"Many of the pupils, in each involved in the project school, showed a low level of basic literacy and mathematics skills in the initial diagnosis (120 pupils out of 245 diagnosed had various difficulties). Most of them also faced many other difficulties: social, economic, family unemployment and other, and they were therefore at risk of social exclusion. That is why we decided to implement the project ""Through artistic abilities to developed basic skills"".The main objectives of the project were:To develop pupils' basic skills through multi- and interdisciplinary methods, involving their artistic abilities and their natural need for knowledge and play, making use of our national and regional heritage, cultures and traditions.Prevention of early school leaving.Developing ICT competencies.Provide an alternative to normal school work by giving students the opportunity to attend extracurricular activities in theatre, fine arts, music and dance clubs, developing and promoting creativity, responsibility and independence in learning.Enabling students to develop their skills in a variety of ways by developing their passions, by enriching the offer of schools, and by giving participants the opportunity to partake in international and school workshops that involve their artistic predispositions and other talents.To motivate students to learn not only national but also foreign languages and promote sensitivity and understanding for minorities, people with difficulties and people with disabilities.This experience has a huge impact on their future work and professional career. Participants were given the opportunity to promote national and regional heritage and culture by including some of its elements in their workshop activities.A total of 250 pupils were involved, 110 more than initially estimated and there were 47 teachers involved in the project.Prior to the application of this project, an eTwinning project was created - ""Learning through art, dance and theatre"" - which was in synergy with the Erasmus+ one.The project website on Facebook, the official website https://developedbasicskills.wordpress.com and the YouTube channel were created. Subpages to the project have also been set up on the websites of the participating schools. Extra-curricular workshops were organised in theatre, art, music and dance clubs in each school (2 hours a week for each club - 360 hours of workshops in each school throughout the project). The topics and content from the clubs were included in the daily classroom work.Four international workshops were organised - about 80 hours in total - at the Greek school ""Drama and ancient Greek theatre workshops with the elements of music and art"", Croatian school ""Croatian art - straw sculpture, drama and different nations dance workshops"", Slovenian school ""Local art in the open air, folk dance and Maths Drama workshops"", and Polish - ""Local folk art, stand up drama, craftwork, singing and dance workshops"".The main methods of the project: project method, drama, blended learning and other methods used in teaching reading, writing and mathematics, games and plays as well as those using ICT skills and resources.The project results in better-motivated pupils with better language, mathematical, collaborative and many other skills – pupils who can use ICT tools for international communication and cooperation.The project revealed the potential of teachers and resulted in their personal and professional development. They shared their experiences, learned from each other good practices and acquired new competencies, such as organisational skills, leadership, cooperation at local, national and supranational levels.The final products and results of the project:- the 'FOUR COUNTRIES ONE PASSION -THROUGH ARTISTIC ABILITIES TO DEVELOPED BASIC SKILLS' Online Good Practice Guide, available on the websites of schools, eTwinning, Facebook, the project website and the EU Dissemination Platform, - 3 e-books created during the project activities at www.storyjumper.com: ""Myths of 4 countries"", ""The shepherd liar"", ""The greedy mouse"".- A 5-language dictionary, specially created for the implementation of the project aims.The partaking schools have enriched their offer with new, effective ways and methods of teaching.The project has brought new opportunities for all stakeholders, such as further eTwinning cooperation or the launch of a new Erasmus+ project, sustainable change and progress in the lives of participants, integrating new experiences, ideas, methods and forms from transnational workshops into school curricula.It has enabled local authorities and cultural centres to establish international cooperation. International cooperation agreements have been signed between the Municipal Cultural Centre in Rozogi, Poland and the Greek Cultural Association Of Tanagra Municipality ""Terpsichore"", and the Croatian Dance Group - MKUD Darda."

