"Move your body, move your mind - developing mental skills through board, field, sports and ICT games is a project that meets the constant social and economic changes in Europe. High level of migration, high unemployment, and unstable career requires from us to adapt flexibly to the changing social and economic reality. Therefore, children should be equipped with such skills and competences so that they can be active members of society. Games are a great way for a versatile development of a young man. The project activities will mainly involve pupils aged 6-15. These are children from rural areas and small town sand regions in Poland, Romania, Lithuania, Italy and Greece. It is a group of students with a diverse social status, diverse educational needs (Greece, Lithuania 10%, Poland 18%, Romania 10% and Italy 9% ). Multiculturalism and different religious denominations often appear in one country (Italy - 9%, Romania - 10% Catholics, 5% Adventists, Greece - 15 - 20%).The goals that we want to achieve through the use of games in the educational process are to raise the level of key competences and skills. Thus, for young people, the following will be important: communication in a mother tongue and a foreign language, mathematical and IT competences. The ability to learn will also be necessary.Children will use these skills to describe and create games, getting educated from the rich cultural heritage of their own country and partner countries. We will create a book of games that will be disseminated by project participants.Games can be a powerful social inclusion tool and that is our next goal. Students from diverse backgrounds will interact with each other not only during lessons but also during programming, coding, sports or board games, as well as on breaks (""active breaks"") and at family festivals, sports tournaments.Different types of games will give students the opportunity to gain experience in effective team cooperation, coping with problem situations, taking and implementing their own initiatives, and assessing their activities. Thanks to this each student will gain better motivation to plan and organize their own learning, building the foundations for further education.An important goal of our project is to support teachers at work with groups of students of diverse levels, i.e.: people from a migrant background, with low social status or with special educational needs. The teachers will exchange their experiences, observations during short-term trainings in different countries, trainings and meetings in native institutions and local institutions. The tools used in teaching contacts will be: the project website, the eTwinning platform, social networking sites (e.g., Facebook), e-mail and videoconferences. Teachers will develop a catalog of addresses of useful websites, multimedia platforms, applications, and programs that can be used to develop games and use to teach lessons. Teachers, to cooperate effectively, will be obliged and motivated to raise their competences in the field of English as well as information and communication technology.ResultsEnglish is the language of the project and raising the level of its knowledge is the main goal and effect we strive for through international cooperation. The development of key competences through various types of games and activities is to lead to:• Increasing the number of students taking part in knowledge competitions and sports competitions.• The students' use of new forms and methods of acquiring knowledge in practice• Getting better results from the language English, reading, writing, counting, physical educationTIC• The widespread use of technology in the educational process• Creation of a directory of websites to help you learn• Using online platforms and communicators to keep learners in contact with peers from partner countriesSocial inclusion• Increasing the integration and participation in the life of the class and school of children from environments with different social statusPotential long-term benefits:• Increased physical activity of students,• Interesting lessons using ICT• A different space at school (corridor games, whose main task is to stimulate the child's smile, but also to encourage them to play on the move). That is why a great idea is, for example, to move board games to a larger format of floor games, where the pawns are the children themselves and alternately throw the dice and move by a given number of fields• Implementation of the core curriculum in a modern form, through movement, board and online games"

Title of the project : Civilians in the wars, 20th- 21thcenturiesPartners : France, Romania, GermanyContext school/area : REP listed (priority schools network)« Priority surburbans in the politics of the city » listed« Educational city » listedMost of our students come from a disadvantaged or immigration background and have difficulties at school, struggle to have access to culture and we daily fight against communitarianism. ROMANIA : Rural secondary school with an elementary school (250 pupils) with disadvantaged backgrounds. 10% of the pupils come from benefits recipient families. Many of the pupils are brought up by their grandparents because their parents have to work abroad. Lots of parents are seasonal workers in agriculture.GERMANY :1300-student-secondary-high school. A lot of the students come from a turkish background and lately from Syria. Many families live below the poverty line.Common objectives for the 3 partners : *Social and educational value of European cultural heritage : Since most of our students have an immigration background, they will become aware that living in France, in Germany or in Romania also means being European . We want to help them feel this other citizenship and divert those who are tempted by communitarianism. *Access for disadvantaged. Early school leaving/combating failure in education : We want to encourage the students tempted by an early school leaving to be involved in the building of this project. We want to open them up to new perspectives of traveling and working throughout Europe.