This project idea was developed by 5 secondary schools in the e-matching phase of the partnership. After the partners negotiated for 7 months, the project took its final form. The idea of the project has emerged from the basic needs of safe living wherever we live. Unexpected events / disasters occur almost every year, creating worrying situations. As teachers and schools, we realized that we have some shortcomings in this regard, and we wanted to focus on EMERGENCY in our schools, raise awareness among the school community, better organize for unexpected events, and prepare people for various situations. For this, we designed activities related to disaster plans, formed teams and organized training lessons. We wanted to provide a safe environment and durable buildings for our society.We want to build teams in schools and prepare an action plan based on International standards. Our project action will include training, preparation, demonstration and first aid materials. Accordingly, our activities will be as follows:STEP 1EMERGENCY EDUCATIONSTEP 2EMERGENCY TRAINING PROGRAMSTEP 3EMERGENCY TEAMSSTEP 4EMERGENCY MOTION PLANSSTEP 5EMERGENCY MEALS, WATER, SMALL MATERIALS, LIGHTS, RADIOS, FIRST AID KITS, SEARCH AND RESCUE MATERIALS, FEELING MATERIALS.OBJECTIVES The basis of the project is ignorance of how to behave when faced with any emergency. This subject is very broad. By placing the subject in all aspects of the training phase, we will focus on schools, homes and emergency sub-topics of transportation.We will increase awareness of emergency and financial aid actions that should exist in school communities.Strengthening education and international status levels,By creating rescue teams from students, we will provide training on rescue, first aid and aid materials.We will create emergency action plans for our schools, homes and transportation vehicles.We will create a web page and ensure that our outcomes are disseminated to include more people.We will improve our students' skills and competencies.PARTICIPANTS Our project activities include teachers, students, parents and school staff. Teachers are responsible for coordinating activities and communication with partners. Each partner will participate in project management and the management will consist of an active team. Active participation in mobilities; teachers:40 students;120.Indirect participation of the beneficiaries are: 200 teachers, 800 students, 200 parents, 50 administrative staff, 400 local community members, etc.DESCRIPTION OF ACTIVITIES / METHODOLOGYWhen our project starts, each school will create a corner filled with visual materials that draw attention to our project topic and first aid responsibilities. In these corners, there will be posters, seminar announcements, brochures, Erasmus boards, presentations, digital monitor videos, activities related to creating a project club, meetings, activities and surveys of teams created in schools and local communities, and an atmosphere that will attract everyone's attention and create a motivating atmosphere. We will hold 5 meetings for two years. Each meeting event will consist of three sub-sections: preparation, application and distribution. So the initial motivation will continue until the end of the project.Dividing the subject into sub-topics will lead to a disciplined acquisition of achievements. Organizing the subject well will bring us success. Every aspect of emergency aid will be considered as training, practical work, team building and international team workThe exchanges will be such as to enable relevant beneficiaries and institutions to develop cooperation for the benefit of both partner institutions and teachers. Working on such an important subject will provide our students with very useful skills they will need forever. Thanks to participation in such international educational activities, teachers at school will be able to analyze different cultures in European countries, find common areas of action, practice, and also improve interpersonal and intercultural communication skills.RESULTS AND IMPACT All participating schools are expected to benefit from the activities in the long term. First of all, teachers who teach students in exchange will become a resource in the project. They observe and analyze practices, take part in emergency training, do practical exercises for first aid, participate in rescue teams related to the classroom organization of each host school, teaching methods, the use of technology, the organization of staff and aspects of extracurricular projects. Who is responsible for these? What resources are used? How are students organized and coordinated for these activities?They will also observe the school staff's relationship with the parents of the students. They will then present their information to their colleagues in return. For this reason, teachers will expand their expertise and exchange apps by applying the best and most appropriate

