For years the European Union has been working to promote efficiency. Using natural resources more efficiently has been a strong focus of European policies and support programs. Since efficiency and recycling are clearly not enough, as recent indicators show, it is time to implement a different strategy - sufficiency. Sufficiency aims at providing a good quality of life for all based on the assumption that “more isn’t always better and that less is more”. Also, this project is very much in line with The Green Deal, which stimulates sustainable development and working together in a European Climate Pact. We are fully commited to the United Nations Sustainable Development Goals for 2030. Four European partners have built this project with the common aim of taking environmental action. These partners have teamed up in order to work together towards the attainment of this main goal, by identifying what can be improved in our school and actually improving it, in the fields of sustainable development and environmentally-friendly actions. Our project is a response to our schools identified problems. Each school has established its own objectives based on practices that can be improved. The main aim is to make a positive impact in our schools by first analyzing and then implementing what can be improved towards having more sustainable school communities. Each partner identified problems regarding this subject in their schools and the partners aim to create actual improvements in their schools. The project can also lead to the participating pupils being more aware of the environment. In each mobility there will be five pupils from each participating country. During the exchange in Germany the subject would be 'waste prevention'. Also producing energy (from waste) can be a topic. Our pupils work on artwork with the theme 'Save the planet'. They will also collect waste in the city of Bielefeld, using the app 'Litterati', which will stimulate the collaboration between the pupils. The pupils wil also visit Bielefeld's local waste incineration plant. During the exchange in Turkey the subject would be 'water management'. This activity is organized around the use of water in the schools. This week our pupils will work on activities that help answer questions like: How much water do we use? What is it used for? Can we find several ways of saving water in the schools? How can we deal with this at home? How to reduce the negative impact of marine pollution on living creatures? By finding the answer to these questions the pupils gain knowledge and skills to improve their own behaviour about the subject and to carry out measures and changes in their own schools. During this exchange in the Netherlands the subject would be 'recycling'. The pupils work on a recycle-campain for which they make posters. The pupils collect litter in and around the school. They will make a photocollage, using the app Piccollage and they will share their outcomes. Which kind of litter is most common? Can they explain that? The pupils will create an Eco-corner, by working on ideas to start recycling plastic bottles (500 ml) in our school, get rid of the Noodles-packaging in our school canteen and to start recycling batteries and lamps in our school. The pupils will participate in ‘green classes’ like animal care, flower arrangements, plant production and cooking. We will host a recycling exhibition for which we will invite all parents and colleagues. Our pupils can show everything they have done during the exchange, give a presentation and they can also provide visitors with information about the subject. By working on these activities the pupils gain knowledge and skills to improve their own behaviour about the subject and to carry out measures and changes in their own schools. During the exchange in Portugal the subject would be 'Foodwaste'. The pupils will work on a waste audit of discarded food, on a debate, they will participate in workshops, watch documentaries, set up a sorting station in de schools cafetaria and they will try to achieve share tables. They will also create a food brigade, try to grow a vegetable garden and create a compost system. The project results and the project in general will be shown to as many users as possible at all levels. This will contribute to the dissemination of information and introducing the potential users to the possibilities of the Erasmus +.

