"Studies and analysis of various scientific research indicate that preschool education lacks of variety of teaching strategies and approaches. The preschool teachers tend to develop unfounded fears of new teaching strategies and try to avoid crossing ""safe circle"" of traditional teaching ways. That means poorer attitude to the preschool education as a less important to the pupils than basic school education.The project „Puppets mission: childhood without borders“ is based on a philosophy of holistic education and aims to encourage preschool teachers to integrate new, less used teaching strategies to the practical process of education. Incorporation the cultural knowledge and preschool experience from project partner schools of Lithuania, the Netherlands, Republic of Macedonia, Bulgaria, Spain, Italy, Romania and Portugal will be accomplished. The project involves 9 partners from eight European countries:• Kindergarten „Žilvitis“, Lithuania (Kaunas dist.);• Sbo de Bolder, Netherlands (Franeker);• Istituto Comprensivo ""Giuseppe Lombardo Radice"", Italy (Siracusa);• OOU Goce Delcev, Macedonia (Kavadarci);• Scoala Gimnaziala Ioan Bancescu Adancata, Romania (Suceava);• Kindergartens Latinka and Izvorche, Bulgaria (Shumen);• Agrupamento de Escolas de Albufeira Poente Jardins de Infância da Guia e Vale de Parra, Portugal (Albufeira);• CEIP San Antonio Spain, (Elche).The main target groups: 3 - 7 years old preschoolers and preschool teachers. The other beneficiaries of the project: primary teachers, staff of the schools, parents and local communities, experts and practitioners of preschool education, trainers and local, national authorities. The total number participants of the project ""Puppets mission: childhood without borders"" is 849 people (735 children from 3 to 7 years old and 164 teachers, teaching staff and principles) from eight European countries. 223 children involved to the project are with fewer opportunities. 175 children are from poor families, having social and economical obstacles; 6 children are mentally and physically disabled.Duration of the project: two years. This time is enough to incorporate and try new teaching strategies for preschoolers.The main goals of the project, responding to the European priorities: - improving and promoting new teaching strategies and skills for better quality of preschool education; - sharing cultural diversities in preschool education; - encouraging teachers of introducing innovations; - strengthening the professional skills of the preschool teachers. The project is focused on improving widely used in the education of preschoolers teaching strategies like play, drama, experiments, music and promoting such underutilized teaching ways like ICT approaches in preschool education. As the main target group is 3 - 7 years old children, cultural activities are the main tool and content of the implementation of the project - adaptation and integration innovative teaching technologies to the process of education. During the transnational project meetings/training activities every country shares the experience of the teaching strategy of the hosting country. Also the implementation these strategies into the practice during cultural events will be discussed. The seminars and „open“ educational activities on the exact teaching strategy of hosting country will be carried out.The participants will also cooperate in exchanging and developing teaching methods and materials, in creating intellectual output website „Preschool teaching strategies“ as a basis for a long-lasting communication and in enlarging the teaching techniques in the preschool education. This website will provide information about teaching strategies for the preschool teachers and other interested people. This product will include educational practice in the adaptation and integration of new teaching strategies of eight partner countries."

This project met the Commission's strategy for the year 2020. The strategy was aimed at improving the basic skills of the current generation for the better future of the EU. In order to transform existing activities into games, the necessary skills in mathematics, languages, technology and science were developed. We, as a project team together with partner school co-coordinators, discussed the issue - How to improve the lack of basic skills in early school syllabuses. Pointing out that teachers' observations were taken into account. The lack of practical training and knowledge became one of the main problems and therefore were addressed based on our study. Since theoretical and practical knowledge has been important in the learning process, they were combined so that children could learn effectively at an early age. Teaching is a complex process that results in relatively long-lasting changes, so the acquired technical knowledge and memorized data is not enough. The purpose of our work methodology was to develop and create practical activities, experiments and real-life situations in order to complement the theoretical knowledge provided by the early childhood education curriculum. Our goal has been to create a unified learning system combining both types of knowledge. The activities were set up at the basic level, as this has been a project aimed to preschool /primary school level. Children have been the main target group, and in order to enable children to learn in a joyful and memorable way, club activities have been set up as games. Teachers have been key players in the project. They created practical events and experiments for children, as well as prepared a sequential educational program based on the approach to the project. Teachers taught children in a very simple, enjoyable and accessible way about technology, mathematics, science and language. ACTIVITIES AND CLUBS (Students were chosen into the clubs in accordance with their talents) SCIENCE CLUB - planning/ providing and professing experiments for fundamental knowledge -Directing students to play role games of scientists -Writing and publishing SCIENCE NEWSPAPER FOR STUDENTS -Introducing