Climate change is having a negative impact on the environment, the economy and people's health and is now considered one of the biggest challenges facing humanity in the twenty-first century.In the past few years, various initiatives have been launched to try to curb climate change. Prominent among them are the 17 Sustainable Development Goals (SDGs) promoted by the United Nations (UN) since 2012. One of them, number 13, is entitled Climate Action.Educating citizens, especially children, and raising their awareness regarding the causes and consequences of climate change. Experts are increasingly stressing the importance of educating children on environmental matters and developing a culture of caring for the climate. For example a recent report by the University of Stanford looked at how this subject had benefited pupils from nursery school through to leaving secondary school, concluding that 83% of pupils improved their environmental behaviour.Students should not have to inherit our environmental problems and in order to keep their future bright, spreading awareness is imperative. Environmental education provides important opportunities for students to become engaged in realworld issues that transcend classroom walls. Activities in this project will be performed combining traditional approaches with modern ones, mingling theory with hands on experiences, challenging the students to acquire and process information, as well as to adapt it to real life situations.The main objectives of the project :-To develop life long learning skills or performance and techniques that will allow pupils to participate fully in the project.-To enable the children to realize that there are many different countries in Europe, each with their own cultures, traditions and attributes, but with a common interest in conservation.-To improve their confidence to take actions and believe they will make a positive difference;-To increase our students’ Respect for the biological, social and cultural diversity that is fundamental to our world;-To increase our students’ artistic creation with recycled materials,-To help our students to become environment–friendly citizens,-To increase our students’ motivations on nature activities,-To increase Caring for self, for others, for living things, and for our planet.-To improve ecological life philosophy on our students,-To expand ICT and language skills which they can use in a meaningful context.UK is the coordinator country and Turkey, Spain ,Bulgaria , Greece are partner countries and our target roup are students 13-18.The tangible results of the Project will be The website and *A PRACTICAL GUIDE ON : CLIMATE CHANGE & LIFE STYLES , its content which will be a result of 2 years activities .During the Project life cycle , there will be 3 transnational meetings , 3 virtual ones and 2 LTTs.By running the action groups, the students have learned a great deal about project management (planning, implementation, communication, follow-up), and gained experience about different channels of influencing social actions and political decision-making.They will improve their ability to think critically about problems, issues and situations and to shift thinking from how to makethings less unsustainable, to the kind of systems and lifestyles needed to achieve sustainability.They will be more confident to take actions and believe they will make a positive difference.They will respect for the biological, social and cultural diversity that is fundamental to our World and become more caring for self, for others, for living things, and for our planet.The Project will give teachers and youth workers the opportunity to work with other teachers in Europe, which will lead to the development of intercultural skills and the ability to overcome certain stereotypes and prejudices.They willhave their methods enriched and their horizons broadened &will increase their professional skills and will have the opportunity to share experiences and ideas with colleagues from other European countries.The schools in partnership will turn into a multicultural educational environment that contribute to the education in a national and international levels, widening our international connections makes getting first hand information about certain aspects of life of other EU nations possible for our teachers, students (and their parents). Each school will develop their openness and cooperation with schools from both in their own country and from other countries with the help of development of interdisciplinary approaches.This project will help to improvement of school climate because stronger relationships between pupils and teachers, better teamwork between teaching, administration and management departments and better teamwork among teachers will spring after this project.

