Background: In the context of the European Cultural Heritage Year 2018, we set out to give students opportunities to appreciate our European Cultural Heritage in a fun and creative way, through reading, acting and playing music, using English language skills as a lingua franca. The project name was The European Heritage Project. Objective: The objective was to appreciate our cultural heritage, take responsibility for it and enhance common European values to become better European citizens . The project also aimed at promoting high-quality skills and competences: especially language skills, and ICT and music competences. Participants: 25 students between 9 and 16 years old have participated in each school. Activities: Each partner country collaboratively worked on and shared a literary work and collaboratively adapted the literature to play format. All partners worked online on a common play to learn how to act it out and put on stage it will using a monument as part of the stage background .There were 5 plays each taking part in a different country having different monuments as part of the stage. When students travelled to partner countries, they performed an act the play proposed by that country together with visiting students. The content of the play highlighted a European value: the rights of children, respect, peace, equality, etc. They performed live music for the play which they had worked on collaboratively before through online collaborative tools such as MuseScore, Google Docs, Google Sheets, YouTube and the project website. After and during each mobility, they shared their experiences with their fellow students through vlogs, newsletters, videos and students' assembly . The methodology used was cooperative learning and problem-based learning. There were tutorials created for each of the 5 scenes of the 5 plays. All plays were acted out except for the last one which was done online. The result has been 5 plays which represented in each country (except the last one) recorded on video and a webpage for each of the plays where activities, events, vlogs and tutorials were posted. The output and progress of the project has been published in the school magazine, school website and social networks. An international programs department was created and there was a project corner in each school where the project where information was displayed .Also dissemination was done to the general public when the play was performed in public places through posters, roll-out signs and leaftlets. Sustainability: Partner schools have the know-how to implement more challenging drama and music projects in their schools. Developing and strengthening language skills and ICT skills of pupils and also teachers as well as international cooperation and strengthening multiculturalism are the qualitative project outputs.Our partnership has offered us an opportunity to promote and explore music, drama, literature, traditions, creativity, and the use of language in a variety of European schools and cultures, thus enriching future lessons in each school. The project has also helped to enhance European values and the European dimension of each partner school. We believe that we have achieved the objectives of the project: both promoting high-quality skills and appreciating our common Heritage. In the long term, we have created an interest in all schools for international projects, a curiosity to discover the European Heritage , a motivation to continue learning languages and discovering European literature and above all, by making friends, students are more aware , more tolerant with and more interested in other European cultures. Teachers participating in the project have achieved synergies by exchanging good practices and learned from one another by contributing with their strengths: organisational skills (Spain), technological skills (Romania), creative solutions and knowledge of Twinspace (Turkey), drama and music knowledge (Poland) and general experience in international programs (Italy).

"The project ""European Identity through Art"" focuses on the analysis of two types of artistic language of the human being: architecture and painting. Firstly, it's intended to do an artistic retrospective of the European architecture in different historical periods: Classic art, Romanesque, Gothic, Renaissance, Baroque, Rococo, Neoclassical and Romantic, in order to enhance the common artistic influences in the European territory, according to the artistic production of each partner. Secondly, it's supposed to do an historical and pictorical analysis of a painting from a representative painter from each partner country, from the modern or contemporary period, to be reproduced by the students, having in mind a personal creation of art and the establishment of artistic dialogue.The aims of the project are related to the increasing historical and artistic knowledge of the participants, the awareness of the European historical and cultural patrimony, the promotion of the European dimension, the improvement in History and Art teaching, the acquisition of linguistic competences and ICT skills and the prevention of early school leaving.The participants will be teachers and students from six European countries. The teachers will create, in each school, a multidisciplinary team, that will work with the other partners and the coordinator school, having the support of the headteachers. The students will be from year 5 to year 9, including the ones with fewer opportunities (economic and geographical barriers and learning disabilities).There will be a transnational project meeting in Portugal at the beginning of the project, to approve documents and discuss common methodologies. In two years there will be six mobilities, crucial moments to present the work that has been done: Italy (Classic art), France (Romanesque and Gothic style), Greece (Renaissance style), Czech Republic (Baroque and Rococo style), Poland (Neoclassical and Romantic style) and Portugal (modern and contemporary painting). In each school there will be an Academy for students, where the participants will choose and analyze the paintings, study the artistic styles and also do school trips to representative national monuments, so that students can develop their knowledge and prepare the presentations to show in the mobilities. Furthermore, there will be preparatory cultural meetings, linguistic preparation meetings and meetings with parents and students involved in mobilities or host families