MythEUROlogyContext/background:The idea to study local and european myths that provide the field of using innovative ways of representations in order to a) achieve curriculum objectives, b) introduce common European cultural heritage principles that will help us to learn how to live in a cultural diverse community.Objectives:1. The aesthetic recognition of myths language and plot. 2. Multidimensional enhancement of myths (geological, social etc).3. Comparative study of myths in different European countries.4. Creation of a new teaching methodology based in geomythology, particularly in European geomythology that encourages the emergence of European citizenship and is conducive to peaceful coexistence and a richer European identity.5. Cooperation of all involved members in and out of school environment in each country. Cooperation of all involved partners within and out of their countries.6. Promotion of new technologies in education.Number and profile of participants: at least 1000 pupils (6-12 y.o.) and 150 teachers.Description of activities:C1. A short-term joint staff training will be held in the first trimester, in order to discuss and consolidate the outline of activities to be carried out in the schools per period and the structure of the short-term exchanges of student groups. This will allow the more experienced schools to share their know-how about pupils' mobility arrangements, challenges etc.C2. The first pupils exchange will be held in Romania, focusing on the various approaches to studying myths and legends, the exploration of geo-mythological elements behind the myths and on the detection of common elements in the legends under study, by the schools. C3. On the 2nd pupils exchange, in Cyprus, the participants will present, study and work jointly to further develop the outcomes of the second trimester. Through a multimodal approach to legend study we will design maps, create art and produce informative illustrations.C4. Poland will host the 3rd pupils exchange, where we will explore the potential of using myths and legends to enrich the syllabi of various curricular subjects. Following the presentations, pupils will produce a booklet including the collection of myths from the participating countries. C5. On the eve of the second year, Greece will host the 4th pupils exchange. The participants will present the outcomes of employing modern educational technology (ICT) in studying mythology and folklore and reflect upon their experience. Moreover, each school will present the environmental challenges in their region. After identifying the common issues, we will set and plan the next assignment, an ambitious task of creative writing.C6. Italy will host the 5th pupils exchange. Since the task of the 5th trimester will be the development of multimodality, the participants will present their production of multimodal texts, introducing original modern myths, exploring modern day environmental problems with creativity.C7. Bulgaria will host the final meeting.The participants will present their final versions of their modern myths and explore alternative and more expressive ways of presentation, such as theatrical, dance and music performances. Students will produce an original performance, created with input from all project partners. It will be a natural conclusion to all the activities in the project.Methodology:Our methodology will deploy upon the theory and practices of “good practice exchange” between schools. The project will run for two years and the activities have been arranged in three trimesters per academic year. A short-term mobility of pupils is scheduled at the end of each trimester, so that common meetings can take place. These meetings will include field studies, workshops and conferences, where all the participants will exchange good practices by presenting the work that has been accomplished during the trimester and will demonstrate and evolve the acquired skills. The activities will be relevant to our schedule and objectives.Short description of the results and impact:There will be short-term joint staff training events and short-term exchanges of groups of pupils.There will be: a) tangible results: booklets, continuing professional development, material for teachers, online meetingb) intangible results: improvement of the academic curriculum in the field of European matters and the bond between students and the European environment (opportunities to study abroad, ECTS) increasing the expertise for improving the skills, knowledge and managerial abilities for school managers.Potential longer term benefits:a) Teachers, management staff- will improve their language skills in English, they will also find a new way to teach and cooperative learning, comparing the process with the international colleagues so they can transfer this experience to other colleagues from their regions.b)Students will discover the value and the importance of their educational training.

