Six schools from four different countries (Germany, France, Italy and Spain) and with different needs want to use synergetic effects to reach their goals. Whereas the French and Italian Junior High Schools set the focus on tackling early school leaving and disabilities, the three Grammar Schools in Germany and Spain contribute to increase their levels of achievement and interest in science, technology, engineering and mathematics and support a targeted use of foreign languages in these subjects.The participating schools dispose of different know-how when it comes to the fulfilment of the project. The partner schools in France and Italy have already successfully achieved a KA2 project. The other schools are KA2-newcomers, eventhough they have been gathering valuable experience in students' exchange activities for years. The coordinating school has been certified as an eTwinning-School this year.In a period of 32 months, 150 pupils aged 12 to 15 are going to take part in short-term mobilities and 16 pupils aged 14 to 16 are going to achieve a long-term mobilitiy. The main goal of the project is to lead all its participants to a responsible and sustainable handling of water. Watersport activities in several settings (rowing pools, canals, rivers, seas,...) will lead the participants to understand the project as a contribution to their health and well-being and, additionally, to experience water as a place where they can meet and live different experiences. Moreover, they will develop a code of behaviour and rules to apply in each surrounding. This step will enable the participants to apprehend water as a valuable ecosystem, which should be appreciated and treated with care.The short-term activities will also set the focus on aspects determined by the regional characteristics and the specific expertise of the organising schools. The variety of the settings will make the participants concerned about water consumption, water treatment, water supply for local agriculture, water tourism, drinking water quality and pollution, European water politicy, water as a green source of energy, human intervention in natural water dynamic. These aspects and related surveys will enable the participants to apprehend water in all its characteristics (physical, biological, symbolic, environmental, energetic...) and its significance for humans, their home and regions in particular and also for the environment and the ecosystem on a European scale in general. Therefore, if our goals are met, the participants will reflect upon their behaviour and draw environmentally friendly conclusions about how to handle sustainably with water as a valuable natural resource.All the presentations made for the project and the results of the mobilities are to be collected on the TwinSpace and be accessible to the public mode. At the same time, we plan to create an online magazine with all the relevant information about the contents of our project which shall be reused in further teaching lessons. Furthermore, some parts of it are planned to be published to enable further target groups profit from the content of our project although they could not participate actively in it.The wide content of the project will allow the active involvement of the teachers of several departments such as Physical Education, Geography, Physics, Biology, History, Art, ICT or foreign languages, mainly English. In addition to their usual teaching, further qualification of teachers through training on eTwinning and Web 2.0 tools will be necessary to be able to work efficiently and convey some contents using a foreign language, in that case English. This project also aims to support those teachers according to their needs and therefore, we plan three teachers' meetings within the project, which should contribute to the further qualification of teachers through training on eTwinning and Web 2.0 tools and further training in the field of bilingual teaching. These teachers' meeting will also support the associated goals of contributing to the internationalization and expansion of the teaching range through the elaboration of bilingual modules in all the schools involved in the project.

