The project was aimed at encouraging students to take stories and storytelling as a starting point to define their own identities and to turn schools into reading hot spots in which the students feel at home.The focus of this project was twofold: in the first year of this project we focused on cultural identity and storytelling, while in the second year we focused on reading promotion.As a first step we focussed on identity through the social and cultural heritage of our countries and schools and by exploring each other’s cultural and literary traditions. We achieved this objective by creating surveys about identity, school identity, national identity and literary identity. A broad audience from all the different schools participated in this survey. The students participating in the exchange weeks used this data to talk about stereotypes and traditions. Each school focused on literary tradition and identity belonging to its home country, taken as a center point for the student activities.It was their starting point to create stories. The exchange weeks and assignments in online projects gave a deeper understanding of the different school systems, national identity, literary tradition, heritage etc…Next we wanted to increase the literacy skills of our pupils. Pupils were asked to read and discuss national and international stories, get into contact with storytelling traditions and write their own stories and in a personal way, so as to exercise their skills intensively. We achieved this by having our students participate in online projects (etwinning) on different genres and storytelling. During these activities we discussed fairy tales, urban legends, etc… and explored the differences between the countries. Students took on an active role by creating their own stories. One of the criteria for the application for the exchange weeks was the creation of a story in which the students reflected on their cultural identity. During the exchange weeks different kinds of storytelling workshops took place. For example: creative writing, creating writing, creating short movies… By combining storytelling with identity, this project has facilitated a broader integration in the whole organisation of each school. Students felt more connected to their institutions and their country and had a more outspoken role in 'making' their school.During this first year these concrete results were achieved: we assemble a selection of typical stories for each country and analyse their value for culturalheritage, we created a story specific for each country/city/school that illustrates its identities, we wrote a common story by a team of pupils from mixed origins, based on these specific stories andcommon european values. The second year of our project we wanted to transform our schools into reading hotspots. We took inspiration from the good practices that were already in place in the partner schools. We presented these initiatives during teacher meetings and we created shared tools to increase reading motivation. (Flipgrid - Reading posters - Literary maps - Meeting the writers…) We organised a book day / book week in each school. We made reading visible, we organised book clubs, we created a reading room and we organised a collective reading moment. Through all these activities we managed to turn our school into a book-friendly environment. We planned to carry on all these activities during the second year’s exchange weeks, but due to Covid-19 a lot of the exchange weeks couldn’t take place. That’s why we chose to organise a three-day online event in March 2021 with students from different countries discussing reading and identity and writing joint stories. The project aimed at a more intense relationship with European partner schools and/or external organisations, e.g. storytellers or reading promotion organisations. Unfortunately, many already planned activities and meetings had to be cancelled or readapted due to the covid restrictions.Students have learnt how to work in groups, have developed imagination and creativity; have fostered critical thinking and problem-solving skills; have also enhanced communicative skills and increased their self-esteem.In order to develop the project a participatory and cross-curricular method has been used mainly focusing on the cooperative learning approach.Since students have participated in different tasks to develop individually and/or in groups, they have been involved in activities that go beyond traditional classroom work; they have improved balance, self-awareness, confidence, self-discipline and communication skills.

