<< Objectives >>By implementing the project which we have created, we want to contribute to the development of students' social competences through activities related to sports and physical activity in everyday life. We hope to improve the overall well-being of our communities by practising sport, involving the employees of our institutions as well. We want to draw attention to the formation of appropriate habits at the early stage education, introducing new movement games among students.<< Implementation >>One of our main activities will be the creating of games and the related space and attributes, made by our students. All will remain in our schools permanently. We plan to organize mobility in Gran Canaria, where participants will have the opportunity to build mutual relations and strengthen social competences during activities related to physical activity. Another task will be doing sports challenges, which will help us implement daily physical activity.<< Results >>The main result of our project will be games created by students, which will permanently exist in our institutions. Using them will help our pupils strengthen social relations also after the end of the project. In addition want to make constant changes to our daily physical activity habits. By doing our activities, we intend to make the methods of working with children at the early education stage more attractive.

"This project corresponds to a KA201 - Strategic associations for school education in which four organizations from three countries (Spain, Greece and Romania) are involved. Its main purpose is to design and implement an educational model based on gamification and game-based learning with its corresponding manual to contribute from the very beginning to the causes that could make the reduction of early school leaving and social inclusion possible.In Spain there is the highest percentage with 17.9% of early school leaving. Despite the fact that in the Community of Madrid the rate is 11.9%, the area where CEIP Cuba is located exceeds even 17.9%. Located in one of the most culturally diverse areas of the community with a 44% population of different nationalities and a low social and cultural level, with serious economic difficulties, we must add that the data provided by the center is far below the national data in terms of PISA (481 points).In the case of Romania, there is a 16.4% of early school leaving. In the area where the SPG center is located, the average is again higher than the national average, among other things identified because there is a high percentage of families with economic difficulties and low qualifications. They are well below the OECD average with just 429 points.In the case of Greece, it presents a percentage of the lowest in the European Union with 4.7%. In this case, the city of Karditsa, where this project will be developed, finds the same figures. This is one of the reasons why we include this Greek center in the consortium. However, it also presents academic difficulties due to the few educational measures that are being carried out and reflecting this are the 451 points of PISA, with a downward trend.In all cases, a clear association between poor academic results and socio-economic status is identified, confirming the needs analysis carried out at the national level and in each of the centers and areas where the centers are located (Rumberger, 2012 & PISA, 2019) (https://www.oecd.org/pisa/publications/pisa-2018-snapshots.htm).Taking into account the needs and context set forth above, the following OBJECTIVES are established:● Improving the MOTIVATION of students to learn so that during their educational process they have good experiences that make it easier for them to continue learning.● Increasing the ACADEMIC LEVEL of the students, thus increasing their motivation and preparing them to face higher stages successfully.● Increasing SOCIAL INCLUSION, the improvement of social relations and coexistence among students, thus contributing to the improvement of key competences such as personal, social and learning to learn, citizenship and civic responsibility and in cultural awareness and its expression.● Improving FAMILY INVOLVEMENT in the education of students so that they have strategies that allow them to actively contribute to the child's school life.To achieve the objectives, two IO will be carried out:● I LEARN BECAUSE IT’S MY TURN. A pedagogical methodology and strategy based on a gamification program applicable to the 6 primary education courses which includes a methodology to increase family participation in the educational center, as well as school and family coexistence with each other.● MANUAL I LEARN BECAUSE IT’S MY TURN. Professional methodological manual and report of results for the validation and improvement of the gamification program that will allow any teacher to implement this methodology in their classes and centers. The obtained results will be included in the manual so that the teacher can implement those.TARGET GROUP:Direct target group: students from 6 to 12 years old: this is the age at which some of the factors that in the future have the consequence of dropping out of the school begin to appear. In most cases, after the age of 12, there is clear evidence of those students who have many options to leave the educational system.Indirect target group: teachers and management teams of educational centers.Transnationality:As shown from the analysis of needs, as well as from the experience of each organization that participates in this project, there are different levels of experience and multidisciplinary necessities to whom to address the objectives of the project. The European ET 2020 strategy is addressed, several European priorities such as social inclusion or early school leaving are addressed. This project addresses the challenges ""A Whole School Approach to Reduce Early School Leaving"" and is aligned with the strategy ""European Tools for Schools"" (European Commission, 2020)."