"In the past decade, bees have been disappearing at an alarming rate – a combination of pests, pesticides and the destruction of habitats has seen the UK population, alone, decrease by approximately 33%. In September 2017, seven types of bees have been added to the list of endangered species for the first time. The consequences of losing them would be huge: Albert Einstein once said that humans “would not survive the honeybees’ disappearance for more than five years.” It is within this context that the project MELISSA was initiated. In Greek mythology MELISSA was a nymph who discovered and taught the use of honey.MELISSA proposes to raise the profile of the environmental importance of bees locally, nationally and internationally; uniquely to this project, it will also research and demonstrate the importance of bee-keeping both historically and culturally, within an international context. The project will involve pupils aged 7-15 from schools, geographically spanning the whole of Europe: from Perth, Scotland, in the North; Thessaloniki, Greece in the South; Voru, Estonia in the East; Angra do Heroismo, Azores, Portugal in the West and Verbania-Pallanza, Italy, central. These schools have been carefully selected as they each offer unique skills and experience which they will bring to the project. The project will be based around clearly defined, cross-curricular, transnational tasks, each with a specific, measurable outcome. It has at its heart the desire to ensure that pupils leave school environmentally aware, qualified, skilled, optimistic and enthusiastic about their role as a European citizen. It proposes to foster understanding of bees whilst offering the opportunity for entrepreneurship from an early age. It aims to inspire young people, to build on their sense of initiative and to show them that, through team work, cooperation, hard work and good leadership, they can create new resources, overcome challenges and become successful ambassadors for bee-keeping. Through participating in this project, pupils will work towards becoming successful learners as they will need to be part of a team, as well as taking on leadership roles. They will strive to be responsible citizens as questions around the environment and the importance of bees to human life will be researched. This project will assist them in becoming confident contributors, as all pupils will be required to present their work, in different languages, at all stages of their project, discuss their rationale, travel and meet fellow pupils from different countries, and share what they have learnt from these experiences back home. This project will result in the production of meaningful, multi-lingual, 'case-study' style, practical, innovative educational resources, lesson plans and risk assessments which can be used by other schools and organisations wishing to initiate similar projects. These resources will be used to promote bee keeping and will also explain the importance of bees in our environmental and cultural domain. It will offer the opportunity for pupils to research the importance of bees within our diverse cultures. Identifying the differences and similarities among our partnership. It will raise awareness of the importance of bees to human life. It will offer hands-on experience in bee-keeping within an educational set-up and will generate innovative education resources to support this, thus strengthening the profiles of teaching professionals. This is a multi-lingual, cross curricular project which will develop and hone basic skills as well as provide the opportunity to gain new and exciting skills which will remain with participants as they progress through their education into the workplace. These skills will be shared with other schools both nationally and internationally. The entrepreneurial spirit of young people will be fostered by way of a final ""Bee Fayre"" where pupils will present the outcomes of the project and market their bee-related products. This project will use the context of learning about the nature of bees to explore cross-curricular, multi-lingual education, communicating at its core, the importance of bees to human life. The impact of bees on our culture, literature, arts and music, the history and styles of bee-keeping will be explored, alongside the life of bees, how they make honey, the relationship between humans and bees, how to become a bee-keeper, and the commercial/health products derived from bees. Many longer term, sustainable benefits from this project are anticipated: having established our schools as bee-keeping schools we will become an attraction and a source of knowledge from which other schools and community groups can benefit. Hence the production of a guide to bee-keeping for primary schools/community groups is an essential outcome of this project."

ContextWhit this Project is aimed to develop key competences with communication oriented practices in a foreign language and Mathematics-Science- digital literacy to 21st century learnersthrough EU 2020 strategies.Strategic partnerships have been established from Italy, Latvia, Greece, Portugal and Turkey for the change of good practices. As a result of due diligence with partners, it has been detected that Those who have disadvantages from different perspectives;They have low interest in mathematics and science, low motivation for school and learning, and spend an average of 4 hours a day on the screen unproductively. Furthermore the results have been reached that teachers do not prefer teaching through play, project-based teaching methods, and they generally prefer the method of straight narration as behavior, even though they do not adopt it as an opinion.In the solution of these problems that negatively affect education and training activities in schools focused on the activities that form solid bridges between theoretical knowledge and practice.Targets and ActivitiesThe target audience of the project are primary school students aged 6-10 and their teachers.The main application area of the project is realization of 100 events in 5 different clubs which will be established in partner schools.For primary school teachers to perform these activities in an