Stories (legends, myths and fairytales) often have cultural, historic or geographic significance and they provide a meaningful insight into the cultural identity of any country. Our project wishes to utilize these stories in order to engage the pupils of the partnership in shared cross-curricular activities.The main aim of this project is the realization of the European motto “united in diversity” through stories while the main objectives are: -To engage learners in meaningful activities that will help them discover their unique potentials and talents.-To boost the self-esteem of all students, especially of those who are in danger of experiencing failure in education.-To give students teachers and parents the chance to discover their cultural identity and find out the mutual inheritance that we share with the other European fellows. - To equip teachers with expertise in languages and use of ICT in order to be able to teach valuable lifelong skills to the students.-To expand the European dimension of the partner institutions in order to play an active role at local, regional and national level.The participant schools are from Greece, Lithuania, Italy, Turkey, Portugal, Spain and Bulgaria .The activities will be structured to accommodate pupils of all ages, abilities, multiple intelligences and ethnic backgrounds. Legends, myths and fairy tales will enable pupils to work across many areas of the curriculum. This will happen through various story-telling techniques:- Reading and listening to chosen stories;- Looking, creating and exchanging pictures, drawings and works of art inspired by these stories;- Producing new versions of these stories;- Dramatizing;- Exchanging predictions and telling possible ways of how the plot might continue;- Talking about the motives of action the heroes might have;- Creating poems inspired by these stories.Schools will use e-Twinning in order to work together on the project and the products will be published in an online magazine in twin space in the languages of the partnership and in English. Issues of this magazine will be printed and distributed to the local communities in the two years of the project. Apart from the transnational meetings, there will be common short-term teaching events at the end of the two school years with representative children cooperating and preparing common celebrations. Overall, it is expected that, through this project, an awareness of the importance of cultural and linguistic diversity within Europe will be promoted. As a result, this awareness will broaden horizons and strengthen the values towards combating racism, prejudice and xenophobia. Also, the engagement of all students in meaningful activities according to their unique potentials, will boost their self-esteem towards the prevention of early leaving from school.

The project was initiated on the basis that our differences enrich us and that knowledge of the other creates bonds. The partner countries of this project are in North, South, East and West of Europe. The schools are in villages, large agglomerations, in working-class districts or in the mountains, in the countryside, in the city center, near forests. It can be hot or very cold there, or it rains a lot, some say. But all the students of these different schools have a common project: to create a unifying European project around new technologies and English at the outset, with the discovery of the culture of the other. Unfortunately before the start of the project, we lose our Polish partner following a change of management at the school level. We therefore continue the adventure at 5.After a formal discovery of the countries (map, flags, hymns, currency), the children set about creating common collections: a CD of Christmas carols to begin with, a collection of traditional tales (work on powerpoint), a collection of recipes made during Erasmus Days, a film on flora and fauna (internet research, use of green funds in videos, slide shows ...) and the countries seen through the character of Asterix for the part on new technologies . The trips to the different countries have also enabled teachers to make films and develop videoconferencing (with students who have stayed in school or with European bodies such as the Finnish European Commission during a trip to Italy). Cohesion was also made by sending Christmas cards, written correspondence between students in English or in the original languages, sending typical board games ... With each trip, a real relationship a bond has been created between the children and the European teachers. Their arrival was prepared (choirs in Italy, folk dances in Greece, school entirely decorated on the theme of the project in Spain with hymns in welcoming music, escape game in the city of Joensuu organized in Finland, presentation videos in France, code ... and these are just examples).For the teachers, it was also for many a mean to perfect their English and the activities carried out in the form of workshops in the countries made it possible: scientific activities, activities related to Tices, in visual or cultural arts. The teams also organized a week of discovery for their counterparts (visits to museums, slag heaps, castles, remains, mountain treks, etc.). The exchanges of practices were rich in lessons for all and real friendship relations developed.The municipalities of the different countries invited the participants in the project to a convivial meal and other bodies introduced their premises: inspectorate, middle and high schools, university, teacher training institutes ...Aid networks in different countries also took part in the adventure through the fight against dropping out of school and the development of self-esteem. It is interesting to see the means implemented by our partners to manage children with special educational needs and the various personnel linked to this support network. A visit to a specialized center even took place in Greece.Real bonds of friendship have been created and several projects will be able to continue: sending of greeting cards, school correspondence ... Calls in Visio will also be able to share moments between the students (sledding in recess in Finland and activities in Spain (sports facilities, vegetable gardens ...), ice hockey / sport horse riding etc ... The choir and the visual arts, the creation of films being very present, we can conceive of specific thematic exchanges under paddlet shape.

