Project title: 'The Intercutural Teachers' Competences in Multicultural Cities Warsaw-Berlin'Programme: ERASMUS+, Action KA2 Strategic Partnerships for School Education - Exchanges of PracticesTarget groups: teachers, pupils, students of pedagogical faculties.Project Duration: 1st of September, 2016 – 31st of August, 2018 Applicant Organisation: Miasto Stołeczne Warszawa - Biuro Edukacji (City of Warsaw, Education Department). The project is implemented in a range of the exchange of good practices in cooperation with Senatsverwaltung für Bildung, Jugend und Wissenschaft Berlin (Senate of Berlin).Partner Organisations: schools from both partner regions on three levels of education system (primary schools, lower secondary schools and upper secondary schools), pedagogical university, in-service teacher training centre and non-governmental organisations.The objectives of the project: Target group 'Teachers':preparing teachers for effective work with pupils, including: development of cultural and intercultural competences; raising competences with regards to methods of pedagogical work in a multicultural classroom, accounting for cultural differences and similarities; raising competences with regards to didactic work, including improving skills of modifying curricula including intercultural content; updating a system of support for teachers working in multicultural schools/classrooms.Target group 'Students of pedagogical faculties':preparation for work in a multicultural classroom/school, including: development of cultural and intercultural competences; sensitizing students to the cultural context of the student, including cultural differences appearing in a shifting school environment.Target group 'Pupils':preparation for life in a changing society, including fostering attitudes of openness, tolerance and social commitment and involving them in the integration process of migrant pupils; creation of favourable conditions for development and education in a multicultural classroom; introduction of a peer tutoring model - peer assistance in entering a new school environment.The results of the project:- the development of the model of assessment of foreign/refugee students, taking account of the language barrier,- introduction of a peer tutoring model - peer assistance in entering a new school environment, - development of tools supporting teachers working with migrant pupils, such as: 'Good Practice Guidance on the methods and tools of working in intercultural school addressed to headteachers and teachers',- updating the assumptions of a model system of support for teachers working in multicultural schools/classrooms (teacher networking) – among others, the appointment of the Warsaw - Berlin Network of Teacher Working with Migrant Pupils,- exchange of good practices in a range of a model of cooperation between a school and an NGO,- updating the assumptions of a model of educating future teachers including intercultural education and its dissamination,- use of social campaigns in the scope of multiculturalism, as a model for social dialogue.The main adopted methods of implementing project activities are: the exchange of good practices, including use of the 'job shadowing', the development of tools supporting teachers working with migrant pupils, the dissemination of materials through the e-learning, eTwinning type platform and through the partner institutions' websites. All above-mentioned project results will bring a long-term impact on all participating institutions and the target audiencies of the dissemination activities implementing on a regional, national and European level.

"Name of the project: ""Friendship without borders - Przyjaźń bez granic""Language: polishCoordinator of the project:Základní škola a Mateřská škola, Szkoła Podstawowa, Przedszkole Košařiska, CzechyPartners:- Cite Scolaire Internationale Lyon, France- Katharina Heinroth Grundschule Berlin, Germany- Zespół Szkolno-Przedszkolny nr 5 w Żorach, Poland.Thanks to taking part in the project, our school has created for pupils, opportunity to know children of other nationalities, to expand their knowledge about other countries, but also about their history and culture. The participation in the project was not only a chance to improve teachers’ qualifications and perfect possessed skills but also to enhance the effectiveness of the school work as an educational institution and to provide it with the European dimension. An additional advantage of joining the program is an opportunity for the students to perceive their teachers as people conscious of their European identity.The main aims of the project are: integration of participants from different countries, blurring language barriers, cooperation and participation of all educational institutions in joint project venture, improving children’s language skills through experience and fun, making friends and active self-realization of students through project activities, maintaining and developing contacts with partner schools and learning the education systems of other schools. The project allowed to develop the key competences in the field of communication, teamwork and information technology.The assumed aims were achieved by means of the following actions:- creation of Erasmus+ corner,- exchange of wishes in various forms, also electronic, on the occasion of Christmas and New Year, Valentine’s Day,- creating a poster “Partner Country”,- creating a brochure “My Country ”- creating a book with imaginary characters,- teachers’ trip to the Czech Republic,- trips of students and teachers to Lyon, Berlin and Żory - creating “Board Game”,- creating a cookbook “Through the Stomach to the Heart of a Friend”,- creating albums “Me and My Family”,- creating a brochure “Folk Traditions of our Country”,- making a movie “My Favourite Ballgame”,- preparation of the performance,- creating a presentation about friendship,- visit of the coordinator and headmaster in CSI in Lyon summarizing the project activities.The project coordinator and accountant took part in training in Brno on the implementation and financing of Erasmus+ projects. During a visit to Lyon, teachers attended a training course on working with a gifted student. During the stay in Poland teachers took part in