"Our 4 countries are faced with the same difficulties with our students in terms of lack of handling and lack of attention in the classroom. We all welcome students with disparities in school due to social and educational differences as well as a lack of motivation. The inclusion of some students also requires that we question our pedagogical practices. Advances in neuroscience and a children natural incline to play, allow us to implement ways to successfully learn. The main objective of this project is to see our students progress in the fields of science and reading comprehension. In order to do this, we want to implement games (associative, cooperative, symbolic, role-play or construction set) to stimulate the attention of our students and lead them onto the path of learning. Games provide us with a visible feedback on the student's choice, path and strategies. These information make it possible to identify successes, to differentiate learning and consolidate knowledge. The goal is indeed to distance oneself from the game to reach abstraction. But the latter remains in the child's brain as a referent to succeed in his task. Leading such a project on a European scale is a great motivation not only for children but also for teachers. It is stimulating and allows new exchanges on our practices. It is a great motivation to innovate and to organize meetings to set didactic principles and compare our preoccupations. Opening up to Europe is also an opportunity for some of our students to discover neighboring countries, different lifestyles and it allows children to travel and discover each other.Participating children are between 6 and 10 years old. It involves 4 schools each differently organized, which is all the more interesting. Each of our schools welcomes children with disabilities, but also with difficult family backgrounds. This project will allow many children to communicate in unity around a theme that means a lot to them. We really wish to make numerous children travel. Beyond the joint implementation of the project, they will be the ambassadors of our Europe, so severely criticized nowadays. Being a part such a project will raise our students awareness of belonging to a same entity. Our activities will be numerous. We will have co-intervention when handling games in the classrooms or when away. Children will make games and their rules for the younger students. Exchanges between students from the same school or from different countries will take place throughout the year.When away, visits will be organized to get to know the area and the lifestyle of our fellow students. A great game to discover the other, inspired by ""trivial pursuit"", will be entirely designed and handcrafted by the students. The kindergartens will be in charge of painting the board. The older ones (9-10 years old) will be responsible for the design of the game as well as the questions on sports, history, geography and arts whereas the 6 to 9 years old will be in charge of the questions on fauna and flora as well as on leisure. A pedagogical and fraternal bound will be experienced during these exchanges. Kindergarten teachers will give their insights into the different phoneme games and early counting activities.The various games (battles, memories, riddles, construction sets, association games, cooperative games) with the best evaluation will be collected in a case. This kit will be intended for years ahead but will also be supplemented and shared with other schools during observation and sharing workshops. It could also be used to create bonds between ""CM2 "" and ""6ème"" students.The games will be developed around concepts chosen at the very beginning of the project. For the 6 to 8 year olds, the games will be based on phonemes, word families, vocabulary, sentences, understanding sentences as well as short texts, in the mathematical field, around the numeration and number of tens and hundreds.For older children, the games will be used to set up automatisms in conjugation, grammar and reading comprehension, in mathematics, counting, mental calculations and understanding of problems.Concrete achievements expected:-collection of games for primary school students;-CDs, DVDs, short films/videos, brochures, photo exhibitions, travel diaries, portfolio for students.Impact on students:- motor development of students;- emotional and social development-development of intelligence- to teach children adequate behavior and the respect of certain rules;-to build our team spirit- encourage children to become active adults."

