Our Erasmus + Project is called “Conquering Books Again” and it involves five countries which are: Italy, Poland, Turkey, Romania and Spain. These five partners are primary and lower secondary schools whose students´ages are similar to each other (from 6 to 13 years old) It is an education project mainly focused on “IMPROVING BOOK READING, TRANSFORMING KNOWLEDGE INTO PRACTICAL ACTIVITIES” and leading our students to read more, to be active participants in Arts, ICT, Media, Literature, Social and Volunteering activities. Our goal is to communicate that a book can be “read” in different ways; it can be sung, it can be dramatized,… In this way we intend to bring our students closer to the pleasure of reading. All this is born of our concern for the low percentage of students who today, with all available audiovisual media, are losing their habit and pleasure in reading. The main goals of our project have been: -Promote European integration and decrease stereotypes-Increase book reading habits-Improve skills for creating book, magazine, taking short movie and writing essays-Foster the exchange of good practices and learning to European standards-Improve communication skills in foreign languages, ICT skills-Increase responsibility, confidence, initiative and the feeling of independence-Foster understanding and responsiveness to social, linguistic and cultural diversity-Broaden personal and interpersonal skill-Observe other educational systems and teaching methodsIn general, participants have been primary school students of middle class background who live in industrial town or cities, with the exception of the Romanian school located in a rural area. The activities have been offered to all or a large part of the students of the schools, so that many more children have participated than have benefitted from the mobility, far exceeding the minimum amount of 50 established in the project.All countries established in the first transnational meeting met the criteria for the selection of beneficiaries and gave importance to gender equality in the selection of students. As reflected in the mobility data, the number of beneficiaries has increased with respect to the number reflected in the project application.The Project has included two types of activities. The main ones and side ones. The main activities has involved reading different types of books such as novels, biographies and books relating to philosophy and poetry and creative activities such as creating scenarios, writting essays, creating poetry magazines and producing short movies. Each partner has independently read national books and, when we came together in the LTTA meetings, we developed the main activities together in English.Side activities have related to art, music/dance, sport, cuisine and have provided dynamic lifestyles using the cultural heritage as a key component. Prior to each mobility, research had been carried out in each of the countries, exhibitions made in the form of posters, PowerPoints, videos, crafts, philosophical books and exercises related to the main activities to be developed in the meeting.As a result, participants have been able to work directly with students and teachers from other countries, reaching common goals that have allowed positives changes. Students’ social, personal and interpersonal skills have been improved and stereotypes and prejudices have been reduced. Team-work and ICT skills have been developed. Students’ participation in all scheduled activities has helped them discover new skills and make them more active in their daily life. Teachers have had the opportunity to exchange, explore and learn about other educational systems. They also have improved their language and communication skills, managerial and negotiation skills as well as team spirit. Impact on institutions has lead the creation of a trans-national network increasing the schools’ European dimensión and prestige. Families have been in direct contact with other students and this has increased tolerance and has reduced stereotypes. The relationship between schools and local communities has also improved. We trust that the repetition and settlement of the way of working carried out with future students who are given an active, creative and dynamic role will improve their social and intersocial skills; They will increase their sense of responsibility, effort, self-esteem, confidence and autonomy by exposing or representing the results of their products to a known and unknown audience.We believe that all this will result in the development of their basic skills, necessary for their future careers.

The project was coordinated by the Pascoli school and involved a foreign partner, the British school Tor Bridge High. Initially, a third partner was also expected to participate, the Polish school Szkola Podstawowa nr 9 im. Jana Pawla II, who, following the approval of the project, decided to retire due to internal problems. The expected duration was two years, which were then extended to three, due to the Covid-19 emergency.The aim of the project was to promote knowledge of the European cultural heritage, its social and educational value, raise awareness on the issues of protection of cultural, historical, landscape, natural and ethno-anthropological heritage, promote the protection of the environment and resources to train more aware and attentive European citizens.The project responded to horizontal and sectoral European priorities, as it is focused on the enhancement of the European cultural heritage in a broad sense and on the acquisition of key and transversal competences and skills.The project embraced the themes of European citizenship, respect for diversity, tolerance, environmental protection and the recognition of the inestimable value of tangible and intangible cultural heritage, the wealth of Europe.The activities carried out were made:- 4 Joint staff training events, two carried out in person and two in a virtual manner due to the Covid-19 emergency,- 4 Transnational Mobility Activities of pupils, two of which were carried out virtually due to the pandemic.The students, supported by accompanying teachers, were involved in workshops, carried out at the same time as the relative training activity for the teachers.The topics covered were:1) Effects and consequences of atmospheric pollution on the artistic and cultural heritage2) Protection of the environmental and marine heritage3) Intangible and ethno-anthropological cultural