Due to problems in many parts of the world like war, economic recessions and human rights violations, most families are forced to leave their homeland and sail to habitable environments as refugees. Our schools have great responsibility to meet the basic needs (education, adaptation to social environment, culture and traditions, etc.) of the children of families who have to migrate to our country and many parts of Europe.The main objective of our project proposal is to have the refugee students actively participate in education by presenting them the host language learning, to ensure their academic lives to be sustainable and to bring the early school drop which is stressed in the European 2020 strategy to less than 10% in cooperation with our stakeholders. As a result of the survey we shared and implemented in our eTwinning project we continued together, it was reported that the biggest obstacle faced by refugee students was learning the host language. Among the priorities of the European Social Model outlined in the Lisbon strategy are the emphasis on investment in people, in particular on education investments. As a result, our project proposal is directly in line with the vision of Europe 2020 and the vision of our stakeholders.Learning the host language will enable the refugee students to trust themselves, to express themselves and to gain an identity in their environment. This will allow students to break the prejudice in the social environment and lead to treat them with tolerance. In addition, it is important to inform the refugee students about the necessity of host language learning and to use this necessity as a tool for an inclusive, sustainable and lifelong education. For refugee students facing multilingualism, it is aimed to make them feel that they are equal in school and society by creating opportunities to reflect their own culture and traditions without dissolving their mother tongue. Teachers who will take an active part in the project will experience professional innovation and the outcomes will be added to the curriculum to create versatile refugee students and a qualified education program will be implemented for them.Turkey (coordinator), Greece, Portugal and Spain are included in the project. We will have the opportunity to see, evaluate and apply our activities and studies with our stakeholders in the international arena to enable refugee students to acquire the host language. A total of 4 Learning-Teaching Training will be held and 20 students and 8 teachers from each country will participate in these activities. Participants will be composed of refugee students with disadvantaged backgrounds in terms of education, economy and cultural, and teachers who are able to cooperate and have the ability to represent their schools in Europe.All of our mobilities include 'Short-term exchanges of groups of pupils';LTT1 (Empathy): Coordinator Turkey is the host. Refugee students from different countries will join each other with the 'welcoming party', introduce their own culture and country, and discover the feelings of each other by doing drama with their peers. The educational problems encountered will be discussed with the participants and the students will learn to use a web 2.0 tool for the host language acquisition.LTT2 (Bridge Between Languages): In this LTT hosted by Portugal, the activities for the host language learning will be combined with digital technology, and refugee students will develop the use of web 2.0 tools in this direction.LTT3 (Case Study): In Greece, the use of technology in the host language learning will reach to a higher level and the participants will participate in social activities.LTT4 (Cultural Diversity): In the mobility hosted by Spain with a comprehension of 'A different country and culture means a new world', the participants will reflect their own elements and the best practices will be exchanged.In the LTT activities of this project which adopt the 21st century education concept, 4C, TPACK, solution-oriented and collaborative methods which develops empathy and learning skills will be at the forefront. Refugee students will develop creativity, multicultural collaboration, problem-solving and work-in-pair skills with the activities they will do on both local and national basis. At the same time, by learning about innovative methods and tools (digital technology, web 2.0, etc.), they will have a say in the classroom environment by being more active, and create a good relationship with their peers and teachers. With our project, which will have positive effects in the medium and long term, it will be ensured that the students will keep up with the school environment, increase their academic success, and the rate of early school leaving will decrease eventually. In addition, the project outputs will be shared with other schools, NGOs and policy makers in each country, and soon after, the project will have been announced to a wider audience.

<< Objectives >>This project aims to stop the careless and wasteful use of resources we have access to, namely water, electricity, paper,etc; acknowledge possible cross-country solutions especially for transforming into green individuals as well as turning ourschools into centers where pupils are inspired to develop skills and awareness to maintain sustainability in nature so that ahealthier environment can be transferred to future generations. In other words, our project is to be an investment inourselves.<< Implementation >>Our project will consist of main activities namely the mobilities among the partner countries. Besides, pre- and postmobilityactivities will be carried out with the goal to implement the process successfully. These will especially involve students whoare not going to take part in flows since the shared goal is to help all our pupils beaffected. The mentioned main will be as follows: -TRY PRE-CYCLING BEFORE YOU RECYCLE (POLAND) -BARTER TO SAVE (GREECE) -ZERO WASTE PHILOSOPHY (TURKEY)<< Results >>The results expected may be classified as tangibles and intangibles. The tangible outcomes of our project activities will be adecrease in amount of materials and energy wasted, and achieving sustainability in nature, starting from our schools.Intangibles, on the other hand, may be described through new skills of our learners, to be called as green skills, thanks towhich great impact will also be made on other beneficiaries, with the aim to make project activities long-lasting.

