Environmental pollution occurs when pollutants contaminate the natural surroundings. Pollution disturbs the balance of our ecosystems, affect our normal lifestyles and gives rise to human illnesses and global warming. Pollution has reached its peak due to the development and modernization in our lives. With the development of science and technology, there has been a huge growth of human potentials. People have become prisoners of their own creations. We waste the bounties of our nature without a thought that our actions cause serious problems. So we are 5 schools who have come together to deepen our knowledge of nature`s laws and broaden our understanding of the laws of the human behavior in order to begin dealing with pollution problems at school age. So, it is very important to know different types of pollutions, their effects and causes on humanity and the environment we live in.This Project “Hug Your Environment against 4P” has been created by aims to adapt 21st century skills with 80 students and 64 teachers. 4P represents 4 types of pollution: Air, Land, Sea, Light. We all met on eTwinning where we use to share the needs of our staff, students and schools. We have seen that we have the same problems, with the same goals. All our objectives and goals met the Et2020 goals which are Nature-Based Solutions and Providing viable solutions of natural ecosystems. Of course we cannot overcome pollution totally. But we can raise awareness for it at a very early age. Since the consciousness begin at an early age, it continues whole your life. Besides as today’s children are born into technology, they already know how to use smartphones, tablets or computers. In order to keep them far away from playing games or social media, we wanted to teach them the educational site of technological devices. We will combine the traditional methods and 21st century skills. We will improve the quality and efficiency of education and training which is one of the goal of ET2020. As we will integrate the topics into curriculum, we will use web2 tools to practise them and to keep their sustainability and to inspire the next generations to enhance creativity and innovation which is one of the goals of ET2020. Another goal is making lifelong learning and mobility a reality, 80 students and 64 teachers will join the mobility. These long-term goals and in addition promoting equity, social cohesion and active citizenship, including entrepreneurship at all levels of education and training all meet each partner schools’ strategic plans as well. Involvement of teachers, students, neighbouring schools, directorates of education, parents make this project more valuable.By learning different web2 tools to be integrated into lessons we will find out and improve students’ critical thinking skills, problem solving skills, creative thinking skills and communicative thinking skills. More than 2000 participants will play active role in project activities. The profiles of the participants have one in common. They all met web2 tools very short time ago and all of them are willing to adapt them into their curriculum. The games, digital storytelling, video making and evaluation web2 tools will be adapted. Traditional games related to environment will enable students have fun while learning storytelling will improve their creative thinking skill. Learning to evaluate assessment using web2 tools teachers will save time Instead of assessing papers, they will get instant results or feedbacks and thus can prepare extra activities for students to practise. Outdoor activities will allow them to find out their skills while exploring.By emphasizing the world’s most common problem pollution, participants will be more sensitive to this problem and they are expected to be more environment friendly citizens. They will be aware of environment degradation but on the other hand will be aware of the solutions which each citizen in the world should take care of.Besides technology and pollution each participant will be aware of respecting other cultures, speaking a foreign language and lifelong learningThe methodology used is based on the principles of learning-by-doing, peer-education, team working and collaborative learning, with a strong focus on developing problem solving skills via web2 tools.The impact of the project will be Europeanwide. More than 400 schools will be aware of our project by the cooperation of Education Directorates. Our books will reach more than 10000 students and 1000 teachers. The exchange and combination of a variety of working methods, teaching styles and competences will also allow developing a common, work-based learning methodology, which will be replicable and adaptable to different contexts and in different European countries. Teachers and trainers will increase their relevant didactic and methodological skills, and will promote collaboration between schools and companies/organizations across Europe.