that will be done in each partner school.The final products of the project will be an interactive timeline of European art, an identity card of each country and a European identity card, a cooperative production of a painting, didactic materials for History and Art classes and a website. The dissemination of the project will be done through a newsletter from the coordinator school, local/ national mass media and the creation of a website that will have a link in each school website. The students involved in the mobilities will do a presentation about their experience to their colleagues and, in the mobilities to the different countries, the participants will visit different types of schools, to disseminate the project and the European dimension. Each country will promote sessions to present the project to the school community and the project will also be shared in eTwinning platform and be given to local authorities and heritage management. It's expected to focus on learning about European art, promoting the artistic sense, improve the linguistic competences and knowledge, mainly in English and basic terms of each country mother language, developing ICT skills and promoting the European dimension, having positive consequences in the citizenship domain.The final products will be kept in the website that will be created, being at the same time a didactic resource for History and Art classes and an informal platform of communication, both for teachers and students. The contact with partners will remain after the project, on the website and on the eTwinning platform."

The project partners know that we must allow young people to learn the benefits of European collaboration. We have considered that recent events in Europe threaten the progress that has been made in recent years through collaborative international educational projects. We also recognise that young people need to develop communication and social skills and that social media is having a detrimental effect on young people's mental health and self esteem. We will use European languages to combat these social problems and employ a holistic approach to language learning. We believe that through learning new languages whilst making new friends from around Europe, young people can become more confident, improve their communication skills and have a better understanding of European cultural heritage. With more confidence, improved communication skills and a better understanding of different European languages, young people will be more employable, will be more resilient to cope with challenges throughout their lives, and will have the key skills they need to achieve their goals. Participating staff will have the chance to watch other professionals teach and therefore learn new methodologies, whilst improving their own language skills as well. They will improve their language teaching skills and will be more confident to deliver a wider variety of European languages in the primary classroom; this is a main priority in the current development of the New Curriculum in Wales. All these results will work to raise the profile of learning languages and make our young people the confident linguists of tomorrow.During each pupil exchange visit, project partner schools in Wales, Portugal and Italy will deliver language lessons to a class of pupils made up of pupils from each partner school. Pupils will experience attending school in another country, learn more about life in other European countries, and develop more understanding of the similarities and differences between life, culture and language in the partners countries involved. Participants will visit sites of cultural importance and meet new people in order to learn more about the culture of the country they visit and will use these experiences to practice new language patterns they have learnt throughout the project; this will provide them with real life learning experiences and the chance to know why learning other European languages is so vital and valuable.Staff will support their colleagues in each partner school to learn and employ the new strategies they have shared during the project. Staff will also carry out action research to discover new ideas and improve the provision in all schools involved. Practitioners will research the use of different learning environments, triple literacy, pupil led learning, outdoor learning, and a wide variety of new methodologies used in the teaching of languages. Staff will carry out lesson observations, pupil surveys, coaching and mentoring, and use team teaching in order to improve their practice.Our project will work to strengthen international collaboration and networking in line with the UK National Agency's drive to encourage 'people across the UK to have the chance to study, train or volunteer abroad' and for 'UK organisations to collaborate on international projects'. UK Country-Specific Recommendations (paragraph 3.1) of the Europe 2020: UK National Reform Programme, addressed to the UK by the European Union, calls for the UK to 'take action to further reduce the number of young people with low basic skills'.Portuguese government priorities outlined in the Southern European Union Countries Summit on 28th January 2017 are unity, cohesion and deepening European integration. The Lisboa Declaration signed at that summit outline the goal of achieving 'a brighter future for the younger generations through education' and 'the hope to have the UK as a close partner of the EU'. Our project will directly impact on these priorities due to its collaboration between many European countries and its focus on developing pupils' lifelong learning skills. The focus on lifelong learning and employability also works to support the national priorities of Italy. Young people in Italy are currently finding the labour market very difficult, however the skills that pupils learn, and the outlook on life they will develop during this collaborative project will continue to impact their life and opportunities, including their ability to persevere and transfer skills to various contexts. This improves our children's employability and therefore their future prospects.Finally, all of the opportunities provided by the project for our learners and teachers mean that the project will work to impact on several of the Global Goals for Sustainable Development agreed by world leaders in September 2015. Namely 'quality education', 'reduced inequalities', and 'peace, justice and strong institutions'.