The aim of the project is to foster the accessibility and inclusion of students with special education needs to quality online education, thus the name of the project - 3A (Adapted Accessibility for All). In order to do so, the following objectives have been set:O1 - Develop the capacity of at least 120 teachers from at least 40 educational institutes from 3 partner countries to adapt teaching the disciplines of Mathematics, Self-care abilities, Communication and language abilities and Exploring the environment in special education classes and integrated special education for secondary level education, for students with mild to moderate disabilities;O2 - Integrate the newly adapted curriculums for 4 disciplines in secondary education in the didactic design within at least 15 schools in 3 partner countries;O3 - Equip at least 120 educational institutions (centers for special education, schools with special education classes and integrated special education) with motivation and resources on how to further adapt the teaching of Mathematics, Self-care abilities, Communication and language abilities and Exploring the environment to the needs of students with special learning needs, with mild to moderate disabilities.Based on the already mentioned needs emerging from internal researches in partner countries, we realized that educators need a set of digital competences specific to their profession in order to be able to seize the potential of digital technologies for enhancing and innovating education, with a focus on inclusion of students with special educational needs.In order to reach the set objectives, the project activities including the elaboration of the intellectual results that are strategically organized to contribute to the 4 levels corresponding to the 4 educators' pedagogical competences within the European Framework for the Digital competences of educators:- teaching and learning- digital resources- assessment- empowering learnersThe intellectual outputs are: IO1 – Redesign of curriculums for 4 main disciplines for 2 categories of special educational needs (Autism, Down Syndrome, oligophrenias) - light to moderate intellectual disabilities for secondary education (all 4 grades) for both special education and integrated special education classes in terms of methods, tools and evaluation methodology that would allow teachers to teach them exclusively online. IO2 – Tutorials for teachers to use the new teaching methodologies in special education classes and integrated special education.The pilot and dissemination of these activities will build the competences in teachers, which are the main project results. These learning results have been organized based on the 4 educators' pedagogical competences within the European Framework for the Digital competences of educators:- teaching and learning120 teachers will be able to increase competencies in the following areas:1. Teaching and learning- improve their teaching abilities in online to further integrate students with special learning needs, better cater to their needs and specificities;- get organized in further learning and improving themselves as professionals in special education2. Digital Resources- navigate, chose and adapt online resources to the requirements of their students3. Assessment- chose the most appropriate assessment tools and methods for online teaching and ensure corrective measures when learning objectives are not met.4. Empowering learners- engage and cater to learning needs and profile of students with special educational needs- create a network of support around the students with special educational needs in order to support their learning - teachers, colleagues and parentsThe expected results at organizational level are the following:- integration of the intellectual outputs in the didactic design within at least 15 schools in 3 partner countries;- development of at least 30 project plans on how to further develop, adapt and exploit the 2 intellectual results.However, the most important aspect of adding up all these results is significantly increasing the quality of the learning process and results for students in secondary school with mild to moderate disabilities, supporting them in recovering and stabilizing cognitive and social competences and constantly acquiring new ones at their pace.

The project 'CLEAN' has dealt with one of the central topics of our time: environmental issues. Although it's a well-known topic for the teachers, future generations will constantly need to develop their own environmental awareness. Through the framework of an international project, the students and teachers involved discovered how the environment is (next to the Sars-cov-2 / Covid 19 pandemic) the biggest global challenge of our time, and how solutions both can and must be found jointly with other countries. Furthermore, they became aware of the fact that whilst sustainable living is a global effort, efforts must also be made locally. Environmental education, concrete sustainable action, and environmental awareness were therefore the primary concerns of the project. The project group was composed of different types of schools from six countries (the Netherlands, the United Kingdom, Italy, Spain, Turkey, and Germany). Some of the schools work in integration, which reflected in the composition of the group involved in the project, with some having a vocational focus while others were more academically orientated. The age group targeted were students between 14-15 years old; the project group was put together with students of these ages. The student body was socially mixed, and the project also involved students from both urban and rural schools. Of course social inclusion was incorporated in composing the project group. The six schools had very different levels of experience with international projects. Some schools were already experienced in both Comenius and Erasmus projects, whereas others were getting their first experience through this project. Viewed as an overall group, the different experiences of the different schools complemented each other well. In the course of the two-year (because of the pandemic three-year) project, the pupils participated in numerous age-appropriate activities. Central to the project was the formation of an 'Eco Green Team' in each school and working on differing themes such as recycling, upcycling, and the use of natural resources. Further important parts of the project were making nature in need of conservation accessible, and creative work around the project theme. To achieve this, photo albums and videos were created, objects were made using recyclable materials, a song was composed and much more. In this way, the pupils learned how to properly use ICT and social media in real-life situations. Furthermore, the international nature of the project made it possible for students to enhance their language skills. At the same time they acquired respect and responsibility for cultural heritage in the different countries, experienced differences in culture, acquired respect for different habits and mannerism and learned to accept all differences. Above all, the project aimed to institute numerous changes to the participating schools through working together. The 'Eco Green Teams' During the project the student’s workgroups met among others with city or town councils. They had the opportunity to share thoughts about e.g. creating a more sustainable environment and dealing with waste with people whose profession it was to seek for solutions in this matter. Next to that the ECO teams worked in the schools to realize and start changing things. In one school they became a structural participant in the taskforce group that was working on a more environmental friendly school building. For instance, because of this participation normal light sources will be replaced by LED sources. Because of the participation in this project being aware of dealing with waste was aroused and became an integral part of the schools' lives. These results proof that each school individually is working on taking their environmental education further.

