In our Project: “ From violence to coexistence”, were involved five countries ( Netherlands, Greece, Italy, Portugal and Spain), each of them has experience in different types of programs or methodologies for the prevention of bullying. This project was born from the need we had in our schools to have enough strategies to combat bullying and the number of conflicts between students that had increased in recent years. The experience of each institution regarding the prevent the bullying was essential for the Project, to workshops, and to disseminate and extrapolate to other European schools. The aims the objectives proposed in the project such as: form a tolerant attitude towards differences, prevent bullying and verbal and physical violence at school, train children in social skills and problem solving, work in values education, work different methodologies to prevent bullying ... were achieved almost complete. Regarding the tangible results achieved, we can highlight: the common website of the project, training materials (teacher's manual), digital book about the topic, short film in black and white about different types of bullying, stories of harassment using stop motion methodology. .. likewise, the most significant strategic results were: exchange, analysis of good practices, motivation for teachers and students, adoption of methodologies and approaches for a more effective competitive work, improve the inclusion levels of children ...The activities were carried out jointly at least between two or three countries and using different methodologies. In the school of each country, both in the workshops and in the seminars, they explained to the rest of the partners the methodologies they used to prevent bullying and with which they achieved the best results. Example in Portugal Person Dolls methodology, Greece -stop motion ... At the end of each workshop or seminar activity, each country filled out a questionnaire to evaluate it and in the coordination meeting the results, difficulties encountered and proposals for improvement were presented. The most appropriate methodologies and activities were studied according to the age of the students. For example: Students from 3 to 7 years old carried out yoga activities, collaging emotions and activities with the Person Dolls methodology.the 8 to 12 year old students made the short film about different types of bullying, stop motion, dance for peace..at the beginning of the Project families, other institutions and the town halls collaborated and participated in some activities with the students. After, with the pandemic Covid 19, we had to the activities virtually and some were modificated, a mong them we highlight: Kahoots, geneally, performance, acrostic, dictionary…To disseminate, we did some seminars and workshops before the pandemic and after, we used different networks, e-twinning, blogs, common website.At the beginning the Project we defined what wanted to achieve in what time and how we were going to organize the Budget, evaluation, activities..Also, we stablished an evaluation commission formed by the headmaster and 2 teachers , They were in charge of the evaluating project, activities, resources , solving the problems presented and the improvement proposals. Other commission was created to control the budget (in a dossier with the invoices and expenses for each activity).On the other hand, An expert in the person doll methodology from the Guadalupe school, trained us in the methodology and after several workshops she trained us so that we could train other teachers from our schools or from other institutions. In the Netherlands, we were trained in the stop motion application, how to use it for our topic, in Italy, it was about social skills and emotions ...the impact on the participants, both teachers and students was beneficial to improve the skills in the different methodologies and implement them in the daily curriculum. Students learnt to develop skills to solve problems and modify behavior, developing empathy and acquiring more and more respect and tolerance for differences. Regarding the general evaluation , the evaluation commission had the misión of guarantee and adequate the evaluation process during the development of the Project. It was carried out an initial evaluation ( before the Project), intermediate evaluation( at the end of the first year) and the final evaluation ( at the end of the Project). We used qualitative indicators (digital book,Person Dolls Manual, short film… and quantitative evaluation: number of participants in the Project, questionaires, interviews, visit to the web…Once the project has finished, the products of the activities carried out, the methodologies used and the skills acquired, have been implemented in the curriculum of our schools to improve school coexistence. In addition, the expert teachers in PD methodology are training the rest of the teachers who wish to do so from their institution and their locality. All final products are available through the web, European erasmus platforms, etwinning.Internally, the results of the Project have been published in the school’s blog, web site, curriculumen and the oficial documents of our schools. Externally, the results and experiences acquired with the project are being disseminated through workshops and seminars in our schools.The website and the products are free to use for interested people. Products are posted or access links placed on websites,blogs etwinning,.. Finally, this project has been very useful because: • Increased the child's sense of equity and the development of a feeling of empathy • Increased self-esteem in students • Recognized that the difference enriches us and is positive • The project involved not only the students, but the family, adults ... working together the different values worked on the Project.

