Project SummaryThe importance of reading in learning is well established but its importance goes well beyond the scope of academic success. In our societies, the mastery of the written language is not only a daily necessity but also a fundamental condition for the social, professional and cultural integration of the individual. However, reading habits during childhood play a vital role in the development of written communication. We decided, therefore, to develop reading through children's literature, each book selected becoming the inspiration for an interdisciplinary project. The selected literature will allow us to address different themes, learn about other cultures and share best practice.Sessions that we organize around each book will generate quality talk amongst students that will help them make connections between their personal experiences and the text read. Teaching sequences that we plan from excerpts of the book will allow the child to discover the meaning of written words using a variety of strategies that will help improve his or her knowledge of the language code and language in general. Through these selected texts, teachers integrate grammar and comprehension learning, allowing them to address different areas and different learning materials.Depending on the level of students, the teachers may read them the story out loud (storytelling), work from selected extracts or allow the children to read the text individually.One objective of this project is to combine all language disciplines (reading, speaking, listening, grammar, conjugation, spelling, creative writing) using the selected text as a starting point and not using a series of text books. The other objective is to develop creative skills in other disciplines such as the visuals arts, drama, games and crafts as well as in the disciplines of science, geography, history and mathematics. Each teacher chooses the texts themselves. This flexible approach allows the teacher to adapt to all school environments, but also to individualize learning to improve basic skills and combat early school leaving.Creating a site where each partner can share classroom activities undertaken, exchange printed texts, discover and compare books that share a theme will also be a source of motivation and enrichment for each child.The creation of a vademecum of the methodology will ensure learning continuity within each institution.In addition, Europe is going through a difficult economic situation and we see increasingly nationalistic reactions or intolerance and racism appear.Our project modestly tries to fight against the status quo. We believe that our own ignorance and that of others leads to reactions of fear and rejection. If we cannot act directly at a political level, we can act through our students who will be tomorrow's adults. We can strengthen their sense of belonging to the European Community by allowing them, through exchanges with students from partner schools to discover the richness of their similarities and their differences. Europe is no longer an abstract idea but is becoming our reality: the child views its partners as neighbors rather than strangers; he realises that we all have the same desires and the same concerns.

The coordinator of our project called “Footprints and Routes of the Intangible Cultural Heritage” is France, partners are Hungary, Greece, Turkey and Spain.The duration of our project is 24 months, communication language among partners is English. Totally 55 students of 9-13 aged and 32 staff will participate Short-term exchanges of groups of pupils LTTA, and 15 staff will participate short-term joint staff training events LTTA.Cultural heritage hold mirror for cultural, social, economic and political development of humanity, it gives us the feeling of belonging and identity, it combines the past, present and future to each other, helps the intercultural dialogue develop, increases social harmony, makes us feel as a part of the society.The role of education and international cooperation is too important in transferring abstract cultural heritage elements from one generation to the other.This project will make an awareness of our own heritage and also partner EU countries’ abstract heritage, prove the economical and social dimension of the heritage, it will help the cultural heritage get into our curriculum with innovative approaches and more effective transnational practices.Our objectives are; knowing about and introducing intangible cultural heritage of countries with effective and innovative methods; preventing the danger of the extinction of cultural heritage; bringing the social, cultural and economical value of cultural heritage, cooperating with stakeholders about this subject, organising educative, enhancing sensitivity programmes that aiming especially students including the public; increasing the consciousness about the importance and sustainability of heritage in local/national/EU levels with LTTA.Developing some approaches that are activity-based and including learning/teaching; increasing the capacity of teachers and institutions in order to provide of transition the knowledge from one generation to another; developing e-learning platform and taking more attention to cultural heritage with new