Today children are born into the world of technology. Most of the children start pre-primary school knowing how to use smartphones or tablets. But most of them know how to play games, as they grow up, they start using social media and other online games. Since the parents and teachers do not know the educational sites or how to use or adapt them into their lessons or curriculum, the children become addicted to tablets and they begin to break up school because they got bored of traditional methods which the teachers use. They even don’t do their homework because they don’t like using pen or paper. They think spending time to write legible is waste of time.In2018 with the leadership of Czech partner Czechia and Turkey met on an Etwinnning project platform and started to use some web2 tools . Their enthusiasm to speak English, to use web2 tools and to get online on eTwinning inspired Czech and the other institutions. As a result the Czech partner wanted to spread this to other countries’ directorates and show the efficient way of being successful by using web2 tools.We are 7 institutions that have come together with the same problems and with the same goals. All our objectives and goals met the Et2020. This Project “The Power of digischools” has been created by aims to adapt these 21st century skills. By learning different web2 tools to be integrated into lessons we will find out and improve students’ critical thinking skills, problem solving skills, creative thinking skills and communicative thinking skills. More than 2000 participants will play active role in project activities. The profiles of the participants have one in common. They all met web2 tools very short time ago and all of them are willing to adapt them into their curriculum.The games, digital storytelling and evaluation web2 tools will be adapted. Games will enable students have fun while learning. Games could be adapted to each lesson so that next generations will also use and get the most benefit from them. It will improve coordination and problem solving skills, enhance memory and multitasking skills, improve attention and concentrationDigital storytelling will improve their creative thinking skill and this will motivate them to obtain new skills to ensure they succeed. It will mix different media and skills, and that creates a powerful exchange of information. Students will work together, learn from each other and recognize the value of storytelling as an art form. They will learn from their peers by developing awareness and even empathy based on the digital stories they choose to create and share with each other and online.Learning to evaluate assessment using web2 tools teachers will save time Instead of assessing papers, they will get instant results or feedbacks and thus can prepare extra activities for students to practise. Online examinations are highly interactive, customizable, trustworthy, secure, and can be accessed in multiple devices. It also improves students’ performance a better engagement.By learning what to change into digital and what not to; we will be aware of that everything do not need to be changed into digital, some traditional methods are still essential for students learning.The methodology used is based on the principles of learning-by-doing, peer-education, team working and collaborative learning, with a strong focus on developing problem solving skills via web2 tools.The impact of the project will be European wide. More than 400 schools will be aware of our project by the cooperation of Education Directorates. Our books will reach more than 10000 students and 1000 teachers. The exchange and combination of a variety of working methods, teaching styles and competences will also allow developing a common, work-based learning methodology, which will be replicable and adaptable to different contexts and in different European countries. Teachers and trainers will increase their relevant didactic and methodological skills, and will promote collaboration between schools and companies/organizations across Europe

We are 6 schools from 6 European countries Turkey, Portugal, Lithuania, Poland, Italy, Spain that have come together with the same problems. This Project “No Barriers for Europeans” was created to raise awareness on the situation and needs of disabled pupils in society, how they feel, what they can achieve to be aware of their abilities.It was also our purpose to raise awareness among the non-disabled students at our schools so that they’d never have negative feelings about people with disabilities. In society we frequently encounter disabled people, most of us think that they cannot achieve anything. We feel sorrow for them and do nothing else. We also wanted to break down this prejudice and want people, especially our pupils, to see that they could achieve by sharing and involving them in the activities. We thought this should begin at an early age for the children to feel empathy for them. Workshops and seminars about disability provided deep understanding of their feelings, situations, obstacles and achievements as well. The questionnaire at the beginning and at the end of the project let us see the achievement of the project and how their attitudes changed towards the disabled and special needs children. The films let everybody see that how our project changed people's point of view. The trips to disabled foundations let everybody notice and observe what could be done for the disabled people. The abled and disabled students were included in the same chorus which made it possible to sing songs from different languages. As story writing was done by the participating countries, the students felt they were achieving something with European Peers. A search was done on education systems and a chart was prepared to compare the systems. Success stories of famous disabled people encouraged both abled and disabled people to overcome barriers. Drama brought out abilities at role-playing. Art workshops and digitales provided different ways of expressing their thoughts and feelings. Web-site, notice boards, brochure, posters, exhibitions, stands and digitales were helpful to disseminate the project. There were teacher training sessions on marbling, assistive technology, drama and art, morning cycle and light table, empathy pack and Boccia sport and art workshops. As the teachers got these trainings they applied the recently learnt methods in their own classrooms and shared the feedback in the next meeting in detail. The staff could increase their professional competence and learnt how they could approach and reveal the disabled pupils’ abilities. They learnt new methods and gave a start to renovate themselves for the 21st century. Project basis learning was a great innovation for both students and teachers.The disabled pupils and pupils with special needs gained self-confidence of achieving something and they are now more enthusiastic to join the activities. They were given more tasks to perform so that they could see what they achieve and don’t feel the difference. The families are now more conscious about sending their children to school instead of educating them at home. The pupils, the staff, the families of both abled and disabled students can now see that they can be educated. They have a positive point of view for future life. The abled students learn how to work together and help each other. They are now aware of the fact that “one day they can be disabled too, who knows?” The project not only helped to be aware of disability but also helped to develop technological innovation. The students discovered that technology such as filming is not a process they could be frightened but a way that they could do and improve their skills too. We beleive that this project is an innovation that our teachers are delivering for students to really change lives. This partnership brought out for all participating teachers and pupils to gain the spirit of working together with different countries of Europe to reach a common goal. The participants gained a deep understanding of breaking down the walls in spite of cultural diversities, improve language skills, raise awareness of other languages, gain knowledge on the state of disability in other European countries and enhance pupils' learning as well as teachers' effectiveness.All the participants are inspired by each country's strategies; innovation and good practises promoted language skills too. Lanugauge teaching and learning was also encouraged and this project fostered quality improvements for students, teachers and even parents.

