“The Euro-school reporters” is an ambitious project set to improve our students’ basic and transversal skills as well as to integrate and promote the usage of open digital resources in the daily school work.This project responds to our educational and social needs: - To improve our students’ basic and transversal skills by using innovative and motivating teaching methodologies.- To promote and integrate the usage of the ITC in the school.- To develop students’ and teachers’ English communication skills in a practical way.- To become active European citizenships by developing international cooperation and relations in the frame of Europe.- To motivate and provide teachers and students with a favourable situation for lifelong learning that will open their horizons and enrich their lives. After analysing our needs and difficulties we decided that creating a digital (and interactive) newspaper could be the perfect vehicle for our project. - On one side, as the newspaper will be developed by using open digital resources, both students and teachers will have to learn and improve their ITC skills. They will need to search for information on the internet, take pictures/ record videos with a digital camera/ edit the articles using different programmes (like “Word”, “Adobe”, “paint”…) and create a digital magazine using an online resource (like issuu, calameo, paper…)- On the other side, the different parts of the newspaper (editorial, the weather forecast, how we made it, math challenge games, little garden, family time, project's corner, vocabulary booklet... ) will let us improve our students’ basic and transversal skills while working on different and appealing topics that will cater to the European policies and to our own needs.- Furthermore, our students will take part in the creating process as well as in the management of the newspaper. They will become school reporters that will gather and elaborate the information. They, with the teachers’ help, will also have to write the articles in a digital format and think about the best ways of advertising and taking care of the dissemination of the newspaper inside and outside the school (families, community, local authorities…). This way, the students will have the opportunity to develop their entrepreneurship and have a real approach to the business world.- In addition, English will be our communication language. Teachers and students will be highly motivated to improve their command of the language so that they can develop the activities of the project . Through English we will be able to make new friends around Europe.- Finally, cooperation and teamwork in different levels (students, teachers, families, community…) will be vital. Teachers and students will improve their communication skills and reciprocal learning in what will be a meaningful lifelong learning. Sharing information and working in international teams will allow us to get to know other cultures and ways of thinking better, making us more respectful and tolerant to other countries and life-styles. This will lead us to raise our European conscientious, to feel that we are part of Europe and, consequently, to become active European citicenships.The participating countries are: Lithuania, Slovakia, Greece and Spain. We all have primary school students that will be in charge of the main part of the activities. This variety of languages, cultures and historical backgrounds will enrich the project with an authentic European dimension.In order to achieve of our goals, we will develop collaborative work among international teams. The content of the articles will be gathered in each school by the students and edited by international groups of students during the transnational meetings. Teachers from different schools will work together in the design, implementation and dissemination of the activities and results. They will support and advice the students in the management of the newspaper as well as in the process of the newspaper creation.This project will be carried out in two years. We will develop activities related to the parts of the newspaper, to the creation of the newspaper itself, to the dissemination of the newspaper and to the management of the project.At the end of the project, our students will have worked on and improved their basic and transversal skills in a motivating and ludic way. At the same time, teachers will have learned to use the ITC to carry out a large number of activities in the class and they will have the opportunity to learn from sharing experience other methodologies and educational approaches. They will have also improved their English skills and found new teachers to develop new projects with. The whole community will be benefited from a cultural point of view, and they will become more understanding, tolerant and respectful to the others because, thanks to this newspaper, we will have been able to bring a little part of Europe to their homes and hearts.

