<< Objectives >>We aim at increasing Ss motivation and including them directly in learning process to be able to equip them with a variety of soft skills including, creative thinking, teamwork, , conflict resolution, and problem-solving skills. we plan to contribute to the development of key competencies such as communication in mother tongue, basic competencies in interdisciplinary subjects, digital competence, learning to learn.<< Implementation >>Firstly we will implement a 5 day teacher training on GBL approach. Afterwards, using the knowledge we gained in the first activity, we will carry out game-based activities. Firstly, we will carry out activities involving lego bricks to teaches a variety of soft skills like creative thinking, teamwork, communication, conflict resolution, and problem-solving skills. Then, we will apply coding activities using programs like stractch to develop digital competencies along with social skills.<< Results >>Students' motivation will be increased with game-based activities and in turn their social, academic, and digital developments will be supported. Additionally, intercultural exchanges will promoted and teachers and students from other nations will develop a bond of friendship. They will also be motivated to learn foreign languages. The participatns will spread knowledge and experience in their surroundings, contributing to the formation of common values in Europe.

"The project ""The trail of architecture of the region we live in"" was written because we diagnosed low motivation among primary school students at our school to learn about the culture and traditions of their region. The main objective of the project is to increase motivation to learn about the culture and tradition of the region based on architectural monuments. The specific objectives are increasing the level of knowledge about the architecture of the region of each participant, getting to know the cultural heritage of the nearest surroundings, awakening creative expression among the students, shaping their artistic and spatial imagination, acquiring and improving their skills in media techniques, broadening their knowledge of geometry, statics, thermodynamics, building mechanics, improving their language and ICT skills. We also want to help students with educational difficulties build their self-esteem, self-confidence, and awareness of regional identity. Four partner schools from Poland, Turkey, Croatia, and Hungary will participate in the project. The participants of the project will be students aged 13-14 and teachers of English, Art, History, Physics, and Mathematics. The promotion of the project will take place during meetings with parents, assemblies at school. Banners and roll-ups will be purchased to inform about the project. They will be placed in and outside the school building. On the schools' websites, the project's blog, Facebook, and in the school newspaper, all the effects of work created during the project will be published - films, photo albums, multimedia presentations and a film - reports from joint activities during the trip to the partner school. A local newspaper will be also informed about the project.The project assumes the following actions. The participants will search for four most characteristic buildings which present the cultural diversity of their region. Then a logo contest will be organized in each partner school in which students will give their ideas about the logo of the project. During the project, four trips to partner schools will be organized (a visit to Poland, Turkey, Hungary, and Croatia). Before each trip students and teachers will prepare an exhibition about the country which they are going to visit (about Poland, Turkey, Croatia, and Hungary). During the visits, the participants will develop skills in art, mathematics, science needed to build the models of the buildings. After each visit, the participants will share their knowledge they learned and experience they acquired during the mobility with the other students from their school. Partner schools will also prepare a presentation or a play about multiculti traditions in their region. The presentations will be shared on TwinSpace, the project's blog, and the Facebook group. Each partner school will organize a quiz about architecture and multiculti traditions in the region for all students at school. The participants will make the models of the buildings which present the cultural heritage of their region. Each partner school will make four models of the chosen buildings. They will make the models during workshops at school. Pupils and teachers will organize the event ""My Small Homeland"". During the week each partner school will organize a public presentation of films and multimedia presentations about multiculti traditions in Poland, Turkey, Croatia, and Hungary. There will be an exhibition of photos and artwork - models of the buildings. Each partner school will issue the album ""My small Homeland"". The album will present photos of the models of the buildings, photos from the event ""My Small Homeland"" and short descriptions of the activities during this event. The methodology used in carrying out the project will be the project cycle management. This approach will address the complexities of a project through all of its phases while maintaining alignment with the strategy and objectives agreed upon. The project's results will include the models of four buildings from each region, films from trips to the architectural monuments of each of the partner countries, films from events ""My Small Homeland"", four photo albums ""My Small Homeland"", multimedia presentations presenting the implementation of the project, a blog documenting activities in the project. The longer-term benefits of the project will be the development of linguistic competence, an increase in the willingness to engage in creative activities and the development of tolerance and openness to other cultures. The project will enable pupils to appreciate the cultural heritage of their region which is present in historical buildings and their architecture. The participants will also learn about the cultural heritage of other regions in Europe. International encounters and travelling abroad will help the pupils to broaden their developing view of the world. They will make new friends from abroad and make hopefully long-lasting friendships."

