The innovative aspect of this project is that cultural and language learning, will emerge not only from visiting foreign cultures first hand but also via interaction with the local elderly persons who will relate their untold tales of the past bringing out the tradition and culture of their land. The students will translate the oral into text. Activities will include visits to elderly care homes or elderly people are invited to the school where they are asked to tell stories from the past. These stories will be documented and the language teacher will modify to make them interesting for children. The art teacher will make illustrations to accompany the stories. Throughout the project 10 stories from each country will be collected where text will be accompanied with questions which can be used to test language understanding. The stories from all the 6 countries will be collected in a book. During the activities children from the different countries will be split into groups and the children will practice story telling. The children will narrate the stories to the other children so all the children hear different stories from different countries. The elderly people who help will feel acknowledged for their contribution. This project will involve 6 schools from different EU countries and will consist of 3 transnational meetings each involving 2 teachers from each country. Activities involving 5 students and 2 teachers from every country will be held in 4 hosting countries. Activities will consist of educational tours that have the objective of enhancing the cultural and language development of the participants. At the transnational meetings there will be a storytelling course, so teachers can combine and consolidate the work carried out during the project so that the final meeting will consist of a conference that will launch the book produced by the participating members of this project. In the process of conducting their activities, as a result of the visits to gather stories, our children will have had the opportunity to spend time with elderly people who are sometimes very lonely therefore another beneficial effect is generated. The elderly people will be willing to share with us about the past whereby this will be for them a valuable experience because they will feel valued and useful. Apart from offering the companionship, our children will be giving the indication to the elderly persons how cherished and treasured their input will be in that it will be taking the form of a document that will be disseminated throughout the EU and that furthermore it will be a contribution to the European cultural heritage. From their end, the children will be enriched with a first hand learning experience that will enrich them not only from the academic point of view as the oral is translated into text, but this will enhance the childrens' values and sense of belonging. Through storytelling this project purports to describe the social and cultural activity on an EU level by sharing stories. Every culture has its own stories or narratives, which may be consequently shared as a means of education, cultural preservation or instilling moral values. By means of this project we will not only create more cultural awareness but will produce teaching/learning material that will be utilized by students EU wide. The resulting output in the form of a published and an ebook, is intended to provide for a tool for the improvement of cultural and language development, both for the participating members and equally the other students who will be sharing the wealth of information produced. This project will ultimately also benefit migrants in that they will be provided with the means to understand better the history of the city they are living in and this should help them integrate better. As a final task, the comparative perspective will be brought out between the participating countries so that the stories are used as a basis to discover tradition and culture with a view to bringing out a common European element. Following this unique experience the schools will have built and gained newer concepts so they can not only share and disseminate the new ideas but also open up for more diverse situations as those encountered on a EU level rather than the more restricted national level. The schools will gain the ability to guide future learners with the required information on the practices and culture of other countries. On a national level, this experience will allow the schools to interact more positively with an ever growing diverse learner base. On a European level, these schools would be more equipped in their EU-wide prospects due to their experience in other EU member states, other than their mother country. In addition, this experience will diffuse potentially new learning practices based on integration via the cultural and language enrichment. This would, undoubtedly, encourage and increase mobility within the EU.

