"The project between Rastaala and Dunkirk Schools started prior to the Erasmus funding in 2016-17 by considering the question - How do we create communities that are physically, emotionally and spiritually healthy? The question was chosen due to each school continuing to admit increasing numbers of children from all over the world, from highly diverse communities, often arriving having fled their home country. The 2 schools considered it imperative to ensure that the schooling of these children was geared towards raising their self-esteem and making them feel safe and valued. Furthermore at times of increasing political unrest communities appeared to be becoming more insular. Dunkirk and Rastaala had a vision for their schools where all children, and their families, and the staff and wider community could understand each other and treat each other with kindness. The project set out to help children understand over a 3 year cycle (beginning in year 0 of the project, prior to Erasmus funding) to consider the ""Journey"" (physical, spiritual and metaphorical) that we have all been on, looking at how we would like to ""Change"" our community in year 2, and what ""Action"" we could take to impact this change, even if in a small way. The project saw 12 teachers in Dunkirk each pair with a teacher in Rastaala, and each term 2 pairs of teachers would visit the partner school. During these mobilities the teachers planned collaborative projects with their partner teacher to be started in their own class, continued in the partner school and finalised in their own class. These projects were based around Acts of Kindness, starting from Acts of Kindness to the self, and widening to acts of kindness towards others and to the environment and world around us. Each term 2 teachers travelled from each school. The travelling teachers were also tasked with keeping the profile of Acts of Kindness on the agenda with the whole school including staff through collaborative international projects, assemblies, displays, and staff meetings and briefings. In addition to the class projects and dissemination of these, the 2 schools collaborated on the International Dance for Kindness in year 0 and year 1 of the project. They also collaborated, along with Lahore Lyceum in Pakistan (not formally included in the project) on what has been an ongoing project between the three schools - The Finglistan News. This is a joint newspaper project that the 3 schools have collaborated on over a number of years prior to the start of this project and during this project. This is one way that the schools ensure that the international partnership is maintained. Additionally, 3 teachers travelled to the Lahore Lyceum to trial some of the acts of kindness activities in Pakistan to ensure that they had true global relevance. During the mobilities staff were asked to also consider any elements of practice which promoted the inclusion of all children, particularly those who had arrived speaking a different language. The final outcomes of the project have differed slightly from the intended outcomes. The final outcomes are a scheme of activities which support the teaching of kindness to all children. Additionally, Dunkirk primary School have re-written their wider curriculum to have termly projects based around taking ""action"" locally or globally based on what has been learnt in history and geography. This change in curriculum is as a direct result of the Erasmus funded project and now sees ""kindness"" and positive impact as central to the curriculum for all 400+ children in the school. This is empowering the children to see themselves as global citizens who can impact the world around them. Dunkirk has also created two roles for the specific teaching of English to those who arrive not being able to speak English, based on what has been observed in Rastaala school. This is positively impacting all new arrivers. Both schools have been working on developing the positive values that we believe are important for global citizens. Dunkirk has formalised this into their PRIDE objectives (problem solving, responsibility, independence, determination, and empathy). The work carried out as part of this project between the paired classes in Rastaala and Dunkirk has fed directly into the development of the whole school value of empathy. Prior to the start of the project (year zero), Dunkirk and Rastaala each produced an acts of kindness video. During the project a third film was produced which mirrors the original two. All 3 videos are now regularly used in all 3 schools for the teaching of kindness and the modelling that the small actions we take can have a big change in the world around us. Additionally, the wider school staff had training on the physiological and psychological importance of kindness to the person being kind as well as the receiver of kindness. The school staff also received well-being training to support their own wellbeing and the children they work with."