"Peer bullying; the person or persons who are in the same age group are physically, verbally or behaviorally detrimental to one another. Peer bullying has a negative impact on the development process of children and adolescents, and this effect exceeds childhood and adolescence and leaves negative traces for life. It is stated by experts that many of the violent incidents in society are motivated by revenge on the people who have been bullied.The problem of peer bullying has been an educational problem which needs to be developed in many countries and solutions should be urgently needed. Peer bullying which negatively impacts the educational success of the school and causes many students to leave school has led educational institutions to produce projects on this issue and to develop innovative methods in solving this problem.Three initiatives have been identified under the European 2020 strategy ""Towards Intelligent Growth"". These are respectively; ”Innovation Association“, ”Youth in Motion“ and ”Digital Agenda“. The project will focus on ele Innovative and effective approaches in the prevention of peer bullying in the education process, cooperation will be made in order to generate new ideas in this field and our teachers will be given the opportunity of mobility. During the 24 months of project work, our participant teachers will share their knowledge and experience on the prevention of peer bullying and develop innovative and effective approaches, partner countries will integrate innovative and effective methods in the prevention of peer bullying into their own educational systems, the educational quality of the partner institutions will increase and the inter-institutional synergy will develop. Our project; social, cultural, linguistic and geographic context covers a large European area and foresees cooperation between countries.Within the scope of project studies, our teachers have the opportunity to work together;- Develop innovative methods to prevent peer bullying,- They will gain intercultural awareness,- Develop communication skills with foreign language,- Foreign language awareness will increase,- Lock skills will develop.The goals we want to achieve with the PeerBullying project are:a. Strengthen the teacher profile.b. Avoid peer bullying in our schools.c. To reduce the rate of early school drop depending on peer bullying.d. To create a cooperative educational environment among students in our schools.e. To improve the quality of education of our schools.f. To improve the synergy of our schools at international level.g. To raise awareness of commonities and differences of partner countries.h. To raise awareness of the languages of partner countries.I. Breaking negative prejudices between countriesParticipants: Teachers working in schools in the project. Three teachers from Yenice Multi-Program High School, 3 teachers from Macedonia, 3 teachers from Bugaria and 3 teachers from Slovenia will participate in the project. The selection of participants is explained in the section ""Learning Teaching Training"".Activities:a. First LTT (03/2020, Turkey meeting)b. Second LTT (06/2020, Macedonia meeting)c. Third LTT (10/2020,Bulgaria meeting) d. Fourth and last LTT (03/2021, Slovenia meeting)d. P activities (24 months) Participation in this project will contribute to the development of common schools in the long term:a. The education success of our schools will increaseb. Our schools will increase their preference for students and teachersc. Students' learning motivation and academic success will increased. An environment will be created in our schools where students will have high solidarity, respect, love and tolerance.e. In our schools, the rate of drop to school due to peer bullying will be reducedf. A policy of multilingualism will be developed in our schoolsg. Our schools will increase their experience in KA229 projects. Schools without experience will gain experience.h. Identify the requirements of our schools for corporate, staff and students and develop their capacity to produce projects according to these requirementsI. Synergy between schools will developj. To raise awareness among teachers about different culturesk. New strategies and new methodologies to prevent peer bullying will be developed in our schoolsl. Peer bullying at local level at other levels"

Our target group is the students who will;*Improve themselves by integrated disciplines while having fun,*Create something by stem activity to solve a real world problem,*Aware of their ability and talent,*Develop their language skills.*Besides, the teachers, who wants to be well-qualified, highly effective and well-prepared instructor to teach STEM, are the other target group, as well.The project aims to inspire creativity and meet students with their interests, talent and ability. Because, a lot of students these days look at the criteria for STEM learning and would much rather sit with their head in a textbook learning about history or learning a language. While this is still important, it’s much more important for the future that students are positively encouraged to try and push themselves when it comes to STEM subjects. Besides, there are lots of students out there who get enjoyment and a sense of accomplishment from it. Focusing on STEM for these students helps them feel more involved with their education. It also aims to raise teachers' development by sharing other