We designed a challenge that addressed to all getting to know patterns - the usage of Neil Fleming's version of scholar learning: visible, auditory, analyzing/writing preference and kinesthetic- having as key factors testimonies and storytelling.The four different learning styles, such as visual, auditory, reading/writing preference and kinesthetic, will be analyzed, identified and applied to story-related techniques. The project boosts the students’ school performance at national and international level. The activities will focus on culture and civilization by means of which the students will have the opportunity to create their own stories and increase their motivation to learn in a more attractive waySupernatural beings and events are part of every culture and can be used as teaching tools in order to develop critical thinking, imagination, creativity, empathy, appreciation, collaboration and communication. The objectives of the project are: – to stop illiteracy and develop the students’ creativity in five European schools– to emphasize similarities and differences in five European countries– to teach the students how to express themselves – to encourage students use storytelling technique within all school subjectsThe results of the project are:-working in partnership-five digital stories -questionnaires (initial and final to measure the impact of the project)-an exhibition and a carnival to promote the products of the Stories Arts & Crafts workshops-a dictionary-two magazines-five scripts suitable for five Puppet plays-five thematic carnivals (using characters from stories, fairytales, myths, etc.)-three web pages of the project (the official page and the pages using the e-Twinning and Erasmus Plus Platforms)-ten lesson plans (that are examples of good practice of story-related teaching)-promotional materials: flyers, wrist bands, bookmarks,The following activities will lead to achievement of the project’s first and second objectives:-visual learners: digital stories, bookmarks and wrist bands, questionnaires, Erasmus+ corner, logo-aural learners: web-chat on Facebook page and e-Twinning Platform, group discussions, email exchanges-readers and writers: magazine presentations of the stories, scripts for Puppet plays, flyers, dictionary-kinesthetic learners: stories, Arts & Crafts workshops products and carnivalThe scholars aged between 7-11 years are actively concerned within the task. As they're too young to attend the mobilities, they'll take part at action prepared at locally. Each partner will provoke Erasmus+ task equipment to reunite all of the pupils involved to participate inside the challenge, and to provide them the feeling of belonging to a group, strengthening their commitment to be energetic participants.The undertaking team will consist of minimal 10 teachers in each partner college, so a total wide variety of 50 teachers can be actively involved in the task development and could attend the worldwide conferences. it's far very critical to have in each group an English instructor to make sure that the communique in a foreign language will no longer represent a barrier, an ICT trainer because the challenge calls for the use of ICT for creating a few products, a Maths instructor as a way to compare the questionnaire and shape the statistical data, a Psychology trainer/ mental counselor to screen students’ behaviour.The new teaching principles, collaboration and communication will allow students to compare different educational systems. In addition, the training events and exchanges of students will prove to be an excellent opportunity to increase motivation for language learning by practical use in real life situations.

"<< Objectives >>The project aims to test new ways of making education, training and learning inclusive, equitable and permanent.Through the pedagogy of force-based learning and phenomenon-based learning the partnership wants to train teaching staff to create inclusive learning pathways, sharing the national curricula of each country collecting on the gm5 website the best practices implemented.<< Implementation >>The project is therefore structured around training units that punctuate the project activities: ""Strength-Based Pedagogy"", ""Strenght-based Pedagogy"", ""Strengthened Pedagogy"", ""Inclusive Pedagogy"". Each unit will be planned by the University, implemented by the working group, evaluated through an online questionnaire, disseminated through webinars.<< Results >>S.O.S. expected results are:an European well-established network of schools, which shares views, methods and ideas about a European school for everyone, without any discrimination, based on ethnicity,economic and social state and on learning disability/difficulty, a website to promote and diffuse the best practise about strengths, a measuring instrument (M&E) that will be part and parcel of the website, improvement of school well-being implementation of inclusive pathways."

"There were 8 partners schools involved in the project ,, Nature detectives '': Publiczne Gimnazjum im.płk. K. Iranka Osmeckiego in Pstrągowa- Poland ( as a coordinator), Gymnazium Petra Pazmana s vjm-Pazmany Peter Gimnazium in Nove Zamky-Slovakia, SOU ""Ivan Vazov"" in Sopot - Bulgaria, Scoala Gimnaziala ""Samson Bodnarescu"" Galanesti in Siret- Romania, Szazhalombattai Szechenyi Istvan Szakkozepiskola es Gimnazium in Százhalombatta -Hungary, Colegio Santo Ángel de la Guarda in Madrid, Spain , ISA13 Istituto Comprensivo in Sarzana, Italy and Primary School of Kouloura-Greece. Our schools are located in different sites: villages like in Poland and Romania and Greece, small towns in Italy, Bulgaria, Hungary and Slovakia and finishing in big cities like Madrid in Spain, they are of a different size and number of pupils but in general the project involved directly about 150 students aged 10-16 and 30 teachers. So there were students and teachers from primary, lower secondary and even vocational schools which was a big logistic challenge especially during mobilities.The main goal was to increase our pupils' interest in nature fenomena and making discoveries. We focused on investigating invasive alien plants and animals species in local/regional habitat and looking for impact of those species on environment , marking places of their appearance and informing local community about the influence of growing/having such ,,aliens'' around . It has appeared that most investigated animal and plant invasive alien species are common in all partner countries. The project which included science, geography, allowed to develop numerous skills, especially communication , artistic and IT . The project activities were focused on doing research on specific animals, plants in nearby environment like national parks, street, historic sites etc. All our students and teachers learnt a lot about biodiversity of different places located in such different corners, even edges of Europe. What is more, whole school and local communities had a chance to learn about invasive alien species thanks to open lessons, open days, multimedia presentations and media/publications. It was a a great opportunity to show talents and share knowledge for those who were open , creative and hard-working; the results of our work have been published in local / regional magazines, TV, our project blog (https://naturedetectivesblog.wordpress.com), schools websites, e-twinning space, FB also presented and documented in many different ways. It was also a great challenge for travelling students (during educational trips and mobilities and staying with host families during mobilities) and for those with some specific problems ( learning difficulties, social and economical problems) for developing language skills and improving ICT skills.In some cases we managed to find institutions like universities, academies of science, national/regional forestry , biology experts who not only gave us science knowledge support but also helped teachers to prepare fantastic lessons based on given materials. It must be said that the lectures given at schools during mobilities were very professional and informative. However, some of our partner schools faced real difficulties looking for mentioned above specialists ( Spain, Poland at the beginning). The topic of our project and investigations had appeared very crucial and up-to -dated due to the fact that invasive alien species issue has been becoming more and more important nowadays and most cooperating specialists and/or intitutions were impressed by our effort and project results. We do have a feeling that we have done something really important for the environment and that our outcomes can be used in the future. On the other hand, some partner schools, especially school coordinators had to deal with the lack of interest in the project from both students and institutional site and had no support of other teachers at school. That led to situations when the same people were responsible for many tasks. Luckily , all those really interested, created a highly motivated, hard working and responsible team ready to move the mountain."

