The role and function of a teacher in the modern educational systems is suffering a crisis. The upbringing, educating function of school is diminishing, revealing the shortcomings of its organization, didactic processes, but also the shortcomings of a teacher as an individual (OECD, Education 2030). Primary education shapes views and attitudes of students, that will pay off in the future. The quality of education is linked to teaching standards, which are related to the demands placed upon teachers, the training they receive, the roles they are asked to fill and the resources that are made available for them to carry out their tasks. Therefore consortium proposes a holistic approach, introducing storytelling into teaching and learning practice, through comprehensive TELLaSTORY Program for schools, engaging whole school environment, including teachers educators.Project aim is to create conditions, by August 2023, for implementation of the comprehensive TELLaSTORY Program for primary schools, based on the Story Seekers® method, incorporating storytelling into teaching and learning practice, in order to make both teaching and learning more competence-oriented, attractive and effective. Specific goals:1. Define potential for systemic implementation of TELLaSTORY Program in primary schools2. Increase capacity of partner organizations through development of comprehensive TELLaSTORY Train the Trainer scheme and preparation of 16 teachers educators for the role of ambassadors of the method,3. Support 45 teachers in continuous professional development, through offering them TELLaSTORY trainings and work-based learning, supporting materials and tools (TELLaSTORY Toolkit)4. Reinforce teachers in delivery of competence-based teaching and promoting creative and innovative learning through elaboration of scenarios of lessons and delivery of TELLaSTORY workshops for school kids, with use of game-based learning.5. Shape among students basic social skills like verbal communication, collaboration, empathy, self-presentation skills and learning to learn competence,6. Create conditions for widespread dissemination and introducing ICT to the TELLaSTORY Program through creation of the TELLaSTORY Crowd sourcing portal and TELLaSTORY Network of teachers etc.Innovation of the project is reflected in:- the consistent and whole-school approach to teaching storytelling, involving cascaded system of training starting from teacher trainers, through teachers and students - applied methods: Mike Bosworth’s Story Seekers® method and Trust Model, competence-based learning, game based teaching and learning, ICT in teaching, crowd sourcing and networking of teachers and teacher trainers. These methods were combined to form the whole-school TELLaSTORY Program for implementation of storytelling in primary schools.The following target groups will be involved directly:1. Project partners staff, incl.teacher trainers – 16 persons 2. Teachers at primary school level and principals - 453. school kids in primary schools - 724. schools – as an institution will be the target group for implementation the TELLaSTORY Program 5. key actors - teacher educators, teachers, principals, education policy makers, school education authorities (multiplier events and conference) – 195During the project partners will create a TELLaSTORY brand, defining various project’s outputs.Project envisages:1. Investigate perspectives of implementation of the storytelling as a teaching and learning method (IO1)2. TELLaSTORY toolkit for teachers (Handbook, scenarios of lessons applying storytelling, podcasts, story board card game)-IO23. Elaborate and pilot TELLaSTORY scenarios of school workshops for kids – IO34.Elaborate and pilot TELLaSTORY Train the Trainer Scheme, including Train the trainer program for teacher trainers and program of trainings for teaches.5. TELLaSTORY crowdsourcing portal and network of teachers Activities have been arranged in 7 work packages (WPs), out of which WP1-WP5 are related to intellectual outputs and WP6 (dissemination), WP7 (management) are horizontal activities implemented throughout the project.The partnership is formed by the mix of public and private organizations related to education. The project will have impact on teachers, who will develop competences and be able build more open and creative environment for learning based on trust and empathy, teacher trainers who will form a network of experts in teaching storytelling and students developing emotional intelligence through learning. Headmasters and policymakers will be a target of raising awareness campaign and lobby to enable further introduction of storytelling to the core curriculum. The project has potential for transferability in terms of geographic scope, school levels and sectors. It brings business practices to school education. It seeks to reduce the gap of commences between school edu in Central Europe and more advanced Western EU courntries.

