Our students lack activeness, and autonomous initiatives, they have no motivation to learn. It has a negative influence on the development of their key competences. We are also observing that school in existing shape does not provide interesting forms of gaining knowledge. We can see the necessity to change the system and working methods in order to arouse students’ interest in learning and develop their passions and key competences. We want to achieve this by exchange of good practices and using facilities at partner schools. The main objective of the project is to increase the activity and motivation of 60 % of all partner schools’ students to undertake educational actions in order to develop key competences. The specific objectives are:-teachers will get to know the innovative methodology of working with students which is based on Creating Educational Situations-we will implement a new working system at partner schools which will change organisation and methodology in the school teaching process-students will discover their strengths, the ability to use their own learning styles and to choose a future educational path-students will learn about ways of spending free time in an active way-all participants will be tolerant towards other culturesThe project’s participants:-100% of teachers participating in L/T/T activity in Poland and at least 60% of all the teachers from partner schools -100% of students aged 13-16 taking part in L/T/T activities and at least 60% of those taking part in the local activities (aged 10 -18)-students’ parents-they will participate in the survey entitled ‘Motivation rules education’; cooperation during mobilities-school staff-in the field of reorganizing school space L/T/T activities:-Poland, Bukwałd: Creating Educational Situations at school-workshops for teachers about new methodology and organisational changes at partner schools-Turkey: School subjects in our kitchen-preparing national dishes using the knowledge of maths and chemistry-Finland: Let’s go out!-creating an outdoor game using the ability of coding, map reading, directions of the world (geography, PE, science)-Greece: Myths trailers-creating booktrailers, play trailers or interactive tutorials on the importance of both traditional books and modern ICT (literature, art, ICT)-Spain: Travelling-Geography, mathematics and business studies in a nutshell–planning a journey and sightseeing of a chosen partner’s country capital city-Poland, Tuławki: Clothes and accessories–Zero Waste-preparing informational leaflets about how not to waste clothes and accessories and an informational campaign for the local community(maths, art, ICT)The methodology is founded on Creating Educational Situations that will initiate organisational and methodical changes at partner schools. These changes will be based on the following actions:-Emo Monday workshop each week:working with emotions, mindfulness, providing the students’ physical and mental well-being, discovering their strengths, their own learning styles, defining their life goals, presenting their talents-Active Break-each day all students will spend 30 minutes outdoors where they will learn how to spend their free time in an active way-once a week teachers will change traditional classroom teaching into working with mixed age groups focused on thematic units connected with school subjects (STEAM based education); students will gain and develop key competences by solving open tasks and workshop activities during which they will not receive grades(only self evaluation) -Individual Work Office: students will be working on their own, individually solve tasks which develop key competences with a particular focus on STEAM, based on school curriculum.The project’s results will be the following products: methodical guide, project’s website, thematic workshops scenarios, Monday lessons’ plans, scenario of outdoor game, set of exemplary activities for students working at the Individual Work Office, leaflets about how not to waste clothes, tutorial videos about regional dishes, a guide about planning a trip.The other project’s results-60% of students will:-have the ability of critical thinking, creativity, communicating in English, using knowledge gained from STEAM education in everyday life -be motivated to work -be able to achieve their life goals-discover their passions -develop their skills in using digital technologies, social skills and tolerance towards other culturesTeachers will:-upgrade their qualifications and their skills in using digital technologies, communicating in English-know how to creat educational situations at schoolUltimately, after the end of the project we want to maintain the introduced changes as a fixed element in the work organization at schools participating in the project. We are convinced that teaching based on Creating Educational Situations for students will be the most common working method used by the teachers.

