All the partners of this Project are awared of creating a positive atmosphere at their schools and care for both students and teachers well-being and happiness. Through this Project we would like to promote the idea of a play as a healthy essential part of each person‘s life and realize the potential of it maintaining cultural identity and accept the differences of other cultures; practicing various methods based on playing to improve key competences, engaging and encouraging those groups of pupils who are often excluded from the activities, and learning with enjoyment.To frame the scope of the Project we set the objectives:to develop key competences for our pupils through a play.to integrate the cultural dimension into school through the traditional and old - fashioned games. to build and maintain strong parents – childs bonds involving pupils and parents in the play- based activities.to enrich the teaching and learning resources identifying play as a method for learning.Our Project addresses to three main groups of the participants:pupils, teachers and parents. In terms of the participation there will be three important points:no one will be excluded or prevented from participating on grounds of age, achievements, disability, etc.;the pupils, parents and even teachers who appear the lack confidence, motivation or face other barriers like special educational needs, etc. will be provide with the personal support and will be encouraged to take part in the project‘s activities.According to the profiles of our schools there will be age difference from 6 to 18 years old of the pupils involved in the Project. We believe that such situation will be beneficial for our Project because the pupils of the different age groups will be enabled to work together, learn from each other and support each other as well.The activities we are going to carry out within our project:will be beneficial for students, teachers and schools in terms of both achievements and wellbeing;will educate and encourage parents to take time to play with their children developing their parenting skills;will bring national and international dimension into the schools through the traditional and old fashioned games.The particular activities are planned:workshops at schools, museums and ethnic centres to learn and play the folk games and to know about the traditions and customs related to them,to learn about the changes of toys through the decades and design the handmade toys,to learn about the board games, play them and design a new one.special events at schools linked to the calendar holidays, competitions of the chosen board games at partners schools, days of the street games, active breaks, parents days and family markets where parents present games and toys they like and play together with the pupils;seminars and trainings for the pupils, teachers and parents in the fields of play based learning and particular games and toys and their impact for the development of the emotional and social competences:research: the changes of the street games through last three decades;educational approach „Learning with the games“: lessons and classes of various subjects integrating a play (e.g. traditional games, board games, didactic games, etc.) will be run at schools on regular basis,conference in regional and international levels to share the experience and good practices Throughout this Project we are also going to carry out 2 short term joint staff training events (3 teachers from each school in each event) and 4 short term exchange of groups of pupils (3 pupils and 2 accompanying persons from each school in each event). To exchange the experience and share the resources the products will be produced:brochure “Folk games and toys around Europe“;calendar „Seasonal folk games“;designed Board game;brochure „Street games: changes through the last three decades“;toolkit „Learning with the games“: tools, methods and resources.The pupils, teachers and parents will be involved into the movement to preserve and enhance a culture of a play. They will promote a play as a way to spend free time, enjoy and have fun. That supports play and creates opportunities for people of all ages, backgrounds and abilities to incorporate play into their lives.The pupils, teachers, parents and schools will be provided with the fun and attractive way to connect to their national culture as well as to immerse into European one. Using play they will grow up their cultural competences and will practice them in every day life.The pupils will develop a lasting disposition to learn. They will foster the “6Cs” – Collaboration, strong Communication, knowledge of Content, Critical thinking,Creative innovation, and Confidence. The teachers will be provided with a set of playful activities to illustrate and teach various concepts, to relax and make breaks in teaching process and improve key skills of the pupils.

context / background / objectives of the project Due to the hectic and very rapidly changing society in the EU, we want to give the pupils and the teachers of the partner schools a unique learning opportunity to work better together, to experiment with the many facets of technology, to discover their talents. We develop as many talents as possible from everyone. All children, underprivileged, non-native speakers, migrant population and also the inclusion pupils are fully covered. We start at a very young age. Preschoolers work together with primary school students. In Belgium a lot of experience exists on teaching to above mentioned audiences and we would like to share this with other countries .We give students a broader view of European society. The pupils and teachers learn a lot from each other. We improve the quality of education by learning from and with each other. The education system needs to adapt its objectives and methodology towards promoting and encouraging skills needed to guide the pupils in in a more productive, effective and happy way towards the society. Educational institutions and families are the key factors in achieving well-balanced people who may have success in their vital objectives, learning how to solve conflicts in an effective way and definitely that they are happier and more optimistic people. This project includes a high innovation experience by creating a virtual learning environment where all participants in the project will share resources and activities. The project is composed out of two tracks: 1) The first track concerns concrete activities for the pupils of pre-primary education (assisted by pupils of the primary school) that are realized by all partner schools and that materialize in step-by-step guides and explanatory guides. 