"This initiative starts from early opportunities of encounters between teachers of schools working together. It involves an approximate number of 170 European students from the Czech Republic and Italy over a period of two years.The so-called YOUNG EUROPE project is aimed to increase the spirit of European citizenship and to promote the development of ""well-being"", good relations and proper lifestyles.It also will provide a set of activities developed in English for CLIL methodology and in Italian as foreign languages. In addition, it is aimed to empower students entrepreneurship, at the lower middle school level. In the project, the core activities are four international meetings: two in the Czech Republic (First and Second International Spring Meeting - SIM) and two in Fiemme Valley-Trentino (Dolomite International Meetings - DIM). These meetings will give the students the opportunity to meet peers of the same age, and share with them experience and ideas about a common discussion focus, as a conclusion of a common distance work carried out in the previous months.The issues of exploration will be shared with the participants in order to increase motivation and they will be focused on active involvement, proper lifestyles, social relationship, awareness of cultural identity. They will reinforce the understanding of the encounter with different cultures and common European citizenship.The development of the activities will promote access to ICT, which are playing an increasingly predominant role in contemporary society.“Young Europe” includes teamwork strategies and active working methods aimed at promoting a sense of accountability and self-reliance. The process is aimed at the production of tools of didactic and cultural interest (CLIL units and a ""Young Europe Guide"") which will be shared in the area where the community belongs to, and in the wider national communityThe project includes public meetings (Parties) and the creation and the publishing of a trilingual handbook written in Italian, Czech and English, addressed to young students. The handbook provides a guide to specific features of the areas where participant members come from, and a depth on citizenship and other issues of common interest. The project is a great opportunity for individual and collective growth. The involved organisations will benefit from international partnership and cooperative working focused on CLIL methodology.English will be the common language in planning all the activities, whom evidence will be documented by format shared with Universities or research institutes. The lingua franca will facilitate the dissemination within the professional community and among the involved schools.Evidence of the project will be shown at the national school meeting called “Festival delle Lingue” and lead in Rovereto (TN).Participating teachers will share templates and working tools during meetings or by distance communication moments (ICT).In Prague and in Cavalese, university professors or experts of international certified training centres will provide professional growth to teachers, thanks to common training in CLIL and follow up activities. The project is also qualified by an inclusive perspective which allows the overcoming of linguistic barriers and difficulties and promotes peer interaction and knowledge of European cultural realities."

<< Background >>We applied for this project because we can see that our colleagues-teachers are getting more and more tired throughout the pandemic and that the whole situation has a bad impact on their mental health. In general, it is possible to see more and more teachers who are suffering from any mental health issue, from burnout to depression. Primary school teachers have to teach from home, and in case they have their own small children they have to learn with them as well. This means that teachers can hardly find the balance and divide the personal and work time. And this leads to mental health issues, burnout or it can lead to the point when teachers leave their profession. However, this does not apply to the teachers-parents only, but to all teachers in general.Therefore with our BALDIS project, we aim to collect experience from the foreign schools and distribute them among teachers in order to help them out with the right functioning example.We want to provide first aid to teachers who find themselves in a difficult situation.<< Objectives >>With this project, we want to bring a solution, a relief to our fellow teachers, who are teaching children in their classes as well as their own children at home. And because we know that the same situation does not apply only to the Czech Republic but to the whole Europe, we work on the BALDIS project. We want to bring them examples of good practice from foreign countries, and work together with our partners on a guide for teachers so that teachers will know what is the best way to balance their work and personal life. And school headmaster will know how they can help their employees to balance the work/personal life.<< Implementation >>During the implementation of the BALDIS project, we are going to carry out several types of activities. The activities were divided into five work packages, and during three of them will be developed four project results. The other two work packages are dedicated to transversal activities.First, the transnational project meetings will be held every year, three in total. During them, the progress of the project will be assessed and we will agree on how to continue the project, i.e. what the final look of a particular result will be.Second, three learning, teaching, training activity will be organised by the responsible project partner. The LTT activity will be organised after the delivery of the particular project result. Participants will learn about these project results and will learn how to use them and benefit from them.The final activity is the multiplier event. In each partner country will be organised one event, thus three multiplier events will be held in total. The aim of these events is to reach as many people as possible in order to share the project results and to have a bigger impact. Connected to the multiplier events is the dissemination of the project results. The project partner responsible for this activity will do everything that is in their possibilities to reach as wide audience as possible. Other project partners will help this coordinating partner.<< Results >>The BALDIS project is divided into five work packages. During three of them, we expect to produce four project results in total.1. The first project result is the strategic report. This comparative report will consist of three national reports and each report will be created by two national partners. This report will be based on desk research and will also consist of interviews with experts in the field relevant to the studied area. 2. The collection of best practices examples will be done as a second project result. The best examples from teachers´ practice will be collected based on interviews.3. The guide for teachers will be prepared. The learning points from the previous project result will be gathered and tools and methods found online will be added. The guide will be supervised by an expert in the field of psychology.4. The last project result is the digital educational platform, where all the previous results and self-assessment tool will be published. On this platform, all the results will be accessible for free.

