The beginning of education in Primary School falls on intensive development of children. Their intellectual abilities are shaped and most innate predispositions develop (including the ability to learn). Therefore, it is the best period for educational and upbringing activities that, adapted to the child's abilities, support and stimulate their comprehensive development. The knowledge, attitudes and skills that young children acquire in the younger grades of primary school pay off in their school education (e.g. in the form of better academic performance, as well as better social and professional functioning in adult life). Having it in mind and responding to the 2006 and 2018 European Parliament and Council Recommendation on key competences in the Long Long Life Learning process, we want to develop the selected key competences and strengthen students' skills to enable them to achieve educational success, and in the future- life and professional success. Through the project activities we want to help students to adapt to dynamic civilization and social changes taking place in the modern world. This will be favored by local ACTIONS and educational activities and situations which are planned for 6 LTTA. They will cover various areas of students' interests and topics expanding the core school curriculum and include: - gaining new experience and skills involving mind and hands by the participants - realizing the purpose of learning and the value / usefulness of what is being studied - basing on participants' potential, commitment and independence - accurate selection of the content of tasks, methods, forms of work as well as techno-didactic means and materials - helping project participants to develop according to their individual capabilities - preparing them to function in society, to use national heritage and cultural goods - equipping with useful skills and general knowledge (including e.g. knowing oneself, one's predispositions, emotions, dealing with various situations, establishing relationships, acquiring and using information, cooperation in a group, and solving problems). As a RESULT, participants will strengthen: - effective communication - understanding in English -creativity -logical thinking -emotional intelligence - constructive problem solving -teamwork - consciously managing the process of own development - the ability to consciously and purposefully plan, set goals (educational and life), constructive planning of activities that allow the achievement of intended goals Project results will be made public through the eTwinning platform, EPRP, project website, social media and traditional communication channels. Material results (brochure, guide, SS products, and others) will be used as teaching aids and included in school resources. Goal assessment tools: - quantitative indicators - preliminary / final surveys - feedback documents - assessment documents - direct observation -interviews TARGET GROUP consists of 180 students of partner schools aged 7-12, including 120 participants of mobility and minimum 50 students of each school participating in project-related local activities (workshops, cultural events, lessons incorporating project issues). Participants will be assisted directly and indirectly by teachers (60), school administrations (30 people), student families (about 600 people), community and local authorities participating in cultural events. The methodology of activities will include a number of activating and problem methods that develop the ability to think critically - quizzes, crosswords, puzzles, rebuses, brainstorming, City Quest as well as expression and impression methods focused on emotions and experiences (drama, simulation method, didactic games). Graphic recording methods will be used, e.g. poster, snowball, association map to teach participants to make decisions independently. Exercise improvement tasks will also be included in the program. Participants will acquire knowledge during many workshop activities. They acquire a lot of new knowledge and learn a lot of new activities. By working and having fun in an international group, they will break down language and communication barriers and improve cooperation skills. Cultural diversity and diversity of the tradition of Europe considered to be a community of contrasts and opposites, is also a feature of our partnership bringing together schools of various sizes, numbers, profile, location and experience in implementing European education projects. Thanks to the project, we can learn a lot from each other and jointly build a sense of unity among our students. To teach them mutual understanding by referring to common historical and cultural roots of our countries and based on mutual dialogue and respect; build and broaden the sense of common identity, promote cultural diversity (unity in diversity), develop the cultural expression of students (Lisbon Strategy) and strengthen skills that fit into the ideas of LL Learning.
Having it in mind and responding to the 2006 and 2018 European Parliament and Council Recommendation on key competences in the Long Long Life Learning process, our aim was to develop the selected key competences and strengthen students' skills to enable them to achieve educational success, and in the future- life and professional success. The partnership was made of six institutions working in the field of school education- 5 primary schools (PL, ES, IT, GR, PRT) and a governmental centre for talented students (TR). We have been working together for almost 3 years to make our students appreciate and understand their possibilities and opportunities. Most of the activities took place at our own facilities and in the local environment. Due to the pandemic, some of the tasks had to be moved to online space. However, they were always associated with regular cooperation and observation of partners' work, sharing knowledge and experience, creating planned results and documenting them on the forum of institutions and in common spaces. 120 students had the opportunity to travel to partner countries to meet their peers and work together for 5 or 6 days. During each of 6 mobilities they created various works introducing them to the world of tradition, art, culture, crafts and science. They also met with government representatives to learn more about the specifics of the partners' region. In this project, both in local activities and mobilities, participants created e-books, multimedia presentations, board games, performed experiments, conducted surveys, organized exhibitions devoted to partner countries, conducted environmental campaigns, etc. They took part in many thematic days (like Erasmus+, Water, Teddy Bear, Without Plastic Day etc.and celebrations at school. They organized displays with recycled objects, their works and models. Sudents submitted approximately 300 works or more in each school. Informative direct or online meetings with other schools about Erasmus projects, workshops, meetings with parents and school communities were organized, leaflets were distributed, charity fishing, social events (Bilingual Gymkhana, Solidarity running race) were conducted, photo sharing and ICT presentatitons and films were created. The issues discussed in the project were introduced to a few hundreds lessons conducted in partners schools. Several chosen communication channels and the mechanisms for coordination were sufficient and lead to harmonious cooperation. This experience opened up new paths for students and teachers for self-development and their own professional future to use own creativity and technology better and more effectively in everyday life and in education. We encouraged students to learn new things from different education systems, and we also encouraged them to develop mutual respect and the ability to work with people from different cultures. We showed them that cultural diversity and the diversity of traditions are not an obstacle to mutual coexistence, action and cooperation. It does not rule out dialogue and respect for one's own traditions and European roots. Thanks to applying the accurate selection of the content of tasks, methods, forms of work as well as techno-didactic means and materials students: - gained new experience and skills involving mind and hands - realized the purpose of learning and the value/usefulness of what is being studied - strenghen their potential, commitment and independence After analysis of applied goal assessment tools (quantitative indicators, preliminary/final surveys, feedback and assessment documents, direct observation and interviews) we believe that our project helped the participants to develop according to their individual capabilities, prepared them to function in society, to use national heritage and cultural goods and equipped them with useful skills and general knowledge (including e.g. knowing oneself, one's predispositions, emotions, dealing with various situations, establishing relationships, acquiring and using information, cooperation in a group, and solving problems). As a result, participants strengthened: - effective communication - understanding in English -creativity -logical thinking -emotional intelligence - constructive problem solving -teamwork - consciously managing the process of own development - the ability to consciously and purposefully plan, set goals (educational and life), constructive planning of activities that allow the achievement of intended goals Project results were made public through the eTwinning platform, EPRP, project website, social media and traditional communication channels. Material results (brochure, guide, SS products, and others) will be disseminated in long life perspective through various channels and used as teaching aids and included in school resources. Participants received the European transparency and recognition of validation of their learning outcomes in Mobility Europass.