"The project involves 5 schools from 4 European and a candidate country: IT,PL,DE,RO and TR. According to the SWOT analysis done by each partner in their institution, thepartners identified a series of common needs that lead to the decision to implement a project about tolerance. Violence, aggression, intolerance, racism, ethnic discrimination are tendencies that can be observed in the behavior of the students from all the partner countries. The World Values Survey shows that Poland, Turkey and Italy are the least racially tolerant countries, while Romania and Germany seem to be the most tolerant countries. This result along with the diverse educational and cultural background of the partners will facilitate the implementation of a successful project.The project objectives are:-to develop civic competences and increase self-esteem of students from 5 countries-to facilitate understanding the concepts “tolerance” and “mutual understanding” at a personal leveland in the European context-to equip participants with practical examples for acting as civic-minded citizens-to raise awareness about diversity and cultural identities promoting social cohesion-to boost the feeling of belonging to the EU communityAs per the Article 2 of the Treaty on the European Union, we visualize that this worldwide collaboration will set up our understudies for living in a multicultural society monitoring the EU esteems, acknowledging decent variety. Understudies will scatter resistance and common understanding as dynamic metro states of mind. For achieving the general point of widening the municipal mindedness stressing the significance of resilience and common understanding effect in day by day life, we chose to utilize an imaginative approach.To achieve the undertaking targets an inventive approach will be utilized. Joining the upsides of utilizing ICT in training with the Five Factor Model hypothesis will handle the 4 identity measurements:- receptiveness to understanding: understudies will be urged to express their feelings and thoughts utilizing Art. They will make together the motion picture ""Resilience through my eyes"", situations for the Forum theater, computerized photographs, will plan masterful minutes for the Festival of resistance and shared comprehension.-extraversion: team building activities, sports competitions and board games are going to stimulate students’ assertiveness, sociability and personality.-agreeableness: working in international teams and creating products together will develop students’cooperation skills. The tangible products they will create together are flashcards about the topic, thedictionary of the project, handmade bookmarks and thematic puzzles.-neuroticism: students will experience (un)pleasant emotions, anger, depression, anxiety and vulnerability during the Forum theater/ theater activity. They will become aware of how intolerance is perceived by others, develop empathy and they will see how important is to be an active citizen. The use of ICT during the activities, supported by internal cognitive aspects of learning will lead to innovative outcomes results tackling learning abilities. The exercises are intended to build up the resistance, common comprehension, intercultural abilities, social and urban soul. The global participation will expand the culturally diverse information and comprehension about the nations, societies and qualities fortifying the sentiment having a place with a unified Europe.Various 25 students from each accomplice (matured in the vicinity of 14 and 17 years of age) willgo to the transnational gatherings. Understudies will be chosen before the mobilities, utilizing straightforward criteria chose by each venture accomplice mulled over: English aptitudes, ICT abilities, inspiration and contribution in the school-based exercises. Various 10 instructors will be specifically engaged with the task mobilities, yet groups will be framed at the school level to encourage a superior execution of the undertaking. Roughly 2700 understudies and 120 instructors/grown-ups will by implication be associated with the task. Different members who will appreciate the advantages offered by this Erasmus+ venture are the regulatory staff, understudies' families, instructive staff, instructive guides, strategy producers and agents of the nearby experts. The substantial results of the venture are a sound word reference, photography presentation, timetable of the task, basic film, digital book, cheat sheets, topical riddles, carefully assembled bookmarks, venture website pages, venture logo, flyers, DVD of the undertaking, pamphlet. The impalpable outcomes are the improvement of fundamental abilities, key capabilities, social skyline, entomb social comprehension, group working aptitudes and learning about the subject. All the venture results will be made accessible on the task site."

