Our project can be briefly described as the project of writing the continuation of the novel 'Les Misérables' by Victor HUGO, the master of French literature, who is a world classic in the field of literature and tells the subject in a striking language with the message of universal human love. The intention to write the sequel of the novel is not to change the ending; The aim is for the students to continue the novel by using their creativity from where the author puts the point in the last sentence at the end of the book. This project was implemented in our own school in 2015 and very positive results were obtained from our project. In this project, the students of all our strategic partners – including our own students – read the novel 'Les Miserables', which was written with the number of pages appropriate for their age, and discussed the characters, plot, place and time elements of the novel among themselves and with their teachers. They watched the 1998 movie, a beautiful adaptation of 'Les Miserables', and they took a 25-question test prepared by the language teachers of each school. After these activities, the students asked themselves the following question: 'If I were Victor HUGO living today, how would I continue the Les Miserables novel from where it left off?' With this question, our students put themselves in Victor HUGO's place and emulated such a master writer, remained true to the novel characters and developed them. They continued the novel. There was no limit to the number of pages in the continuation articles written by the students. As the coordinating school, we examined the follow-up letters written by the students of the four partner schools, including ourselves, in our education activities. We transferred all the articles to digital media. A total of 180 students from four partner schools participated in our project. However, the articles written by these students were screened by language teachers with criteria such as language, expression, subject integrity and style. As a result, we decided that the works of 46 students were worth publishing as a book. In addition, the language teachers translated the writings of each student in their own language into English, which we will determine as the common language. The works of the students, which we found worthy of publication, were printed by the printing house contracted with the Ministry of Finance in our country, in the numbers and novel sizes that we determined with the partners. These printed works were sent to partner schools by the coordinator school. In addition, each partner country compiled the follow-up articles of their students in their own language and in English and shared them with the partner schools. The PDF version of our book, which has been turned into a book, has been shared free of charge on the social media platform of our project and on the special website www.lesmiserables41.net. Some LTT activities that could not be done face-to-face due to the pandemic were held in the virtual environment. A special notebook was created for our project by teachers and students. A pen pal with the theme of Les Miserables was started among the project students. As of October 2018, promotional posters of our project have been hung in each partner school. Our project was also advertised with stationery items such as t-shirts, caps, agendas and scrapbooks from the project budget, specific to the name of our project. The books we printed in the printing house were distributed free of charge to students, teachers, parents, and the surrounding school and institution directorates. Necessary promotion and dissemination activities were initiated in schools. Our aim in this project, which is mostly aimed at middle school and/or high school students, is to strengthen the skills of the students in the field of creative writing and to adopt the idea that they will produce a new work as a result of their creative thinking power. That's why we aim to strengthen the ties between liking books and basic literacy. Based on the idea that 'everything starts with loving a book', we aim to help middle and/or high school students believe that they can be good writers if desired, that they can create their own books, and thus develop their creativity skills. Reading, value and interest in a work created by them will increase the emotional and cognitive levels of the students and they will feel themselves as individuals integrated with the society. With all these efforts, we have a positive impact on the cognitive and emotional intelligence of students in the field of creative writing, which is among their EU 2020 targets; We will help 15-year-old students achieve goals such as reducing the failure rate below 15%, reducing the early school leaving rate below 10%, increasing the quality and efficiency of education and training, and learning at least one foreign language in addition to their mother tongue for all EU citizens.

"The Bringing Europe Home at School (BEHAS) project, a Strategic Partnership comprising eight partners involved in education and mainly in primary education aims at developing the skills of the staff of Primary Education on the basis of an event of common European value and importance, so that all employees and executives, consultants. teachers and teacher trainers will be in the position to design, organize and efficiently implement an event with long-term, beneficial impacts on primary education. The proposed events, on the basis of which the project evolves, are the following, as they are of importance for primary education:1. European Day of Languages (26/09)2. World Teacher’s Day (05/10)3. European Day on the Protection of Children against Sexual Exploitation and Sexual Abuse (18/11)4. Europe Day (09/05)5. European Day of Chocolate (07/07)On the basis of these European and the Global Days and the respective thematic fields, the partners and their stakeholder's design, coordinate, pilot and implement specific and creative action plans, which comprise multiple educational activities. Their methodology is blended and pertains to continuous, as well as intensive distance and on-the-spot training to deliver the specific action plans along with a toolkit of training practices, which will be easily accessible and ready to use in the primary school. The European partners, within the aim of successfully organizing events on the aforementioned days in order to: a) design and implement seminars/training seminars/workshops on the subject of four (4) European Days and one World Day) implement those activities) share and develop best practices) promote and disseminate the specific resultsThus, the Directorate for Primary Education of Rodopi, in Thrace, Greece, as the coordinator along with two other regional authorities, the Malpils Novada Dome Municipal Council in Latvia, the Directorate for Primary Education, Kocaeli Il Milli Egitim Mudurlugu, in Turkey, in cooperation with three primary schools and comprehensive educational centres, the Istituto Comprensivo Statale ""MARCONI"" Bernalda in Italy, the Liceul Teoretic''Al. I. Cuza'' Iasi in Romania, the CEIP Guadalquivir in Spain and the Club Life Long Learning in Austria, as well as with an innovative ICT company, Futuro Digitale in Italy, form a Strategic Partnership which aims at establishing an efficient cooperation and network of administrative, teaching, training and technological staff alike and setting into action creative and educationally fruitful practices of EU and global interest. The BEHAS project and initiative sets all the good practices into action, tests, pilots and assess their impact and builds upon project activities that will lead to high-impact results in the thematic field of the specific European and Global Days and beyond. The BEHAS project, prepared and delivered on the project’s website, combines an educational platform and a website, where all thirty (30) action plans organized in five (5) modules, one for every thematic day, will be available and accessible for free upon the completion of the project. During the project the partners’ staff and beneficiaries will share, comment, organize and assess the activities, which will be delivered in their final form in English and the national languages of the project. The BEHAS's most significant objective, motivation, and long term benefit is to truly bring Europe home at primary school and establish best practices in the celebrated thematic fields of the European and the Global Days, thus promoting European citizenship and the shared European educational values."