"The project is based on the idea that everything begins with the first step.It is an essential right of all community members for every person, regardless of their individual differences, to benefit equally from social,cultural,educational,life activities and opportunities.However,students with special needs face some attitudes that prevent access to equal opportunities both in social and educational environments.It is important for people with disabilities to learn new information to adapt to the modern times just like other individuals,to use this information in daily life and to be able to generalize what they have learned.The aim of our project is to bring together disabled and non-disabled students through integrative education activities. In line with this aim,breaking the negative prejudices of the students and giving feeling of accomplishment to everyone is one of our main goals.We believe that people will influence each other like dominoes.If one is affected,it probably affects the next person and so on.Through this project important steps are taken to ensure positive interaction and to reach the fundamental rights of people with special needs.As educators,we have decided to break our students' prejudices against other cultures.We know that if they have limited vision, they cannot become citizens of the world.Therefore,with this project, the doors to unknown characteristics of different cultures around Europe were opened to the students and made them believe that they see rather than what they hear about other cultures.They learned to be more tolerant and understood that behind borders,races and religions they always had something in common.Being in the same classes and seeing same faces confined to their own little world,these children had the chance to meet different people and learn together in various ways of communication in the project.All students with special needs have had such an international experience for the first time.One of our aims was to exchange information about different European cultures and good practices and to proactively contribute to the creation of a more flexible and interesting teaching method in education processes.Significant opportunities have been provided to improve communication skills using various digital environments, such as e-mail,skype,twinspace, and awareness have been raised for people with disabilities.In the project,the interdisciplinary method of education by Sound aimed to be conducted through peer education and collaboration between students.Several activities were determined in this direction.These activities were carried out with the disabled and non-disabled students under the guidance of teachers who are disciplined, experienced in special education, and able to contribute to the project.The activities were carried out by arranging meetings with 4 participating teachers from each country.The first LTT a training activity for teachers in Spain,which planned to use the information technologies and etwinning platform more actively.At the end of this training,teachers were able to interpret the purpose of using web2 tools while working with students,using web2 tools in etwinning platform,working with students in etwinning project,using twinspace, and what technological materials could be used in the project.The second activity of the project was carried out in Romania.(2nd LTT) the activity named Listening to My City,each partner school made music videos of cultural and traditional sounds and dance performances specific to their city and country and sent them to the school in Romania by e-mail.The collected video clips were combined on a single DVD and presented to the participants in the meeting.All our partner schools prepared a model for the in POLAND(3rd LTT )activity themed""Electricity and Sound"".In addition,5 sounds have been determined for each Soundbook by a joint decision of all schools.These sounds with the video clip of the model design were mailed to Poland and were combined into a DVD QR-code was created for each sound in the Soundbook.A digital book was prepared with related photographs and code.Another activity in PORTUGAL(4th LTT)was the composition of the project anthem in order to establish the identity of the project.Each partner organized a lyrics contest at its own school and the music was composed under the guidance of teachers.The anthem was performed by disabled and non-disabled students together. all the schools were submitted to vote by the school in Portugal and Turkey's national anthem was elected as the winner.Beatbox,which was the last activity,had given the opportunity to offer joint products to disabled and non-disabled students and the video clips were sent to Italy where everything was combined into a single DVD again.At TPM in ITALY,a seminar was hold for the participants to learn and discover SEN education system and in Italy."

