Managing schools' environmental impact (MASENI) project aims to provide students with a stimulating way of assessing, prioritising and evaluating their school´s impact on the environment. We will address global environmental issues taking into account regional and national variations in terms of policy, programmes and practice. The transnational nature of the project will provide opportunities for students and teachers to learn from the unique and common challenges of implementing sustainable practices across Europe as together we address this global issue at four distinct local settings. We will address five environmental targets related to waste and consumption in our schools: water, paper, electricity, plastic and compost and each school will choose one additional target depending upon the local priority, as identified by each school´s students. Six audits throughout the two year period will quantify the amount of waste (plastic, paper, compostable material) and consumption (electricity and water). From the first audit, each partner will establish quantifiable targets for each of these factors, which will serve to motivate students to change their behavior and seek innovative solutions to reduce their environmental impact. Collaboration with other schools will provide an additional incentive to students to reduce their environmental footprint. We are four partners (schools located in Estonia, Spain, Germany, and Denmark) who offer diversity not only because of the national context, but also due to an interplay of social, economic and environmental factors. The Estonian partner is based in a rural recreational area, The Danish School is on the island of Fyn, The German School is in the town of Hameln and the Spanish partners are based in a rural area outside of Granada. The mobilities will enable staff and students to experience each of these localities in Europe and their local specifics; will motivate students to deepen their environmental knowledge, behavior and attitudes towards environmental protection.Our objective is that through this project students become more environmentally aware, adopting responsible practices in their school and applying what they have learnt in their community and homes. We intend that through collaboration students will enhance their language skills, develop intercultural respect and understanding and become empowered through their actions and knowledge to make use of their active citizenship.We will achieve our objectives through a multidisciplinary approach which complements the delivery of key curricula objectives in a practical, innovative and stimulating manner. Through MASENI project, students will recognise the importance of their actions at the local level to confront a global problem. We seek to change habits for a lifetime, for each school to become established as an exemplar for good environmental practice in the area and that our students act as ambassadors for sustainable practices in their homes and communities.

Our project has been prepared on the purpose of preventing peer bullying among primary school students, of reducing anger and stress of students and providing them to get a better relationship. The peer bullying is such a prevalent problem that it occurs in the almost whole world and in each grade of educational institutions. The project partners came together in the E -twinning project “Happy School” that the coordinator of it constituted on 4 September 2018. The partner countries participated in an online survey which the coordinator prepared about extents of peer bullying at the schools. The results of the survey has been uploaded in the “Happy School” project 175228 ID numbered on the platform of e-twinning. The aims of this project are to prevent peer bullying, to reduce factors of anger and stress that are seen in the students, to bring the empathy literacy, to develop friendship skills, to promote group works and cooperative works. The project partners are Turkey that set up the e-twinning project with the coordinator school and so the structure of partnership improved on it, Estonia, Lithuania and Romania. During the project process, five LTT activities will be realized and transient exchange of students’ group will be done. Four students and two teachers from every country will participate in each of LTT activities. It has been agreed that the age of students who will participate is ten. The criterions of selection have been constituted for participant students. These are;-to have skills of self-care-to have characteristic of cooperative work-not to have any perpetual disease-to express him/herself well-to accurately and carefully perform the responsibilities that s/he gets with the project at the school.Besides, these are considered as section criterions of the participant teachers;-to get proficiency of foreign language-to be able to take on responsibility of the students participating in the activities-to be assigned actively in the e-twinning project “Happy School” that is the resource of forming of the Erasmus Project-to have been tasked with the works about safety of internet.In the content of LTT activities, there will be anger management, stress prevention works, mindfulness activities, education of peer mediation, training of literacy of empathy, outdoor activities which will support cooperative work, yoga works for kids, classroom techniques developed on positive behaviours, activities of writing story that develops the consciousness of friendship. As a local performance, we include in generating an attitude against bullying at school, informing students' parents and school staff about the topic, doing actions that boosters the relations among students, writing scenario and slogans, activities implemented with parents in order to create conscious awareness. In project's layout, developmental characteristics of primary school students are analysed and organizations appealing to those z generation called students' interests and needs are arranged. Holistic approach is adopted as the methodology used while carrying out the project. The reason why we chose this methodology is that there are active roles of the school staff, students and their parents onstruggling with peer bullying. As we think that the peer bullying is not only in the classroom but also everywhere that the students are, in the project activities we will inform the school staff except from the teaching department. The application responsibility which has seven sections including avoiding stress and mindfulness home-based exercises, will be given to the students' parents. For the dissemination of the project, e-magazine in digital media and empathy literacy kit will be prepared. Mindfulness activities which prevent the stress and family participation exercises will be published. The activities will be shared by creating social media account (instagram, twitter, facebook). A project blog and website will be formed. Among the targeted results of the project, there are increasing the positive attitudes, preventing the students' physical, oral and social bullying to each other, constituting a common strategy among project partner schools against bullying. The schools are the holiest places where the basic values such as love, togetherness and sharing are taught to children. By application of our project, peer bullying at schools will be hindered substantially and a long term sustainable strategy development against bullying will be ensured.