The project Roots of Europe is a response to the times we live in. The main goals were social and educational value of European cultural heritage, social inclusion and strengthening the profiles of teaching profession as reflected the needs of partner schools and preschools. All participating institutions noticed that there was a decline in the interest of own cultural heritage before going into this project. The inner borders of Europe are vanishing and the migration within European countries is easier than ever before. Within the groups, we are still encountering new varieties of issues with children of immigrant families while integrating into the new social environment (such as language barriers, lack of social connections, different customs and foods). With our partners we exchanged successful methods and good practices for integration of children of different social, ethnic or cultural backgrounds. We raised awareness and deepened EU values such as non-discrimination, justice, solidarity and social inclusion. The main goals of the project were: deepening the competences for fostering inclusion, connecting with EU countries and transfer of innovations gained with mobility (work methods, cooperation with parents, inclusion of families with different cultural backgrounds), getting to know the narrower and wider social and cultural environment and getting to know intercultural differences, similarities and customs. With main activities such as My grandmoms bread, My town once, Customs here and abroad, Folklore, Clothes and footwear, Old finger and movement games we encouraged interests in our own traditions and compared it to traditions of children from other cultural environments. The anticipated results for teachers and preschool teachers such as getting to know new innovative work methods, enhancing ICT technologies, improving foreign languages, familiarisation with foreign school systems and cultures, collaborations with parents, all contributed to a greater openness for changes and innovations in educational process. The children got to know their own culture, traditions and customs far better and at the same time they strengthened their tolerance and raised awareness on the issue of difference. At the beginning of the project the parents, teachers and preschool teachers were invited to participate in a questioner that determined their attitude towards their own and other cultural heritages. Due to the Corona virus epidemic we couldn’t repeat the same questioner, so we prepared a new questioner for teachers and preschool teachers at the end of the project. The questioner showed a higher understanding of the importance of introducing different topics of the project in the curriculum. We extended the project for one year and concluded it with a meeting in Ljubljana, in June 2021 where we followed all health measures. During the project we applied active learning methods and a special KWL method (what I know, what I would like to know, what I have learned). We included a variety of participants in the project. To list some of the participants: educational institutions employees, including technical staff (janitors, cooks, directing and management staff), children, their parents and grandparents, local community and external institutions (museums, galleries, libraries, other schools, national galleries, educational institutions, folklore groups, experts and craftsmen). We carried out five mobility meeting where all the attendees got the opportunity to get to know the educational institutions of our project partners, to explore the differences and similarities of educational systems and to share positive examples. The project activities were spread among all partner institutions. We designed an official public WEB page of the project https://rootsofeuropa.webnode.com/, created a Facebook group https://www.facebook.com/groups/1873653845987139, and posted a presentation of the project with description of the activities on Erasmus+. The presentation of the project consists of a description of activities, DVDs of songs, dances and games, a collection of finger games and a cookbook with gathered recipes of traditional methods of baking bread. We carried out two eTwinning projects. The first one was Roots of Europe 2018/19 and the second one was Roots of Europe Let’s know each other with music 2019/20. For their work on the project several partners received Quality labels both on national and European level. A lot of partners from different countries also joined the eTwinning projects. With these two projects we expanded the Roots of Europe project throughout Europe on eTwinning portal and on our own personal social networks and groups. All partners disseminated results in connection to the project. We published articles in newspapers and publications, we presented the project in local, national and international meetings and conferences, on TV, we prepared exhibitions, presentations and workshops.