"This project entitled "" from Columbus to Atlantis"", was not a history project, but a vehicle for students to explore how the world is interconnected and even if we live in different regions and even if we are facing a world where problems seem to be solved by erecting ever more borders we share a common humanity, we wanted to raise a global perspective among our students. By the time the project had finished, this theme of ERECTING BORDERS WHILE SHARING A COMMON HUMANITY became a major and poignant thread. Our project fell victim to covid19, as a result borders which had never been in place for hundreds of years were re-established, students unable to work in school, students unable to travel from town to town never mind from country to country, the words Isolating and distancing became common parlance.....but despite this, this darkness fell upon every one of us regardless of gender, nationality, colour age or creed. The nightmare that was COVID emphasised the common humanity that binds us. And while our project always sought to raise the global horizons of our students through studies of environmental issues, through examining how pollution impacted on us all regardless of the imposition of borders, we did respond to the situation by including COVID as a further illustration of the inter connectness of us all, and we used the covid experience as a means of emphasising the human spirit. The project has four Chapters which collectively led to a progressive focussing of issues, the first meetings continued unchanged. ""View through the window"" was an introduction but concentrated on looking at a world with very limited horizons. However by using this we can introduce ourselves and explore where students see themselves in the world. This represented what we see now, how we saw the world on a daily basis, however the end product is the recognition that we share a lot more than we would expect. And although this was the opening activity, which we really expected only to do once, we revisited this with a photographic exhibition of covid in our towns in the early days of covid. The second chapter "" European Odyssey"" took our students away from their homes and regions but the intellectual and emotional movement is as a tourist, it was designed to allow the students to acquire a superficial impression of their neighbours. In order to address this section our students created tourist brochures depicting their regions. We then progressed to a section called ""The voyage from zero to one."" When Christopher Columbus sailed to Hispaniola, Europe still worked on the Roman number system but by the time he died we had acquired the Arabic Zero, the content here is hung on a framework by which mathematics has evolved from Roman Numerals to the digital age....and the digital age connects us far more closely than ever, the ability to make and maintain friendships across borders, the impact of events in location X now has an instant and observeable result in region Y. Following the meeting in Slovenia we started work on project topics which had technical, scientific issues, this included activities involving the design of model satellites, some elementary programming using an arduino or raspberry pi. Design of an Eco restaurant, Sustainable energy production, harnessing the power of water and eco housing. These objectives were all carried out successfully and the results are visible in the twin space, on the web site, and in the results platform The final part is entitled ""Dear Mir"" We planned to use the model of the space station circling the earth every 45 minutes and the views from space to show how beautiful and fragile our planet is, but critically that we are all citizens of this planet, we cannot stand in splendid isolation. Therefore during the application stage we wanted to illustrate that environmental issues affect us all, so this section was intended to look at recycling, green energy, green transport, sustainable development etc.....and it did include all of these features but we chose to include work chronicling our students' experience of COVID. It was certainly not something we considered during the application but the underlying impact had a direct relevance to our overarching agenda of describing us all as citizens of the planet."

"Ours school´s essential need when we contemplated this project was to improve teaching quality. For that reason we thought that it was very important to innovate in methodology. Teaching quality is synonymous of teaching process quality and so, we considered essential the following aspects: cooperative work in the classrooms, key competences development, improvement in the competences evaluation, introducing interdisciplinary projects and all the levels , and integrating in a practical way the use of technologies. From the context we have just introduced, we established the main objective: to apply gamification in the teaching context using ludic activities to learn and applying the rules of the game in the classroom. The objective has been to involve our students offering them new teaching methodologies, fostering effort, determination and collaboration. Learning Mathematics in an active and creative way makes easier the students incorporation to the work world, helping them in fields such as problems resolution, taking decisions and fostering creativity.Having our objectives in mind we selected our partners for this project, five schools from four different countries: Shotton Hall (England), specialized Arts school, Tallina Kesklina Vene Gümnaasium (Estonia) school with great experience in European projects and with great academic results, Discovery School( England)technical school, specialized in STEM subjects, Enrico Fermi(Italy), scientific secondary school which promotes Maths, Physics and Natural Sciences acquisition, Paidos(Spain) this project´s coordinator. All of them share the same educational concerns.The thematic areas worked during the project have been: ""Numbers, ratio and proportion"", “Measure and Geometry”, “Algebra, Graphics and Functions” and “Statistics and Probability”. In each of these areas the eTwinning project has been divided, sharing all the activities and results.The product has been the SMARTMATHS game which has allowed us to unify all the activities carried out during the project. It has been developed in digital version for the computer, mobile application, video game and board game. The type of game selection and the design of the four worlds, each one referred to a Mathematical field, has been the essential activity for the project´s development. The logo´s contest to select the main character, the short story competition (in which students have explained our character´s adventures in the different worlds), the theatre adaptation, the music