candidates' experiences. Stem is a new subject that has been started to be taught nowadays. That is the reason it is hard to get some well-prepared sources to have attractive classes. When we are done with the project, there will be a ready curriculum for the following years and a guide book for everyone who wants to reach some creative, innovative, inspiring stem activities. In this project, we are planning to learn from the other candidates and share our experiences. During the two years period of the project, we are going to make 5 sessions with our target group of students at the age 12-18 and will reach a minimum of 500 students in the schools, as well as families. These sessions include Art, Physics, Chemistry, Math, Engineering, Coding/Robotics based STEM projects/activities. Schools will prepare a specific curriculum (one at the first year and one for the last year) to address the students who will meet their ability and create a mechanism to solve a real-world issue, pupils will challenge and do activities through having fun and using their creativity. Project teams will decide the activities/stem projects in the curriculum. Schools will organize STEM CHALLENGE DAY to demonstrate their projects/activities to reach a huge dissemination and learn from each other in the mobility. At the end of the Project, the manual of each Project will be gathered to create a guide book for those who ever wants to reach valuable and challenging Stem activities.We are planning scientific collaboration of local university where students have meetings and workshops about the importance of innovation in STEM-related fields, Robotic/coding, employment expectations, sharing insights and exploring future careers and opportunities within this subject area.At the end of the project, we are expecting students to:• Increase competence in foreign languages and greater understanding and responsiveness to social, linguistic and cultural diversity through communicating with pupils with similar interests from other participating countries;• be more positive attitude regarding school education and the role of education in the future career;• have responsibility for representing their school, country and culture;• be more capable of science and math lessons;• be aware of their talents and ability.The accompanying teachers will:• have chance to learn about education systems of participating countries;• access to new pedagogical methods and international cooperation to use Stem activities;• increase competence in foreign languages;• increase capacity and professionalism to work at EU/ international level projects;• have professional development and curriculum development, implementation and assessment;We are going to organize three transnational meetings throughout the project.1.The first transnational meeting is going to be in coordinator partner- Portuguese in November, 2020.The contact persons and legal representatives will participate in the meeting. The goal of this meeting:- to get to know project partners, contact persons and legal representatives in person,- to introduce the partner schools and organisation in details,- to share curriculum of stem projects of the first year,- to give detailed information about web-site; how to publish photos, documents on the web-site by the Coordinator partner, Portuguese.2.The second transnational meeting will be in Italy, in May, 2021. The goals are:- to introduce the project activities done in the first year,- to introduce the positive or negative results of the activities,- to write the plans of second year activities in project.3.Final meeting will be in Romania in May, 2022. Two teachers from each partner school who took part will participate:- to introduce the project activities done;- to evaluate the activities;- to organize the final exhibition of the project and take photos.

<< Background >>The Commission’s article “About Multilingualism Policy” stresses the importance of linguistic diversity and language learning in the EU to foster unity, intercultural understanding, employability, and mobility. Member countries are thus encouraged to provide better language learning opportunities from an early age, following the Council Recommendation on a comprehensive approach to the teaching and learning of languages, aiming to modernize and improve language teaching methods.The Eurydice report on key data on teaching languages at school in Europe (2017) shows that foreign language courses are now starting in primary school or even earlier. It emphasizes that 90% of students in lower secondary school chose English and that two thirds of EU countries use the CEFR as a reference for language levels at school. For students learning two foreign languages, the level set at the end of upper secondary school ranges between B1 for the second language and B2 for the first language. According to the results of the European Survey on Language Competencies measuring foreign language student proficiency (2015), only 42% of tested students reached an independent level (B1-B2) in their first foreign language and this number went down to 25% in the second foreign language. In addition to be a European priority, foreign language assessment will also be part of the 2024 targets of the OECD PISA test.The low student proficiency might also be explained by a lack of adaptations for students with specific needs, such as those with ‘Dys’ disorders, also