The project aimed at creating an European social skills curriculum for pupils aged 3 to 14 years, built in different modules, and with a mix of didactic techniques, according to the age of children. The curriculum is a web based tool box containing: -educational trails (the toy library, the library, the museum, the library, the stadium, ) diversified according to the stages of development of pupils' social skills. Within these paths , there are virtual and real activities carried out in collaboration by all pupils of the partnership, during the school time and the meeting for learning activities;-the post office: a space dedicated to communication between project partners-the chemist’s: a section containing social relationships issues identified by pupils and possible solutions- the schools: a space dedicated to the schools of the project.- the agora: a virtual space where teachers draw together the curriculum ( goals, contents, activities, methodology, expected results and evaluation) that is the result of virtual and one-to-one collaboration (during short term training of trainers) among teachers in the 6 countries.- the The tool box will be made OER (open educational resource) and available for other schools.The idea of ​​the social skills curriculum arose from the analysis of our schools and from the necessity to respond to the discomfort in which pupils and teachers find themselves.Pupils, especially the ones belonging to foreign families or with some specific needs, experience situations of frustration starting from early childhood and for this reason we thought convenient to involve schools of different grades.Teachers operate in multiproblematic classrooms. Teachers try to support and interact with little success with children characterized by low study motivation, with inexistent interest in disciplines, who are perpetrator or victims of bullying (even more cyber bullying), who show great difficulties in communication not only with adults but also with peers, who are confused about values and hardly respect rules since they do not see their legitimacy and usefulness. Children seem lost when it comes to positively managing conflict or frustration. It is increasingly difficult for teachers to manage such situations, despite the commitment and the passion for their work. The first step was to recognize that the problem of managing a classroom is never single, but a complexity of them and that children have their own resources, always, that must be sought and valued with different methods. We thought that the creation of a curriculum of social skills from childhood to secondary school degree could be an effective tool to meet the needs of teachers and all students including those with disabilities, special needs, immigrants and potential school dropouts.Through a focus on developing social skills, pupils improved several skills: to understand and control their emotions, use different communication strategies, know their strengths and weaknesses, cooperate by providing their talents (that are therefore recognized, even if not the traditional ones related to strong disciplines), ask and accept help, respect themselves and others, give reasons for their choices.Through targeted training on the development of social skills teachers acquired information, tools and methods needed to respond appropriately in the various stages of development, to promote the wellbeing of the child and the development of social skills ,so pupils, future citizens, can participate actively and constructively in social life.Co-designing and applies innovative teaching methods and learning materials starting from a renewed understanding of the fabric of social dynamics promotes the ability of the school to meet its continuous and profound social changes.The discussion and sharing of experiences from different European countries helped each school to acquire and consolidate a common European perspective.Lastly, the construction of a vertical curriculum with European schools belonging to different levels of education has made it possible to share development processes and paths that have had a positive impact on the school communities of each partner country.

"Contextual elements: In this Erasmus project titled """" All Different ... and then? ""- Pedagogical Practices for a School of Achievement for All"", schools from five European countries have cooperated by targeting students aged 3 to 11 . The schools were very diverse, rural or more urban, accommodating disadvantaged populations or populations of immigrant background, many of them practicing the inclusion of children with disabilities. But despite these differences, there was one essential common point, a fundamental reflection: how can we make progress ALL children, without neglecting any, what tools to put in place, what methods to use so that each child can be taken into account in its specificities. Of course, there were already devices and work habits for the teachers involved, but there was a common desire to go further in their classroom practices.The typology of the participating organizations: the schools of the five countries, Greece, France, Bulgaria, Romania and Estonia were sometimes purely nursery or elementary schools, but many welcomed pupils from 3 to 11 years old at least, sometimes even shared a proximity and locals with older students (college, high school), which has also allowed the mobility to visit and involve many different classes of age.Objectives: This project was spread over 2 years and its main objective was the dissemination of a universal message on tolerance, respect and acceptance of differences. In other words, the students have been led throughout this project to identify the differences, understand the fundamentals and apprehend the riches.In this context, we worked to:Develop knowledge of cultural differences within the classroomDevelop respect for these differencesRaise awareness of the struggle for human rights through the discovery of some events or figures for elementary classesTo arouse the curiosity of