*Promoting a comprehensive approach to language teaching and learning : students will understand the necessity to speak a foreign language during this project.*Intercultural/intergenerational education and (lifelong) learning : Students will meet elderly people and they will study testimonies of their lives during the WWII. We aim that our students respect the elders.Our common will also aims to develop students'self confidence, their self-reliance, and to run new ambitious projects in the future.Number and profile of the participants :95 students (13 to 15 years old) + 10 chaperones over the 2 years. The teachers involved in the project are history/geography teachers, French and English teachers.The students will be chosen to protect them against early school leaving and to become self-confident. Description of the activities and the expected results :* Promoting the EU value and fighting against early school leaving/combating failure in education : An exhibition will be created all along the exchanges, made of children and adults testimonies about what Europe represents for them. It aims to highlight the European value. This exhibition will be prepared before the mobility by all the students then it will be completed during the mobility. It will be displayed to the other students and teachers of the schools and also to the parents during the European Days/Erasmus days.- Students will have to shoot short videos about the European value. -Intercultural/intergenerational education and (lifelong) learning and promoting a comprehensive approach to language teaching and learning: Playful and interactive activities will be suggested to be done such as a game about Europe and its value. All these lessons and activities will be shared on an digital platform for sharing. Thus all the participants will be able to access to these working resources and work together.Methodology :- During the different mobilities meetings will be scheduled. Teachers will draw up a report of the actions done and will focus on the activities to be done. A videoconference will be planned.- An interim assessment will be organised by the French partner along with the other partners and the Orléans-Tours-DAREIC by sharing documents on Google Drive and Etwinning.- Each partner will organise their own mobilities. The French partner will coordonate all the other partners and will centralise the information. It will deal with the Etwinning platform in close collaboration with its partners.- Each mobility will be evaluated thanks to final assessment tasks.- To promote the project, each partner will feed its school blog with articles and documents (films, photographies etc).- Participation to the Erasmus dayslong term potential benefits :- giving an international dimension to our schools- giving opportunities to our students to : meet other cultures, discover the past in order to better understand the present, deal with European values in depth, discover other school systems, get rid of prejudice, communicate in English, forge bonds with people from other countries.

The innovative aspect of this project is that cultural and language learning, will emerge not only from visiting foreign cultures first hand but also via interaction with the local elderly persons who will relate their untold tales of the past bringing out the tradition and culture of their land. The students will translate the oral into text. Activities will include visits to elderly care homes or elderly people are invited to the school where they are asked to tell stories from the past. These stories will be documented and the language teacher will modify to make them interesting for children. The art teacher will make illustrations to accompany the stories. Throughout the project 10 stories from each country will be collected where text will be accompanied with questions which can be used to test language understanding. The stories from all the 6 countries will be collected in a book. During the activities children from the different countries will be split into groups and the children will practice story telling. The children will narrate the stories to the other children so all the children hear different stories from different countries. The elderly people who help will feel acknowledged for their contribution. This project will involve 6 schools from different EU countries and will consist of 3 transnational meetings each involving 2 teachers from each country. Activities involving 5 students and 2 teachers from every country will be held in 4 hosting countries. Activities will consist of educational tours that have the objective of enhancing the cultural and language development of the participants. At the transnational meetings there will be a storytelling course, so teachers can combine and consolidate the work carried out during the project so that the final meeting will consist of a conference that will launch the book produced by the participating members of this project. In the process of conducting their activities, as a result of the visits to gather stories, our children will have had the opportunity to spend time with elderly people who are sometimes very lonely therefore another beneficial effect is generated. The elderly people will be willing to share with us about the past whereby this will be for them a valuable experience because they will feel valued and useful. Apart from offering the companionship, our children will be giving the indication to the elderly persons how cherished and treasured their input will be in that it will be taking the form of a document that will be disseminated throughout the EU and that furthermore it will be a contribution to the European cultural heritage. From their end, the children will be enriched with a first hand learning experience that will enrich them not only from the academic point of view as the oral is translated into text, but this will enhance the childrens' values and sense of belonging. Through storytelling this project purports to describe the social and