<< Objectives >>Our main aim is to teach our students that protecting nature means protecting ourselves. Nature determines our lives and activities in many ways.We want to increase students' understanding of how the partner countries see environmental issues and how together we can find a solution by changing our habits;develop Literacy, language, science, technology, civic, and cultural competences;to learn a smart approach to everyday life; to understand the link between Covid-19 and climate change.<< Implementation >>Preparatory activities: researches on environmental situation in our regions, .2nd part: smart gardening (tree mapping e-book and garden designing), smart shopping (studying clothing production, virtual bazar, posters); smart eating (studying food production, quiz on food habits), smart energy (alternative energy devices), smart thinking (workshops).<< Results >>the outcomes expected during this project will be the awareness of the problems behind climate change. The awareness of behavioral disorder towards the environment and thus acting towards a change. We want to produce generations of sustainably minded and environmentally conscious young people.The project challenges students to engage in tackling environmental problems at a level where they can see tangible results, encouraging them to mske the difference.

Healthy bodies! Healthy minds! project started from the idea that students have many problems related to health, being tired and stressed most of the time. These problems are caused by their bad lifestyle habits having also consequences on their performance at school. Their school results are not as good as expected, students don’t concentrate enough during classes, they have problems with classes attendance and disengagement in school and the worst thing is sometimes school leaving at an early age. This project aims at making students more sensitive to health which is considered a state of complete physical, mental and social wellness and not merely the absence of disease or infirmity. Many people think about wellness in terms of physical health only. All the schools have the same need: to highlight the importance of all health dimensions in order to improve students’ success, results and concentration. Maintaining students’ health and a harmonious development is the basic condition for an effective education, an education which encourages reflection, creativity, trust, solidarity and movement, determining young people to spend more time outdoors. Outdoor education and health training in the educational process are innovative concepts for all six partner schools.This project aims at:- raising awareness and knowledge on all six health dimensions: physical, mental, social, spiritual, emotional and environmental for 300 students from partner schools by the end of the project- increasing by 50%, every month, the number of actions and educational activities that support healthy and active lifestyles among students - stimulating 240 participants’ school success by increasing the educational services quality providing a healthy lifestyle to students in an interdisciplinary way in order to improve their school results by August 2021- determining 400 young people to spend time outdoors and interact with people and nature by the end of the projectAll partners agreed to divide the project timeline into concrete topics: GR – Social Health, IT – Environmental Health, ES – Emotional Health, PL – Physical Health, TR – Spiritual Health, RO – Intellectual Health.Each partner schools will select up to 30 students, aged 13 to 18 years old, who will take part in project activities. The ones who are successful and active during the project will take part in the project LLT activities. Participants will take part in a series of activities like: creating the national project websites which will be parts of the common website and regularly update them, creating an Erasmus+ project corner, joining the Facebook group and create eTwinning accounts, working on presentations about their cities/villages, regions, countries, discussing about the different types of health, creating presentations on each Health Dimension, taking part in activities to improve their Health Dimensions, participating in logo competition, taking part in meetings with local institutions, disseminating activities and results at school after each visit, creating digitalised video reports of the activities, creating questionnaires and informative brochures on each health dimension, creating an annual e-magazine and a booklet on health dimensions, creating an online guide on health dimensions. Beside this, there will be intangible results like: improvement of students’ knowledge and experience in the use of English level and within the fields analysed, development of empathy, tolerance, global citizenship, the ability to pass over cultural and linguistic barriers, giving education a European dimension, improvement of teachers’ skills and competences, pedagogical skills, development of ICT skillsThis project will have a sustainable effect on each partner school. All schools involved in this project teach English as a foreign language. Giving their students the chance to understand the importance of health dimensions, the meaning of foreign languages learning and practical use in real life situations the schools will improve their languages teaching efficiency. This project will have a meaningful impact on teachers, who will improve their knowledge on health dimensions, compare and discuss methodologies used in the teaching learning process, give a European dimension to education, create a successful environment for formal, non-formal and informal learning, improve their ICT skills. All schools will continue their cooperation with institutions which are expected to partner within this project and also see possibilities to highlight the importance of all health dimensions. Digitalised videos reports from activities, questionnaires, informative brochures, the booklet, the e-magazines and the online guide will be available on the project website and the Erasmus+ Project Results Platform and various institutions will be able to implement all these activities into their curricula.

