Space travels are not a dream anymore. We can do that anytime. But we can get ONLY one way ticket... to another planet. So before we travel we have to collect everything which is valuable for us, living in outer space, for future generation...Participants of this project will travel light into space - just with their cultural heritage - as it is the mainspring of humanity.The objectives of the project are:1. to encourage young people to discover and engage with European's cultural heritage as it has a big role in building the future of Europe and shapes our identities and everyday lives and to reinforce a sense of belonging to a common European space;2. to develop digital skills with the focus on the confident, critical and responsible use of digital technologies for collecting information and learning;3. to develop literacy skills - with the focus on the use of digital and online media to communicate and to produce, find, and evaluate information to meet educational demands;4. to improve foreign languages skills.Results:- tangible- .a selection of: 1. Key events in European History (European timeline), 2. European artworks (European Art Museum album), 3. European songs (A European top chart and a recital of European Music-DVD), 4. places of natural beauty of Europe (European snaps - selection of postcards), 5. European dances (Let's dance European dances-DVD), 6. Forgotten European dishes (European Cookbook of forgotten recipies ), 7. It happened here - telling local stories, memories, legends (booklet), 8. monuments, buildings representative of Europe (Replicas of most famous European buildings-exhibitions, ppt ); project website on eTwinning.- intangible- learning, talking to people about a range of traditional craftmanship, expressions, practices, dances, cuisine that Europeans value provide young people with an automatic sort of belonging and unity within a group/country/the EU while allowing for a better understanding of previous generations and a history of where they originated from.Priorities:- Through cherishing cultural heritage students will discover and start inter-cultural conversation about what they have in common. This project enables its participants to become closer to and more involved with their cultural heritage. It's important because it should be preserved and passed on to future generations. It fosters unity and active citizenship. - In this project relevant basic skills and key competences, which young people will need to succeed in their future life and career, will be developed. Skills such as critical thinking, problem solving, team work, communication and negotiation skills, analytical skills, creativity, and intercultural skills will be improved in the project activities.

"The aim of the project is to map various aspects of communist regimes in the participating countries in the second half of the 20th century, especially in the 1970s and 1980s.The following institutions are involved in the project:- Primary school Brno, Bakalovo nábřeží 8 (Czech Republic)- Vilniaus Simono Daukanto gimnazija (Lithuania)- OLPI SPOLKA Z OGRANICZONA ODPOWIEDZIALNOSCIA (Poland)- Professional School of Ecology and Biotechnology ""Prof. Dr. Asen Zlatarov"" (Bulgaria)- Osnovna skola Majstora Radovana (Croatia)The fact that all the countries involved were on the eastern side of the “Iron Curtain” will allow the results obtained to be compared with each other, thus distinguishing what they all had in common from the specificities of each country. The project will include a wide range of activities focused on history, culture and media.Part of the historical research will be the creation of a timeline, mapping the main events in each country from the end of World War II to the fall of the communist regime, a more detailed overview of which will be part of a separate presentation. The knowledge gained in this way will not only bring the students closer to the important events of the contemporary history of their own country and others, but they will also form the background for other activities.Getting to know the culture of a given period will primarily include the creation of an explanatory dictionary of typical terms in each language with an emphasis on expressions that are often incomprehensible to the younger generation. Students will get acquainted with the life at that time during a thematic day, when they will try out period clothes, see examples of period TV shows and experience the atmosphere of events such as the May Day parades. The intention is also to take advantage of the fact that all the participating cities are UNESCO sites - students will use historical photographs to compare their current status with the development of recent decades.In the course of media studies, students will learn about the form of contemporary news and shoot their own news session situated in the time of the communist regime and subtitle the recording to the communication language of the project. This area also includes a questionnaire, which the students will create together and let the witnesses from their relatives and acquaintances answer. Students from each participating country will contribute to the questionnaire with questions about their country, which they would expect witnesses from other countries to know the answer. The results will then make it possible to assess the extent to which people in individual countries were aware of developments in other countries and to monitor the ways in which the propaganda was reflected in the awareness of citizens.In creating a glossary of terms and a questionnaire, students will develop their communication skills and organizational skills, as success in these activities will require effective communication and cooperation of all participating countries. At the same time, individual generations will be connected during these activities.Getting to know the past through primary sources (witnesses' memories, contemporary news and photography) will be an important part of the project. In processing these resources, students will be forced to do their own historical research and interpretation, rather than simply drawing on the conclusions and results that