Studies show that extracurricular activities improve students' taking responsibility, entrepreneurship, leadership and time management skills. These activities enable students to discover the balance in life and spend their free time in a useful way with the educational experiences they provide (Metzl ve Shookhoff, 2002). The researchers stated that students who attend extra-curricular physical activities at school had a more positive self-perception than students who did not attend, and that they had higher coping skills and self-esteem. These activities also contribute to the subjective well-being of students (Daley ve Leahy, 2003). Our partnership schools consist of students living in rural areas with low academic success. We want to increase students' motivation and make learning permanent. We aim to to supply academic success and interdisciplinary learning without memorization and also to feel themselves HAPPY with extracurricular activities such as: drama, 21. century digital education, handcraft, art, sports, music...etc Our aims: * to evaluate students' leisure activities correctly * to prevent early school leaving * to gain systematic working skills * to provide attention development * to develope teamwork and sense of belonging * to develop a sense of fairplay * to provide foreign language development through music (CLIL method) * to provide self-confidence development * to gain critical and creative thinking skills, * to establish empathy, * to develop self-expression skills in a foreign language * to develop the ability to raise awareness and produce solutions on social issues * to develop high level cognitive thinking skills, * to develop project-based thinking skills. * to develop aesthetic value judgment * to develop 21st century digital competencies * to teach safe internet usage In this project; there will be 5 LTTs and 30 local activities. There will be 6 concrete results. They are; - 'Social Activity Handbook' -'Sports and Academic Success Hand Brochure' -'Video Channel ' - 'Case Analysis Book' -'Design Handbook ' - 'Web2.0 Tools Training' Throughout project, students will learn the contribution of sports discipline and systematic working skills to academic success, gain the ability to internalize the sense of sport and fairplay, develop a sense of belonging, gain the ability to congratulate when they loss and to be happy when they win, improve foreign language skills by living on the sport, provide self-confidence development, improve foreign language skills with CLIL method, develop 21. century digital competencies, increase the interests and motivations for music. Students will create an awareness of active citizenship and participation, develope the sensitivity to problems, taking responsibilities and producing solutions, develop their creativity, develop foreign language skills, develop social communication skills, increase the interests and motivations related to drama and theater. They will have the ability to express themselves with art, increase design skills and motivations to Art. Students staying with hosting families will get to know different cultures and express their own culture and develop positive intercultural dialogue, learn about the operations and procedures related to going abroad, and develop self-confidence with the ability to use the airport. They will develop the ability to use foreign currency, gain social life skills with the ability to live a week away from their families, see the educational environments of the host school, develop European citizenship awareness. Throughout the project, teachers will progress 21. century digital competence, use different web 2.0 tools, learn and teach secure internet usage, increase vocational development, enrich course contents, progress quality of their courses, integrate good practices into their lessons, improve foreign language communication skills, see different cultures on site, respect cultural awareness, gain project management skills, work with people coming from different cultures. There will be 104 students and 32 teachers during LTT with 1 "Short-Term Joint Staff Training Events" and 4 "Short Term Exchanges of Groups of Pupils". Also, there will be around 800 people to participate local activities.
Studies show that extracurricular activities improve students' taking responsibility, entrepreneurship, leadership and time management skills. These activities enable students to discover the balance in life and spend their free time in a useful way with the educational experiences they provide (Metzl ve Shookhoff, 2002). The researchers stated that students who attend extra-curricular physical activities at school had a more positive self-perception than students who did not attend, and that they had higher coping skills and self-esteem. These activities also contribute to the subjective well-being of students (Daley ve Leahy, 2003). Our partnership schools consist of students living in rural areas (Portugal and North Macedonia), or in poor neighborhoods (Turkey and Romania), all of them with low academic success. We wanted to increase students' motivation and make learning permanent. We have supplied some academic success and interdisciplinary learning without memorization and also to feel themselves HAPPY with extracurricular activities such as: 21. century digital education, handcraft, art, sports, music...etc. From our original intentions we had to make some changes because one of our original partners (Spain), decided not to participate in the project, because we started it during the pandemic period. In the Coordinator school we also need to make some changes because the main original topic, which was drama, needed to be changed because the teachers that originally had these competences changed school due to the pandemic situation and did not return again. We have some aims that we managed to achieve: * to evaluate students' leisure activities correctly * to prevent early school leaving * to gain systematic working skills * to provide attention development * to develop teamwork and sense of belonging * to develop a sense of fair play * to provide foreign language development through music (CLIL method) * to provide self-confidence development * to gain critical and creative thinking skills, * to establish empathy, * to develop self-expression skills in a foreign language * to develop the ability to raise awareness and produce solutions on social issues * to develop high level cognitive thinking skills, * to develop project-based thinking skills. * to develop an esthetic value judgment * to develop 21st century digital competencies * to teach safe internet usage Throughout the project, students have learned the importance that the discipline in sports and the systematic working skills, have in their academic success. They have gained the ability to internalize the sense of sport and fair play. They have develop a sense of belonging, and gain the ability to congratulate when they loss and to be happy when they win, improved foreign language skills by living on the sport, proto vide self-confidence development, improved foreign language skills with CLIL method, developed 21. century digital competencies, increased the interests and motivations for music. Students have created an awareness of active citizenship and participation. They have developed the sensitivity to solve problems, the creativity, the sense of responsibility and have learned to produce solutions. They have also developed foreign language skills, developed social communication skills. They have gained the ability to express themselves with art, increased design skills and motivations to Art. The fact that the students stayed with hosting families have allowed then to experience the live and culture of the host country and with this experience develop a fruitful intercultural knowledge of the other. This has helped the students to develop their experiences and willingness to go abroad, and develop self-confidence with the ability to use the airport. They have developed the ability to use foreign currency, gained social life skills with the ability to live a week away from their families, see the educational environments of the host school, and developed European citizenship awareness. Throughout the project, teachers have progressed 21. century digital competence, used different web 2.0 tools, learned and teach secure internet usage, increased vocational development, integrated good practices into their lessons, improved foreign language communication skills, see different cultures on site, respect cultural awareness, gain project management skills, work with people coming from different cultures.