see above description in English

"“UniDiversity"" is a project about cultural identity and has to do with those characteristics that define us and make us belong to a group of people, community or country. That’s why, we worked on different issues such as language, family, religion, education, gastronomy, politics, climate, customs, traditions, lifestyle, music, art etc, organized into four main topics for research: 1. Role of women. We studied the traditional roles given to men and women in the different countries and the development of the role of women in the last century. We paid special attention to all the messages that our culture through music, cinema , etc transmits us about what a woman is supposed to be and we discussed about gender violence. 2. Prejudices and stereotypes. What did we think about ourselves and about the others? Did it affect our attitude towards the migrants? 3. Globalization and different lifestyles. We analysed how globalization was affecting our way of living and we saw advantages and disadvantages. Were we losing our national identity because of globalization? We also studied about the use of the internet, social networks, mobile phones etc. 4. Festivals and traditions. It is impossible to deny the influence of culture in our way of thinking. That’s why we wanted to get to know about different festivities, their origins and similarities among the countries. 5. Education system and citizen participation. We compared our different education systems and the different ways to participate as critical citizens in our society. These were the countries involved in: Spain, Poland and Romania and these were the different contributions that each organization brought to our project: - Spain. We focused on the topic of women because of its catholic and macho culture. Many cases of gender-based violence were taking place and we wanted to find out whether it only happened in our country or it had become a global problem. - Rumania. We worked on festivals and traditions as it was interesting to see its similarities to Spain ( gypsy community and Latin language) and also for being a religious country where many ethnic groups lived up together.- Poland. Being one of the relatively recent countries that joined the European Union after the fall of communism, we were interested in getting to know how this transition had taken place, how it had affected people in its opening towards Europe and the impact on its economy and society. We also dealt with prejudices and stereotypes because of the high number of migrants in our countries; we wanted to look into the problem of refugees and its possible solutions. Finally, we compared the different education systems and the citizen participation in each of the countries. The purpose of all the activities was to promote among the students the development of skills such as the empathy, teamwork, critical thinking, dialogue…and to reach this objective we had to think about our differences. Were they as deep as we could fancy? What did we have in common? Was there anything that could be called national identity? And if it was so, could we make of it a source of enrichment? Our methodology was active and collaborative based on the use of the new technologies and the different tools from the web 2.0 such as Blog, Youtube, Facebook, Twitter, Instagram etc. Our students, between 16 and 18 years old accessed knowledge from a constructivist perspective, they learnt ""by doing"" and they were working on the different activities in national and international cooperative teams sharing goals in order to maximize the learning. Videos, podcasts, digital books etc were made and shared on the net. Afterwards, we shared conclusions and reflected on our previous work when meeting up in a country. Workshops were carried out and the final products, after each visit, were uploaded to the various digital platforms too (e-twinning, blog, etc).There was a constant diffusion of the project and there were exhibitions, exhibitions and presentations throughout the process, having a greater impact than expected. Our project has been a “pro human” project, with an individual-centred approach. Learning from ourselves and from the others has turned us into more tolerant, generous, critical, supportive and understanding people and and this is an important form of social integration to build a better world. Once the project is over, we can say that we have achieved our initial objectives. We have managed to foster respect for different cultures and we have also learned from our own experience that diversity truly enriches us. ""UniDiversity"" has allowed us to reflect on our identity and turn the process into a source of enrichment through teamwork and by sharing our ideas, knowledge, cultures, experiences and emotions."