have already been made. This will develop critical thinking and responsible working with information.An indispensable goal of the project is also to raise students' awareness of the history of their country and others who shared a similar fate after World War II. The focus of interest in this area will be to understand the functioning of totalitarian regimes and their propaganda in such a way that students will acquire the ability to recognize propaganda and its manipulation and will appreciate the importance of a free and democratic society.One of the key elements of the project will be to acquire new skills when working with computer programs necessary for recording and capturing news, organizing a dictionary, preparing a questionnaire or organizing work on individual or joint project activities, both during their planning, knowledge transfer or sharing of the results.Project outputs will include:- teaching materials: timeline of participating countries, presentations mapping their transition to democracy- materials describing contemporary culture to the present generation and to other countries: an explanatory dictionary of contemporary terms, historical news with headlines, presentations showing changes in the state of UNESCO monuments in the participating cities- research data: student knowledge test comparing the status at the beginning and the end of the project and a questionnaire for witnesses about their awareness of the situation in other countries"

This project fills in the gaps left by current educational systems and is a response to rapid technological advancement. As we care about the balanced and steady growth of our students, we want to protect our children against the damaging effects of digitization. The project favors the natural interests of digital natives and aims to effectively apply them in learning, self-esteem and awareness, and cybersecurity.Technology is shaping every aspect of our life: at home, at work, and in the community. Basic digital literacy is now key to access everyday public services. It is no longer enough to be able to just read and write. It has become crucial to be digitally literate, too. That is why we decided to focus on digital literacy in an increasingly digital dimension. Although modern technologies have greatly improved our lives in many areas including education, it is still taught very little about the threats related to the use of mobile devices and social media. The truth is, while younger generations are being labeled as digital natives when it comes to safety, they are often no more literate than their parents. In the E-twinning project which was the initial phase of Erasmus + partnership we confirmed that in the technological world, there are more factors which cause a lack of communication and interpersonal relationship among children and their parents. The social media paradox, however, is that they seemingly bring us closer to those who are far away, but in reality, they distract us from those who are close. The project is aimed at eliminating risk factors, which cause this addiction problem among children.Various educative measures are taken during the actions and the needs of each of the partner school communities are defined. All six partners' Primary Schools put into action joint preventive measures and they share remarks after the implementation of the measures. The result of the partners’ actions is forming an appropriate system of social norms and moral standards among children, deepening and understanding of the problem by teachers and parents as well as the organization of attractive forms of spending free time by children and parents. The activities included in this project will help us make a program and attain the following objectives:1.To develop students’ basic skills and key competencies with emphasis on literacy skills - with the focus on the use of digital and online media. To communicate, conceive, find, and evaluate relevant information.2.To show and teach positive, effective, innovative ways of using new technologies in education and life. (LTTAS)3.To promote the responsible use of modern technologies in everyday life. (campaigns)4.To co-create of school programs for the prevention of e-addiction.5.To create conditions and fashion in the school environment for active spending breaks. (traditional games, national breaks)6.To strengthen relationships in the families. (virtual mobility on e-twinning, hosting foreign students, questionnaires, the guide for parents, seminars for parents, family contests and picnics).7.To strengthen positive children's self-esteem. (school play, talent day, workshops).8.To strengthen the cooperation among institutions at the EU level to contribute to the development of the educational system in partners' schools. (5 LTTA, 3 teacher training sessions, observations, comparison of different educational systems, adopting new solutions in own schools, the guide for teachers).During the partnership, the following products will be developed: boardgame, website, comic book, a guide for teachers and parents, traditional games brochure with video.Students will acquire digital competences, will be aware of the most important threats from net, will able to recognize the first signs of addiction to digital media,develop healthy habits related to e-hygiene, build own high self-esteem and appreciate good family relationships.Discussions on innovative teaching methods will allow teachers to experience new pathways in the future for more effective teaching.We will design a bank of resources, a toolkit of activities, worksheets, evaluation forms, a list of ICT tools and tutorials that can be used after the project is completed as a source of inspiration or readymade tools to implement the activities with other students. Schools will use a new preventive e -addiction school program.In summary, this project develops digital literacy skills to meet educational and labor demands but also teaches about the dangers of the network and how to avoid them. It also indicates the importance of close family relationships and building children's self-esteem that they don't lose themselves in the virtual dimension.

