The Year 2018 is the European Year of Cultural Heritage, and in the framework of it, our goal is to share an important contribution in spreading European dimension, as well as encouraging awareness and promotion of Europe's cultural heritage among seven to eleven – year old peers from different European countries. This project including five European schools which have cooperated and created a two- year planned activities focused on developing pupils' LITERACY SKILLS, stressing social inclusion of each participant, digital literacy, reading literacy as we are aware of the fact that is decreasing among students in the last years, foreign language skills, cultural diversity and creating real advanced future thinkers. Following the SWOT surveys of each participating school and of the institutional progress plans we were comparing, we concluded that the students need to be motivated to find imaginary worlds as the way to help them understand the backgrounds outside their experiences and train their imaginatinary scenes in a safer space. We have created a project that involves several different learning styles - using Neil Fleming's model of students’ learning: visual, auditory, reading/writing preference and kinesthetic- stories and storytelling occuring as main elements. This crucial idea would support the organisation and management of this project that will increase our pupils’ personal and professional improvement, including all the backgrounds, besides, it will widen the cooperation relating schools-families, and moreover, schools-external stakeholders. The project should be established because it would definitely bring a variety of advantages both, at the school, locally and at international level. The direct international collaboration will open the opportunity to the participants to spread networks, to gain useful knowledge, to share ideas, didactic approaches and methods for creating innovative tangible results. It will definitely lead to the internationalization of schools, development and getting new knowledge of foreign educational systems, school curricula of the countries involved in the project by studying and using transnational tools and new teaching methods. Our project will focus on encouraging network and transnational cooperation at the partner schools. Thanks to the materials convenient for different educational styles, we will all have the possibility to learn and get new ideas but it is very important to identify our primary learning approach and to lead the teaching- learning process in such a way so that better results could be achieved. By various activities the students will learn how to set learning objectives and identify optimal learning possibities for improving their learning methods. By doing so, they will discover other cultural backgrounds and will have the possibility of applying the new knowledge in their own contexts by writing their own stories. This will positively affect their motivation for learning and raising their self -confidence. Teachers will raise their awareness about the relevance of tailoring didactic materials according to various learning styles. Everyday routine makes teachers apply traditional, a bit old-fashioned methods, but due to this project they are very likely to update their teaching style and get more motivated to use this modern methodology on a regular basis.
The Year 2018 is the European Year of Cultural Heritage, and in the framework of it, our goal was to share an important contribution in spreading European dimension, as well as encouraging awareness and promotion of Europe's cultural heritage among peers from different European countries. This project included five European schools which have cooperated and created a two- year planned activities focused on developing pupils' LITERACY SKILLS, digital literacy, foreign language skills, cultural diversity and creating real advanced future thinkers. Following the SWOT surveys of each participating school and of the institutional progress plans we were comparing, we concluded that the students need to be motivated to find imaginary worlds as the way to help them understand the backgrounds outside their experiences and train their imaginary scenes in a safer space. We have created a project that involves several different learning styles - using Neil Fleming's model of students’ learning: visual, auditory, reading/writing preference and kinesthetic- stories and storytelling occuring as main elements. This crucial idea supports the organization and management of this project that increases our pupils’ personal and professional improvement. The project promoted the kids’ not only the active participation in social life but also their expressions of their opinion and feelings. With this project the kids had the chance to gain the necesssary knowledge for easier integration into an intercultural society. For the staff the project supported in developing leadership skills to deal with changes at local, national and European level. Our project raised awareness about the impact of diverse cultural heritage on their own environment and commonalities and differences of European cultures. The direct international collaboration opened an opportunity to the participants to spread networks, to gain useful knowledge, to share ideas, didactic approaches and methods for creating innovative tangible results. It definitely led to the internationalization of each school as well as development and getting new knowledge of foreign educational systems. Thanks to the materials convenient for different educational styles, we had the possibility to learn and get new ideas. We found it to be very important to identify our primary learning approach and to lead the teaching- learning process in such a way so that better results could be achieved. By various activities the students learned how to set learning objectives and identify optimal learning possibilities for improving their learning methods. By doing so, they discovered other cultural backgrounds. We found that this positively affect their motivation for learning. Teachers updated their teaching styles in a way and got more motivated to use this modern methodology on a regular basis as well as using stories when teaching languages and history.