"Our project ""European Pride"" gather six countries : France, Italy, Portugal, Germany, Poland and Latvia, located in different parts of Europe. Our main goal is to make our pupils aware of how wealthy the EU is and how lucky they are to be European citizens . The theme of our project is to make them discover each country's traditions through music and dance, through festivals and national or local celebrations, learn fromXXth century History in Europe and mainly the causes and impacts of the Second World War by visiting each country's landmarks. Doing so, students will realise that however different we all are, we share the same History as well as the same values. In addition, some of our traditions are intertwined due to a much older common History. Our common wealth comes from migrations of people throughout time and meltings of several traditions, and that may lead them to understand that the rising of the extreme right in some parts of Europe is just denying our past and History.Ambassadors will be selected for the transnational activities among students aged between 12 and 14 years old according to their linguistic competence and their merit first, giving priority to the students facing economical and social obstacles so as to enable them to go abroad, to meet with other cultures and to grow up into respectful and tolerant adults. They will have to communicate with one another in English and be fully involved in the project, being able to report back to their classmates after each activity. They will lead debates during the online meetings with their European partners and prepare the next activities, stating their needs and organising what they will have to do next. They will also select what they want to disseminate during the implementation of the project, either on the school website, on their online travel booklets or on local newspapers articles. To do so, they will have to collect ideas and suggestions given by all their fellow partners, take them into account without giving priority to their own opinion if it doesn't meet with the majority.To implement our goals, our team (students, teachers and members of local communities) will work together closely, enriching our work thanks to each one's particular competence. The joint work of the project will result in the following : - the supplying of an online booklet by all the partners on different themes : History, Music, dancing, and differences in our ways of life- a film showing what being European means and why we should all be proud to be European, by showing all that Europe has to offer to each one of us. Students will then improve their competence in English through the need to communicate with foreign students, learning from one another since none of the partners are native English. They will also learn about the making of a film, from the elaboration of the storyboard to the shooting of scenes and the editing, thus improving their IT skills.- a logo contest to promote the idea of our project : this logo will be present in every dissemination of our project during its implementation.- an online diary for everyone to keep a memory of this extraordinary experience, as well as the use of the twinspaces to share and communicate with penfriends.- the supplying of the school websites to disseminate to all the school members who may not necessarily be part of the project but nonetheless interested in the process.- online comic books and Scratch animations presenting different European folk stories and legends.- local newspapers articles and radio interviews to disseminate their experience and knowledge to a larger community : students will show then how proud they are of their work, of their knowledge and experience and of course of being European.Through all these activities, we expect our students to improve remarkably their competence in English and IT, their self-esteem and autonomy as well as their European consciousness. At the same time we hope that through the dissemination on newspapers and radio, all the persons who were not directly concerned by our project may reconsider their opinion about Europe, not looking at its drawbacks for once but at all the wealth it has to offer. The teachers involved in the project will also learn a lot from this experience : they will have the opportunity to discover new ways of teaching so as to improve their own practise. They will certainly meet with new teaching strategies which they can adopt and use."