known scientists and products to students by introduction at early school. MATHS CLUB -Providing Math’s materials and games to be used in classes -Arranging checkers or chess tournament (early school level) -Making number games and playing with students -Noticing geometrical shapes in surrounding environment -Organizing outdoor orienteering games for kids LANGUAGE CLUB -Arrange theatrical play in mother tongue -Singing competition in English -Playact activities at school hall -Listening and learning songs in English -Arranging movie days at schools in the English language TECHNOLOGY CLUB -Arranging educational computer games and learning how to playing them all together - Arranging web-game contest -Creating a homepage for the project and manage it (by teachers) -Creating e-twinning accounts and manages partnership (by teachers) Teachers took 5 short-term exchanges and each facility has had 20 mobility opportunities. The project team followed the performances, activities and products in order to decide the most worthy for the meetings. OBJECTIVES -Creating dynamic preschool surroundings inside and outside the classes; -Providing comprehensive learning; -Evolving ICT, digital skills and language for kids; -Evolving interest of the kids in Science, Mathematics, Technology and Language; -Ameliorate self-valuation; PROFILE AND NUMBER OF THE PARTICIPANTS Students: indirect 80X4=320 (Romanian school: 40).Total: 360 Teachers: Direct 20X5:120 indirect 5X10:50 total: 170 Administrative Staff: 2X5: 10 Families: 150 Local Community: 100 IMPACTS AND RESULTS During the project, 5 partners planned to create both long-term and short-term material and non-material results in order to maximize impact. Being teachers as leaders hasimproved children's basic skills and the quality of education to ensure integrated learning as an innovative practice.The website created within the project has provided access to general information about the project and its progress, activities and results, which added to the influence on the participants involved.

The three primary schools taking part in this project are from similar backgrounds and face similar challenges in educating pupils from diverse backgrounds. Our two-year project will allow us to develop and exchange best practice and pedagogy in the teaching & learning of languages. We wish to adopt a more informal and creative approach in our pedagogy for the teaching & learning of MFL. This is so we can excite, enthuse our less academic and disadvantaged pupils. Improve attendance, behaviour and raise standards across the board. We have chosen Music and Art as the main curricular area as this a universal language and will easily lend itself to our aim of inclusion. By sharing our expertise across all partner schools we aim to raise the quality of teaching and be innovative. This will impact on all pupils, other areas of the curriculum and improve results.Our project partners are 2 schools from the North Liverpool area, and 1 from Madrid.Northwood Community Primary school have partnered Ceip Antonio Fontan, Madrid for 4 years. The teachers from the Spanish school have on 2 occasions visited Northwood. St Michael’s and All Angels have recently changed the teaching of French to Spanish. As the two UK schools are in close proximity and have worked together on other activities, so it seemed a natural progression to be included in this project.This is a 2-year project – Short Term Training event with three gatherings plus 2 pupil visits over the whole project. Each school will have a core of 4/5 staff involved and 10 pupils. The teams of teachers will include MFL lead, SLT, Music and Art teachers. The pupils will be aged 9/10 and will be selected using PP data and those WT at the end of Y4. The Spanish school will use their own internal data to identify their pupils. The first meeting will be to exchange ideas, resources and pedagogy. This will be followed by pupil exchange, then a teacher meeting to update the findings of the project, produce more resources ( National songs, artists, vocabulary games, history of local musicians and artists ) and share best practice. This will be followed with the 2nd pupil exchange visit and then the final meeting will be to evaluate the whole project , further exchange of best practice and ensure each partner school has embedded new pedagogy into their curriculum at all levels.Approximately every 6 months there will be meetings to ensure the project remains on track, the new pedagogy of language learning is being rolled out across each school and to discuss the impact on the T&L. By having time in between each meeting allows each school the opportunity to develop the new skills and teaching styles across the whole school. We will share our findings, observe each other, team teach and create resources and take part in joint research during these meetings. We will then have joint evaluation to report and measure on the impact. All our resources, documents, research and findings will be found on eTwinning. In order to make this project equitable each school will have specific roles. This ensures all responsibilities are shared, e.g. safe guarding and risk assessments, eTwinning, producing resources, ways to disseminate each part of the project.Dissemination will take place locally at each school involving whole school, parents and governors. It will also take place Nationally and at European level by each partner school. We envisage the impact is to engage all pupils in a creative, fun MFL lessons which improve the pupil’s confidence, and competence which in turn will impact raise attainment in all areas. The long term benefits beyond the life of the project will be in the ongoing delivery of high quality teaching & learning of languages to pupils of all backgrounds - allowing them to access the curriculum and foster a love of language learning through the Arts. It is hoped that the local communities will be involved by the setting up of a community choir. This will involve parents, parishioners and other local community groups.

