covered by STEM increases. Students acquire 21st century skills and find solutions to real world problems; Students become water literate; The relations of schools with stakeholders develop; Project activities, campaigns and actions create awareness of water footprint and awareness of water literacy on local, national and transnational communities.Students can endeavour to produces alternative solutions based on collaborative support with the help of creative and analytical thinking skills of the activities.STEM strategies inspire teachers to develop effective and more engaging lessons.Through LTT activities and mutual knowledge transfer, teachers have the potential to educate individuals who understand the relationship between sciences, engineering and natural environment-water.In the coming years, schools will organize local activities to promote water literacy and eventually issue water literacy certificates to students who follow the instructions.Schools will include water management in their long-term strategic plans. The staff of the schools will use and further develop their skills in teaching water literacy and 21st century STEM skills for many years in their professional lives as a result of their European experience.The teaching capacity and internationalization of our institutions will increase in terms of raising qualified citizens who can produce solutions for the needs of the next century.

Little Responsible Citizens Are Reshaping Their Future is an Erasmus+ KA229 project which will be carried by six partner schools from Turkey, Slovakia, Poland, North Macedonia,United Kingdom and Croatia. The students invoving in this project are between 8-12 years old. All the partner schools have been chosen based on our previous experience in eTwinning and Erasmus projects and all of us are already carrying an etwinning project with the same theme. It is a fact that our Earth is being threatened by extreme pollution. All the sources of food, water, plastic, energy and water are wasted. The problems, in schools, regarding bullying, torturing animals, destroying the nature, addiction to internet games have started to increase a lot. Many people as well as our students don’t know about the results of climate change, natural disasters and how to survive and help others in case of emergency. Moreover, new generation also tend to forget their cultural values which means losing the connection between our past and future.Therefore, we want to raise responsible citizens that can take action to stop the climate change, love their nature and keep their environment clean, emphatize for all the livings, keep all the animals, keep their cultural values, improve their digital and language skills to catch up with the 21st century skills. To reach our environmental goals, we will organize activities about recycling, saving energy and water, role plays and charity works to teach emphaty, and some cultural events to know the value of our culture. We will carry lots of ICT works using the webtools. To reach our environmental goals, our students will actively involve in planting garden and trees, they will recycle and hold exhibitions, they will create lots of digital materials about keeping the environment clean, they will have debates about the issue and be in constant communication with their European peers to improve their communication skills. They will play some cultural street games and visit their cultural heritage sites to keep the connection with their culture. They will act in small plays and do charity work as well as helping animals to improve the feeling of emphaty. They will love their nature more by discovering it and the agricultural products it serves us. As the number of all the natural disasters increased by the climate change, they will learn how to cope with them by being trained by the experts. Both teachers and students will benefit working transnationally on this project by sharing examples of good practices and encouraging students to take active part in education and be more tolerant and responsible. We will carry activities aiming to enhance teaching practice by using innovative student centered methods which also help the students develop their transversal and soft skills. We include student learning events aiming to help students to change their attitudes towards themselves and others including the nature and animals. Teachers will be able to improve their teaching methods innovatively while adjusting their lesson plans with the activities of the project, while creating their digital materials such as e-books,e-magazines,posters, and blogs. They will learn how to adapt project centered teaching methods as they will also actively take part in etwinning project. Students will collaborate with their peers from partner schools and improve their language skills as well as their digital skills. We will have lots of results such as project’s logo, digital posters about emergency procedures, a book raising compaign, , blogs, e-magazines, news in the press, social media platforms, memories of the visit to the senior homes. All the results will also be available online on project’s and schools’ websites as well as eTwinning to be used as examples of good practices to raise responsible citizens and inspire for change.All in all, we hope that we will have taken a step in raising citizens who care about their environment, their country and the whole Earth as well as their cultural values. We believe that they will be good models for the younger future generations after them by doing good environmental actions. Finally, we believe that they will participate in different Erasmus programs in the future.