"<< Background >>This group was born one year ago. By using social media partners from TR and RO started the discussion,the first ideas of the project. Then they searched for suitable partners to complete the group, creating the team. All partner schools are different by all means; located in different types of cities, different cultures, environments and socio-economical situations. The world we know ground to a halt in 2020 due to the Coronavirus outbreak. We are experiencing the world as never before, and this is especially intense and frightening for children. The impacts of the COVID outbreak on children have the potential to be life-altering and devastating. Globally, more than 8 in 10 children felt that they were learning little or nothing at all, and two-thirds of parents and caregivers reported their child had received no contact from teachers since their schools closed. The proposed project contributes to the development of key competences by familiarizing students with different life situations through theatre and helping them cope with the COVID-19 isolation. Moving educational activities online has been a challenge for everyone involved, pupils, teachers, parents. Isolating friends and teachers during distance learning has produced a cascade of associated problems -many students are said to be anxious and scared, nervous and tense, -is isolated from colleagues and friends, can't concentrate as well as at school -do not get involved in community activities -said they are not able to make informed decisions for themselves.From discussions with teachers who teach these students need:-improving the motivation of those who language learners by implementing modern methods -it is important that the learning approach is learner-centered, with a focus on developing communication skills.-the need to find a teaching strategy to develop students' self-confidence, socio-emotional competencies skills, and pro-social behavior.Our project will promote modern teaching techniques, European educational values and cooperation. The main topic of the project is “theatre” and its role and contribution to improving pupils’ self-confidence, practicing English as a foreign language, encouraging pupils' creative and artistic skills, group cooperation. We want to study different topics, to make theater plays, but also to write an optional course for students and teachers so that others can benefit from it in the future.Starting from the common needs of the schools, from the experience that each school has, the partners considered theatre as a way of learning English, a way of learning that involves going through a complex programme of specific activities, which involves stimulating the expression of feelings by the beneficiary, which leads to the recognition of the human potential in each person and the development of a culture of dignity and respect. In the case of pupils, theatre develops social skills, skills that contribute to personal development, thus enabling them to progress, discover and become more empathetic and closer to social reality.The topics of environmental protection, healthy living, consumer habits, and lifestyles; are themes of major interest in the life of the community, we will debate these themes with the students, they will make presentations, interviews, we will increase the ability to show solidarity in solving problems affecting the local community, leading to the development of sustainable thinking but also to acceptance and non-discrimination. The realization of the new optional-curriculum course ""Theater -Learning trough play"" in English which can be adapted/used also for teaching mother tongues or other foreign languages in schools will enable students to explore and relate to a future life-world affected by constant change, allowing them to deepen their awareness of social and ethical implications of life settings.<< Objectives >>The -new curricula which will be written optional theatre course entitled ""Theater - Learning through play"" and the DVD with recorded plays will be useful for teaching English, aims to train key competences, creating links between similar activities from different domains, starting from the teaching of English, proposing multidisciplinary approaches. We believe that through this promising and creative program our students will be benefited in many ways. They will have the opportunity to improve in a wide range of areas, such as self-confidence, self-esteem, self-expression, communication, collaboration, interpersonal skills, aesthetic awareness, and, last but not least, imagination. If we want to sum up in one word all of the above, we can say “communication”!! Some other important benefits from drama, theatre, and the performing arts, especially on young people are physical, emotional, social, and they help to develop a healthy appreciation of culture and the arts.Aspects of drama, especially improvisation, helps young people to understand how to appraise situations, think outside the box and be more confident going into unfamiliar situations. Students learn to trust their ideas and abilities. The confidence gained from learning performing arts skills applies to school, career, and life.Some more great benefits of this project:The benefits of drama in teaching English language will be the assimilation of elements of prosody and pronunciation in a contextualized manner, the acquisition of new, fully contextualized vocabulary and structures, and a sense of confidence in their ability to learn a foreign language.ImaginationBeing creative and learning to make creative choices helps students to be better at thinking of new ideas, allowing them to view the world around them in new ways. EmpathyUnderstanding characters, roles and the subtext of plays and musicals allows students to relate better to different situations, backgrounds, and cultures. It encourages them to show compassion and tolerance for others.CooperationTheatre is a collaboration of different players and in many cases the quality of