<< Objectives >>The project aims to:-Assist students in developing the skills and positive attitudes required to acclimate to school life and succeedacademicallyin a student-centered setting.- inducing the teachers involved in the attention of the ongoing changes in the STEAM sector by promoting the culture oflifelong learning and supporting them in learning to learn , both content and methodological, that allows them to face thegrowing diversity of learners and pedagogical innovations<< Implementation >>C1 Introduction, First Meeting: Kick of ; Introduction, Project planning, Education Systems, Pedagogical Model for Innovative STEAM Learning and Teaching) in Portugal4 Students -2 teachersC2:dentify STEM in everyday life and learn how to integrate real-world i4 students & 2 TeachersC3: Learn about 21st-century skills and how to address them in the classroom & GBL STEAM 4 students & 2 TeachersC4: Virtual Meeting Final Meeting &Exploring STEM in the Real World 10 students & 2 Teacher<< Results >>EXPECTED INTANGIBLE RESULTS EXPECTED INTANGIBLE RESULTSAll participants will be more conscious about innovative teaching and learning tecniques, each partner country'seducation system,STEAM and Gamification.EXPECTED TANGIBLE RESULTS1 Website(5 year period) 4 E-Brochures about STEAM Strategies1 eTwinning Group1 Multilingual Online Dictionary4 e-book with 100 lessons plans in diffent languages,2 eTwinning Projects about STEAM4 STEAM Online Articles

"“Welcome to my Family” is an innovative inter-cultural project that involved participants from Estonia, Turkey, Romania and Italy. The project idea is based on the understanding that the more diverse the society gets the more complex the relationships between different cultures will get. All schools in this project had faced the problems of cultural misunderstanding, stereotypical attitudes, exclusion based on culture, religion or nationality before this project. Therefore, knowing and understanding that cultural differences are an asset rather than an obstacle, and showing how culture influences intercultural communication was a crucial lesson for our children to teach. We chose the cultural phenomena – the wedding – to teach the aforementioned values in cross-curricular and learner-centred way to reach the goals of our primary priorities: 1.acquisition of skills and competencies (reading literacy, critical thinking, ethical reasoning and independent, impartial judgment) 2. social inclusion, cultural awareness and developing intercultural, social and civic competencies among our communities. According to main priorities, we set the project objectives: 1. promoting intercultural dialogue, social inclusion, equity, respect, care and concern for others and solidarity through increased learning mobilities, international collaboration;2. developing, implementing and evaluating new approaches to address social, ethnic, linguistic and cultural diversity;3. activities to create unity, sense of belonging and inclusion;4. using project-based learning (PBL) and teaching to know our wedding traditions for exposing students to a variety of 21st-century skills; 5. increasing reading literacy and critical thinking skills through specifically designed lessons about wedding tradition and family values;6. exposing diverse learners to teaching strategies;7. encouraging participation in after lessons activities, cultural events, research;8. creating a base for communication skills improvement;9. improving the understanding of cultural variety as an asset for breaking the ethnic, religious and gender stereotypes, discrimination and exclusion by introducing the wedding and family traditions; 10. encouraging use of learner-centred approaches: personalization and differentiation;11.including families into the learning process;12.improving teachers’ competencies, increasing their knowledge in intercultural dialogue; 13.develop digital skills and language competence by using innovative tools for cooperation This project built valuable cultural learning and teaching resource for learners to develop understandings of the interrelated nature of cultural differences and communication. The resource contains activity books for cooking, handicraft, games, myths, wedding customs, comprehensive reading handbook and a book for teaching values through literature and movies. The methodology for creating this resource, was circular project-based learning module (from research to creation and publishing) where the students and teachers implemented and participated in non-formal education activities: project-based learning group works during lessons; variety of topical workshops on music and dance, cooking, games and handicraft; international lessons; public performances; presentations; collaborative item creating sessions; parent-teacher-student events; competitions; exhibitions; staged weddings in every mobility; filming the documentaries. All that to promote learner-centred approaches, innovative ways to address learners' needs.Outcomes:Wedding Fashion MagazineWedding Game BrochuresWedding Cookery BooksComprehensive Reading HandbookValues Matter the Most (lesson activity book)Song and Dance FestivalProject DiaryBooks of Myths and LegendsAll in all, over 110 students and teachers from 4 countries participated in LTTAs (funded 100, exceeding participants were not funded by EU). The selection was made according to projects' goals. Concentrating on wedding traditions gave students an opportunity to get close to our own and partner countries’ oldest layer of cultural heritage. The participants with deep motivation will share the projects' results after its completion.During the project, students improved their collaborative, problem solving, communication, literacy, ICT and language skills. PBL work helped them to become creative, self-led learners, develop different items and experience international communication and collaboration. They learned about other cultures, their way of life. We managed to create a base for respect, tolerance, and peaceful coexistence. Other languages, religions, traditions became part of students' everyday life. Learning in the classroom where there are no restrictions, created a feeling of success and belonging. The project activities brought together different generations and lived up the school life. Many activities are now ""organic"" part of our school life."

