"This project is part of Erasmus+ program.Key action 229 (KA229)-School Exchange PartnershipProject title: eQuality Schools, eQuality FutureProject Start Date:01-09-2019Project duration:24 monthsApplicant organization: CEIP CIUTAT DE CREMONA, SpainPartner organizations: INSTITUTO COMPRENSIVO DI ZOGNO, Italy, Osnovna škola Tomasa Goricanca Mala Subotica, Croatia, Dimitrije Todorović-Kaplar Primary School, Serbia, Marlborough Primary School, United Kingdom and Zespol Szkolno Przedszkolny w Modlnicy, PolandAll participating schools are multicultural schools with pupils belonging to different social groups. Most of them live in poor living conditions deprived of bare necessities for life. They are treated with equal attention as other pupils and our key goal is to provide equal conditions for all pupils.The primary objectives of this project are: - to raise pupils' awareness of the significance of gender equality; - to achieve zero tolerance to gender inequality at our schools;- to integrate marginalized groups of children in regular classes;- to make pupils understand and empathize with immigrants;- to build up pupils' and parents' confidence and trust.The Spanish school will be the project coordinator. The Italian school will create a Twinspace site. The Serbian school will create the webpage of our project where we will upload the information about our activities, visits, photos, videos etc. The English school will manage all issues concerning image and video editing. The Croatian school will collect all the information about our activities and make a guide book for all partners. Finally, the Polish school will be responsible for the pupils' feedback on their experiences abroad after each visit. Each school will form an ""eSeF team"" in charge of carrying out the project. These teams will be made up of teachers of different subjects and pupils motivated to take part in the project.The teachers participating in the project will be selected by the commissions which conducted a transparent selection procedure. The pupils will be selected at an introductory meeting for all interested parents and their children. After that, the teachers will suggest the selection of those pupils who are ready to travel abroad and stay with a new and different family abroad.The planned 24-month project activities (mobilities or short-term exchanges of groups of pupils)will include:1. A kick-off meeting in Serbia in 10-2019 where all necessary information (activities related to coeducation and gender equality, dates, visits, monitoring, evaluation, dissemination, project logo) will be discussed. Each school will prepare a dossier when hosting a mobility;2. Mobility 1 - Coeducation: Gender Equality - in Croatia in 02-2020 where the pupils from each country will explain to others their experiences and what they have learnt about gender equality and coeducation. The activities will include role-plays, group games, stories etc;3. Mobility 2 - Children vs Bullying - in Spain in 05-2020 where anti-bullying issue will be discussed through different workshops and activities;4. Mobility 3 - Integration - in Italy in 11-2020 where the topic of the integration of marginalized pupils will be elaborated on;5. Mobility 4- Immigration - in the United Kingdom in 03-2021 where the participants will familiarize themselves with immigrant classmates in each school: where they come from, the causes of their migrations, how they felt on their first day at their new school etc;6. Closing meeting in Poland in 06-2021 where all group coordinators will talk about the final report: impact on the pupils, teachers, schools and local communities, as well as the forthcoming evaluation and dissemination.7. Evaluating the success of the project will be done by providing the key participants in the project with simple questionnaires and they will answer the corresponding questions after each mobility to assess whether the project objectives have been met;8. Dissemination of the mobility results to other teaching staff, pupils' parents, teachers from other schools and the representatives of the local communities. The mobility results will be presented and disseminated on workshops, training courses, presentations, publications online (school websites, blogs, official Facebook page of each school) and in different media (local radio and TV stations);On completion of the mobility activities the pupil participants will:-relate to each other better;-show increased empathy for others;-be more responsible citizens;The teacher participants will:-show increased understanding of the needs of disadvantaged pupils;-be more confident in dealing with behaviour and other school issues;eTwinning platform will play an important role in the dissemination of the project results. The participants will update photos and videos about the activities in the project and use it to organize webinars for their colleagues from other cities."

“You have the right to know your rights! Adults should know your rights and help you learn about them too.” Article 42, UN Convention on the Rights of the Child (In Child Friendly Language) “My Rights..My Responsibilities” (MRMR) was an international project based on the UN Convention on the Rights of the Child (CRC). It aimed to raise the profile of the CRC amongst the 6 schools involved, so that the values enshrined within them became embedded in the culture of each school. It addressed Article 42, quoted above, which states that every child should be taught about their rights.The CRC agenda is very high within the European Union (EU), & all EU legislation linked to children is underpinned by these rights. As the UK distances itself from the EU, & the EU itself faces new challenges, we believe that now more than ever it is of vital importance to use projects such as these to develop cross-cultural links & forge strong relationships with each other so that children develop tolerance and understanding of others. MRMR involved primary schools from UK, Poland, Spain, Greece, Romania & Italy. Amongst these countries, through UNICEF’s Rights Respecting Schools (RRS) Programme, the UK is at the forefront of thinking about CRC. The others, whilst recognising the importance of them, have thus far done less to address them. The UK school has been committed to RRS for a number of years & was keen to both share its learning, & develop new methods & thinking about CRC with its partners. The project was directed mainly at pupils from 9-12 years old & involve small teams in each school as drivers of the project, but also whole classes & whole schools. The reach of the project was actually far greater than originally anticipated, with huge numbers of students and staff being involved in every school.The project achieved its main objectives which were: to develop knowledge & understanding of the CRC, relating this to everyday lives; to develop pupil civic, cultural and interpersonal competences; to involve pupils in democratic processes, develop their critical thinking & sense of responsibility regarding rights; to exchange good practice, share experience & knowledge with partners in Europe, particularly in relation to rights & responsibilities in school, & in terms of developing ICT competencies; to develop pupils’ knowledge about crucial matters of health & well-being and to promote entrepreneurship; and