The École Rothschild from Nice as well as the Bodelschwinghschule from Münster deepen their friendship in awareness of their common European roots. The pupil at both schools confront the other language and culture already early at primary school age due to the Franco-German exchange of primary school teachers. In this project we dealed with and laid stress on our cultural heritage, found out who we are and raised our awareness of belonging to a bigger European community. For us as primary schools fairy tales are appropriate means to deal with this.The French and the German pupils worked creatively on European fairy tales. This happend in the mothertongue and language teaching as well as in the music or arts.The classes proved similarities or common issues and differences of fairy tales and worked creative exercises out. The results are published on E-Twinning. Both schools have access to it and the project work will be documented very transparently. As representive reports there are some films, videoshows and children plays to see in E-Twinning and as a link on our homepage. In addidtion to regards on content of fairy tales the pupils got knowledge of the history and life in each other town, even in times of Covid. Even if the children can't visit the partnerschool, all members got an insight of the other school system and life in the foreign country. The project proceed 24 months and the kickoff event started in autumn 2019 with comon plannings. This was very effeciv and helped us to continue the project also in times of Covid. The focus on using E-Twinning in the project work was not easy to conform, but the results are published by E-Twinning. We used videoconferences as well to stay in touch und plan activities. The children learned about french and german fairy-tales. They all have been very interessted in this. In den second year the pupil wrote their own fairytales and send them to the partnerschools. It was a successful exchange. The learned a lot about their own stories and about french/german stories and they had a lot fun because of the agreements and variations. The films inform about that. In Munster the children in the forth class did a request bevor and at the end of the project. You can see it by following the link.

"Background and objectives:Our partnership started at a partner finding seminar in Oostende, Belgium in December 2015.The theme for the seminar was STEM education at primary level. During the seminar we got to know each other and we all had the same impression, that to many students STEM education could be theoretical and difficult to approach. We therefore all agreed that in our project we wanted to approach STEM education in a new way. Instead of teaching each subject as such, we wanted to approach the STEM subjects from a different angle, using outdoor learning activities, ICT, coding, games, story line, art, music and every day activities. In this way we would have a diversity in our STEM education which also would enable participation of those who didn't fancy these subjects at first, but would be positive because of the new methods of teaching.This was made possible by the joint talents of our partnership. We all found qualities in the others that could fill the missing gaps in our own school's teaching / curriculum. Each country / school brought valuable resources to the rest of the group to empower and broaden our common knowledge.Participating organisations:Kringsjå school, Kristiansand, Norwayhas experience in international projects, also as co-ordinators. The school is well aquainted with ICT as a tool in all subjects. There are teachers at school who are specialized in natural science and mathematics, and the school also has some experience in outdoor learning. The school has an active and frequently visited web page, which was used for publishing project results.Bodelschwinghschule, Münster, Germanyhas experience in international projects. Many arts and music projects take place at the school. There are good connections to local and national artists who come to the Bodelschwinghschule in order to do projects, workshops or other activities with the pupils, and the school has good relationships to the University of Münster and to the Academy of Arts. Thus the school has very good basic requirements for planning, organizing and conducting activities, seminars, workshops or (teacher) training courses combining STEM topics with arts and music.Kuressaare Gümnaasium, Kuressaare, Estoniahas experience in international projects, also STEM projects. The school has highly developed ICT skills and starts programming from 1st grade.Myrskylän kirkonkylän koulu, Myrskylä, Finlandhas experience in international projects. They activate their pupils in many ways using different learning environments, also outdoor learning, by projects with different content and by using ICT in a creative way.2nd Primary School of Chios, Chios,Greecehas experience in international projects. This is an innovative school, good at combining traditional teaching methods with stories framing problem solving in math and science. Rigas 22. vidusskola, Riga, Latviahas experience in international projects. They emphasize the importance of seeing the individuality of each child, giving them the opportunity also to take part in different creative classes like music, drama and art. New methods using different games to teach children basics of creative thinking, mathematics and other subjects and special computer games which develop mathematical, algorithmical and logical thinking of children show increased ability to think logically and the students are able to achieve excellent levels at different fields and professions.CEIP Costa Teguise, Costa Teguise, Spainis well-known for a long and strong experience in project – based learning and active methods. Teachers work together in the design and the implementation of different proposals focussing on interdisciplinary and cooperative learning.Visiting our web page will give you an impression of the results achieved. As our achievments are more in the field of teacher training, it is difficult to be spesific and point to a concrete result. Our main activities are our five learning, teaching and training activities. Here we shared the good practices with each other. Selected teachers from all schools visited a school and brought back valuable learning for the colleagues at home. The results are lesson plans and activities open to everybody.During the project all schools took part in a logo competition for the project and all schools also participated in a short introduction video. All schools made and filmed a ""chain reaction"" putting some of the STEM elements into practice.After the meeting in Greece, learning about the ""story line"" method, each school made their own ""story line"" - sharing their results and lesson plans at our eTwinning site.Coding and robotics have been a major activity at all of the schools as a result of the project. New equipment has been bought and used by the teachers as well as the students.All the schools have been better at using their environment in their daily education, having outdoor lessons more often."