"Energy, which is the most important and indispensable requirement of humanity, is provided mostly from fossil fuels. This situation causes global warming, air pollution and acid rain, and environmental pollution. This problem can only be solved by increasing the use of renewable energy sources. Polatli TOBB Science High School from Turkey, Romania, Scoala Gimnazial Maria Rosetti School, from Bulgaria Petko R. Slaveykov School, Italy's Istituto Di Istruzioni Superiore Sebastiano Satta School and Northern Macedonia from sugs Gimnazija Josip Broz Tito School as 5 partners With this project, we have prepared a project that aims to develop our students on ""strengthening language skills and mathematics"", ""environmental pollution and climate change"" stated in the EU 2020 targets and UN Sustainable Development Goals the help of activities designed with STEM approach by living with the themes of ""renewable energy sources"", ""environment and climate change"".Our project is called 'Renew Your Energy' RNW=E'. ""Strengthening language skills and mathematics"" stated in the EU 2020 targets, ""environmental pollution and climate change"" are among the main priorities of our project. We aim to achieve these priorities using the themes of ""renewable energy sources"", ""environment and climate change"". Sharing new training methods such as STEM and good practices of partners in training activities will enable us to achieve our project goals.Our project, covering between 05/10/2020 and 04/10/2022, is 24 months long. Our target audience is 13-18 age group students, teachers and parents, and we will include 25% of economically, geographically, culturally and socially disadvantaged students in LTT activities. In our project, which includes 5 LTT five-day studies, 4 students and 1 teacher from the participating schools and 4 teachers and 16 students from the leading school will participate in each LTT. 50 teachers and 1000 students are planned to participate in local activities.For the implementation of the project, 1 top management team consisting of the coordinator teachers of the schools and 5 project management teams consisting of 3 teachers and principals in each school will be established.With the synergy created by teachers and students from different educational environments in LTT events, innovative solutions to global environmental pollution problem can be brought. We aim to attract our students' interest in the field of environmental pollution and renewable energy, which is our common problem, by sharing our knowledge and experience, contributing to the EU culture.LTT operating in Turkey in geothermal, Bulgaria, wind, solar, Italy, Romania, hydroelectric and Northern Macedonia will be held events our students to learn through experiences in the field of energy biomass, renewable energy facilities to be constructed training trip, I'm learning from experts and academics participation in the event will be held .Our students will develop their key skills by designing a 3D energy map, wind turbine, solar powered car, carbon-free house and biogas boiler with STEM method, creating concrete products, and will share social media about global warming and environmental pollution by preparing murals, drama and short films. They will create awareness about the harmful effects of fossil fuels to the environment with practices that encourage zero waste effectiveness and bicycle use.Our accompanying teachers will mentor each other in the fields of STEM approach, innovative educational technologies, multiple intelligence theory, classroom management, Erasmus + programs and eTwinning during LTT, and will be able to develop teaching materials by seeing innovative practices on site and adding them to their lesson plans.Our project will be supported with the eTwinning project so that more schools reach our goals in a virtual environment. There will be 5 international events in the eTwinning Project.During the 1st, 12th and 23rd months of the project, environmental pollution and renewable energy test, foreign language test and LTT-specific acquisition test will be applied to the target groups of our project, and the level of achievement of our goals will be measured by examining the participants' opinion forms and activity logs.Efficient use of energy resources and prevention of environmental pollution are both a problem for today and the future. 385 teachers, 21 administrators, 4650 students and their parents and students who will study in our schools in the coming years and their families will be partners in the solution of this problem. By bringing 21st century skills to our students, we will become individuals who are equipped with future oriented equipment, who are collaborators, who can transform knowledge from theory to practice, produce solutions with a STEM perspective, and decide and solve problems in the field of environmental problems and energy."

"The world of nature and its social perception constitute elements of our cultural legacy. Nature ispresent in art and protected by law. At the same time, young people with their poor knowledge oftheir regional and European environment rarely get into contact with it, thus our project- opposing thisphenomenon.Therefore, the general objectives of the project are:· reducing the number of students with the deficit of nature syndrome.· reducing the intensity of deficit of nature syndrome.Specific objectives:· creating conditions for a direct contact with nature.· giving children the possibility of creative play in natural background.· working up student’s interests with nature.· developing a positive emotional contact with nature.· expanding students’ knowledge about nature..giving students the possibility to know nature in a polisesoric way.· eliminating fear from contact with nature.· lowering the level of stress, hyperactivity and the level of developmental shortages.Each year 40 students will be selected from each of the school. Together 480 students within twoyears of the project. Students 12-13 year-olds with the deficit of nature syndrome:• Children from families, where ambitious parents arrange lots of extra classes for their kids. Suchstudents do not have time for contact with nature.• Children coming from poor cultural backgrounds. Because of spending most of their time withmedia devices, they don’t feel the need for contact with nature.• Children in danger of computer or smartphone addiction or the ones already addicted.The project will also embrace children with various disabilities whose contact with nature is hindereddue to their physical dysfunctions.The project will also embrace teachers. They will have the possibility to participate in internationaltraining sessionsas well as to participate in local activities: workshops, trainings and so on. They willenhance their competence and expand their workroom through the acquisition of knowledgeembracing elements of upbringing preparing for living close to nature.We have planned various actions whose purposes are: getting to know the nature and establishing apositive, direct and emotional contact with it, i.e.:• trips• hare and hounds in an attractive area• setting up green gardens on the window sills• competitions• educational games• designing guides• camping with hare and hound games• meeting interesting naturalists• projects• workshops• art exhibitions• making albums• multimedia presentations• international meetingsThe following results shall be achieved:Immaterial ones:Pupils will:1-learn the joy of free fun close to nature, 2-know the local flora and fauna and their role in cultureand economy, 3-learn the methods of observation of the world of nature, 4 - become more sensitiveto the beauty of nature, 5- get the courage to know the nature, 6- learn about the European ways ofnature preservation, 7-know the natural legacy of one's country and Europe and its connection withcultural legacy, 8- spend more time close to nature.Teachers will:1-make field lessons, 2-assist students with building their positive relations with nature, 3-learn touse nature for therapeutic purposes, 4-find out about institutions re-building people’s relation withnature 5- spend more time with students close to nature.Schools will:1-enhance educational spaces by introducing plants, 2-set up school gardens, 3- set a file of lessonplans on nature and positive relations with it, 4 - establish a steady cooperation with EU schools, 5 -include into their teaching programmes the methods of field work in order to build a positive contactwith nature.Material ones:Workshops scripts and teaching gamesCalendar with photographs of birdsPot gardensGuides on pot plantingAlbums from trips showing the beauty of natureMultimedia presentation ""Forest in winter""""Wild animals"" exhibitionsSchool gardensGuides on polisensoric experiencing plants and their practical exploitation.Evaluation shall be made on every stage of the project. First, the ex-ante evaluation (a questionnaireform examining the starting-point situation), next- an on-going evaluation (observation and interview).The results achieved as well as the quality of local actions and international meetings shall bemonitored systematically and appropriate recommendations shall be formulated.Initiatives drawn up in the project will be continued.Partner schools will be exchanging the teaching materials gathered along the project via e-mail.International school bases of teaching materials will be founded.Planned activities (innovations) will enter the curricula of the project schools, including ""Aves of thefaun"" and ""Synergy with nature"" programmes. All action will be presented on school websites. Thecollected materials together with teaching aids will enrich school programmes of all the projectpartners."