Titled as ‘Diversity is A Fact Inclusion Is An Act’, our project includes five schools from five different countries: CZ, TR, HU, LT and MK.During the last decades, migratory flows have increased drastically in Europe. With the boom in immigration rates and the continued international mobility of the population the partners identified a series of common needs that lead to the decision to implement this project. Violence, aggression, intolerance, racism, ethnic discrimination against national, ethnic minorities and immigrants are tendencies that can be observed in the behavior of the students according to the SWOT analysis done by each partner in their institution. As a result individuals from these marginalized groups isolate themselves in their own communities creating a disharmony in the society. Through this project we aim social inclusion of pupils at their school who have a different religious and social background. On the other hand, there are not only immigrants or minorities who should become an integrated part of our schools, there are also other disadvantaged groups like pupils with special needs and others. The motivation of this project is to improve their social inclusion, as well. During the time of project activities we expect to bring people (students, teachers, parents and also people from the community) with different social background together. Thus we aim to raise awareness for different lives in general. During this process students also become aware of their own lives, share it with other students from other countries and their knowledge, understanding and tolerance of different cultures and traditions will increase. The project is addressed to 150 students from five countries aged between 9 and 14 and will last for two years.The specific objectives are:* To deepen students' knowledge of national, ethnic minorities and immigrants.* To break down stereotypes towards people from different cultures and develop attitudes of tolerance towards them through surveys, discussions, brainstorming and visits to partner countries.* To engage students to tackle issues of oppression, economic inequality, sexism, racism, and other challenges through theatre events and role-plays in workshops.* To deepen students’ knowledge about various religions and religious organizations and to help break down religious prejudices.* To help students improve their self confidence in their lives and perspectives.As for the methodology we will use project based learning method through which students will develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. To promote social inclusion and dialogue we will support the integration of excluded young pupils through giving them responsibilities in local activities and on Twinspace. We will also include them in the mobilities. During the activities we expect to improve social intercourse. To achieve our objectives we will work in a collaborative way. The activities including sports, art, music, games, role-plays, cooking and drama are good elements to create a meeting point.When it comes to the LTTA activities: five short-term exchange of students events will be held in partner countries. During these visits, we will have workshops on the topics of Race & Ethnicity, Religions, Immigration, Gender Equality, Bullying & Bias, Social Classes followed by various events (e.g team sports, children games, theatre, cooking, drawing, and ICT workshops). The aims are to promote tolerance towards the different one and social inclusion of marginalized groups. The outputs during the project: twinspace, questionnaires, presentations: my school, (e-)story book, logo of the project, song of the project, photography exhibition, and brochure of the project: containing team building activities related to the topic, tips and instructions on ICT tools, eTwinning, videos, photos of traditional children games, lesson plans (especially after the theatre event), banners /slogans against racism or discrimination, leaflets containing our project activities.The experience teachers gain while organizing these LTT activities will be used in further teaching settings with other groups and the collaborative activities we have done during our project can be repeated in normal classes or might even become a part of the concept of social integration the schools have or are going to develop.With this project we expect to contribute to intercultural dialogue, encouraging students to be open to new cultures and providing a great opportunity to see the importance of meeting with people who represent them to bring about a better mutual understanding, and ultimately a better coexistence in Europe.

Context Environmental issues are being studied since primary school, because at this level students have a holistic view of the environment. It is easier to develop critical thinking at primary school level (Greek schoola nd Turkish school are) addressing environmental issues; this is essential for pupils to learn about identifying and solving environmental problems so that later students become responsible citizens and perhaps decision-makers. During the project interdisciplinary activities were conducted, during classroom classes and campaigns were held in the local community also through short flashmobs, to make students aware they also have responsibilities, and the voice that can influence decisions in their communities.The partners shared experiences and work from one another, to make the project have the impact in our schools , among our colleagues and in our local communities.The EE approach in each of the five regions involved our curriculums and influenced our teaching and lessons planning.Our most relevant objectives were: O1. Exchange of environmental practices and experiences among teachers of European partners O2. Developing appropriate digital materials for interdisciplinary teaching of EE O3. Improving students' environmental awareness O4. Developing Individual and social responsibility of students O5. Strengthen the role of the school in local communities O6. Promoting active citizenship and social responsibility Participants We proposed 5 LTTAs, with teams of 4 teachers from each partner school. A total of 5 mobilities were planned but one didn't took place because of Covid-19 emergency; though, teachers worked in classes and with their pupils about the topic.The teachers participated are primary school lecturers, IT teachers, science and languages teachers and other disciplines. Activities Teachers collaborated on the Etwinning platform and Google G suite platforms,, being privacy issues very strict in some countries and some schools, e.g. the coordinator’s one. Different materials were published on the schools’ web pages. Participating teachers exchanged ideas on interdisciplinary environmental lessons to which students took part and through which they learned to be active citizens. The lessons took place in the presence of the participating teachers (also to the online ones) who analyzed them at the end. Each LTTA hold meetings with local NGOs to discuss environmental issues in the local area, cultural visits, interdisciplinary teaching workshops, and information on the methodology of organizing a local environmental campaign with students