"Many of the pupils, in each involved in the project school, showed a low level of basic literacy and mathematics skills in the initial diagnosis (120 pupils out of 245 diagnosed had various difficulties). Most of them also faced many other difficulties: social, economic, family unemployment and other, and they were therefore at risk of social exclusion. That is why we decided to implement the project ""Through artistic abilities to developed basic skills"".The main objectives of the project were:To develop pupils' basic skills through multi- and interdisciplinary methods, involving their artistic abilities and their natural need for knowledge and play, making use of our national and regional heritage, cultures and traditions.Prevention of early school leaving.Developing ICT competencies.Provide an alternative to normal school work by giving students the opportunity to attend extracurricular activities in theatre, fine arts, music and dance clubs, developing and promoting creativity, responsibility and independence in learning.Enabling students to develop their skills in a variety of ways by developing their passions, by enriching the offer of schools, and by giving participants the opportunity to partake in international and school workshops that involve their artistic predispositions and other talents.To motivate students to learn not only national but also foreign languages and promote sensitivity and understanding for minorities, people with difficulties and people with disabilities.This experience has a huge impact on their future work and professional career. Participants were given the opportunity to promote national and regional heritage and culture by including some of its elements in their workshop activities.A total of 250 pupils were involved, 110 more than initially estimated and there were 47 teachers involved in the project.Prior to the application of this project, an eTwinning project was created - ""Learning through art, dance and theatre"" - which was in synergy with the Erasmus+ one.The project website on Facebook, the official website https://developedbasicskills.wordpress.com and the YouTube channel were created. Subpages to the project have also been set up on the websites of the participating schools. Extra-curricular workshops were organised in theatre, art, music and dance clubs in each school (2 hours a week for each club - 360 hours of workshops in each school throughout the project). The topics and content from the clubs were included in the daily classroom work.Four international workshops were organised - about 80 hours in total - at the Greek school ""Drama and ancient Greek theatre workshops with the elements of music and art"", Croatian school ""Croatian art - straw sculpture, drama and different nations dance workshops"", Slovenian school ""Local art in the open air, folk dance and Maths Drama workshops"", and Polish - ""Local folk art, stand up drama, craftwork, singing and dance workshops"".The main methods of the project: project method, drama, blended learning and other methods used in teaching reading, writing and mathematics, games and plays as well as those using ICT skills and resources.The project results in better-motivated pupils with better language, mathematical, collaborative and many other skills – pupils who can use ICT tools for international communication and cooperation.The project revealed the potential of teachers and resulted in their personal and professional development. They shared their experiences, learned from each other good practices and acquired new competencies, such as organisational skills, leadership, cooperation at local, national and supranational levels.The final products and results of the project:- the 'FOUR COUNTRIES ONE PASSION -THROUGH ARTISTIC ABILITIES TO DEVELOPED BASIC SKILLS' Online Good Practice Guide, available on the websites of schools, eTwinning, Facebook, the project website and the EU Dissemination Platform, - 3 e-books created during the project activities at www.storyjumper.com: ""Myths of 4 countries"", ""The shepherd liar"", ""The greedy mouse"".- A 5-language dictionary, specially created for the implementation of the project aims.The partaking schools have enriched their offer with new, effective ways and methods of teaching.The project has brought new opportunities for all stakeholders, such as further eTwinning cooperation or the launch of a new Erasmus+ project, sustainable change and progress in the lives of participants, integrating new experiences, ideas, methods and forms from transnational workshops into school curricula.It has enabled local authorities and cultural centres to establish international cooperation. International cooperation agreements have been signed between the Municipal Cultural Centre in Rozogi, Poland and the Greek Cultural Association Of Tanagra Municipality ""Terpsichore"", and the Croatian Dance Group - MKUD Darda."

