Project Background: The six project partner schools are located in an environment that is clearly affected by the effects of global warming, but have difficulty working on the concept with students due to the lack of local resources available.Objectives: 1- Create a digital teaching resource on the theme of global warming, 2- develop digital and linguistic skills, 3- develop the training of teachers in the process of investigation, 4-develop the feeling of belonging to the European community.Number and profile of participants: 6 participating schools (two schools in Poland, one in Bulgaria, one in Spain, one in Italy, one in Bulgaria). These schools are located in different corners of the European Union (Guadeloupe for the tropics, Spain for the south of the European Union and forests, Italy for the south of the European Union and the mountains, the Bulgaria for the mountains further to the east and Poland to the east: a school near the forests and another near an industrial zone).Description of the main activities implemented: creation of a digital educational resource with credits (student reporters, cameraman, actors, training of teachers in the investigation process, realization of a digital teaching resource, project and resource evaluations , educational outings, trips for pupils and educational advisers and inspectors in partner countries).Long-term benefits: Development of digital and language skills, development of a sense of belonging to the European community, knowledge of global warming and environmental consequences, discovery of the environment, discovery of a country of the European Union, its culture, its traditions ...

Our partnership was established through the eTwinning website partner search. Together, we explored the influence invaders such as the Vikings, the Normans,the Romans,the Celts etc had on the countries they invaded.The project touched on curricular areas such as Literacy, History, Geography, Social studies, Anthropology, along with cultural areas such as Art, Music, Dance, Architecture and Food.We explored the extent to which invaders influenced the culture of the countries they invaded, shaping them into the countries they are today. This allowed us to see the how we are all part of a wider European community, and how, throughout history, this has allowed us to share cultural experiences which led to the improvement and development of the Europe we know today. Each of the seven schools involved in this project brought their own experiences and point of view to the project, which provided a rich pool of information,historical facts,artefacts,museum items,anecdotal evidence and documentation to enrich the project as a whole. The activities throughout the 36 months included setting up a website,blogs, producing a recipe book featuring ancient and modern foods influenced by invaders,and cds of music and dances. We created 3D models and reproductions of ancient artwork and monuments and architectural structures and recreate costumes/clothing of the invaders and original population. To achieve greater understanding and responsiveness to social, linguistic and cultural diversity and understanding of a common identity we created a book in which we researched the legacy of the invaders, pupils had online debates in which they debated whether invading the country was a positive or negative thing. We created and performed dramas in which pupils played roles as invaders or original inhabitants. During the project meetings, pupils from each school undertook workshops where they worked collaboratively to deepen their understanding of invaders and the links between our countries. Through use of blogs, email, Flashmeeting and Skype, pupils and teachers worked together to plan, carry out and evaluate all aspects of the project. Therefore we hope to develop European citizens who can clearly express themselves and are tolerant to the views of others, reaching compromises where necessary. Working on the products of the project,such as the recipe book, music cd, dance dvd and dictionary and cooperating with colleagues in other European countries increased the positive attitudes of pupils towards reading, writing and history and improved attainment and will help to combat failure in education.Through the use of new technologies whilst working on project activities, and the final products, both pupils and teachers in all partner school have increased levels of digital competence. The involvement of educational staff and pupils in the international projects improved the internal communication in the participating schools, and also in the wider community and this improved their capacity to work in international projects and cooperate with partners abroad. Early in the project, we decided we would have a mascot, and this mascot would have adventures on our mobilities. So we bought Trudy, a red parrot, and the children greatly enjoyed taking photos and videos with Trudy, as she participated in the learning experiences. Many of our photos and videos feature Trudy, as she tries foreign food, has conversations with our partners, and learns about other cultures. This put the children at ease, and made the experience fun for all involved.