"<< Background >>The information and communication technologies provide young people and especially the Disabled youngs and teachers with tools and resources that can transform the history class. These technologies enable them to conduct a transverse, plural reading of history by giving them access, on an equal footing with historians, to original documentary sources, transcultural interpretations, conflicting data and multiple perspectives. Helped along by their teachers, disabled young people thus learn to ascertain the degree of validity and reliability of the documentary sources consulted. They must also learn to transcend the essentially narrative aspect of history to secure a transverse and comparative type of history.Basically, the educational support needed for such learning processes requires teachers to adopt new roles and become, amongst other things, guides and mediators.The EU 2025 education strategy stated that the EU needs a sense of urgency to address emerging trends in digital tools and prepare for socio-economic changes brought about by these by encouraging the modernization of education and training systems. Additionally, the European Union Youth Strategy 2019-2027 strives to enable young people to be architects of their own lives, support their personal development and growth to autonomy, build their resilience and equip them with life skills to cope with a changing world’. Therefore, the EU’s strategies for future technologies and data aim to encourage businesses to work with, and develop, these new technologies, while at the same time making sure that they earn citizens’ trust.Nearly in all of the EU, disabled young people are typically taught ‘’history’ through tutorials and classical methods. Even there are millions of Open Education Resources (OERs) to promote these. Yet, %80 of them fail in the process because it is not understood what gamification tools are. The Eurostat 2020 statistics found that 23,9 per cent of young people are disabled and lack the full basic digital skills. 4.3 million (8%) have no basic digital skills at all. ⅔ large enterprises indicate a shortage of ICT specialists in the labour market (DESI 2020). The overall objective of the project is to develop a course on understanding, teaching History through gamification to disabled young students, and teachers through gamification, and blended learning approach.<< Objectives >>The concrete objectives of the project are:– Supporting the capacity building of mainstream and special education history teachers in primary and secondary education;– Supporting teachers and improving their key competencies by using gamification in the history classroom;– Creation of gamification software and tools related to history topics;– Digitalization of the gamification tools by the creation of a gamification platform and a mobile application;– Supporting teachers in using and sharing effective methods in learning and recognizing history for students with fewer opportunities (visual problems, hearing problems, intellectualproblems аnd dyslexia), addressing the opportunities and implications of digitalization;– Fostering inclusion of students with fewer opportunities;– Fostering equality in learning history for students with fewer opportunities;– Promoting intercultural dialogue and strengthening knowledge and acceptance of diversity in society;– Recognizing and validating the work of history teachers in non-formal and informal learning on European, national, regional and local levels;– Promoting diversity, intercultural and inter-religious dialogue, as well as the common values of freedom, tolerance and respect of the human and social right<< Implementation >>The following activities will be performed under the item Project Management and Implementation:Phase 1: Preparation – detailing project management structure, process preparation.WP1: Project ManagementActivity 1. Designing a strategy management system with a financial plan for coordination and consultation.Activity 2. Developing a communication and visibility plan for the project activities.Activity 3. Organization of a kick-off coordination meeting of the project partners in order to confirm each partner’s role in the action plan and define the initial documents.Activity 4. Backstopping and support with a monitoring and evaluation system for the whole duration of the project.Activity 5. Marketing and preparation of visibility materials (banners, brochures, branded notebooks, photographs, media coverage)WP2: Research and training needs assessment of direct target groupsActivity 1. Organization and Implementation of R1, 2 and, as well as LTTA.WP3: Technical preparation of dissemination tools for promotion (webpage, social media profiles, etc.)Phase 2: Implementation - production and testing of intellectual outputs, organizing LLTA and multiplayer events.WP4: Dissemination of the project (implementation of communication plan-WP1)Activity 1. Developing a database of contacts from the press, schools and other relevant stakeholders.Activity 2. Developing up-to-date press packages and scheduling interviews, recordings of project activities etc.Activity 3. Articulation of information and data for the wider audience.Phase 3: Finalization and sustainabilityWP5: Developing a support network for HR knowledge and ensuring sustainability.Activity 1. Taking specific measures for the internationalization of the program and ensuring sustainability.Activity 2. Monitoring and evaluation of participants' progress.WP6: Visibility, finalization and closure of the projectActivity 1. Preparation of a final financial report.Activity 2. Preparation of a final narrative - qualitative report.Activity 3. Organisation ME.