called Specific Learning Disorders (SLDs). The European Dyslexia Association (EDA) estimates that around 9-12% of the European population has one or several SLDs. It stresses that the multilingual demands of the EU are triggering difficulties for ‘Dys’ students and has acquired support of the EU parliament in its effort to change legislation, attitudes, and practices in education and in the workplace. The Belgian Association of parents and professionals for children with learning difficulties (APEDA) also stressed that ‘Dys’ students need more support in language acquisition and foreign language learning than those with no special needs, as a new language comes with new sounds, letters, words, spelling, and grammar. It also emphasizes that English is one of the most complicated languages to learn, as it uses 40 different phonemes spelled in 1120 different ways. They compare it to French, which uses 36 phonemes spelled in 170 different ways. ESL is therefore one of the courses for which ‘Dys’ pupils will need more support and motivation.<< Objectives >>Our project aims to support teachers in adopting innovative tools and practices to create and use video games in their language courses to raise the motivation, engagement and participation of all their students, including those with SLDs. The focus of the project will be on ESL, since 90% of pupils choose it and as it causes more challenges for ‘Dys’ pupils. Associations for the Dys all around the world advise to use gamification such as quizzes and games and encourage the practice of language skills through informal channels (e.g. movies, series, music, and travels). However, gamification has proved to be efficient for all learners in several studies such as “Motivation, Engagement and Learning through Digital Games” by I. Iacovides et al. (2011). Our project focuses on gamification by exploring the creation of downloadable video games through different tools such as Genial.ly, RPGmakerV, Flowlab, or PowerPoint. These games will help raise the student’s motivation through non-formal and experiential learning and will be built around specific objectives to guide them towards improvement. The existing language learning games are often not adapted for students with SLDs. The inclusiveness of the games developed in this project will therefore be innovative and foster greater participation and success rates for those learners as well.<< Implementation >>The project will produce several results leading to three testing phases organised in partner countries. The expert partners will first start with the production of 6 pilot video games for ESL, adapted to the needs of learners with SLDs. These games will be tested by the partners and modified according to the received feedback. The requirements will be updated in order to prepare the production of the second batch of games.The second batch will consist of another 30 video games for ESL which will be developed by all partners, including school, based on the pilot video games and on the updated requirements and will be tested again in all partner countries. The feedback of participants will be collected and all games will be modified accordingly, to ensure their quality and relevance for the teachers’ needs.The third testing phase will be organised to evaluate the training material presented in the fourth Result: the creation tutorials e-learning module, made for language teachers to gain skills in video game creation for their students. This result will be tested and evaluated in all partner countries and feedback will serve to improve the quality and consistency of the online course with the teachers’ skills and training needs.The participants in the schools’ testing phases will then be interviewed in order to gather their testimonies, impressions, and good practices on the use of video games for ESL. These interviews will be shared in our sixth Result, the implementation guide, in order to foster the exchange of good practice and provide real-life application examples to future language teachers willing to use the project Results for their course.<< Results >>Through this project and its results, the following outcomes are expected:For teachers:•Enable improvement of language teachers’ professional practice and easy access to pedagogically adapted resources•Offer reliable tools to be used in different settings (video games to be used online in class or at home)•Offer an innovative language teaching approach and methods enhancing the teachers’ digital skills•Facilitate the inclusion of all students in language courses through the use of adapted gamesFor learners:•Increase student engagement and motivation in language learning•Increase ‘Dys’ students’ feeling of inclusion in language courses•Support the acquisition of language skills for all learnersThe practical Results of the project will be: •A booklet on “Engagement as key for success for ESL learning”•30 D-ESL practice sheets (Dys-friendly)•36 Video Games and pedgagogical sequences•A Creation Tutorials e-learning module•A Resources database•An Implementation guideAdditional results:•The project website on which all the material will be uploaded•Field tests in all 5 countries of the partnership with at least 200 participants•3 transnational meetings + 2 virtual meetings•5 multiplier eventsIncreased experience and knowledge of the partners in innovative and inclusive practices for language learning.

