"The title of our project is, ""On the way to a healthier lifestyle with our European friends."" We have been interested in a project like this for a long time now. For a number of years we have personally and professionally engaged with the themes of healthy eating, movement and sport, and we have now tried to tie this in with our interest in student exchanges. Thanks to this opportunity presented by Erasmus, we have been able to put together a long-term project with specific goals and planned outcomes. There are four intertwined themes in this project:- multicultural education towards the elimination of racism and xenophobia- the development of language skills as a way to break down barriers between people- the discovery of healthy eating habits as a way to live a more healthy lifestyle- the enjoyment of sport and movementWe managed to cooperate with similarly oriented schools in France and Poland, both of which already had experience with projects. The Polish school undertook many projects which are in line with our goals.Activities:-Creating a project logo – the logo was designed by the children; its final improvements were done by a teacher; the Polish school prepared the graphics.-Videoconference – Various conferences on a previously agreed topic; the children prepared their reports (in English) as part of their English lessons.-Mail – The children created Christmas and Easter greetings, and sent postcards from their summer holiday destinations.-The Czech Lion Cup Competition (medals and cups) - We created an obstacle course with specific stations and tasks and prepared a list of necessary sport equipment which was then purchased by the partners. The partner schools received medals from the coordinator and a cup for their own activities.-Project presentation for parents and directors of small schools – A preparation of the meals listed in the project cookbook, with the children presenting the project activities in a power point presentation. There was also a dissemination of the information in the local newspaper.-Herb garden -T-shirts were created with a project logo.-We created a project magazine with the children´s texts.-Cookbook – we gathered favorite recipes from all the partners and videotaped the preparation in English and took pictures. The final design and graphics were done by a local graphics secondary school.-Picture dictionary for the cookbook – the children drew pictures for words relevant to the selected recipes; a teacher prepared the format of the dictionary.-Methods for movement games – we gathered different games from all partners and prepared instructions how to play them in English.The impact of the project on the children:-An increase in detailed knowledge about certain specifics of culture for two EU countries-A respect for the culture of these two EU countries-An increase in knowledge of EU geography -An improvement in IT and media skills -A use of modern communication technologies -The development of personal and social skills-An improvement of cooperation on group tasks-More experience in communicating with people from different countries-The children realized the necessity of learning foreign languages.-The children are more motivated to learn English.-The children were directed towards healthy eating habits.-All the children participated in sport and movement activities. Even less “sporty” children experienced success (Czech Lion Cup Competition – all children who completed the obstacle course repeatedly got a medal which supported their participation in sport activities).-The project activities fulfilled elements of the school curriculum and increased the competencies of the children.Project impact on the teachers:-An increase in motivation to work as a teacher in the future-An improvement of relationships within the team of teachers (we held regular project meetings during the project period)-The teachers gained experience with cooperating with international schools, as well as a clear picture of the life in the respective EU countries.-New experience with running an Erasmus+ project was gained-The meeting of new international colleaguesProject impact on the parents:-The parents became more willing to participate in a EU project and realized the value of speaking foreign languages.-The parents overcame their fear to let their children travel within the EU.-They have a more open attitude towards healthy eating, as well as active movement and sport activities in families.Project impact on the coordinator and partners:-Cooperation of the coordinating school with partners was very useful because of age differences and the opportunities for the children’s development. The participating schools differ from each other, as do their geographical placement, cultural output, social conditions and expectations. These differences enriched us and moved us further regarding respect and tolerance."

"Quest for Vanished PlacesThe aim of the project was to discover forgotten places around the school. Through meetings and discussions with contemporary witnesses, historians and chroniclers, students discovered important information about our history. Another goal was to get to know the past of the villages in which the schools are located. Based on interviews with grandparents, we managed to create a ""bridge"" that connected the generation gap and aroused the interest of students in the lives of their grandparents and the times in which they grew up. Together, the pupils created a calendar depicting 12 forgotten places with dated and contemporary photographs with brief commentary in English and the languages of the partner countries. Pupils created the Quest - a tracking game (a form of treasure hunt) that guides its ""players"" through a number of interesting places at the school site and nearby locations. Pupils first collected historical materials of the places, chose the route through the village, invented the story that would create an attractive look for children and clues that lead to the discovery of the treasure. The quest is intended for the public and long-term sustainability is ensured in all countries. At the same time, while searching for historical places, we were looking for a vanished object/place that would be suitable for restoraion. In cooperation with other organizations, we managed to enrich school vicinity and connect history with the present. While fulfilling the project goals, students developed their competences: creativity, individuality, language and IT skills. Project realization supported their social competences, feeling of citizenship and knowledge of different cultures. Pupils made a grat progress in English, even though we were not allowed to realize mobilities due to force major. Key competences were developed through common activities and reaching project goals in all European countries involved. Discovering and learning about local historical events, sharing and mutual exchange of knowledge and experience supported students´ sense of citizenship in wider European consequences."

