The main idea is a project that stretches from the easternmost border of Europe in Poland, crossing the two countries, Germany and France, in the heart of Europe, to the almost westernmost country of Spain, covering almost the entire width of Eastern Europe. to West. We have brought together students from these countries and participating cultures through sports, one of the best ways to overcome language barriers. The students have felt and, what is important for us, have analyzed, thought and understood the positive effects of physical activity, the integration of culturally mixed groups, their own health, their academic performance and their general motivation and well-being. The students have planned, executed actively, focusing on team spirit in multinational groups. There have been two main levels of these activities during the two years of the project. First, the four transnational meetings of a week in the four participating countries with typical sports for each of the regions. Secondly, as a transversal activity, the European School Run, which has consisted of real international teams, with the aim of reaching the distance of 4000kmts during the two years of the project. Each student has written down weekly the physical activity carried out in an Excel, elaborated among all, by means of several logarithms, the time and the modality was transformed into kilometers.A clear scientific approach has been used to investigate the impact of different activities on integration, health and mental performance, including tools for the preparation, conduct and analysis of sporting events, as well as the understanding and documentation of results Of the investigation. The school communities, that is, all the classmates of the Erasmus students, have participated in the analysis through surveys based on questionnaires. Another main aspect of our research has been the perception of the positive effect of physical activities before, during or after mental work.

"This project aims at making it clear that knowing the cultural differences and approaching them respectfully is so important for peace The results will be disseminated locally, national and international to all students involved,teachers, parents,staff and management. The project aims at motivating children to learn more about European cultures and their own culture too.This project deals with the fact that cultural differences may become our cultural wealth and by managing these differences well it may turn into an advantage and also form a common sense.The objective of the project: Developing the social and educational values of European cultural heritage for 500 direct participants-students and 500 indirect participants-teachers, parents through cooperation between schools in 4 countries (Turkey, Romania, Poland and Portugal) over a 24-month period.Our main aim is to help institutions to will contribute to social cohesion, non-discrimination and to form civic competences we for have designed the following objectives:1) To raise democratic citizens who can think universally2) To improve their knowledge and skills.3) To cooperate internationally4) To create a synergy by encouraging the relationship among students coming from different cultures.5) To make a contribution to cultural integration against any kind of discrimination6). To raise consciousness of tangible and intangible cultural heritage7)To promote more active participation in society8)To promote greater understanding and responsibility for social, linguistic and cultural diversityTo reach these objectives methods like drama performances, exhibition, conferences, environmental activities, cultural tours, folk dances and competitions will be held. Besides these organizations, anew approach to problem solving will be applied to see how our differences affect creative thinking and problem solving skills. To see this, ""cross-cultural problem solving technique"" will be used and itsresults will be compared and presented to the participants.Students and teachers from the European partner schools will be working on the same tasks and problems.Our participants are aged between 15 and 18 some of whom have disadvantages socioeconomically and come from different cultures.Our project partners are Turkey, Portugal, Romania and Poland.Our activities are:*Practice with cross- cultural problem solving technique. This activity is planned to show how culture affects people's thinking styles and their approaches to problems.*Drama: Dramas will be formed , proverbs and idioms will be acted out.*National traditions, folklore and cuisine: Students will present their local rituals, cuisine and music, traditional clothings.*Environmental and sport activities: Students will perform sports activities, trekking and environmental protection activities.*Poem speech competition;We will hold a poetry contest.*ICTs and e-learning: Schools will open Internet forums, weblogs, social blogs, microblogging, social networks*Cultural tourism: Workshops about cultural and historical heritage will be held in countries during the mobilities.*Social awareness and cultural volunteer service: Students will sell the traditional souvenir items of the each participant country and donate the money to the chosen charity organizations. Each country willinform the others about the cultural conflicts like holocausts and refeguee problems their countries experienced in their past.Some short terms results include: giving our target groups of teens the chance to say out loud what worries them,encouraging their critical and creative thinking,expanding their knowledge ofEnglish,refining their oral production and presentation. Throughout the project's life time,all participants will do their best to turn our international collaboration into enjoyable experience,whereeveryone will feel himself important.The result of this work will be a significant expansion of teaching facilities supporting teachers in teaching educations.Each partner school will share their best experiences. Implementation of thisproject will contribute to raising the qualityl of school education by increasing teachers' knowledge and skills through learning best practices in education across Europe. Our project is student-centredand most of the activities will be carried out by pupils themselves. Impact on children as learners will be multidimensional–experiences will be positive and enjoyable within an educational environmentfor children who might not otherwise ever meet and communicate with children and adults from other countries.Also by this international project,we hope that the students will enhance their basic and transversal skills 70-100%.They will add to their potential learning power in the labour market.In the future, their qualifications should help them to find a better job.All staff involved will benefit from sharing practice with colleagues on different methods of teaching and learning."