any performance reliance on ensemble performance. Combining the creative ideas and the abilities of all participants is required for the best outcomes. This requires all those taking part to engage in discussions, feedback, rehearsing, and the performance.ConcentrationPlaying, practicing, and performing will develop the ability and skills to be able to focus the mind, the body, and the voice.Communication SkillsIt seems obvious to say that drama, theatre and the performing arts improve verbal and nonverbal communication, but it is worth stating that this benefits young people throughout their life. It improves vocal projection, articulation, tone of speech and expression. Importantly is also develops listening and observation skills.FunDrama brings elements of play, humor, and laughter to those taking part-improves motivation and reduces stress.Emotional OutletActing and drama games allow students to express a range of emotions and encourage them to understand and deal with similar feelings they may be experiencing. Aggression and tension are released in a safe,controlled environment–often allowing for a period of reflection afterward.Physical FitnessPerforming, even the most passive performances, requires intensive movement over a prolonged period. Many performing arts exercises improve flexibility, coordination, balance, and control.MemoryRehearsing and performing lines and movements will improve memory. Your memory requires exercise, just like a muscle.Appreciation for Arts and Culture-because it will bring joy into their life.Teachers in partner schools will exchange ideas, thoughts, pedagogical and methodological materials, learn about an inclusive approach that will make the learning and teaching process more effective.Students will be able to develop their language, communication, management, team spirit.<< Implementation >>Schools will be energetic and active by the theatrical activities that will be organized in each institution. There will take place five LTTA for students and 1 for teachers. Students will participate, rehearse and perform a play on stage. The activities are in chronological order of their development: -for the workshops, we will have promotional t-shirts,-for dissemination activities, we will have promotional caps, pens,keychains-for carrying out activities, making materials we will need consumable materials paper, toner, etcBefore each LTTA, the students, coordinated by their teachers, will make documentation work, in order to produce materials (PPT, collages, interviews, posters, films) according to the subtopics, which will be presented at the LTTA.STAGE 1-STARTING THE PROJECT:-Creation Erasmus+ corners; -Students will have the chance to contact each other on Etwinning;-Produce leaflets promotion activities and then share to local community, authorities, and schools-Project will be presented to the beneficiary /Mini-conferences, for stakeholders; -The partners will prepare and apply the initial questionnaire;TPM1-Virtual transnational meeting; STAGE 2- Subtopic My dramaturgy: -Preparing presentations on partner schools, regions, and countries/UNESCO heritage;- Making PPS, interviews, about subtopics -to be Tourist in Europe;-Organizing workshops with actors from the local community regarding possibilities of expressing oneself through drama;-Digital project logo competition diploma and awards for each school;C1-Turkey Subtopic: Play1: ""Tourist in Europe- UNESCO heritage"" ( will be prepared during the mobility):After the mobility:-Preparing a DVD of activities;-Disseminating the activities in each school; -Flyer-good manners as a tourist STAGE 3-Subtopic Discrimination in education (Article 24, The UN Children Rights Convention)"": -Organizing activities Workshop in school and in city/region open to everyone on subtopic; -Making PPS, film about subtopic;C2 -Cyprus Subtopic:""Play2 -United through theatre. Common ground against discrimination”:After mobility:-Preparing a DVD of activities;;-Disseminating the activities in each school;-Designing a Human Rights mini dictionary-digital; STAGE 4 Subtopic ""Social integration, minority and educational difficulties"":-Making PPS, collage/drawing, about subtopic; -Organizing activities in on subtopic-volunteering; - Make project calendar 2023 with activitiesC3-ROMANIA Subtopic:"" Play 3 - THEATRE UNITES EUROPE""-Diversity makes rich:After the mobility:-Preparing a DVD of activities;; -Booklet /Storyjumper Successful stories of integration;Disseminating the activities in each school;-The partners will prepare and apply the initial questionnaire;TPM2-Virtual transnational meeting; STAGE 5 Subtopic: Sustainable Society; -Organizing workshops with actors from the local community regarding possibilities of expressing oneself through drama;-Making PPS, posters about subtopic;C4-Spain Subtopic:"" Play 4 -Sustainable EUROPE"";After the mobility:-Preparing a DVD of activities;;-Disseminating the activities in each school;-Creating a banner on the topic "" 5 tips for a sustainable world"" 1 banner for each school;C5- Spain Teacher training; ""Theater - Learning through play""-new Curricula STAGE 6 Subtopic Healthy Europe:-Making PPS, photos, about subtopic;-Organizing workshops -on mental health and lifestyle problems during the pandemic and after;C6-Italy Subtopic:"" Play 4-Healthy EUROPE"":After the mobility:-Preparing a DVD of activities;- Publikation - Healthy life--Disseminating the activities in each school-The partners will prepare and apply the initial questionnaireTPM3-Virtual transnational meeting-Writing, printing the optional theatre course entitled ""Theater-Learning through play"" with a DVD-Dissemination-the new curricula and the DVD and exhibition with created materials STAGE 7 Final Report<< Results >>Intangible results of the project.1.decrease of the emotional distress of the students2.improved attitudes and beliefs about self, others, and school3.developed more positive social behaviors and peer relationships, fewer conduct problems,4.developed responsible