"Acquire the fundamentals thanks to the best teaching practices of Europe, such is the will of the partners of this project.A report by the French mathematician Cédric Villani speaks of ""a feeling of self-deprecation among the students and the adults"", as early as 7 years of age, the pupils already declare themselves ""rubbish at maths"" but the aversion for maths is by no means a fatality.We want to desacralize mathematics, and make it a domain, a subject, a teaching matter like any other by offering our pipils learning strategies, formal or informal mathematical openings that are adapted to the needs of each of them.We must therefore develop in our pupils' heads a critical and scientific spirit, leading them from the concrete to the abstract.To achieve this, it seems important and necessary to train all the actors and stakeholders to move from a passive learning mode to an approach based on the constant development of the teacher to reverse the curve of the pupils' results during the assessments in mathematics and ""bring back together"" the individual with mathematics."

"We have created this project, believing game is a child’s expressing and developing way. A child from nursery school to primary school spends most of the time playing. It is a need as vital as eating and sleeping. This project develops communication in foreign language. Every partner uses digital tools. This partnership strengthens our educational values, to keep in touch with the city, parents and schools as well as the national attitude and the partners European identity. The latter will get miscellaneous methods concerning games in their learning. The games we will discover will help the children with learning difficulties. They will be able to learn better and to develop social relationship. We consider that a child from nursery and from the first years of primary school that doesn’t play or doesn’t want to play is a child who is ill or disturb, and whose personality doesn’t assert. A child implicates all his sensorial, motor and verbal abilities in games. We want to give them the opportunity to learn by playing. The partners from this partnership will learn different learning games/tools inherent to each country and will write the rules they create.Our aims are:•To get the knowledge which according to the syllabus charter, “have to help pupils to identify themselves in the world complexity” in the one they will live (world that is widely unknown today.•Help children to become free, responsible, enlightened and critic citizens.•Make them evolve in a different place from where they grew up.•Make them learn to speak a new language or do a different job from their parents. •To create an exchange environment of cultural values to improve communication between European children.•To develop the child creativity.•To value the children who are often defeated. •To improve children behavior in games and sharing.•To increase the children knowledge, know-how, and behavior in games. This project concerns about 600 pupils from 3 to 6 years old. Pupils will practice common activities in class; they will take part at the exchange during the mobility but will not travel. They will contribute to the final part of the project with the advice of their teachers. They will do the activities which are offered in the project. In each partner school, there will be a learning mobility; we will have a total of 6 activities. Teachers will take part at the activities from the project implementation as well as the exchange mobility between classes. Two or three teachers will participate to each mobility. They will be part of the project team and will work at the fulfillment of the project activities. It will have a positive effect on pupils, teachers, authority, and community by learning foreign languages, using TIC and by developing a new behavior to the different pupils’ groups.Thanks to this project we will give priority to education to face challenges Europeans are making, and to promote education to guarantee a European future which will be sane safe and reliable for the new generations. The project activities will be included in the syllabus and the various themes will contribute in developing several intercultural pedagogic initiatives to allow the child’s development according to his own pace, and to set up short, middle and long term objectives. The results of our project will be presented at meetings, seminars or at the time of invitation sent to ""Hautes écoles"". We will try to inform the local press on the effect of our project in order to inspire other European schools. All of our work and videos will be shared for the public to watch on the eTwinning platform as well as on our website.We are also planning to make a booklet taking back our work, which will be published in several copies in order to make sure about its diffusion.Everyone will be able to see our blog to take inspiration and post comments."