"Two French primary schools in Normandy and 2 Greek primary schools in Corfu have decided to work together on an Erasmus project that will enable young pupils from different backgrounds (pupils from the city centre, pupils from isolated rural areas), some with disabilities, to meet other young Europeans and share the fight against discrimination and develop respect for differences. The project is part of the Normandy Academy's policy to develop a European learning pathway from primary school to the end of high school years. It also responds to the reflection carried out by the 4 schools on the topic of inclusion and the way to live harmoniously together at school.The four schools want to: - provide every student, regardless of their geographical, social origin, or disability, with an openness to the world through an exchange with a European Partner - enable students to develop an authentic ability to live together at school and in society using sport as a tool for inclusion and social, geographical and cultural diversity, - promote the construction of European citizenship from an early age by giving pupils the opportunity to travel abroad and experience situations in which consideration and respect for differences, mutual support, solidarity and commitment are favoured.126 French and Greek pupils aged 8 to 10, in grades three to five, and 28 teachers, educational and medical school staff, are involved in the project. French students with disabilities, schooled in the Local School Integration Unit or partly cared for by the local Medical Educational Institute, as well as French and Greek students with social difficulties are fully integrated into the project: they will participate in all activities through collective and cross-sector work of the teams for optimal support and activities designed so that students can help each other and develop solidarity and commitment.Because the two French schools are engaged in the territory project ""Together, Share the Passion of the Games"", which aims at making young Normans aware of the values of Olympism as part of the 18th students Olympic Games that will take place in Normandy in May 2022 and because the two Greek schools have developed inclusive sports practices, the project will be based on the theme of sport, a tool for integration and inclusion.The project's activities will be carried out both within the eTwinning space of the project and when the pupils meet. All the activities related to learning about others, their school, their territory, their region and country will bring an opening to the world to the students and enable them to identify what differentiates and what brings together the two partner countries. These encounters will contribute to the construction of European citizenship among young pupils . The specific work on the history of the Olympic Games and the Paralympic Games, on the symbols of Olympism as well as the meetings with the high-level French and Greek athletes who sponsor the 4 schools will facilitate the students' understanding of the values in sport. The sports activities of the project in which all pupils, including students with disabilities, will participate, will enable them to put into practice the values of mutual help, solidarity, team spirit, respect for differences on which they have debated before.This project, in which students will have to organize activities taking into account the difficulties of classmates with disabilities will help them to develop a citizen attitude , greater openness to others and self-confidence that will make them consider mobility as an opportunity to discover other people and cultures.We hope that the project will make school inclusion a reality in all areas, including mobility, and that inclusion will become an asset for schools and pupils who will make it live in classrooms, schools and territories. The concrete results are the full participation of socially disadvantaged or disabled students in all project activities through close collaboration by teaching teams, socio-medical teams, specialist educators and families.The focus here is inclusion and equity in schooling. The entire educational Community of the 4 schools will be mobilized around this central objective. Schools involved in the project will develop new skills in welcoming specific needs audiences: the result will be an increase in the number of special needs students integrated into learning activities and extracurricular activities, including mobility, in the 4 schools."

Our Erasmus Project “It’s up to you” focused on implementing activities to encourage students and all the school community to be environmentally aware, contributing to raise awareness about the importance of individual daily actions that could potentially make a difference in the future of planet Earth. This aim was achieved through different sorts of good practices among children and teachers from the four European countries participating in the project. These practices included innovative methodologies, making children actively involved. The approach was interdisciplinary and included different subjects which were fundamental for the implementation of most of the activities. Language improvement was one of the main aims in the project and English was the language of communication throughout the project both for contacts and work.Contents covered from Biodiversity to Pollution, Sustainable Development to Responsible Consumption. These were approached through different kinds of hands-on activities. Collaborative work played an important role during the implementation of the project. It provided our students with time of reflection and discussion along the project when working together organizing green teams, or, when proposing solutions to reduce our carbon footprint. This also contributed to building up students’ “learner autonomy”, fostering students’ self-motivation and sense of responsibility. Also including students with learning difficulties and special educational needs. The mobilities were also essential to carry out the project. Students