"The project was aimed at children's interest in building the Earth and increasing awareness of the protection of the planet in accordance with the principle of sustainable development.The subject matter of stones is a neglected area in the field of environmental protection and science about it. Over the several decades, man disturbed the Earth's balance, which was 4.5 billion years old. The students learned how the environment was created and what its history was.They understood the ""speech"" of stones as geologists, archaeologists and sculptors do. The project made it possible to instil in students the habit of searching for knowledge, fulfilling leisure time with constructive activities that bring satisfaction and teaching teachers to develop effective educational strategies.Five primary schools from Poland, Bulgaria, France, Italy and Portugal participated in the project. Activities were divided into 6 stages.1 The students mastered the geological structure of our regions. They learned how to recognize the basic minerals and rocks and learned about the age of the Earth. They learned how to take samples of rocks and fossils and describe them properly. They collected specimens for collections in their schools, but also for their colleagues from partner schools to enrich their collections.2 Archeology, history and art history. Students discovered the use of rocks, eg: clay, coal, salt, marble, ores, precious stones and their role of stone in human life from the stone age to the present day. They found information about life in caves and mud huts. They met sculptors and their works. They learned what and how glass was created and participated in glass painting workshops. They extended this knowledge during the exchange in Sicily, participating in pottery workshops and decorating the earthenware. In schools, competitions were organized, the subject of which were rocks.The author of the book ""KamiennyKraków"", prof. Jacek Rajchel, guided students around Krakow, indicating which rocks were used in various periods to build the city. He showed that history and politics affect the type of building material used, eg in the interwar years, basalt cubes imported from Wolyn were used for street paving.3 Soil and its components, soil-forming processes and variability of soils and their functions in shaping the natural environment and landscapes.Participants learned about the importance of humus for soil fertility, made soil maps, analyzed soil properties, conducted experiments regarding their aeration and soaking in plant-growing aspects, and illustrated the dependence of occurrence of plant species on the type of soil. They set up rock gardens and constructed prototypes of sewage treatment plants using rocks for filtration purposes. During the exchange in Portugal, they established a European garden.4 Diversity of the landscape, with particular attention to the shape of the surface and tourist values of the regions.The students prepared lists of inanimate nature monuments and made mock-ups of important places in their regions. During the exchange, they discovered the history of Krakow during the field game and visit to the underground medieval city. In the Jagiellonian University they saw the instruments used by Copernicus and the first map on which America was marked. They got to know the history of Krakow Jews on the basis of matzevot sculptures (Remuh cemetery), and in the synagogues they read symbolism connected with Jewish culture and tradition. During the workshops, they made Krakow's cribs mapping architectural details of Krakow's buildings. In Salt Mine in Wieliczka they learned the genesis of halite and the importance of the mine for Poland throughout history. They observed karst phenomena in the Ojcow.Exchange participants prepared an international program and celebrated the National Education Day together. The choir sang in French, the functions of compere was conducted in Polish, French and English, Italian played on Tarantella fiscaletto and the whole meeting was crowned with a pantomime performance - “The legend of the Wawel Dragon"".5 The literary stage. Students searched for legends, fairy tales, where the theme was rock. They wrote scenarios of theater plays about the search for a philosopher's stone. They put on plays, for which they invited friends and family.6 Developing their own initiatives and creativity, the children held an international debate on ""Our ideas and actions for the future."" They made posters calling for wise management of the Earth's resources. They wrote letters to the authorities, informing them about their observations and appealing for help. These lists were read in Bulgaria in the presence of the city authorities and returned to the magistrates of the partner cities and other people responsible for the environment.We have developed a “Guide to Good Practices” with examples of activities in the form of lesson plans for general use by European theachers."

Education for All, Unesco's 1st World Objective, requires consideration of diversity and complexity as essential factors in learning. Diversity must create a balance between knowledge, creativity and critical sense, to form autonomous people, responsible and active citizens. The project was born of the need to develop in the students the skills, attitudes and values that allow them to integrate into a wider and multicultural community, such as Europe. As the partner regions are geographically outside the major centers, with the exception of the French, with few opportunities, students find it difficult to integrate differences and consolidate values such as tolerance, respect for others and the construction of a true European and democratic identity So, around the common theme - European flavors and aromas - we will make students more open to differences through the contact with other realities and work in multicultural teams; with more linguistic proficiency and more competent in the areas of sciences through the knowledge of local products and uses, processes of transformation and creation of products, contributing to the connection to the program contents and to the school and personal success, through Science, Technology, Society and Environment. The objectives are the preservation of the cultural identity in a global perspective, the knowledge of different realities, with different geographic and cultural spaces; acquisition of the concept of citizenship as an element of European cohesion; encouraging the learning of foreign languages and stimulating the scientific curiosity, articulating the curricular learning with the promotion of the local and global heritage.The partners are Sciacca Sicily, which presents migratory flows to which students should be prepared. The proposed activities are related to technologies and procedures in the transformation of natural regional products (gastronomy and cosmetics). Vratsa Bulgaria located in a region of great production of rose damascena presents a great opportunity to know the whole process of distillation and production of the essence of roses. Gorj Romania very rich in natural