<< Background >>The role of myths and legends in terms of the principle of education spreading and continuing culture has been important because thesethings have gained a blessing by the society. It is a fact that the way that was used in the education of the child in societies is to explain thevalues in these narratives by telling the stories, myths and legends. These stories have importance such as the function of the tradition as wellas the opposing thoughts, the model function, the mirror function. It is possible to take advantage of these functions as well.Myths and legends are literary works that include love of nature, environmental awareness, joy of life. Myths and legends have creativethoughts and wisdom and intelligence. Due to these features of myths and legends , it is important to give them more attention in educationalsettings. It has been an important source of motivation for our project that myths and legends teach social values to school-age students,contribute to personality development, develop their creative intelligence, create an awareness of nature and environment, and increase theirlove for people and life. In addition, it is another source of inspiration for our project to make the whole process by bringing together the mythsand legends of different cultures and thus providing cultural integration.<< Objectives >>Our project aims to achieve:-To make participants be aware of myths and legends from different cultures-To contribute to the education of the participants through myths and legends.- To make participants learn social norms, social adaptation behaviors through myths and legends- To Contribute to the personality development of the participants-To contribute to the creation of awareness of nature and environmental protection through themes in myths and legends.-To make participants gain a positive stance towards life- To develop the sense of belonging towards their own society by learning the concepts of belonging such as the love of homeland and love ofthe nation in myths and legends.-To develop creative thinking, free thinking of the participantsTo create cultural integration among participants due to the fact that the participants consist of individuals from different cultures.- Improving linguistic skills in the participants- Contributing to the increase of the participants' ability to work together and to express themselves<< Implementation >>The project includes students between the ages of 14-18 who study at project partner schools and teachers and administrators working in these schools. Students and teachers and administrators will participate in country mobilities. The project is a 24-month project. During this two-year period, project mobility will take place in each project partner country. The duration of these mobilities will be one week and each mobility will have a sub-theme. According to the theme of the mobility, activities related to legends and myths will be carried out. These activities will be drama studies, musicals, theater plays, digital story making. Apart from country mobilities, these activities will also be held locally. In activities, methodologies such as learning by doing, acting, drama, showing, pair work, group work, watching, listening will be used. Within the scope of the project, project activities and project objectives will be shared in the project website, eTwinning page, facebook page,Erasmus plus project results an school education gateway. At the end of the project, legend myths, which are also a part of cultural heritage, will be revived. It is easier to give values education to students by using the legends and myths in education. Creative thinking skills of the participants will increase. By using myths and legends, the environmental awareness of the participants will develop and the participating schools will be environmentally friendly schools. Legends and myths will provide cultural fusion. Legends and myths will also make some lessons easier to learn. As a result, the use of legends and myths in educational environment will provide social, cultural and academic development for participants. With the dissemination of these long-term results, legends and myths will not only shape the educational environment, but also perform a social function. Participating schools will have made an important contribution to this social and educational impact with this project.<< Results >>At the end of the project, legend myths, which are also a part of cultural heritage, will be revived. It is easier to give values education to students by using the legends and myths in education. Creative thinking skills of the participants will increase. By using myths and legends, the environmental awareness of the participants will develop and the participating schools will be environmentally friendly schools. Legends and myths will provide cultural fusion. Legends and myths will also make some lessons easier to learn. As a result, the use of legends and myths in educational environment will provide social, cultural and academic development for participants. With the dissemination of these long-term results, legends and myths will not only shape the educational environment, but also perform a social function. Participating schools will have made an important contribution to this social and educational impact with this project.Summing up- Participants will be people who know their national and moral values.- Participants will be individuals who can cooperate internationally and who have achieved cultural integration.- Contribution will be made to the protection of the world cultural heritage.Participants' interest in the courses will increase and their academic success will increase.