Students face school failure especially at 9th grade but they face school dropout and school leave problems especially at 8th and 10th grades. In 2017,in Osmaniye, 2142 9th and 10th grade students dropout their schools. The rate was around 15% in Osmaniye, more than 10%in Maramureş,17,8% and 19,3% at different grades in Paredes and15% in Greece .In project application period school failure and school dropout rates were very close to each other in partner countries. According to the Euro-stat database early school leavers from education and training of population aged 18-24 Turkey,Spain ,Portugal and Romania were in the first lines.If we couldn't have taken measures at secondary or lower secondary levels the population of unqualified or illiterate workforce rates would have been higher than 2020 targets. Moreover academically unsuccessful students failed to set goals for their future. And in the long run it became a big problem for our city and country. These students would face problems in finding qualified jobs and this would effect their whole life. Although the countries had different cultural backgrounds,they had almost the same educational problems such as; -Early school leave, -Students' lack of learning motivation, -High rates of dropout and school failure due to disinvestment in school by parents and students -Unwillingness and lightheartedness at setting goals -Students looked after by single parents or grandparents Project Objectives were; - Decreasing school failure and dropout at secondary schools with outdoor learning interventions and effective use of eTwinning school clubs to improve students' sense of belonging to school and improving their academic success as well as raising parents' investment on their child's education. - Sharing best practices and good methodologies that help the educational community to solve their own problems; - Creating a learning community between partner regions, integrated local institutions as schools and non-profit organizations. PARTICIPANTS 120 teachers from partner schools took part in 'outdoor learning' and 120 teachers on 'eTwinning' training activities. So in each local partner schools in Turkey,Portugal,Greece and Romania, partner schools reached 50% of students in risk ,visited families ( around 800 parents) of those students, did various training activities and conferences for them. 50% of teachers were responsible for a school club and they guided club activities at his / her school and all of the students had to take part in one school club. With effective club activities we reached more than 2000 students. And all of the teachers were responsible for family visits and they did. During Covid 19 this is done by digital tools or phone. PROJECT ACTIVITIES WERE -To decrease students' school failure and improve their academic success partner school teachers were trained on the effective use of outdoor learning activities and eTwinning to increase students' learning motivation and academic success. -To develop feeling of belonging to school partner schools organized art activities and eTwinning project at the end of each educational year. An exhibition was planned with the attendance of all local authorities, parents and teachers and students but because of Covid-19 pandemic partners did one virtual exhibition via artsteps web2.0 tool. -With e Twinning School Club activities students improved their use of ICT tools and English. With e Twinning projects students' understanding of different cultures and paying respect to cultural differences developed. And teachers learned new methodologies from their colleagues in partner schools. All teachers and students had gained the understanding of European Citizenship. -Each project partner team worked equally in parents training about the importance of parents investment in children's education and respecting teens. All the project activities were done student centered. RESULT and IMPACT Outdoor Learning Activities for students facing school failure and school leave and making school more livelier via eTwinning and Art school clubs , understood well in national and European level.The importance of family investment in school and their students was understood and accepted by students' families via family visits and workshop activities in small groups of parents. With the decrease level of school failure and school dropout at partner schools, the partner institutions become more visible in local and national level with the increase in school success and decrease in school absenteeism and became visible at European level with the eTwinning projects created by project partner schools (My Heritage My City) and other partners from European schools.

