'JOY in Education' leads to finding JOY in everyday school life. It teaches learners how to handle consciously values and norms, diversity and sense-giving, but also improve basic skills (language, maths), and language competence. All these ‘Life Skills’ we want our pupils to develop, and lead them towards managing and living a better quality of life, help them to accomplish their ambitions and live to their full potential, depending on their life circumstances, culture, beliefs and geographic location. We expect that the competences of the basic skills will improve, that students will learn how to collaborate, finding it enriching. We will focus on expressing feelings and expressive activities, in feeling free to share ideas, in stimulating creativity. Students will be taught using music to learn foreign languages, express themselves in art, music, writing, composing, handicraft, physical education and learn how to respect each other as a European citizen.Teachers will be trained in new methods: CLIL, Space learning, Improvisation theatre, emotional intelligence, the Positive Classroom, and Cooperative learning, Multiple Intelligences, Cross Curricular activities and Outdoor Learning. The 6 participating schools are:1.Istituto Comprensivo 3 Chieti, Italy. The school programme is founded on some basic projects using new teaching methods, ICT, environment and nutrition education, alternative P.E., different languages, "media education" and the use of theatrical arts. 2.13o Dimotiko Scholeio Kalamarias, Greece. We have extra subjects: Art, Drama, Music, ITC, English, German and French. Teachers apply to many innovative programs such as etwinning, health education, environment and culture and many cross-curricular programmes. 3.Szkola Podstawowa nr 11 im. Stefana Batorego, Poland is situated in social and economical disadvantaged area. Many pupils with challenging behaviour, emotional disorders and dyslexia. The project will give our pupils a great opportunity to learn about different countries, to improve their English, reading and writing skills and to be more active Europeans.4. The population of Pcb Het Baken, Capelle a/d IJssel, Netherlands is most autochthon, with a lot of children from other countries. We have, more than average, children with special needs. Because of the good results of former school partnerships, we recognise that international education is a high quality project. 5.St. Kliment Ohridski, Haskovo, Bulgary, is one of the leading schools in the region. We have three computer labs equipped. The school trains 665 students. There are a lot of extracurricular activities. 6.Easterfield is a small rural school near Turriff , Scotland. We have 22 pupils, 14 of which have additional support needs. Many of the pupils' horizons and experiences are narrow and our pupils in the past have benefited greatly from their involvement in a Comenius project. Our activities include Project logos, booklets, Video product, training workshops for colleagues, articles, meetings to key stakeholders, e-twinning platform, public events (Music, Art, Drama) in each school community, social media and organizational websites (EU Dissemination Platform and EST). The project is likely to have a substantial positive impact on the participants. Pupils will increase basic skills tin an enjoyable way, improve foreign language skills, develop skills such as advanced IT competence, create challenging activities, understand better cultural and linguistic diversity and increase their and satisfaction in their daily life. Teachers will strengthen their professional profile, share experiences, learn to use appropriate tools to evaluate the results, coordinate innovative projects and learn ICT devices. The organizations will improve their profile and enhance their international dimension, improve their School policy plan and develop dimensions of the School Curriculum.We will spread the project results outside the school community, to Parents' Association, to local school council and the regional school supporting services. At a National and European level, the target audience will be press and media, universities and other relevant stakeholders. We will disseminate the results using evaluation forms (questionnaires, interviews). The project will have a sustainable impact. The desired impact is to influence the thoughts of decision makers, so as to reform the school curriculum. We will create a permanent intercultural dialogue between European schools and increase the effectiveness of education. The project results will be visible as a phenomenon guide for 'Joy in Education' and will be freely accessed using OER, EST and the EU Dissemination Platform, social media, eTwinning and printable resources.
