A retrospective view can be the first step to progressWatching our German and Italian pupils, we can notice that the majority mainly communicates and plays virtually. Their behaviour in those situations is very quiet. For example everyone is concentrated on the mobile, perhaps someone without it looks over somebody's shoulder. In a situation like this many components of good interaction aren't existent: Community, real use of all senses, real communication, common joy, laughter, movement, anger and conciliation...! Noticing that made us teachers think about it: What were games of former times like? How were they played? How can we succeed in reaching again a good practise with the help of transnational exchange?But at the same time we thought about other urgent topics:What can we, two European schools, do for stopping the change of climate and furthering an enduring economy of energy?How can we promote learning of foreign languages with elements of games?How can we help weaker pupils to hold the connection and to reach the final exams together with their friends?How can we contribute to understanding between European nations?How can we support, promote and integrate well into the school community the growing number of immigrant- and refugee children?Together with the Italian teachers we decided to set our topics under the higher ranked "Retrospective view to a good practise of playing".The result of that will be an innovative, creative and developing occupation in inventing, working out, playing and passing on of learning games for teachers and pupils of two schools, enriched by two cultures. How can this work?For the activities in each case about 10 pupils and three teachers will travel to the partner´s country. The experienced and competent teachers teach different subjects and work at the project's activities. The mixed groups of pupils are composed of the half problematic pupils and the half normal pupils.The teachers will compare the curricula of both countries to find mutual points for the use of topics in the subjects of the classes 6 to 8 in Germany (Realschule) and 1 to 3 in Italy (Scuola media) with pupils at an age of 11/12 to 14/15 years. Especially the lessons in maths, science, geography and the three languages German, Italian and English will be regarded and it will be spoken about how to proceed.The next step in both countries will be the retrospective view to games. Different games of all kind will be collected. At the first transnational teaching, learning and training activity with pupils in autumn 2016 we will present each other the recovered games of our different traditions and play them together. Here the languages will be very important.For the second transnational activity with pupils in spring 2017 games with the topic "Energy" will be developed by both groups and then they can be played. Here the languages again are very important for questions and answers. We want to make clear the problems on this field to the adults of tomorrow to teach them, to show them good possibilities and to encourage and activate them to think about and to work in an innovative and creative way for good solutions in the future. That could also have influence on their choice of profession.The third activity with pupils in autumn of 2017 is dedicated to maths. Here will be used landing games and haptic occupation. Newly invented games of both schools will be played and the pupils will work and play with geometric forms.The fourth activity with pupils in spring of 2018 should secure all things learned by the games already played and with newly invented memory games. We will have a big party with playing games at the end of the project.Then our schools want to give their products and experiences personally to our neighbour schools and virtually on the Erasmus+ dissemination platform with a link to our homepage, to all European schools which are interested in working with our materials at their schools.We expect better results at school for our pupils, progress in reading-competence and in learning foreign languages We want our pupils to recognize problems more clearly and to find solutions. We hope to create better conditions for pupils with problems at learning, so that they have a chance to succeed and to reach the final exams together with their friends. All over Europe a project based on two European cultures with their former games can then be used for pupils of the same age for a long time and it can also be filled with new contents.
In these days almost everyone communicates virtually with mobile phones or computers. The computer games of young people favour social isolation. The opportunities for socialization through real encounter, communication, sharing of emotions of any kind are missing. Motoric creativity remains on the line and physical activity is blocked, while the eyes are overused. These factors are among others the causes of adolescents´ problems in their relationships and especially at school. Therefore the bilateral project of two schools has emerged: the German as coordinator and the Italian partner school. During the identification phase of the project to the main topic “A retrospective view can be the first step to progress”, which, through interviews with parents and grandparents, should trigger a family conversation about communication and playing once and now, have been subordinated other topics that seem very important to us at this time. We wanted to consider the situation of energy production in both countries and the students should be sensitized for the protection of the planet and the prevention of climate change by the use of renewable energies, a topic, which is related to geography or science education. This requires language skills. Through the playful learning of the German and the Italian language and the use of English barriers in the EU were reduced. There was also introduced a basic vocabulary of mathematical tasks and mathematical bodies. The two schools elaborated the activities by exchanging ideas, didactic material and curricula, thus achieving the objectives of the project: 1) acquire basic skills through types of learning based on real play 2) improve communication skills 3) develop the ability to think about the protection of our planet and alternative energies 4) enhance the learning of foreign languages by the intercultural aspect 5) strengthen the quality of education through the use of inclusion in the fight against early school leaving. In order to prevent early school leaving and promote intercultural integration, the project activities involved students with impairments such as ADD/ADHD, learning disabilities, diabetes or allergies, from migrant families or with a low social background. The heterogeneous groups were extensively supported by the teachers. To create the educational games information was collected, vocabulary was developed, questions and answers were formulated and - in German and Italian - incorporated into the games. These innovative didactic tools have made the students´ learning process more effective and less tiring and have led the teachers at both schools to new teaching practices. The pupils who participated in the activities were of different ages: from 12 to 16 at the German secondary school and between 3 and 15 at the partner school. Kindergarten and elementary school are united with the Italian scuola media. These little pupils showed us traditional moving games of the past and invented stories about environmental protection and waste separation. The same age students from both schools worked eagerly on the project. They have: A) reflected critically their relationship with smartphones or computers, evaluated the questionaires, created diagrams, compared together the adolescents´ behaviour in both countries, interviewed parents and grandparents about their youth without these devices, summarized and compared the results, rediscovered traditional and current games and played them together with the partners B) designed and manufactured different learning games based on traditional ones: Black Peter of production of energy, Memory of the names of the different energies and types of production, kits for mathematical bodies, big board game of the project with four topics: energy, math, languages, exercises and a quiz about the alternative energies C) collected vocabulary of types of energy and their generation for educational games, got to know by own view the situation of energy production in the partner country and innovative solutions for it D) learned foreign languages by exercising playfully the vocabulary while developing and playing the learning games, deepened this process with a little dictionary E) got to know as hosts or guests in four mobilities culture and mentality, gained intercultural experiences and acquired European skills F) designed and selected project logos. The documentation of the activities carried out is placed on the Erasmus+ platform by the coordinating school and can be used by anyone after the end of the project. In addition, the distribution takes place via the websites of the two participating schools: https//www.rs-geo.de and https//www.icgavorranoscarlino.it, the local press and digital information carriers such as e-mail, USB stick, CD or DVD.