"One of the key teaching competences for the 21st century is mathematical competence and basic competences in science and technology. The three schools involved have found it necessary to review traditional teaching methods in order to introduce new innovative ways of teaching mathematics. We want to introduce innovative programs for schools and take maths outside the classroom, and make links with other disciplines like computer studies, science, biology or applied statistics.One of the main reasons that motivated us to design this project was the high number of students in our schools, who consider mathematics to be boring, difficult to learn and not very useful in everyday life nowadays. Through our common project we intend to increase students' awareness and interest in learning mathematics, improve mathematical skills such as abstraction, generalization and algorithmic thinking.Specific objectives:OE1. Select 9 teachers (three from each county) to develop innovative materials.OE2. Select 18 students (6 from each country) to try out these innovative materials.OE3. Develop mathematical competences (abstraction, generalization and algorithmic thinking) to improve students’ future learning and share our results with other European schools using educational social networks (eTwinning, twitter, etc.).OE4. Stimulate curiosity and creativity in students, connect mathematics with other disciplines and real life through Inquiry-Based Learning and Cooperative Learning.OE5. Improve competence in foreign languages for all students involved in the project.OE6. Use gamification in the classroom (Kahoot and Socrative, among others) to get students to learn mathematical concepts through games.OE7. Make use of Flipped Classroom methodology to encourage students to participate in their own learning.Our project aims to increase motivation for mathematics using the methodology of Inquiry-Based Learning. Thus, we will connect mathematics with real life, recognizing the importance of it in our lives and for our development. In addition, the active methodologies indicated above will be used: Gamification, Flipped Classroom and Cooperative Learning.The ""Innovation, ICT and Mathematics"" project is aimed at students from three European countries with an approximate age of 15 (3rd year of ESO (compulsory secondary education).Three mobilities of students and teachers have been planned (Spain, Romania and the Czech Republic). The total number of participants that will attend the mobilities will be 18 students and nine teachers.The project promotes an innovative approach that will lead to an increase in the interest and motivation of students in learning mathematics. The activities are designed to encourage learning through practice and through discovery, improve thinking skills and enhance creativity, imagination, algorithmic thinking, abstraction, generalization, English and ICT skills in students.All products for the project will be created before, during and after the mobilities. During the mobilities, as well as attending the workshops, the partners will have the opportunity to attend other classes, where they will observe and exchange good classroom practice and become more familiar with the different European educational systems.The following tangible results will be produced during the project: project app and logo, Facebook page, calendar, project report and brochure, GeoGebra practices for learning Geometry, Scratch practices and App Inventor for learning algebra and algorithms, Wiris practice to learn arithmetic, Kahoot, Socrative and Quizziz questionnaires to gamify the maths classroom while evaluating what has been learned, creation of student videos in which mathematical relations with other disciplines are explained, use of Flipped Classroom methodology and individual journals written about the mobility experiences.The expected intangible results are: an increase in mathematical competence, an improvement in the students’ academic results in mathematics, the stimulation of student creativity learning of mathematics, an increase in student motivation and the introduction of new learning methodology in the educational process such as Inquiry-Based Learning, Cooperative Learning, Gamification or Flipped Classroom."

In a time of free movement of people it is unthinkable to use in our everyday life only one foreign language, which in almost one hundred percent of the cases is English. It is incomparably easier to study the foundations of any foreign language in place, in the background and among the natural bearers of the language. The opportunity for students to touch different languages will enrich them intellectually and will give them confidence in their own potential by passing on the lessons learned.Foreign language skills are becoming more important than ever. Today’s pupils are going to compete in an even more globalised world and cultural as well as language skills are going to be indispensable for a competitive society. The need to learn several languages has been confirmed by all surveys and research related to the ET 2020 strategy and has been summarised in the report “Languages for Jobs” of the EC’s European Strategic Framework for ET 2020.One of the objectives of multilingualism policy of the EU is that every European should speak two languages in addition to their native language. The most effective way to achieve this goal is for students to begin to learn two foreign languages. The EU supports language learning because:• improving language skills enables more people to study and/ or work abroad while improving their employment prospects;• fluency in other languages helps people from different cultures to understand, which is very important in a multilingual and multicultural Europe;• businesses need multilingual workers to be able to trade successfully throughout Europe;• the language industry - translation and interpreting, language teaching, language technology, etc. - is one of the fastest growing sectors of the economyThe objectives of our project are: OBJECTIVE 1 Speak two foreign languages - Being multilanguage brings students the chance having access to endless information spring. When we give the students the opportunity to start learning a language they have never intended to do but a language that comes from the family of language they have already learning they see how easy it is (Italian and Portuguese, Bulgarian and Czech). When the language is spoken to a neigbour country the students see the result of foreign language learning sooner because they can use it while travelling with their parents (Bulgaria and Turkey) OBJECTIVE 2 Multiciltural Understanding - Knowledge of other languages, offering insights into other cultures and key to appreciation and understanding ofother cultures is also key to the interdisciplinary area of global understanding and intercultural competency and the sign of a well-educated global citizen.While the exact nature and extent of the multilingual advantage is still a subject for study, the impact of an early start in terms of language exposure and/or study has been shown to have a positive impact on language skills overall.OBJECTIVE 3 Confidence in their own potential - Using their own potential while passing the lessons learnt to their mates make students more confident in their skills and abilities. Being part of the educational process during the lessons back home students are more motivated and attentive during the lessons. OBJECTIVE 4 New skills for successful language teaching - Teachers will get access to materials, which stimulate the use of new and innovative materials for language teaching in classrooms. Through the accompanying didactic methodology they will be able to follow the materials step-by-step and at the same time develop their own skills, which will be helpful in their future career and will thus benefit generations of pupils to come.OBJECTIVE 5 Openess for new concepts in education - Teachers will be involved in an innovative program, where they will actively participate in the development of new materials. Additionally, we expect that teachers will be more likely to participate in further projects in the future, and they will be more open to new concepts and approaches to education, which will be very important in our age, where the skill-requirements are changing fast, and our education systems needs to adapt.The participants in the project are secondary school studens. They are 12 - 19 years old and the teachers are part of the foreign and mother tongue language departments in the participating schools. Students will have the opportunity to express themselves in an international environment at different levels and in a different language. This will develop their foreign language skills and increase their awareness after the activities they attend. With these activities, regardless of their previous language levels, our students will meet their peers who have different social and cultural backgrounds from different cultures and they will make mutual cultural exchanges by actively participating in joint activities.