"The project ""Magical Values"" was born with the idea of offering and training members of the project of cooperative work experiences between family and school and the development of social values. Four partners from Spain, Croatia, Italy and England. Each one with elements for the development of the project: -Spain: with experience in projects of integration of the family in the school through the means to promote solidarity with several awards and recognitions at regional and national level -England: School that promotes cooperative work with families in different experiences to share. Rural, family environment -Italy: urban center established in an area with social difficulties, very dynamic and creative for the establishment of measures to promote solidarity and social social values -Croatia: School that promotes very important labor values for the development tool personal. Together they developed this project establishing new working methods based on cooperative work, creating, through public and open broadcasting channels, new resources in other European schools in the field of education in values, the driving force of this project. Thanks to this work and way of work that was proven to improve the statistics of school success and the environment in our schools. The objectives of the project are: 1. Promote, share and participate in work experiences that promote social values in school 2. Promote the exchange and knowledge of the realities of other educational work in Europe. 3. Foster the family-school relationship through collaborative projects and activities. 4. Make conscious and aware of the need of the educational communities together against social inequalities. - SPECIFIC AND SECONDARY OBJECTIVES 5. Promote the development of the foreign language 6. Promote the use of ICT among students and teachers 7. Promote in the school the European dimension of shared work Structure the activities in quarters based on a specific social value and on international or European days that develop them: - ""UNITED NATIONS DAY"" - ""WORLD PEACE DAY"" - ""EUROPEAN SOLIDARITY DAY"" - ""INTERNATIONAL DAY OF PEACE"" EDUCATION DAY""-"" INTERNATIONAL DAY OF THE WOMAN ""-"" EUROPEAN DAY ""...The contact and dissemination of the results was fundamental, using the following channels of communication and dissemination: -Email -Mobile application - Blog - Youtube channel - WEB of different schools- Informative portals of the different national agencies. All these channels will continue open available to anyone who wants materials and experiences about social values. The activities that were developed were for the most part digital, developed together: manifestos on education, decalogue for peace, work about the united nations, videos of experiences in education for peace, examples of experiences about solidarity. All of them with results published in the results platform and in the diffusion channels. The social values worked on in all of them are; peace, solidarity, non-racism, tolerance, respect, European union, no sexual discrimination, collaboration ... This project has met all our expectations and has involved a methodological change and educational project that has left a mark on students and teachers. The project has helped them to be convinced of wanting to improve European society, help schools to find new forms of collaborative work and educate their students ""ON A MAGIC WAY"" A shared work experience that lasted two years but will remain in time ""The objective of education is knowledge, not of facts, but of VALUES"" -William S. Burroughs"

Our project aimed to:1. Develop, test, review, embed & disseminate new approaches to teaching & learning in Entrepreneurism Education 2. Upskill our staff in how best to deliver experiential learning through Entrepreneurism Education3. Ensure our pupils develop key entrepreneurial skills, knowledge & attitudes to enable them to act as entrepreneurs4. Provide opportunities for our pupils to act as entrepreneurs both locally & in a European context.5. Achieve high levels of inclusion & respect across social, ethnic, religious & economic groupings, as 'Rights Respecting Schools'Our project was deemed essential from three perspectives:1. ECONOMIC(1) The economic difficulties experienced in our regions.(2) High levels of unemployment, particularly among young people.(3) Over-dependence on tourism, agriculture & public services.(4) A need to inspire young entrepreneurs today, who will create jobs & wealth tomorrow.2. EDUCATIONAL(1) EU policy is to expand Entrepreneurism Education in schools. However, the Eurydice Report 2015, suggested there was much work to do, if we are to develop “Europe’s Entrepreneurs of Tomorrow”.(2) Our Education Authorities provide guidance in respect of developing Entrepreneurism Education; however, this is underdeveloped in our national curricula.(3) To succeed in the labour market pupils need to develop their thinking skills and personal capabilities; to be flexible in their approach to problem-solving, creative, resilient, innovative, determined, risk-takers, team players, good communicators, financially aware, computer literate etc. These transversal skills are nurtured in a cross curricular approach to Entrepreneurship Education.(4) Our staff need to develop a new skill set to provide opportunities, whereby our children can develop these entrepreneurial skills, attitudes & knowledge.3. SOCIAL(1) Our countries, have witnessed extraordinary levels of inward migration in recent years.(2) The migrant/refugee crisis has brought many challenges to our schools and communities.(3) We want to create schools and communities which welcome newcomers, celebrate difference, breathe tolerance and respect, and include everyone; implementing the 'UN Convention on the Rights of the Child' and achieving a 'Rights Respecting School' award. (4) All pupils, regardless of ethnic, religious or socio-economic background, will access the project and develop their own particular skills and talents. (5) We want our pupils to appreciate similarities & differences between cultures & to understand how diversity is our strength.Our project has identified and addressed common problems we share across our schools and in our regions, in the areas of; the economy, employment, education and society.We have collaborated internationally to find shared solutions to our common problems.Through face-to-face and remote collaboration we have succeeded in addressing all of our project aimsWe have:-provided opportunity for our pupils to develop traversal skills in real situations-embedded Entrepreneurship Education into our school curricula-facilitated staff professional development in EE and Social Inclusion -engaged with the local civil and business community and strengthened our social network-encouraged social inclusion and our pupils have greater awareness of the issues affecting migrant families-continued to