"Higher education standards and student attainment are the main goal of current changes in schools. Nowadays, mathematical thinking is an issue that people pay more attention to than ever before. Many studies show how important mathematical thinking is for people to be more effective in their professional careers and in the contemporary digital world. Our extensive survey in partner schools shows that the mathematics taught in these schools does not take into account students' strictly defined technical skills and does not fully develop their potential for their future careers. Researches reveal that students who graduate by taking traditional mathematics education, which teaches mathematical concepts and relationships, cannot use this information in real life. Therefore, traditional mathematics education causes learning difficulties. Learning difficulties lead to early school dropouts. For this reason, we must find a new way of teaching and learning mathematics and enable our students to integrate their math knowledge more into their real life. While preparing this project, our basic motivation with our partners is; To organize math and technology centered stem activities using Agile methodology and to disseminate project based education.Our aim with this project is to integrate students' mathematical knowledge into their real life situations with the help of technology. Due to the integrated structure of real life situations in terms of disciplines, it is impossible to find solutions to complex real life problems with a single discipline. For this reason, our project will develop the skills, competencies and visions of students, teachers and schools for the solutions of the problems of real life situations in which mathematics and technology disciplines are located. Our objectives are: 1- In the research conducted by the World Economic Forum and attended by the leading companies of the business world, the most important of the 2020 workforce skill set is ""complex problem solving skill"". The development of this skill is the main goal of our project. 2- Connecting students' knowledge of mathematics to real life situations with the help of technology will cause them to learn meaningfully, which will decrease their early school dropouts. Our goal is to reduce the rate of early school drop-outs below 10%, which is determined by the European Union, in all partner schools. 3- We want to carry out project-based learning to be organized within the framework of Stem (Science, Technology, Mathematics, Engineering) in at least 20% of the lessons to be done in our common arrows to ensure that students learn meaningfully. 4- We want to contribute to the achievement of the goal of reducing the failure in Mathematics and Science below 15% according to the Strategic Framework Document on European Cooperation in Education and Training.The main target groups of the planned activities and activities of the project are teachers and students. Our students will consist of girls and boys aged 13-15. A math or at least one ICT teacher and project coordinator will participate in each LTTA and event. Other participating teachers will consist of branch teachers belonging to stem disciplines. For students with fewer opportunities, all kinds of support will be provided during the selection process. Participants to participate in LTT activities will be selected based on the criteria specified by each partner school. However, each school will be able to add to these criteria. As a local participant, other students, teachers and parents of partner schools, as well as teachers and students of the surrounding schools will be included. Local participants will participate in workshops and events at stem festivals during the project. Within the framework of our project,only teachers will participate in LTTA 1,3 and 5, while our students and teachers between the ages of 13-15 will participate in other LTTAs together.In accordance with the agility methodology, we will realize our project by dividing it into small pieces. The project consists of 3 sub-sections. Each subdivision also consists of smaller sub-parts and repeats of these parts. These duplicate parts come together to form subdivisions and these subdivisions. These iterations are a whole in their internal evaluations, results and successes. The success of the project depends on the evaluation of each sub-part. Each iteration will take place based on the evaluation of the previous study, so more skills and success will be achieved with each iteration.We will hold regular online meetings with the commission we will create with our partners for project dissemination efforts. Throughout the project, we will provide information about our activities on social media. Especially, a general hashtag will be determined on Twitter and all shares will be followed during and after the project."

<< Background >>The project designed in order to fill the gap that our school community having. The research found that students active in sport aged 14- and 16-year-olds who exercised regularly are less likely to develop depression. The relationship between movement and brain health is so clear that the WHO recommends an hour a day of moderate exercise for students in primary and secondary scholars. Yet, across our schools and associations the PE is far away from the WHO suggestions. However, across our regions PE teachers are not familiar with teaching PE online which is the gap that must be filled. This project aims to pilot an initiative that fosters self-care and healthy mindset in digital era. This project will equip Secondary School teachers with competences through online courses from one side, and will initiate peer-education between students from the other side. Designed as cross-sectoral strategic partnership this project will bring together representatives from the formal education(schools) representatives from the non-formal education (training centers) and representatives from the digital business world(IT company) to deliver innovative digital learning pathway in the field of School education.The goals of the project are to point out the problems of unhealthy way of life that people are living nowadays. We want to involve young people and encourage them to take responsibility and try to live healthier. We want to encourage local way of production of quality food and develop healthy way of urban life. Our goal is also to connect