2) The second track concerns experience sharing of teachers: pre-school education teachers will share good practices during 5 joint-staff events (3 joint-staff events on 'personal and social competences' and 2 joint-staff training events on' engineering competences '). We start from the strengths of every school / country. After each training activity each school chooses at least one good practice that the teachers test in practice and provide feedback on. All acquired methods will be bundled (on the website and on ETwinning) for future re-use. An important aspect of our project is the dissemination of achieved results. The provided IT tools will allow us to network with teachers from all over Europe and interactively exchange experiences. The final aim being learning through each other, and ensure that we as a school team are better skilled to do our job and provide the best education possible for the next generations. participants: (schools from Italy, Spain, France, Iceland, Belgium) (900 pupils and 150 teachers are reached) All partners have been chosen on following topics: * a strong focus on the development of the personality of children * existing expertise on the project's themes The partnership has been established through different contacts: partners were identified on the e -Twinning website, by filtering on topic. Contacts were established with the ones who showed enthusiasm, reactivity and collaborated with innovative ideas. Three partners are new to European projects (Spain, Iceland and Italy). The coordinator (that has acquired already experience in projects at European level) will provide those with the necessary support in the organization of the project. Objectives, long term benefits and results: objectives for the teachers *teachers want to strengthen their didactic skills to help the children develop their personal and social competence and the engineering competence. *teachers learn from each other methods around the project theme that guarantee the social inclusion of all pupils in the classroom. *strengthen the quality of education to develop insight into new ways of working and tendencies etc. objectives for the pupils (3-12 years): *the children develop a strong personal competence: they discover what their talents are, confidence in their own abilities, great well-being, self-esteem, etc. *the children develop a strong social competence: they can work together within a diverse class group, they learn that everyone has strengths and weaknesses, *the children develop a strong engineering competence: they are motivated for learning about engineering / technology, they learn problem-solving thinking, etc. Results: 1) we make a bundle of the good practices that we got to know during the joint-staff training, published on e-twinning 2) the step-by-step guides: a handbook with assignments to reinforce pupils' personal, social and engineering competence through language-poor assignments that guarantee the inclusion of all pupils. 3)the website, with pictures, plans, movies of the activities, the lipdub, ... 4)games, tests that we can use every year.

"""L2BE: Languages 2 Boost Europeaness"" arises from the will of the Comprehensive Institute ""Autonomy 82"", in Italy, of the Newpark Comprehensive School, in Ireland, of the Szkola Podstawowa Im. Gen. Jozefa Bema, in Poland and of the Primary School Gorgi Sugarev - Bitola, in Macedonia, to train its students, distracted by strong incentives, with methodologies and the ability to attract their interest for a better academic performance.According to the latest Eurydice report, European pupils begin learning a foreign language when they are already in the first years of primary education (within the age range 6-7 years).The study of a second foreign language is always started at lower secondary level, but it is not compulsory in all countries. English is therefore the most studied foreign language, during both primary and secondary education .English, therefore, turns out to be the most widespread community language, through which it’s easy to communicate. Furthermore, the most part of European countries refers to the Reference Common European Framework for Languages (CEFR) which provides, at the end of general upper secondary education, the achievement of at least a level B2 (advanced autonomous user) for the first foreign language.The task of schools, therefore, is to ensure the growth of their students from an international perspective, which allows them to be able to overlook the world possessing all the necessary tools in order to feel active citizens, able to relate with others in any country or situation.The mutual desire to improve the linguistic level of their students has led to the birth of the present Strategic Partnership ""L2BE"" which sees the collaboration of schools with locations in Italy, Poland, the Republic of Macedonia and Ireland.The project is aimed at students of classes III (14 years), who will have the opportunity to participate in 4 short-term mobility actions in Macedonia, Italy, Poland and Ireland (5 days + 2 travel) expected by the project. ""L2BE"" will allow 32 pupils, 8 for each partner institute, selected through an announcement for participation, to take part in the reciprocal exchange action with foreign countries. The selection phase foresees the reservation of half of the places for students with Special Educational Needs; the remaining half will be assigned to the most deserving students, based on the indications contained in the selection announcement. There will be 8 chaperons teachers (2 for each partner country) who will take care of the safety and tutoring of the learners.Learners wil be able to carry out practical activities that allow the acquisition of foreign languages through new methodologies. Through theatre and music laboratories, in Italy and Poland, learners will be able to learn foreign languages in a simple and attractive way. The course, in Ireland, which provides with the study of European cultural heritage will enable learners not only to reinforce language skills but, at the same time, to expand their cultural background.""Eat well, eat healthy"", in Macedonia, which will bring to light the European gastronomic traditions, will highlight the problem of healthy eating and will be an occasion to learn foreign languages.The will of the partners is to renew the training offer, giving the opportunity to learn the English language through innovative techniques and methodologies such as theatrical, musical and cultural workshops.To this end, a first phase of short-term mobility (3 days + 2 trips) to 8 teachers (2 for each partner institution) is envisaged, to make these new methods to be shared with colleagues and with the whole school staff.Cooperation, communication and collaboration will be the basis for the success of ""L2BE"".The use of eTwinning will be an added value to ""L2BE"", thanks to the creation of an eTwinning project.The achievement of the planned objectives will turn out to be, therefore, the development of language skills and abilities that will bring to an increase in the school average and to an innovation in the educational offer. In the long term, the project will translate into the possibility of extending its international network, continuing the path launched with the present project proposal to innovate and internationalize school education."