Project aims at establishing strong diversified partnership from different parts of Europe as there are four countries: Poland, Spain, Turkey and Greece. The project will promote the ideas of fostering key competences like reading and writing and counting connected with IT skills and English language. Horisontal aim is social and intellectual inclusion of young learners into the proces of gaining knowlegde and upgrading basic skills.The main domain of our activity will be producing The Book of Digital Legends from our respective regions and in this way connect past with present abilities. While searching for stories from the past, children will cooperate with local libraries, centres of culture, museums and archives. There will also be well developed cooperation with parents and grandparents. Illustrated stories from the past will be enriched with pictures and short films, and they will be processed digitally. The written legends will be equipped with reading comprehension tasks based on calculating, reasoning and logical thinking. There will also be maps, photos of places, drawings and short movies with kids as actors showing the plots of the stories. The stories can also be used as extra material during literature or history lessons. They will also be translated into English and connected into one big BOOK OF DIGITAL LEGENDS. The partenrship will organise short student exchange programs for partner schools and numerous virtual meetings, to give European dimension to our cooperation. We will also faciliate teachers' exchange of opinions, didactic methods and good practices. During our two-year partnership we will gain numerous results mainly fostering key competences and openness for new ideas in education.

The project partners have considered the four main strategic objectives for the TEPS 2020 framework, especially its strategic objectives of improving the quality and efficiency of education, learning and training. Everyone has the right to acquire key competencies and all kinds of level of education and training. We believe that schools should and need to advance learning and teaching methods and approaches by facilitating the school and classrooms with Mimio Teach which will be the key tool in improving learning and teaching, making pupils curious learners and critical thinkers and teachers the advisor as well as the educator, making school a pleasant environment and improving IT abilities for both pupils and teachers.The benefits of using Mimio Teach in the classroom are many. The use of Mimio Teach in school expands and broadens pupils' knowledge and enhances their curiosity, which makes Mimio Teach an effective tool in teaching and learning as it has the ability to provide more engaging activities for pupils. The Technological Enhanced Primary School is a 2 year project that aspires to bring about similar transformational changes in classrooms by exploiting the full potential use of Mimio Teach which enables and empowers its audience, teachers and pupils, engaging them in a greater degree of content creation, collaboration, expressive communication and greater levels of interaction, all within learning and teaching contexts. It is known as TEPS.The project basically aims to:*Provide an opportunity to work together with staff and pupils in developing new methods in developing key lifelong skills and to develop an understanding of different cultures and traditions together with language learning.The partners from the NMK (Coordinator), Spain, Turkey, and Poland have a shared interest and geographically the partnership covers a wide European area, providing a European added value to the project which foresees cross-country cooperation between countries that work within a varied socio-cultural context.The main objectives are:1. To facilitate participation in interactive European learning sessions in order to develop skills and competencies using ICT;2. To create a collection of materials developed during the project;3. To develop an understanding of cultural and language;4. To identify and reflect best practice shared with participating partners and the wider community during and after the project;5. To create and maintain a website and blog where learners form each organisation can communicate and build a strong relationship based on sharing which will improve learners' confidence and also their communication skills which in time will improve a number of skills and competencies, personally and professionally.The partner will engage in a shared collaborative approach when delivering the planned projectactivities, objectives and results.The project will see approximately 120 staff and pupils engaged in 3 mobilities in the Turkey, Spain and Poland during a period of 2 years.The project comprises of the following:* 2 International Partnership meetings (North Macedonia and Turkey)* 4 Short term exchange of pupils (North Macedonia, Spain, Poland, Turkey) in which the pupils will work together using Mimio Teach and technology to develop collaborative skills, communication skills, resolve problems, enhance team work, think critically and much more...;* Pupils training peers upon returning to their school;* E-twinning collaboration;* A compilation of pupils work and implementation of the project;* Replicating the project upon completion of it;* Newsletter and pamphlet;We believe that the project will have a great influence on various levels from pupils to staff and will improve the skills of those involved in learning and teaching in education, which will provide a scope for direct changes into the wider community. We hope that the project will:* Provide a better understanding of learning and teaching enhanced by the use of Mimio Teach;* Direct access to relevant training tools framed within a European context;* Improved learning and teaching which supports engagement and varied skilled levels;* Increased understanding and knowledge of sustainable issues, the global dimension and the ability to create and implement new teaching methods and approaches;The benefits that the project brings are invaluable and long lasting. Consequently they will support modernization of our curriculum and provide learners and staff with the skills, expertise and competencies needed to be active European citizens.The project brings changes in which schools will plan for a Mimio Teach enhanced school, which in the long run will change and transform education not only in the partner countries but also in the school setting of those who will benefit from the materials which will be available to the public even after the project.