"Family is the smallest and most basic unit of society. Communication is a fundamental phenomenon that has lasted for centuries among all living things and people. The family, which has an important place in the development and education of the individual, is also very important in terms of communication. The development of children depends on an effective communication between parents and children. An effective communication should be established between parents and children so that our children, who are our tomorrows, can make good progress. In a well-communicated family environment, children develop a more independent personality. They gain the habit of freely expressing their feelings and thoughts. For this reason, establishing an effective communication among family members, especially between parents and children, is very important. In our project, which we prepared as a e-Twinnig project, we planned to perform face-to-face activities in their own countries with our partners, who we make very good sharing with. In the light of these thoughts, we wanted to take a step in order to make ""The effects of Family on Child Development"" positive in our own society and across the EU. The results of the joint questionnaire that we applied to children aged 10-15 in the schools of five European countries show that children are alone in the family and that their parents do not spend time with their children. The children who are our future are left alone when they need their families the most despite expecting the interest and compassion from their parents. Reaching out to as many as families we can, we want to make the families conscious and guide them. We also want to take advantage of recycling activities and create more fun times together. In the light of EU 2020 targets, we want to increase the academic achievement of our children by preventing early school dropouts. Our participants consist of students aged 10-15, their teachers, their families, the entrepreneurs of our towns and local authorities. We will ensure that less garbage wastes are thrown into the environment by the home workshop activities. We want our children from their early ages to become the individuals who protect nature, contribute to the domestic economy, produce, and have good dialogue with other European countries. To achieve these goals, we shared the tasks with the partner schools and planned to organize the meetings, each including an event. One of these is only for the teachers and coordinators and four of them are for the students who will be active during “Learning Teaching Training” activities. We also created original topics for each country. Students who are the target group of EU projects will take place at each stage of the project together with their families as the practitioners of the project. The students who will participate in the international activities will have the happiness of making new friendships from different societies. They will be able to closely observe the cultures and the family lives of the host families. Every student participating in this student exchange program must fulfil some responsibilities. In our project, we want to awaken the students' sense of entrepreneurship, motivate them for the future, bring out their desire to learn a foreign language, improve their digital competencies, increase their tolerance and make them aware of cultural differences."

The HEART@HEALTHY.LIFE -project was a primary schools’ project which strived to a better future for our pupils. We provided them with some skills that will ease and consolidate their life and education. We gave them opportunities to become aware of the relevance of healthy lifestyle, and the importance of finding their own strengths of character as well as the importance of cooperating among our own corporate body, and the other European countries. We worked together with the parents, NGOs and official bodies of our institutions, and thus confirm the natural collaboration that should be part of the modern schools. During this project the pupils had chances to use their skills of foreign languages, train their social skills, and use ICT-methods as communication tools. The children of today are the adults of tomorrow, and we wanted to prepare them to be readier to attend the entire European education and labour market in their future life.Throughout the project we involved as much pupils and staff from the participating institutions as possible. The entire number of people involved to the project was about 2500. Of this number over 1700 were pupils, nearly 200 staff members, and lots of parents, volunteers and officials were involved. The concrete theme-day-based activities in the schools were designed so elementary and easy, that even the youngest of our pupils were able to participate, and thus were able to experience the European cooperation. We invited the parents and other stakeholders to participate to our local and international events, and thus distribute our activities and achievements. We produced a “Heart Healthy Recipes’ Calendar”, and printed enough copies for homes and other relevant stakeholders. This final product is also an online “Cookery Book”, so that the results can be found, and utilized by anyone. We disseminated the results in eTwinning and project’s blog, which are open and accessible.The pupils also participated in the mobilities. The participating pupils had primary experiences of new cultures, and they were the best messengers of their own culture to the families of the host schools. The visitors made the project even more visible and concrete in the institutions. The host families had a major role, and they themselves gained a beautiful experience with the foreign pupils. The theme of the project was about learning and recognizing healthy lifestyle, and increasing self-confidence by learning to identify the virtues or strengths of character in oneself. We knew that the changes couldn’t be radical or prompt, but we could see some changes, and good attitude.This project was established for the staff members who had a chance to meet their colleagues from other European countries, to open their mind and spirit wider and more tolerant. The schools’ adults saw and learned new pedagogical methods in new circumstances. The results of the project were disseminated to the other schools in our area, and we hoped to encourage them to seek international liaisons. We established lifelong contacts, and a high quality professional partnership.