composing for the game and the final performance, the games creation and questions, have become trials that our character has had to overcome. In each thematic unit a comparison of curriculums of different countries involved has been done to finish with the round table of the closing ceremony. All that activities and products have been elaborated by the partners in an equitable and organized way during the different periods.All these activities have had the purpose of promoting the intereuropean dialogue and the knowledge of other languages, the introduction of cooperative elements in the learning process between nations and respect to diversity. All these have been carried out with the purpose of the creation of European learning networks which will provide expectations and opportunities to all participants.They have not only learnt Mathematics, but they have improved their creativity, autonomy, confidence, responsibility, solidarity, team spirit and leadership. In that sense, the gamification is a perfect tool of collaboration which has let us get closer to Mathematics and develop these abilities.The project´s development, resources and results have been published in eTwinning, in the partner´s web and in the project´s web in order to provide information to everybody. The activities and final products will be accessible at any time , so that any school can use the project results.Our prediction is to produce different versions of the game creating the “SmartMaths junior” for primary students and other versions for different subjects. We will also translate it to different languages.From this academic year on, we want to develop the SmartMaths trial as a school event with all the partners and we want to open it to other schools.The project´s impact has surpassed all our expectations and for that reason it will be sustainable over time."

"Summary of Project Motivation. The genesis of this project has grown out of a number of news stories which enter our living rooms via the TV every night. These stories include the plight of refugees from Syria, Ukraine and other war zones which don't even hit the headlines. But it is not only war, migration driven by hunger, drought, climate change, the hope for a better future is an ever present story. If all news outlets, if all the opinions our students are exposed to expressed tolerance there would be no need for this project. If the questions our students read, see and and hear was ""how can we help and support our fellow human beings to live rich peaceful prosperous lives as good as our own in a place close to their families, their friends their roots?"" instead of ""why should we accept ""them"".....how can we prevent ""them"" from coming here? there would be no need for this project. Over the past two years , From Budapest to Barcelona and from Britain to Bologna, our students hear the voices of isolationist demagogues, many of these voices are not driven by a localist agenda calling for greater democracy, but by, at worst xenophobia or at best an unrealistic nostalgia for a past that never existed. The need for our students to develop an understanding of the complex factors that have led to these contemporary news stories has never been more pressing or urgent , our students , now , more than ever need to have the opportunity to experience their partners from other regions of Europe, we as teachers have the opportunity to introduce our students to the influences, opportunities and experiences that exist outside our regional boundaries. Summary of Objectives In planning this project, we wanted our students to strengthen their sense of empathy for fellow human beings seeking refuge from war, hunger or despair In keeping this outcome in the forefront of our planning, we want our students to increase their capacity to be active citizens. For many students, their school experience does not fully prepare them for the reality of life outside school, transferable skills are not fully recognised and there is a sense that individual curriculum areas exist in isolation from other areas. We want our students to strengthen their learning outcomes through recognition of the curriculum concepts within a broad context. We hope that engagement in this project will assist in developing critical thinking skills which will empower them to evaluate and interpret news stories. By allowing them to work in a project based learning environment we want our young people to apply their skills in language, numeracy, creativity and citizenship in a real life context. Summary of Project Content Part1 ""If birds fly free...why cant we?"" Students create a powerpoint or portfolio of cases where walls and borders dont exist, so for example a look at bird or fish migration, ocean currents or prevailing winds, this could also include pollution, if I dump filth in the sea, or toxins in the sky it affects you, we dont live in isolation. Part2 ""I am a Rock I am an Island"" The theme here is how events which affect one region can affect us all, the title of ""I am a rock ..."" is intentionally ironic. In this part we are going to consider the eruption of Vesuvius in AD 78 and each partner is going to assume the role of a journalist in their own country and describe how it has affected their region. We will combine these accounts to make a magazine to be published (following the model of something like Time/The Economist/Der Spiegel), with analysis of the impact. Part 3 ""Free Bird"" We looked at bird migration earlier, this part has very little to do with Birds, but migratory birds from Africa or from the Arctic do tend to suffer high casulaties from hunting, lack of food, exhaustion, so this ""chapter"" provides linkage between the problems faced by animals and humans .....We will look at why people migrate, fleeing war, famine , drought.....money...jobs, better futures for their children, the results will be presented as an art exhibition, a drama performance, which includes dance and singing or a multimedia show. Part 4 ""Prison without bars"" How do we as humans impose our own prisons? I would like us to collaborate on producing an ebook or magazine which illustrates how we voluntarily impose limits on ourselves and others, this could be about the acceptance of and the need to challenge sexism, racism, disability, homophobia.....""girls can be builders"" ""boys can be nurses"" ""blood is always red"", if we say we cant do it, we all sit in our personal wheelchair, homophobia is a straight problem. Part 5 "" Imagine"" Imagine a world without borders, we could create an album of songs which all have songs on the theme of a shared humanity, we could write these ourselves or cover established songs. The final meeting would feature a performance celebrating the diversity, optimism and joy of being young."