Skills in science are becoming an increasingly important part of basic literacy in today’s knowledge economy. To keep Europe growing, there is strong need of science-aware citizens who can make informed decisions and develop critical thinking. As confirmed by numerous EU education policy strategies and research analysis, motivation should be fostered among young people in early education, as missing this opportunity leads to many interrelated challenges occurring at later stage of life, such as: underachievement in basic skills, low interest towards science-related further education and career choices, gap between the current technology-based labour market and existing competencies. The teacher is the key factor in this process. Reportedly, most teachers lack confidence to deliver science-related subjects at primary school level due to lack of resources, ideas on how to motivate learners, as well as specifics of the curriculum and syllabus. Since October 2016, the publishing house Dr. Josef Raabe Slovensko based in Bratislava started implementing the transnational project Interactive Science for Kids and Youngsters in Primary Education (I - S.K.Y.P.E.) to support primary school teachers with interactive and innovative teaching methods, resources and skills to increase kids’ and youngsters’ attainment and motivation levels in the field of science-related subjects. Our project put together 7 relevant organisations from 3 different countries (Slovakia, Czech Republic and Germany), namely 3 primary schools, 2 renowned universities, a company offering innovative digital solutions to the education sector, as well as one of the leading education materials publishing houses.The main aims of the project were to support primary education teachers in science-related subjects through innovative materials, tools fostering interactive learning, opportunity to share examples of good practices within Europe, as well as structured policy reforms proposals based on evidence achieved throughout the project lifetime.More than 5 500 pupils of the primary education, teachers of science-related subjects, people involved and interested in education, policy makers and academics participated in different project activities: creation of the outputs, their testing, validation, demonstration of them at workshops, targeted dissemination and the direct use of outputs in school practice. The project duration was 33 months and it will be followed by additional activities to ensure sustainability of results after its end.The project I – S.K.Y.P.E. covered the following activities and outputs:•design, development, testing and validation of I – S.K.Y.P.E. Methodical Handbook for Teachers of science-related subjects in primary education;•production of practical I- S.K.Y.P.E. Workshops for Teachers based on created methodical materials and their testing at schools, production of the videos from them;•design, development, testing and launch of the I – S.K.Y.P.E. Online platform which contains created methodical materials in digital form, workshops for teachers and also videos from chosen activities in 4 language versions – this will enable to use and sustain the project outputs in the future;•development of the concept for policy reform and curricula update based on knowledge and experiences gained during the process of the development of project intellectual outputs; •organisation of the final dissemination I – S.K.Y.P.E. conference for local and international participants and stakeholders where we presented created intellectual outputs to the public.Project impact and longer term benefits:TARGET GROUPS:*Teachers:- improved skills and competencies to teach science-related subjects;- enhanced capacity to offer interactive ways of learning;- raised professional profile of teacher;*Pupils: - increased attainment level in basic science skills;- enhanced critical thinking competencies and motivation for participating actively in the learning process;- higher inspiration to pursue science-oriented further education and subsequently career orientation;*High-level policy makers:- increased awareness of importance to innovate science-related subjects curricula and sylabus at primary school level;- increased knowledge on how to address pressing needs of the sector by introducing changes to traditional methods of teaching science-related subjects;OTHER STAKEHOLDERS:- increased level of cooperation between various sectors of education and training;- awareness of the inter-relation between science and all other basic skills;PROJECT PARTNERS:- strengthened reputation among the education sector through providing free innovative materials, methods and platform;- influencing the policy context to address a concrete challenge and potential for exploring new markets and expanding current activities.

"<< Objectives >>Mental health and well-being influence children cognitive development and learning. The key objectives of the SMILES project is to contribute to making schools environments where the emotional and mental health of pupils is promoted and protected. The project will work to make schools healthy and inclusive environments in which children learn critical skills to strengthen their emotional and mental well-being, involving three pillars TEACHERS, PUPILS, PARENTS in the promotion of mental health.<< Implementation >>WP2.Activity1.Measurement tools to know the real needs in MH.Act2.Focus groups with experts to select 12 key skills in MH.Act3.Training system for teachers.WP3. Act1. Toolkit to teach pupils key mental health skills and knowledge in MH.Act2.Resource guide for parents to support their children's Mental Health.WP4.Act1.Allyship at School programme to create alliances that trains TEACHERS -STUDENTS-PARENTS to take real action and build a school that promotes MH.Act2.Practicing Alliances in MH<< Results >>The project results are linked to the SMILES methodology described as""LEARNING IT"" (WP2)""TEACHING IT""(WP3),""LIVE IT UP""and""EMBED IT""(WP4). WP2 The main results are; Measurement tools and a Training system for teachers on the key skills and competences to support MH at school.WP3 will result in a didactic toolkit and a Guide to support parents WP4 The result will be an Alliance program in the school that will enable teachers, students and parents to take real action on mental health and wellbeing"