This Erasmus + project aimed to improve the quality of school education, to strengthen its European dimension and promote the improvement of learning through reading. All partners had a common problem, that of students with lack of interest for reading and they also had students who were at the risk of early school leaving because of their low results.The project 'Just in time for nurturing a love of reading' was a 6 school partnership: Romania, Poland, Spain, 2 schools from Italy (Canicattì and Marsala) and Bulgaria. The Romanian coordinator school was a general secondary school where pre - primary, primary and lower secondary education is provided for a number of 300 children. The school is situated in the rural area, quite far from the nearest city ( 40 km). 80% of the pupils come from very poor families and 33,48% of the pupils are of rroma nationality who are very difficult to be convinced of staying at school and study further. The students of the Polish partner are from one-parent families and they are at the risk of early school leaving.The Bulgarian partner is a secondary school with students aged 7- 18 and about 10% of them are coming from jobless families, i. e. both parents are unemployed.The Italian partners have pupils with attention deficit in classes, students with risk of exclusion because of the great number of absences; students with lack of interest in the learning processes and Spanish partner also has socially and economically disadvantaged students. The mother tongue plays a key role in a child's social and personal development, in education and in second-language learning. As reading gets to mental stimulation, knowledge, vocabulary expansion, memory improvement, the main goal of the project was to develop a lasting interest in reading at students in order to improve their school outcomes and test scores regarding basic skills at literacy with the involvement of socially and economically disadvantaged students for avoiding early school leaving. We organized different book-related activities in classroom and after school (Lecture club once a week, reading sessions at the library ). We encouraged communication by implementing different activities that supposed cultural exchange among children and teachers which were planned to strengthen the international and European character of the project. The results of our strategic partnership are questionnaires, a logo, a photo exhibition, a website of the project, an ETwinning platform, a T-shirt that pupils and teachers wear during the actions and events of the project, usb materials with photos from each of the events, an Erasmus+ booklet later used for visibility in dissemination activities. We expected and developed a great impact on pupils´ competences: they demonstrated to be more autonomous, self-confident and motivated to learn. They changed their way of thinking to be more open-minded. The progress in learning process was enhanced. Pupils’ managing skills, team work, cooperation and communication were improved as well as relationships with their school. With this project we wanted to develop key skills in pupils´ teaching and reinforcement of motivation for reading both in their mother tongue and both in English. On the parents' and local communities' level there were positive changes such as: increasing support and engagement in school's activities, a positive attitude regarding the cultural, social and environmental acquisitions, a better communication between schools, parents and local community and an ability of the local community mentality to adopt the European values more easily. The longer-term benefits of the project are that students are still in contact with their new friends and teachers plan to make other projects. Teachers, students and their families promote the Erasmus Plus projects to their friends and relatives, as a chance for a better learning and for a better future to pupils. The coordinator school in Romania has already organized 3 dissemination activities after the end of the project.On the 12th of October celebrating the Erasmus Days 2018, the school organized more activities to familiarize the European projects with the participants. On the 19th of October, the director of the Romanian school presented the project and its benefits to another school’s students and teachers. On the 27th of October the Romanian school organized a meeting for the directors of the Hungarian schools of Bihor county and promoted the Erasmus Plus project to them.

TRUST KIDS is a project that focuses on cooperation and exchange of good practices between schools.The main goal of the project is to develop a deeper understanding of the way how we can preserve and maintain our cultural heritage. We, the teachers are responsible for making our pupils aware of preserving and maintaining our cultural heritage. Because cultural heritage has a crucial role to play in building the future of Europe. Furthermore, learning about our cultural backgrounds and those of our partner countries and friends from all over Europe helps us appreciate the wonderful diversity of European Cultural Heritage and EU citizenship. In the two years' project life cycle, we intend to promote activities from the different forms of cultural heritage such as ; tangible, intangible, natural or digital. There are various ways to express our culture, such as through storytelling rituals, music, poetry, costume, dance, traditional sports and games and handicrafts. While arranging activities, we are planning to use ICT skills of different web 2.0 tools at a great extent to promote cultural heritage in digital forms. Our key objective will be to make our pupils (aged 5-12) actively involved in activities first to learn their own cultural identity than the partner countries and so to develop the spirit of awareness about the similarities and differences about 6 European countries' cultural heritage. We want students to understand an issue of worldwide importance, gain a sense of social responsibility and be proud of what they have as heritage. The project will also enhance EU awareness, democracy and help tackling early school leaving and disadvantage. Individuals from disadvantaged backgrounds will benefit a lot from the activities. Through collaborative experiences, both pupils and teachers