who travelled from other countries were integrated into groups of host students of their school age and they worked in experimental and playful activities:Meeting in Spain: visit to Montserrat Mountain to learn about the mountain flora and the disastrous effects of fires, visit to the CRAM Rescue Centre and Sea Animal Hospital and workshop about sea pollution, visit to Park Guell and learning about Antoni Gaudi’s sustainable projects, and visit to CosmoCaixa Science Museum with the amazing simulated piece of the Amazon rainforest.Meeting in Greece: visit to Mount Parnassus National Park to attend a workshop on how to use the special biodiversity frame, how to use the environmental monitor and sound level measuring instrument, and how to use an age estimating tree-friendly marker; visit to the Delphi Museum and archaeological site, participation in schoolyard games with recycled constructions.Meeting in Sicily: visit to Museum of Agrigento and the Valley of the Temples, the historical city of Syracuse, Latomia del Paradiso and the Greek and Roman Amphitheatre, and the Puppet Museum & Theatre-Workshop, to attend a puppet craft workshops with recycled materials. Field trip to Mussomeli, a farm for schools, to attend to an eco-workshops and made bread and ricotta cheese. Meeting in Lisbon: the Portuguese school counterbalanced the cancellation of this Meeting (due to covid19) by proposing a Very Green Task for students from all participating countries. They worked on this PBL (project based learning) by responding to a challenging problem - a survey about our carbon footprint.During mobilities students experienced the negative effects of pollution, appreciated nature landscapes, learned about cultural similarities and differences, practiced English with European friends, established positive relationships of friendship, of cooperation, sharing emotional moments and cultural growth, and used technological devices to communicate and work.E-Twinning has been the safe platform to share all the results and be in touch among all the project partners, both teachers and students. Teachers also used GoogleSuit in order to manage all the project documents. Regarding the project dissemination, we would like to note that the students have been the project’s multipliers disseminating objectives and activities, as they have had an active and participatory role during all the project. All mobilities, activities and products were reported in local newsletters and in the project website itself. As well as in different social media like Twitter, Facebook and Instagram, in order to give visibility to the project, to reach to all the European community. The project has benefited us in many ways. All the new methodologies used have been incorporated into our school projects, diversifying the teaching methodology. It has been a positive change towards the use of ICT, both by teachers and by students and their families. Students could understand the need of learning English to be able to communicate with other cultures. Also, the need of working collaboratively became an asset of this task based project. But above all, this project has created a sense of belonging to a wider European community, in which everyone is responsible for their own future in a sustainable way. Our products will be sustainable over time and could serve as an example for other European schools.

"""Multiple intelligences: on the path to new minds"" is a multidisciplinary and international project on the effective use of eight multiple intelligences as educational tools. Howard Gardner's work on many intelligences has had a profound impact on theory and practice in education. However, it was important to effectively apply these theories in the educational space of partner schools using modern technologies. The project was implemented in five partner schools from Turkey, Greece, Italy and Portugal, coordinated by Poland. Schools within the framework of the partnership have been carefully chosen because each of them represents a different specialization with clearly defined responsibilities in the field of cooperation.Project activities were divided into 8 sectors reflecting 8 intelligences.(musical, linguistic, logical, natural, spatial, physical, interpersonal, spiritual) Every two months, all schools implemented the school's development of one of the intelligences. : Objectives of the project 1. Enabling the full intellectual and social development of children.2. Give every student the chance to use their stronger intelligence to support the weaker ones. Creation of conditions for the development of creative thinking at an early stage of education. 4. Development of ICT skills for joint learning and teaching. 5. Strengthening motivation for long-term learning. Strengthening self-confidence that will facilitate overcoming life's obstacles. In conclusion, this project has increased awareness of good practices in the field of methodology using the eight intelligences through effective international cooperation. The methodology used in the project includes creative teaching methods, methods for promoting creative thinking, keeping students' interests and enthusiasm. A wide range of methods has been used throughout the project, including design, brainstorming, information research, drama, writing, statistics application, coaching, tutorials, verbal and drawing illustrations, games, charting and many more. Understanding the profile of intelligence enabled students to use their strengths to find new ways to approach or solve a problem. Speaking of longer benefits, it increases the motivation, enthusiasm and commitment of students, as well as a noticeable and positive impact on the personal development of students. Independent thinking, the ability to work in a group, trust in developing and presenting their ideas with greater imagination and fluency will be the best preparation for their future life.The cooperation products are: logo, rap song, electronic newsletters, Kodu game, an intelligence guide for teachers and children, ecological poster."