address the scourge of xenophobia-strengthened our European ties and nurtured a more international outlook for our school communitiesThe INTERNATIONAL dimension added significant value to our project:The importance of international collaboration cannot be overstated particularly at a time when EU/UK relationships were under pressure due to Brexit. Face-to-face collaboration between visiting & host pupils during pupil mobilities provided our pupils with unique opportunities to develop their entrepreneurial (transversal) skills in unfamiliar, challenging environments. They have gained first-hand, early experience of the global/international nature of the marketplace & modern workplace. Our Erasmus+ coordinators had opportunity to meet face-to-face to facilitate effective planning, coordination & evaluation. The transnational dimension provided a motivational & reinvigorating experience for our staff as they gained first-hand experience of different working practices, cultures and school systems. Staff horizons have broadened as they reflected together and pooled their expertise to establish a Europe-wide learning community and catalyst for change within our schools and communities. Staff had opportunity to disseminate & observe good practice, to teach & discuss pedagogical issues around Entrepreneurism Education and Social Inclusion and to develop as professionals, leading to innovative practice and improved outcomes for pupils.Through travel & face-to-face interaction our pupils and staff encountered Europe's diverse cultures and languages. As they collaborated at school and abroad, they have understood more about their similarities and differences. Our project has crossed real and imagined borders; has helped remove barriers of misunderstanding & prejudice and built new bridges of friendship, learning and social cohesion. Our partnership fed directly into our Rights Respecting School agenda.The transnational aspect opened up the world to our pupils, who generally travel less than their counterparts on mainland Europe.Transnational travel enabled and encouraged our children and staff to practise their language and communication skills in real contexts.The transnational aspect has raised our school profile in our regions and has enabled us to apply for International accreditation.

On the basis of our previous Comenius project called “Forest and sustainability”, France and our three European partners (Latvia, Romania and Spain) have developed the “Water For Life” project.As water is essential to the balance of our environment and to its biodiversity – and as its sustainable management is a challenge for the future generations – we have to be well aware of its fragility, we have to act collectively and sustainably and we have to become educated consumers in order to preserve our water resource.The four schools participating in this project are two primary schools (in Gran Canaria and Rumania) and two high schools (in Latvia and France). The students involved in the mobilities are between 10 and 12 years old.The aims of this “Water For Life” project were: to bring knowledge and to provide education for the behaviors as regards to water, as a complement to the disciplinary programs; to make pupils aware of the responsibility of everyone related to access to safe drinking water, related to the pollution of water, to the waste of water, and to the importance of the consequences of global warming; and to make pupils develop significant cross skills (how to search and deal with information, how to mobilize digital tools in order to learn, how to conduct a science approach, how to communicate in a foreign language, etc) , to give a European dimension to the problems related to water; to exchange good practices by teaching lessons in the partner countries, by comparing the learning methods and by sharing the activities carried out in each school. These aims have been reached thanks to activities completed on the following themes: water in everyday life, the different uses of water, safe drinking water, the cycle of water, weather and climate, the importance of water for the aquatic ecosystems, water as a green energy resource and the 3R rule for the preservation of water. There have been various activities over the past 3 years, such as information campaigns, experiments, field trips, visits of companies linked with water, drawing and photo contests, Day events (Erasmus Days, World Water Day…), exhibitions, works of art, group works, and development of lessons.These activities have allowed us to obtain the results that were initially planned for the project, that’s to say the achievement of productions such as a toolbox composed of a digital teaching tool on the cycle of water (”The Amazing Journey Of Droopy”), an e-book and flashcards, a game on water (“Who wants to be a millionaire?”), a digital dictionary (Water and Seasons Vocabulary), many different little educational games (memory board, dominoes, puzzle, picture/definition matching game); on various informative supports such as flyers, posters, magnets, rulers, photo albums, etc. ; a guide book for teachers including teaching tools (tutorials of experiments, lessons related to the studied themes); collaborative productions such as works of art, a lapbook on the aquatic ecosystems (the river Moselle, the Danube delta, the Baltic Sea, the Atlantic Ocean, the marshes of Latvia), a song on 2020 World Water Day (“Thirsty”), a charter on the use of water.The project has had positive impacts on the participants, that have been measured both qualitatively and quantitatively through the past three-year- project. The students have shown how more motivated they had been as far as schoolwork was concerned, thanks to a different learning approach (more participation and attention towards the foreign teachers). They have become aware of the importance of English as a tool to communicate, showing more motivation for this school subject. They have acquired new knowledge about water and they have become aware of the importance of water and of environmental issues. They have developed personal skills in a more motivating school environment (autonomy, reflexion, adaptation capacity while working differently, self-confidence and openness to others, mastering the ICT tools knowledge).The teachers have developed new teaching methods, have shared good practices experiences, have had the opportunity to work in a multi-disciplinary setting and they also have developed personal skills (ICT, English as a foreign language, project management).All the school staff has been involved in the different meetings and activities which enabled better communication within the school, openness to different cultures and higher motivation for school work. Pupils’ parents have been able to improve their skills in foreign languages too and to open themselves to cultures from other European countries when they welcomed the partners.