<< Objectives >>• Having preventive measures and risk decreasing approaches in early stage of life• Reducing high BMI among teenagers• Backing the students up to take part in physical activities and exchanging experiences on outdoor activities in allcountries and adapting them to their lives.• Decreasing the level of stress, anxiety and isolation• Preparing action plans including one hour school and after school activities (prepared by WHO for children 5- 17 years) and taking it on international scale<< Implementation >>ACTIVITIESC1-RO: Swedish Diet/ Yoga/ Healthy Minds/ Family Information/ Midday fitness/ Friendly competitions/Creating GOAT mascot/ Sedentary life/ Mobile ApssC2-PT: Declaration/ Stop Being Couch Potato/ Mobile Apps/ Homemade Products/ “Consumerism culture” Seminar / Organic Food/ Growing your own vegetables at schoolC3-TR: Seminar: “Diabetes Among the Young”/ Atkins Diet/ Bring your own food/ Fundamentals of Healthy Life/ Probiotics/ Folk remedies/ Mediterranean Diet<< Results >>CONCRETE RESULTs are;- questionnaires, logo, website, social media tools, a common eTwinning page for the project, handbook for children in 4 languages (English, Romanian, Turkish and Portuguese) including health tips, a common recipe book, Local Herbs Book, Local Remedies Book, recorded video clips of cooking classes, sport offer, travel diaries, language booklets, cultural booklets before the trips prepared adequately to the age of pupils.

Edugaming project was started in response to students’ lack of interest in lessons and school in general, which leads to early school leaving or to poor achievements in learning. The underlying assumption was that traditional teaching methods do not allow students to have control over their learning and they are ever more remote from the way young people learn in their experience outside school. Outside school students learn by doing and sharing with others, particularly while using video-games, which occupy a large part of young people's free time. While playing the game they learn new skills and solve different types of problems and puzzles in order to level up. Video-games are now available through many platforms and also on mobile devices, they can be played collaboratively and players create successful online communities. Furthermore, games can be easily created using free platforms allowing for graphic design as well as as for coding of game behaviour, sound and effects to follow the game storyline. That is why they have become interesting as a learning strategy in education. The project was targeted both to teachers and to students at the partner schools and in the local communities where the schools operate. . For students, the objective was to increase their motivation and consequently success in learning through the application of video games using different approaches in lesson design: exploitation of commercially available videogames; development of video games by students; use of gamification platforms . For the three partner schools in Italy, Sweden and Portugal and their teachers the objective was to experiment game based approaches applicable to lesson and possibly curriculum planning which could be transferred to any learning activity in any subject with the aim to engage students more and prevent educational failure and drop-out.In the project teacher mobilities usually preceded student mobilities. Teachers met to share and develop their knowledge on a specific topic related to video games in education and consequently plan activities and prepare the needed material to be used in their lessons or in the next student mobility. These meetings were a good occasion to involve other stakeholders in the project, such as universities, publishers and teachers from other schools. Experts were invited to share their experience and field of research related to video games and learning. We also tried to connect to other European project on video games such as theTriseum project focussing on learning Maths or the Guinevere project to use virtual worlds for language learning. eTwinning platform was used to stimulate student interest in the project, get them to know better one another and start collaboration in transnational groups before the mobilities. During the mobilities students were involved both in playing games developed by the teachers and to creating their own group game. The final aim was to involve more students than those who could actually travel in the project. During the exchange meetings and the online activities, teachers filled in observation grids and rubrics to assess activities. Eventually, the students’ transnational teams managed to develop each one a game.At the end of the project we have collected a lot of material: lesson plans, worksheets, assessment grids, rubrics which cover different subject areas as well as some articles we wrote about the pedagogy behind video games in education as we learnt from personal readings and from exchange with experts in the field. All this material has been collected in an ebook which is freely available both on the Facebook page we created and from the website of the project www.erasmusedugaming.eu. Both the Facebook page and the site will continue to be updated in order to grow the community of educators interested in video games and learning since the game based activities will continue at the partner school as a follow-up of the project.