Don’t you think that rural depopulation is being a major problem nowadays?After doing some research and meeting other schools in Europe located in rural areas, or areas suffering from depopulation, we’ve come to the opinion that depopulation is a big problem nowadays, specially in the rural areas.This is the reason why we’ve decided to create this Erasmus+ project. Five schools altogether are going to try to see what causes it and we are also going to fight for our roots and local areas to promote them so they are seen as something good, needed and something that cannot stop existing.Four out of the five schools taking part in this project are facing this problem, some schools are still very big or located at the outskirts of big cities, as is the case of the Greek school, but if the issue continues as it does now they will turn into small local schools. Other schools are already small schools so if depopulation continues in their area unluckily they will be tend to disappear, and by no means we want this to happen.The fifth school, located in Poland, is a school that has no depopulation problems at all, so it will act as a role model for the other four schools.We need to try to face depopulation in rural areas. Rural life has many advantages that we are not conscious of and we need to spread this idea.We also want people looking back at their roots and ancestors and try to think on the way they lived in the past, their routines as well as benefits, adapting them to our new era where ICTs have such a big influence in our daily life.We would like to discuss and work on our similarities and differences in terms of ways of living, routines as well as benefits that our areas bring us, promoting personal growth and understanding the importance of certain values such as sense of belonging to our roots and ancestors and the fact that we need to be proud of where we come from.Europe is one of the most important and powerful continents on Earth, but is not just all abut big cities, or capital cities. We consider that the importance of rural areas producing raw material such as cereals to bake bread, or sun flower seeds to produce oil among others, is essential.We also would like to discuss and work on the possibilities that Europe bring to the rural areas in order to succeed.Children from four out of five schools taking part in this project are facing this issue, so we would try to exchange ideas in order to make people of this depopulated areas think it twice before moving onto a bigger city.The OBJECTIVES we would like to achieve would be the following:- Promote rural development.- Research in demographic data.- Question what is causing decrease if rural population.- Analyse what consequences has had the fact of rural depopulation.- Propose different solutions in order to prevent this situation.- Promote inclusion among students taking part in the project as well as the rest of the community.- Appreciate the environment where our schools are located.- Expand the sense of belonging to the European Union.- Motivate students to learn and share their knowledge with other people.The STUDENTS participating in this project will be in their last years or Primary Education. In total we will have approximately 125/130 hundred students, 25/30 students per school.The ACTIVITIES would be divided into six different blocks according y to all the things we want to cover with this project. Here you can see the different blocks.B1; We get to know each other.B2; Let’s look back.B3; Demographically analysis.B4; Nowadays resources.B5; How can we help?B6; Conclussions.This project will be based on an eclectic METHODOLOGY, we want our students to be very concerned about the depopulation issue and all the disadvantages that it carries. That is why we want the project to be hands on. We are going to be based in an active and constructivist methodology. Gamification is also going to be something we are going to use. We seek that ours students became critical thinkers as well as creative within their ideas. We don’t want them to take things for granted but to fight for what they think is best for the and their areas and societies. Regarding RESULTS AND IMPACT, different methods of evaluation will be used in terms of students; Kahoot!, Quizzes, Plickers or KWL Charts among others. In terms of teachers evaluating the project, rubrics will be used. We will evaluate the project block by block and then the project will be evaluated overall at the end of it. As a RESULT of the project, we want the students and the whole communities to be aware of the importance of the rural areas. If we let this areas be extinguished a big sense of identity would be lost. Our most important LONGER TERM BENEFIT would be to make students be proud of the area where they live, so in the future they want to develop their lives there, by creating a family or an enterprise, for example, trying to combat rural depopulation.

In the last century, the world population has increased 5 times, energy per person has tripled, resource use has doubled. Water, which is the unique source for the continuation of life in the world, is rapidly depleted with increasing population, rapid urbanization, climate change and changing consumption habits. Research shows that water consumption has increased 2 times faster than the world population, global water shortage in 20-30 years.Despite environmental education in schools, the main problem's the inadequacy of awareness and competencies in our target audience in terms of water. For the EU that uses resources efficiently, an education-oriented approach with sustainable water-friendly school practices is the most effective solution to the problem. Our main needs are to raise awareness of water awareness, its importance for life, water pollution prevention and water saving with international cooperation.In this project, which was developed on the basis of bringing to the economy with the use of water and efficient water, the focus was on the sharing of water-friendly school good practices with international cooperation, integration into schools with enriched innovative educational activities.Protection of water, which is one of the EU 2019-2024 priorities, is one of the national targets by 2023 Education Vision, our partners coincides with our corporate goals too.It's aimed to improve the developing joint solutions to common problems with international cooperation and synergy, developing competencies with innovative practices that manage water resources rationally, recognition of European water resources, recognition of 21st century skills and language competencies, to improve the professional skills and efficient learning environments of the staff, to ensure Europeanization and internationalization, to increase intercultural awareness and to recognize EU institutions.The project will be carried out under the coordination of 1. Hava İkmal Bakım Merkezi Primary School in Turkey which is an eTwinning School and conducts national, international and EU projects on environment. Partner Schools have been determined by considering their geographical situation, water and environmental studies, project experiences, water areas with common and different characteristics, institutional capacities, and personnel competencies, they're 4 Dimotiko Pefkon in Greece, 134 SU Dimcho Debeljanov in Bulgaria, Jovan Sterija Popovic in Serbia. Participants were selected based on common criteria, priorities and numbers.Participant teachers are experienced in environmental projects, have academic studies, have post graduate education, have ICT and language competencies. Teachers with strong communication, experienced in project processes and language proficiency are accompanying. Since equality and social inclusion are supported in the project, disadvantaged students and participant students who can communicate in English and experienced in environmental studies are selected.The project duration is 24 months and intra-school and transnational activities are planned for the target audience. 