the training “Live Regionalism Lessons”. The teachers participating in the project took a regular and active part in the school’s development and influenced its effectiveness. The teachers spread the idea of participation in the ERASMUS+ program in their hometown (printed newspaper - school, boards in the corridors...), region, country and worldwide (articles on newspaper Głos Ludu, articles on the tuzory.pl, zory24.pl portals, Regional news reports on ČT1, project chronicle on the school’s website, presentation of project activities in partner schools).After completing their mobility they shared their acquired knowledge and skills both with the school community: students and teachers, as well as with the local community on various occasions: during meetings with parents, teachers’ ensembles meetings, during individual meetings. In addition, the teachers shared their knowledge about the possibility of obtaining EU funds for the implementation of projects concerning school development. An exhibition about Erasmus+ project activities was organized at the school during the visit of partner schools and meetings with parents.The foreseen long-term results of the program are: expanding teachers’ knowledge about the education systems of partner school countries, professionalisation of the staff responsible for the cooperation with foreign institutions, developing linguistic and interpersonal competence as well as the use of modern information and communication technologies of students and teachers, enriching the workshop with new teaching methods, broadening and improving the educational offer, which influenced the students obtaining key competences and deepening their sense of European identity, and also making the school more attractive to students and the local community. In addition it has given a European dimension to the school by promoting it world."

<< Objectives >>By the means of the project,we'd like to support CPD of teachers and help students to gain certain moral values such as fairness,solidarity,tolerance,integrity,respect,responsibility,care,friendship through fair play so that they can cope with social problems,discrimination and inequity.We want to raise students' awareness,openness and understanding of other cultures and nations,who embrace all people.We want them to be competent enough in terms of 21st century skills and a citizen of the world.<< Implementation >>Mobilities in Turkey,German,Poland,Crotia-Student mobility in Croatia-Bulletin Boards at schools-Sightseeing visits-Expert talks-Workshops-Poster Contest-Surveys-Learning Journals-Reflection forms-Competetions-Forum Theatre-Improvasional Theatre-Project Song-Folk dances-digital games-traditional games-sport games-Project website-Pro project video-Project book-Project song-eTwinning project-Class visits-City,country,school,education,tradition,culture,good practices intro-Kareoke-Tournaments-Games<< Results >>Students will change their mindsets on certain moral aspects,improve their social,emotional,cognitive,language&digital competences and,be a citizen of the world.The number of diciplinary and harm actions,defamation and negative behaviours among students will decrease.Effective outcomes and good practices as a means of permanent and effective teaching-learning environment will be provided.Teachers will emphasize their CPDs.Project results will create a butterfly effect in surronding communities

First of all it’s cooperated with different partners from europe which have coding classes or activities to improve their coding sikills under the coordination of Karatay directirote of national education .In general, robotic materials and robots can be expensive. It absolutely requires technical and financial support at this time. Karatay District Directorate of National Education, allocated a substantial budget for roboticcoding training. In addition to İzzet Bezirci Elementary School whose MEVKA Project was accepted before, the support started with MEVKA projects in several other schools have continued with the financial support of the National Education Directorate and it changed into and applied as a wide robocoding Project.By developing coding techniques for students whole roboticcoding for the first time, it’s aimed our target groups (mainly prmary school sudents are determined as the target group) gaining knowledge of software first, the algorithm, and the programming language training and finally coding skills. With this project, students and teachers had the chance to experience different coding training methodologies. They developed newcoding techniques by exchanging ideas. They synchronously performed the roboticcoding activities they planned. When doing the same activities, the studies took place in a tournament atmosphere and this motivated the students. One of the most concrete achievements of coding training was to reveal existing creative design talents. In the last decade, student-centered curriculum has gained weight. The activities that are appropriate to the interests and corecompetencies of the students were applied. There were many extra curricular activities in our pilot school, İzzet Bezirci Elementary School, but the most interesting and most favoure done was robotics coding training.The importance of the algorithm in roboticcoding is great. Algorithm: The algorithm is a way to solve a problem or to achieve a specific goal. It is usually used in programming and all programming languages are based on algorithm. No matter which software language youuse, youneed an algorithm. Before you start software, you should place your fiction exactly. Algorithm has to have a meaning. If you set off without fiction, nowind can benefit you. Algorithms definitely finish with an end (happy or unhappy). There is no unfinalised algorithm. If an algorithm does not end, it is not an algorithm it is an infinite loop.We can list the materials and systems to be used in coding training as follows.Primarily LEGO Educationand WeDo 2.0 robots on a simple level, then EV3 and Scratch and finally top level Arduino areused in the coding training,Arduino is a kind of electronic development card. It is an open source application. It is possible to see Arduino on all electronic devices. Arduino is an electronic