Each country has its history and with this project we would like to share two passions: hiking and exile routes. In Spain, after the Civil War, thousands of people had to immigrate in order to escape from it. Almost 800.000 people crossed the borders to exile from Spain to France. In the case of Portugal, history was lead along the Tagus River and the Almourol Castle, where important historical events happened. If we talk about France, an example to connect history to walking is shown by Aimé Cesaire, who helped artists and intellectuals to cross the Absalon’s Forest in 1941 to escape from Vichy’s Regime and nazis by boat to New York. In Greece, in order to express feelings of peace pilgrims walked up until the top of Crete mountain where there was a small church. There they light candles to pray. Last but not least, in Estonia the Soontagana Castle and today’s Kurese Hiking Trail were used as a refuge for Estonians for many centuries and in different wars. Each country has chosen a representative path to explore these Exile Routes and they are going to be linked with curricular contents. As nowadays we can do all these pathways like trekking routes, as a part of important European cultural heritage our students will learn from past to present by doing exercise. In this project, both students and teachers will share the experience of participating in trekkings with the partner institutions and their local communities, and at the same time, they will practise different languages (English and national languages) and work on ICT skills about hiking contents. In this project schools will achieve these objectives:1.To practice one trekking in each country related to an historical event in each territory2. To involve students in outdoor activities, as well as respect for cultural heritage and historical and natural knowledge3. To improve students skills related to ICT tools and language competence (especially in English)4. To increase the acquisition of healthy habits5. To overcome any disadvantage (cultural, social or economical) and face problems like bullying or early school leaving, making possible social inclusion of all students6. To link history and current way of life by engaging them with the pastThanks to this project all schools can share their cultures, experience and learn from each other, using hiking ways as a framework. Appart, social inclusion will be a main priority, as some of the students participating have difficulties in being integrated in a educational environment. The language used during all the partnership will be English, although national languages can be promoted too. The last thing teachers would like to link in this project is that from the past, knowing, appreciating and understanding is the best way to avoid wars or European conflicts from the present or future (refugees from the Mediterranean, migration, Syria’s war…). All educational community will be able to participate in this project: hiking clubs, museums, town halls, sportive clubs, or excursion teams as well.All trekkings will need to be planned and involve research and preparation, but always adapted to all students to grant a possible succes for them. The methodology ways of the project will be done by: COLLABORATIVE work (TEAM WORK in each school and common activities will be developed through ICT, E-twinning or online platforms ), LEARNING BY DOING (facing hiking through SEARCHING/SOLVING/CREATING/SHARING models) and PROBLEM-SOLVING tasks (bad weather, bike breakdowns, people giving wrong directions, understanding/speaking languages, etc... in any such situation and groups will work together to solve these unexpected situations).All work of this project, as well as the exchange of students and teachers, will be combined with cooperation through eTwinning to ensure cohesion and coherence of the activities and to learn, communicate and develop the project in a cooperative way. There will be a connection of the KA229 project with the previous or ongoing eTwinning projects, and the use of eTwinning will be combined with the mobility of students and teachers from different countries using twinspace online meetings, chats, and project cooperation.The project will have a sustainable and multiplier effect impact because their results will be disseminated and used once the project will be finished, like: 1. Alll kind of presentations and products , Social media channels or Etwinning project; 2. All project activities and content (integrated in curricula or Innovativing teaching methods), Activities related to Cultural Heritage, New knowledge and concepts related to curriculum of different subjects related to the project;3. Historical routes and hiking of each country will be interesting for hiking clubs, town halls or other educational alongside in Europe too. With this project, we expect to learn from past to future in order to make students be aware of their possibilities to lead to a better Europe.