cultural activity on an EU level by sharing stories. Every culture has its own stories or narratives, which may be consequently shared as a means of education, cultural preservation or instilling moral values. By means of this project we will not only create more cultural awareness but will produce teaching/learning material that will be utilized by students EU wide. The resulting output in the form of a published and an ebook, is intended to provide for a tool for the improvement of cultural and language development, both for the participating members and equally the other students who will be sharing the wealth of information produced. This project will ultimately also benefit migrants in that they will be provided with the means to understand better the history of the city they are living in and this should help them integrate better. As a final task, the comparative perspective will be brought out between the participating countries so that the stories are used as a basis to discover tradition and culture with a view to bringing out a common European element. Following this unique experience the schools will have built and gained newer concepts so they can not only share and disseminate the new ideas but also open up for more diverse situations as those encountered on a EU level rather than the more restricted national level. The schools will gain the ability to guide future learners with the required information on the practices and culture of other countries. On a national level, this experience will allow the schools to interact more positively with an ever growing diverse learner base. On a European level, these schools would be more equipped in their EU-wide prospects due to their experience in other EU member states, other than their mother country. In addition, this experience will diffuse potentially new learning practices based on integration via the cultural and language enrichment. This would, undoubtedly, encourage and increase mobility within the EU.

"The ""Experiential travel for creative education"" project reunites partners from Lithuania, Italy, Romania, Turkey and Greece, and is addressed to students who are 10 - 13 years old. The partner schools compared their development plans and the following common points were identified: giving a European dimension to the school, increasing the quality of the educational process, raising the attractiveness of classes, developing teaching methods, developing students’ key competences, increasing cooperation with teachers from other European countries and stakeholders at a local, regional and national level.The main aim of the ""Experiential travel for creative education"" is to foster social inclusion among 250 students from 5 European schools during a 2 years project.The project objectives are to encourage students from 5 EU schools to have an empathetic behavior, reinforce mutual understanding and successful coexistence, promote the use of project-based learning and facilitate intercultural dialogue.The project combines classroom education with outdoor adventures, international project meetings, virtual exchanges and a wide range of learning techniques.The planned 5 LTTA meetings will include activities that involve students’ choice, real-world scenarios, authentic audiences and cooperation. A team formed by 4 students and 2 teachers from each country will attend the project transnational meetings. The activities are designed to help students’ develop interpersonal skills through cooperation and boost their sense of personal independence. We will use PBL to encourage students’ active participation which means that students will have the freedom to arrive at conclusions through their own process. They will explore, question and make their own tests to come to conclusion on their own. The meetings are divided into topics (European Cultural Heritage is our common treasure, Sport unites pupils, Environmental challenges, Digital citizenship for pupils, The power of pictures) and there are activities aiming to develop participants' communication and team skills, empathy, critical thinking, curiosity, collaboration, leadership and adaptability.We intend to use project-based learning (PBL) as project methodology because is a dynamic approach designed to engage students in the process of investigation of real life problems and to encourage them in the process of experiencing learning by doing and by discovering. In grappling with authentic problems, students bridge the gap between theoretical knowledge and real-life experiences. PBL is a wonderful opportunity for students to develop their key competences through educational travel which incorporates multiple subjects. By removing students from the boundaries of a classroom, students are determined to use multi-faceted skills, establishing a basis for PBL.Our project is student-centered, empowering each and every student to trust him/herself more and become aware that by working together we can achieve great things. Working with their peers will improve communication, interpersonal and social skills.Reuniting people from different geographical areas, people with different socialeducational-cultural background and who work for reaching common goals is a unique opportunity for encouraging pro-social behavior, social inclusion, intercultural dialogue, communication, social cohesion, mutual understanding, successful coexistence and empathy. This will also contribute to understand stereotypical thinking and its side effects, decrease discrimination and racism.The diversity of activities will contribute to increase participants’ communication skills, cross-cultural understanding, creativity, critical thinking, adaptability to newenvironments and flexibility for working in international mixed teams. Teachers' will develop their professional competences and interest in continuing to develop their teaching skills. They will gain knowledge for expanding the school curricula and give it an international dimension, which will have a positive impact on theschool teaching and learning activities."