to improve language skills through a holistic approach. Our programme spanned two years & five modules, each Module focusing on a separate area of Rights and Responsibilities (R&R) and including a focus on different Articles from the CRC as described in the original application. Each module was led by one of the countries, & included a mobility hosted there. The host school had some expertise in the explored there. Greece, for example, hosted the mobility in Module 4, having a particular expertise in integrating a migrant population. The mobilities were essential and successful in developing strong relationships and trust between the countries, & for sharing and developing our learning. During each Module we developed innovative teaching & learning methods, focusing both on the Rights involved, & the Responsibilities that we have in relation to these Rights. For example, in Module 3 we looked at a child’s right to nutritious food, & learnt about the importance of each individual making sensible choices regarding this right. During each module, participants carried out project work in their own schools relating to a particular topic. We used video, e-mail. Whatsapp, Facebook, video-conferencing & e-Twinning to co-operate with partners & strengthen links between the pupils & schools. A representative group from each school then participated in a mobility where learning was shared. During each mobility there was an opportunity to develop ideas about the next Article so that participants could take back & continue the work on it at school. Then the cycle continued.Where CRC education is most successful it results in very positive relationships in schools, a decrease in incidences of bullying, a culture of respect and tolerance & a very positive attitude to diversity. Pupils are pro-active in their learning & in the life of the school, taking a meaningful role in decision making. They develop an understanding of local & global issues and make a positive contribution to address these. The project took us a long way towards these outcomes, all countries reporting on positive developments in these areas.By involving school leaders & the whole school community in the project, we have left a lasting impact whereby schools embrace the CRC & strive to build its values of equality, democracy, respect & individual freedoms into their culture.

The organization of the education(teaching) by discipline leads(infers) at many pupil's a difficulty binding(connecting) the learnings(apprenticeships) realized in each of them. The education(teaching) of the mathematics remains even today that of an isolated, very sour(turned) discipline on herself(itself), little worried about interactions with the other domains. The transfer of the knowledge is not made. The work in interdisciplinarity should favor him(it). To give meaning to the taught mathematical concepts is an objective of the project, by showing their use in situations met by the pupils. During the learning(apprenticeship) of a mathematical notion, round trips between situations allowing to study the notion for herself(itself) and other situations putting the same notion in position of tool produce sense(direction) for the pupils and contribute to his(her,its) elaboration. An interdisciplinary approach seems interesting for all the pupils, for stronger reason for the underachieving students, as far as it gives meaning to the approached mathematical notions. The experience of the interdisciplinarity at the school brings capital gains to the pupils: - develop the cognitive equipment of the pupils: operate links, mobilize knowledge - Build and give meaning to the disciplines - conjugate the disciplines in the service of an objective of learning - build an object complexe:prendre consciousness of the complexity, learn to arrest an object give a complex - develop and exercise transverse skills: capacity to analyze, to interpret, to synthesize, to operate links When the results of the last investigation PISA reveal an increase of the disparities in numerous European countries between pupils in the mathematical domain, it seems to us essential to get down to this problem. And for it, it seems essential to cross our looks of teachers, to exchange on our professional practices in this domain and to imagine together new ways to be explored. Our approaches and our teaching methods in mathematics are intimately bound to the history and to the culture of our countries. It is up to us to analyze them to develop them mutually. We wish to favor collaborative activities between the various schools. Every partner will be invited to produce works in the various themes to share them and present them, but also propose very precise challenges to the other partners. We also envisage the possibility of developing works in several hands according to constraints defined to finalize a choreography with mathematical constraints where every partner will imagine a part. To optimize the crossing of the mathematics with the other disciplines, we shall work according to themes so defined: - mathematics and Arts (visual arts, music, dance, architecture) - mathematics and Sport (sports games(sets) to be imagined, measure of performances, realization of challenges coopétitifs with implementation of granted handicaps, orienteering race) - mathematics and study of the language(tongue) (creation of poetries, mathematical riddles, to learn to understand(include) a text math, elaboration of books(pounds) to be counted, of mathematical challenges for the partners) - mathematics and sciences in the nature (observation of mathematical phenomena in the nature, the analysis of data, organized by breedings, by plantations, initiation into the coding and into the IT programming with the creation of a video game) - mathematics and citizenship Mathematics and history(story) (study the various systems of numeration, the former(old) various measuring instruments, the conception(design) and the realization of traditional games(sets)) - mathematics and geography (organization and structuring of the space, the scales(ladders) of card(map), realization of polls(soundings) with management of data concerning the life of our schools, our countries, realization of route(course), education in the sustainable development by the participation in a challenge of schools in the positive energies) - mathematics to the everyday life(daily paper) The interest will be to concern a mathematical look our environment and to clear(release) of it of problems. And it is by this way(bias) that we shall make discover to the certain partners aspects of our cultures. The impacts waited on the pupils participating in the project are: - Develop the desire for the mathematics - Improve the skills in mathematics - Make them active in their learnings(apprenticeships) and help them to establish links between the various materials(subjects) (interdisciplinarity). - Bring them to become young adults, aware(conscious) of their membership in Europe, having developed attitudes constructive citizens who will allow them to become actors of their future. - bigger control(master's degree) of ICTS(INFORMATION AND COMMUNICATION TECHNOLOGIES) to the everyday life(daily paper) in the life of the classes for the search(research), the presentation(display) and the communication of the works.