Our project "Sharing our Stories"-Developing European unity through the understanding of literature puts a main focus on the support of the understanding of literature and the strengthening of key competences, so that the children have knowledge, a social and eclogical sense of responsibility, education, joy, imagination, wealth of ideas and readiness for duty at their disposal. We refer to the strategical frame for the European cooperation in the field of universal and professional education (ET 2020) and the previous programme "Universal and professional education in 2010" (ET2010). Our project pursues the following strategic aims: - Realisation of lifelong learning by the study of national and international literature, - Improvement of the quality and efficiency of the general and professional education by the support of literacy and language skills, - Support of justice and solidarity by co-operative learning arrangements taking into account different learning conditions. In our partner schools many children come from educational-distant and socially less privileged families. Moreover, many children have a migration background or special educational needs. In all partner schools there are children with the following special needs: learning problems, social and emotional development, mental development, language problems or physical and motor development. The schools are inclusive and develope strategies to promote the children in their development. In addition, many children are threatened by educational disadvantages because they have no access to analogous and digital literature in their families. We want to compensate this. Because of the political development in Europe and worldwide it is important for us that primary school children get in contact with children of the same age of other European countries. We pursue the following project aims: - Teaching to tolerance, - Development of social competence and cooperation ability, - Integration of children with social disadvantages or special educational needs, - Support of the reading, writing competence and linguistic competence, - Support of the first language and foreign language competence, - Support of creativity, - Support of problem solution competence, - Getting to know other European cultures, - Support of responsibilty for digital media. During interdisciplinary lessons, project weeks, project days and in study groups the children of all partner schools work on their reading abilities and reading experiences, reading strategies, presenting texts and handling with media. They deal with literature of authors of their own and other European countries. Besides, they use different text forms (e. g. , poems, stories, children's books) as writing motivation. Children write profiles of authors or write and designe invitations for parents, neighbours, nursery schools, secondary schools and the school public. At the end of the project, the children will profit from: - the project website - foreign language study groups - working with children of different ages - digital media - the school library - to regular visits of libraries, author's readings, child theatre - regular reading activities
Our project "We share our stories" -development of European unity through the understanding of literature places a special emphasis on the development and promotion of literary understanding and on strengthening the key competences so that the children later as adults about knowledge, social and ecological awareness of responsibility, education , Joy, imagination, inventiveness and commitment. We refer on the strategic framework for European cooperation in education and training (ET 2020) and on the precursor program "Education and training 2010" (ET 2010). Our project already pursues the following strategic goals in primary education: - Realization of lifelong learning by dealing with national and international literature, - Improving the quality and efficiency of education and training by promoting reading and language skills, - Promotion of justice and social cohesion through cooperative learning arrangements taking into account various learning requirements. In interdisciplinary lessons, project weeks, days and working groups, the children of all partner schools dealt with the areas "Have reading skills and reading experience, develop texts and use reading strategies, present texts and deal with the media". For example, there was a project week in all participating schools on the subject of "Children's literature in our partner countries". They dealt with literature by authors from their home country and other European countries. They used different text forms (e.g. poems, stories, children's books) as writing occasions, wrote profiles about authors or wrote and designed invitations for parents, neighbors, kindergartens, secondary schools and the school public to exhibitions or readings at school. Due to the current political developments in Europe and worldwide, it was important for us that even elementary school children exchanged ideas on a child-friendly level with their peers from other European countries. The pupils came into contact with one another through active engagement with age-appropriate European literature. Through the consistent implementation of our activities, we achieved our project goals. The use of various European children's literature contributed to getting to know European cultural assets and to developing tolerance towards different cultural backgrounds. We were able to develop social skills and the ability to cooperate by working together in mixed-year learning groups and exchanging ideas with students from the partner schools. We succeeded in integrating children with social disadvantages or special educational needs through the provision of material and human resources. In addition, all children benefited from various forms of "peer tutorials". Through motivating materials and forms of teaching, reading, writing and language skills as well as creativity and problem-solving skills were promoted. The use of materials in different languages and the linguistic exchange between the children and teachers in the partner countries promoted mother tongue and foreign language skills. The responsible use of digital media for communication and research was trained through regular use. The products and results of this collaboration are a joint project film and an e-book with contributions from all partner schools. All those involved will continue to benefit from after the end of the project - the developed digital media - the expanded student library - Foreign language working groups - Cross-year work - Regular visits to libraries, author readings, children's theater - regular reading activities