In the project: “European legends-national literary heroes” a Hungarian, a Transylvanian (Romanian), Portuguese and two Italian schools participate, 6 students from each with 4 teachers/ mobilities. The main motivation of our project is to promote reading literacy among students aged between 15-18 via personalized, informal and collaborative learning methods, focusing on the development of reading, analyzing, critical thinking, IT, musical, creative and publishing skills, with the help of the chosen national legends. The project is built up on two cornerstones: 1. Students deal with the textual and artistic interpretation of legends, through reading comprehension tasks, cooperative and dramatic technics, using ICT devices, focusing on the development of text processing and productive skills and on the enrichment of students’ knowledge on media and creativity. Contemporary authors will also participate in some of the workshops as mentors to help students reinterpret the legends. 2. Teachers will be able to learn about new methods about reading promotion and to improve the quality of their teaching methods that can be built in the every days’ practices. In every school, teachers and students project team will be formed. They will work on project activities during the 2 years. Students for mobilities will be chosen on the basis of a measurable work submitted that tests their literary knowledge, language and computer skills. Students will complete a reading comprehension test about the 5 legends and they also have to complete online reading comprehension and civilization tests based on the 5 legends and write a motivation letter. During the selection procedure, we will keep in mind the inclusion of disadvantaged but talented students as well. The teacher staff consists of teachers of different subjects who consider the promotion of reading literacy and the spreading of common European values to be a cross-disciplinary duty. Expected long term benefits include the maintenance of professional relationship among institutions, teachers and students and the spread of our good practice to other countries and schools. The project can serve as a sample for other projects in other topics (folk tales, contemporary literature). The project will increase interest of young people towards other nations’ past, present and cultural values. Through the boundless language of art that helps bridging linguistic and geographical gaps, the project enhances solidarity, tolerance and dialogue between cultures. Students will become part of an international community, which shapes their perception on their and on other nations’ values. The products of the project, presentations, films, texts, photos, illustrations, musical pieces, booktrailers, recordings of theatrical plays, will be available on the partner schools’ website, on a commonly developed site and will appear in local media too. In the long run, our aim is to increase the number of those young people who enjoy reading within and outside the partner schools, and to educate students to become competent readers as they are the ones who will become parents to teach their kids to read. Also, our students will set themselves apart from the others on the labor market if - besides being professionally and linguistically qualified - they become “thinking adults” through reading. Cooperating partners are expected to continue their relationship in a way that they become each others’ consultants and source of inspiration and motivation in maintaining reading promotion. They can recommend national literary works to each other as well. The coordinating school has been organising a competition for 11 years on reading comprehension and promotion („Read more”). By bringing the concept of the „Read more” competition to an international level, it can serve as a good practice to our Sicilian, Calabrian, Transilvanian and Portugese partners.

The Rivers tell project was runned by 5 primary and low secondary level schools from Italy, Lithuania, Greece, Romania and Portugal. Our schools are all along a river so in our project the river was the guiding thread of this multidisciplinary project that aimed at mending the fabric of a collective memory that influences the culture of the environment in which one lives, starting from the geography of one's territory. Special attention was paid to the direct observation of the river environment and of its natural and artificial aspects. The method promoted was the direct observation and of the historical and scientific research in order to understand how much the river environment may have conditioned and continues to condition the development of a territory. In fact it flows, teaching the young how much the river may have united different peoples and cultures through the many bridges connecting opposite banks, thus favoring integration and welcome. Moreover recognizing in water the value of a common good to preserve and share. Starting from the basic concept of water as an element essential for life, we also promoted in the young an environmental awareness that sees man and river in a close relation marked by respect and sustainable use of the available resources all life long. In the project we composed a totally new vision of the present in a future perspective, looking at the guidelines and the Sustainable Development Goals established by UNO for 2030. It underlines in particular the importance of guaranteeing accessible and clean water to the world and, at the same time, of protecting and healing water ecosystems, such as rivers and water tables. These objectives were pursued through the following activities : meetings with experts, exploration of the territory and of the river environment, inspections of river sites, excursions, didactic visit to the River Museum, adoption of a bridge. We payed particular attention to the local flora and fauna: through the plant and animal environments the participants were able to deepen that characterize the differences and similarities of river environments and natural and artificial ecosystems. Research, individuation, ordering and revision of paper, photographic and iconographic material of the adopted bridges made available from libraries, local historical archives and museums, institutions and associations present on the territory.In these ways the project aimed at the acquisition of all European competences:communicating in one's mother tongue, communicating in a foreign language, digital skills, basic skills in maths, science and technology, learning to learn, social and civic competences, sense of initiative and cultural awareness and expression in particular. Therefore with this view the landscape acquired a double value, as a heritage to protect and to improve because it represents the dynamic result of a series of elements of the area-territory of reference, such as the human stamp stratified over the time that has to be looked for and singled out. Thanks to the interaction between participants through the project's websites and social pages, but above all to the LTTAs, even virtual ones, students acquired important life skills: Managing emotions, managing stress, critical thinking, decision making, problem solving, creativity, effective communication, empathy, ability of interpersonal relation.The pluridiscipinary approach (many school subjects were involved History, Geography, Art, Science, Foreign Languages, ICT, Music, Physical Education and Religious Education) allowed the pupil to look at the world pointing out and protecting complementarities and to recognize the interaction between nature and culture, economy and landscape, between art and history of the territory. As final products we built E-books full of legends about the local rivers, interactive maps, posters, brochures with all the information, knowledge, experiences and activities carried out during the years of partnership. The project was addressed directly to about 3000 students aged 9-14, about 60 teachers. Different groups of students participated each year and each school involved all staff and the entire school population during LTTAs meetings. Virtual meetings, both organizational and exchange between students, have seen a greater participation of people thanks to information technology. Most of the school has already had an Erasmus+ experience, but not all the coordinating teachers and members of the Erasmus team. The total number of persons who do not receive a specific grant but will join the impact and dissemination was about 6000 (families, schools staff, relevant stakeholders, policy makers, local agencies-associations).