<< Objectives >>To aid learning issues related to reading,speech,maths,social skills for SEN individuals;To increase the level of Ts` competences regarding the importance of accepting animals into the educative aspect;To insert animal supported educational programs into frame curriculum;To improve the abilities of speaking,mathematics,reading,social interaction of Ss battling with autism,concentration disorder,low comprehension capacity, special needs and physiological illnesses using animal assisted program<< Implementation >>We planned 3 LTTAs established objectives for each mobility, so that all participants will feel that it was a meaningful experience for them. The activities will have both a formal and non formal approach: students will attend classes during the mobilities and the whole activities will contribute to increase their feelings of union and to become familiar with other European traditions and cultures.3 real LTTA exchanges2 virtual LTTA exchangesLocal implementation activities<< Results >>-brochure of lesson plans based on animal assisted activities-video in order exemplify animal supported activities` effects on students-handbook containing relevant animal assisted practices for parents and professional educators;-conference discussing animal assisted activities and interventions for SEN students-interviews with parents and therapists introducing animal assisted programs

"The project creates a partnership that works to improve the understanding and effectiveness of language learning in the early stages of formal education. The working language of the project is English. The project uses ICT as a tool for cohesion and shared understanding, underpinning language learning through the development of a shared picture dictionary, designed and created by pupils in the infant department of each primary school. This is achieved through regular class to class Skype sessions that involve pupils and teachers. Teaching staff and support workers take part in exchanges and training workshops in each country.""CILT"" is developed (Community Integration Language Toolkit) through extending innovation & sharing expertise. This is mainstreamed at the end of the project. Shared teacher training workshops in each country are designed and delivered by expert early years language specialists with a wider interest that incorporates extending the curriculum to take account of culture as well as foundation learning. The CILT Toolkit created across the partnership is tested at a Final Event held in the UK near the end of the project. Each partner hosts one event and incorporates a half day event that is open to a wider audience that includes people from the local community, the media, representatives from support agencies and colleges/univesities and policy makers.To inspire early years language learning in children, the project works class to class through Skype with 24-30 children in each school, using initially Makaton sign language to communicate with each other, then progressing to learning and illustrating simple, everyday words in each language, building into a picture dictionary, illustrated by the children themselves. At the end of the project this dictionary is marketed to parents and the wider community.There is a final Seminar in the UK to disseminate project results and to debate the future of language learning in a wider, united world, led by a cohesive Europe, promoting mobility of opportunity, equal opportunities and social justice for all.In a widening Europe it is essential that schools offer the most effective social and educational integration for newly arrived pupils. Without cohesive school communities & sound, long-term social integration a fulfilling academic career cannot progress. Most importantly, without embracing cultural differences, respecting and understanding ethnic richness, equal opportunities cannot result. Also, in order to improve understanding in the wider community and to reduce the pressures that can often result from a sudden increase in ethnic groups, there needs to be wider awareness of different languages & cultural understanding. This needs to begin in pre-school & be endorsed throughout every child's school career.The project also creates flexible tools to assist children from each local area who join the school without having an average linguistic or communication ability. Specialist methodologies are developed that take account of individual learning needs as well as cultural integration issues.Primary schools are ideally placed to lead the way. Children are Ambassadors - this is the theme of this project. Learning through children & letting children discover and enjoy, different languages & different cultures, easing the way to wider understanding whilst enriching the school curriculum. Using ICT links to partner schools the children will provide peer language interpretation whilst absorbing awareness of the cultural differences that create a cosmopolitan & diverse community. Empowering individual children as interpreters.The partners come together to improve linguistic skills in pupils & to raise awareness of cultural & social integration issues. Mobility & learning opportunities are for teachers, support staff & wider community supporters, sharing educational good practice, recognising innovation and developing a Model for community integration."