heritage: traditions - focus on the United Kingdom4) Intangible and ethno-anthropological cultural assets: traditions -focus on ItalyFor face-to-face activities, classroom training was integrated with guided tours to directly observe sites related to the issues.During the remote activities due to Covid, virtual visits to museums and sites of interest were carried out through videos and photographic material.For the provision of each training activity, the schools responsible for teaching materials were prepared and then made available to the wider public in a dedicated area, accessible from the websites of the partner schools.Likewise, the students produced materials such as posters and billboards and audio-video contributions to testify their activities and ensure their dissemination, including through social media.The methodologies applied were that of cooperative learning and peer learning, all participants were encouraged to actively contribute to the debates and discussions. Digital and interactive tools were used to increase the involvement of learners.A dissemination plan has been implemented to disseminate its objectives and results to a wide audience, even those not involved in the implementation of the project, to maximize their impact and create emulative effects.The dissemination activity was carried out throughout the duration of the project through classic communication channels (articles in local newspapers), websites of the partner schools and social media (Facebook).The participation of schools in the project promises a positive impact, in terms of:- teachers with greater skills and more motivated and sensitized students with respect to the protection and enhancement of the cultural, landscape, natural, ethno-anthropological heritage- teachers and students with enhanced linguistic, intercultural, social and digital skills- improvement of the ability to organize and manage transnational activities with local and foreign partners- strengthening, in the participating schools, of strategies for internationalization and development and increasing European cooperation by activity staff training and transnational mobility of students- implementation of innovative methodologies for teaching and learning- development of partnerships with foreign schools and local actors to promote transnational exchange activities- increase in the exchange of good practices at European levelThe results of the project have been integrated into the educational offer of the participating schools and teachers will continue to experiment with their use in the normal course of curricular activities, for the benefit of students and the entire school community.

We set ourselves the following main project’s goals:-Developing language competences and skills (English). Learning using Information Technology and multi -media,-Promoting school in local community,-Continuing teacher’s skills and tools development in innovating usage of ICT,-Gaining additional skills and qualifications facilitating personal development and building self confidence,-Making international contacts prospecting for the future projectsFacing up modern world’s challenges we conducted a projects of which effects were supposed to be: participating more teachers who develop social competences and time management , group work quality, personalizing learning process through introducing quality group management systems;Eight teachers participated in the project. Teachers of Physics, English, German, Polish Literature, ICT , Religious Education and the School’s Headmaster.During the projects the following activities were implemented:-We outlined development plan of which main aim was gaining English competences,We set up a Gimnazjum nr 1 project team and determined the purposes,-The meeting of project team and beneficiaries with training on mobility and filling the application to NA was held,-Cultural training was held and recruitment results were announced,-Contracts with qualified teachers were signed,-Cultural workshops on history, tradition and customs of the mobility country – Malta were held,-A contract with teacher of English who conducted classes with beneficiaries was signed,-Participants of the mobility took part in a training on needed documents, moving around the airports and getting to the destination,-We developed the travel plan, made the flight, airport transfer and accommodation bookings,-We conducted activity “Get To Know The World Through Languages” with participation of native speaker from New Zeland,-First seven teachers finished the projects,-Evaluating meeting was held and subject teams’ meeting plan was made,- The second mobility (1 teacher) was finished,-Language - cultural workshops were held with participation of teachers volunteering in application in 2018/2019 Erasmus + edition : Gimnazjum nr 1 (Szkoła Podstawowa nr 9) in Żywiec, Szkoła Podstawowa nr 1 in Żywiec, Szkoła Podstawowa in Brzuśnik and Zespół Szkół Agrotechnicznych i Ogólnotechnicznych im J. Piłsudskiego in Żywiec,-The second evaluating meeting was held ( new teaching materials were elaborated),-European Culture Day was held. Teachers who participated in mobility shared experiences with teachers from Turkey, Italy, Greece and Latvia which was a great opportunity to make practical use of skills gained during realizing a project KA2 – “Mobilność Kadry Edukacji Szkolnej” (Mobility of School Staff),-European Day was organized – participants shared experiences and presented educational system, history and culture to the school community,-The third evaluating meeting was organized to discuss the project, results were indicated, impressions were shared, evaluating questionnaire was conducted;As a project results we included:1.Language and professional competence enrichment .2.Rising of the level of the quality of the teaching – learning process in the foreign languages area with using ICT.3.Enrichment the teacher’s skills and tools in materials and skills to use English while teaching.4.Submitting an application for participation in KA1 Educational Mobility 2018/2019 in one of the schools, plan to do it in others.5.Teachers continue learning English.6.Project participants shared knowledge gained during mobility on innovating teaching methods, using educational platforms like e-tweening .7.Rising of the level of self esteem among beneficiaries which resulted in strengthening professionalism.8.Teachers made contacts which hopefully will result in the future.