interactive environment with their students, at each partner school Science, Mathematics, Technology, Foreign Language and Project clubs will be established. Activities to be held in these clubs will be designed in short change movements of the teachers ’. The project will be carried out simultaneously in the e-twinning portal. The students interaction with each other will be provided by sharing on this portal the work and project activities of the students in the clubs.These activities will focus on the acquisition of 21st century basic skills such as creativity, problem solving, critical thinking, learning to learn.Students will be able to find solutions to the problems they encounter in daily life through interdisciplinary approaches, to comprehend and use the relationship of knowledge learned at school in life. They will participate in activities and take active duty.They will be provided to live with a learning-teaching process according to both learning by doing-living and active learning principles.It will contribute greatly to the development of cognitive, affective, psychomotor and social communication skills of the students, who are at the key point of the project, by leading the information age with new applications, strengthening their professional profiles and increasing their work motivation.Students will gain positive attitude towards mathematics, science, and communication in a foreign language, learn ways to use technology efficiently.After club activities, products prepared by students at each partner school will be exhibited at the science festival for 2 days, parents and local people will be encouraged to participate in this event.BeneficiariesStudents:Indirectly 100x5=500Teachers: Directly 8x5=40 Indirectly 20x5=100 Total:140Administrative Staff:2x5=10Families: 150Local Community:100 EffectIn SchoolsIncreasing the number of applied activitiesIncreasing the number of social, cultural and scientific activities and participationIncreasing the number of inclusive education practicesTeachersStrengthening their professional profiles,increasing job motivations, using different and new teaching methodologiesIncreasing the number of teamworkStudentsContributing to the reduction of early school leaving by increasing school motivation Increasing their interest and motivation through technologyDetermining their abilitiesDissemination, Sustainability and Usability of ResultsIndicators will be monitored to ensure the visibility of the project and to disseminate the project results.Findings obtainedwill be written and publishedas original research paper. Sustainability certificate will be signed with partners and necessary studies for the use of the project results by the partner schools and the dissemination target group will be done meticulously.EvaluationNumber of activities and social, cultural and scientific activities organized in schoolsNumber of active users and events on the e-twinning portalMotivations to school and learningNumber of products / projects / digital contents, etc. producedTeachers' observation and interview resultsNumber of posters, brochure news, articles (content) of shared dissemination toolsInternet page, social media account visits and likesThe impact of project activities will be measured by questionnaire, scale, observation, focus group interviews, V diagrams, student diaries.Scales with validity and reliability tested and ethical permission will be determined with the partners, surveys will be developed together. The data obtainedwill be evaluatedThe data obtained will be evaluated.

ContextWith the increase of children’s innovation of social media, bullying has gotten to be progressively far reaching online. New technologies are an integral part of the lives of young people and their functions are closely related to big risks such as cyberbullism. This project is based on the idea that, as it is not possible to make the virtual world completely safe, it is necessary to build children’s resilience to the material and awareness to which they may be exposed and help build their confidence and skills to manage both the tools and the situations of the Information Society.Our aims through this project are to cooperate and exchange practices and guidelines characteristic of each school in order to attain a common strategy for dealing with cyberbullying. At all times we will focus on sts and involve them in all activities, which will allow them to express their views and contribute actively. Moreover, we will invite parents to join the activities and, at same time, organize workshops for them.Our specific objectives are: -To decrease the incidence of cyberbullying by at least 50% in 2 years-To raise the awareness of at least 80% of the target group related to all forms of bullying at the end of the 2 project years-To improve parents’ capacity to monitor their children’s online activity by producing one guide for them and running 4 workshops (C2-C4)-To design and implement a free online platform (C5) named B.U.O.N.A. acronymus of a part of our title Fighting Cyber bullying with some Blue (European and Erasmus +), Used (contributions coming from different fields of research, such as developmental psychology, social psychology) Old (the conflicts arising among adolescents) New (ICT and their impact on interpersonal relationship) Actions for the reporting of cyberbullying incidents which will be used by all the schools starting with the academic year 2021-2022 -To increase students’ intercultural awareness and communication skills-To develop students’ creativity and critical thinking -To develop the European dimension of our schools through international co-operation ParticipantsThe project is focused on students between 12-14 years old in each school. This target group of students (200 students) will be at the center of all our activities. Among them, we are going to select 64 students who will take part in the Short-term exchanges to live the European involvement directly. They will attend regular classes, topic-related workshops and lectures, cultural activities.Parents – they are a group we will target straightforwardly and in a roundabout way. A Target Group parents will attend