The main goal of our Industry project was to influence the students’ way of thinking about work in general, including physical labour. We aimed to shape their social, civic, citizen and environmental attitudes, to make them aware of the interdependence of industrial processes shaping our present civilization and the effort that has to be put into obtaining what they are normally used to taking for granted. Finally, they realized the necessity of working as part of a team, the importance of successful teamwork and applied work ethic rules in order to achieve further development both as individuals and as a community. We reached these objectives by involving our students in a series of activities, most of which had been planned in a way that helped to develop basic and transversal skills. These activities assisted low-achieving pupils and were easily incorporated into all areas of the curricula. Also the mobility aspect played an important role in our programme, with groups of international students who worked together on a planned product and learned to cooperate in multicultural groups towards achieving a common goal. The project consisted of 10 stages: 8 thematic stages dedicated to one industry type of the three basic economy sectors, the first introductory stage and the last evaluation stage. Each stage comprised a series of hands-on activities from all curriculum areas carried out by the students who worked collaboratively in groups, individually and as class teams. It also included a set of more theoretical activities utilised by the teachers. The thematic stages were: within the Primary Economy Sector: Stage of Coal (Mining Industry), Stage of Steel (Metallurgy Industry) and Stage of Wool (Animal Husbandry); Secondary Economy Sector: Stage of Silk (Textile Industry), Stage of Clay(Handicraft) and Stage of Food (Food Industry); Tertiary Economy Sector: Stage of Tourism (Tourism Industry) and Stage of Film(Entertainment Industry). Due to the nature of our project and the activities that involved collaboration and reporting, the scope for the number of participants was limitless. Through interacting with different factions of society, our project proved to be long reaching. The creation of a readily available, meaningful, relevant and effective Teacher Resource Pack was something which was published on our own website. This enabled the aims and priorities of our project to reach a wider audience and impacted positively on the progression and development of change in regards to employment, education and citizenship. The activities involved our students engaging at a meaningful level with inclusive, quality learning experiences that enabled them to build transferable skills that they utilised throughout the project and will continue in their journey of learning. It was our intention that the project would empower our students as agents of change, preparing them for their role in society. Building and sustaining links with entrepreneurship stimulated a thought process and attitude shift where the children were able to view different opportunities for their own future. Through liaison with other schools, educational centres, press, industries, families and community, we envisage the long term benefits of our project to be lasting.

In our society we feel necessary to educate our children to respect the environment and understand the tight connection between people's actions in different contexts and the territory around them. The analysis of different life contexts, their changing over time and the interactions between people, activities and the environment are necessary to develop sensitivity and awareness to then act so as to adopt, sustain, develop and share healthy life styles. for oneself, the environment and the people that live in it. This means also studying the impact that our everyday actions have on the environment; it entails researching and deepening not just traditional subjects but also behaviour and attitudes that could lead to more sustainable life styles, starting from the very young. This by providing them with suitable tools, to analyse, plan, act and share sustainable actions, no matter their age. The partners in this project, despite their different geographical, social, historical and cultural backgrounds believe that school is the privileged space where to start, a permanent laboratory of study and research.We strongly believe that notions like sustainable development, recycling and re-using, circular economy, green transports, energy saving, eco-friendly life styles, healthy eating habits, the removal of architectural barriers to promote integration and inclusion of differently-abled people, can be made real at school through dedicated actions, shared by pupils, teachers and the other people who live in this little community.The main objectives and expected results are:- start from oneself (body, home), move forward physically (school, one’s town, the partners’ towns) and socially (the others) to develop healthy life styles and environmental awareness. Pupils, educators and families in each context will reflect and share considerations about our relationship with the environment and our lifestyle. This by means of questionnaires and online surveys, from one's own personal space (how we live, what we eat, how much we move, ...), to wider contexts (level of traffic/pollution/energy consumption in one's town and in the partners' towns ...), from the environment in general (presence of parks, green areas, care for urban furniture, waste recycling…) to other people's needs within it (eg. presence of social/ or architectural barriers)- study possibilities for better behaviour, attitudes and strategies to decrease negative impact (eg. the carbon footprint) at school and in the territory, sharing concrete actions with the whole school and town communities- create and share pathways within the various contexts by focusing on healthy eating, responsible consuming, physical activities, removal of architectural barriers, recycling and reusing, to see how this can contribute to sustain the environment. We will prepare work-stations, a vademecum or dedicated pathways for the community with useful information about healthy diet, transports, inclusive areas, etc. - inform and train educators about environmental issues, the relationship between people and their natural context, the impact that the life of a school community can have on the territory around it. Experts will share their expertise and guide us in each school and during mobilities.To reach the objectives above, each partner will dedicate a first phase to the study and research of the identified issues, and then LTTAs will allow the schools to share strategies, interventions, practices and ideas based on each country's background, to build a better environment in each context. We will use a cooperative, laboratorial approach to the activities proposed. The pupils will be challenged to share and cooperate and the project will provide opportunities for teacher's development. The availability of project materials, products and results through the dedicated channels (eg website, blog, eTwinning space, etc.) will have a positive impact at the local and at a wider level. Good practices will be shared and made public, setting examples and developing the participants' ability to match ICT and practical activities, to make sure that positive behaviour becomes a habit, within and outside the school environment.We are planning to involve about 150 primary school pupils and teachers over the dedicated mobilities, and to cascade the results and achievements to the other school members and to the five partner communities. Most of the project objectives and desired impacts are meant to be long-term and qualitative, as they cover students' and teachers' motivation, attitudes and lifelong skills. We hope that in the long run the identified pathways will leave a permanent trace in all the project participants, raising healthy life awareness all over the five communities, and beyond.