Science in our Hands project was born out of the idea to enhance the teaching of science in partner schools as their curriculum is concentrated on the transfer of content, theories, and facts from the textbooks instead of developing skills. We have a thorough understanding of the fact that there is a need for the learners in this 21st century to have a distinct set of skills that are different from the proficiencies of the science students of the past centuries and a comprehensive science education can provide a solid background for the development of skills required in this 21st century.Our objectives are:To enable the students to acquire necessary competencies such as innovation, problem-solving, critical thinking, creativity, decision-making, and ICT literacy.To ensure the science subject is appealing to the learners. To present science as a real subject that can be applied to the daily lives of the learners.To nurture individuals who are science-literate.To ensure full participation of students in the learning process.To enable students who possess the right skills to take up a scientific career in the future.To develop the multicultural knowledge of the students and teachers as well as assist them to have tolerance for diverse lifestyles and cultures.To inspire teachers and learners to enhance their language skills.To influence the professional development of the teachers and assist them to go with the pace and trend in their sector.The project consists of two major groups of activities. In the first category, the practical activities of the learners will be conducted under the guidance of the science teachers. This session will feature experiments that involve the participation of the learners in various scientific procedures like the interpretation of data, classifying, measuring, observing, and experimenting, amongst others. This session will enable them to utilize creative thought and logical thinking skills to assist with reasoning, decision-making, communication skills, and problem-solving. These are examples of the experiments in this session:Removal of DNA from fruits and human tissue.Analyzing soil from all countries.Analysis of pressure with water rocket.Science experiments.In the second collection of activities carried out by the students, they will create and design devices by making use of science. Engaging in these actions will allow them to unravel the science behind various technological devices. In this case, science will make more impact and applicable to the daily activities in life.Activities in the second group are building and designing:A scale models of all schoolsA bridge made with spaghettiA robotic ArmSolar-energy-powered carsTheir own video gamesAbout thirty teachers and one hundred secondary school students within the age bracket of 11-15 years will directly participate in project activities in partner schools.Experimenting, surveys, lectures, student-centered learning, peer and collaborative learning group working, experimenting and sharing experiences will be some of the methods used in our project.EXPECTED OUTCOMES AND LONG-TERM BENEFITSScience will be more attractive to the learners as the innovative methods and hands-on activities introduced to them during the two-years project, will enable them to have direct participation in the learning process. Valuable skills required in the 21st century such as critical thinking, decision making, problem-solving, ICT literacy will be acquired during the training. These competencies will assist them to be more independent and successful in other life endeavors.When these students acquire these skills, it will enhance their abilities when they start working and will improve their proficiency in a high-responsibilities work position.The LTT meetings have been planned to entail the working and co-habitation with peers from various nations. This will help the participants have a broader knowledge of the differences in the cultures and languages of European nations. With this experience, they will achieve more social, intercultural, and civic skills required for their personal growth.Teachers will also attend the LTT meetings, which will make them improve their comprehension and offer them a deeper understanding of the educational settings in other nations.These teachers will also communicate and explain the techniques, practices, and ideas with different partners. The project will be a fantastic opportunity for them to enhance their professional growth.Schools will benefit from this project too as their international outlook will be developed and advanced. It will also increase the learning of new languages and help them to enjoy the advantages of international cooperation.

Upon starting the project, its objectives were carefully studied by the team of teachers from all partners. Therefore, our goal was to accomplish the project objectives. Through the activities which we carried out we contributed to the development of our institution and of our teachers’ expertise, as well as to the improvement of our students’ skills. According to the project, the objectives established by collaborating with our partners were: acknowledging and preserving the rich heritage belonging to a composite culture (museums, cultural directorates and institutions); protecting and improving the environment, including forests, lakes, rivers and the wild life; encouraging compassion for living creatures (environment centres, NGOs); developing an inclination towards science, humanities, research and reform initiatives. In order to achieve institutional developments of all partners, all partners collaborated with local and regional qualified institutions so as to highlight the particularities of the regional nature and culture through educational activities. We successfully collaborated with institutions such as museums and universities and NGOs..We closely observed the way in which our project partners collaborated with partners from their own regions and we successfully exchanged good practices when organising activities within mobilities. The teachers of projects who took part in the project managed to successfully attain its objectives, put effort in order to carry out the activities in an adequate manner, found ways to develop and apply innovative practices, accomplished their own activities focused on research and on the thorough study of topics related to culture, science or environment protection. Five teachers from partner schools who took part in the training session in Greece have applied the practical abilities acquired there upon their return to our school; in addition, they themselves organised a range of extracurricular activities where they put into practice the knowledge acquired during the transnational experience. The pupils of the schools were strongly motivated by the anticipation of taking part in extracurricular activities in an international context, as well as of accomplishing an educational journey abroad. They have enthusiastically participated in all activities, collaborated with their teachers and, at the end of their activities, they attained a wider perspective on the necessity of preserving their natural and cultural environment. Socialising with the pupils from the partner countries and the experience exchange have led to the improvement of the school life and to the formation of a wider perspective on the quality of education within all partner schools; furthermore, it led to the formation of opinions regarding European educational standards, which are essential for their future.