The project Community School Museums-COSMUS seeks to value the European cultural heritage, as a central element of diversity and intercultural dialogue; to establish strategic and virtuous interactions, between school, knowledge and education, Community, social, territorial and economic development, and the school Museum, memories, identities, territories, for the reinvention of the world, in the way of learning to know and know how to live together, in a perspective of global citizenship.The main objectives are:To develop strategies of social integration, of intercultural understanding, of a sense of belonging, of valuing people, in the contexts of school, community and city.To promote formal and non-formal learning processes, transversal skills, digital literacy, ICT and multimedia, communication, original and foreign languages, social and civic, capacity of initiative and entrepreneurship, Cultural, aesthetic and artistic environments.To satisfy the needs of training and learning of teachers and pupils, in a meaningful way, at the level of the flexible transversal approach of the curriculum, through collaborative work, as a team, sharing and building knowledge, independently and responsible, in a logic of innovation, creativity and problem solving.The partnership involvers ten institutions (1 Academy, 1 Teacher’s Training Center, 2 Associations and 6 Schools). Six school partners work with a team of 50 students and 10 teachers and 100 families. In addition, it also carefully distributes 36 students with special educational needs and 10 community stakeholders, with an initial universe of 1100 people coming from school and community.The participants are selected, according to criteria and profiles previously defined, by the partners like: gender equality, incentive for the participation of motivated students, with low social formation, handicapped, migrants, in difficulty of early school dropout, failure, and those who face social or religious problems or other type of exclusion. The project will be developed using design methodologies, interdisciplinary, innovative, sustainable development, team-based work, research-action and reflection processes, with flexible approaches to the complexity of themes and problems, through communities of learning and practice, knowledge building, critical sense, and the involvement and participation of the educational community.Reference activities are competitions, content production, intellectual outputs, training and learning, a festival, exhibitions, transnational meetings and a multiplier event.From these activities we expect to obtain several results, tangible and intangible that will last long after the project ending. Some of those tangible results are specific contents (Tales, songs, poetry, Life Reports, Films, Chronicles...) developed within the framework of the dynamics of Community museums of European partners; a toolkit to build a community museum in schools or a collaborative, an e-book with descriptive description of the project and an interactive digital platform. As intangible results we highlight the improvement of teachers and students’ skills on communication, digital, language and creativity skills, debate and critical thinking, cooperation, sustainable development; the awareness of the world and its potential for transformation through an intercultural consciousness; the valuing mobility of people on a planetary scale, in the interaction and inclusion of diverse ethnic-cultural groups, different in their language, religion, customs and traditions; the respect for cultural diversity; contribution to a more humane and meaningful education that respects the diversity of the school and educational community; a processes of change, focusing on the reflection component on the communities that live and interact in the school, in the collaborative resolution of problems and in partnerships with the educational community; Encourage awareness and development of appropriate and contextualised activities in the European dimension.The expected impact is significant at the level of the direct participants involved: teachers, students, community, European project partners, but also on the families, and citizens of the city, whose heritage and cultural contribution is recognized and magnifies the impact of the projectIt is expected to duplicate the universe of direct and indirect participants in the course of the project. The benefits of the project in the short, medium and long term are very significant, by the innovation dimension contained and mobilized by the different connections of the project, the methods, the potential of the networks and partnerships, the objectives and products to be developed.The construction of a Community school museum and related intellectual production are innovative in the educational, social, and cultural sector, inspiring the creation of memories, identities and diversification, in the heart of COSMUS.