"Move your body, move your mind - developing mental skills through board, field, sports and ICT games is a project that meets the constant social and economic changes in Europe. High level of migration, high unemployment, and unstable career requires from us to adapt flexibly to the changing social and economic reality. Therefore, children should be equipped with such skills and competences so that they can be active members of society. Games are a great way for a versatile development of a young man. The project activities will mainly involve pupils aged 6-15. These are children from rural areas and small town sand regions in Poland, Romania, Lithuania, Italy and Greece. It is a group of students with a diverse social status, diverse educational needs (Greece, Lithuania 10%, Poland 18%, Romania 10% and Italy 9% ). Multiculturalism and different religious denominations often appear in one country (Italy - 9%, Romania - 10% Catholics, 5% Adventists, Greece - 15 - 20%).The goals that we want to achieve through the use of games in the educational process are to raise the level of key competences and skills. Thus, for young people, the following will be important: communication in a mother tongue and a foreign language, mathematical and IT competences. The ability to learn will also be necessary.Children will use these skills to describe and create games, getting educated from the rich cultural heritage of their own country and partner countries. We will create a book of games that will be disseminated by project participants.Games can be a powerful social inclusion tool and that is our next goal. Students from diverse backgrounds will interact with each other not only during lessons but also during programming, coding, sports or board games, as well as on breaks (""active breaks"") and at family festivals, sports tournaments.Different types of games will give students the opportunity to gain experience in effective team cooperation, coping with problem situations, taking and implementing their own initiatives, and assessing their activities. Thanks to this each student will gain better motivation to plan and organize their own learning, building the foundations for further education.An important goal of our project is to support teachers at work with groups of students of diverse levels, i.e.: people from a migrant background, with low social status or with special educational needs. The teachers will exchange their experiences, observations during short-term trainings in different countries, trainings and meetings in native institutions and local institutions. The tools used in teaching contacts will be: the project website, the eTwinning platform, social networking sites (e.g., Facebook), e-mail and videoconferences. Teachers will develop a catalog of addresses of useful websites, multimedia platforms, applications, and programs that can be used to develop games and use to teach lessons. Teachers, to cooperate effectively, will be obliged and motivated to raise their competences in the field of English as well as information and communication technology.ResultsEnglish is the language of the project and raising the level of its knowledge is the main goal and effect we strive for through international cooperation. The development of key competences through various types of games and activities is to lead to:• Increasing the number of students taking part in knowledge competitions and sports competitions.• The students' use of new forms and methods of acquiring knowledge in practice• Getting better results from the language English, reading, writing, counting, physical educationTIC• The widespread use of technology in the educational process• Creation of a directory of websites to help you learn• Using online platforms and communicators to keep learners in contact with peers from partner countriesSocial inclusion• Increasing the integration and participation in the life of the class and school of children from environments with different social statusPotential long-term benefits:• Increased physical activity of students,• Interesting lessons using ICT• A different space at school (corridor games, whose main task is to stimulate the child's smile, but also to encourage them to play on the move). That is why a great idea is, for example, to move board games to a larger format of floor games, where the pawns are the children themselves and alternately throw the dice and move by a given number of fields• Implementation of the core curriculum in a modern form, through movement, board and online games"

"*Context“Stand Up to Start Up”was based on a need analysis applied to the teams of teachers and students of all the partners. The present partnership had as main aim to develop the involvement spirit of our students .*ObjectivesOur project was based on 4 main objectives:1. Develop the social consciousness spirit2. Generate social value and social change3. Promote the cultural heritage4. Boost skills of the 21st century (ICT and foreign languages).* Participant organizationsThere were 4 countries and 4 institutions involved in the partnership, from Spain, Poland, Greece and Romania. Unfortunately, the Greek partners dropped.Students (12-15 years old) were the main actors of the partnership.The project was meant to stimulate creativity, sense of initiative and responsibility.The total number of students that benefited directly and indirectly of such a project is of approximately 1.800. There were teams of teachers from different areas. Approximately 70 teachers will be indirectly affected. Families of the students also participated,approximately 50 families.The local community were also involved helping to disseminate the project’s results.The activities of our partnership encouraged students to make a difference in their communities by developing responsibility and the civic spirit.There were organized workshops related to learning skills, literacy skills (ICT literacy) and life skills focusing on flexibility, initiative, and leadership. The impact on participants’ attitude, knowledge and skills has been considerable .The tangible results of the project are being presented on the website of the project. *Description of main activities achievedWe have managed to get many students from different groups involved in working on solidarity issues related to the Project. In general, they have done it in subjects such as Ethical Values, Education for Citizenship or Psychology.Our goal was to select a small group of students as ""ambassadors"" of the ideas and work of their peers. We started at the local level, where the students have verified the solidarity programs in their immediate surroundings. They have done questionnaires, surveys, analysis of both, power -point and video recordings about the issue followed by volunteering work at some institutions in town. The three main topics were: “Social Involvement in our Community” “Why being socially sympathetic” “Hazak, a comic design story”.We have addressed one of the great problems of the moment: the refugees. The students have created a story with comic book designs that have been exposed or dramatized later on and they have even registered an interview with a real refugee from Syria living in our town. They have also attended a demonstration for the rights of refugees, an exhibition and a conference on the same theme, organized by institutions outside their own school .Our students have also taken part in a great number of workshops for discussion, T-shirt and cards designs, games related to enhance solidarity awareness and poster of the project to stay at school for ever.