"The project searches solutions to essential teachers' problems: methods of bullying solving and work with bullies, unsatisfactory teaching effectiveness and lack of motivation for learning among students. It includes anti-bullying policy: educate to legality, prevent situations of social distress, marginalization, deviance, listen to the child and make him aware of his emotions, involve families in the educational processes and strategies adopted by the school. The main aims are:learn methods and forms of work used by each school and search for new promote pro-social behavioursbuilding the abilities to work in a multicultural group and improve interest in the other culture building motivations for learning through innovative activitiesusing modern technologies for learning and for creative activitiesbuilding students' digital and media skills and competences to promote active citizenshipdevelop language skills, basic and transversal skills, such as social, civic and intercultural competencesdeveloping students' and teachers' creativityundertaking different types of creative activities.Four primary and secondary schools from Italy, Portugal, Poland and Romania participate, involving:students. They have had a real exchange by peer group (peer education). There were two target groups. The first consists of participants in the activities and is a heterogeneous group by age, origin, knowledges, abilities and competences. Students aged 9 – 13/14 years had the opportunity to examine their own emotions or feelings and those of others. They communicated the material to their schoolmates and they shared their experiences. The second group also participated in the project with the same activities carried out during the mobility lessons of the participants. In both groups there was an opportunity to acquire the same virtuous knowledge, skills and styles of behaviour. teachers. They compared and shared experiences and skills with colleagues by developing professionalism, increasing skills and resources, prepared the pupils by setting up specific paths for the acquisition of Knowledges and skills, supported and guided them during the course of the activities.families. They were involved in a growth path sharing parental problems by constructive comparisons with similar situations. Families have been informed and trained about characteristic aspects of bullying, opportunities and risks of electronic communication and parental responsibility. Consequences: the reassessment of anxiety, the feelings of inadequacy reduction and consequently this encouraged generational meeting. They contributed to the project by being collaborative in welcoming children during their mobilities.local community contributed to the project by providing materials and spaces for events, conferences, courses for parents and people formation.press has given to this event yet more importance and diffusion into the people. It helped us to show our international collaboration, the project results to increase awareness of the existence of this problem.The activities carried out with the pupils were all characterized by the “aspect"" of the experience "" and ""of doing"" in the first person. These aspects were used for creation of products and scenarios: workshops for students: some issues of bullying and cyberbullying were explored; identification of some problematic situations: stimulated reflection (problem solving), use of dialogue to solve conflict situations; group work (cooperative learning) guided by the teachers. The following tasks have been planned to achieve the objectives: 3 posters with different graphic-painting techniquespresentations by ppt and videos of themselves, their schools, town and country a website to insert materials, to give bullying information and aidsa song4 bullying stories, published on an e-Book, used to teacha didactic theatrical performance with 4 new stories, students/actors and a videocomics and a small guide of didactic digital comics to build up a set of behaviours to reduce the problem4 leaflets against bullying using photos of the scenarios taken during the previous stages of the projecta public conference about bullying, opportunities and risks of electronic communication and parental responsibility with a university expert to improve awareness of ita presentation to the community of the project’s contents, products and distribution of information materiala methodological guide for an educational projectbullying scenarios in typical places and attractive buildings visited, photographed for the leaflets.Most important results: acquisition of virtuous behaviour styles, a greater awareness among children about their behaviours and their possible consequences, a change of the techniques and methods of teaching and learning, a greater awareness of the European dimension, discovering different cultures and appreciating the differences; improvement in use of mother language, English, ITC."