The HEART@HEALTHY.LIFE -project was a primary schools’ project which strived to a better future for our pupils. We provided them with some skills that will ease and consolidate their life and education. We gave them opportunities to become aware of the relevance of healthy lifestyle, and the importance of finding their own strengths of character as well as the importance of cooperating among our own corporate body, and the other European countries. We worked together with the parents, NGOs and official bodies of our institutions, and thus confirm the natural collaboration that should be part of the modern schools. During this project the pupils had chances to use their skills of foreign languages, train their social skills, and use ICT-methods as communication tools. The children of today are the adults of tomorrow, and we wanted to prepare them to be readier to attend the entire European education and labour market in their future life.Throughout the project we involved as much pupils and staff from the participating institutions as possible. The entire number of people involved to the project was about 2500. Of this number over 1700 were pupils, nearly 200 staff members, and lots of parents, volunteers and officials were involved. The concrete theme-day-based activities in the schools were designed so elementary and easy, that even the youngest of our pupils were able to participate, and thus were able to experience the European cooperation. We invited the parents and other stakeholders to participate to our local and international events, and thus distribute our activities and achievements. We produced a “Heart Healthy Recipes’ Calendar”, and printed enough copies for homes and other relevant stakeholders. This final product is also an online “Cookery Book”, so that the results can be found, and utilized by anyone. We disseminated the results in eTwinning and project’s blog, which are open and accessible.The pupils also participated in the mobilities. The participating pupils had primary experiences of new cultures, and they were the best messengers of their own culture to the families of the host schools. The visitors made the project even more visible and concrete in the institutions. The host families had a major role, and they themselves gained a beautiful experience with the foreign pupils. The theme of the project was about learning and recognizing healthy lifestyle, and increasing self-confidence by learning to identify the virtues or strengths of character in oneself. We knew that the changes couldn’t be radical or prompt, but we could see some changes, and good attitude.This project was established for the staff members who had a chance to meet their colleagues from other European countries, to open their mind and spirit wider and more tolerant. The schools’ adults saw and learned new pedagogical methods in new circumstances. The results of the project were disseminated to the other schools in our area, and we hoped to encourage them to seek international liaisons. We established lifelong contacts, and a high quality professional partnership.

"CONTEXT & BACKGROUNDOur project is based on a genuine and adequate needs analysis at three key levels:1. Individual School Level: target language challenges identified and reflected upon in the workshops at our Transnational Co-operation Activity (TCA) in Dublin last year - ""From Virtual to Reality: Moving from eTwinning to Erasmus+."" This needs analysis led to the formation of our eTwinning project.2. Pan-School Level: target language motivation addressed and further needs for new methodologies identified at eTwinning project stage. This has led to our Erasmus+ proposal, the objectives of which are backed by the European Parliament and Council. 3. European Parliament and Council Level: The Committee on Culture and Education (CULT) is a committee of the European Parliament and one of its priorities is examining the school education systems of Member States. In 2017 a study was published by the CULT Committee entitled 'Minority languages and education: best practices and pitfalls'. The report delivered an in-depth comparative analysis of thirteen language case studies in order to gain insight into the situation of minority languages in education in Europe. Three of our four target languages are featured in the study - Basque in Spain, Irish in Ireland and Swedish in Finland.The report makes a key recommendation for the European Union and its Member States ""to maintain and promote programmes focused on the exchange of experiences and best practices concerning regional and minority languages in Europe."" Our Erasmus+ project is in keeping with this objective. Also, a multitude of countries in Europe have ratified the European Charter for Regional or Minority Languages (ECRML) and the Framework Convention on the Protection of National Minorities (FCNM), which requires these countries to take relevant measures to protect and develop the situation of their national minorities and languages. Both are legally-binding instruments from the Council of Europe and our project dovetails perfectly with their aims.OBJECTIVES1. Improve target language proficiency and digital literacy by creating a more engaging learning environment;2. Increase awareness of the importance of language learning to encourage the wider use of minority/second languages;3. Languages for all - include learners with disabilities and special educational needs, learners from disadvantaged backgrounds and those with language, cultural and social differences. 4. Help develop place identity and language attachment in our pupils. We do this to help increase social cohesion, social inclusion (of newcomers) and social engagement. THE FOUR PARTICIPANTSGortskehy National School, Mayo, IrelandA rural, primary school with 80 pupils and four teachers (3 classroom teachers and a Special Education Teacher). Pupils range in age from 4-12 years old.St. Joan Antide Primary School, MaltaIt caters for 340 girls whose ages range from 4-10 years. In all we have 60 staff members, 17 of whom are teachers, the others being teacher assistants and administrative staff. Keskusta Primary School, FinlandA public elementary school of about 300 pupils, and 30 staff members, of whom 20 are teachers. The pupils are aged 7-13. Our school follows the common, official curriculum of Finland. We have four classes for pupils with special needs. Amaurre Ikastetxea School, Basque Country, SpainAmaurre Ikastetxea school serves 350 students who are aged from 0-16 years. The staff comprises of 40 professionals.CORE ACTIVITIES, METHODOLOGY & RESULTS ENVISAGED1. Integrate digital video creation into our language teaching methodology. We are particularly inspired by the European VIDEOforALL educational project. This is a European project that brings together current methodologies, ideas and innovative practices to teach and learn languages by integrating digital video. - Pupils create videos celebrating European Day of Languages, our countries, Europe Day, our national holidays & Christmas greetings.- Pupils work collaboratively on the melody of a song of their choice and create new lyrics both in their mother tongue and in the target language. Then they record their final product as a music video.2. Actionbound Educational Guides and Google Virtual Tours to reinforce minority language use and place identity.3. Create our own computer games for language learning in a fun way.4. Pupils create digital animations narrated in the target/minority language.5. Staff and Pupil Mobilities.6. Video tutorials for dissemination beyond the project group - TwinSpace Online Meetings (Adobe Connect), Google Tour Creator, Actionbound, Pronunciation ebook.LONG TERM IMPACT- Expand pupils' horizons by exposing them to new cultures and experiences that make a lasting impression on their development. - Improvement of linguistic, ICT and interpersonal skills in pupils and staff.- Transfer of skills and knowledge among participating schools and beyond."