Context:Culture is the fundamental building block of identity and the development of a strong cultural identityis essential to children’s healthy, sense of who they are and where they belong.The main idea behindthe project is to develop awareness among children from an early age that diversity in our worldmake us culturally richer.In our country in 2017 year we realized an exploration with a goal to assess the children developmentaccording to the standards of early education and development as unbreakable tie from the nationalprogram in the kindergartens.The results has shown that the children from the marginalized familiesare having lower results in these measurements.One of the reasons beside the lower level of theparents conscious for active inclusion in the kindergarten is also the inappropriate approach of theteachers,by their different cultural identity.That is why there is a need for enhancement thecompetences of the teachers to work with children with different cultural and ethnic background aswell as program enhancement with contents that will contribute to the children to develop empathy,altruism and assertiveness.Kindergartens from Croatia and Bulgaria also include children of different cultural backgrounds andneed to exchange good practices in this domain of action.Kindergartens from Italy and Portugal have developed a range of strategies and activities that willenable us to make better changes in our program.We, primary school teachers, want to learn from each other, present our success stories and our challenges and work together to make a difference in our schools and communities.The main goal of the project is cooperation in the field of acquaintance and implementation ofmethods and forms of developing basic skills for children in the social-emotional domain using thecultural diversity in the European world. Participants will seek innovative solutions, new forms andmethods of work which develop Positive Learning Outcomes in children such a: strong sense ofidentity, confident and involved learners, effective communicators. By promoting understanding ofdifference and diversity, early childhood educators will gain skills for teaching strategies andtechniques which will help them to be more successful in assisting children and their families inbuilding positive relationships among each others, with their peers and with their localcommunities.Objectives:- To help teachers identify their basic knowledge about cultural diversity and to provide them withpractical strategies to improve performance when working across cultures.- To encourage staff to improve their cultural intelligence and to provide them with tools for workingmore effectively with children from different cultural backgrounds-To provide the KG teachers with strategies and tips for creating an inclusive classroom environmentand teaching a culturally diverse population of children.Good practices will be put on paper and we will develop a Guide for educators with game-based activities (а toolkit for early childhood educators on cultural diversity and responding to prejudice) and Materials for parents with tips for encouraging they child to understand and appreciate the different cultures.We and our partners want our kindergartens to be more socially inclusive by respecting thedifferences of all the children, where all the children are feeling valued and their basic needs are met.Our main goals are:- improving the approach of the children and their families from the marginalized groups in theprogram for early child development-improving the ability, opportunity and dignity of the those children who are disadvantage on thebasis of their identity.NUMBER AND PROFILE OF THE PARTICIPANTSChildren: indirect 80 X 5=400 total: 400Teachers: Direct 25 X 5=125 indirect 13 X 5=65 total:190Administrative Staff: 2 X 5=10Families: 150Local Community: 100Activities:C 1 - Including cultural diversity in our setting’s practices( curriculum)C2-C4- Including cultural diversity in our day-to-day practices( classroom management);Developing aGuide for educators with game-based activitiesC 5- Celebrating different cultures( building partnership with diverse families) Developing Materials for parents with tips for encouraging they child to understand and appreciate the different cultures.Impact:All the partners will use the Multicultural Education lessons uploaded on the online platform during the project and after its completion, which means that the material basis of the kindergarten/school will improve. Teachers can develop new courses for children using the materials produced during the project.The project will also involve the development of the human resource training, which is beneficial both in the short and in the long run. Teachers will develop professional relationships with their colleagues from other European countries and they will have the chance to develop future project ideas.

The “S.W.I.T.C.H. – Lifestyles” project was proposed by Furness Academy in partnership with two schools from Italy and Portugal and two expert partners, one tech partner (PONTO PR, from Portugal) and one QA partner (ProMETEUS from Italy). We moved from the data of the National Child Measurement Programme and NHS released in January 2018 which showed that 33% of 10-11 students are obese or overweight: the highest proportion of the country, with Barrow leading the chart. The study identified a strong relationship between poverty and obesity: prevalence for children living in the most deprived areas was more than double that of those living in the least deprived areas. There's obviously healthy eating and exercise to consider, but also poverty, affordability, emotional health and wellbeing: there were many issues in the area that can all have an impact on the weight of children. Partners have identified Students wellbeing and health as Priority 1: benefits of good health in terms of a child's life, from mental wellbeing to physical activity, had an overall impact on students' longer-term life chances. SWITCH pursued the following general objectives: - Support vulnerable students in personal development, promoting resilience and self-esteem through active living and healthy nutrition - improve the education on healthier food choices and physical activities at school, integrating the nutrition education aspects as part of the school curriculum - foster inclusion and healthy habits thanks to ICT and innovative practices and the following specific objectives: - empower educators and develop a tailored training course for P.E., Science/Nutrition teachers available on elearning modules - foster students leadership through the creation of SWITCH Peer Leaders in partner schools 3 Intellectual Outputs were developed: IO1 – SWITCH Curriculum on 3 topics: Physical Education, Nutrition and Mental wellbeing. All the school teachers involved in the proposal researched on those topics, thus increasing their knowledge and exchanging good practices with their international colleagues. 