This project emerged from the idea of establishing good eating habits and well-nutrition structure for children. By learning and adopting healthy habits when young, the chance that such habits will be sustained into adulthood is greatly increased. Action Plan on Childhood Obesity aims to contribute to halting the rise in overweight and obesity in children and young people (0-18 years) by 2020. Childhood is an important period and schools clearly play a crucial role in this respect, with a responsibility in ensuring that children both understand the importance of good nutrition, and benefit from both. Studying nutrition on practice and finding solutions will help participants to understand well-nutrition in more general view, enabling them to gain experiences about nutrition facts, healthy meal, cultural differences in culinary, and sharing this cross-cultural knowledge as being a future European citizen.Objectives of this project are to create an environment for children surrounded with healthy food, learn facts about nutrition, nutrition in home practices, create awareness on the good and bad health, overweight, and obesity in social life, to improve intercultural awareness and sense of having healthy food, to acquire European values like acceptance, tolerance, non-discrimination, cultural diversity in their social and cultural development as future European citizens, to reflect solutions for bad nutrition habits for each participant and acknowledge possible cross-country solutions especially for disadvantaged ones, to promote the inclusion of targeted groups, to promote well nutrition as a basic human right, to involve students in practical activities to stimulate their integration into EU by transmitting the project trans-nationally and comparing different cultures across Europe. C1 – Nutrition Circle – Students prepare a questionnaire to choose a basket of nutritional sources for daily meals. They learn about proteins, carbohydrates and fats, collect concepts about nutrition (dictionary), share their results, compare posters, and discuss “good and bad” nutrition facts along with historical background about how their previous nutritional choices affected their life. C2 –Talking Fruits and Veggies – Students use actual vegetables and fruits (and other nutritional sources) to create good combinations of a daily nutritional circle previously created. They take photographs of these circles and create a newsletter. C3 – I-Cook; Video presentation of a cooking experience. Students learn to prepare a healthy snack from their historical and cultural background. This activity is filmed by each participant, and shared at the mobility meeting. Each participant search for healthy foods from their culture, in mobility meeting they visit a cultural restaurant.C4 – A Day in a Virtual Restaurant; Students create a weekly restaurant menu for kids in a printable brochure style. Interviews with family members, restaurant staff, examples from good practices. They prepare a virtual restaurant menu, which includes at least two-three cultural meals from partner countries. C5 – We Are What We Eat Festival; Partners organize a food festival in their school, and students show good examples of healthy food and share with peers and families. Materials from previous exchanges are shared at this activity.C6 - Teaching and Learning Well Nutrition; Participants choose lesson to include well nutrition ideas, learning practices, to implement teaching methods to reflect and teach students with project findings about nutrition and avoiding obesity/overweight. Students fill in questionnaires about how they want to learn nutrition with different learning materials in the class.Students (6-14yo) will be the most important actors of this project, whereas teachers will have the role of supervising and managing the process at each level, directing activities and evaluating results. Students will create art pieces out of food, prepare photo albums, restaurant menus and meals to practice and learn. Outcomes will be shared with participants and targeted groups. Reports, worksheets and visual materials which are brought together in five stages, will be shared with higher education professionals, local and national education officials, food companies, and national press in order to show and create a discussion platforms for the understanding, reflection and problem solving for the issue of well-nutrition and good eating habits in respective societies. Some of our partner schools have students coming from low income groups, refugees, especially Estonian and Turkish partners have socially, literally and economically disadvantaged parents. This project will also help those who have an interest and are willing to improve English language and to learn different cultures but couldn't find opportunities, or do not know ways to connect with international peers.

In today's world, individuals who form the society are willing to learn the characteristics of groups.People living in a particular place want to find their identity with elements such as language, religion,tradition, and belief that the culture involves. It is evident that learning cultural past also bridges between past and present. Even though people in the different country have different cultures, they have some similarities like the tendency of preserving culture, everyone is aware of the significance of preserving culture. Learning and preserving a country's cultural past is undoubtedly a basic requirement because of two crucial reasons: one is a sense of national identity, the other is creating and understanding cultural symbols.Knowing our history, roots, language and culture helps us construct our identity and a sense of belonging and awareness that leads us to realize who we really are and understand more deeply the importance and the richness of the other cultures.As teachers we must take responsibility for the next generation not just to educate ourselves but to organize ourselves in making our own history and future.The project will concentrate on these target areas. 1-To search, investigate, discover and visit the monuments connect to the town of every European country participating in the project: The students will learn to identify the value and the meaning of those unique monuments - many of them are recognized by UNESCO as monuments of global heritage - and realize the responsibility for their preservation.2-Digital age of open education and innovation: To encourage the acquisition of skills and competence through the use of effective and innovative teaching methods; taking into account the aspects of curricular IT skills adapted for age groups; to promote critical thinking in particular by teaching exact scientific knowledge; the improvement of under-average performances in science, history, geophonics ( The study or science of agriculture ), and ICT skills. Through local and regional visits our students conduct scientific research, seek out bibliographical sources, learn new information and communications skills and digital techniques.3- The social and educational value of the cultural heritage of Europe: Discovering the cultural Heritage of each country includes many different things from the past that wevalue and want to pass on to future generations. It could be people’s memories and experiences, community history, cultural traditions, or the history of languages and dialects.4- Encouraging knowledge and abilities development for young people: The project encourages students to exercises their reasoning and logical thought by contact with sites with a unique cultural heritage and to establish attitudes and behaviours, so as to foster beauty, society and community.The project partners are six schools and the project is addressed to students 13 to 17 years old. Approximately more than 120 Students will be involved to the project activities during 2 years. Student exchanges and other activities will also help our students to gain a better grasp of the European Cultural Diversity and a stronger sense of the European cultures and their diverse perspectives.Many activities before LTT will be done in etwinning that will give the chance to a wider number of students to take part in every step of the project, especially students that cannot take part in activities that have kinetic problems or facing social and other difficulties, refuges etc. this thing will give the chance to them to take part actively by the use of ICT tools and to have a main role in the implementation of the project. INCLUSION is important and our priority in this project and we are going to include more students with Etwinning and Local activities.The research on this project is intended to explore cultural heritage at the local level, their impact on the identification of the person and their capacity for interacting and collaborating as well as to encourage the growth of their social and economic position in these regions. Activities will be carried out in the classroom with the use of web2.0 tools and outdoors by the use of mobile technology and applications.The working scheme consists of studying and researching the local heritage resources and sharing this information in transnational meetings; learning about the entrepreneurial project linked to those heritage resources and increasing awareness and recognition with the production of promotional material at local and transnational level.All project activities are focused on a project-based learning framework with multidisciplinary approach, structured in a cooperative transnational environment around outdoor activities and peer-learning.With this project, we would like to raise the consciousness of our students and the educational community about local heritage and its significance, and to provide feedback and examples for other schools.