"“Other, Alike,The Same” is an innovative project addressed to these following most relevant topics:-integrate refugees and immigrants in the different European countries where they are living at present;-strengthen the sense of belonging to the European Union.The project was born from the partnership between five schools of Primary Education from Italy, Spain, Greece, Romania and the UK. In the second year, after the British withdrawal, the partnership continued its project with 4 schools that redistributed tasks and activities that initially had to be carried out by the British partner.Only two of the five initial schools had previous European experiences, the other three (Italy, Spain and Greece) were new comers.In all the school partnerships,although in various ways, the phenomenon of immigration is present and in particular Italy,Spain and Greece are affected by the arrival of a significant flow of refugees.This creates the need for schools to train teachers prepared for reception and to get pupils and school communities more open and tolerant. The project objectives achieved are:1.To know the European history; 2.To know the stories, traditions, languages of incoming peoples in Europe also through their cultures (geography, music, arts, literature, food, religion and dances);3.To develop interest in the study of foreign languages;4.To promote the full integration of foreign students in our schools, by developing of curricular activities,support interdisciplinary and interactive lessons.The activities of the project have mainly focused:-on the integration of refugees and immigrants, to improve their knowledge of the different aspects of European culture and traditions;-to enhance the sense of European Citizenship among the European citizens and make them more tolerant towards the migrants.Some of the activities carried out are the following:•n.4 LTTAs and n.3 TPMs;•""How to be an European"", creating a common movie (interviewes to migrants and refugees made by students);•Games and dances from all partners cultures;•""Europe´s got talent""contest;•Plays with themes from European tradition; •the digital timeline (History activity);•creation of a brochure of all Citizenship words from our countries.All project activities built step by step a holistic educational environment of students regardless of nationality and social class.They contributed greatly to improving European curricula; the products and results already contribute and also will contribute to improving the efficiency of new education referring to the current geopolitical situation.With regard to the methodology used, it has been mainly practical with different techniques:•Cooperative Learning•Scaffolding•Problem Solving•CLIL (Content Language Integrated Learning)•ICT (Information Communication Technology)•Interdisciplinarity. The project had great impact on all parties involved and associates at different levels,local/regional level. The implementation of all activities was monitored and evaluated through plans, surveys and reports.Entire project was focused on creating synergy among schools involved in the project, local communities, partner associations and other institutions involved in implementing activities.Children were encouraged to receive educational process both within the partner school institutions and outside the formal framework contributing to a visible change of them. With the regard to the impact and exchange of good practices, at National level the partner schools involved active players as voluntary organizations,local administrations, ONGs who propagated further positive examples and created useful teaching materials;attending educational conferences or presentations contributed to exchange ideas, to create teaching materials and spread products and results. Outputs were also disseminate at European/International level by the social platforms reaching a wide number of stakeholders.Approximately 2000 people were indirectly involved in the activities organised by the project.Results achieved by:• Pupils:1.strengthened their basic and transversal skills;2.communication in other languages, share experiences, learn to cooperate;3.opened their minds; 4.developed the European identity and integration efforts and support of refugee groups.• Teachers:1.enhanced their professionalism and exchange experiences and good practices;• All other people involved in various ways(organizations, universities, volunteers, civil authorities) through lessons and meetings contributed by transmitting a wealth of stories and facts of considerable importance also receiving new ideas and feedback useful to their daily work;• Parents and other local community representatives increased the awareness of being European citizens; became more active and tolerant citizens. For the longer-term benefits,schools will continue to keep contacts exchanging ideas and using teaching materials to strenghten the results just achieve"

"""Reports from international experts have warned us since 2007 about the dramatic consequences of global warming.These reports are regularly confirmed and one thing is clear: the planet is aware and will experience major environmental problems.The project leading idea: Our environment is fragile, our students must understand the impact of their actions because they are the citizens of tomorrow.The study of this problem seems relevant in European primary schools. In all European countries, the analysis is clear.This project is an opportunity to understand and compare the different threats to certain species in each of the partner countries. This project will also provide an opportunity to share knowledge, approaches, awareness and solutions to safeguard the environment.Teachers will be trained in a didactic and scientific approach by the organizations associated with the project.At the end of the project, students will utilise their knowledge to understand issues related to the environment and to sustainable development, and act accordingly to protect the biodiversity endangered by global warming.We estimate up to 700 students, 90 teachers, 30 professionals will be involved in the activities under the project. Their involvement will be through the project activities during its two years of operation:During the project’s two years, the students will develop actions relating to:A Study of the Tree: Scientific: a living being, its life cycle, modellingInventory of species close to schools - planting trees, hedges - making exhibitions involving media (e.g. radio, local TV, press) and events (e.g. fair, exhibition, markets) Installation of insectariums (e.g. stick insects, ants, butterflies, bees, snails) Study of the food chain in the habitat that is the tree. - creation of posters for the preservation of species (trees, insects, birds and mammals) - visits to urban and rural natural spaces, protected areas and forest environments.Social: Development of rules and responsibilities, formalization and exchange