Studies show that early school leaving is an important problem of education systems in almost all European countries. Causes of early school leaving; there are complex difficulties such as academic inadequacy, economic difficulties, familial causes, social and school-related causes, physical and psychological barriers, peer bullying, and broken relationships with teachers. It is clear that we have indirect or direct effect on some of these reasons. On some of our effect is very limited. We have planned to contribute to eliminating the problems we believe to have an impact on this project.Educational systems and teachers often prefer to evaluate students according to their academic achievement. At the same time, we observe that the students who are qualified as academically successful and hard working are often forced to express themselves socially. This shows us that the scale of intelligence, called E.Q, does not reflect success in all areas. That is why according to the Future Job Report Economic Forum data, Emotional Intelligence will be in the 6th place in 2020 and 6th in 10 basic skills.School drop-out rates vary from school to school, suggesting school variables that contribute directly to drop-out. Very crowded, male students ,families with low socio-economic levels and families with minority groups have a higher risk of dropping out of schools in . The schools included in our project stated that the dropout rate was undesirable in their own countries and schools. Our claim is that our students and teachers can improve their emotional intelligence skills and increase the rate of attendance and decrease the risk of early school drop-out.Why emotional intelligence? Emotional intelligence means ; managing emotions in positive ways to reduce stress, effective communication, empathy with others, overcoming difficulties, ability to neutralize conflict. The effects of these skills can be observed both in the student and in the teacher and partly in the parents:The improvement of the students' academic achievement, the improvement of the characteristics that will encourage the students to stay in the school, such as building better relations with their peers, teachers and their families, reducing the conflict by empathizing, fighting against difficulties.An increase in emotional intelligence skills in teachers will ensure that our project will continue to have effects in the medium and long term after the completion of our project. Teachers will start a process where numerous students can also benefit.But how do we aim to increase emotional intelligence skills? We are planning 4 blended mobility, 2 TTA . During the TTA, we want to bring together school administrators, school counselors and teachers from various branches to achieve a strong school dynamics. In these meetings, the project year will be planned and the teachers will be informed about the project materials.So what do we mean by project materials? First of all, all teachers will be given a detailed training on emotional intelligence. In the workshop activities to be held on other days, game materials prepared on the development of life skills previously revealed in another project will be used.The skills that are required to be developed with these cards are the basic skills that each individual should have. The lack of them raises social problems and is compatible with 100% emotional intelligence skills.These games written in detail in the activities section are as follows; Curious Letters, Thinking Cards, Team Building, Communicating, Construction. Curious Letters is a sort of ice crushing activity, because each blended mobility is planned as the first day activity. The purpose of this activity is; to break the ice in the first stage by meeting the students(aged 13-17) and the teachers if desired, and to develop a clear and comfortable dialogue between each other.It is seen that only this game serves the specific purposes of our project and the general objectives of Erasmus + projects. It will ensure the adaptation of the students to the new environment and increase the motivation of the school environment. Intercultural integration, an increase in language skills and self-expression are the expected results.Other games are planned but will be revised at TTA meetings and repeated if desired. All of these games have been tested on both children and adults.The purpose of each of these games is different from the other. The behavioral changes that are expected to be developed in total are: ice breaking, meeting, coordination, team culture, strategy, time management, communication, teamwork, group dynamics, sharing ideas and thematic issues.In summary, our project presents a rare solution to the early school leaving, which is an important problem in the European dimension, with the education of emotional intelligence, and it is also unique with the specially designed game cards we plan to use.

This project was executed in order to honour the European Year of Cultural Heritage 2018. It was carried out by six schools coming from north-east-central-south and west Europe: Latvia, Romania, Turkey, Poland, Portugal and The Netherlands. The main goals were to promote the acquisition of skills and competences bearing in mind social and educational value of European cultural heritage by sharing each country´s National Treasures putting them in a historical, political, economic and cultural context. Arts lingers through the project as a red line. Other objectives were: 1.To integrate internationalization in the curriculum of the levels 3 and 4.2.To become schools with an optimistic view of internationalization.3.To become schools where internationalization is not an ad hoc policy, but for the long run in the future.4.To become aware of our own National Treasures in the six participating countries.5.To teach in a project way of meeting objectives of the topics.6.To become aware of each other’s cultural background and pay respect to this.7.To become aware of a European Dimension, in spite of the differences and especially in regard to the difficult economic situation in some of the participating countries. 8.To practice a foreign language (during the entire project, in writing, presenting, talking with each other on the website /eTwinning-platform or other tools)9.To learn more of all languages of the participating countries as it is also a cultural heritage. 10.To be able to practice social skills in hosting someone.11.To use ICT as a tool to have contact for all persons involved (students, teachers, staff, parents) and being able to evaluate our process during the project and to disseminate our results.12.To change the habits when it comes to understand other cultures, to battle prejudice. 