Performing Arts for Leadership Students (PEARLS) is a necessary project for the current school. The educational system is constantly evolving and seeks not only to increase the quality of the teaching-learning process but also to respond to the complexity of personal and work relationships in 21st century society, but the curriculum is usually focused on contents and academic procedures, leaving aside the emotional formation of the students. Performing arts allow us to pose school tasks in which we reflect on human emotions, their expression and their transforming power for the person who acts and for the spectator.The protagonist of our project is the student body, as an individual and as a collective. And we do not only refer to the almost 60 students that will participate directly in the mobilities but also to the totality of the boys and the girls of each school who will participate in the activities that during the school year propose their own school following the theme of PEARLS and incorporated into its programming. As we have previously stated, we consider that the acquisition of a positive self-concept and a high level of self-esteem gives children the strength to face conflictive situations in the school environment in the first place and, secondly, in their social relationships outside the school. school in a reflective and constructive way. We know that conflict is, in many cases, inevitable and we can even say that it does not have to be harmful; the key is to know how to position oneself in front of that conflict and not let it paralyze or defeat us. We intend that with this learning, students know how to react better to bullying and reinforce their motivation to avoid early school leaving.In the three mobilities provided each host school will propose school activities focused on one of the three performing arts: theater, singing and dance. Through them we want to ensure that students develop social skills based on mutual respect, peaceful coexistence and teamwork. Thanks to the previous experience of the organizing school, the CEIP Castillo del Real, with its EMOCION-ARTE project we can venture the success of PEARLS. This school has been successfully implementing the artistic project for two years with students of three levels, aged between 9 and 12 years, promoting work in heterogeneous teams and always based on gender equality and inclusion. We believe that theater, singing and dance offer great possibilities for emotional development and that, with the guidance of teachers, boys and girls gain in self-confidence, learn to respect each other's expression and are able to manage better emotional conflicts at the same time they learn theater, musical or dance technique. We believe that it is an added value to be able to develop the project with international partners since we will be able to share experiences of good practices, compare teaching styles or strategies for school coexistence.In addition to the three mobilities with students, we see the need to do a first exclusively for teachers in order to strengthen ties for future work, establish effective communication channels and plan the training actions in detail during the two years. In the same way, the fifth mobility will also be exclusive for teachers, and will serve to close the project, propose the latest dissemination actions, carry out a complete evaluation and collect the products produced.We emphasize that the project does not only take place in mobilities. During the two school years, educational activities will be carried out in each school. Some of them will focus on the artistic side, others in the treatment of bullying or inclusion, others will aim to strengthen ties between international students through eTwinning, others will be directed to the dissemination to families, the neighborhood, etc. . We consider it very important to make the project known to the entire educational community both in the previous stages to obtain their support and in later phases to share the work done.At the end of PEARLS we hope that each school will modify and improve organizational documents such as the Coexistence Plan and the European Development Plan. Also that it incorporates into its curriculum teaching-learning activities related to the performing arts as much as possible. As for the teaching staff, we are convinced that their participation in PEARLS will have a positive impact on their training, their level of communicative competence in English and their motivation to continue participating in European projects. Last but not least, we hope that the students develop their self-concept in a positive way, improve their self-esteem and increase their social skills to become a leader in their own lives.

"As the world is constantly and rapidly changing, education is becoming a problem in different countries. Therefore, the teaching process needs to be re-adjusted by giving students the expertise which can help them to adapt fast to changes and integrate into society. Independent thinking, values, team work and social awareness are vital skills which should be nowadays included in teaching. In order to develop these delicate and flexible skills the project coordinator identified social inclusion as the initial and essential point.The present project brought together 4 schools from Greece, Italy, Turkey and Romania. Diversity is one of the biggest challenges that societies face at European level nowadays and children are raised within this background. The project addressed students aged 8-14 years , an age when they can still be influenced in a positive way by the role models they meet, hence they should be taught by teachers who encourage active citizenship and promote social inclusion. At the same time, they should be taught how to rely on their personal behavior codes when they actively take part in voluntary actions which improve community life. In this way, students can become responsible and active European citizens.By means of this project we intended to make students grasp the idea that active citizenship represents the cornerstone that keeps society united. The objectives of the present project were the following:-to raise awareness among 200 students in 4 European schools during a three-year project about active citizenship-to develop 200 students’ insight, perspective and abilities needed to serve as active citizens within local community-to strengthen the concept of active citizenship as lifestyle within the students from 4 European schools from European countries-to create an e-toolkit for schools with examples of good practices which promote active citizenship.The project addressed a number of 200students from primary and secondary schools (8-14 years old) who were indirectly involved and also 50 teachers who had active and direct participation. A series of activities was carefully planned to lead to the fulfilment of the project objectives by using SEL, Social and emotional learning strategy which helped students become deeply involved in the development of the project. The SEL approach helped people participated in the project to gain knowledge and skills, develop attitudes necessary to understand and control their personal feelings and emotions, set individual goals, increase their empathy perception and create positive relationships.Different strategies such as role play, group discussion, debates, simulations, multimedia presentations, invited speakers were applied to boost the effective perception of active citizenship. These activities have resulted in 4 different multimedia presentations on the topic ""What is active citizenship?”, 4 videos: “Cultural values in my country”, 4 seminars held by an invited special guest who gave a talk on civic values and promoted the importance of volunteering. These seminars were held by each member country in the project.By applying activities which use SEL, namely group activities, comics, team building games and stories, our intention was to foster the students’ abilities, approach and insight into the matter of active citizenship in their community.The following products were created with the aim of enhancing the social awareness, self-consciousness, self-management and decision making of the students: 4 multimedia presentations on the topic ""Active citizens and environment"", comics’ exhibition, magazine with students’ stories, 4 presentations ""My school, city, country” and a common garden named Erasmus+.In each of the 4 partner schools 4 Active Citizens Clubs for the students, were created aiming at building up a lifestyle based on active citizenship. These clubs intended to increase motivation and long lasting involvement of students in activities referring to their civic responsibilities. The members of the club had a common T-shirt designed. One type of club activity was to make handcraft souvenirs for their project partners.Teachers’ work also included the creation of 20 lesson projects with the help of an interdisciplinary approach which afterwards were integrated in the e-toolkit for Active Citizenship.This partnership intended to promote and support active citizenship and responsibility, boost cooperation between schools and local community institutions, support schools to use the SEL programs to raise students’ academic achievements, increase students’ networking and organization of activities linked to the project topic, and finally enlarge the school curricula and interdisciplinary teaching."