"UNESCO heritage is what has united 4 schools living in areas characterized by its protection and whose values they share: guided by the motto UNITED IN DIVERSITY, participants from four European countries wanted to encourage high school students and local communities to become voices of their cultural heritage, since it has no voice: to act more actively and responsible, to raise their environmental awareness, overcoming the gap in the formal education, as we found out that the knowledge and pride of cultural heritage is lacking among young people, because it is not present as such in school programs and curricula..The project has dealt with different aspects of integrated heritage, which include protected natural areas with their uniqueness, such as Ohrid Lake in North Macedonia, the oldest in Europe and rich in biodiversity, the Tokai wine region of Hungary with its long material and immaterial traditions linked to wine making, and Rome, Italy, with its invaluable cultural heritage and enormous problems of conservation and defense. Also, the Czech Republic with the Plzen region which, in addition to the famous beer, is also famous for the biosphere reserve called the ""green roof of Europe"".The theme of the application covers many school subjects: with such an interdisciplinary approach, it was easy to develop core skills for life in our students, such as group work, digital research, interviewing, public speaking, social engagement. High school students engaged in this project will play an important practical role in sustaining heritage in all its diverse forms in the years to come. Students have become more aware of a growing number of threats and pressures – from environmental factors to socio-economic changes, from armed conflict, to over-tourism, natural disasters, or even sheer neglect from lack of recognition and valorization heritage today faces throughout the world. With a view to strengthen the role of youth in the long-term promotion, protection and transmission of all forms of heritage, as reflected in the UNESCO conventions, in this 2, almost 3 years’ period, our students (200 direct participants roughly) have been active contributors to a variety of local and international activities, workshops, visits of various UNESCO sites, etc. They have personally been organisers of different events within this project as Intercultural Festivals, Lake Protection Campaign, Harvest Festival, original creators of handbooks, guides, ppt presentations, posters, leaflets, brochures, which were produced in the different phases of the project. In order to ensure concerted action in preserving and safeguarding heritage, it was important to mobilize a broad spectrum of stakeholders. Scientific institutions and their experts related to our topic were also involved in the project, as well as the parents, in the role of the hosts of the foreign students and participating to public activities, Festivals, Campaigns, Dissemination events. Education plays a critical role in this regard. UNESCO studies show that educational programs which valorize and integrate heritage and local knowledge trigger multiple benefits in the area of self-development, improved social skills and improved economic prospects. In addition, such programs also lead to improved learning outcomes by keeping learners more engaged. With a long-term view to strengthen the protection of heritage in all its forms, facilitating access to and enjoyment of heritage among the younger generation as related to development of their self-identities, we've provoked positive feelings and attitudes among our students towards their heritage seen as a personal belonging that needs to be cherished and not taken for granted.As the leading agency in the heritage field, UNESCO has pioneered and set the standard for a number of education and awareness raising programs linked to various dimensions of heritage. However, there is so far no education program for young people, which takes into account a comprehensive approach to heritage in all its different dimensions and diversity. Along this project we have explored the educational mechanisms useful for highlighting local identity and values as embodied by heritage, and for enhancing appreciation of others’ heritage and values. The need for such a comprehensive and innovative program for heritage education is critical, given the growing recognition of the interconnections among the various forms of heritage and the role of heritage in our lives, particularly from a broader social perspective. It also increases awareness of the need to articulate integrated responses to heritage safeguarding, particularly in ways which reflect the inter-linkages among the principles of the relevant UNESCO conventions.We believe, as Mother Teresa once said, that “I alone cannot change the world, but I can cast a stone across the waters to create many ripples.”, hoping that our project may inspire others to pursue our mutual mission."