"Title: MY DIFFERENT HERO, THIS EXTRA-ORDINARY HERO The project '' My pupil differs from this extra-ordinary hero '' follows a precedent entitled the kindergarten lever for the future education of the child. It had wondered about the importance of kindergarten in schooling. a child in our priority neighborhoods.In the description of our new project, we are part of Wresinski's approach, known as the approach of the crossing of knowledge and practices initiated by the ATD Fourth World movement. This approach is based on the fact that three types of knowledge coexist in society: lived knowledge, action knowledge, and academic knowledge. Indeed our school is located in a priority neighborhood of the city where is located in the same street, a kindergarten, an elementary school, a college, and a vocational high school. In the area, our students are destined to frequent this district for 15 years except for exception. It is an area where social and academic inequality is striking. Students are often witnesses to the physical verbal abuse of their elders.But the answers the school brings are not up to the stakes and do not meet the needs of students. The action of teachers to take students out of this scheme is ineffective and conversely maintains a fragile social and school situation. The teachers of our schools lacked from year to year of enthusiasm and showed a form of resignation ""we can not do anything, it's like that"" so we did school point.It was necessary for us as the school director pulled the teaching team of his lethargy by offering him a vision of the different schools. We proposed to fellow teachers to question the care of pupils with special needs but from the point of view of inclusion. When the project took shape, we thought it was necessary to treat it to some degree because these students, in particular, needed to be able to project on their future schooling.Our goal was: Set up stimulating, welcoming, motivating, caring and respectful schools, as recommended by the Directorate-General for Education and Culture in the document Education and Culture 2020 (2015, 11).Train the school community to care for students with special needs.Act on educational professionals to change class practices.Enter an inclusion component in the establishment project.The activities that we proposed focused on the professionalization of the actors for that we had throughout the project, themes around a fair school for all. So we explored the links between:• School and cultural diversity• Schools, territories and educational success • School and inclusion here or elsewhere, Throughout the project and with the contribution of training events in terms of the conference, exchange of practices and observation. The pedagogical team of Soliveau never ceased to question the effectiveness of its action with the students. After the formation in Italy, the team decided to revise completely its organization by setting up a pedagogy that considers that each student has a specific need.The Bulgarian, Romanian, Italian and Guadeloupean partners have each witnessed in their school, as in Soliveau, a transformation in the management of difference. Our aim is to strengthen the collaboration between the establishments of our sector in order to offer school spaces where each pupil finds his place. And that every teacher is committed to leading every student has at least one success.This project has had the merit of bringing out differences experienced as obstacles but not as levers (example: Italian-Bulgarian migrant students were highlighted during meetings with Bulgarian teachers) and to promote these students within their institution while changing the practices of teachers.As a result of this project, walls have been cut down between schools and our motto '' let's make our differences '' to help our students succeed."

"This project is based on the ""Europe 2020"" strategies, aiming on the one hand to reduce the drop-out rate to less than 10% and on the other hand to ensure that 95% of children aged 4 to 6 attend pre-school education. These are two issues that we have in common with all the partners of the project.Our schools are located in neighbourhoods where a number of pupils are growing up in families where the income is below or close to the poverty line. Some parents had a difficult past with school and are themselves former school ""dropouts"". Most of them do not have the tools or the keys that would allow their children to succeed in school and more specifically to feel comfortable at school. These ""life-insecure"" families have to face financial hardships that often go hand in hand with many other problems (health, housing, unemployment ...).To this home environment we can add the problems of the neighbourhoods as well as the environment close to the schools which sometimes constitute an obstacle to the fulfillment of the pupils. They generate, in fact, sometimes a source of behavioural deviance of the teenagers and pre-adults who prowl there. They meet around the school. Our pupils then witness verbal or physical abuse from their elders. Besides, in certain neighbourhoods, all ranks of society come together with glaring social inequalities generating misunderstandings and tensions.Our project was not meant to solve all the problems. It was intended to raise awareness of these realities among all those involved in the life and education of our young students with a view to adopting new behaviors and attitudes for parents and family circle as well as new strategies for all educational and social actors, to ensure that the first contact with the school from an early age becomes a real lever in the future education of the child.To achieve our objectives, the choice of partners and the methodology were decisive. Sharing similar realities, it was imperative to find partners who could bring new insights and innovative pedagogical approaches to the issues addressed.Our program was organized around the organization of 7 joint training events. Turkey offered a training on how to integrate parents into school life and learning activities, Belgium: learning through games with the help of CECP, Portugal: developing language at school and at home, Guadeloupe: the integration of culture into school and learning activities, Bulgaria: language learning and the use of ICT in pre-school, Romania : the strategies to be implemented to fight school dropout and Italy: the continuity between pre-school and primary education. These trainings had a 3-part structure: academic training (delivered by an external expert) and practical workshops, good practices exchange (with learning activities provided by the partners in the host schools) and the planning of an agenda of practice activities in each school.Our partners have forced us upstream through training and reinvestment to build skills and have the confidence to innovate and try. This resulted in the production of a collection of activities for teaching experts and a booklet of advice for parents.By implementing actions and a long-term dynamic, our goal is to continue to train all adults who surround the children.Such a European project has taken our teachers out of a certain form of resignation. It has also permitted all the partners and actors of the school to find their places in order to offer a benevolent school offering everyone the opportunity to access social promotion.Through this project we have made the school evolve as everyone's business: parents, children, partners, teachers. We have changed the place of the parents because we have seen other ways of doing school elsewhere and promoting students. This has led us to review our school management to make it more efficient and effective.The teaching teams have felt the need to implement piloting tools that have led them to rewrite their school project by taking into account the culture of the project work. Indeed, this was not the preferred method for every teacher working in his class without taking into account enrolling in a project. Children were the first victims of this situation. Since the beginning of the school year, we have been working on making the tools we offer more coherent for the pupils' learning, now we have become aware of our lacks."