"A project for a comprehensive range of tools to prepare for the implementation of distance learning tools. The project is a response to advising the public council of the coronavirus pandemic and the implementation of remote work by the school. In March, the governments of Poland, Bulgaria and Hungary sent to school principals research on the preparation of schools and educational system institutions to organize educational activities using methods, including distance learning techniques.The aim of the project is the development of distance knowledge and education in 3 primary schools of skills, raising professional qualifications, improving the skills / qualifications of 15 teachers in the implementation of training for training for training, acquiring a form / method of work and acquiring knowledge in the field of science and qualifications 15 parents in the period 01/03/2021 - 28/02/2023.For a huge number of teachers, remote education is a great challenge and facing various problems every day. From technological limitations, through problems with communication inside the school, with parents and students, to psychological problems. For many of them, the struggle is not easy, they have taken all of them because they feel responsible for their students. In addition, with distance education, the current uniqueness is only a few. Their experiences mainly boiled down to active or passive participation in webinars, training and e-learning courses, rather than active online learning of students.Distance learning is also a problem for students, both in terms of remote learning skills and knowledge as well as equipment. Students do not have highly developed IT competences, which are very important for functioning in a knowledge-based society. Distance learning also showed inequality in access to education among children with special educational needs, i.e. those who, when learning was conducted in a traditional way, had additional support. Therefore, the aim of the project is to improve the IT competences of students, which have been defined as the ability to use modern information and communication technologies, including searching and using information. IT competences have been defined in the core curriculum of general education for primary school as one of the most important skills acquired by a student during general education in primary school.Distance learning is also the involvement of parents who by necessity became teachers overnight. After several months of remote learning, parents began to be much more interested in educating their children and actively participate in this process. Therefore, the project has planned meetings for them, the purpose of which will be to support learning and proper development of the child, as well as to learn about the principles and organization of remote learning.The project will include:- digital education workshops for students,- training teachers in the field of forms / methods of distance education implementation,- supportive meetings for parents,- various actions as part of the project activities involving the local environment in their activities,- foreign mobility during which activities related to learning, teaching and training will be carried out,- implementing cooperation between schools through the e-Twinning program.Main results of the project:-increasing IT competences in students,-increasing teachers' knowledge of distance education,-increasing parents' knowledge about supporting children's learning and development,- carrying out digital education workshops for students:- realization of distance education trainings for teachers,- carrying out meetings with parents,- implementation of foreign mobility.As part of the project, a ""Guide - Distance Learning"" will be developed, which will answer the questions on how to coordinate distance learning, which is the responsibility of principals and teachers, how to implement the core curriculum at home, how to increase the effectiveness of remote learning, how to plan the child's time at home and what tools and materials to use. The guide will be an extremely helpful tool for teachers, principals, students and parents.Project activities will have a wide impact on schools and each of the participating target groups. The project is addressed especially to the level of primary education, but also applies to schools of all levels, because it aims to implement distance education and shaping IT competences in students, which are very important in today's world and are one of the eight key competences distinguished by the Council and the European Parliament needed to function in a knowledge-based society."

“FLYING WORDS” PROJECT SUMMING UP 2018-2020The primary aim of our project has been the union between different schools in the world, by writing stories starting from an image.To appreciate cultural diversity, we have used the word’s creativity, learning without discrimination and sharing experiences.This project has been innovator for the implicated schools because new technologies have been applied.The results have been positive, improving educational methods, students’ linguistic competence and social attitude.PROJECT PROGRESS:It had two main parts:1. Teachers’ methodological innovation: The infant-literature expert (Eva DiagoEgaña, teacher at Ceip “El Cruce de Castilla” Spain) has taught us the Robert Schwartz methodology in a seminary. It is about how creating stories and we have improved students’ creativity, linguistic competence and critic thought by collaborative work.2. Students’ behavior: we have achieved a strong union between students from different schools through the writing competence.Students have created short stories by starting with the same image and using a critic thought. By doing this, students have used collaborative learning, because they have helped each other. Finally, they have created comics and endless stories.In order to work with different kind of language, we have used the abilities proposed by Robert Schwartz, improving our students’ creativity, linguistic competence and critic thought.Moreover, this project has had the additional European value. We all have worked over the same necessities and objectives, regardless of the geographic location, the educational system or the methodologies used. This way, we have created a global project between different cultures and different schools.The objectives achieved have been:- To promote the awareness and the multicultural incorporation of students from 3 to 15 years old, teachers and local communities in the different countries that have participated through the creation of stories.- To develop the values of European citizenship based on understanding, mutual respect and tolerance with other nations.- To develop children's imagination and initiative using collaborative participation strategies and thinking routines.