The project 'Unity' was inspired by the use of E-Twinning 'Global Citizen' programme which has become embedded within KS3 Computer Science lessons at TVA. The links initially developed on E-Twinning were further developed by a strategic, face-to-face project planning meeting of representatives of the five participating schools in Slovakia in January 2017. The objectives of the project are to develop each of the Global Citizen fluencies of Media, Information, Solution, Creativity and Collaboration, which have strong linked to the STEM and wider curricula in each school. The project is innovative as it aims to develop the fluencies through the promotion and preservation of long-standing traditions, values and cultures using 21st Century technologies and innovations in a way that makes it more engaging and accessible to a young audience. Furthermore, the project will promote fusion between traditional and modern technology, focusing on working with local organisations and businesses to develop the 'fluencies', whilst embedding the reality that we live in a culturally rich, but modern, innovative world and that to compete as global citizens, we need to embrace both aspects. At TVA there is a very strong mix of nationalities (particularly Eastern and Central European), religions and cultures, and this highlights that within Europe we all live under a global umbrella due to our proximity and interdependency. As such, it is crucial to develop collaborative links with countries where mobility is high to increase integration and understanding of the different cultures and systems, as well as to share knowledge and pedagogical practices. At TVA, for example, there is a growing number of Roma students and a further aim of this project is to promote educational equality across Europe through showcasing achievements of minorities such as Roma when they are given access to mainstream, quality education. It is an integral part of the ethos in each participating school to develop learners to be successful in a global world, it is also crucial that students develop their competences in STEM subjects to ensure that each country can fill shortfalls in critical industries. The project will be innovative as each country will develop an original workshop, which will focus on developing the skills of one Global Citizenship Fluency with the aim of producing a final product from each workshop which will then be collated and put together to make a family entertainment set. For example: - The UK will link with a local university and business to use programming, prototyping and 3D printing to create an original handicraft linked to cultural festivals (bringing tradition back to life in a way which appeals to young people - i.e. through technology which they will use to programme). - Slovakia will link with the local TV station to use multiple forms of media to create and distribute comic stories based on local folklore. - Poland will link with local educational and media organisations and use 3D printing to create a board-game based on prominent Polish personalities in history. - Hungary will link with local art galleries and digital print companies to use digital image manipulation to produce large scale art paintings during the workshop. - The Czech Republic will use sound manipulation and programming as well as links with the local church and religious organisations to produce an interactive game based on religion. Each product will be very different, but each will have a traditional focus developed through the use of modern / innovative technology and will be the culmination of the development of an individual 'fluency', all of the products will develop around the central theme of 'diversity reaching for unity'.

In every child there is an artist. The problem is how to remain an artist growing up.This quote from Picasso sums up the ambition of this project: allow the child, the student, to cultivate, develop and give expression to the artistic side of his personality. In school systems organized primarily around the master of native and foreign languages, science and ICT, in a society based on consumption and profit served by marketings uncompromising policies, in digital environments evolving in races endless ... the expression and development of artistic sensibility takes a few visible instead.Through learning and teaching strategies revisited, faced, pooled at the partnership level, through cultural and artistic resources better shared, through activities promoting, even modestly, the practice and dissemination of artistic achievments ... students, teachers, parents look on the visual arts will evolve positively.It is by recognizing and distinguishing various categories of artwork, identify and describe visual works, to express emotions, preferences ... It is by building an artistic culture by being able to know and share artistic elements and cultural several countries, several currents of several artistic fields ... It is by experimenting and practicing various forms of visual and plastic expressions ... the inner artist in every child will continue to grow, develop and persist above all...First in thepartnership, in six schools in Bulgaria (Sofia), Hungary (Vezto), France (Ste-Marie-aux-Mines), Poland (Byalistock), Slovenia (Ljubljana) and Turkey (Tarsus), with mainly elementary students (6-11 years) then in the environment of each of them, and far beyond ...

“Literacy can be seen as dependent on instruction, with the corollary that quality of instruction is key. This view emphasizes the developmental nature of literacy — the passage of children through successive stages of literacy, in each of which the reading and writing tasks change qualitatively and the role of the instructor has to change accordingly.”— (Jeanne S. Chall, 1996 as referenced in Snow, 2004) We are six schools in France, Italy, Turket, Poland, Hungary and Greece all facing the same challenges. In our schools, students should be in Stage 3 of Chall’s stages of literacy chart. That is, « Reading is used to learn new ideas, to gain new knowledge, to experience new feelings, to learn new attitudes, generally from one viewpoint. »However we have noticed in our schools, that around 15/20% of our students haven’t acquired this stage by the end and struggle to read beyond the letter, and see the implicit meaning of any type of document.To help our students acquire these skills, we have, according to JS Chall, to develop the reading and study of various types of material, that contain new ideas and values, unfamiliar vocabulary and syntax, and reacting to the text through discussion, answering questions, writing, and reading of increasingly more complex texts. We also know thanks to reports issued by the European Commission that low literacy individuals have more difficult access to the labor market, and lower income. They are also less likely to read (later) to their children, which may slow their own children’s own literacy development. A vicious circle. Parallely to that, we know that in January 2019, the European Commission launched a Digital Education Plan (DEAP)to address the lack of 44% Europeans in basic digital skills whereas 90% of future jobs need them. Our project thus aims at tackling these issues and developing the different types of literate practices among our students. What are literate practises ? The knowledge, skills and strategies needed to respond to print, paper, digital, visual and oral communications. This project aims at helping schools afford implemeting new activities, the different subjects and skills taught at school, and explore new types of activities and projects. go beyond regular school curriculums and help students develop further their literacy skills, in various subjects: arts, linguistics, ICT, mathematics but also environment, in order to help reduce this figure of 15/20 % of students having literacy issues, and belong to the 56% of people who master the basic digital skills. Thanks to the use of innovative ICT tools, peer work and cross disciplinary activities we hope to include and encourage all our students to try new activities, without fear of failure. They will become more self-confident about their own skills, and more comfortable with the time spent at school. Thus, our schools will suffer less from early school leaving, school demotivation but also allow all our students to consider long term schooling, and the importance to carry on their studies as far as possible. Moreover, as our schools are located in rural or semi rural areas, we also believe that this project will help our students to open up to other cultures, and fight their bias. By collaborating with European students and learning about their culture, we will build bridges between our countries and establish a longlasting relationship. Thanks to this project, we will help our students become better achieved European citizens.