We wanted to create this project with the aim to help students develop such skills which will enable them to overcome failure, achieve success and awake their creativity. Through an active learning their self-confidence and self-esteem will increase, their participatory spirit will be realized and other basic skills will be developed.Before creating our project, all the partners agreed on the issue of school failure which is the common problem and its reasons. It is a process in which a student cannot keep up with their school duties in a such a way as their peers and gradually disconnects from the educational system. The final result of school failure is unsuccessful life. Many cases of school failure happen among students who are talented and intelligent enough to succeed but are unable or unwilling to apply these abilities at their school environment. Depression, anxiety, problems in the family and/or learning disabilities are among the main reasons for school failure. So the topic was based on this pre-work. The level of school failure varies depending on individuals. We developed and planned a healthy and effective partnership to help our students overcome these problems by means of theatrical and literary studies using and learning epic stories. In this scope, partners DE, HU and TR have some useful good practices which they are applying in their school programmes to overcome school failure (see related sections) so these practices will be in the agenda of the project to be transferred to the other partners.PARTNERS AND TARGET GROUPSPartners MK is not experienced enough in EU projects but the partners IT, TR, DE and HU can share their experience in EU projects. By the equal correlation of tasks and partners our project activities will be carried out effectively. The students including the ones with fewer opportunities will be our main actors at all stages whereas the teachers and other adult participants will be their supervisors in the project.Teachers, administrative staff, parents, members of NGOs, internship students from universities and their academic staff will be supervising actors in the project.ACTIONThere will be a meeting at each school. One of these meeting is project meeting at the beginning, four of these are Learning Teaching Training Activities. At each school activities will be run as follows: 1-We will create a project club and integrate this club into the school curriculum.2-At least 100 students will be chosen to join the club.3-These clubs will run project activities under supervision of the teachers.4- Students will be divided into teams and every team will search, learn and prepare one of the national saga in a form of a digital photo story/documentary. The best photo story will win. 5-The best prepared saga will be the one which will be performed on stage and students from partner schools will also take part.6-Students will develop the plot, rehearse, create the costumes with their parents' help. 7-During the project meeting with all the visitors from other partner schools, the saga will be rehearsed and played on stage.8-After the meeting dissemination activities will be done by the project teams.Apart from general work on literature, especially on sagas, the project’s main focus will be on acting and reviving one saga. Searching, learning, presenting it as a photo story/documentary, preparing it in a form of a theatrical play, preparing and creating costumes, music, lightning, rehearsing with participation of the visiting students and performing the play/ the saga in front of audiences will be main body of the project. Thus, the students will be taught key skills which are vital in today’s world of work: creativity, learning by participating, team spirit, working together for one goal and contributing their own ideas.The project will help pupils to prevent them from social exclusion and school failure, develop foreign language learning skills, national and international consciousness and improve their ICT skills.The subject of the project is international. Erasmus+ will bring together as teachers to work for one main focus. “ Developing education”. This is an extraordinary opportunity for our students.We will produce intellectual output through our project. Guidelines for start-up students to overcome failure by leisure activitiesOBJECTIVES:- to prevent students from failure, school drop outs and inequality- to support equality between sexes and prevent generation gap - to get familiar with the literature of their home country, - to develop democratic values- to improve pupils' basic skills and social skills- to support students' school and life successIMPACTAll participants and a wider school community will have a more open-minded approach and attitude towards all members of the European community and their culture. The impact will be far reaching, from children to parents, to the wider community and other schools.
The project’s goal was to help students develop the skills which would enable them overcome school failure, this being, as reckoned by all partners, a common problem. It consists of a process whereby students cannot keep up with their tasks like their peers do and gradually disconnect from the educational system. This may even happen among students who are talented and intelligent enough to succeed but are unable to apply these skills to their school environment. Depression, anxiety, problems in the family etc. are among the main reasons for school failure, its final result being unsuccessful life. The core of the project relied on theatrical and literary studies. Therefore the partners drew from their previous experience in applying best practices to counteract the above-mentioned problems. Such practices were shared with both the Italian and the Macedonian partners so the work for the project could start. Italy, as the coordinator, exploited their past experience in drama workshops at school and blended such skills with the other partners’. This resulted in equal correlation/distribution of tasks among the partners. There was a meeting in each of the partners’ schools. One meeting was the Kick off at the beginning, held in Italy, whereas four of them were Learning Teaching Training Activities. The number and profile of participating organisations was five: the Italian School has an important social and cultural identity and is an important point of reference in Vasto (an ancient Roman-founded town very rich in traditions and history): it has more than 1,200 students in two compounds and encompasses pupils from all three first levels: kindergarten, primary and lower secondary school. One of the teachers has a strong background in drama and acting, and has implemented drama-based workshops in her classes several times over the last decade. The Turkish partner’s School is located at the intersection between Asia and Europe, on the Asian side of İstanbul. Founded in 1968 the school is presently located in a 2010-building and is one of the best known schools in the region of Kadiköy, the biggest district of İstanbul. OOU “Kocho Racin” is a primary/lower secondary school in Nov Dojran, in the southeast of Macedonia, providing education to young students between 6-14. It has 300 students enrolled with a multiethnic and multicultural quality. This school has strong skills in organizing students competitions, charity work, multicultural events, sports activities as well as in sharing cultural and national heritage. The German partner’s School is a lower secondary school (ages: 10 to 16). In addition to the regular subjects, their curriculum includes many extracurricular activities in the field of sports and social behaviour. The school caters for refugee children and gives them proper education while integrating them into German society. The Hungarian partner’s School is a primary/lower secondary school with 620 students, 6-14years old. Two languages are taught – English and German, and there are IT specialized classes. It’s located in Zirc, a small town with 6,000 inhabitants. Lots of students come here from the surrounding villages. It has a strong bias on PE, foreign languages and ICT. All five schools can boast being awarded in a variety of fields several times. We chose the students who were eligible to partake mobilities according to the Project’s general guidelines; after that, they started to run activities under the supervision of the teachers, before, during and after each LTTA whose basic recurrent structure was: 1) formation of students teams to work on one of the national sagas in the form of a digital photo story/documentary 2) Plot development, creation of costumes , props 3) Rehearsals of sagas on stage during the project meetings, This being the main body of the project, the students learnt key skills which are vital in today’s world of work such as creativity, learning by participating, working together for a common goal, building team spirit and contributing with their own ideas. Besides, the project helped pupils avoid social exclusion and school failure, to develop foreign language learning skills along with a national and international awareness and improved their ICT skills. As expected, their self-confidence /esteem increased, their participatory spirit was accomplished and other basic skills were developed.In more general terms the main impact of the project was related to fostering new ways for teachers to work in class with their students in order to prevent their failure etc (see above) and ultimately creating a more open-minded approach and attitude towards all members of the European community. The impact was (and still will be) far reaching, from children to parents, to the wider community surrounding their schools.