"The project ""Zagraj w przedsiębiorczość!” (""Play the Entrepreneurial Game!"") is a response of schools located in poorly developed regions of EU member states to the rapid changes that take place on the labour market. The current tendencies show that we evolve towards abandoning stable, linear career in a specific field for implementing numerous diversified projects. In order to meet the demands of dynamic environment and equip students with knowledge and skills, which they will find useful for next decades of their adult life, schools need to develop their competences which are essential for self-fulfillment and self-development, for being active citizens and for social integration and employment. The main objective of this project is to create coherent environment which will shape key competences, that is : communicating in a native language; communicating in foreign languages; mathematical competence and basic technical and scientific competences; computer skills; the ability to learn; social and civic competences; a sense of initiative and entrepreneurship; cultural awareness and expressiveness. The project target groups are students aged 16-19 and teachers from partner schools: I Społeczne Liceum Ogólnokształcące im. Unii Europejskiej w Zamościu (Poland), Evangelische Fachschule für Sozialpädagogik Schwäbisch Hall (Germany), Daugavpils 3.vidusskola (Latvia), Agrupamento de Escolas de Mangualde (Portugal), 1st EPA.L Orestiadas (Greece). In order to achieve the main objective, we set ourselves the following specific objectives: to enhance entrepreneurial, computer and linguistic competences and the ability to learn, to strengthen cultural awareness and expressiveness of the project participants in professional situations, to equip teachers with innovative teaching methods that will lead to shaping key competences while teaching various school subjects. Besides, the project partners will create digital educational platform with ready substantive and teaching tools that could be shared and students will gain knowledge of social economics and entrepreneurship, which will in turn reduce their fear of setting up and running business activity. There are planned several activities to be implemented under this project: 6 mobilities (4 of them are short-term exchanges of groups of pupils, 2 are staff training events) and 38 local and virtual activities including dissemination events. The above include artistic, film and knowledge contests, student and teacher presentations and publications, online contest (including “Doing Business”), meetings with business people (e.g. speed dating form), professional portfolios, creating school career space or “Entrepreneurial Mindset” dictionary. There will take part at least 100 students and 40 teachers in the above activities. The project will equip the participants ( both students and teaches) with key competences that are essential to function on the labour market. It will use experiments, observations and attitudes of the target groups according to empowerment principle. It is based on teaching through experiencing, experimenting, gamming and a flipped classroom method. It will create teaching and educational situations that create favourable conditions for creativity, inventiveness and entrepreneurship. It promotes creative approach to solving problems and will provide schools with knowledge and tools enabling them to adapt teaching methods to changes in the environment. It also adjusts solutions worked out in partner schools and countries to educational practice in one’s own institution. It will expand educational offers of schools and use ITC technologies in teaching. As the project will be implemented in the international environment, it will strengthen ties among partners and will create an opportunity for regions with low level of entrepreneurial dealings and their local communities to prosper.During the implementation of specific project activities there will be used stimulating methods of learning and teaching, such as: teamwork, simulations, role-playing, discussions and debates, feature and out-of-classroom games, educational games, elements of the escape room, field trips and workshops. The project will provide schools and all interested parties with tangible results, which could be easily adjusted to changing conditions (e.g. school career space, games, on-line courses). A great of them will become a part of school educational and teaching programmes."

SummaryThe project with the topic ´Create and shape your future – life cycles in Europe´ is a multilateral Erasmus+ project. The German school is the coordinating institution and works together with four participating schools from Poland, Turkey, Italy and Belgium. The five schools that are involved in the project have different types of school with students representing different backgrounds and different levels of academic ability. An essential aspect of the project is to show young people with socio – economic backgrounds a promising perspective for the future. In the present period it is very important, that young people from different countries see a perspective for their future. By getting to know each other, the communicating in the language of the project – English and working in mixed international workshops, the students will get a first-hand experience of 'Europe growing together'.They will get to know customs and traditions, also traditions of professions and characteristics of the region. Students become good partners and these relationships can turn into close friendships and beyond the borders too. They lead to greater tolerance and acceptance also in the future. The concept of sustainability is the most important component in all stages of activities during the project. This means that students acquire skills to take part in social processes and to be an active shaper of the own life cycles. Due to different types of school, the participating schools have several problems. This relates less to early school leaving, the frequent changes of training places or the premature termination of A levels, instead it is more about the qualification of students to realize their strengths and weaknesses. By strengthening personal skills (e.g. learning and social skills), through self – assessment and external assessment students are able to achieve the optimal level of degrees in every type of school. An essential component of the project is that each young person is able to find the place in the working world. For this it is necessary that the chances which are offered on the European employment market, can be recognized and used. Premature discontinuation during the training, whatever its form, would always create difficulties of the shaping of life cycles and it is not profitable for each individual, the family and social environment, and the secured future of the young people within Europe. An important base for the project activities are the school leaving certificates related to types of school and the professional development of students. All of the directly involved participants are getting an overview over job opportunities, the supply of training places and so on, in the region , but also throughout Europe through the international cooperation. During the project students research various professions with the corresponding requirements. The relation between the needs of training places and how many training places they will offer, students will evaluate.Historical, current and cultural aspects are included in the consideration. Students can recognize the structural change in the region, but also general at the level of participating countries.Students create a network of external partners and use it for the project work. They develop a concept for optimal preparation of each student´s life.During project work students create a ´toolbox´. They collect all materials, which they used for presentations at the meetings, in workshops and also in periods between the meetings (e.g. DVDs, questionnaires, manuals for vocational orientation and so on) and put them in the ´toolbox´. The toolbox includes material for conceptional work as well.Searches and analyses during this project will be performed through interviews with several groups of people.- interviews about occupation which reveal past history- students can show traditional craft about 100 years ago through searches of local chronicles- interviews with former early school leavers or students, that have broken off studies and who made some detours and found their place in society- interviews with excursions to various farms and industrial companies. Students ask questions about requirements profiles- visits of universities, invitations of external partners- During the first part of the project students develop questionnaires. They evaluate them on computers.- To determine the pedagogic added value from the completed project, the teachers´ meeting after three months will clarify the accounting. There will be a comparison of the established goals and achieved results. Based on that analysis there will develop foundations for further projects. During the two years of project work students created a ´toolbox´ with professional content, which teachers and students can use in the future.