youth that are coming from different cultures and connect them for long-term cooperation. Also, very important part of the project is to build up competences for healthy lifestyle for youth that are coming from rural areas or from economic weaker background.Another important aim of our project is to provide an intercultural learning experience for young participants by sharing moments of inclusion and carrying out activities that follow non-formal education methods. The topics to discuss are: environmental sustainability, respect for nature, inclusive sport and healthy lifestyle. During the project, activities will promote intercultural inclusion and learning, such as workshops, role plays, intercultural evenings and trust-building. In addition, through the aforementioned activities, participants will acquire new knowledge about environmental sustainability and carry out sports activities in the open area, through which will be promoted a healthy lifestyle and teamwork. The activities will be facilitated by staff, in charge of non-formal education activities on intercultural learning.It’s no mystery that exercise boosts mental health and cognitive function in kids.:Many schools have cancelled in-person classes and announced a shift to online teaching: Partner schools and a number of research state that teachingLanguage, Maths, Science, Art, Music and other subject are taught to students through the use of online tools in the lockdown and pandemic period. Yet, when it comes to PE it is not taught as online: Not to teach PE online is the gap not only in our associations but also across our regions and parts of EU. Partner schools teachers and their teaching community stated that ''majority of the students are not moving during the lock-down period''. They also stated that ''this is a serious treat of our kids for mental health and well-being'' For fostering comprehension, regarding of subject of mental health and well-being PE is the must.<< Objectives >>It’s no mystery that exercise boosts mental health and cognitive function in kids. Many schools have cancelled in-person classes and announced a shift to online teaching: Partner schools and a number of research state that teaching language, maths, science, art, music and other subject are taught to students through the use of online tools in the lock-down and pandemic period. Yet, when it comes to PE it is not taught as online: Not to teach PE online is the gap not only in our associations but also across our regions and parts of EU. Partner schools teachers and their teaching community stated that ''majority of the students are not moving during the lock-down period''. They also stated that ''this is a serious treat of our kids for mental health and well-being'' For fostering comprehension, regarding of subject of mental health and well-being PE is the must. Also, knowing teaching in PE as online is more than a need now and for the following future, we want to reach: 1. Increasing the level of competences of school teachers in the field of mental health through online PE (sport) and healthy life style will be ensured. 2. Piloting online courses (the use of meditation and sports as methodology for well-being) will be carried out with regards to digital tools and new technologies. 3. Directing and stimulating peer-learning and teaching process among students based on the methodology of well-being will be ensured through the trainings and online empowerment. 4. Enhancing mental-health education and enabling students to become more familiar with the mind-body connection will be ensured through the involvement of the LTTs and local activities.FIVE STRATEGIC OBJECTIVES of our project are: (i)AWARENESSRaising awareness in youth about important issues, as is a PE and incorporate healthy habits in society.(ii)VISIBILIZATIONVisibility of the health risks caused by poor diet and a sedentary lifestyle, and try to try to eliminate them by disseminating good practices.(iii)VALUESPromote and strengthen European values of solidarity, intercultural awareness and personal well-being.(iv)CITIZENSHIPPromote dialogue and debate, trying to increase the sense of European citizenship. Therefore, it is intended to promote active citizenship among youth.(v)NETWORKINGThe exchange of experiences, generating networking among young people and organizations. Increasing the visibility of the project and mobility programs Erasmus+.MAIN OBJECTIVES are: [1]To exchange realities and customs on sports & physical education and food & cooking in our communities / countries. [2]To explore connection between healthy lifestyle and physical and mental personal development and health. [3]To explore and share/exchange different examples of good practice of sport and outdoor health enhancing physical activities and games from our local communities. [4]To explore alternative and different ways of outdoor physical activity: joggling, treasure hunt, photo safari, tracking. [5]To create common compilation of advices for healthy lifestyle for youth (including nutrition and PE) with set of specific examples of recipes and sport activities/games.[6]To explore influence of media and commercials on physical activity and eating habits in different countries. [7]To come up with the campaign how to raise awareness about importance of healthy lifestyle among participants’ peers in our communities/countries.SPECIFIC OBJECTIVES(a)offer to the participants the opportunity of a multi-sector learning experience that encourages them to delve into the subject of youth health, PE, inclusive sports and environmental sustainability; (b)provide an experience of meeting and exchange, outside of the daily context; (c)offer an opportunity of mobility to those who have less economic, social and geographical opportunities. (d)give the chance to all participants to get in touch with people from very different backgrounds and cultures.<< Implementation >>Also, knowing teaching in PE as online is more than a need now and for the following future. We want to reach: 1. Increasing the level of competences of school teachers in the field of mental health through online PE (sport) and healthy life style will be ensured. 2. Piloting online courses (the use of meditation and sports as methodology for well-being) will be carried out with regards to digital tools and new technologies. 3. Directing and stimulating peerlearning and teaching process among students based on the methodology of well-being will be ensured through the trainings and online empowerment. 