Our project was started through the partnership of 5 countries with the ambition to provide an international context for our students to acquire new skills, develop their creativity and improve their motivation and interest in the school. Considering diverse changes observed on both our and our partner schools' students and teachers, and the decrease in ESL (Early School Leaving), it can be safely said that the project plan was followed thoroughly. The activities developed within the project were interesting and challenging for all partner schools. The methodologies of running the after-school clubs, which shown during LTTAs, were inspiring and encouraging. The partners were also in a permanent search to find new methods of teaching-learning skills in an interdisciplinary manner as well as how to motivate students for learning, taking active part in the activities and support them in terms of strengthening their self-esteem, sense of purpose, self-identity and personal competence. To equip the teachers and students with knowledge on the latter issues, numerous lectures and workshops were carried out during LTTAs and the observed practices were implemented in each of the partner school. All actions and activities planned and conducted during the project, led to work out a common program for combating ESL, as was one of our priorities. Our main project’s objectives were improving students’ motivation, reducing the phenomenon of early school leaving among students, working out a common program for combating ESL, improving the school’s extracurricular activities offer, enabling acquisition of key skills for the 21st century learner, developing students’ creativity and enabling the intercultural exchange fostering intercultural dialogue for students and teachers. Students, aged 13 -14 (in some schools even as young as 9 years old), involved in the project, carried out activities in their after-school clubs as well as at workshops at LTTAs where they developed their language skills, creativity, team work, social and ICT skills. They were also involved in dissemination activities preparing presentations and talking studios about participation in mobilities. They created posters, games, recorded greetings and songs on special occasions like Christmas, European Day of Languages and Erasmus Days. They reflected upon their participation in the Erasmus+ project through a questionnaire carried out in the Socrative program and during an online meeting with their peers from other partner schools. They also checked their knowledge of the partner countries in a Kahoot quiz and created their own games in Scratch. Through observations made during LTTAs teachers applied new methodologies, technologies and approaches to improve their teaching and lessons. They exchanged good practices and planned activities based on what they learnt, later sharing the results with other partners and members of the school community. School's staff has been asked to participate in the activities that children developed. School staff was really worthy because they helped teachers in administrative issues.We have involved parents and we asked for their active participation because as members of our educational communities they are really worthy. Local institutions and neighbouring schools were informed about the project, activities and results in order to consider them in future educational actions in town.The results that we obtained during the project were the following:methodologies for implementing after-school clubs (photography, drama, ICT and Environmental Education clubs), workshops, lectures and support materials on strengthening students’ self-esteem, self-identity, sense of purpose and personal competence, exchanged practices, certificates of attendance, pictures taken by students, pictures of activities, videos, articles, presentations, a calendar, bookmarks, a common program for combating ESL in the long run, Twinspace, Facebook page and project website.The project has had a significant impact on our students. Through their active participation in the activities in after-school clubs they became more involved and motivated for learning and their language skills, social skills and ability to work in teams have greatly improved. They’ve also broadened their knowledge about other countries and were able to break national or religious stereotypes. All the activities created within the project have made meaningful changes in students' lives, especially those with special needs or fewer opportunities, often at risk of dropping out. The project has had a great impact on the image and perception of the schools in their local communities and regions and served as an encouragement and inspiration for those schools which would like to consider participation in the program. The results obtained throughout the project to address the issue of ESL and the program we created to combat the dropout will help our schools in the long run.