“Better environment better tomorrow” as environmental care is the most profitable investment for a safer future for the next generations. This was the core of the project and the source of the motivation that brought project partners together. The ground of the project was being conducted as eTwinning project for one year in eTwinning platform as “All Equal, All Different, All Europeans, Taking Eco Friendly Actions” by different partners and 266 pupils and awarded with national and European quality labels. Project targets were contributing into EU 7th Environment Action Program, Achieving the objective “resource-efficient Europe” within the EU 2020 Strategy thanks to educating the pupils using energy resources efficiently, taking immediate actions towards deforestation, environmental pollution, recycling and reuse of wastes, protection of nature and environment, global warming. Additionally, developing consciousness of the Active European citizenship among participants via the atmosphere created by cooperation of the partners from diverse cultural background, improving participants digital skills among the European Priorities via the web tools used in activities.We conducted the project together with 5 secondary partner schools: Turkey (Konya) as the coordinator country, Estonia, Lithuania, Romania, Turkey (Izmir). Eco friendly actions were divided into project subtitles according to expertise area and previous experiences of the partners that partner schools had already experienced in. All the participants were stimulated to take greater efforts to live eco-friendly life through sharing good practices in LTTs.There were 3 LTT (Estonia, Sauga; Turkey, Konya; Lithuania, Kaunas) and 2 TPM (Romania, Amara; Turkey Izmir) meetings, as it was planned in the application form. The ultimate aim of TPMs was to manage, control of the process; evaluate LTTs, activities, reports qualitatively and quantitatively. In the first year, there was the LTT activity in Estonia, April 2017, about sharing of the good practices of saving energy and natural sources and alternative energy sources. In the second year, the second LTT activity was held in Turkey, Konya, November 2017; protection of nature, reforestation and alternative energy source solar-energy. The third LTT activity was held in Lithuania, May 2018; protection of environment and natural sources as the host countries had good practices in those areas to share with other participants.Management of the project: partners set up budget keeping, time management, audit and coordination committees; and a common project executive board. The whole process was under control via Quality Control Plan.Project activities and results: There were several questionnaires as expectation and satisfaction, project website created (www.ecofriendlyactions.net) , working on e-twinning project platform for two years (https://twinspace.etwinning.net/44402/home) , Final Products (available online in order to have a short look) (https://padlet.com/ceren35/9dryk3fak5jx), project corridor and room with the activities information on them, the contests of project emblem, slogan, posters; counting carbon footprint at schools and giving the suggestions for reducing it; conducting Eco Schools activities for two years (http://www.ecoschools.global/) and applying for green flag award and getting it; creating the project e-magazine, project calendar, e-book for recycle of wastes; organizing photographs and video competitions, organic garden activities; conducting quality control and financial reports during and after the project. Four partners; Tr Konya and İzmir, Lithuania, Estonia got green flag award for the 2018-2020 period thanks to Action plans conducted for two years. Also Tr Konya and İzmir partners awarded with eTwinning School Label by the European Commission, the eTwinning Central Support Service (CSS) Brussels. Also, Romanian partner was awarded with ROMANIA / PREMIUL II - Creative Usage of Technologies with Eco Friendly Actions Project. Our project was chosen as the 2nd best project in terms of technology use in 2017-2018.Further Effects and results of the project: the students not only got the better understanding of the environmental problems and their own role in protecting nature but were also urged to learn English better as the main communication language in the project was English. Students also improved in ICT skills, became more creative and started using entirely new ICT tools for their studies and project matters. Schools curriculum also overcame some changes. Partners created Environment Education Curriculum and School Environment Protection Strategy for the sustainability of the project. In the long run, Project website, magazine and booklets, Implementation of Environment Education Curricular at schools, integrating School Environment Protection Strategy into School Strategy, Eco Schools Green Flag award and contributing into Eno Treelympics platform.

