The main objective of Maths Matters project was to enhance 15 and 16-year-old students practical Maths knowledge to be applied in other fields of science and everyday situations and also to equip teachers with innovative and effective teaching methods to support mathematical and scientific education to meet demands of modern technology-oriented world. Students lacked practical maths skills and they couldn't apply it in real life situations, although they could solve problems in exam papers. Teachers lacked innovative and effective methods and found it difficult to show the importance of practical Maths in a way which would stimulate students to perceive maths problems practically or appeal to them. The project objective was to introduce and test innovative methods, such as Inquiry-Based Method, and to make use of logical board and computer games and strategy-based tasks during lessons.Our target groups were 150 students and 24 Maths, Science, Arts and IT teachers from schools where Maths education is of great importance. Main local activities involved logical board games, creating and interpreting graphs and mathematical models, designing 4 innovative “Maths Quest” logical board games, designing simple computer games (using graphs of functions, geometry or vectors), sharing presentations and videos to show how Maths is related to true life situations and other fields of science, organising problem solving maths contests and drawing up innovative inquiry-based lesson plans. Virtual activities included project logo contest on Facebook, online workshops for teachers, sharing videos and presentations.Internationally, there were conducted workshops and seminars for students and teachers organized by local educational or scientific institutions combined with study visits at scientific centres, observing lessons to see how to use inquiry-based method in class, testing each of 4 “Maths Quest” logical board games, working on “Maths Rulez” e-guidebook. There were also organized City Game, Maths survival and Maths, music events and other field games. All of the above activities involved practical application of Maths knowledge and other scientific subjects.The project made it easier for target groups to exchange ideas and practical experience through local activities carried out simultaneously in five partner countries, transnational meetings and short-term exchanges. Project partners shared the same objective of increasing students’ Maths practical competence and enhancing their further scientific education. Innovative logical board and computer games, encouraging students to ask questions through innovative and specially designed lesson scenarios and other project activities facilitated practical application of Maths.Great support from the experienced German partner helped to develop teachers’ competence in creative and innovative Maths teaching methodology. Through shared experience teachers worked out effective methods, tools and lesson plans to meet demands of modern technology- oriented world Project activities prompted new approach and changes in maths curriculum to make it more practical.Through mobilities students and teachers developed and tried out most effective, engaging and creative methods and interactive Maths games. Workshops for teachers and students and cooperation with scientific centres enhanced the participants’ knowledge and became the basis for future cooperation in the field of Maths education. Students gained practical Maths knowledge that could be implemented in everyday life and boosted their self-esteem through peer-to-peer tools and stimulated their awareness of practical Maths and the scientific knowledge they have. They developed skills of creative and critical thinking, strategic planning and decision making to solve problems through international team work. They also improved their IT and linguistic skills. This will facilitate creating new European Union program projects in the field of education through exchange of good practices and results. Cooperation of international groups helped to break down barriers and prejudices against other nations. The project had a visible impact on all the target groups, who started to become more aware of universality and practicality of Maths.Tangible results of the project that are available for partner school communities will be useful source of information for other students, teachers, parents, other community members after the project completion. Erasmus+ dissemination platform will help to show the impact and outcomes of the project, sharing good practice and experience within schools, communities and regions, allowing others to learn from it. Activities promoting practical maths skills will be part of school curricula. Schools will continue their cooperation with local institutions and project partners. Project online groups will still be active making background for further discussions and future international cooperation.