4. Enhancing mental-health education and enabling students to become more familiar with the mind-body connection will be ensured through the involvement of the LTTs and local activities. The overall objective of this project will be reached trough the specific objectives of this project: O1 -To increase the level of competences of school teachers in the field of mental health; O2 -To pilot online courses that will use meditation and sports as methodology for well-being; O3 -To direct and stimulate peer-learning and teaching process among students based on the methodology of well-being; O4 -To enhance mental-health education and enable students to become more familiar with the mind-body connection; O5 -To promote healthy eating and exercise teating and exercise through music and dance;The project objectives will be reached through methods and techniques of non-formal education. The participants will take part in outdoor and sport activities, interactive lectures, simulations, debates and discussions. They will work individually and in the teams. They will take photos, make videos and promote the goals of the youth exchange in their communities and in media. The will have significant impact on directly involved participants but also on participating organizations and the communities. The key impact we see in raising awareness on the importance of PE, healthy and active lifestyle and activating underprivileged youth.Also e will have C1 C2 C3 activity. The staffs of the partner organisations and students aged 12-17 will be trained in PE through online tools for having better mental health and well-being extensively.This LTTAs will include the whole education package:1. Increasing the level of competences of school teachers in the field of mental health through online PE (sport) and healthy life style will be ensured. 2. Piloting online courses (the use of meditation and sports as methodology for well-being) will be carried out with regards to digital tools and new technologies. 3. Directing and stimulating peer-learning and teaching process among students based on the methodology of well-being will be ensured through the trainings and online empowerment. 4. Enhancing mental-health education and enabling students to become more familiar with the mind-body connection will be ensured through the involvement of the LTTs and local activities.5.Promoting healthy eating and exercise through music and dance through the use of ICT will be ensured with these LTTs. In the long term the added value of the LTTs<< Results >>The project aims at addressing the challenges identified above by means of providing secondary school pupils and teachers in possession of self-PE motivation with the attitudes and skills needed. HEALTHY BODY will deliver on this aim through the following:1-Research and development of adequate programmes based on the training needs of primary and secondary school teacher and pupils.2- Production of a manual for secondary school teachers integrating methodologies of self-learning supporting them in giving shape to and strengthening their profiles on teaching PE online.3-Training Toolkit for Trainers: The Toolkit will integrate guidelines and methods of NFE tailored to the needs of teachers willing to implement educational programmes to empower their teaching profile.4- E-learning modules and Web Platform. Partners will produce a specific Web Platform with integrated e-learning modules in multiple languages targeted at an audience of pupils and teachers in the EU.SYSTEMIC RESULT(a)To organize a grassroots educational campaign to create local narratives around PE, health problems and solutions, while mobilizing citizen engagement and action. (b)To identify and execute opportunities to incorporate pro-health content into PE, non-formal learning, instructional technologies, devices and software products, including apps, video games and educational simulations such as SimCity.(c)To create a variety of academic and non-academic competitions centered on pro-health initiatives, or harness existing competitions by introducing health problems as a topic. (d)Following the trend toward niche channels and narrowcasting, create a TV show or YouTube channel dedicated to educational and engaging coverage of all dimensions of pro-health discussions, ranging from optimal nutrition to policy developments in the EU and abroad. EXISTENTIAL LEARNING RESULTEngagement of the project participants with the real life learning situations involves all aspects of learning: cognitive, affective, and practical domains, allowing our young learners to see themselves as agents of change in their local environments. This will develop participants’ competency in dealing with uncertainty, together with a competency of participatory engagement with the real life issues, opened mindedness, cooperation, and reflection. These competencies are particularly essential in developing pro-health literacy. The project will broaden their views on global challenges, including COVID-19, popular health education, information about common diseases related to nutrition, other issues affecting wellbeing of young people. Our project will raise health consciousness of participants and hopefully will modify their habits and behaviors towards PE, healthy way of life, sustainable consumption and eco-lifestyles, desired by the project organizers. TRANSVERSAL RESULT(a)Promoting individual and collective responsibility; (b)Working with different and controversial perspectives; (c)Welcoming transdisciplinary discourse; (d)Seeing the interconnectedness of all sustainability aspects. EDUCATIONAL AND SOCIAL RESULT[1]Developing critical thinking; [2]Promoting a sense of belonging to the natural and social environment; [3]Participate meaningfully in decision making processes; [4]Exercising the right and the responsibility as citizens within a democratic society. SCIENCE EDUCATION RESULT(i)Exploring phenomena scientifically by providing scientific explanations; (ii)Identifying causes of health risks; (iii)Analyzing the impact of human habits on the one’s life; (iv)Analyzing controversial theories.RESULT ON ATTITUDESOne of the most desired post-project impact is a behavioral change. The use of innovative pedagogies in our project will foster competence — ability to cope actively with the complex situations, acting upon and making decisions.