-Develop interpersonal communication skills: teamwork, responsibility, negotiation and cooperation in a project in which students and teachers have identified with each other- Our students have been able to value the cultural differences of other countries and have awakened interest so that through knowledge, they can grow as people.- Students with social and cultural needs have been included, integrating them in a project where the differences are an added value, due to the existing diversity- Different experiences have been shared on negotiation methods and teaching in the participating countries about creativity, problem solving, initiative, use of ICTs and cultural traditions.- Stories have been created that convey universal values and promote intercultural and multicultural inclusion.THE WORK PROCESS:Three of the four transnational meetings between partner countries have been held, (the fourth meeting was cancelled due to the crisis caused by the Covid-19 pandemic). In these meetings we have carried out a training of the seminar of literary creation and a sharing of each planned activity, we have given guides for the development of the work, and we have used digital tools to show each activity of the project.The results of the project have been disseminated in different media by the different schools and have been published on the schools' websites and in Etwinning. Web of the project:•http://portaleducativo.educantabria.es/web/proyecto-erasmus-ka229-flying-words-/project-flying-words-2018-2020Etwinning:•Project: “FLYING WORDS”Twinspace•https://twinspace.etwinning.net/121142/home Web schools:•http://portaleducativo.educantabria.es/web/c.e.i.p.-jeronimo-perez-sainz-de-la-maza (Cantabria-Spain)•http://ceipelcrucedecastilla.centros.educa.jcyl.es (Palencia-Spain)•https://1ou-berk.com/ (Berkovitsa- Bulgaria)•www.sp1pszczyna.pl (Pszczyna- Poland)•http://www.kistaltos.hu/ (Kómaron- Hungary

This parnership includes 5 schools – ES,IT,BG,PLTR. It addresses a target group of students aged 12-17 and teachers English, ICT, Humanities. It involved 3 essential dimensions - cultural, educational and professional. AIM: to improve digital competences and language skills through movie-making, it also intents on tackling social issues, highlighting differences and similarities and putting emphasis on fundamental values , it was the starting point of the Project , We were able to enhance our students and teachers in the making of a nice video about violence and inequality gender , because it was our objective , to use and learn new ways to produce a film entitled EUROPE UNITES USThe originality was the step by step on the production of the FILM¨. First in Bulgaria, we were able to wriye the outline of the stories and we shoe our ideas abiut the themes to be dealt with , we all decided to work on GENDER INEQUALITY. The originality was the step by step on the production of the FILM¨. First in Bulgaria, we were able to wriye the outline of the stories and we shoe our ideas abiut the themes to be dealt with , we all decided to work on GENDER INEQUALITYI think our project has made our dream to become true, you will have all the information and examples in our blog. First , our pupils have learnt how to make a short film, just little by little, through the different mobilities, in Bulgaria, our coordinator prepared for us a framework of topics to work on related to the problems and issues ,which worry Europe as a whole, teachers and pupils describe and think about European issues, each team select one topic INEQUALITY between women and men. Later, each team work on the topic to create their own SCRIPTS. Then in Italy, the coordinator prepares a POWER POINT about how to make a good script using language and tools of film making, and l in OUR MOBILITY TO Poland , all of us together were shown how TO UNITE EVERY SHORT FILM FROM EACH COUNTRY BY MEANS OF NEW TECHNOLOGIES, even more we were shown a palace ,where pupils watch how a rich polish bussiness men had built a museum about the making of films, the photos are amazing and all of us were overwhelmed about the fact that our partner not only were excellent and really good at film making in terms of technology ,but also in term of historical experience in this art .In Poland , some expert taught us to introduce special effects, how to highlight a special scene, or to focus attention on a character or the movement of some characters. We were taken to a place where two experts used different examples about to get this objective and give special effects and at the school, the pupils and participants of each country were given a short course to use the programm recommended to make the script.Therefore, the first objective to enhance practical skills related to film -making has really achieved little by little , working together to learn how to make a film, from the very beginning our project was selected not because of the topic- MAKING A VIDEO.- BUT FOR THE ORIGINALITY on the way to get it. It means to get the necessary skills to produce a short script, step by step bymeans of a hard work in each mobility : 1. ELABORATE STORYLINES, 2. CREATE SCRIPTS AND LEARN HOW TO MAKE THE SCRIPTS, 3, THE ART OF THE USAGE OF NEW TECHNOLOGIES AND THE ART OF CINEMA TO IMPROVE THE PRODUCT , AND FINALLY 4, customes and artists FROM CORDOBA help the students and participants to learn HOW SMALL DETAILS OF MAKE- UPS AND AND MOVEMENTS WOULD IMPROVE HOW TO PRODUCE A PERFECT FILM.In this way CREATIVITY was also achieved, as we can see in our short film.However ,our sucessful point of our project has been how participants have had to think critically about every thing carried out to get the objetive of the project. Our storylines have been involved in the reality of our countries. Our puplis had developed a great sense of problems and social concerns of our Europe and had aproached to them by means of their own social reality. As clear examples are the topics selected to make the films:Poland team worked on the topic on inequality taking as scenary the reality of their own school, they have boys as pupils , the majority of them are male , the topic of the film is how the arrival of a girl who is much much better than the rest of pupils, most of them male, leads to violent situations where this girl suffers from harrassement just because of being female.Turkish group worked on the injustice in Turkey, the storyline is about one brother and a sister. The sister will be married and the brother will study and go to university , only the boy will have the chance to travel and get a good education NUMBER AND PROFILE OF PARTICIPANTS Direct participants 64 students (aged 15-18 from general secondary education), some of whom come from challenged social and economic backgrounds and 36 teachers (English, ICT, Social Sciences/Humanities) attend the LTTAs; Indirect participants: 1400 students and 280 teachers from the partner schools. Each school started a film club in the year after the end of the project. They cooperated and organised online common actions and attract new schools in their areas.. but the biggest aim has been to developed a desire to keep using the new technologies to créate new films videos with different