<< Results >>1. Production of gamification content on the basis of historical facts;2. Publications, brochures, reports that will result from the mapping of the current situation related to gamification for persons with disabilities, making comparative analysis with the situation in the partner countries about this specific topic;3. Digitization of gamification content and creation of gamification tools accessible to all history students (with and without disabilities);4. Development and creation of an OER in the form of a gamification platform with gamification plug-ins adequate for students with disabilities (creating audio and Braille materials, sign language support, materials using dyslexia fonts and specially modified books);5.Creation of a mobile application in a form of a quiz on important historical and cultural facts;6. Updating the learning management systems of the Universities, schools and organizations (included in this project) with gamification plug-ins;7. Training of trainers for gamification methods for disabled students in history;8. New teaching methods and open pedagogy approaches;9. Increased access to e-materials;IMPORTANT: All those tangible results will have variety in them because we will work with different types of disability. So, each material will consist of different elements for differenttypes. For example, in the mobile app, there will be specific and different items for ""Visually Impaired, Deaf, Autistic, Mentally Disordered"" students.II Intangible project results:– Preparing university staff, school staff and NGO staff for the development of OER and digitization of gamification content;– Creating equal opportunities for disadvantaged groups to use this OER;– Improving the professional skills of staff working at universities, schools and NGOs and training them to use the OER and gamification platform and transfer the information from this OER to their students or other people interested in gamification in the classroom;II Intangible project results:– Preparing university staff, school staff and NGO staff for the development of OER and digitization of gamification content;– Creating equal opportunities for disadvantaged groups to use this OER;– Improving the professional skills of staff working at universities, schools and NGOs and training them to use the OER and gamification platform and transfer the information from this OER to their students or other people interested in gamification in the classroom;– Raising awareness about gamification and its benefits;%80– Greater understanding of diversity; %70– Improved social inclusion of disadvantaged learners; %70– Increased IT and media literacy skills in HE, schools and NGOs; %80– Improved connection between different types of formal and non-formal learning; %80– Increased motivation; %80– Increased opportunities for the business sector; %70– The increased quality of HE education and school education; %80– Increased competition on the labour market %70Learning Teaching, and Training Activity. During the project, we will organize 1 Learning Teaching and Training activity. The LTT will be for the students from our schools, and associations. Besides, the ‘’Results will serve as online live LTTAs,Dissemination will include various dissemination activities, e.g. 6 Multiplier Events, 2 dissemination conferences, stakeholders’ visits, social and mass media advertisements: Implemented an outreach (social media and educational) campaign about the AI stage in the EU —min 100.000 persons to be reached. (For more details, see the ‘’Dissemination’’ section)."

"Over the past centuries , much of our heritage has been irretrievably lost. We have witnessed, and continue to witness, the destruction and deterioration of irreplaceable treasures due to natural disasters, wars, extreme poverty, industrialisation, and pollution. Other underlying causes of this prolonged and continuing tragedy are ignorance, indifference, lack of care and lack of appreciation.Traditional and cultural values are ignored by today's generation and the young face cultural degeneration. The aim of the project is to help young people be more aware of the cultural prosperity and their own identity and characteristics, transferring them to the following generations, since those who have no awareness or value of their own heritage can hardly have bright future.The future of our remaining heritage will depend largely on the decisions and actions of the present generation of young people who will soon become the leaders and decision-makers of tomorrow.Building up responsible citizens is advocated as an essential aim for education, preparing people to become more creative and innovative in a society in search of new values, equality, social inclusion, and justice towards a more sustainable world in which cultural heritage education may play a key role.Education, culture and cultural heritage should not be seen as solely a response to the market-based economy; it is recommended to consider them as tools towards sustainable development.Our target group are students 14- 18.General Objectives: -Encourage young people to explore Europe's rich and diverse cultural heritage and reinforce a sense of belonging to a common European space. -Develop intercultural skills of participants through creative activities .The specific objectives are : *Enhancing students capability to become not only fulfilled citizens able to live in society but also responsible citizens regarding the protection of cultural heritage.*To foster awareness of cultural heritage, emerge its uniqueness, emphasize the individuality of our countries and encourage dialogue amongst different cultures.