Cross-cultural discourse brought our communities closer together.Young children were inquisitive,questioned and examined the world around them in our Project process.They participated eagerly and transmitted their findings to others, developed a positive attitude by integrating and complementing each other's characteristics and approaches.We overcame prejudices,break away fears, indifference and lack of information and made it possible for young people to regonize and accept different cultures and put their identity in the foregound, investigating the past,and examining different cultures.After the project students felt what happened in partner countries; they an impact on them and they showed emphathy and concern.Our project brought together the great hearts from different countries and created a great world with a cultural tolerance for every human being.While studying on the project, the natural beauties of tradition, custom, songs, folk dances, handcrafts, art, food, beverage, historical buildings and partners were examined.Extension activities were carried out through local TV channels and local newspapers.During the unexpected stiuation of Covid19, with all the partner countries we didnt lose contact, we achieved to be uptodate of activities moreover we planned extra webinars and online workshops for our students about heritages which we hadn't mentioned on the application form.Through this project, students had a chance to respect differences, appreciate similarities, and established a lasting friendship .We achieved to the goal of strengthening the intercultural knowledge and understanding on importance of the Cultural Heritage among the participating pupils and staff and in addition to get a deeper understanding of the different European Heritages, their approaches on how to adopt them and the diversities of the tangible or intangible heritages through Europe with the help of presentations of students during the mobilities and online workshops/penfirend activities among others. The teachers and the pupils who were involved in the project had the opportunity to compare the different perspectives, identify common and/or different contents accordingly to the project themes.During this partnership we compared the Cultural Heritages and exchanged experiences, ideas, traditions and discovered new approaches for how to adopt our Cultural Heritages.In 'HEROS', teachers enhanced their professional knowledge about developmentally appropriate practices for inheriting the Heritages and used this knowledge to transfer to their students.Pupils and teachers were able to have experience and benefit from the mobilities and having communication through using language and share cultural games,songs,traditions and other kinds of heritages that we have taken possession of.We succesfully carried out 4 face to face mobilities and 1 onlne virtual mobility at our schools.Both students and teachers gained valuable experience and benefited from the mobilities and communicating through using language and sharing cultural games,songs,traditions and other kinds of heritages.We all worked on the common output of our project which we published.With the help of that handbook the students will have opportunities of finding out how to adopt cultural heritages and learn a lot on history and diversity of the cultures.To raise awareness,create motivation, using the language in natural environments were among the most important affects of our project. We delivered that common product of our handbook to all equivalent schools in our region and to all ministries, managements related to education and culture.Moreover; cultural visits to the most important attractions of cultural heritages increased our students awareness and they also observed the adoptation of other cultures.Our partners were really collaborative,innovative and had the consciousness of adopting Cultural Heritage.We considered the importance of the location of the countries, the amount of the cultural heritages both tangible and intangible ones and the willingness of the communication in urgent times during the project.We had announced about the partner reguest on every kind of online platforms such as schooleducationgateway,e-twinning partner search,facebook groups.We had chosen the best partners for us because they were also willing to dissemminate the project from the beginning and after completion of the project.With the help of social networks of project pages on facebook,twitter,instagram,youtube,the twinspace on e-twinning, the project's website (www.heritageofus.com),local tv channels and local press; our project had a great amount of impact through the students,parents and teachers around the towns, cities, countries and on international scale.Our project got the eTwinning Quality Label from National Support Servies in Turkey and partner countries .Here is the quest username and password of our twinspace.username: ulusalajans.misafir.1 password: 12345678

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.

Early school leaving is most common problem that Europe fight. Disables are the largest group under risk .An estimated 93 million children worldwide live with disabilities. Like all children, children with disabilities have ambitions and dreams for their futures. Like all children, they need quality education to develop their skills and realize their full potential.Yet, children with disabilities are often overlooked in policymaking, limiting their access to education and their ability to participate in social, economic and political life.On 30th May 2017, the European Commission presented its new strategy to support the modernisation of school and higher education. In the communication 'School development and excellent teaching for a great start in life' the Commission identifies three areas where action is urgently. needed 1) raising the quality and inclusiveness of schools; 2) supporting teachers and school leaders for excellent teaching; 3) improving the governance of school education systems. The aim is to promote inclusive education and lifelong learning for students and pupils with disables .According to our survey results all partner schools have students who have very low marks and they don’t achieve basic key competences, - parents have low educatıon and income level, - families are inadequate in increasing their children's intellectual and physical development,-Children with social problems and low self-confidence and students with mentaly disables .Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive.Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all. The Europe 2020 target is to reduce the rates of early school leaving in the EU to below 10% by 2020.Reducing early school leaving to less than 10% across EU Member States by 2020 is one of the EU’s priorities in the field of education. We also can understand from our survay that music,art,ICT,dance,drama are the most attractive tool can be used in class. We will help pupils express themselves, increase their self-confidence, make them feel valuable, provide them learning environment where the inequality of opportunity in education is reduced, provide comfortable learning environments, encourage pupils use their creativity, develop their problem solving skills and digital skills and provide permanent learning. This project is based on the exchange of good practices. We have a partnership consisting of six European countries. We will use these methods and techniques: INCLUSION WITH ART ( ), INCLUSION WITH MUSIC (Turkey) ,INCLUSION WITH DANCE (Spaın ), INCLUSION WITH ICT ( BULGARIA), INCLUSION WITH GAMES ( FRANCE ) , INCLUSION WITH DRAMA ( CZECH R.)-to reduce the early school Leaving-Pupils will have no more difficulties in keeping their attention alive during lessons with new techniques -Pupils will feel themselves valuable by involving in the activities.-to increase learning motivation for the students-to develop teamwork skills our students and staff-to build character, values of fairness and respect and increase self-esteem of our students-to enhance teaching and learning by demonstrating pro-active teaching methods-to develop language and communication skills - to address on-going relevant professional development in ICT/ programming skills using transnational expertise and facilities-This project will encourage teachers to develop their professions-it will create awareness in the view of parents and pupils towards the education’s necessityWe are planning 6 LTT meetings (3+3) A variety of activities for all partner countries will be implemented during the project period. Many interesting products will be created and used even after the project's completion. Our results: BROCHURES , POSTERS ,LOGO and SLOGAN, PROJECT WEB SITE , E TWINNING PROJECT ,TEACHING MATERIALS BOOKLET, PLAYS BOOKLET , GAMES E BOOKLET ,DATABASE , MUSIC and DANCE SHOWS DVDs, FACEBOOK PAGE ,PHOTO ALBUM, PICTURES COLLECTION. The participants of the project will be in contact with each other using modern computer technology.They will take part in the competition for the logo design, extracurricular activities, they will go on extracurricular activities. All activities will be disseminated on the partner schools' websites, the project website and on e twinning pages and social media...We will strive to protect the education rights of early school leavers and disadvantaged students in the community and to raise awareness about lifelong learning.

Nie dotyczy.