decision-making skills5.achieved better adjustment and academic performance6.developed self-awareness, self-management, social-awareness, relationship skills; they will help students succeed in life, responsible, competent, student, who meets the standards of values of the European citizen.Tangible results of the project.1.Writing the optional theatre course entitled ""Theater - Learning through play"" with a DVD, we mention that it can also be used as a curriculum for a Theatre Club in schools, including the plays made by students in the project as examples of good practice, in English, the course will aim at theatrical interpretation, as well as quick and effective assimilation of the technique of using scenic languages, useful for teachers in the activity of teaching foreign languages, but also mother tongues, the plays made . Some chapters of this course can also be used in counseling and personal development classes, The learning activities in the course will be cross-curricular themes that are topical (ecology, diversity, inclusion). 2.Better English language results of students with averages below 7 will increase by 1 point3.The number of pupils who were part of the sample surveyed will thus decrease by at least 10% for said they had an anxious and scared child, said they were nervous and tense, isolated from colleagues and friends,distracted, and can't concentrate as well as at school4.The number of pupils involved in community activities or in extracurricular activities organized in or outside schools will increase.5. Improving the image of the school, increasing the prestige of the school in the community, will be reflected in increased enrolment in the project schools6.Participation of as many students and teachers as possible in community activities-volunteering, greening actions, choose a healthy lifestyle. 7.Materials as a result of carrying out activities Promotional leafletsFlyer-good manners as a touristProject calendar for the year 2023, with the school and activities Publikation - Healthy life Banner on the topic "" 5 tips for a sustainable world""Booklet /Storyjumper Successful stories of integrationDesigning a Human Rights mini dictionaryProject Corner-in each school to see the evolution of the project, in those 2 years, but keeping it in schools for another 3 years.Materials (PPT, collages, interviews, posters, films) according to subtopics produced during the project will be placed in the libraries of the partner schools, will be posted on Project pages, on the Facebook page, Twinspace."

"CONTEXT/BACKGROUND OF THE PROJECTThe project will be centred around the theme of 'Inclusivity and Media' (I-AM). Participants will investigate the role that the media have played in restricting and impeding the way that diversity is viewed, as well as looking at ways that the media can be used as a powerful tool to promote acceptance and equality for all. This project will include schools from a successful existing partnership while incorporating two new partner schools to create a new, dynamic team.OBJECTIVES OF THE PROJECT• understanding the causes and effects of exclusion and prejudice in our society• investigating the role the media plays in promoting and/or damaging inclusivity• recognizing the importance of social inclusion• generating creative solutions through various forms of communication• developing technological skills• intercultural dialogue• developing skills of problem-solving and adaptability• the acquisition of social, civic and intercultural competences• the promotion democratic and fundamental rights• active citizenship• the developing of leadership skillsNUMBER AND PROFILE OF THE PARTICIPANTSThe five partner schools are:1. Tolworth Girls' School and Sixth Form (co-ordinating school) is an all-girls secondary school with a mixed Sixth Form in south west London. They will bring their experience in international partnerships to lead this project. The school embraces the multicultural nature of it's students and of the city of London and aims to share its important values of tolerance and acceptance of diversity.2. Fördegymnasium Flensburg is a co-ed grammar school offering general secondary education. Students come from different social backgrounds and the area has become a regional centre for refugees mainly from Arabian countries which has caused a special awareness of diversity and inclusion. They will share their expertise in this area, as well the area inclusion of emotionally and physically challenged students, as the school has a special unit for these particular students.3. Col·legi Kostka - Jesuïtes Gràcia is a large co-ed school located in the Gracia district of Barcelona. Its team aims to train students in such a way as to make them integrally prepared for a changing society. The school is part of a Catholic network of regional social centres with a vested interest in offering support to a number of vulnerable groups in society, providing a strong link with the project theme of democracy as well as inclusion, empowerment and active citizenship.4. The German Theoretical High School ""Johann Ettinger"" Satu Mare, Romania was founded is for the German minority and all those who want to study in German and to know the German culture. Minority students bring their values, language and culture to classes, which enriches educational environments, which will hopefully extend to international students taking part in our project. 