This project brings together two Primary Schools located far away from each other, though coping similar misfortunes of having older pupils little interested in their region early history as well as difficulties in understanding maths. Learning English in the fake, class reality weakens their motivation to speak foreign language. Visiting and learning about places in Warmia region that are connected to Nicolas Copernicus’ life as well as monuments of Larissa region, pupils develop maths skills in the historical background. Questing and gamification make the plot for the project activities. Pupils complete tasks and assignments given by the authority of an imaginary country, which leads to recovery of History. Direct beneficiary of the project are pupils of Year 6 in Primary School in Purda, Poland and 2nd Primary School in Tyrnavos, Greece and their teachers of history, maths, English, art and music. Both partner schools implement a new ICT solution taught during an international teacher training course and a good practice exchange. Outdoor learning with activating methods of teaching, based on researching, gathering facts, processing and drawing conclusions open pupils’ minds and push into creativity and unconventional thinking. Working on project results provokes wider usage of ICT and search for new tools. International pupils exchange gives plenty of opportunity to communicate in English and experience reason of learning it. Main parts of the project work process: 1. Introductory activities on twinspace. 2. The history of my village / town. 3. Design a postcard – contest. 4. Traces of Middle Ages / antiquity and mythology in my region. 5. Study trips around region and online sightseeing. 6. Antiquity and Middle Ages on the modern staff – musical collage in a song. 7. Tell me about your Christmas. 8. Polish-Greek-English sets of interactive games on LearningApps. 9. Cultures meeting – international pupils exchange. 10. A diary of mobility. Results: 1. Lesson plans of maths, history and English with the use of ICT. 2. Change in English teaching programme – an international cooperation at every level of education. 3. A school guide brochure. 4. A video sightseeing in one of the historical building in the region. 5. A video invitation to visit Purda / Tyrnavos. 6. A postcard from Purda / Tyrnavos. 7. A song promoting little region. 8. A wider usage of ICT tools in didactic. 9. A floor board game. Soft results: 1. Development of language skills, both pupils and teachers. 2. Development of tolerance and awareness of cultural diversity. 3. Increase of motivation to learning maths, history, English and self-development. 4. Experience in long distance travelling.

<< Objectives >>We have 4 main project objectives with the vision of raising awareness on target groups about preservation of cultural heritage. They are: -Internationalization of our schools -Enhancing the quality of education in our schools -Developing a sense of European Unity on target groups -Raising awareness on the preservation of local and European Cultural Heritage The objectives are integrated with the priorities of the program: digitalization, inclusion and development of key competences.<< Implementation >>During our project we will carry out online meetings,mobilities in partner countries and organize learning teaching training activities. Each partner will provide an LTTA about their strong side to support the partner school and contribute to the project implementation. In addition, each partner will carry out a series of local activities such as research in the local, meetings with local community and local institutions to introduce the project and organize dissemination events.<< Results >>Our vision is to raise awareness about the conservation of cultural heritage on target groups including students in participating schools, teachers, partner schools and local community. While creating two tangible results, an ebook and miniature museum of cultural items/landscapes at the end of the project, we will have equipped our students and teachers with key comepetences. The final recipient of the project results will be students in our schools aged 11-14 years old.

Students of both partner schools, although know the issues of environmental protection and changes that occur in it, they undertake minimal activities in their everyday lives that would indicate conscious care for the environment. Therefore the goal of the project is to stimulate students to act and motivate them to take up social activity. Taking advatage of the long-lasting experience in cycling to school by the students from the Netherlands, students from Poland will present to the commune authorities a proposal of building bicycle paths within the villages from which they reach the school. Students from Venlo, using the partners' experience in implementing a research method into didactic process and using ICT tools to present results, will jointly conduct air, water and vegetation tests for pollution caused by exhaust fumes. In addition, both groups will take up an ecological challenge to postpone earth overshoot day. Participation in a series of workshops using e.g. the Pecha Kucha method will overcome difficulties and equip the students in the ability to formulate oral statements based on argumentation and inference. The practical usage of IT tools for building trips and shows in VR will enrich the methodological workshop of teachers and prepare teenagers for future professions. By accomplishing the project's objectives, we assume that 57 students aged 12-14 will change their daily habits that affect the degradation of the natural environment, while developing key social competences in the field of initiation and entrepreneurship, mathematics, computer and natural sciences. The following activities, despite all the preparation to start off, have been planned: 1. School on a bike: each partner group, including eTwinning ones organizes a bike trip and in the next step converts the trip into an online tour in a chosen subject (maths, history, language, etc.). 2. Earth Overshoot Day: measure classes’ earth overshoot day - initial situation. 3. Teachers Development Club: teachers of both schools organise self-study to develop their VR skills and learn new presentation methods. 4. #MoveTheDate: Students determine factors to postpone Earth Overshoot Day. They decide on an action to be held (i.e. zero waste week, everyone on bike day). A short report is added to #MoveTheDate Solutions on the official overshootday website. 5. The didactics of VR in the classroom: an eTwinning event around technical aspects of VR. 6. Culture and history around me: students of both schools develop VR skills while preparing tours for their peers from the other school. 7. Short-term exchanges of groups of students: April – May 2021 under slogans “... with wind in hair” and “Recycling against pollution”. 8. Flower beds with Dutch tulips in the school field and in the centre of Purda village, Poland. 9. Proposals: students of School in Purda apply for building cycling lanes and teachers of School in Venlo apply for implementing VR in the curriculum. 10. Follow-up of the project. The actions will be taken in two parallel ways: in addition to activities aimed at developing key competences of students, teachers will take up self-development in the use of tools for creating VR and then they will share the acquired skills. We assume the following long-term impacts and results: 1) increase of language competences, both students and teachers involved in the project implementation; 2) development of students' awareness and their sense of responsibility for the environment protection; 3) increase of tolerance and awareness of cultural differences among students; 4) gaining experience in travelling abroad.