were exchanged among teachers Meeting topics: C1 - sharing EE practices and experiences; workshops on inter-curricular approaches to EE teaching C2 - Water - scientific approach (data, experiments), source of life, lack of water, water pollution C3 - Earth - the theoretical approach, land-related problems, deforestation, endangered animal and plant species C4 - Air - scientific approach, air pollution, greenhouse effect, global warming, acid rain C5- dropped because of Covid-19 emergencyC6- virtual mobility - Teacher virtual meetings, exchange of good practices, exchange and evaluation of EE lessons’ plans Results The project produced tangible and intangible results. Intangible results: Greater awareness of the environment and social responsibility of primary and secondary school pupils, greater awareness of the similarities and differences between systems and educational approaches, improving language skills and critical thinking, improving teamwork skills, making new european friendship; as pupils were hosted by families, improving autonomy, meeting new cultures, growing awareness of similarities and differences among european family habits and cultures Tangible results: digital lessons, material on the three environmental topics, improved methodology, greater students involvement in environmental protection campaigns,school presentations, tips for lessons planning, materials for workshops in the project, students' final products, lesson evaluation forms, other pedagogical materials, students’ artworks (mascotte), brochures, posters, reports, photos and films. Effect Project partners used the lessons produced and loaded on the Twinspace platform during EE courses throughout the project but also after it is completed, which means that the material basis of the schools will improve. Teachers developed new courses for students using the materials produced in this project. EE lessons created are more attractive to students because they contain digital elements, are made by students for students and feel more motivated to learn. Students developed a sense of initiative and played an active role in their community. Students alongside teachers organized environmental awareness campaigns and they will still organize in the future, turning active citizenship into a common practice at school level.

"The number of reports on science education indicated that in many EU countries, unlike the number of young people entering universities is increasing, studying in the scientific field is decreasing. Students often describe science is interesting, despite their positive attitude; they do not like learning science at school, and the number of students lack basic skills in science.STEM education has emerged as an innovative approach in recent years, appears to be a remedy for the problem in this area.According to need analysis conducted in our schools, we have faced with the inconvenient reality; most of the students are unsatisfied with the relevance and success to math and science courses. Because of this reality, the project mainly focused on increasing our children interest STEM subjects and to make science and math education more relevant and meaningful for them in the ways of respect, beliefs and cultural diversity. In the line of the main aim of the project, we have established a partnership to;•develop key competencies and basic skills on STEM education•increase science literacy and student interest in STEM•improve attitudes toward STEM fields and careers•acquire 21st-century skills•engage and support girls in STEM fields•make students excited and enthusiastic about the natural world, learning about ecology and protect the environment•understand the ""Nature of Science"", how science and scientists work and how science affects society•develop innovative and research skills•lead science beyond school time and involve students into scientific activities with head, heart and hand•Improve teacher competencies and increasing their awareness of pupils’ needs and difficulties in learning science.•broaden our curriculum, making it more international and more relevant to children’s lives•have a positive impact on our wider school communitiesAt the beginning of the project, we have investigated the STEM Ed. models. in order to ensure a common understanding of STEM Ed., a teacher training course organised.15 participants, 2 teachers from each partner school and one administrator, took part in the teacher training. We have investigated STEM Ed. models in the literature then shared our knowledge. After the course, we have developed STEM lesson and activities for implementing. Developed STEM activities aimed to enhance our children cognitive, affective, social and physical skills. They worked as an engineer/scientist in their team. In this way, collaboration and cooperation, communication in native and English skills of children were improved. Due to its nature of STEM Ed., students learned by doing, used math skills and technological tools, understanding the relation the connection of disciplines. In the second phase of the project, developed STEM lessons/activities implemented in each school and during the LTTA’s in order to realize our objectives.The common activities: -Afterschool STEM Ed.program-Robotic courses designed for children from 100 of 20 from each partner -Stem career days organised (invited STEM professional met with the children)-Led Jewellery/Fashion of STEM activity organised only for girlsDuring the LTTA’s students participated in STEM activities in the formal and nonformal context. They observed ecosystems in nature and build its models, presented their STEM project during the science fair, participated fossil hunting, visited the factory to see how robots are working in real-life, dissected fish with scientist, investigated rock formation in natural area, participated astronomy lesson in planetarium and attendant experiments and activities science centres and museums. In this way, they have found a chance to meet STEM professionals and scientist in their working place and understood how engineers and scientist work.From 100 of 20 participants from each partner participated in LLTs. Overall 350 students directly participated in project activities. Participation provided by taking into consideration the conditions of the students who are at risk and lacking in activities especially economic and social obstacles. The outputs of the project are as follows:-The project website, facebook groups and e-Twinning page created.-STEM lessons/activities book created for teachers-Women scientist in EU digital book created-Slowmation/slow animation DVD created-Led Jewels built and exhibited-“If a scientist writes a fairy tale” DVD’s createdWe conducted a survey to evaluate students’ attitudes towards STEM fields at the beginning and end of the project. To evaluate the project impact open-ended questions and interview conducted on students and teachers from each partner schools. The results indicated that the project has positive effects on students and teachers. We have shared our findings in two international conferences as an oral presentation and a poster in ESERA2019 conference. An article about the detailed results will be published in a scientific journal."