The project involved 5 schools from Poland, Lithuania, Greece, Turkey and Romania. The schools involved 3 primary schools (Greece, Poland and Romania) and 2 complex schools – combined primary and junior high schools (Lithuania and Turkey). The project entitled “A healthy mind in a healthy body” was aimed at promoting a healthy lifestyle among students, in particular through healthy diet and physical education. The rationale behind the project was linked to the strong conviction that it is necessary to start shaping proper eating habits of the Young Europeans and to raise awareness of a healthy lifestyle, by introducing a healthy diet, regular physical activity and active leisure. Through the realisation of the project we attempted to help young people to take the right decisions concerning their diet and ways of spending their free time, inspiring them to take up active and creative activities that could come in place of the long hours spent in front of the computer. The project proved extremely necessary as it had considerably enhanced the knowledge and skills of its participants and had increased the awareness of the young people as to the needs of their own body and the necessity to eliminate risky behaviours (such as use of nicotine, drugs, alcohol and other psychoactive or harmful substances). The partnership fully realised all project tasks: art competitions (5 international contests, approx. 200 submitted student works), thematic Online newsletters (3 issues), lesson plans and syllabuses, Students’ Dream PE Lesson Outline (60 lesson plans from all partner schools); 5 quizzes, 6 interactive crosswords, 6 online questionnaires on sports and healthy lifestyle, dedicated meetings with dietary specialists (1 meeting in each school), medical doctors (1 meeting in each school), sports people (1 meeting in each school) and other people from our local society leading a healthy lifestyle (1 meeting in each school). The partnership also jointly worked on: healthy menus (approx. 100 menus from all partner schools); folders/maps that show places in the close area of each partner school where one can do some sports or actively spend their free time (5 folders). We had planned the release of 1 photobook, but we finally published 5, each documenting current project activities, including local cuisines of each of the partners. Moreover, on the initiative of students from the Romanian school, partners prepared their own cookbook: the Romanian students prepared recipes of pancakes, while the Polish students prepared recipes of dishes with apples. We also organised 2 immensely successful international sports events titled „International Sports Day”, in which all contests had been prepared by students of all partner institutions (10 highly creative disciplines). The project envisaged the use of ICT for carrying out, promoting and disseminating project tasks and activities. Accordingly, all participants have acquired new skills of learning and teaching, not only in the area of health protection and maintaining one’s own well being, but also in the field of ICT skills. Participants of the project used the ICT to acquire and disseminate knowledge as well as to evaluate the tasks performed. Voting in international competitions (on the works prepared by the students from all partner institutions) were carried out using electronic and online polls. The project proved to be a very useful means of integration between partner institutions, facilitated by the use of ICT (emails, web pages and social networking). All participants have improved their competence foreign languages, mainly English, but also other European languages (basic vocabulary), and other areas of education, exchanged ideas for realising pro-health tasks and promotion of sport.The realisation of project activities enabled the teachers participating in the project to gain new experience, while numerous tasks proved so well prepared and tailored to the needs of health educational programmes that they will be included in school curricula of various subjects after the project has concluded. The e-learning applications developed during the project will continue to be used, while the skills gained by the teachers will introduce novelty and will enrich the educational offer of all schools, not only in the area of health. The project was a great challenge to all the international partners involved. It was also a great educational adventure, with capital-letter ‘Health’ as the priority, realising unique form and developed on an unprecedented scale. Participation in the project strengthened the position of schools in local communities and enabled the development of links with various sport institutions that will continue in the form of attractive joint sport activities continued long after the project has concluded. Schools have integrated internally and with their international partners, and expressed their willingness to continue this fruitful cooperation.