The project joined the schools of a similar size and character - small village schools. The partner schools were from the Czech Republic, Finland, Poland, Sweden and Spain. They live and work in similar enviroment and background - surrounded by nature, in rural areas, with close contact to the local community. These schools have similar opportunities and limits. They work in areas separated from the main centres, very often in rural areas with high unemployment. Their advantage is the healthy environment they are surrounded by. The aim of the project was to use this advantage and work with the environment. It was focused on Outdoor education. It showed children the environment around them as a source of knowledge. It helped them to respect and protect the environment. The project also wanted to open school to its surroundings, join it with the real life. It explored the ways of using Outdoor education in lessons as well as learning through various outdoor and out-of-school activities. The outcomes were shared on the common blog. The partners had the opportunity to compare there the results of their work and share it with children. For documentation we used the e-twinning site.The project was designed for three years. The first year dealt with using Outdoor education in different seasons, countrysides and climates. The partners worked on common activities, for example the sample book of naturel dyers, land-art, orienteering. The second year explored the ways of using Out-of-school activities in different school subjects. The partners profited from attending museums, theatres, concerts and other events connected with their education plan. The third year was focused on behaving and surviving in nature. It started with a short-term joint staff training event - Outdoor activities education course for teachers. They learnt there some facts, skills, activities and techniques they could practise with their pupils during the year - for example first-aid, surviving techniques, nature protection. Mobilities made a very important part of the project. There was a project meeting in each partner school together with a short-term exchgange of groups of pupils. We suceeded in taking more children abroad than it had been planned. Even if not all pupils could take part in the student exchanges they profited from hosting children from partner schools.The project helped the partner schools to implement outdoor education into their teaching plan in more extended level. Outdoor education became an important part of their curriculum.

The project joined five primary schools from five countries: Czech Republic, Finland, Poland, Spain, UK. They are of a similar character - small schools active in international cooperation and project work. Our project dealt with the idea of Olympic games: healthy mind in a healthy body, international cooperation, tolerance. Our objective was to promote students’ physical, psychological, social, and ethical growth and well-being. We wanted to reach these objectives by common work focused on sport activities. By working on Olympic games we touched various themes that are important for understanding today´s world: national symbols, disabled people, harmony of the soul, geography of Europe, healthcare etc. Children got acquianted with the facts and worked with them in a creative way. The project developed positive attitudes toward fitness and nutrition, emotional and physical health. The students learnt about the relationship between mind and body as well as a better understanding of their personal power. The development of a positive body image, awareness of stress management, relaxation activities, physical strengthening, sports, and games were also part of the program. The other very important objective of the project was the international cooperation. Children could experience cooperation and communication with people from different countries. The project also improved communication skills in real situations. It showed the importance of the English language as an international language and raised the motivation for learning English. Mobilities made a very important part of the project. The experience of contact with a foreign country as a guest as well as a host was irreplaceable. During the meetings we practised sports in international teams. Children had the opportunity to feel team spirit, cooperate. Even if not all pupils could take part in the student exchanges they profited from hosting children from partner schools. The meetings (student exchanges together with teacher training events) should have taken place in each partner school. Unfortunately the implementation of the project was influenced by the Covid situation. Two meetings could not be realized even if the project was prolonged. The activities that should have taken place during the meetings were replaced by similar activities and carried out individually in partner schools. All activities results were shared by the project blog and e-Twinning project. The project work increased ICT knowledge and skills. Children experienced group work, project work. The cooperation also involved parents in the school life, introduced environmental and multicultural European dimension in the families and the local community.It raised the prestige of the partner schools.

The project joins six schools from six countries: the Czech republic, Italy, Portugal, Turkey, Romania, Macedonia. They are joined by an interest in future of their students and development of the individual leading to the right choice of profession. Five of them are experienced in international cooperation in Erasmus+. One school needs support and help because it´s its first time in the project, but all of us are ready for that. Every school is completely different- size, number of pupils, place where the school is situated. But we share the same interest and activity. The partner schools are located in Europe in different landscapes. From the west of windy Portugal to the eastern tourist attractive Turkey. From mountainous and wild Romania to the middle of beautiful and sunny Italy. From the north of the Czech republic to the unknown Macedonia. This offers a unique oppportunity to compare their environment. Our project leads to self- knowledge and, on that basis, to the right choice of professional career and further education. Our objectives are to know and develop our own personality and its abilities, qualities, skills, self-confidence and interests. If we know and develop these objectives, we will be better able to identify our strengths and weaknesses and, based on that, focus on choosing the right profession in which we will be happy. We achive these objectives via outdoor activities. if we achieve these project goals and we will continue to develop, we will also achieve long-term goals. The long- term goals are to children know: what job they want to do, what job they really can do, what they have to do for their job, what they have to study for their job, to children choose a right job, where they will be happy and which is really for them. We want to reach these objectives by implementing activities focused on the topics. By working on the theme of self- knowledge we will learn to develop our personality and what direction we should focus on in the future (choise of proffesions). We will use methods that will lead to the achievement of our objectives. These methods are experiential teaching methods, f.e.choice your challenge,exit from your comfort zone, group dynamics, own feedbacks and reflections, crytical thinking, problem solving, risk- taking, leadership, etc.The project will develop a positive attitude towards oneself and one´s own future. Children will learn about their strengths and weaknesses in the diverse nature and environment. The project will not include just theory but also very concrete activities that will develop our personality, quality, abilities, skills, interests and self. confidence. Children will meet different professions and events which will help them to find suitable occupation. They will continue their education accordingly. The other very important objective of the project is international cooperation. Children will experience cooperation communication with people from different countries. It will show the importance of English language and raise the motivation for learning English.Mobilities make a very important part of the project. The experience of contact with foreign country as a guest as well as a host is irreplaceable. Meeting will take place in each partner school during two years. During the meetings we will work on individual objective and we will impement the project activities. There will be a culmination of the objective at each meeting and we will can use mastered during next tasks and meetings. Even if not all pupils can take part in the student exchanges they will profite from hosting children from partner schools.The project work will increase ICT knowledge and skills. Children will use a blog, FacebookPage, Instagram, YouTube Channel, eTwinning for their communication or sharing. Children will make a video, create computer music, create an advertisement, make a report, etc.Children will experience group work, project work.The cooperation will also involve the families and the local community in school life. It will help to fight xenophobia. It will raise tolerance through learning about other cultures.