with partners - reviews of meetings with local stakeholders of the project (forest managers, wood craftsmen, gardeners ...) Regular correspondence between classes and between students in English and their native languages.Assignments within the project (tutoring between pupils, plantation maintenance (trees and hedges); installation, maintenance and observation of different livestock; accounting, report writing, monitoring of activities, management of equipment and inventories ...)Economic: Visits to sawmills, carpentry workshops, paper factories ... –Realization of a local herbarium of threatened species. – Co-operative management of project resources assigned to specific educational actions (organization of exhibitions, events and visual productions)This work will culminate in:-the writing and dissemination of a ""European Charter for the Maintenance of Biodiversity"",-the creation and distribution of a booklet-calendar summarising and concluding the two years of project (presentation of schools, charter, posters, photos of flagship actions, student work, ...)- the launch of a WEB space (website and online sharing platform). Approximately 1500 people will indirectly benefit from the activities organized within the project (parents, partners and the general public ...). These people will be involved in some project activities (trips, visits, exhibitions ...) and will receive publications of the results of our work. The final evaluation will measure the impact of our pedagogical action. It will consist of a formative evaluation over two years and two collective evaluations at the end of each year.The formative evaluation will focus on the scientific approach, the social and civic approach and the linguistic approach. Collective evaluations will focus on the acquisition and/or reinforcement of modern language skills. Awareness of relevant key subjects (science, geography, mathematics, technology, citizenship, language proficiency, visual arts, etc.) and ICT proficiency. All work will be promoted at the local level (parents, local schools, local authorities, partners in charge of the management of natural areas ...) and elsewhere by the site ""www.biodiversity-challenge.eu""This project will enable students to engage in environmental protection and in awareness of their citizenship both locally, in Europe and beyond.It must enable them to develop respect for the environment and give them a sense of their daily responsibilities. """

"Two French primary schools in Normandy and 2 Greek primary schools in Corfu have decided to work together on an Erasmus project that will enable young pupils from different backgrounds (pupils from the city centre, pupils from isolated rural areas), some with disabilities, to meet other young Europeans and share the fight against discrimination and develop respect for differences. The project is part of the Normandy Academy's policy to develop a European learning pathway from primary school to the end of high school years. It also responds to the reflection carried out by the 4 schools on the topic of inclusion and the way to live harmoniously together at school.The four schools want to: - provide every student, regardless of their geographical, social origin, or disability, with an openness to the world through an exchange with a European Partner - enable students to develop an authentic ability to live together at school and in society using sport as a tool for inclusion and social, geographical and cultural diversity, - promote the construction of European citizenship from an early age by giving pupils the opportunity to travel abroad and experience situations in which consideration and respect for differences, mutual support, solidarity and commitment are favoured.126 French and Greek pupils aged 8 to 10, in grades three to five, and 28 teachers, educational and medical school staff, are involved in the project. French students with disabilities, schooled in the Local School Integration Unit or partly cared for by the local Medical Educational Institute, as well as French and Greek students with social difficulties are fully integrated into the project: they will participate in all activities through collective and cross-sector work of the teams for optimal support and activities designed so that students can help each other and develop solidarity and commitment.Because the two French schools are engaged in the territory project ""Together, Share the Passion of the Games"", which aims at making young Normans aware of the values of Olympism as part of the 18th students Olympic Games that will take place in Normandy in May 2022 and because the two Greek schools have developed inclusive sports practices, the project will be based on the theme of sport, a tool for integration and inclusion.The project's activities will be carried out both within the eTwinning space of the project and when the pupils meet. All the activities related to learning about others, their school, their territory, their region and country will bring an opening to the world to the students and enable them to identify what differentiates and what brings together the two partner countries. These encounters will contribute to the construction of European citizenship among young pupils . The specific work on the history of the Olympic Games and the Paralympic Games, on the symbols of Olympism as well as the meetings with the high-level French and Greek athletes who sponsor the 4 schools will facilitate the students' understanding of the values in sport. The sports activities of the project in which all pupils, including students with disabilities, will participate, will enable them to put into practice the values of mutual help, solidarity, team spirit, respect for differences on which they have debated before.This project, in which students will have to organize activities taking into account the difficulties of classmates with disabilities will help them to develop a citizen attitude , greater openness to others and self-confidence that will make them consider mobility as an opportunity to discover other people and cultures.We hope that the project will make school inclusion a reality in all areas, including mobility, and that inclusion will become an asset for schools and pupils who will make it live in classrooms, schools and territories. The concrete results are the full participation of socially disadvantaged or disabled students in all project activities through close collaboration by teaching teams, socio-medical teams, specialist educators and families.The focus here is inclusion and equity in schooling. The entire educational Community of the 4 schools will be mobilized around this central objective. Schools involved in the project will develop new skills in welcoming specific needs audiences: the result will be an increase in the number of special needs students integrated into learning activities and extracurricular activities, including mobility, in the 4 schools."