topics among students and teachers. We have stated sworking on a new Project : storytelling in a digital way to encourage and motivate our pupils.Students are now more aware of social problems and they work better in teams and we are more concious of the interculturality.We are really proud of our didactic unit based on interculturality , It is on the web.we gave students questionaries about interculturality and we described cities and our experiences on the mobilities, It was an excuse to enrich and took advantage of the Project to make our students learnt about cultures and learn about other countries customs and the educational systems, creating presentations about the different countries.So, we have reach many objectives and we have even got more tan it was expected.We have learnt to mangae the making of films and technologies , but we got many materials to work on social themes related to social problems. Now our school has more material, very peculiar materials related to cultural aspects of the countries involved in the Project .We are really proud of the many parents and institutions working with us along the Project. For example one of the parents told us that our Little cities would be known all over the world , not only for the festivities ,but also for the effort of our studentas and the invovement in cultural activities.Our page of Facebook has been the work of Good journalists working together, our Bulgarian coordinator desbribed Word by Word all the events in all the mobilities and I also tried to comment everything on the web.Our web has been visited by thousands of people in the world , even by people of United Stated and southern America.Some instititions like Literature magazines have used some of the topics to write about and many TV channels have talked about the impact of the Project on all communities.We dealt with the main TOPIC OF GENDER VIOLENCE and some of the films , for example Turkish one spoke of the real inequality of women in some societies where women are sacrified , not getting a degree at university,but being married at an early age , while their brothers has the chance to go to university .

The project title, Mountains of Absolutely Terrifying Height (MATH), is also the name of a Serious Game App which was designed in this ERASMUS+ project which was cofunded by the European Commission. The project name also hints at the state of mind concerning math for many learners. The way that math is currently taught in most schools appears to be difficult for many learners, so that even basic mathematical skills become literally terrifying high mountains that the learners are afraid to conquer. Forcing the learners to climb them anyway only makes the situation worse, reinforcing the fear and disinterest in the head of many learners.The project started on the 1st of September 2017 -and ended on the 31st of August 2019.The aim of the project MATH was to design, develop, test and evaluate an innovative free Serious Game App and additional didactical materials and a handbook (everything as OER) to use the app and the materials to support teachers and learners providing a motivational basis and an improvement of mathematical skills. With an innovative Serious Game the development and implementation was created in a new approach that presents the mountains as a fun opportunity to challenge your friends to a game. The game-based learning approach offers trophies for accomplishments (such as medals for different types of slopes that learners climb in the game). The approach addresses the fact that in many European countries students are severely lacking even basic skills in mathematics.The project ran in a coorperation of two German partners, a Bulgarian partner, a Spanish partner and a Turkish one. The consortium of the MATH project was carefully selected accoring to the skills of the partners. It consistes of five partners and was lead by the University of Paderborn which provided the expertise in evaluation and e-learning didactics. The SME, Ingenious Knowledge, had the technical skills to create cutting edge games at the highest quality level. The three schools in Bulgaria, Spain and Turkey had been selected because of their drive for innovation and their experience with creating new approaches. They made major contributions to testing, evaluating, and spreading the game among other schools, teachers and students.The MATH consortium created a showcase for how a well-executed game-based learning approach can improve basic math skills of learners. The game is built as a smartphone app that lets learners challenge other learners to a mountain climbing contest. Climbing a mountain is done by quickly solving simple math problems which depend on the current slope condition. The challenge mode will take an asynchronous approach which lets the challenger climb the mountain first. The friend who is challenged will then try to climb faster in a view with the two contestants side by side. In solitary mode the game will give learners the opportunity to practice, receive awards for getting to the top of various mountains, and unlock new challenges. The project MATH focuses on basic math skills, using a game-based approach to train learners in performing calculations and applying basic math concepts. The consortium will create a serious game that can be played at various skill levels, starting at elementary school level. The consortium was able to study how even disadvantaged learners with math difficulties and educational difficulties can be motivated to play the game and improve their skills. The results were published on the internet in social media, in press releases and the MATH books. The were made available for others to use in building better learning solutions. The game was spread widely as a showcase for a modern learning approach that encourages learners to practice and improve their skills. The participants of MATH or users of the Serious Game App were teachers and learners. At the end of the project more than 1600 downloads of the App are already there and the numbers are still growing. The learners can use the app on their own but the app can also be introduced by teachers in school and can used to enhance school education with a blended learning scenarios using the app and classroom teaching with regard to the mathematical topics of the app. The topics fit to the curricula in the different partner countires and address: calculation of slopes (slope of a straight), the pytharogean theorem, the length of the sides of triangles, calculation of square root not only by calculator but by estimations in the head of the learners.It is a sustainable project and the MATH app is available also after the project on Apples App store and the Andriod Play Store. The website http://eduproject.eu/math/ is also available at lease for 5 years after the end of the MATH project.The MATH books are destributed online and via book stores. So, teachers are able to use the App in the future, too and learners are able to download it easily.