The 'Virtual Education Center' project is an education project designed to make learning more effective, to make educational environment more interesting, to learn by having fun, to have fun by learning. This project has been designed as a project of meeting education with real life, combining technology and education. The project arose from the need to accelerate education by avoiding , boring school environment, difficulty in learning and teaching some professions. Besides, as technology is improving schools need innovative teaching tools such as web 2 tools. Furthermore the students of today are very capable of using technology and they demand technology based learning. However, the teachers are not fully capable of using current digital tools. Besides, covid19 outbreak has deeply affected the way we normally teach. Distant education has become a necessity which requires using digital tools such as web 2 tools, virtual reality and augmented reality tools. Therefore we as a project team have decided to develop this project particularly learning and adapting virtual and augmented reality tools, web 2 tools and distant education tools to our education curriculum.The goals of the project are:- more intensive use of technology in educational environments- training from the abstract to a concrete method- fusion of real life and school education- making school more interesting and more fun- ensuring intercultural integration- ensuring the linguistic development of the participants-increasing the use of technology of the participants-adapting distant education strategies and tools-strengthening teachers' profiles by increasing their digital skills-combating with covid19 considering sustainability of educational activities The project will be coordinated by Spain. The project partners are Macedonia, Greece, Croatia and Turkey. The project covers students aged 11-19 years. The project's primary target group is about 2,000 students and 200 teaching staff from the partner schools . In addition, this figure will be around 5000 with the students in the surrounding schools. The project will last 24 months covering the period of 21.03.2021- 28.02.2023. Within this period, one-week project visits will be organized to each project partner school. The project was initially designed for teachers and students mobilites, but due to covid19 pandemic student mobilites have been removed from the project plan. Only 4 teachers or administrative staff from each project schools are going to attend Ltt activities. Each country visit will have a unique theme and activities will be organized based on this theme. The first stop of the project will be Greece. In this mobility, web 2 tools are going to be on the agenda. . The second project meeting will be held in Macedonia and the theme of this project visit will be how to combat with distant education. The third project visit will be held in UK. The main theme of this project meeting will be the process of development of 3D technologies and how to adapt them to the field of education . The forth project visit will be in Croatia with the theme of virtual and artificial reality in science and maths teaching..The last project meeting is going to be held in Turkey with the theme of using virtual and artificial reality in social science and art. This meeting will be a meeting where all project activities and project results will be reviewed and dissemination activities are planned. In all country mobilities, some places such as factories, museums, natural places and historical places will be visited to ensure that the learning in the classroom environment is intertwined with real life. In all project partner countries, social and cultural programs will be organized within the scope of country visits. The outcomes of all mobilities will be shared within the schools of the project participating countries via seminars, conferences, practices after the completion of the mobilities. Social platforms such as project website, eTwinning will be created and project results are going to be shared on these platforms.The main methodology of the project will be the learning by doing model. Apart from this, model learning, question-answer, pair and group work, demonstration, role modelling are the methods to be used in project activities.In the long term, the quality of education of project partner schools will increase. Schools will be the preferred schools that use technology more intensively, provide effective learning, do not have early school dropouts, and make schools more fun with 3D technology. The schools will be ready for digital world.

<< Objectives >>With this project, main goal is to increase teacher professional development and student quality in the field of IT.We want to generalize and develop Robotics Programming in 5 vocational schools with Arduino, which contributes significantly to the learning of programming in a concrete and fun way and to the programming of robotic systems and the development of innovative projects.We will graduate entrepreneurial students who know how to produce what they dream of and contribute to the IT field.<< Implementation >>In 4 mobility activities, Text and Block Based Coding and Ardunio Programming, virtual project studies on Tinkercad and Scratch platforms and Innovative Projects Development workshops with Ardunio Sensor Applications will be held.Each mobility activity will last for 5 days with 13 teachers. Activities involving students and stakeholders will be organized for our project partners on a monthly basis and a joint exhibition will be organized as a result of the project and a competition will be held.<< Results >>We expect to ensure teacher professional development, increase students' professional and academic skills, train qualified students in the field of IT who can develop and produce projects, and increase our institutional capacity with our transnational partnerships.As a result of this project, we expect an increase of 50% in participation in robot competitions and 60% in developing innovative projects. E-book and our environment and climate change projectsare concrete outputs.