motherboard. You can use it widely from robotic applications to simple electronic circuits. Encoding training beginning with LEGO will continue with robotic or tablet applications that perform very skilful function scoded on Ardunio.For training of new individuals equipped with the skills of the 21st century instead of memorizing, questioning, not criticizinggenerations, it is planned to develop these skills at an early-age with coding training. By seeing the coding training applied in our Italian, Portuguese Pollish and Croatian partners for many years, we observed and transfered the good practices there. It was started the digitalization efforts Long before the pandemic process even if there are some hitchs, it was applied succesfuly with the partners schoolsMore and more schools in Europe are including robotics and computer programming lessons in the school curriculum. Is computer programming now a compulsory skill for the 21st century? At what age can children learn the programming language the earliest?In some European countries, quick answers are given to these questions. Some European countries have even started to give basic training to primary school students. In fact, this project is an innovative, scientific project and als it’s a projet which added lots of new skills and concrete benefits to the students. These are ROBOKARATAY project (/https://www.robokaratay.com/roboKaratay) was intitated with the helps of national educational district of Karatay and lots coding classes were created in different schools with the help of Karatay municipality.İzzet Bezirci primary school which was a pilot school, improved its robocoding studies via this project and became the winner of the national robocoding project which was done in Turkey.Erasmus + will support individual learning opportunities and institutional collaborations in line with these purposes.These statements are extremely suitable for our Project purposes.When we consider that the Ministry of National Education will include coding as a compulsory lesson in the 5th and 6th grades and as an optional lesson in the 7th and 8th grades of secondary school in 2018-2019 academic year, we see how appropriate our project is for this plan.Later they got the 3rd position in an international competiton named “World Educational Robots” compettion which was held in China (https://www.trthaber.com/haber/bilim-teknoloji/konyali-ogrenciler-cindeki-robot-yarismasinda-dunya-3uncusu-oldu-447120.htmlIn this success the addings of the project is undoubtful. Our project is not only seen via the success of Izet bezirci andd Karatay educational district of National education but also via the local successes of our other partners.Our German partner which had newly started to work on coding via the project took the head as the first school doing ROBOCODING in Berlin. So even a German school which is also known as one of the most sucessful educations in the world had met the robocoding via this project https://www.bundeskanzlerin.de/bkin-de/aktuelles/kanzlerin-besuch-tumo-1983890)

We propose a project based on emotional education. We have detected an increasing need to work on aspects related to the emotional development of our students. our students are all primary school students and the age group is 7/10 and totally aabout 200 students will participate into the project with their parents written authorization. our methodology will be coopereative & collobareative learning ,Collaborative learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project.In society nowadays children are sometimes over stimulated. They receive a great deal of information from many different sources. Education is increasingly orientated at the technical and quantitative aspects of learning. The time dedicated to interpersonal relationships is less and less important in children's everyday lives.The current life and learning rhythm that our society imposes leaves aside a wide range of traditional values that used to be transmitted through social interaction, imitation of how to relate to each other and play as an irreplaceable means of learning. We are faced with models based on individuality and a gradual shifting of the family as the main generator of emotional and behavioural learning. Therefore as a school we are challenged to transmit these basic values from our daily classroom routines.We take this educaiton in the view of different subtopics of emotional education theser topics are cooperation, empathy, Social Initiation, emotional regulationsIn primary classrooms there is a rich and innovative work plan that is carried out on a daily basis in an integrated way that helps students construct their personality, and identify and control their personal emotions and those of others. But, unfortunately once they begin the stage of primary education the high level of expectations and demands of our educational system drive our teachers to abruptly interrupt all this work pushing emotional education into the background.Despite the fact the curriculum acknowledges the importance of emotional aspects, in practice we are left with little or no time to fulfil our mentoring satisfactorily. Teachers lack time to relate with their students and help them develop the basic values of coexistence, empathy and respect for oneself and towards others. We aim at investigating through practice and impact on the training of our teaching staff in the different aspects related to emotional education. In this respect we are willing to develop and implement a programme that will involve the whole educational process of our students and in a way in which students cohesively and transversally can take advantage of the many opportunities offered to them on a daily basis in the school context to bring these aspects to life giving them the importance they deserve as an integral part of our educational strategies.We are aware of the fact that the expectations of the current educational programmes reduce and considerably condition the time we have to carry out the objectives that we are considering in this project. Our intention is to optimise the resources that are available to us (time, material, organisational...) in order to carry it out in a realistic and practical manner.