Similarities, Attitudes, Motivation and Emotions - The SAME Project

The partnership project entitled “S.A.M.E. – Similarities, Attitudes, Motivation, Emotions” involves British, Romanian, Bulgarian, Turkish, Portuguese and Italian schools. All the partner schools provide either the primary schools or secondary school. They all are public body, non-profit institutions. The target age of pupils is 7-13 years old. The project addressed the need for active inclusion, extended cooperation to develop a greater awareness of Europe and exchanged various successful teaching expertise through sharing advice and support and helped to improve disadvantaged pupils’ learning outcomes, to become responsible and tolerant Europeans. Through physical and virtual exchanges, we addressed Social inclusion, the Supporting of our of schools to tackle early school leaving (ESL) and disadvantage. Our project promoted inclusion by using carefully planned activities and events which helped them to learn about themselves, their sometimes hidden talents and acceptance of themselves their strengths and weakness It helped them to identify their strength and assisted them to better transform weakness into strength, by encouraging talent and innovation, by developing students analytical, communication, interpersonal, leadership, motivation and team work skills through the application of mobility and ICT tools the project enabled pupils to compare lifestyles, reduce stereotypes and encouraged the learning of foreign languages, though increased motivation, we have hopefully encouraged children to better understand the need for school education and that it can be a very positive experience. many of our children are from disadvantaged socio economic backgrounds and special attention was paid to ensure the involvement of these children into the project activities. Each school provided many positive opportunities for the application of personalised learning and involvement within the project activities. Each partner had equal responsibilities throughout the project and the pupils at each school have been supported by their teachers, who assigned tasks to them according to their skills, interests, needs and abilities so that each of the pupils were able to fully contribute to the success of the project at their own pace and level. The project has led to professional development of teachers and stronger motivation to improve teaching and learning. The teachers had opportunity to compare educational systems and teaching practices, exchange ideas, transfer creative practice and diversification of learning situations, they have had access to new teaching materials in real contexts and Increased their teaching skills, learned about new teaching practices and motivated students to want to learn more. The Project has helped to increase and sustain motivation of teachers and students, using new challenges, ideas and mutual support within the partnership. We used a range of student-centred and multi-learning style approaches and supported the creative thinking skills of pupils and staff. Project activities have also helped to promote and reinforce a pupil-centred approach to teaching and learning. It has been noticed that there are improvements in pedagogical approaches and school management Greater Involvement of the wider educational community in helping young people build their future Deeper and practical understanding of European diversity and identity and where they fit into the world As teams, we have been able to learn together to discover our holistic knowledge, soft and functional skills, explore and learn more about our own talents, strengths and learning, build on existing skills and work as effective team members and / or leaders of democratic teams In addition to better motivation, curriculum targets and goals have also been addressed. Learning through music and the arts, social and emotional skills, maths, english and MFL skills, outdoor learning and history, geography and cultural awareness and skills have also been practised extensively. Boosted academic, socio-cultural competence and ICT skills have been particularly important throughout the pandemic, lockdowns bringing social isolation, online learning and a greater need for empathy for the situations of others. Our project has helped us to be able to keep learning, keep contributing and given a real purpose for continuation of studies. Our homes and classrooms became a window of opportunity where children and teachers have felt a real sense of purpose for their learning and teaching. It has been great to be able to continue as part of a European family / community and that through the projects aims and objectives, activities and events, we have still been able to Appreciate and remain part of Europe's cultural identity and diversity whilst increasing our personal Development of information processing and critical thinking skills.