Context/background of the project; 'JOY in Education' leads to finding JOY in everyday school life. It teaches learners how to handle consciously values and norms, diversity and sense-giving, but also improve basic skills (language, maths), and language competence. All these ‘Life Skills’ we want our pupils to develop and lead them towards managing and living a better quality of life, help them to accomplish their ambitions and live to their full potential, depending on their life circumstances, culture, beliefs and geographic location. Objectives; We expect that the competences of the basic skills will improve, that students will learn how to collaborate, finding it enriching. We will focus on expressing feelings and expressive activities, in feeling free to share ideas, in stimulating creativity. Students will be taught using music to learn foreign languages, express themselves in art, music, writing, composing, handicraft, physical education and learn how to respect each other as a European citizen. Teachers will be trained in new methods: CLIL, Space learning, Improvisation theater, emotional intelligence, the Positive Classroom, and Cooperative learning, Multiple Intelligence, Cross Curricular activities and Outdoor Learning. Number and profile of participating organisations: The 6 participating primary schools are: 1.Istituto Comprensivo 3 Chieti, Italy. The school program is founded on some basic projects using new teaching methods, ICT, environment and nutrition education, alternative P.E., different languages, "media education" and the use of theatrical arts. 2.13o Dimotiko Scholeio Kalamarias, Greece. We have extra subjects: Art, Drama, Music, ITC, English, German and French. Teachers apply to many innovative programs such as eTwinning, health education, environment and culture and many cross-curricular programs. 3.Szkola Podstawowa nr 11 im. Stefana Batorego, Poland is situated in social and economic disadvantaged area. Many pupils with challenging behaviour, emotional disorders and dyslexia. The project will give our pupils a great opportunity to learn about different countries, to improve their English, reading and writing skills and to be more active Europeans. 4. The population of Pcb Het Baken, Capelle a/d IJssel, the Netherlands is most autochthon, with a lot of children from other countries. We have, more than average, children with special needs. Because of the good results of former school partnerships, we recognise that international education is a high-quality project. 5.St. Kliment Ohridski, Haskovo, Bulgaria, is one of the leading schools in the region. We have three computer labs equipped. The school trains 665 students. There are a lot of extracurricular activities. 6.Easterfield is a small rural school near Turriff, Scotland. We have 22 pupils, 14 of which have additional support needs. Many of the pupils' horizons and experiences are narrow and our pupils in the past have benefited greatly from their involvement in a Comenius project. Description of undertaken main activities with the results and attained impact: All the results are put in twinspace. 1. Activities of the children (A) 2. Workshops for the teachers (C) 3. Teaching by the foreign teachers (M) Every project meeting (6) consists of three parts: 1. Evaluation and planning; 2. Training of didactic methods (C1-C7); 3. Teaching students by the visiting teachers of project subjects. A1- Introduction of schools, classes, staff and local areas of each partner school by pieces of art, photos, PowerPoints, videos. The creation of ‘European Erasmus Window’ boards in each school. The results were put on the Erasmus Window in each school and in some classrooms. The impact of this project part was an eyeopener for students, teachers and parents. It has a follow up by Questions and answers. Pupil ask pupils of other partners how f.e. looks their playground, or ask if they get homework, or sports tournaments. On twinspace there is a special page for this Q&A. A2- European digital journal "Blabla". The journal will be updated every month focusing on the main project events in the partners’ schools and their areas. Special for the older students. The results were put in the classrooms , the “window “and on a special website.( https://sopole.wixsite.com/blabla) A3-Running a competition to design the project's logo which will be open to all students. Student Councils will vote for a winning logo for each school. Out of the 6 local winning logos the children choose a best one. The Greek one was the winner. A Scottish designer made it a wonderful logo. This item brought the project close to the mind of the children and joy was in! A4- Joy to the world: Creative Xmas. Hand-craft and/or handmade cards exchanged among partners. The impact was every year another class and learning some foreign languages. THERE IS NOT ENOUGH SPACE FOR THE WHOLE SUMMARY. SEE THE ATTACHMENT FOR THE COMPLETE VERSION