"Being a part of the society and serving the society is our most important feature that makes us individuals. We must have a variety of qualities to shape our lives and to be where we dream in society. The age we are in expects us to have some features. These features are defined as 21st century skills. 21st century skills; Besides basic skills, they include ""learning and renewal skills"", ""information, media and technology skills"" and ""life and professional skills"". Individuals with these skills are the cornerstones of developed societies. As mentioned in the European Union development plan; education is a primary priority for social development. Individuals gain their basic skills at school age. Education policies and learning environments of schools are the most important factors in acquiring these skills. Students acquire basic skills while at primary school level. Along with primary school, they now begin to acquire high-level skills in secondary school. It is important that they are in innovative learning environments to acquire high-level skills. As 6 European countries, we came together to offer our students learning environments equipped with innovative teaching materials. The primary goal of our project is to develop knowledge and technology skills in the focus of mind games. The transnational activities of our project will include 4 students and 2 teachers from each school. The total number of participants is 180 (120 students and 60 teachers).Our participating schools have different specialties. Each school will combine mind games with its specialist and contribute to the project accordingly. The Polish school, which is also the coordinator, will carry out the first LTT activity titled “Let's Discover Mind Games”. Explain the effects of mind games on thinking skills and the methods of using them as teaching materials. The Finnish school has a Lego workshop. For this reason, he will carry out the activity titled “3D Mind Games with Legoes”. Within the scope of this activity, it will enable determining the impact of games on learning. The Turkish school is an expert in Web2.0 tools. The activity titled “Mind Games with Web2 Tools” will enable participants to use many functional web2.0 tools. The Greek school specializes in Stem. It will carry out the activity titled “Mind Games with Stem”. Students will gain achievements in the fields of ""Science, Technology, Mathematics and Engineering"". They will design mind games with stem kits. Thus, they will have created multi-dimensional designs. The Italian school specializes in Coding. ” Mind Games with Coding ”. Within the scope of this activity, the participants will design the mind game using the coding method.The Portuguese school will contribute to the project in Augmented Reality. It will carry out the activity titled “Mind Games with Augmented Reality”. With this activity, participants will cross the boundaries of their imagination and design a mind game with augmented reality tools. Interactive learning, experiential learning, project based learning, simulation and group work methods will be used in LTT activities. In this context, our methodology includes practical applications that provide innovative learning. At the end of LTT activities, students will have designed mind games based on digital technology. They will have experience in ""Web2.0 tools, Stem, Coding and Augmented Reality"" fields. They will discover ways to spend quality and efficient time. With the project students will gain the skills of critical thinking, creativity, problem solving and collaboration. Teachers will also learn how to integrate mind games into education. They will be able to create versatile and effective learning environments. In this way, professional development of teachers will increase. This development in both students and teachers will increase the quality of education of the schools. Thus, we will raise individuals who have 21st century skills and are taking firm steps towards the future. Even we reach only one individual with our project, we are aware that we will be serving the future of the European Union."