This project arises from the determination of innovating in the teaching-learning process in order to provide a better quality in this process and to be able to attend to the students’ diversity in a class with motivational activities. Its main goal has been to introduce the use of Virtual Reality and Augmented Reality in class through activities created by the Secondary Education students themselves and implemented in the Primary Education classes. In doing so it has been achieved the use of active learning methodologies, peer learning and cooperative work. This project aimed to contextualise the education in the reality that youngsters live outside the classroom – a society which is increasingly digital – and equip them with competences and skills which will ease their integration into the job market, such as decision-making, problem solving, creativity development, the ability to work within a team, personal motivation and the curiosity to carry on learning on their own. The main ambition of all the members in this project was to innovate in education and increase the students’ interest in STEM subjects. This has been achieved thanks to the suggested objectives for this project as well as the Inter-European dialogue created during it, and the collaborative and cooperative work of the students from all the schools, which have built some learning networks that have created high value peer learning, all of it with the technological support from AIJU.Regarding the number of participants which have been benefited from this project it is worth highlighting that, although the main audience were 12 to 14 year old students, it has spread into the rest of the Secondary Education students (16 and 17 years old), who have led the creation of activities. The sending participants were all the students from 6 to 12 years old, which corresponds to Primary Education.The activities carried out focus on different topics: Journey into the Space to a new planet; Create your own basic display for Virtual Reality; Visit my school in 360°; The carbon footprint and caring for the environment; Our city in 360°, cultural heritage; Learning Mathematics; Arts and Music; The water cycle; Reading encouraging and New missions in the planet.In each area, all the member schools needed to plan, create and implement at least two activities which develop any of the curricular contents using Virtual and Augmented Reality. Thus, an activity resource bank has been created which will accompany the main intellectual product of the project: an eLearning platform which collects all the necessary tools to know how to use the Augmented and Virtual Reality and how to apply it in our daily life in class.All the members have taken equal part in the implementation of the activities since some of these topics were general for everyone and all of them worked on the same topic during equal amount of time. Other topics however were responsibility of each member and they were the guiding thread of the students’ mobilities where the representatives of the schools attended: England did “Journey into the Space”; Slovenia, “The water cycle”; Finland, “The carbon footprint and caring for the environment” and Spain worked on “Promotion of reading”. This platform will let any teacher to apply these methodologies in class and it also includes a database of case studies which have been done and applied in all the member schools. Furthermore, it also includes a webpage containing all the information regarding the project.Other broader results that have been achieved are the academic improvement in the STEM subjects of all the students in general but especially of the low attainers. Also, the knowledge of the cultural heritage of all the participant members has been deepened and it has been gained a greater methodological and technological knowledge of the technologies involved in the project.Finally, we have been able to foster the feeling of the European citizenship, the social and civic competence, the creativity and the critical thinking. The effect of this project has exceeded all the expectations, which is enough reason for its long-term sustainability as all the results have been included in the schemes of work and lesson plans in order to carry on applying them in the coming years and making them available to any keen teacher.