“Sticks and Stones may break my bones, but names will never hurt me”. We are all familiar with this phrase. It is a common retort that parents and guardians would teach to children to prepare them for the school yard, where they may experience verbal bullying. The phrase means that while physical injury could have a lasting impact; insults, name-calling and saying unpleasant things would not affect the child’s emotions, confidence or sense of self-worth. Today, we know that this is no longer true. While children are still threatened and victimized by the ‘sticks and stones’ style of physical bullying; these ‘names’ that they are called do indeed cause hurt and have a lasting impact on their emotional and mental well-being and development. Name-calling is particularly damaging to young children, because it attempts to ‘define’ them, creating a negative self-image in their own minds, especially during these formative years of childhood when they are emotionally vulnerable. Repeatedly being called derogatory names can chip away at your self-esteem and sense of self-worth. Anyone who has ever been bullied in school can recall the symptoms – the anxiety, the sick-feeling in your stomach, the desperate need to find a reason not to go to school today; the emotional strain of feeling confused and ashamed of being the one who was picked on; and the over-whelming sense of relief when the school day ended, or the summer holidays beckoned, and you got a reprieve. These days however, home is not the safe haven that it once was for victims of bullying. With the penetration of social media into every facet of our lives came the dawn of a new day for school bullies, and the invention of cyberbullying. Through instant messaging and social networking, cyberbullies now have 24-hour access to their victims; only cyberbullies can be anonymous and relentless. Cyberbullying is no longer an emerging threat to school pupils; it is a reality for many school children across the world. The anonymity that the perpetrators of cyberbullying can enjoy online is what makes this a ‘faceless evil’, and difficult for children and parents to tackle without the support of the school community. While parents and teachers tell children not to talk to strangers online and make them aware of ‘stranger-danger’, the real threats posed to them by cyberbullies could be far closer to home. A study published by the American Sociological Association in 2016, found that youth cyberbullying is dramatically more likely to occur between current or former friends than between students who were never friends; and that girls are twice as likely as boys to victims of cyberbullying. Bullying among children is a significant public health concern that affects school communities globally. According to the last Ipsos International Study, 44.7% of parents with children aged 6-10; and 56.4% of parents with children aged 11-13 reported that their children were victims of some form of bullying; 82.8% of these bullying events occurred in school; with 19.2% also occurring online through social media. This study found that one-fifth of all bullying occurs through social media; with a further 11% occurring through online game platforms. Research also shows that bullying can start among children as young as 3, when they begin to interact with other children their age in pre-school. Indirect bullying – where children pair off and exclude others – is common at this age, and most common in young girls; with boys engaging in more physical bullying activities from the age of 7 or 8 (Haber, 2015). However, most bullying interventions only occur when children enter primary school. It is therefore necessary to educate parents about bullying, so that they can intervene from an early age and support their children to overcome these behaviours. Parents also have a key role to play in developing the resilience of their children, to be able to cope with instances of bullying.Today, most anti-bullying interventions are predominantly school-based, however research tells us that for an anti-bullying strategy to be effective, a ‘whole-school approach’ is required. It is for this reason that Sticks’n’Stones will develop a ‘whole-school’ programme for primary schools to empower pupils, teachers, school leaders and parents to tackle bullying and create healthy and safe school communities. This ‘whole-school’ model will include interactive pedagogic resources to be used in the classroom with children aged 8-12 years; CPD modules for primary teachers and leaders to complete and targeted digital resources and workshops for parents. With this approach, the project team believes that the Sticks’n’Stones project can have an impact on reducing the incidence of bullying in the primary schools where the project will be piloted.