Because of the growing of the unemployment rate and consequent number of disadvantaged families, and of the growing number of foreign families it is stressed the need to make the school a place where to prevent disease, building a confidential and collaborative mood, enhance the students' resources in order to avoid early school leaving; In this context we think that our project can meet these needs because it provides also the implementation of creativity, of activities and subjects and of the awareness to be part of the European community, in adition to the innovation of teaching. This project consists of the cooperation of five countries and it is aimed to realize an Erasmus Plus CHOIR AND ORCHESTRA . All the schools have already an experience of partnerships and most of them already worked together. As a matter of facts, the project was precisely outlined thanks to a previous experience of the partners. 16 students from the partner countries travelled abroad to realize the choir and orchestra concerts. Groups of students of each school were involved in the project without participating actively in the students mobility. There have been around 500 students involved in the partnership. The partners have chosen the songs and the pupils started to produce materials. These songs were performed in three the international concerts in Poland, Portugal and Italy.The students discussed themes, played the music, researched info about authors, biography, curiosity, music genre, etc. Some of them met their pairs during students’ mobilities and the concerts. Other outcomes and result were a “songbook” , a music vocabulary , an online song dictionary, a virtual music museum, a project calendar. As far as the songbook is concerned, we put in some info of each song, the score and some activities or games related to the songs. The arrangements were done by our music teachers except for the score of the songs played in the concert of Portugal, because in that occasion the Portuguese team provided a band composed by their students, so in the songbook the most part is arranged by our teams and only a short part is taken from the internet ( only regarding the music score). Other teaching materials have been published it is important to underline thet also the competences were implemented like English language, ICT, music and European citizenship ones. We have produced score and arrangementfor all the songs of the concerts, by the music project team. During the pandemic we have found a different way to cooperate and to sing together online through specific software that allowed to edit more videos in an unique one. So we have some multiscreen songs. The last mobility was vitual as so as the last concert that was supposed to be in Czech Republic. We edited 5 songs, were all the partner took part, playing instruments and singing. There was a continuous action of preparation and evaluation of the materials, and the analysis of the results covered all the aspects: process, outcomes, digital competence, language competence and European competence. The impact on the students was really positive because they implemented also emotional competences and other capabilities concerning life-competences such as supporting cooperation, integration and contribution to mutual respect. Teachers have benefit of the activity because they could innovate their teaching. Also the virtual mobility was an authentic experience made in international context because all the participants had to be in touch and to prepare their tasks, cooperating , playing and singing in distance as if they were together. The students felt to be be part of an educational and inclusive project . All the activities, documents, learning/teaching materials are published in the project website, twinspace, facebook page and Erasmus + Project result platform.

In this Project, we wanted to promote a new, alternative kindergarten approach. Eco Farm Kindergartens (EFK) is a unique, highly innovative project based on enhancing the skills of kindergarten teachers and children to carry out more effective eco farming activities.Seven countries were involved in this project (Estonia, Italy, Lithuania, Norway, Portugal, Romania and Turkey) with a total of 925 children aged 2-7 and 125 teachers and teacher assistants with different experience, knowledge, beliefs, but common educational ideals.The EFK partners took part in a variety of activities to enhance their own and children’s skills in more effective ecological farming activities which enabled kindergarten teachers, assistants, leaders, parents and other educators to engage in a holistic and sustainable Farming Education with the children they were working.For this program, our main OBJECTIVES were as follows:•TO OBTAIN PRACTICAL AND APPLICABLE SKILLS for our teachers and children on farming activities•TO EQUIP OUR CHILDREN WITH AGRICULTURAL TASKS, to observe the cycle of life firsthand•TO NURTURE OUR CHILDREN’S LOVE FOR ANIMALS especially FARM ANIMALS to build connection, empathy and stewardship•TO RAISE OUR CHILDREN’S ECOLOGICAL AWARENESS through different tasks on 4 elements and pollination to help them to shape sustainable future.•TO ENGAGE OUR CHILDREN IN ENGLISH CLASSES with the theme on ‘Farm Life’•TO IMPROVE OUR EDUCATIONAL PRACTICES via collaboration with other colleagues from different Eco Farm Kindergartens.In order to achieve these objectives, we have chosen 4 THEMES for which we developed four workshops (LTTs):1. Four Elements (Earth, Sun, Water and Air) in the Nature2. Flowers and Flower-visiting Insects3. Our Happy Farm Animals4. Learn, Grow, Harvest and Eat.Throughout the project (about 24 months), the kindergarten teachers guided the children in various farming tasks such as:-Making a simple greenhouse, Bee hotel, Competition kite-Growing veggies and fruits in the garden-Catering at least one farm animal in the garden- Planting a tree/ flowers-Producing a dairy product-Cooking their own harvested crops-Visits to various places-Welcoming visitors from different occupations-Celebrating important days related to farming, food, animal, ecology and animals-Organizing events (Harvesting Day, Planting a Tree Day, Mother’s Day, etc.) at the kindergartenDuring the implementation of the project, the following METHODOLOGICAL TOOLS were used:-Pre and post surveys with children, questionnaires with teachers, evaluation forms with workshop participants. The project had a significant impact on kindergarten children and teachers, families and local communities. Some of the expected impacts are as follows:-The improvement of the skills and competences of kindergarten teachers and children on Farming activities.-The development of agricultural skills of children through planting and harvesting their own crops.-The increasing awareness of the importance of organic food and healthy eating at an Early Childhood.-The nurtured love and sympathy of children through catering animals.-The enhancement of children’s cooking and food preparation skills using necessary gadgets-The increasing knowledge of children, teachers and parents about different places (farm, dairy farm, botanical garden, agricultural center, green market, etc.) and different jobs (farmer, bee-keeper, vet, nutritionist, florist, etc.) and their duties.-The increasing satisfaction of parents with the education of their children by taking active roles in some activities throughout the project.-Having more teachers, children and parents feeling themselves as part of the European Community.-Having more teachers, educators, parents, local people become familiar with some aspects of the European dimension and Farm Education.