Looking at our common history, this project has fostered quality improvement and innovation at the level of education delivering an innovative model of European memorial & peace education 2.0 and a learning curriculum through enhanced international collaboration between the partner schools and other educational providers.Through this project the partners adressed the following needs of our schools:- Students/pupils need instruments of historical literacy to read their history and so understand their future. - Teachers, also in vocational secondary schools, need the space to teach why Europe today is not the Europe of a century ago and so explain what integration in Europe really means.- Exploring the cultural background of war and peace during real life experiences in Europe the students have improved their knowledge, skills and commitment and increased their motivation in reading, researching and speaking of foreign lanuages.- Focusing also on school leadership this project offered the schools and their staff members involved the opportunity to foster the attainment of young people, particularly those with migrant background and at risk of early school leaving because being part of families with low literacy.Through this project the partner schools did not only foster quality improvement and innovation excellence at the level of education ad teaching but also their students have grown in well being at school. The project has strenghten the partner schools in their intercultural dimension within a European space for lifelong learning.As the most tangible results of the project we have delivered a multilingual toolkit 'Memorial & Peace Education 2.0' at European level, gathering the best practices and tools of partner schools and integrating a set of 'Guidelines for school leaders fostering inclusion and a literacy 2.0 environment at school and so preventing of Early School Leaving.This intelectual output is available through the project website and app, promoted for free access by the public on eTwinning and on the E+ Project Results Dissemination PlatformThe partnership had a clear dissemination plan starting up from the value of ownership of the project idea in the participating schools and the involvement of the target groups by their key persons, resulting in an extented impact on the stakeholders in the field of the project on local, national and European level. The project is placed in a perspective that goes beyond the project period and its results are integrated in the pedagogical management of the participating schools.

ROUTHThe main aspect of our project is making citizens think critically. This is representative for a person with self-guidance, self-discipline, a person who reaches the highest level in intellectuality, if he persists in this way. Individuals, who obtain critical and consistent thinking, are being more empathic, reasonable and rational. We want to give them the opportunity, to find out for themselves, as junior citizens who have creative and critical thinking, who realize their capabilities and roles in modern democracy, all the processes of that political system, that affects their lives. Our purpose is to make them understand that they hold their future to their hands, and that they should not allow anyone to manipulate them. A new network of active younger Citizens will emerge from their efforts. OurYoungers will commune every topic of that network in a forum that will be built by them.Our target group of students, aging from 13 to 18 years old,300 in number, will involve every specialization available in each school, both sexes, and mostly youngers who belong to disadvantaged groups.Our intention is to implement a project, that will have a lifetime impact on them, so students will be the core of every activity that we design.Our planning involves 35 teachers from every school. Their role will be to turn the results of our project into long-term practices for our students, at all levels. Teacher’s roles will be coordination and guidance for our students. They will act as an intangible resource for the students.Our objectives are:-Development of thinking critically, how to become a leader, communicational and social skill development.- Activate our youngers to community life issues.-Put the foundation of free thinking and acting-Emerge values such as respecting each other, being tolerant, democratic and active as a citizen.-to forward intercultural learning-Development of cooperation and idea exchanging among students across EuropeMain activitiesThe main core of our project will be the four exchanges. During these meetings, students will debate in real time dialogues, presenting their augments, as well as their counterarguments, that they derived from their research, that involved data analysis, situation assessment, performing interviews and role-play participation. The research that will be performed by every team of students , will ensure that the meetings will produce the expected results and that proper information exchange will be made.There are 5 exchanges with the following topics:C1- Immigrating issueC2 – Democracy and human rights violationC3 – Discrimination and it’s forms.C4 – Social motivationC5 - Joint StaffMethods used:Prior to each exchange, the groups of students will process each topic that will be presented there.There will be an established and scientific data collection methodology that will provide everything that is necessary, in order to present correctly the situation that is of their duty. To achieve this, each team is required to perform interviewing, contact personnel of several NGO’s that participate in related actions , data collection and analysis, assessment and decision making. Every research work will be presented by the students, as the exchange occurs. They will compare their data with the data of the other countries and come to conclusions. They will take part in several debates and think tank activities that will boost their ways of thinking critically. They will get in contact with local politicians and local services stuff, in order to analyze and discuss those issues.ImpactEach student will become autonomous and will enhance the ability to think critically. He or she will learn about rights and obligations in the European and local environment, will increase civic involvement, will form an intercultural conscience. Finally the project will shape students and make them better professionally, personally and interpersonally .Students will learn to respect other cultures, civilizations, they will teach and be taught tolerance as well as respecting the fellow human. They will realize that being active citizens is a one way road, if we want Europe to succeed.Material assets, such as records of each debate, researches, each presentation and activities that make students think critically, will be communed in the best possible way.We expect to expand the impact of our project via the on line platform, the dissemination meetings and the tangible assets, exhibited on a large scale of physical spaces. Our intangible assets, will be posted in any on line spaceThis project, is designed to be beneficiary not only for the students and teachers involved, but for the local community, authorities and ngo’s that will be a part of it.Teaching stuff will enrich its material and will improve communicational skills. They will develop their team working abilities and organize themselves much better.