Context and Original Objectives:- Reduction of early school leaving, strong need in all participating centers, some with high dropout rates Participants :Directly: 353 students indirectly 700, the majority, unmotivated students, at risk of dropping out or with integration problems, students who wanted to improve their skills in new technologies, improve their European culture as well as 20 teachers and trainers interested in new technologies and innovative education methods.Activities and Objectives accomplished:- Reduction of early school leaving - until the date of submission of the application all students who have participated in the project 353 continue their training in the participating centers,- All students have had to create attractive designs to present the subjects reviewed in VR so that their creativity has been stimulated- The project has been implemented with a new project: WE TOMORROW, 2018-1-ES01-KA202-050038 (New countries and partners, United Kingdom, France, Netherlands, Poland and Finland participate and is coordinating for STUCOM. The purpose is the creation of virtual environments for the stimulation of the memory of seniors through an intergenerational accompaniment and from it a Polish company (Danamar) and a Spanish company, ITD - Center de Serveis per gent gran i / o dependent persons , are using the content with their customers.- Sharing of good practices with new FLIPPED tools- The 5 videos created to explain the creation of Virtual environments have served as a Flipped Classroom tool.- Materials with CLIL methodology: virtual environments created and training videos have been published in English and in the language of the country.- Improving digital skills: Unitiy · 3D, Prezzi, Powerpoint and Google program- Creating an international network of subjects in RV- the ptks and videos have been shared on the web and fb of the project and with partners and other projects to implement in the future the network created with more countries, teachers and studentsWe also highlight: - ´The website with the results and project info: http://www.vrclassforus.eu- The YOUTUBE channel: https://www.youtube.com/channel/UC9Y2Bg5u2MqE6G9-ursIgyg- The FB broadcast channel https://www.facebook.com/Virtual-Reality-Class-For-Us-279161385930393/- 6 Newsletters - (FB and WEB)- A portal https://twinspace.etwinning.net/64003/pages/page/429458- A presentation with the result of the analysis of the use of ICT among students who have participated 353 responses https://forms.gle/CSADjMRXLMJMhpVK8- Participating students have prepared prezzi / powerpoint presentations on topics they were studying in class- With the Unity 3 D Stucom program, he has produced 5 videos in English and Spanish explaining how to convert the presentations made by students in Powerpoint into Virtual subjects these videos are on our website and FB in English- Training course on RV - 3 teachers per country in Brussels, so the impact has been greater than initially planned since the training was going to take place in Greece. Stucom has led the training during the course, teachers have learned to convert Prezi presentations into subjects in (RV). Following the training videos. using the methodology of the flipped class,- The teachers have replicated the training received in their centers among the participating students, to turn each Prezi presentation into a presentation of the topic in (VR )- Virtual reality teaching units have been created on: the industrial revolution https://www.facebook.com/279161385930393/photos/a.299559797223885/576774792835716/?type=3&theater Turkish culture https://www.facebook.com/279161385930393/photos/a.299559797223885/575912886255240/?type=3&theater the future in the English language: https: //www.facebook.com/279161385930393/photos/a.299559797223885/575908129589049/? type = 3 & theater the climates of the earth - WEB acid rain - WEB the force of gravity - WEB the history of computer science-WEB Biology -WEB Europe - this apk was created jointly by the students who participated in the C2 in Romania https://www.facebook.com/2791613859Impact:In addition to the new We Tomorrow project, research is being implemented in project 4.0 Project N °: 2018-1-FR01-KA201-047889The participating centers after participating in this project are integrating and implementing the methodology through the Virtual Reality to the curriculum of more courses and more educational levels.The impact is still active in all the organizations as the broadcast channels are open for 5 years.

The project dealt with environmental and entrepreneurial issues. According to surveys conducted in 2014 students lacked entrepreneurial experience concerning ways of recycling and using energy efficiently and were poor at managing their home budgets and energy usage while teachers lacked competence in teaching these issues. The partner schools are situated in areas where not all ways of obtaining energy from renewable sources are fully used and where education in the field of recycling was necessary. In some regions the unemployment rate is high so the project activities were of special importance to young people from regions neglected economically. The participants in the project were 24 students from each partner school and about 30 students at each school who were addressed during students’ presentations, 6 teachers from each partner school who were directly involved and took part in local activities; representatives of other schools and educational centres; students’ parents. The project objectives:- to equip students with scientific knowledge about energy saving, recycling and green energy so that they could effectively implement theory in practice- to enhance students’ entrepreneurial experience to manage home budgets and use energy saving methods effectively- to develop in students skills of creative problem solving independently and through team work to enhance their future careers and job opportunitiesBesides, teachers were to gain new competence to teach scientific subjects in innovative way and both teachers and students were to improve their scientific English language competence. Main local activities involved workshops for teachers whose outcome were innovative lesson scenarios; workshops prepared and led by students for local community; presentations on renewable energy sources and energy-saving management; swapping events and gathering information for the multilingual dictionary of scientific terms; dissemination conferences. Virtual activities included online contest for best ways of saving energy, presentations,promoting energy saving and anti-consumerist attitude on Facebook by posting photos, short films and summary videos. Internationally, there were conducted workshops and seminars, planted trees or herbs; designed eco-friendly, innovative objects; organized mini-survivals to use gained skills and visits to local institutions (e.g. wind farms). Students worked on best practice brochure in international teams, improved their scientific English vocabulary, learned about energy management in partner countries.The following results were achieved:Logo, project website and Facebook group, 7 summary videos of each short-term exchange of students, presentations and compilations; best practice brochure on responsible usage of energy and natural resources, a multilingual dictionary of scientific and technical terms in the field of energy saving and environment protection; 10 interdisciplinary innovative lesson plans; over 40 trees and several herbs planted in partner countries - DVD presenting all project activities and events - 7 environmentally friendly devices constructed and 7 practical and innovative objects made of recyclable materials. The following impact was attained: Innovative lesson plans were shared among teachers from all the participating schools, uploaded on project website and Erasmus+ dissemination platform and also disseminated within local communities. Best practice brochure extended the participants knowledge of energy saving and recycling with application of entrepreneurial experience; dictionary of scientific terms increased linguistic competence; DVDs and presentations helped change anti-consumerist attitude to become environmentally friendly and responsible EU citizens; constructed environmentally friendly increased environmental awareness; planted trees will remind local communities about the importance of anti-consumerist and environmentally friendly attitude. Participants gained knowledge of the importance of energy saving and recycling issues, competence in the field of entrepreneurship, deepened knowledge concerning responsible usage of natural environment; increased entrepreneurial and problem solving skills; increased competence in scientific English. Teachers gained new competence to teach scientific subjects in innovative way. Project enabled mutual exchange of good practices in education of young people at secondary level, strengthened their position in the regional education market and facilitated cooperation among countries and institutions taking part in the project.Long-term benefits:- schools’ curricula will be supplemented with innovative ways of teaching scientific subjects, business skills emphasizing active forms of learning and practical application of knowledge- students’ active involvement in project activities will lessen school failure possibility-project will be background for further international cooperation.