materials that appeal more to new generations. Encouraging education that is value-based by combining cultural heritage with curriculum; Organising activities to find out the value of cultural heritage and its contribution to creating work, economical growth and social integrity.The activities we planned to achieve are; intangible cultural heritage rituals of partner countries, marbling art workshop, performing storytelling in museums/kindergartens, cultural heritage days, Kahoot knowledge contest, experiments that can be done in class about the fragility of cultural heritage, innovative courses focused on Rebetiko, percussion workshop, drawing Gwoka costumes, organising online course, online meetings with students on eTwinning, organising a flash mob, sharing best practices focused on cultural heritage, photo/video contest...The French school is responsible for the project management of all partner schools.Contact people organise their own team about fulfilling all steps of the project from the beginning till the end of the project and also after it, and inform the coordinator about the project.The project teams of the schools have a usual monthly meeting among themselves.We develop new materials appealing to new generations more by developing ourselves in education fields and discover how to take attention to intangible cultural heritage.Elements of cultural heritage give the feeling of identity, help correlating among the past/present/future, develop an understanding for different cultures and encourage dialogue among cultures.LTTA and local activities help students gain awareness of cultural richness in national and EU level, gain knowledge and sensitivity in order to save and survive them.The project supports students’ gainings of curriculum, develops their skills of critical thinking, creavity, entrepreneurship, improves skills with extracurricular activities.We take over cultural elements as economical earning elements and create public opinion; and create an awareness on public.By the way of exchange of practices; we discover that in which classes and levels cultural heritage takes place in different EU countries, and their methods of teaching and evaluation, we gain professional experience in EU level.With this project; participants discover the diversity and richness of intangible cultural heritage and know about different aspects of the culture.Students gain skills of creativity, cooperation, entrepreneurship with curriculum and extracurriculum activities.Activities will help participants develop tolerance for different cultures and strenghten their foreign language skills. Participant staff learn some pedagogic approaches about transferring cultural heritage elements to the next generation.The project develops intercultures dialogue among partners.Communities and stakeholders who participate activities understand the importance of cultural heritage better and gain awareness.

"We are both interested in the basic skills at school but also in the social and human skills, essential to the respect of each person's individuality, the well-being and the pleasant school climate aiming to succes for all the students. After 3 years of language exchange and 2 years of Erasmus projects and exchanges, we already know each other well. The Curve School concept is being reinforced with the CLIL program. Teachers need to open up and learn more about German culture and language as well as European openness. The Charles Dickens School is a large school, many teachers and parents are involved in the Erasmus project, but it is necessary to disseminate it and share it to a larger number.The aim of our project is to improve pedagogical skills of the teachers, their professional knowledge ( language level, training and teaching models, child's pace, and cultural knowledge) and their teaching practise. Another aim is to strengthen the coherence of education between all the partners. We also want to develop the personal and social skills of the pupils, to improve the school climate, and enhance self-esteem : essential to the success of all, especially by raising awareness of sustainable development and durability. We also aim to improve science, languages and more cultural and social levels aiming to pupil's autonomy. The strong points will be motivation, ""to be actor"" of the learning that guarantee success. We'll conduct this project during two years : the first year will focus on indicators and practical experiences in order to develop innovative ideas, through digital technology. The second year, we'll work on school learning time , depending on age and we'll also work on another pedagogical form which can be different during the school day or the week, to make them? more effective and increase the student success and tackle the dropout rate. Finally, we will broadcast this project, our experiences to the web and during events.Our medium term goal is to improve the teachers skills, the well-being and the success for all the students, and strengthen the coherence of education. Our long term goal is that the results can beneficial for a long time to the partners involved. We would also like that results benefit to a wider audience and allow to developpe for each pupil cultural and linguistic openess."

