<< Objectives >>As a Polish school with little experience in doing Erasmus projects we want to cooperate with a more experienced partner in Portugal which has conducted a number of international projects. By doing the interdisciplinary hybrid project we are going to strengthen and refresh relationships within the school societies suffering from the results of the Covid-19 pandemic and also varied social status, physical condition or background. We intend to come up with a number of new educational materials.<< Implementation >>In our hybrid project we would like to involve members of various social groups from partner school societies including students with specific educational needs in digital, pro-ecological, social and cultural activities. Our planned local and international activities together with student and pedagogical staff mobilities are to lead to accomplishing the project results.<< Results >>The main result of the project will be a digital catalog of good practice solutions that are possible to be used by partner schools. The catalog, edited in three languages, Polish,Portuguese and English, is going to be available to teachers, form teachers, educators and schools in general. By developing a number of key competences and thanks to students’ activity in ecology, diversity and culture not only in their local but also international environment we are going to enhance relationships

<< Objectives >>The main goal of the project is to make students ready to read, working on their literary skills, motivation, and strategies. We expect to boost all students' (with a focus on special needs) key competencies and improve school results. We also aim at improving teaching and learning methods, strategies to develop literary and digital skills and enable other organizations, school communities, and other stakeholders to benefit from the development of these objectives.<< Implementation >>We are going to organize LTTAs with inclusive activities, an online joint training event for teachers, Erasmus reading corners, book clubs at each school; create a book of methods, book box, and educational game, podcast, an educational reading game, a Project logo; commemorate the international week of books, make an international webinar and promote different means of dissemination/sharing results: a website, newspapers and newsletters. We also intend to develop activities on eTwinning.<< Results >>We expect to boost students' motivation towards reading and improve their key competencies, improve students' awareness of European citizenship and values, provide teachers with new methods and strategies to develop reading skills , increase the quality of the work and practices of the organizations involved and targeted by the project and also to promote inclusion as well as develop understanding towards inclusion and diversity as a necessary condition in our society.

Schools in this project notice that the intrinsic motivation of students for learning content is decreasing. As we are all schools who want to set pupils in the heart of education, we want to adjust the way of teaching in a way that learning becomes more natural.The main goal of this project is to increase inner motivation by using playful learning in the curriculum. Several ways of assessments will show that pupils’ motivation will increase and that more competencies will be reached that way. objectives for the schools* The schools want to create a play-based learning environment that strengthens the motivation of the pupils to learn.* The schools want to implement more elements of playful learning into the everyday lessons.* The schools want to think about new ways of organising groups that should facilitate cross-curricular plays in which pupils learn new competencies.* The schools want to assess pupils in a way they’ll see more skills and attitudes of pupils during the playful learning.objectives for the teachers* Teachers strengthen their didactic competencies to implement play into the curriculum to increase the motivation of the pupils and to strengthen their learning process.* Teachers want to have effective tools for learning by playing.* Teachers want to find ways to recognise the learning results of ‘learning-by-playing’ activities.* Teachers want to learn how to give ownership to pupils in their learning and evaluation.* Teachers want to learn how to achieve 21th century skills and digital skills by using playful learning.* To strengthen their understanding of natural learning and playful learning by investigate the subject and work on a new vision text to be used in each school. * To learn from each other's different approaches and implement good elements in their everyday work.* To integrate digital ways to make lessons more playful without falling into gaming.objectives for the students* To strengthen their (intrinsic) motivation by learning in a playful way.* To strengthen the involvement of pupils in their learning process. * To take responsibility and to experience ownership of their learning process.* To strengthen their competencies in the curriculum by using playful-learning.* To strengthen their skills to transfer competencies such as knowledge in new situations. Pupils aged 8-15 are involved in this project. Some of them will be in a steering group to help teachers develop approaches to playful learning. Pupils aged between 12 and 14 will be in the meetings abroad. This project will achieve objectives at the level of pupils, teachers and the whole school. By strengthening teaching skills to use playful learning, by writing a vision text, by trying-out four approaches of playful learning together with students, by listing good practices in every school and by learning from each other; schools will achieve a long term result.The vision text will be made during a joint staff meeting where teachers will learn different approaches. In this meeting ‘The Institute of Play’ in New York will be asked to give input. Also, some books and texts will be an issue (natural learning, OECD and teachers as designers of an educational environment, OECD).The vision text will be spread via the website and will be discussed in an eTwinning group. As the school policy in every school integrated playful learning, this will be an issue to work on next years.Playful learning in the school curriculum will make teaching 21-century proved, and friendly for those who are learning: children and youth.