heritage, presents an opportunity to know the gastronomic tradition and natural heritage. Paris France, a multicultural school with students from diverse background (Algeria, Morocco, Tunisia), presents a great opportunity to develop the concept of European citizenship as an instrument of cohesion. Bragança Portugal a peripheral region, with a low population density and few opportunities, presents a rich heritage of vegetal nature and traditions related to traditional medicine, cosmetics and gastronomy that will be presented through the transformation procedures in the context of experimental classroom.The participants are students of French as a foreign language (11 to 14 years old). Around 80 students and 40 teachers will be involved in transnational learning activities. They are students with different characteristics: school success, gender, skills and socio-economic background, giving opportunity to all. The teachers, directly involved, are related to the subjects linked to Science, History and Languages, with experience in national and international projects.The transdisciplinary and complementary activities are defined in the programs of each partner (creative workshops, research and collection of materials / products, visits to companies, factories, associations, professional schools, meetings with students, local entities and producers, laboratory activities of transformation and creation digital tools) and are linked to the objectives of the project, because they allow the construction of the desired European values, development of skills and knowledge in the areas of science and language proficiency as well as the linking of real situations with school programs. Students will also be involved in local activities, creation of materials, preparation, organization of activities and dissemination of results. A combined work will be done, using similar methodologies to produce concrete results (digital herbarium, padlet, product elaboration, garden) involving students and teachers, creating a dynamics of collaborative and multicultural work. The coordinators will be in permanent contact in the construction of the project.We expect a significant impact on students, on increasing communicative, scientific and attitudinal skills. In the long term, we hope to multiply methodologies, using principles of multiculturalism, to promote practices that allow students to evaluate knowledge in various aspects, while recognizing the importance of science and technology in school and everyday life and the social, cultural importance of their countries and others.

"Our Erasmus+ KA229 partnership comprises 6 schools from 6 European countries (Spain, Republic of North Macedonia, Portugal, Bulgaria, Poland and Lithuania) linked to this very ambitious project whose main objective is to develop digital competences in students, as well as the good use of Information and Communication Technologies for Education (ICTE).In recent decades, our society has undergone significant changes that require different responses in the education of future citizens. The school must prepare its students to cope with an increasingly complex society and an increasingly demanding job market, defined by international competition. In the European reference framework (""Europe 2020"" strategies) a consensus has been reached on the objectives of European education systems: our pupils must achieve at the end of their compulsory schooling fundamental competences, in order to evolve effectively in a changing society and to build a participatory and democratic future; these are THE KEY COMPETENCIES. The DIGITAL competency is one of the eight competencies and must be an essential part of the educational pathway.If most students today have access to computers, smartphones, tablets, video games, internet, social networks, etc., it is essential that school plays an educational role. At school, students must learn the proper use of ICTEs under the guidance of a competent teacher. For these reasons the inclusion of ICTEs in schools is of great importance and can be the way to present, develop and reinforce educational contents. This project aims to work on the different educational subjects through the appropriate use of ICTEs, introducing students to both digital literacy and the development of a critical attitude that enables them to make the most of the vast information circulating on networks.We will start by introducing Computational Thinking (ROBOTICS) from kindergarten as an introduction to digital competence and, at the same time, we will offer digital resources to work on the different contents of the subjects (national language, math, science, foreign language, art, etc.) that will be shown to the students as the project progresses.A major joint activity will be carried out by all partners in the first year in order to implement all the digital learning: ""A business in my school.” The aim of this activity is to spread the entrepreneurial culture among children for the purpose of awakening the entrepreneurial spirit. The creation of the logo of the company, the statutes and an electronic e-mail as a communication tool between the different cooperatives of the students of the partnership, advertising, labelling and accounting will be developed with digital tools learned by the students. The products made by the students (with recyclable materials, no plastics) will be sold at the local market or at the school. The money obtained from the sale will be donated to the NGO AFT Burkina.The other main objective of our project is to contribute to the proper use of ICTEs among students. Students are often exposed to inappropriate websites. This leads us to wonder about their ability to judge the use of technological tools. Parents and teachers have a role to play in educating children about ICTEs. Both will take the necessary steps to ensure that children are well guided through their schooling with respect to ICTs.Over the course of the two-year project, we will establish fundamental standards of use and security in the use of ICTEs and social networks. We will develop a guide for children, their parents and teachers containing standards for the proper use of ICTEs. In addition, and in order to inform students and their parents about the risks of the Internet, we will invite the gendarmerie group of each city to hold conferences on this theme.Another major joint activity will be carried out by all partners in the second year to implement what has been learned about the proper use of ICTEs: ""SHORT FILM FESTIVAL.” As a culmination, we will prepare a festival of short films made by students and parents using different mobile phone applications and under the theme ""Environmental Conservation"". This event will be organized in Spain at the end of the 2nd year on the occasion of the closure of the project. Consideration must also be given to the integration of students with educational needs. The use of digital technology allows students with learning disabilities to acquire greater autonomy and to overcome difficulties in the acquisition or automation of learning."