Through this project, as we programmed at the begining we have realized about the importance of live together. Work with others cultures is important to prevent conflicts from breaking out. its has been very important for our student to know other cultures, countries and styles of live. They have changed a lot their ways of thinking and their behaviours. OBJECTIVESWe have combated the unsound mentalities existing inside communities which are built on disrespect and intolerance against certain groups of people by raising students awareness of the terrible effects of these behaviours on the development of a human being and by combating hate speech and hate behaviour inside schools.We have achieved the objectives that we have set1. we have promoted promote inter-cultural dialogue between different countries and socio-cultural categories2. we have worked to reduce violence, school dropout and inequality by promoting values such as tolerance, acceptance of alterity and inter- and intra-cultural respect (it has been important the work between members of different cultures for this objective)3.During the meeting we have involved students in activities that presuppose working in multicultural teams.4. We have discouraged the tendency to stereotyping and prejudice based on isolated cases of misbehaviour through the activities that we have done it. 5. We have enhanced the quality of the relationship among students of different cultural backgrounds and develop their social and communication skills. 6. We have encouraged the learning of different languages and cultures from the European space ( Spanish, Macedonian, Bulgarian, Turkish and of course English)NUMBER AND PROFILE OF PARTICIPANTS200 students from our school with ages ranging from 11-18 will benefit indirectly. 20 teachers directly and indirectly.12 staff people directly and indirectly. The project team in our school has been comprised by: A school counsellor, 1 English teacher, 1 Arts teacher, 1 Music teacher and 1 PE teacher. Our work has been coordinated and supervised by the contact person and the legal representative of our institution. DESCRIPTION OF ACTIVITIES & METHODOLOGY TO BE USEDWe have done these kind of activities: - Project management (ongoing): Design and implementation of methodologies to be applied - selection of participants, communication, reporting; Financial management and acquisitions; Risk management and control; Evaluation of activities and results.- Transnational Meetings: M1-ES Presentation of bullying issues at local levels by each school. Current local measures to combat and prevent bullying; M2- Brussels. The role of teachers in combating bullying. Developing a programme to include victims of discrimination and bullying. - LTTAs:C1 - MK Victims and aggressors within discrimination and bullying. Arts&crafts to stop violence;Types of discrimination. Forms of bullying //Sports To Stop Violence;C2 - BG Neutralising hate speech. Music&dance to stop violence; Types of discrimination. Forms of bullying //Sports To Stop Violence;C4 - ES Consequences of bullying. Photographs&films to stop violence. - Dissemination of project results and activities (ongoing): We have created our website (https://sites.google.com/agustiniano.com/we-are-against-discrimination/página-principal?authuser=0) and updates; Creation of e-twinning space; Design of materials - brochures, CDs, DVDs, flyers, posters, banners; Dissemination meetings;RESULTS AND IMPACT -We have create a programme for assistance of bullies and bullied -Students, teachers, families, staff, local communities have became aware of the phenomenon and implications of bullying and develop better intercultural relationships -The cases of bullying have reduced -We have stablished a group with our schools that in this way we can assist each other in dealing with bullying -Values like tolerance and respect have been promoted among participants and indirect beneficiaries.LONG-TERM BENEFITS - We have implemented the programme according to sustainability plan. - The booklet is available online for free use by other schools. - It has been established a synergy among our different cultures.