Not necessary

"The project was designed to develop to innovate school curriculum based on modern ICT tools. It was defined as designing a 3D classroom in every school and 3D lesson materials in five subjects. We learned taught to/from each other about creating teaching materials by using different programmes. We searched for the methods/approaches/materials to motivate students to their lessons and 3D Classroom .We became experts to do 3D lesson materials after having necessary courses about these skills. We included students inside the process as they are really keen on technological devices . In this way we aimed to connect students with school subjects. Developing 3D materials was at basic level so our objectives were concrete. Top events for our school were three short term students exchange meetings in the project., only three because, at the beginning, the Polish partner left the project, as it was authorized by Italian National Agency, and the meeting that had to take place in Poland , was organized in Italy. So, there were only four partners and every partner had one different subject to produce 3D course materials. IT – Science especially "" environment and Physical Education in stead of Poland ( after the authorization of our National agency, Italy substituted the task of Poland, in cooperation with the other partners, in the project ) ; GR –History; ES –Traffic; TR – Geography. In every short term exchange, host school presented its outcomes and shared its experiences with the visitors. There were two transnational meetings in Italy. The first one was in the beginning of the project to organize entire project. The second transnational meeting was done on July 2018, at the end of the project to evaluate the project activities, write final report and organize long lasting dissemination. This project took into consideration the lack of motivation as the need of our students and it put ICT use as the tool by which pupils and teachers could solve the problem in the case school study . This led to positive motivational outcomes, supporting a focus upon learning and the tackling of learning tasks. A modern way of motivation strategy was used in the project and the project was a kind of research of educative approach for teachers. Students who participated in the activities were left to do things in their own way through the goal, they were left free to choose methods and tools except the objectives. After giving them the goal, the objective, they developed their methods and did the activity in a certain time. This developed their autonomous personalities. Motivation tools were not the reward or punishment. Motivation tool was participating in meaningful actions .This way of motivation brought effective productivity and improved our students’ self-esteem. The objectives of the project reached, were: to develop innovative ICT materials to provide better motivation for children through education,-to connect technology and education process.-to create positive motivational ICT outcomes to support engagement, research, writing editing, and presentation of work, to combine ICT use to focus on both teaching and learning. Each exchange usually involved the participation of 5 students/ country, which means an overall number of about 16 students/country who participated directly in the exchanges. These students were selected prior to each mobility, based on transparent criteria, which involved competences of English, ICT skills, avalability to have foreign students at home,involvement in the school-based activities and motivation, including the partecipation of students with special needs. The number of indirect beneficiaries was a lot larger, as every school involved at least 15 other students before each mobility in the school-based pre-exchange activities. There were teams of 7 teachers in each partner organisation so 35 in total who were involved in the project implementation. Based on the importance and relevance of their contribution before each exchange the 2 participating teachers/country/exchange were selected from this team. The creation of 3D Classroom and 3D Lesson materials had a positive impact on many other schools. All these were made available to larger audiences on the project website and through all the dissemination activities included in the dissemination plan. Therefore, we had a positive, measurable impact at the level of participants of the local school communities and wider communities, at the level of the institutions involved and other related institutions, at local, regional, national and international levels.We had also initiated a sustainability plan which involved the implementation of the project results and the programme in other schools of our area for the next years."

The project “Read, Write, Speak and Enjoy!” involved partner schools from four countries: Latvia, Turkey, Spain and Poland. About eight hundred pupils from primary schools and sixty teachers participated in the project. Students with special educational needs took part in project activities. The main objective of the partnerships was to improve pupils’ basic skills in writing, reading comprehension and speaking in native languages and in English, as well as to develop and strengthen the professional, pedagogical competences of teachers. Pupils read books, useful texts, wrote texts, practised speaking English in lessons and in real life, during the short - term exchanges of groups of pupils. For most project activities, evaluation and dissemination, ICT - based methodology/Web 2.0 was used (websites, blogs, digital books, Google Docs, Google+, Facebook). Teachers analysed, compared and used different methods and techniques, including Learning Community, Blended Learning, Intersemiotic Rearrangement of texts. They exchanged and integrated new good practices into daily activities. Students’ basic skills improvement was evaluated by tests. Project activities led to achieve the main objectives, but also developed the skills of working in groups, interculturalism, the skills of planning and implementing project activities, usingICT and strengthened the motivation to learning languages. The project lasted two years and four short – term exchanges of groups of pupils and four transnational project meetings were organised. All project activities and results were widely disseminated and the evaluation of project’s progress was done regularly. Students participated in all stages of the project: planning, implementation and evaluation. The project produced an innovative approach to teaching students by providing attractive ways of learning.