workshops organized by the host schools. Afterwards, they will be able to distinguish and handle cyberbullying acts made towards their children and will be better prepared to raise their children in a secure digital world.ActivitiesC1 – European schools and cyberbullismC2 – My digital time – Guidelines for Internet useC3 – Knowing my possible enemy – Identification of cyberbullying forms and incidentsC4 – Actors and actions of cyberbullying: buddy and bully C5 – Reporting online cyber bullying incidents As a result of our cooperation, we will produce the following outputs, which will be applied in our schools and shared free on dissemination platforms such as eTwinning, EPRP, the project website:a. Initial and final analysis of cyberbullying in our schools (ITALY)b. Guide for online safety (PORTUGAL)c. Brochure entitled Causes and effects of cyberbullying (TURKEY)d. Guide for parental control of children’s online activity (POLAND)e. Design and implement of Online platform B.U.O.N.A. for reporting bullying incidents (addressed to students and parents) ( ITALY- ITT)f. Sets of activities on the topic of cyberbullying for use with students (All partners)ImpactThe project is meant to contribute to the European dimension of our schools, upgrade their security methodologies and ensure a safer environment for students from cyberbullying. The European schools involved will work united sharing materials, information, tools, skills and their appropriate experiences, improving openness and flexibility of our teachers and our students.The school will gain an advantage in the local community, as it will become more appealing to future students We will reduce the incidence of cyberbullying, will be more prepared to deal with the phenomenon, will make students abler to identify such situations and how to act in circumstances like that. We will also enable parents to become more active in their children’s life, monitoring and guiding them, providing them with support. Thus we will create a fruitful collaboration school-parents-students.Our school will become a local resource, as we will share our results with schools in our areas. We will gain a valuable project management capacity which will help us develop qualitative future Erasmus+ initiatives.

"During our three year project we developed our pupils’ reading competence which is one of the key skills in their education. Our five primary schools in England, Germany, Italy, Poland and Spain offered their children of all age groups different creative and child-friendly methods to motivate them to read more. We wanted them to realize that reading is a life skill that can inspire, help develop imagination and questioning, is important but most of all fun. We made sure that children with specific difficulties and low motivation to read were included to enhance their chances for a successful school education.In surveys we found out about the pupils’ reading habits, preferences and skills. They voted for their top books and presented them to the partner schools. Bertie the Bookworm was/is our project mascot. He traveled to the partner schools carrying project results and observing project work. During the whole partnership we motivated our children to read many books, comics and magazines, talk about them and read them to each other. Pupils made their own bookworms which grew in length with every book they read throughout the project. Countries exchanged traditional stories, fairytales and legends from their culture with accompanying art work and versions written by the children. We invited authors into schools and visit printing and publishing houses. Children studied promotion strategies to gain basic knowledge and impressions about the production and sale of the books we read. Children ""went back in time” interviewing adults about what they read and played with when they were children, comparing their findings with today’s childhood and putting their results in “time machines”. Pupils chose and presented their book heroes and invented their own hero, based on their personal values and ideas. In creative and cooperative work they put them together in fantasy stories, designed costumes and props for them and played their scenes on stage. They dressed up as their hero for a show during a mobility and competed in story based sporting activities. Through these different and motivating activities our pupils improved their own reading skills in combination with other skills such as creative writing in their mother tongue and in English, researching about project topics, using media, presenting work, producing creative artwork and drama etc. Direct contacts between our classes, individual children and teachers via the eTwinning portal supported language learning and intercultural education. Allowing our children to work, play, communicate and visit each other strengthened their understanding of the everyday life of children, families and schools in other EU-countries. By taking part in transnational learning activities they experienced firsthand family life and culture by staying with host families, giving the children a real life focus and purpose for their project work. The students get into contact with different European languages and use English as the project language for communication and presentation. These transnational activities were intensive working time and highlights in our partnership, presenting and evaluating results and celebrating success.For our teachers we encouraged an intensive exchange of teaching methods and styles and share good practice, especially in the fields of reading and literacy, project work, creative thinking and media use. Our teachers and children cooperated closely, planned and carried out project work together and shared its results. We involved parents, local communities and other partners. We made progress and results visible on our project website, the regular Bertie Magazine and the eTwinning portal as well as in displays and presentations at school.Finally we sumed up our outcome in a reading curriculum which gives guidelines and methods about how we can improve our pupils’ reading skills leading to a sustainable and high quality educational work."