CONTEXT, BACKGROUND, NEEDS ADDRESSED: Year after year international OECD researches reveal missing competences among pupils all around Europe. For reaching the goals of ET 2020 based on also the Lisbon process, most of the European educational societies need renewals, which fact is underlined by the indicators of (1) the total number of schools / schools using alternative methods, (2) decreasing number of Eu population / increasing number of children with special educational needs, (3) pupils' dropouts from education, (4) missing competences and low-skilled learners showed up in OECD and Pisa researches. “There has been no improvement in reading literacy, and the rates of improvement in early school leaving and in the completion of upper secondary studies remain too slow.” (LLP/ General Call / Strategic Priorities) These results reveal not only missing abilities of students, but also the need of improving teaching methods. There is a strong need of developing creativity, innovation and entrepreneurship through education; which woud show off aims and results of a learning process which lead somewhere reliable to real life, to employability and labour market. New teaching methods and ideas not just raise students' motivation and teach them to use gained knowledge in practice, but also makes an understanding among teachers about the relationship between applied approaches and effective teaching results.OBJECTIVES:This project combines the development of mother tongue, foreign languages and digital competences out of fundamental ones, and contributes to the development of social and civic competences, the sense of initiative and entrepreneurship, creativity and cultural awareness out of transversal competences. The project is based on reading literacy, introducing main compulsory readings among participants, and making games out of them. This methodology assures to raise pupils’ motivation and to make learnings more attractive, encourages the learning of modern foreign languages with translation of brief contents of the books, awakens and reinforces creativity and innovation involving arts in working up topics (common continuous comics, illustrations, TIE, animations), supporting the use of innovative ICT methods (digital storytelling, StopMotion animation), and promoting creativity, competitiveness, employability and the growth of an entrepreneurial spirit. Main activities and methodologies: During the 2 years of the project, pupils work out compulsory literacy works from two sides: in the first year they make a common story out of many national compulsory readings; in the second year they expire the relevance of different interpretations of the commonly prepared story. With this process they can turn compulsory subjects into personal experiences, gaining special adventures from them. They learn about European literacy, they can compare similarities of important topics in each other’s readings, and they make an understanding that they can find themselves also in these stories - they learn to love literacy. Alternative methods, exiting tasks and modern ICT techniques also make the learning process more interested. The structure of the project also gives opportunities to create a sense of European citizenship based on understanding and respect for other people and cultures.RESULTS, IMPACTS:The objectives listed above are targeted through various formal and nonformal educational methods providing different types of results:1.) An online blog containing national reading diaries2.) An international game where a BigArtBox with canonical sentences travels around the world, and schools receive it ceremoniously3.) A creative writing process where pupils form a common international story out of national readings, and also illustrate it in a common comics4.) ICT workshops producing StopMotion animations and digital storytelling out of the common story5.) 3 learning activities containing trainings and workshops6.) As a final end product, the partnership creates an online database collecting infographic and other ICT materials of literacy works prepared by students, transmitting their point of views. The surface also assures the sustainability of the projectAll these activities increase pupils'motivation for learning, improve their basic and transversial competences, decrease learning disparities of disadvantaged learners, and also develop self-expression and consciousness. The Online Literature Fun surface provides a long-termed benefit also for wider educational communities.The itinerary is based on intercultural dialogue between participants, respecting cultural diversity and related to basic values of the EU; fostering a sense of ownership of the European Union among its citizens. 4 schools participate in the project.

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