13.13 To learn from each other’s strengths and expertise.14. To develop international activities in ALL classes in ALL levels for ALL students. (in the future)14.To be an example to other schools in the region.15.To produce products that can be presented and shared with others, also after the end of the project.16.To produce a website with all National Treasures we have looked at during the project, so at least 24. If possible, we will make a book out of it.During the two years 480 students and 36 teachers were directly involved in this project. The students were between 14-18 years of age coming from secondary education, both general and vocational. Approximately 900 parents were indirectly involved.All activities were carried out in order to fit in our methodology to create six timelines. In order to achieve this, the project was divided in four blocks, two blocks for each year project. Each school made a list of National Treasures to share according to the dates previously selected by teachers and participant students engaged directly, or not, in the project. The dates chosen are a milestone in one´s country. Each National Treasure revealed the economic, political and cultural situation of the country at a time. By sharing this, it was easy, to all partners to establish a timeline and find similarities and differences throughout it. This timeline was especially helpful for students to understand the importance of interconnecting and relating events. The fact that students worked not only the dates they chose, but also two others chosen by the other project partners was also very helpful in developing language (oral/written), organizational (time management; information research and selection; fact-checking), IT (Video editing; PPT presentations; Google forms), cooperative and collaborative learning, and social skills. Ice-breaking activities and welcoming activities were a constant part of the project. All the activities and outcomes of the project are at website created for the project: https://sharingculturaltreasures.weebly.com.Throughout the project we had two teacher training activities, one in The Netherlands and another one in Turkey and four short-term students exchange in the other participating countries. Unfortunately, due to the Sars-Cov2 pandemic, not all schools could be present at the last short-term students exchange in Romania. The project was granted a six-month-extension, so that all the coordinators could meet and ultimate final details and reports. Throughout this extra period, we had several online meetings with ZOOM to ultimate the final part of the project and corresponding goals. In fact, as far as communication effectiveness is concerned, online meetings, WhatsApp group and email communication proved to be very efficient, fast and useful to coordinate the various activities. As to the longer term benefits you could say that the meetings (mobility) gave us the opportunity to learn and compare contents and teaching in foreign schools involved in the project, improve our language skills, experiment and transfer innovative good practices in European schools, experiment with new methodological strategies in intercultural groups, complete activities or collect necessary material, organize events, promote the knowledge of new cultures through joined work. We tried to overcome the difficulties by respecting each other and of course the timetable of the project, cultivating a pleasant climate between us, adjusting the time scheduling keeping in mind the different holidays and exams during each school year, helping the partners who had several difficulties and by being willing to face all the obstacles, in order to achieve the initial aims of the project. The project’s timeline will be used as part of the schools’ curriculum in the Netherlands, while in other countries it will be very helpful for cross-curriculum activities.

History has been shaping our countries’ destiny and made us who we are. We've planned our project as an adjustment or alternative to the classic school history teaching method that shall include new realities of the labour market, so that our students will have the required skills and competences to become competitive on graduating. We identified our students needs as: high IT skills proved in a thematic of multidisciplinary approach; good command of foreign languages use; the stimulation of our students emotional and competitive intelligence in an wider context - achieved through exercised communication and team work in an European project. We also identified the theme of the project: areas/ buildings of the city that are either misused or should be paid attention to, there should be retold the stories they generated along the different period of times, be proposed some highlighting measures by our students who would become familiar with their community cultural heritage, contributing to issues solving through entrepreneurial actions, highlighting the image of their cities so that they should be proud of them. We’ve established together with our partners that our theme for the project it was new for all of us, thus bringing a benefit for all participants. What our project brought us is the fact that, added to the idea of analyzing representative monument buildings the analysis has crossed the axis of time heading towards the future , they had to describe the students’ imagination - carrying out the project’s outcomes. As for the past, our students had to describe the life, traditions and legends of the families that have lived in those buildings, the historical events they attended and witnessed, the cultural movements in their respective period of time. Therefore, we kept the memorable moments in each country’s history alive.On the other hand, our students asked about these buildings immediate history,were involved in the city civic and social life, their voice was heard and they became aware of their future role in the society. Our partnership came with new modalities to introduce them to the public: performing in a living library, a living exhibition with characters of different periods of time telling the stories of the areas/buildings we we focused on, graphic design of urban representation they createdFor all these purposes, we designed this project that fits both academic and vocational aspects to accomplish the above items through: -Innovative practices to make aware all students of the involved institutions of the richness of their city history;- Media courses for teachers and students;- Artistic creations: one logo, plays written on the building history, living exhibitions, living libraries, films, exhibitions of photos, art objects created by students on the theme, theatre contest festival;- Project meetings of sharing experience to broaden the participants' view and to make them willing to be active parts in the city life;- Communication with partners, city inhabitants and senior citizens to gather stories on the areas;- Participation in an workshop that will deal with research, urban myths and attractive interactive activities not only for the teachers and students involved in the project, but also for students and teachers from other schools of the region; a workshop for students about arts and traditions; - Creation of an (e)Brochure comprising the activities developed along the project & the methodological planning sheets with the strategies approached - for teachers of other schools to use.These activities and others mentioned in the above sections had the following objectives:>to raise awareness of the students' own metropolis and share this internationally with the partners to turn educational commitment into EU value through media and artistic interpreting;>to design and experiment an innovative methodology in order to strengthen our students' IT skills, to increase their English language competences and to get acquainted to the languages of our partners;>to promote our students' employability through empowering their skills and work attitude by stimulating their interest in their community culture;>to revive the urban stories about buildings whose history was forgotten;>to give our students the possibility to know their own community features, to share them with their partners, to facilitate their communicative skills in foreign languages, to acquire new IT media skills;>to preserve the collective wisdom, to make it known by the youth.>to give an incentive to the participant teachers to be part of the city life working together with their students in non formal activities that define the theme and revive their schools fame in the community.We relied on the interest of our students for the topic and for each partner school to organize, plan in advance and carry out activities so that they had the impact we hoped for.