5. Istituto di Istruzione Superiore (IIS) “G. Mazzatinti” from Gubbio in Italy is a co-ed State High School attended by 801 students offering five different courses: Art Lyceum, Classical Lyceum, Human Sciences Lyceum, Scientific Lyceum and Sport Lyceum. The school enjoys a number of connections with outside bodies such as the NHS in Italy, and encourages an outward focus to allow students to participate as active members of society. DESCRIPTION OF THE ACTIVITIES AND METHODOLOGY TO BE USEDOver the 2 year project, each school in the partnership will host a meeting. These meetings will allow students to continue to build new international relationships and develop interpersonal skills, whilst increasing their engagement and understanding of the topic on Inclusivity and Media. At every meeting there will be time for more academic workshops and collaborative learning in school, as well as time to explore the local area and places of historical and cultural importance. An important part of this experience for students will of course be hosting and being hosted by other students in their families, which in itself provides an opportunity for personal growth and new experiences. Some of the methodologies to be used in program include:• task-based learning• developing skills in training activities• visual presentations to reflect and disseminate student experiences• surveys• dissemination activities (writing newspaper articles, producing TV videos, etc.)• interviews with journalists and officials• visits to local institutions/organizations such as television stations• lectures/presentations• visits to places of historical and cultural importance• expert lectures and talks on media and inclusivityLONG TERM IMPACT/BENEFITS• participants in the project will have an increased social awareness of how the media promotes inclusivity• improved ICT/digital media, and communication skills• enhanced entrepreneurial spirit• improved language competence• active European citizenship"

"Starting from the idea that one of the key competencies of the 21st century is the mathematical competence, the 5 European schools considered necessary to brush up the teaching methods and open doors to educational innovation by taking Math outside the classroom. About 73% of students from all the partner schools find Math boring and impossible to learn. In all partner schools there is a need to increase interest, curiosity and knowledge in mathematics, improve the mathematical skills of low achievers and create new materials in teaching math.Through "" PLAYFUL MATHEMATICS"" we intend to raise students’ awareness and interest in learning Mathematics.Specific Objectives:-support directly 132 students and 30 teachers to develop innovative cross-curricular materials during 5 international exchanges until 01.09.2019;-develop mathematical competence for 80% boys and girls from 5 EU countries until 01.09.2020;-stimulate curiosity and creativity among students from 5 EU schools by connecting mathematics to real life;-increase interpersonal and intercultural communication competence among 80% of participating students from 5 European schools until 01.09.2020; -improve mathematics assessment and learning using inquiry-based learning.The "" PLAYFUL MATHEMATICS” project is addressed to students coming from 5 European countries and the direct target are students from lower secondary schools, in particular students who are 11- 14 years old. There are 5 short term exchange of pupils (Italy,Romania,Turkey, Poland and Greece) planned and 1Transnationa Meeting in Romania in the project. The total number of participants who will attend the mobilities is of 132 students and 30 teachers .The project promotes an innovative approach that will aim at increasing students’ interest and motivation in learning Math. The activities are designed to encourage learning by doing, by discovering, thinking skills, creativity, imagination, as well as, English and ICT skills. The implementation of the project is structured to achieve the project’s aims using the inquiry-based learning method. By tackling students’ curiosity in correlating math with the real world, they will discover by themselves the profound influence that math has on their daily lives.Four different topics will be approached during the 4 exchanges of groups of pupils: MATH & ART, MATH AND CURIOSITIES, MATH IN SHAPES, MATH IN DAILY LIFE-HOW HEALTHY IS YOUR LIFETSTYLE? and DIGITAL MATH. Students’ mathematical skills, curiosity and creativity will be developed using a cross-curricular approach. Students will be encouraged to see the connection between Math and other school subjects like Art, Music, History, PE and ICT. Using games, team building activities, fundraising activities, surveys, Erasmus+ day events will significantly contribute to enable students to learn in an international context. All the project’s products will be created by students during the mobilities. During the hosting meetings the partners will attend lessons, will observe and exchange good practices and get more familiarized with European educational systems.The cross-curricular approach and the international exchange will help create innovative materials that can lead to the development of the school curricula in 5 European countries, in accordance with the feedback and methods exchanged during the meetings. By using the inquiry-based learning (IBL) method the students will become aware of the practical applications of Mathematics in everyday life. The following tangible results are expected during the project and on its completion: logo of the project, presentations, a brochure containing poems about Math, a common song, a calendar of the project, photos/ drawings, surveys about “Math in daily life - How Healthy Is Your Lifestyle?”, a travel manual, videos (“Using History to Teach Math”), Geometric toys, bookmarks, leaflets, questionnaires, a booklet of the project, digital dictionary and the final DVD of the project. The intangible results expected are: increasing mathematical competence, improving mathematics assessment, stimulating creativity in teaching and learning math and developing motivation for using cross-curricular materials and inquiry-based learning in the educational process."" PLAYFUL MATHEMATICS"" project will present a validated model of innovative and creative interventions for the development and improvement of teaching and learning Mathematics. This Erasmus+ project offers a wide range of opportunities for self-development for teachers by giving them the opportunity to be updated with the last methods of teaching used in the European Union."