"The 'ECLIPSE' was a project an innovative project which placed the students in the center of the teaching process. As educators from 6 culturally and socio-economically different European and Asian countries, we acknowledged that knowledge was power and in order to close the knowledge gaps, we equiped our students with the skills and various cultural experiences which in turn enhanced their learning experiences and ensured success in later life. The main objective of project was to contribute to strengthening the involvement of participation of schools at the international level. Its three components include: (1) Support to the facilitation role among the schools sharing best experiences in order to enhance the opportunities for cooperation and mobility with Partner Countries, notably in the fields of education and youth development.(2) Enhancing the Educational Systems and help development of our schools. The Project aimed at removing artificial boundaries between the various cultures, fostering new ideas and stimulating new forms of cooperation. (3) Implement and create innovative new approaches to encourage and promote innovation as well as contribute to enhance capacity building in our schools. The Project was presented a challenge to develop social capital among young people and their ability to participate actively in society, in line with the provisions of the Lisbon Treaty to ""encourage the participation of young people in democratic life in Europe"". The project adopted a creative approach to the learning theories and the innovation occurs primarily in the delivery of the project’s activities: 1. Forming Erasmus Creative Clubs (ECC) in each partner school, Focus Groups and Debating Society workshops was the first innovative idea because on the one hand it promoted students’ intercultural dialogue, and on the other hand it allowed them to develop their skills, become independent thinkers and leaders of learning and develop into culturally literate and global productive citizens. 2. Producing a language guide another innovative aspect of The PROJECT in the way that it placed students at the center of the teaching process. 3. Using mobile technologies in lessons to support learning was innovative because it allowed students to embrace new technologies to support their learning, both in and out of the classroom. 4. A Cultural Literacy Survey was instrumental to the project as it simply focused on developing students’ basic literacy skills as well as develop a core knowledge sequence combined with cross-curricular rich content. 5. Creating a cultural e-book to explore public art, painting exhibitions, history icons, photography of culture and mathematical/scientific cultural exhibitions was another innovative approach which was developed throughout the project life time and beyond to equip students with a rich cultural core knowledge. 6. Creating a Project website, forum and Blog certainly helped to develop students' skills in this field which are essential in a multicultural setting.The above mentioned activities was enriched by student mobilities exchanges and teacher job-shadowing visits to facilitate intercultural dialogue and share good practice.The project had multitude of outcomes and a positive impact on stakeholders in partner schools. Students :-Had a greater empathy and respect for other cultures and nationalities and to develop a positive attitude towards working with them.-Students became more competent,independent and group learners as they research communicate and present to each other and with each other.-students recognised the growing threats to the unity of the community and will work at solutions to these problems.-the manner in which we pursued this Project and the mobilities created great opportunities for students to work and met with each other,promoting community cohesion/European citizenship.Teachers :-gained an appreciation for the way that other schools tackle different issues with job-shadowing in a European school and improved their methodical skills of teaching foreign languages,art,history.-learned and improved their skills of Intercultural Learning Education and foreign language skills .-developed a good foundation for organising Erasmus student Individual Mobility and set relationship with European schools for future projects.-widened their knowledge on cultural differences in communication styles,etc.The participating organisatıons,target groups and other relevant stakeholders:-developed a greater understanding for students,teachers and parents of the creative opportunities available in Europe.-gained a greater empathy and respect for other cultures and nationalities and to develop a positive attitude towards working with them."