We want to put together four pillars of the 21st Century Education (Ict, NFL, Creativity and Research) and give a direction (Entrepreneurship) to these improvements. But we want also to demonstrate the connection between our objectives and the chosen priorities.We are absolutely convinced that there is a strong relation between the ways of learning/teaching and the results, especially in the basic and transversal skills, so we will dedicate great energies to boost teachers to introduce our 4 pillars and the direction in the curriculum in order to face the low level of results, the early school leaving and the great challenges of a changing world.All the activities of this project aim to help, encourage and reward the efforts of teachers to create a better learning environment for them and their students.BACKGROUNDThe great problems that are emerging and make uncertain the future, less rich perspectives, rare opportunities for young people can be tackled by education.Our traditional educational systems failed.We have low results in basic and transversal skills and an intolerable early school leaving rate.In many curricula some important skills as entrepreneurship are not included.The improvements of fluency in a foreign language are requested by the Clil environment.Off-the-cuff attempts to introduce new methodologies don’t interest us. For example a large use of creativity might lead to superficiality, while a deep, well set research doesn't often evaluate the unusual. NFL is motivating and enjoyable but it takes time and has uncertain results, on the contrary the curriculum is focused on specific skills. We want to join accuracy and creativity, reliable science and leadership, coding and volunteering.Because we are convinced that either you use these combinations or you will lose….OBJECTIVESThe project aims at improving the knowledge in the areas of:- Creativity, lateral thinking, critical thinking, problem solving- Use of technology as an educational tool- Multidisciplinary approaches- Non formal learning- Entrepreneurship- Use of Content and Language Integrated Learning (CLIL) It aims at tackling- low achievements in basic and transversal skills- early school leaving- youth unemploymentPARTICIPANTSTEACHERS of different subjects (Foreign languages, Mathematics, ICT, Philosophy).SCHOOLS from Ravenna, IT; Vienna, AT; Lisbon, PT; Siaulai, LT; Spijkenisse, NL; Lodz, PLACTIVITIESThere are 6 topics: 1. Critical thinking2. Creative thinking3. ICT in teaching 4. Entrepreneurship5. Project based learning6. Non formal learningFor each topic we have:- a 3-month work - the IO work just before the LTTA- the LTT Activity in one country- the ME after the LTTA IOs AND MEsThey are a mix of research, case studies, guidelines ever designed for a good use in teaching.The Strange Case of Mister Brain; Creative pupils - manual for teachers;A Guide for Interactive Practice Tests; Interactive game on entrepreneurial skills How to raise money for a cause without losing your friends ; Scavenger Hunt : NFL.METHODOLOGYWe want to insist on: - Student- centred methodology- Creative and Critical Thinking- Space to ICT , web 2.0 tools and languages- Experiences more than knowledge- Sharing and communication of every part of the process, process as important as result- Problem solving, Realia, case studies and authentic assessments- Non formal learning- Peer education- Ethical Values , Democracy, Citizenship, Inclusion- Enjoying the school timeRESULTS- Official website of the project- Wall of the project in every school, exhibitions.- Media coverage (radio, local newspapers, magazines).- Activities in the classroom, quizzes, assessment files- Researches about ESL- Analysis of the results in basic skills- Study on the labour market perspective- Catalogue of good practices- Online tools and their guidelines- Online platform - Suggestions for some parts of the curricula- Training courses for teachersIMPACTWe expect the students at the end of the project- improve their English communication- are self-aware and self-confident- more used to share best practices- have creative ideas- are willing to be on their own and risk- can plan and arrange an event,- are decision-makers- are problem solvers- can work both independently or in team,- are capable of recognizing opportunities- are aware of being European citizen- develop a sense of initiative- are more active in participation and more responsible- enjoy more the school timeLONG TERM BENEFITSIn teaching- the student at the centre of the process- Improving the professional skills - Introducing NFL- Improving the use of ICT and foreign languagesIn the curricula- Introducing the sense of entrepreneurship- Improving the use of creative and critical thinking..In the way of learning- More motivation- Better communicationIn the chances to find a jobIn the civic participation