"With the project “Modern Ulysses in the arms of Europe” we are trying to enhance the European identity and at the same time preserve our historical and cultural conscience as they are formed in the multicultural and ever-changing background of contemporary Europe.Οur town, Katerini has been, and is once again, a refugee reception area with refugee support structures since 1922. The notion of today's Ulysses who is seeking for his home, is not only familiar but also well-timed. Our school hosts pupils of financial refugee origins and many pupils’ relatives arealso refugees in other European countries. Our school is new (3 years in operation) and has not had any such transnational cooperation, unlike the majority of our staff. The mythical Ulysses is an attractive hero and the symbol of the endless traveler. His journeys are a lesson for all of us, because at some point in our lives we can all ourselves become ""Ulysses"" and so must be ready for our new social role and the augmented demands of the modern world. Realizing such a project, our aim was to get in touch with other European schools, exchangeexperiences, modern teaching methods and good practices regarding creative writing, English, as a second language, emotional resilience and digital literacy. Our teachers acquired the necessary knowledge through learning and teaching activities to cope with problems that might arise in modern multicultural classes so as to improve their teaching methods, cultivate tolerance for ""the Different"" and help with the smooth integration of ""the Foreign"". Similarity: versions of a portrait of Ulysses like as :The portrait as a miniature of the world of Europe: cultural works (archaeological monuments, works of art) that aspire to depict their model runway, to imitate the specific real person of Ulysses. The alleglorical portrait: works that see their model in addition to the symbol as the concrete example of general behaviors and phenomena related to the axes and thematic unity of our enemy (search, adult migration, search for better luck, foreign concept).The psychological portrait: works that attempt to penetrate the inner world of the protagonist, Ulysses, to capture their personality outside its form. Deconstruction of form: works that dare to 'break up', disintegrate their model with the awareness that they cannot recreate it, copy it. The indirect portrait (the Enigma portrait), works that use other persons, things and situations to get closer to the hero Ulysses, sometimes reaching the point of abandoning Ulysses himself. Removal and stylization - the universal and for us the European portrait: works that in their search of the essence of our hero, Ulysses, insist on its essential features and simplify him to the point, not to be recognized. The conceptual portrait: works that use the specific form of Ulysses, which sometimes get 'ready' from various sources (you have been given both electronic and printed activity book) as food for thought and reflection. Thoughts and reflections will accompany the portrait as creative writing technique or poetry (the techniques have been presented during our seminars in Greece and you have been provided with supporting material) Do not hesitate to contact the coordinating school for any clarification!The exhibition with the cultural portrait of each participating country is related to modern Ulysses and will be developed by our next meeting in Portugal. There it will be presented and registered on line to the coordinating school of Greece so that it will be included to the produced outcome (in the form of a banner or poster) so that they can be It would be nice to bring to Portugal part of the exhibition(in banner or poster form) so that they will be displayed at their school- if possible (for example / a trireme /a modern boat / shoes) but also anything that can be related to modern Ulysses) Let's not forget that we want to make the portrait of modern Ulysses - which we all have in our own countries - as a puzzle with cultural elements from each one of the participating countries.Contemporary Ulysses will definitely need to correlate the elements of all countries in order to survive in moder Europe The participants in this project were five partners selected carefully with the criterion of being situated at the intermediate stations of the travels of the legendary Ulysses and of hosting modern immigrants-refugees in Europe. Some have transnational cooperation experience while others will be helped through a mentoring process. The 19th Primary school of Katerini Greece, the coordinator of the project, organized activities concerning the acquaintance with Ulysses both in time and place, by means of oral texts and the internet. Activities of creative writing and emotional resilience were also organized. In addition, there were workshops in a camp and both a written report and digital educational materials were produced. Escola Pericot, in Giron Spain, organized drama teaching sessions with the Waldorf method which included: Exploring, Cooperating, communication, making and Reflecting on drama. Zolitude Gymnasium, in Riga Latvia, developed a questionnaire for the assessment of the project and create a manual with the title “Help students to enter a new college in another country”. Agrupamento de Escolas de São João da Talha Portugal, organized activities about interactive learning, learning approaches based on PLB program and presented the Moodle platform. Osnovna scola Majstora Radovana Croatia, presented teaching methods regarding integration into society and the culture of Dalmatia for the first and second generation of war refugees. The teaching scenario used was the “project” method, based on the principles of teamwork teaching as well as relevant sociocultural theories. Furthermore, this scenario relied on the theory of multiple intelligence which promotes the multisensory approach of learning (Gardner). In effect, it led to the final objective, acquiring knowledge through interactive and experiential approaches, via field research and camping experience, with the help of discovery and Célestin Freinet methods. Within this framework, the cross curricular approach was based on group work in the classroom and on the cultivation of acceptance and solidarity climate, which enhance individual competiveness and