"The project addresses young European students (10-15) in four different schools from Portugal, the Czech Republic, the Netherlands and Italy.This Project was the basis of a case study about a new learning/teaching method, the Flipped Classroom, and we also wanted students to think and learn about 4 crucial Elements which we all should consider for the wellbeing of the world, its questions and actual problems: Earth, Air, Water and Fire. Within this context we managed students to learn by themselves, to learn how to research, how to make and present academical work, to learn in real context and to come up with innovative and entrepreneur ideas in a problem solving context. The countries were chosen due to geographical and environmental characteristics that strengthened the students’learning: in Portugal students were involved within “Water” activities; at the Czech Republic they dealt with “Earth” activities; at the Netherlands they learned about “Air” and in Italy they got the chance to additionally learn about “Fire”. We also aimed to help students improving their skills to overcome failure, to promote success, self-confidence, self-esteem, participatory spirit and social acceptance and to become future European citizens.We worked in cooperation and were able to reach all the goals above stated by using different educational supports: the teaching/learning was done in the regular classroom and the Project-based learning was promoted by the clubs or extracurricular activities created to support this Erasmus+ Project. This way students had the chance to work their ICT skills, their entrepreneur skills, their communication as well as their literacy skills in different clubs or extracurricular activities: eTwinning / Technology club and Environmental club.We adopted a Project-based methodology and a digital teaching method ""The Flipped Classrom"" so that students could learn and work towards success; we adjusted the methodology whenever necessary after discussing the best way to reach our goals and increase the non-formal education situations so that students could also learn from the day-to-day experience in different schools from different countries.The team of teachers in each school that guided them worked together at all times communicating and discussing online in a regular basis and the school’s community was involved at all stages of the project.Students worked their own school curriculum (in areas such as Science, English and ICT) guided towards the Projects’ goals so that all made sense and this way we could motivate students to reach better results, better communication skills and learn how to overcome their difficulties. Students learnt about each Element what they needed to learn in academical terms, researched about environmental problems that are connected to each Element, created an action plan towards those problems and thought on innovative ways to deal with them. We created an Environmental club or an Extracurricular approach related to Environment and an eTwinning Project that,after the project ends, will be kept, to continue discussing and exchanging new ideas and to reach other European schools.At each school we chose one or two classes of students around 11-15 according to certain characteristics (hardworking and self-committed students) and at the clubs we worked with those students and with others facing educational, economical and social problems. There was a selection programme established to choose the students that participated in the short-term exchanges, taking into consideration that we chose students from both situations (the classroom context and the Clubs).There were 3 Coordinators meetings to set up all that was needed to make a succesfull Project and to evaluate it at the end. There were also 4 students mobilities with the participation of 32 teachers and around 68 students. These mobilities gave the students the chance to cooperate/communicate directly with others and to learn in a real context. More than 3000 beneficiary were impacted at the end. Since these children came from such diverse social and geographical backgrounds, this was an unique opportunity to develop knowledge and understanding of each of those cultures and languages.There were teams of 4-5 teachers in each partner organization so 20 in total took actively part in the project activities. There was a teacher of English, one or two Science/Biology teachers, an ICT teacher and one or two other teachers were chosen according to the Project’s needs and to each school’s own characteristics.At the end of the Project the work done caused impact on two fields: the Case Study that was disseminated to teachers and to schools so that others can learn with our work and get motivated to apply new methodologies; the work done around the 4 Elements was disseminated locally, nationally and in an European context to get others thinking about environmental issues and on ways to overcome them."

This Project was established upon some very clear objectives having both: teaching and learning intents. The main issues we'll deal with are humanitarian issues, new learning strategies combining new methods and digital skills and the need to make our schools evolve into a new social and digital era. Having these ideas in mind the Portuguese partner (who is the main Coordinator) set a profile and searched for other partners that would fit the profile. The main focus was based upon historical contexts and geographical locations as well as humanitarian issues involving one's country. Then according to a SWOT analysis four partners were chosen and all of them can enhance and boost the outcomes of this Project in a specific way. Portugal and Finland will help students understand about people's flows, Italy and Poland about some major historical episodes and Greece about migrants actual situation. Having these scenarios set we'll be able to draw a comparison study among all schools taking into consideration History, Geography and social and political measures of different European countries. We will also work with students based upon a new learning strategy: Design Thinking. This way students will be motivated to develop critical thinking, creativity in problem solving as well as entrepreneurship concepts to reach for innovative digital outcomes such as the creation of digital apps and QR codes. Different subjects and different issues of each partners own curriculum will be worked within this project so the Erasmus Team at each school will focus on subjects such as English, ICT, History, Geography, Maths and Social Education. The chosen teams regarding teachers and students will be dynamic and motivated to work within the above themes. We will work with two different classes of students and create within each school an Erasmus Club. The involvement of younger and older students will enhance the social and humanitarian perspective that'll reach within each school at the end of the project. We've established the grounds for an efficient communication among partners having created online groups (such as an eTwinning group and a whatsapp group), a collaborative working disk that will be used throughout the Project and an effective dissemination plan based upon social media means and official means such as each school's website and the future project website. A short-term joint staff training event was set so all representative teachers from each Erasmus team from each school can learn together upon eTwinning and digital apps that will be used during the Project. Four LTT activities were set according to the major guidelines of the Project: starting with a discussion upon social and humanitarian issues, moving on to a direct contact with History, then a direct contact with reality and ending with a final presentation of the digital outcomes of this Project: two digital books, six newsletters, QR codes, AR scenarios and digital apps. Teachers involved within this project will guide students through the study of historical, geographical and social facts; students will be motivated to participate in Design Thinking process in order to develop ideas that will lead to the digital outcomes; apart from all this work, students will also commemorate some major celebration days and be involved in humanitarian short projects within the Erasmus Club. Collaborative work and online sessions will also be promoted so that a constant and meaningful communication can be established and developed by teachers and students. The digital outcomes will remain after the project officially ends because they're meant to spread knowledge and information not only to migrants/immigrants/disadvantageous groups of students but to each school's community and to other schools and institutions as well. The eTwinning project created within this Erasmus Project will also be maintained so that new ideas and social projects may be developed and shared among schools.