As all partners' schools privilege languages competences achievements and organize different languages courses during the years, this project gave them the opportunity to improve those competences and to use languages in real contexts. Basically, the main activity has been the exchange of languages among partners. Every year two languages have been proposed and taught by the students themselves through video-tutorials that they created by themselves with the help of the teachers. Students planned the way to record them, the structures to teach and the topics (even if their teachers had planned the main topics and language structures in the first transnational meeting). They practically recorded the videos and assessed the partners' progresses. New materials have been producted and used to practise the studied languages. A new method to teach foreign language to kids took life from the partnership. Teachers strenghtened their professionality working in collaboration and discussing and elaborating a new original teaching method about languages for kids. At the end of the project, many publications are available for those who need them and want to study the six foreign languages of the project: a methodology book, a languages manual, online resources, paper resources ready to print, interactive games for smart boards and pc. In the project, partners taught each other their languages. Students have been the main actors of the teaching process after having reflected on the linguistic structures of their own language. Students have always been in touch, in this way communication was real. They increased their metacognition skills and their competences to be transferred to other contexts. While creating materials for partners peers, students used their creativity. Teachers bettered their professionality as they have been trained about methodologies, the use of ICT in teaching, the methods used to write and publish books and manuals, the ability to create new teaching materials and interactive games. The participant organizations have been four schools chosen for their languages (they should have been six but Spain and England didn't take part just a few days before the starting date) and an eTwinning school from Tenerife who taught Spanish only via the eTwinning platform so that we didn't lose the possibility to learn Spanish.As it was difficult to find an English school willing to work in the project via eTwinning, we decided to chose English as the vehicular language.The project has a longer-term multiple effect and sustainable impact both within and outside the participating schools (in other schools or in the community). For pupils, these activities have been integrated into the curriculum in the long-term perspective. In that way, the project had benefits on all the learners of the participating schools. In the project students from 6 till 14 years old, teaching staff, parents and local society have been involved in different activities. All the participants improved communication skills, developed digital knowlegde, used open educational resources and created new original ones. During the project partners produced lots of materials that could be used by others interested in the topic even after the project 's end: teachers lessons plans, tutorials, teaching materials, books, a language manual.The project intends to be a good example for other schools, to work in the same direction. All the materials have been disseminated during the Multiplier event.

The general aim of the project was to prevent dropouts and create a favourable school environment, while contributing to the affirmation of a European citizenship, with the promotion, through good practices, of the widest linguistic diversity and intercultural awareness of the EU. During 3 short exchange, pupils socialized and collaborated with their foreign peers, finding effective ways of communicating and becoming highly motivated towards the participation they were experiencing. Many activities, always in direct connection with the partner schools, saw them involved in contributing to the success of the project. Among these, the contest for the creation of a common logo, the shared drafting of an Anthem in 5 languages, the creation of a multilingual e-Dictionary on Early School Leaving, with hypertext links to their drawings, audio, video, photos. All the activities done during the 3 years project were focused on students showing lack of control, lack of self-confidence, difficulty in finding school interest, lack of values that often discourage the weakest, that after frequent failures at school leave it forever. Through the project activities, the students were able to discover their own abilities and change their negative perception of school into a positive image of it. The aims were to find the right strategies, educational tools, methodologies to deal with those students to prevent their early school leaving. The school became a place where to increase confidence in themselves and in their own potential and not a commitment to bear. A place where to participate actively and consciously to their path of growth, where to acquire or valorise their social and communication skills, where to establish or improve the relationship with peers, teachers, parents. About 2000 participants were involved in the project and at least twice benefited of it, if we consider teachers, students, parents, other schools, experts, decision-takers at local, regional, national and transnational levels, local and national education authorities, public reached by press and social media. 