*Results and Impact The mutual engagement of students and teachers in planning, doing and revising partnership activity has been a fundamental characteristic of our project therefore the impact on participants have been considerable.The project has had an impact on attitude, knowledge and skills. The students have enhanced their communication skills ICT skills and sensitiveness.We also expect to extend relations with schools from abroad and to anchor the network of school working together on an international level.We think all the target groups involved in this project have become motivated to get involved in socio-cultural actions and to improve foreign languages abilities. we have:- achieved a broad understanding of social involvement- increased learning in the topics of the project - fostered relationships between school, students, families and the local community- improved the school curriculum by introducing activities related to the topic of our project- understood that there is a set of values that are universal in all the societies*Long-term benefits We expect:-to raise interest for organizing activities about social involvement-to increase awareness of the key skills of the 21st century-to stimulate interest for cross-curricular activities-to increase the possibility of involvement in international cooperation-to strengthen the European citizenship"

In the recent turmoil of European political life, seeing Brexit and the rampant rise of Euroscepticism, it has become clear for all partners that it was now time to draft a project which would emphasize on promoting a lasting sense of belonging to the European community.In order to achieve this objective, students and teachers of six schools from France, Italy, Romania, Turkey and Lithuania will, for two years, create compelling missions and entertaining challenges about the European countries to develop all together an online game which will take people on a cultural tour of what it means to be a European citizen, in an authentic, adventurous and exciting way.Students will be therefore challenged to gain knowledge on a wide range of topics: Geography, History, Folklore, Arts and Literature, Sports or activities, Citizenship : European and national institutions. The game will thus allow players to fully appreciate the importance of our cultural diversity, praise the values we Europeans all share and discover or rediscover the beauty of our common cultural heritage.

"The ""Experiential travel for creative education"" project reunites partners from Lithuania, Italy, Romania, Turkey and Greece, and is addressed to students who are 10 - 13 years old. The partner schools compared their development plans and the following common points were identified: giving a European dimension to the school, increasing the quality of the educational process, raising the attractiveness of classes, developing teaching methods, developing students’ key competences, increasing cooperation with teachers from other European countries and stakeholders at a local, regional and national level.The main aim of the ""Experiential travel for creative education"" is to foster social inclusion among 250 students from 5 European schools during a 2 years project.The project objectives are to encourage students from 5 EU schools to have an empathetic behavior, reinforce mutual understanding and successful coexistence, promote the use of project-based learning and facilitate intercultural dialogue.The project combines classroom education with outdoor adventures, international project meetings, virtual exchanges and a wide range of learning techniques.The planned 5 LTTA meetings will include activities that involve students’ choice, real-world scenarios, authentic audiences and cooperation. A team formed by 4 students and 2 teachers from each country will attend the project transnational meetings. The activities are designed to help students’ develop interpersonal skills through cooperation and boost their sense of personal independence. We will use PBL to encourage students’ active participation which means that students will have the freedom to arrive at conclusions through their own process. They will explore, question and make their own tests to come to conclusion on their own. The meetings are divided into topics (European Cultural Heritage is our common treasure, Sport unites pupils, Environmental challenges, Digital citizenship for pupils, The power of pictures) and there are activities aiming to develop participants' communication and team skills, empathy, critical thinking, curiosity, collaboration, leadership and adaptability.We intend to use project-based learning (PBL) as project methodology because is a dynamic approach designed to engage students in the process of investigation of real life problems and to encourage them in the process of experiencing learning by doing and by discovering. In grappling with authentic problems, students bridge the gap between theoretical knowledge and real-life experiences. PBL is a wonderful opportunity for students to develop their key competences through educational travel which incorporates multiple subjects. By removing students from the boundaries of a classroom, students are determined to use multi-faceted skills, establishing a basis for PBL.Our project is student-centered, empowering each and every student to trust him/herself more and become aware that by working together we can achieve great things. Working with their peers will improve communication, interpersonal and social skills.Reuniting people from different geographical areas, people with different socialeducational-cultural background and who work for reaching common goals is a unique opportunity for encouraging pro-social behavior, social inclusion, intercultural dialogue, communication, social cohesion, mutual understanding, successful coexistence and empathy. This will also contribute to understand stereotypical thinking and its side effects, decrease discrimination and racism.The diversity of activities will contribute to increase participants’ communication skills, cross-cultural understanding, creativity, critical thinking, adaptability to newenvironments and flexibility for working in international mixed teams. Teachers' will develop their professional competences and interest in continuing to develop their teaching skills. They will gain knowledge for expanding the school curricula and give it an international dimension, which will have a positive impact on theschool teaching and learning activities."