Our partnership had 9 gimnazium schools from 9 different countries. We created this project to encourage students to adopt a healthy lifestyle by choosing a healthy sport and diet. The healthy education promotes learning in other subjects. In general, healthy students learn better. Numerous studies have shown that healthier students tend to do better in school. They have higher attendance, have better grades, and perform better on tests. For this reason, the aims of our common work have been: exchanging experiences, best practices, methodologies and tools among staff of partner organizations (teachers/ members of training staff and people involved in planning project activities); developing common creative methodologies, tools and new projects on health education and training issue; promoting at local, national and transnational level the role and involvement of schools, families and community in the learning process; awakening social and institutional actors to the issue health education; increasing transnational mobility opportunities for the target group. the healthy lifestyle. We all we have designed and developed sports, we promoting healthy eating and encouraging teamwork, we promoting European citizenship and inclusion, tolerance, mutual respect, solidarity. We have used intercultural dialogue and we have brought to the fore both the diversity and unity of EU. We have developed through all our activities the 8 key competences to develop the knowledge, skills, abilities and attitudes of our students who are preparing to find an appropriate place on the European labor market. The target group- middle school students from partner schools. We have worked with teachers, student families, and local community representatives. We have encouraged the participation of pupils belonging to a minority, socially disadvantaged students and pupils with special educational needs. The project has been running for 3 years. Each year, we have had a theme: BALL SPORTS GAMES, HEALTHY EATING, GAMES BOX. The activities in each school were subordinated to a chosen theme. Each year we have developed an operational plan with monthly activities, the target group involved, the means of realization, the evaluation methods, the final products, the dissemination methods, the implementation period, the financing fees, the activities responsible. We have had common activities and local activities. They were chosen by each partner school. The goals of the activities were to achieve the major objectives of the project. Every year we have had 3 international meetings. We also had 3 learning activities. Students and their teachers participated in teaching lessons and produced materials produced as active participants. In the category of intellectual products we have developed 2 methodological guides that describe formal and non-formal didactic activities that contribute to the development of a healthy lifestyle. These guides are in English. The first guide was made after the first year of the project, and the second guide was made after the second year of the project. The first describes the sport and the second describes the activities that promote a healthy diet. After the first year and after the second year of the project we organized an international workshop with the participation of other local community and other schools interested into the project. Workshops are multiplier project events. Other project products: Into the first year of the project: a calendar of famous athletes in the partner countries, a sports dictionary, a film about the organization of learning in the first year of the project. In the second year: a magazine (dairy products, fruits, vegetables, meals). In III year: a book about table games (chess, rummy, scrabble, dominoes, puzzle games, pawns); We have described games, school contests. We have created posters about these games (used by each partner to popularize school competitions organized within the project). All partners have been working on the above mentioned products. The project was presented on the school's web sites, in the professional meetings of teachers and students, in the exhibitions with the project's products. Each international activity is presented in short films posted on the project site. The workshops were organized by the coordinator. The logo and design of the mascot were chosen by negotiation at the first meeting of the project. The evaluation of the projects was done using the initial and final questionnaires, participating in the MADE FOR EUROPE competition. In the coordinating country, a regional symposium (Formal Evaluation Strategies in Erasmus + projects) will be held after the project is completed. Longer-term benefits- the good practices, the innovative methods of teaching and experiences, the learn foreign languages, to discover other cultures and religions. This had a positive impact among the local communities and will promote healthy lifestyle.