6 Learning Units per branch were developed and equipped with assessment grids, video tutorials, practical exercises, support material. The SWITCH Curriculum included research-based content about the effective methods of changing health behaviours and used web-based methods of knowledge transfer in support of health and physical education programs of study. IO2 – SWITCH App, with gamification components, for improving awareness, knowledge and skills of students on the need of acquiring a healthy lifestyle. The use of the SWITCH App was widespread by the Peer Leaders: these are students with particular leadership skills who were trained during the blended mobility in Portugal to support their classmates in using the App. Training Student Leader developed a targeted leadership programme for our vulnerable students on nutrition and mental wellness was identified as an effective strategy to reach pupils' engagement. ICT, gamification and peer education were the right tools to raise students' interest and motivation. IO3 – SWITCH e-learning platform and training for secondary school teachers, open to non directly involved teachers and teachers coming from other non-partner schools and countries. The platform was interactive and task-based. 6 transnational project meetings were planned and they took place in UK, Portugal and Italy. They had implementation and coordination purposes, quality assurance, and follow up of activities developed and plan for next steps. 3 LTTAs were organized: one joint staff training event in the UK and 2 blended mobilities for the Peer Leaders, one in Italy and one in Portugal. Students aged 13/14 with low socio-economic status, P.E. and Science teachers, as well as staff in charge of personal development, were our main targets. Families and the whole teaching staff as secondary targets, too, applied a whole family and whole-school approach. The project involved 300 students who benefited from the local activities. Among them, 24 participated in the physical part of the blended mobilities. 20 professionals in the field of education participating in the Curriculum methodology and definition and 15 have put into practice the SWITCH training content. 180 students participated in the SWITCH App game while 30 teachers non directly involved in the activities attended our training course on the e-learning platform. Both teachers and organizations acquired several competencies. Apart from the IOs and the tangible outputs, learning outcomes were reached on directly involved teachers, directly involved students who belonged to Year 8 and 9, directly involved students who played the role of Peer Leaders and participants in C2 and C3, partner organizations as a whole, both schools and expert partners, stakeholders and associated partners.

"Our project called ""From tradition to Innovation"" mainly focuses on safeguarding the intangible cultural heritage as craftmanship and also aims to support the technical education and map the industry and labour market not only in their locality but also abroad. It aims to give students a better start when making their career choice.The chosen priorities of the project are: supporting individuals in acquiring and developing basic skills and key competences, social and educational value of European cultural heritage and sustainable investment in quality and efficiency of education, training and youth system. All activities have been linked to the main priorities as well as to the topics that our project covers, such as: the labour market issues together with the career guidance, youth unemployment, enterprise, industry and international cooperation.Our project aims:-to show our students and other participants that craft is a part of the cultural heritage and it is important to save the knowledge and skills in order to be pass them onto future generations - to freshen up the traditionalcrafts since a lot of them have been dying out recently- to increase students´interest in technical field - since the lack of students who would like to study technical school is quite crucial- to innovate education, do research and use technology to complete the project activities- to strengthen students´selfconfidence and independence. We aim to raise their confidence by giving them opportunity to work with their international counterparts, by broading their horizons and by giving them further experience beyond their curriculum-to improve the students´critical thinking and support their responsible approach to information - by searching, compiling and selecting information-to promote language education and meet new people -use English as a tool for communication and cooperation-to increase quality of career guidance by improving the students´ability to judge their skills and find a suitable job The project focuses on exchanging good practice in order to find the most effective ways for improvements in all aspect of education.All results will be further dissaminated in our schools, local communities and - by doing so- the project will have an international impact.Results:-the project planning calendar, the project logo, the project website,merchandised products,the craft map, the international dictionary, ordinary lessons, sample lessons,project days, video reportages, Pilgrim diary, photobooks,essays, workshops, jobs´family tree, historical timeline, excursions, bulletinsThe project brings together 5 partners selected according to similar interests-the Czech Republic, the main coordinator,Lithuania, Poland,Portugal,Turkey with pupils in similar age group(6-16 years old).Stakeholders involve people of different nations, different generations, different social,cultural and educational background, different opinions and views, different needs and abilities, different habits and traditions.To ensure long term sustainability, we are going to keep some of the project activities in the long run e.g. the European Day of Languages, craft project days, excursions. Also the exchange of good practices will take place. We aim to build up long -term friendship among teachers and pupils and to make suitable environment to share inspiration and good practise even after the project ends."