* Develop young peoples’ emotional intelligence and effective communicative, collaborative and creative skills;* Discover different cultural identities and to what extent these different identities live together in Europe or in their own countries;* Introduce a sense of European dimension of education, introducing the idea of an international collaborative work and the amelioration of a European dimension on linguistic and cultural contents in the curriculum;* Increase the motivation of direct and indirect beneficiaries of lifelong learning to develop ICT skills as a way to communicate and to use them as a purposeful everyday tool, to learn a new language and as a means of communication and mastering English for project work;*Encourage the cooperation within 6 organisations in Europe and the exchange of good practices.Students will accept the fact that cultural heritage should be protected and developed by understanding the fundamental elements of their countries and partner countries' culture and history .Students will be able to identify the similarities and differences between people, objects, events and facts and understand change and continuity by questioning historical evidences belonging to different periods and places.Students will show sensitivity towards issues concerning their own country and the world by having the awareness that they are part of the humanity.One of the achievements of this Project will be the production, testing and evaluation of this Resource Kit which will become a valuable tool for teachers for sensitising young people to the importance of preserving their local, national and world heritage, for providing them with the necessary skills to do so and for instilling a life-long commitment to this worthy endeavour.Schools and organizations involved in the project will establish relations between the leadership of their assets to achieve project activities and the exchange of experiences and management solutions. Implementation of new pedagogical techniques and the use of new teaching materials learned during the project will result in changes in the curriculum, introduction of optional (school curriculum) based on the ideas introduced in the project.We believe that, in accordance with the ""Lifelong Learning"" strategy our project will strengthen the communication between our schools, representatives of education and local and international structures.At international level, we will be given the opportunity to introduce to our partner countries the uniqueness of the traditions and culture of each country.The project results will have a lasting impact on local, regional, European and foreign target groups.The project will undertake collaborative activities aimed at raising awareness about the value of cultural heritage and incorporating its education into various school subjects."

In 2050, we live well, within the planet’s ecological limits. Our prosperity and healthy environment stem from an innovative, circular economy where nothing is wasted and where natural resources are managed sustainably, and biodiversity is protected, valued and restored in ways that enhance our society’s resilience. Even if thirty years ago this was a mere dream, now it is a reality due to a number of social initiatives which were put into practice, empowering teens to do something about the imminent destruction of the planet, and to create the bright future we now enjoy. To make this dream reality, The Watchful EYEs is such a social initiative. We aim to raise awareness about todays environmental issues in today's teens, who are actually the ones who can still do something to stop this destructive tendency. With globalization; our planet is faced with destruction as a result of not only materialist politics of the countries but also insensible attitudes of people towards nature. Nowadays, as technology and industry develops, problems of the environment increase and natural resources will soon run out. Concordantly, some species have become extinct and some are faced with danger of extinction, as well. We may be late for our losses but protecting the remains must be our privileged response.The aim of the Watchful EYEs is to increase our student’s attention to science and ecology by developing their lifelong learning skills that will allow all of them to be critical and conscious about European challenges. Italy is the coordinator country, Turkey, Lithuania, Romania, and Portugal are partner countries. Our target group is especially students who are weak and lack motivation in science aged 12-18. There are two main activities that will be recurrent over the 24 months calendar, and four LTTs. The children will set up and care for a garden around the premises of the school, and they will keep an environmental diary. The LTTs with focus on an environmental issue each, i.e. climate change, waste management, green power, and balanced eco-systems. We will do project activities both in our own schools and partner schools’ workshops, performance halls, classrooms and nature according to the 24 months’ calendar. With The Watchful EYEs, students will do creative workshop activities, raise awareness to protect the ecological balance, create fashion shows, participate in nature activities with their peers. Besides, they will design vegetable patches, and smart life areas. With these activities, the students’ foreign language communication skills, tolerance, spirit of collaboration will improve and they will discover cultural similarities and diversities. Our schools will have a chance to do international activities, our teachers will become proud as they grow sensible and creative generations on ecology and science. They will have a chance to observe different teaching methods in different countries and share their opinions with their colleagues. The joint international work will enable teachers to understand one another's educational systems, to adopt well tried methods to increase efficiency and fairness of education in childhood, experience other cultures and get to know one another as individuals rather than national stereotypes. This will equip them to challenge racism and xenophobia, and it will give them a sense of being an active part in their own education, thus combating the phenomenon of early school leaving.All in all, we believe that The Watchful EYEs scheme will be the beginning of a change in attitude in our schools, with tremendous benefits for all those involved: students, teachers, parents, the community at large, and definitely our environment.