characterize the traditional school. The implementation of IT which combined teamwork activities, interaction of pupils-teachers, by means of computer and self-motivation of the pupils, maximized the benefits of the use of new technology in the classroom. Participation in the project resulted, as expected, into the transference of the European dimension in the school curriculum, the improvement of the teaching quality, linguistic and communicative skills, digital literacy and the change of the profile of each country in the conscience its citizens. Written and digital educational material were also produced. An effort was made to achieve an impact of the project on as many teachers as possible both within the participating and other regional schools. Through dissemination, by means of seminars and written material, more schools were able to implement the innovative and good practices, achieving, in this way, the improvement of teaching. Moreover, school graduates were better qualified to further develop in an educational, social, professional and integrational level in a variety of cultures.In the timespan of the three years between 2018 and 2021, our school participated for the first time in a European program. This was received with great enthusiasm by the school community because we were given the opportunity to spread our wings to the world and to escape from the narrow confines of our city. Eventually, we managed to get in touch with colleagues from Europe, to get to know different education systems, to compare them and adopt or reject relevant data. For the students it was the opportunity to communicate with young people in Europe, to improve their learning skills with new innovative programs and to study and discover knowledge through different approaches. Also, they had a chance to express their creativity beyond the narrow confines of our own education system, to travel and get to know different cultures and to become aware of their diversity, to break away from stereotypes and prejudices. Project-based learning was used in the project, emphasizing the skills we wanted to develop: critical thinking, collaboration, teamwork, communication, creativity. Simultaneously with Gardner's theory of multiple intelligences, learning was approached as a multidimensional process involving many areas. Students came in contact with different and innovative ways of learning (e- learning, skype classroom), got acquainted with new technologies, used several web 2.0 applications and participated in emotional resilience exercises in an experiential seminar on creative writing. hey have learned to use Microsoft image and video editing programs and applications with ease. The school organized educational days and experiential seminars for both teachers and students. Finally, they all saw that ""the world is not so big after all, that young people in whatever country they live in have the same concerns but also (share) the same expectations for their future"" There were 4 actual teacher mobilities and one online mobility due to the COVID-19 epidemic.Our meetings were a focal point that added to the motivation of the participants and clearly set the level of activities. The teams of teachers not only dealt with the practical / technical part of each activity but during the program some approaches were discussed, analyzed and even challenged as a result of the different culture and the educational systems. In addition, it soon became apparent that interpersonal communication was necessary in order to build a common approach with the program in the first place. The eTwinning platform was used by the participants, providing the tools for discussions and exchange of materials and tasks. As participants gained more experience and confidence, the use of the platform go more increased and intensified. The impact of the Erasmus + school partnerships on all involved was:For the students: • Intercultural competence / awareness: increase knowledge about partner countries and cultures. • Increased language skills in the mother tongue and in foreign languages. • Knowledge and awareness of different cultures. • Improving self-confidence and taking initiatives. • Increased ICT skills. Learning and familiarizing with applications. • Teamwork, cooperation, communication. • Acquisition of incentives for lessons and all cognitive subjects. For teachers: • Familiarity with the culture of other countries. • Familiarity with the educational systems of other countries and application of new teaching methods. • Deepening and exploration of scientific interests. Creating motivation for collaboration in an interdisciplinary team. • Improving ICT skills. • Improving project management skills. • Development of lifelong cognitive skills. • Creating strong bonds with partner partners. • Improvement and development in foreign languages. • Incentives for vocational training and skills development. For our school: • Improving the school climate. • Enrichment of the educational program with innovative actions. • Familiarity with the idea of European education and society. • Ability to compare and evaluate the training provided. • Ability to organize workshops. Development of interdisciplinary approaches. • Changes in school organization and management support. • Better teamwork among teachers. For the parents: • Their cooperation with the school and the teachers of the program was perfect. • They were supportive in the implementation of the program. • Their children came into contact with educational systems, traveled and got to know different culturesOverall evaluation of the program. • The positive attitude is found through questionnaires to teachers and students about the usefulness of the activities and their results. • The degree of teachers’ and students’ satisfaction will lead them to undertake new innovative programs and with more active student participation. • The dissemination of the results of the actions was successfully accomplished within the school community. • The success of the goal is evidenced by the publication of the results and the large number of visitors to the school website (75564 users), participation in events and questionnaires distributed to teachers, students and parents. • As a result, an increasing level of cooperation and interaction surfaced between teachers."