"The project ""JOIN US, SupPORT Me! - Join Opportunities of Inclusion through SPORT and Music!"" was presented by the Egidi IC and born from the need to develop an inclusive education model, as described by the guidelines set by the European Commission and, above all, by the European Agency for Special Educational Needs and Inclusive Education. The focus of the activities was centered on two disciplines, which are well suited to the adoption of inclusive methodologies: Music and Sport. The general objectives were:- improve the inclusive profiles of partner organizations, gain experience in international cooperation and strengthen their capacity to produce high quality innovative results- achieve strategic cooperation between operators in the formal and non-formal / informal education sector in order to develop experimental tools for social innovation and inclusion- implement new forms of learning for SEN students, also thanks to virtual mobility, OER and better use of ICT- develop new tools and methods for professional development of teachers and Heads, for better initial education and continuing trainingThe specific objectives were:- implement an inclusive learning approach focused on the learner, where personalization starts from the needs and interests of all the students, with music and sport as focus- directly train 30 teachers and 5 Heads from the partner schools- codify two new profiles of inclusive teaching for music and PE teachers, useful for both initial and in-service training (big- OER), which can be obtained through attendance at two training courses (small-OER), both IOs of the project- launch a permanent mixed operational task force composed by school / experts / stakeholders that organize the internal functional structure and lay the foundations for a constant structured dialogue with parents and institutionsThe project proved to be a substantial success and the achievement of the objectives was guaranteed by a very broad and heterogeneous partnership, composed of 5 schools (Italy, coordinator, Slovakia, Estonia, Romania and Turkey, the latter leaving the project at the end of the first year due to force majeure causes) and 5 scientific partners from the world of private social (Italy, Lithuania, Belgium, Sweden and UK). For the duration of the 36 months, schools have involved pupils - also SEN pupils - aged between 11 and 13 years, teachers and Heads, while non-school partners have participated with their own trainers and researchers. The following activities have been implemented:1. Research, elaboration and codification of the 4 Intellectual Outputs approved by the National Agency:1.1. An e-learning training course for the learning of inclusive methodologies through music, designed to transmit skills and abilities to all teachers (working with students aged 11-13) who wish to enrich their lessons with music elements aimed at the inclusion of disabled students. It is be made available as a ""small-OER"";1.2. An e-learning training course for the learning of inclusive methodologies through sport and movement. It is be made available as a ""small-OER"";1.3 Profile of the Teacher Included - Music, made available in the form of ""Big-OER"".1.4. Profile of the Inclusive Teacher - Physical Education, made available in the form of ""Big-OER"".These intellectual products have been the subject of two multiplier events, held respectively in Italy (26/05/2017) and in Brussels (26/09/2017) at the European Parliament, with the participation of the Czech European Commissioner Věra Jourová and Petra Goran, Member of the Directorate General for Education and Culture of the EC and editor of the report ""Structural Indicators for Inclusive Systems in and around Schools"".2. 8 mobility activities, of which:- 2 joint training events for teachers in the UK and Sweden, leading to the development and exchange of good practices on inclusive methodologies through music and sport- 5 blended mobility for learners (with virtual and physical parts), which have had the main purposes of allowing students with special needs to participate and teachers to experiment the methodologies learned- 1 short term exchange for pupils that took place in Brussels, at the European Institutions with the involvement of the highest representatives.An important impact has been achieved at local, national and European level; the project has brought and will bring long-term benefits as it aims to build a structured dialogue with stakeholders and policy-makers and focused on the learning processes of the school staff."