will learn how to collectively plan, work towards a common goal, recognize and navigate individual differences in skills, abilities and attitudes. We will promote a sense of empathy, intercultural understanding and respect to other cultures, customs and traditions, make pupils and teachers feel more and more Europeans and value e-Twinning as the platform that has allowed them to open up to Europe and get to know other schools and learn from the experiences of others as well. We will enhance ICT-skills, communication in English, creativity, innovation, also train and encourage teachers. The partnership consist of 6 schools providing education for primary school students: Europaschule Falkensee, GermanyAsagı Cıyanlı S. Ahmet Birkac I.O, Turkey13th Primary School Polichni Thessaloniki, GreeceIstituto Comprensivo TE2 Savini San Giuseppe S. Giorgio, ItalySzkola Podstawowa nr 58 im; Jerzego Kukuczki w Poznaniu, PolandCEIP GLORIA FUERTES, SpainThe methods going to lead to the achievement of the project's objectives will be: project based learning, discovering learning, classroom discussions, cooperative learning, hands-on learning, on-site investigations, case studies, computational and online learning. The main tool for communication between partners will be Twinspace chats, e-mails, video conferences, Skype and other messengers. In the project life cycle, 3 short-term staff training events and 3 short-term exchange of pupils are planned. To reach the aims of the project, a variety of activities will be scheduled. Before the exchanges, students will take part in chat sessions on Twinspace, then after the exchanges they will share their experiences on Twinspace. Also, before, during and after the exchanges, all partner schools will work collaboratively on eTwinning. A comprehensive assessment of the project will be carried out at each international meeting. Satisfaction surveys to be used by the coordinator will be made by the participants. The following outcomes are planned:Booklets will be produced, an eTwinning project, a project calendar, a collection of stories (ebook), animoto videos, comics, calligrams, folk songs, traditional games, handcrafts (wooden toys), school project corners, Project Brochures, web pages, exhibitions, conferences, Skype meetings, webinars for exchange of good practices, gained experiences during the project lifetime and multicultural dialogue. Exhibitions of photos, online-diaries and presentations, exhibitions of posters (celebrating etwinning day and international World Heritage Day), video interviews etc.Local communities will be reached by a concrete dissemination activity based on specific actions the partnership will perform (distribution of the outcomes to schools and libraries in town, invitations to exhibitions and meetings). Inside the organisations the project results will be introduced to teachers and parents' council. The dissemination strategy is designed to reach schools and educational institutions, cultural organizations, local and regional public bodies and curriculum developers.

"This project appears because of the need to find an efficient, interesting and attractive way for our students to approach Art. As time passes, this subject has been undervalued when we actually think it could be the driving force to develop all the other subjects and knowledge.Every year we try to improve our academic results reinforcing the main subjects (Maths, Language, English), but maybe changing the approach and developing more the Arts would help us reaching our students in a more effective way and improving their capacities.In order to get to that point we will use a project-by-project basis. The main target would be the Art activity and we will create different materials and resources (related to other subjects) around it to reach it. As this is a 2 years project, we will be working with 4 different blocks of Art:- Visual Art, where our students will become artists and will create their own view of famous canvas.- Traditions and Customs, where we will create a guidebook to know more and learn respect towards other countries.- Music, where they will be able to create their own instruments and play with them.- Performing, where the main activity would be setting up typical dances (while doing a video tutorial).All these activities along with the other subjects materials and resources will be gathered in a ""Manual"", where the whole experience will be explained, analysed and offered to the Educational community for a future use.At the same time we would like to use this new approach of teaching to help our special educational needs students to develop their capacities. It is of great importance to integrate our students making them aware of the importance of working together and learning from each other and we consider that Art is the subject that lend to that integration of special educational needs students in a better way and, in addition, answers the possible communication issues they could have, for example, with the use of music therapy.The participants involved are: Spain, Greece, Turkey, Poland and Germany. As culture is part of Art, and our school is very “international” due to the amount of foreign students, we consider that working with other partners belonging to the Mediterranean area where so many varieties of Arts coexist will enrich our project and students. It will bring us the opportunity of knowing how this subject is taught in their countries and integrate new cultural and teaching tools to our personal learning/teaching process. On the other hand, as we want to make the most of integrating our special educational needs students, we will be working with a German school for mentally handicapped persons that will bring us a totally different approach.To sum up, the main aims of our projects are: learning new ways of teaching Art, producing new materials and resources for teaching other subjects through a project-by-project basis, finding new ways of integrating our special educational needs students using Art, making our students aware of the importance of respecting other cultures and customs and, of course, improving our languages skills. To reach those aims, we will use different supports as blogs, websites, crafts, tutorial videos, guidebooks, exchanges, among others."