"The project was born from a finding that the pupils were not involved in their learning and were virtually unaware of their belonging to the planet in its evolution and thus even of Europe as a citizen. Thus through the biodiversity theme, the project was to bring students and members of the educational community of both schools to reflect, to get involved. The pupils of the two schools concerned were initially those of the main classes, but the project was able to be extended thanks to European grants and also to the increasing motivation of both. Thus, the participants were pupils aged from 3 to 12 years indirectly or directly through mobility for the older ones. Teachers and educational staff, representatives of the French commune or the Charlottenburg district, families of pupils, extracurricular educators and life support workers for pupils with disabilities. The distribution of the work programme, the development of tools for implementing the activities, the evaluation of the project and the dissemination of the project could be attributed to new partners who were not registered or very motivated at the start of the project.Activities: The optional 2h WUV course was supplemented by 2h of French per week, to set up existing school projects in biodiversity and present them in the form of Powerpoint presentations to French children in Berlin, and a presentation from our beekeeper who owns hives in our school garden.Together, we visited the Berlin Zoo and made a walk around 5 lakes with the expert J. Kretzschmar of the Berliner Guides, discovering the freshwater biotops of Berlin. Conversely, 12 French children introduced the children of the WUV marine species.In La Rochelle, we visited together a Nature Center «La Moulinette», the Marine Aquarium, a beekeeping plant (with presentation) and a visit to a saline on the island of Ré – tasks targeted on the theme of biodiversity. All the contents were themed in German and French and the children exchanged their written documents. Class 5euB has received from 29.4.2019 to 6.5.2019 a class CM2 of the Ecole la Courbe in Aytré. Since October 2018, students have been in contact by mail, e-mail and Skype, in class and in private. The two classes have already met in the last school year, they exchanged around the preferred natural places in their hometown and in the school yard last year. Reports and photos were sent to the e-twinning platform and a linked photo book. The focus has been on edible plants in forests. The second week in Aytré was devoted to marine animals, algae consumption, sustainable farming, consumption and insect tasting. The exchanges were exhibited in Berlin during the annual summer festival and in France during the Erasmus day on 28 May 2019. In both schools, a European garden was created. In La Rochelle, bulbs were planted during a trilingual workshop. Seeds for a meadow garden purchased in La Rochelle were planted in Berlin. Documented project of photos and texts in all three languages. In partnership with Bulbs4kids, a long bed was planted with spring bulbs. This was done with classes 4eu,A and B associated with the German-Italian primary school SESB Hermann-Nohl, of the Tellerrand program of the SESB Über"", designed to bring schools together. In the spring of 2019, students from Europa Creek planted La Rochelle prairie seeds. At the same time, a fence and three panels in 3 languages explaining the project, the garden and displaying EU flags UK Germany and France. Charles Dickens’ integration class participated in the planning, documentation and implementation of a plantation for students with intellectual disabilities. During labour, these children learn to take responsibility by getting involved and taking care of themselves and the importance of connecting with nature and the environment. Book week 2019, the 3euA-3euB focused on the price, packaging, variety, origin of fruits and vegetables. They went to five grocery stores to buy pre-determined items. Posters brought and presented in France so that an international comparison can be made. The CDGS butterfly garden continues, with the participation of new students. Identical implementation envisaged in France if a new ERASMUS project is approved for 2019-2021. Students being trained, they can help each other. The students involved in the project were active and took charge of the proposed activities and proposed new ones. Partners have become more involved in setting up and disseminating activities."

<< Objectives >>Raise awareness about the energy resources and clever consumption of these resources Realise the effects of irresponsible food consumption on the health and the environment and foster responsible behavioursCreate a culture for care about the environment and foster principles of recycling among pupils and their familiesImprove the attitudes of the beneficiaries towards the environment and awaken social responsibilityPermit the intercultural exchange and improve intercultural awareness<< Implementation >>C1 – Clever consumption of energy (FR)C2 – Clever food consumption (TR)C3 – Clever management of waste (RO)METHODOLOGYBefore and after each LTTA we will connect on eTwinning. Before LTTAs, the purpose is to establish mobility details, while after the LTTAs our aim is to share the results of the activities that participants apply with their pupils as a result of participation. This will act as a monitoring activity too, so as to check the level of attainment of objectives step by step.<< Results >>Environment-related lesson plans and teaching materials to teach literacy and numeracy, science and PE, project ideas and project database, local campaign on each sub-topic that will be multiplied in each host school after the transnational training events, videos, pupils’ products: artwork, objects made from recycled materials, dissemination platforms such as eTwinning and school websites, social media platforms, campaign materials, interviews and questionnaires.