4 partners in the project: Italy- Naples- the coordinator, France – Paris, Portugal- Frazão, Paços de Ferreira, Spain – Gran Canaria - Arguineguín;There were 5 Transnational Project Meetings: TPM1 in France (Paris), TPM2 in Portugal (Frazão), TPM3 in Spain (Arguineguín) and TPM4 France (Paris) and 3 Project activities: C1 - a students’ exchange in Portugal (Frazão), C2 - a students’ exchange in Italy (Naples) and C3 - a students’ exchange in France (Paris). The last TPM was held online in Italy (Naples), due to the pandemic, in 3 different steps: in May, in June, in July. The original intents of the project were all met. All the partners carried out the different activities planned and they, according to the tasks assigned, prepared or collected the materials for the different activities carried out and the products done. At the end of the project the tangible results are:- questionnaires, with graphs and their interpretation - videos of the most impressive activities carried out during the 3 years of the project- e-book collecting the results of the students exchanges, stressed on Best Practices for integrating also students with disabilities and for preventing dropouts -interactive e-Dictionary in 5 languages with the most used terms about ESL -flyers and leaflets to inform the educative community about the project-a Facebook and WhatsApp project group-the logo of the project-public Twinspace-website with materials-semi-annual Erasmus newspaper-brochure regarding ESL and its first signals;-slogans and video diaries; -short films, comics strips and posters on prevention of ESL;-final school show (in virtual mode).Expected results and long-term benefits are:increase students' self-confidence and self-control and their competences in foreign languages;increase motivation and satisfaction in school work;increase quality of education and training in all the areas involved in the project, for disadvantaged students and to align education to the needs of the disadvantaged students, too.We think that the project had and will have a very positive impact of the local communities of all schools involved, because:Students: developed a positive attitude towards school and opened their horizons; shared with parents and friends what they saw abroad; raised self-awareness and self-esteem.Teaching staff: increased expertise concerning pedagogical approaches and teaching methods;shared experience and best practices.Teaching staff and students:enhanced the social/ict/language skills and communication abilities;gained team spirit.Parents: were more involved in the educational process and increased their support and engagement in school’s activities;developed a positive attitude regarding the cultural and social acquisitions;Other schools: became interested in European projects and learnt from our experience to fight ESL.

Our project EUROPE 1to4: Learning through New Methodologies arose from the demand of the schools participating in the project to turn our teaching and the traditional methodologies used in the classroom around, and at the same time, cooperate together to further develop some new methodologies already being used. In addition, the choice of schools to participate in the project was based upon their ability to share positively with the other schools. For instance, the Belgian school were able to share kagan’s cooperative methodology, the Romanian school Neuroscience and applying Multiple Intelligence in the classroom and the Spanish school its experience of CLIL methodology and Flipped Classroom. The project was divided into four sections titled: “A Little Bit of Me”, “Numbers, Letters and Arts”, “Nature, Rhythm and Movement” and “Open-minded world: A new vision for Education”. In each section, there were a selection of proposed activities so that they could be worked upon using new methodologies. Furthermore, in each of the sections there was a compulsory final task for each of the schools.Amongst the activities were: - The creation and completion of a questionnaire by all teachers regarding the use of new methodologies. With the results, graphs comparing results between countries were compiled.- The compilation and putting into practice different group cohesion activities with the students.- The presentation by the students of each school via video using the “Baúl de la Escuela” dynamic.- The creation of a interactive creative musical map where other town entities (town hall and tourist office) collaborated in its diffusion in various languages so that tourists from other countries can access it. On this map, which is created using an Augmented Reality programme, it is possible to see the town’s various architectural places of interest combined with a performance by the children from the town’s schools. Here, the impact is at its most with eight participating schools (primary, secondary and music school).- A project called “How Healthy I am” working on multiple intelligences, presented via the webtool Genially.- Paperless day, where the challenge was to see from the beginning how we would impart our classes without paper, employing important changes in methodology. The methodologies used were diverse and highlighted new use of school spaces and technology.- A project called “trip around Europe” where the school was Europe and each class represented a different country. The activities and methodologies used were extremely diverse.- A video where teachers and students talked about their experience and their opinion of the project.In addition, each of the transnational meetings were very interesting since each contained an element of training (Flipped Classroom, Kagan Cooperative learning, ABN (Algorithm based on numbers), Neuroscience, Whole Brain Teaching, CLIL methodology, …)The results and the impact obtained are above all reflected as much in the school as in the teachers and the students. The implementation of new methods doesn’t only give rise to the creation of new spaces but also new uses of existing spaces (corridors, playground, streets), new ways of organising classroom space (grouped tables) which has also been received positively by both children and teachers. Students become the protagonist of their own learning and as a result of this change in educational practice, the assessment process is also slowly changing. The use and creation of success criteria, rubrics and self assessment has also been fundamental to this change. Furthermore, our new methodologies and best practices have served as an example to schools in our region, making the impact obtained even greater. The long-term benefits are even more evident given that these acquired methodologies are not only going to continue to be used in the classroom but also new teachers who come to our schools will learn them from their colleagues to also be able to put them into practice.