the participants about the tales of other cultures and peoples.Tackling stereotypes and prejudices about the values ​​of other culturesRaise curiosity about other peoples, cultures, music and languagesChallenge the opinions of the participants and create a good atmosphere within the groupAllow children to approach the theme of difference in a lively way, emphasizing acceptance of it, true integration, and better living together.Through our work we wanted to show our students and then to all the close actors that we are in fact very similar. Our differences enrich life in common. The difference must not be a reason for rejection. Understanding the usefulness of diversity leads to denying any form of exclusion. Racism, social exclusion, none of this is justified.The second goal was the fight against school failure. We believe that it is essential to make a differentiated pedagogy that takes into account the difficulties of each:- To meet needs previously identified in students (because students do not progress at the same speed, because they do not have the same repertoire of behaviors, because they are not motivated to achieve the same goals ...).- To enable each student to master the knowledge and skills of the common core.- To fight against dropping out of school, but also to bring each pupil to the maximum of his potential.Activities implemented:The activities were very numerous and very diverse, no doubt reflecting the extent of the issues raised by this project.They were meant to help children, to make them more active in learning. But also to motivate some students discouraged by their failures, it will restore the desire to learn. Results achieved:1. Strengthen communication and solidarity.2.Develop the imagination, creativity and critical thinking of the child through the game.3. Get the child to gain more autonomy in his work by using the educational tools created.4.Create the desire to know each other and awaken a common cultural awareness, give a common European identification5.Valuate children who are often withdrawn.6. Improve children's skills in games and sharing, cooperation and mutual aid.The impacts are important for both students and teachers, because this project, which was very rich and went very well, creating strong friendships, made it possible to advance in the problematic raised: how to manage the difference in classes, and what tools to put in place."

Our project A Suitcase Full of Fairy Tales Travels Through Europe connected two key concepts. In line with inclusive school practices and in the face of increasingly heterogeneous classes (in addition to the integration of refugee children into the general school population) we realised that we needed to seize, experiment with and render adaptable to everyday teaching life social learning methods. The conditions of learning have transformed substantially. Children lack to a certain extent the educational background, the motivation and the skills required in ordered to learn productively. In class children became familiar with diverse learning methods, on which they are supposed to be able to rely in their later educational career. Children dismantled their fear of interaction and prejudices while learning to value not only their own potential, but also that of other children. The selected open and innovative practices of the digital age assisted us in the implementation of this key concept. On the one hand possibilities, methods and communication media were identified and demonstrated. After a preliminary phase of general interaction with fairy tales and cooperative learning methods in the first year of the project, we intended to pursue concrete projects which deal with fairy tales in the second and third years (plays, recording of audio plays, production of comics with the help of a computer, production of a film etc.) On the other hand, we wished to facilitate for pupils and educators the process of learning about digital media, publicising their results (homepage, eTwinning) and communicating with each other too (Skype, eTwinning).The second key concept focused on the attainment of greater motivation and thus improved learning outcomes beyond open and innovative learning practices. Consequently we decided to concentrate on the field ‘Foreign language learning’ and within this field the topic ‘Fairy Tales’ was selected. Traditions and language were connected through this project. Our aim was for pupils to be able to read, write and speak the German language precisely. With respect to the fairy tales being studied, pupils dealt with cultural heritage und discovered the possibilities of linking this with language, expression and documentation of the present day. Nine schools based in Germany, Denmark, Finland, France, Greece, Croatia, Poland, Slovakia and Turkey participated in this project. The prerequisites and experiences of each individual school (along with their facilities) differed from country to country. Nonetheless all nine schools intersected at one point and that iwasthat each one was faced with the challenge of galvanising heterogenous, largely unmotivated classes to learn the German language. All colleagues taught German and were prepared to work on the acquisition of new forms of learning and learning methods, with which they were able to pave the way for social and motivated learning in their respective establishments. At the conclusion of the we observed a high level of motivation and participation in the individual projects and new forms of teaching. We came to appreciate again the benefits of working in smaller groups with members from different subject fields. Comparing our project with a standard lesson we were able to give much more consideration to the various demands and requirements of the highly heterogeneous pupil groups. Simultaneously we managed to create a pool of materials and lesson ideas, with which we will also be able to use in the future. The ideas, experiences and results of this project are available to our interested parties on our school homepage and on Twinspace.