38 teachers, 42 students, 14 accompanying teacher will participate in transnational activities to the Short term joint staff training and student group exchange; sharing good examples, on-site monitoring-comparison of activities; World Water Day, European Water Areas Map, logo, mascot, magazine, booklet, orienteering, marbling, drama, eTwinning studies; field trips; lecture observations, seminars, EU Institutions and NGOs' visits and shares are planned. Online experiments, water footprint calculation, animation preparation, three-dimensional designs, potable water supply, rainwater collection mechanisms, calendar, story, slogan, poster, seminar, meetings are in-school activities. In the project, problem solving, critical thinking, teamwork, game-based learning, learning by living, dramatization, research, observation, examination methods will be used. Concrete outputs of the project are water resources maps, e-booklets, e-magazines, rainwater mechanisms, potable water, animated films, experiments, models, dramas, logos, mascots, blogs, surveys and reports, posters, brochures, e-documents, project final report.Competencies of project will be shared with the EU institutions, Erasmusdays, blog, Erasmus+ platforms, written and visual media, school websites, project and personal social media accounts, and become widespread.This project, with international cooperation, edu-oriented solutions, the integration and transfer of water-friendly school practices, adding value to sustainable growth and economy, strengthening institutional capacities, development of the language, professional skills of the participants, internationalization, intercultural interaction, with the submission of the project final report to the EU institutions, will directly contribute to recognition of EU institutions and to policies produced, inspire new projects.

Primary School Josip Kozarac, Lipovljani from Croatia is the coordinator of the project “Creative Readers”, which is in line with the National Reading Support Strategy 2017-2022 and the document Europe 2020: a Strategy for Smart, Sustainable and Inclusive Growth. The project seeks to promote reading as a fundamental educational activity. We consider this topic to be extremely relevant since reading is the basic ability and essential for any other learning process. Educational opportunities of students depend greatly on their reading skills. So, we have set the development of literacy and encouragement of students to read actively and critically as the main objectives of the project in order to develop key competencies, according to our priorities, by raising the target groups' social inclusion and motivation for reading. This project offers solutions to the specific educational problems of certain groups in our school (students with disabilities, students members of national minorities and students in combined classes). In accordance with the set goals and priorities, we have selected partner schools from the Czech Republic, Greece, Latvia, and Macedonia, to share experiences of good practice, to provide dissemination of the best examples and solutions in several countries at the same time, and to approach the problem of reduced interest in reading from a broader viewpoint, not just from our country. All the planned activities have been formed to achieve the main goals and to provide a solution to specific problems of target groups. In cooperation with partner schools, we have methodologically developed project activities to connect them and the expected objectives and results. Accordingly, we have arranged the following activities: days of integrated lessons (reading list without borders, a book fair, promotion of selected books...), interpersonal and intercultural correlations, participation in national minorities' language lessons, creative interpretations of literary works by connecting literature with other arts (comics, film, picture books, radio games, dramatization), activities adapted to gifted students and the ones with disabilities, and participation in extracurricular activities. Planned mobility activities and other project activities will be conducted according to the specifics of each school. It is important to keep in mind that every activity will be focused on the achievement of the project's main objective.Target groups of the project are students with disabilities, students members of national minorities, students in combined classes as well as all the other students and interested teachers, especially those who teach mother tongue, foreign languages, art, music, and other subjects that can correlate with literature. The first mobility is planned for teachers and the other four for students. 2 teachers from each partner school will attend the first mobility, and 5 students (11 to 15 years old) accompanied by 2 teachers from each school will attend the other four mobilities. The teachers’ mobility at the Primary School Josip Kozarac, the project coordinator, will last 5 workdays (without travel). 2 partner school teachers from different literary and art fields will take part in these activities together with the host students. The expected results from this cooperation are: to gain a higher motivation and students' interest in reading literary works, to develop reading habits which will increase the level of students' confidence, to prevent early school leaving, to develop students’ critical thinking, and to increase their educational opportunities, especially of those who belong to more vulnerable groups. Students will also develop ICT competencies because our project includes the use of the eTwinning platform through which students will recognize the positive side of technology and the Internet, and see how technology can be used for educational purposes. Teachers will fulfill their education through formal and informal learning, and enrich their teaching methods with innovative and creative approaches and technologies by exchanging experiences and using a brochure with examples of the interpretation of literary works and videos of creative lessons. All the new experiences will be included in the curriculum of each school. The project activities will thus continue even after the project period, as both teachers and students will pass on the acquired competencies within the school environments and use them regularly. Being aware of the fact that the problem of reduced interest in reading cannot be solved only during the project period, we plan to use a systematic approach to the problem and to continue with the project even after its formal completion. The acquired knowledge and skills will have a long-term impact as the project results will be used continuously at the school level and will, therefore, improve the development of the school, as well as the local and broader community.