Six european nursery and elementary schools (Spain, Italy, Bulgaria, Lithuania, Portugal and France) participated in this project aiming to put project based learning at the service of the acquisition by pupils of the key skills, as they are described in Europe 2020 strategy. In this context, teachers needed to become familiar with new methodologies allowing them to optimize their teaching.Therefore, teachers needed to acquire new skills in this particular field to use them in their teaching and then transmit them to newcomers joining the school staffs every year.Project objectives have been achieved and are listed below:Objective 1: Mutualization of innovative practices and implementation of new learning methodologies. Objective 2: Development of basic skills such as: -Development of the knowledge of the mother tongue particularly through comprehension of written texts and writing of reports and accounts. -Speaking and writing skills in a foreign language by writing to pupils of partner schools in French and in English, and by recording documents then sent via the internet. Objective 3: Development of transversal skillsintellectual: Pupils treat the information sent by the partner schools and must exercise their creativity to produce new documents. méthodological: The pupils use digital technologies to create documents and communicate with partner schools. Objective 4: Reinforcement of intercultural teaching. With the exponential increase of the mobility of persons from one country to another, we consider as essential to implicate pupils in project programs that will allow them to communicate with their european fellowmen. Secondary Objectives: Improvement of the communication skills through cooperation between pupils.Number/type/profile of participantsOur schools are situated in semi-urban zones except for the one in Lithuania that is in a rural zone. Between 100 and 600 children attend these schools. They are nursery and elementary schools except for the Lithuanian school whose pupils are aged 1-7. Children with special needs are included in classes and each school has a specialized teacher who teaches them in small groups for designated learning sessions. A certain homogeneity can be noted in terms of socio-cultural level and of number of pupils attending. Yet there are differences when it deals with digital equipment and with the number of people working in each school. All schools are fully provided with digital tools (video projectors, computers, tablets) except for the French school that has no computer room and will wait September 2019 to have all classrooms equipped with a video projector. All schools have a good number of people working with children except for the French school where there is only one teacher in each class, which make things complicated when teachers participate in mobilities and must be replaced. Activities achieved:Mutualized Projects: The secret life of Trees and Water, source of life, source of creation. Free choice projets: School cooperative managed by the children, Manager of a day, School newsletter, Short movie festival, Sponsorship of endangered animals, Recycling, Coding, Calendars, Local History. Connected Small projects: Waterday, Peace day, Books day, Tree day, Forest feast.Miscellaneous other projects : Creation and choice of a logo for the Project, Creation of a mascot by each country, Gathering of local legends and selection of one of them in each country, making of puppets related to these legends, creation of a giant book of legends, Creation of a poster presenting a national or local tradition, Writing of a tale inspired from the chosen legend, Creation of an e-book gathering the six legends and six tales, Creation of an e-book gathering the different traditions, Creation of “Anna’s Book”, completed after each mobility, Making of a snakes and ladders game by each school and of another common one. Communication: Creation of a website, Creation of a blog by each school, Creation of a Facebook page, of an E-twinning page and of a What’s app group.All results emanate from a Project based pedagogy. Each final product results from activities simultaneously led by teachers. The impact on the school community was very strongChildren were very receptive and much more motivated because more active and giving sense to their school work. Teachers have shown more and more interested throughout the two years and have brought some changes to their way of teaching, creating new habits in their way to prepare their teachings.