Project “Student Transition in Education Paths” has the important goal to facilitate students’ transition from kindergartens to primary schools of the eight partner countries. Since this particular transition is considered the most critical of all transitions in a child’s life, all partners believe that it should be dealt with the appropriate significance and seriousness. It is a common view among all partnership members that a successful transition to primary schools guarantees academic success, personal and social development and eventually future prosperity for all pupils. It is the first time that this topic has preoccupied a partnership in the past few years. The main aim of this consortium to collect transition practises from various countries, compare them and select the best practices to disseminate in every country. This aim will be achieved if we involve pre-primary and primary schools of both typical and special needs education and promote cooperation between kindergartens and primary schools via common actions, events and activities, organize and run various interesting and motivating actions pupils as well as engage possible participants in our actions, such as local stakeholders, psychologists, parents’ associations, school counsellors and teachers.The project will be carried out via six learning/teaching/training activities and three transnational project meetings in the eight partner countries. The participants in these activities will be teachers/educators who work in these organizations and are interested in the issue of transition. The participants will be selected according to their motivation, interest in the topic and free will, considering at the same time their language and presentation skills. 16 teachers/educators will take part in five of the six LTT activities and 14 teachers/educators in the last LTT activity, whereas two people from each organization/school will participate in the transnational project meetings. During training activities teachers will take part in tasks that will give them the opportunity to experience teaching in other countries, share and exchange their ideas with European colleagues and be informed about the education systems in partner- countries. They will also improve their ICT and English language skills and develop an understanding and tolerance towards their foreign colleagues’ culture.Students will be involved in interesting and original activities, learn how to adjust to a new educational environment and help other pupils adjust to a new educational environment, establish a positive start in the new school, and raise their interest to other countries, cultures, customs and traditions. The project will have as a result a plurilinguistic book on transition practices, a website and a Facebook page of the project, an e-Twinning project, and questionnaires to investigate transition practices among the partner countries. Interviews with teachers from all partner countries will be organised as well as a booklet about children’s skills and a plurilingual e-book with fairy tales from all partner countries. The impact of the implementation of the project is that pupils will be involved in various activities along with other students and teachers, take part in transition practices from other countries and as a result they will have a smoother transition from preschool to primary school and will be guaranteed personal development and a future academic success.At the same time teachers will gain new experience by observing other teachers’ methods and share their knowledge by teaching their methods to other teachers, improve their linguistic and digital skills and learn a lot about other cultures.The organizations involved will have the opportunity to develop links with European schools, understand diversity of European cultures & languages, develop through international collaboration and be willing to open up to & appreciate new ideas coming from other European countries. Finally parents will be guided in how to actively help their children adapt more smoothly in primary schools and local authorities will enhance their cultural competence and widen their horizons and develop more tolerance and understanding for other cultures. In the long run, the project’s aim to develop, exchange and share new teaching methods which will facilitate the transition of pupils from kindergartens to primary schools will promote the development of pupils’ personality in a holistic way. The quality of education will be improved, equal opportunities for all students will be provided and the on-going challenges faced by teachers, students, schools and European organizations at national and European level will be addressed.