"Being teachers, educators and citizens we created the project with high concern to provide our students with proper background for both learning and personal development, fostering active position, entrepreneurial skills, creativity, responsible citizenship, developing transferal competences for a whole life.The main concept of the project ""CARE+” is to bridge the gap between academic knowledge and practical behavior. Multi-tasks project activities based on interdisciplinary cooperation combine: Research, individual study, data proceeding, making presentations, writing articles, training students to be independent learners with lifelong learning attitude Motivating voluntary activities related to different social and public problems producing multilevel effects: active position, responsibility towards environment and community, weaker members of society, one's own development Boosting educational, mental and physical outcomes.Improvement of social and entrepreneurial skills, confidence, self-esteem, basic and transversal competences and inclusive education for disadvantaged students.Encouraging creativity, broadening horizons of future Europeans to be team players ready to support people with initiative and awareness that they can contribute to solve real social problems in addition to government policies. The partnership is made up of six countries: Bulgaria, Estonia, Greece, Italy, Portugal & Turkey.apart from Turkey, which is running for its first Erasmus+, all organizations have been involved in several Erasmus+KA2 and are willing to transfer their experience one each other and to a new field, too. Portugal is very experienced with eTwinning (eT) projects, their coordinator is a eT Ambassador; Greece and Italy are on remote islands; Italy, Portugal and Greece have the applicant schools located in small towns, Turkey in a big one.The living standard of Bulgaria occupies the final positions.All applicants are public schools with student ages between 3 and 18. A significant part of our students are socio-economically disadvantaged, some with special educational needs, an important percentage are at risk of early school leaving. Teachers put great efforts to overcome these unfavorable circumstances.The project is using eT to work together before, during and after the project activities and in combination with blended mobility. We have designed six LTTA to fulfill a multitude of tasks: research, data processing, awareness campaigns, voluntary and charity activities aimed at improving school environment and local areas, charity to help disadvantaged people and children. Modern pedagogical interactive and student-centered approaches will be applied. They will be enriched and developed.through international experience. Both English (the communication language of the project) and ICT are used extensively The project comprises four stages entitled “Hi, friends!”, “If you don't like it, change it!” and “Make someone around you feel better”1 and 2, including both local and international activities. Two organisations are responsible for each stage. These are assessed according to a specified set of quantitative and qualitative indicators to reach the desired results, other institutions will be involved in different stages of implementation. Learning outcomes will be validated at the end of the short-term exchanges in form of Internal School Training Certificates. The impact is significant and beneficial on students, teachers, organizations, communities, international groups. It refers to changing attitudes both theoretically and with establishing practical habits and behavior, oriented to solve certain public and social issues; entrepreneurial skills, enhancing competences, diminishing school leaving with creating friendlier educational environment, building active and capable future European citizens. Students will be engaged in creative activities on the benefit of the others and the common well-being. It will be highly-motivating for them to see the direct results of their work-school spaces more beautiful and disadvantaged people happier due to them. A clear dissemination plan works throughout the whole project period, aimed to make our results visible and usable by stakeholders without frontiers. Thus, we will create a logo, an Erasmus corner, descriptions of activities, presentations and quizzes to reach our objectives and anticipated results.The final outcome will be in a form of ebook. Pedagogical approaches will be described for benefit of other interested parties: teachers, youth workers, club instructors, educational boards. We will be present on TwinSpace and Erasmus+ Projects Results Platform. Again, each country is in charge of a clearly stated dissemination theme along the project implementation. Finally, in terms of sustainability, we will ensure project activities to become school traditions, our students will carry on applying what they have learnt and maintaining friendships for a lifetime."