Our schools are committed to advancing European integration from North to South and from East to West. The majority of our students identify themselves with our cholastic rules of an open and intercultural life together. These students have already developed a positiv attitude towards Europe through school work and class projects and understand themselves as part of the European community. However, a part of our student body is opposed to the cultural diversity in Europe.Our focus is on students between 13 and 15 years who represent intolerant, nationalistic and anti-European ways of thinking. At this age, their attitudes and values have not yet cemented from a developmental/psychological point of view. The adolescents/teenagers are going through a period of transition in those years and are developing their identities, building a perspective for their futures, expanding theit social skills and are searching for meaning. This is why we believe that this phase is especially suitable to initiate a change of attitude towards Europe through intercultural encounters and collaborations. Because we only have limited educational opportunities as a school, we may not be able to turn our students into Cosmopolitans during their few years with us. However, we have made it our goal to help them turn into Europolitans - European citizens. To reach this goal, it is indispensable to discover, experience and understand cultural diversity in Europe. Through intercultural experiences during the excursions, our target group is supposed to discover cultural diversity as one of Europe's substantial values and mature into Europolitans. It is our goal to enable our students' social Integration into the European community.We are planning six excursion with different thematic focal points:- Cyprus: Our song for Europe- Portugal: Regional but European- Macedonia: Communication & multilingualism - Poland: Democracy and culture as a peacemaker- Latvia: Our common heritage- Germany: Art connectsSix students from each partner school will participate per excursion. The participants will continue to pursue the project goals in the interim phases and will function as multipliers: They will give presentations in their classes, organize information evenings for parents together with their teachers, and reflect on their experiences in class, for example in the form of an online blog. This way, they will continue to develop further into Europolitans after the excursions. At the same time, we want to position ourselves in our communities and towns as strong European schools as well as symbolize forward-thinking schools that live the European idea in everyday school life for our future students and external persons. The review of our project goals consists of two central components: We use indicators that show changes in the behavior of our students towards acceptance and appreciation of European diversity. For this purpose, we plan to conduct observations of our students’ behavior and thought patterns throughout the project duration. During the interim phases, we want to consciously include situations in class in which we can analyze the actions and thoughts of our students, for example by confronting them with otherness. Our second component consists of questionnaires that we will use at the beginning of the project and after the meetings for all participants. The questionnaires are modeled after the Eurobarometer survey. With this method we want to examine whether the students are able to have a differentiated perception of cultural differences, reflect critically on their own value orientation and whether they have dismantled stereotypical thought patterns. By reviewing the indicators and the questionnaires, we can draw comparisons between the current and the initial situation at the start of the project.The project will be an integral part of the school development. The Max-Ernst-Schule aspires to further develop into a European school (Europaschule) in Hessen. Our partner schools are also planning to sharpen their profiles with regard to the European sentiment. Our cooperation is supposed to serve as a kick-off for our plans regarding school development. For this purpose, our schools will take new directions in curricular work and focus on long-term cooperations with the participating schools and external participants via eTwinning.

Todos los socios en el proyecto nos quejamos de una evidencia que vemos en nuestros centro, áreas, grupos , los jóvenes de hoy en día consumen mucho tiempo en los juegos de ordenador, televisión, internet y video. Estas actividades limitan en gran medida sus experiencias de aprendizaje.Esto no quiere decir que debamos limitar el cien por ciento el acceso a estas diversiones, pero tenemos que generar alternativas que son educativas y enriquecedoras. Gran opción para los jóvenes son las actividades al aire libre.Las actividades lúdicas que tienen lugar en el entorno natural (juegos de equipo, deportes, excursiones, talleres, deportes ...) son para los jóvenes una serie de actividades que pueden desarrollar sus habilidades para su desarrollo psicosocial.Las actividades al aire libre proporcionan una activación de los cinco sentidos: vista, oído, olfato, gusto y tacto. El medio ambiente urbano y las rutinas diarias nos impiden experiencias sensoriales variadas e interesantes para nuestro desarrollo.Pero a la vez necesitamos personas que puedan enseñar y mostrar estas cosas a los jóvenes.El curso de formación se realizó en Alicante del 15 al 22 de Septiembre de 2014, donde un grupo de 24 participantes de 8 países diferentes de europa (Lituania, España, Rumania, Turquia, Eslovaquia, República Checa, Chipre y Grecia) pudieron aprender e intercambiar experiencias. La formación estuvo dirigida a mejorar las competencias de formación de formadores, facilitadores y líderes de grupos sobre las actividades medioambientales y actividades al aire libre para poder motivar a los jóvenes con los que trabajan y adquirir competencias para proyectos o actividades medioambientales o al aire libre con jóvenes.El curso de formación estuvo basado en una educación no-formal centrada en el aprendiz de los participantes, poniendo las necesidades y capacidades de los participantes en el centro de la formación.Los participantes aprendierón actividades, juegos, talleres, dinámicas, roleplays, grandes juegos, deporte, para poder desarrollar con los jóvenes y diferentes herramientas para poder motivarlos hacer actividades al aire libre. Una amplia gama de medios de formación se aplicararon durante el curso de formación, como dramatizaciones, presentaciones, talleres, pequeños ejercicios interactivos, sesiones prácticas y videos.Todos los participantes en este proyecto se beneficiaron del proyecto. Trabajaron con otros participantes, formadores, trabajadores juveniles, monitores,ec.El proyecto tuvo un impacto en los participantes y el personal de la asociación de acogida.Creemos que mediante la participación con otros participantes y el apoyo de la organización de acogida y de los formadores obtuvieron habilidades reales y nuevas experiencias, mostrando así una buena comprensión de los problemas a los cuales después se enfrentan.Dentro del programa se realizó una sesión de proyecto futuros, por lo que la cooperación entre organizaciones en proximas convocatoria se aseguro, ya que salieron muy buenas ideas.Los resultados y materiales creados serviran para poder trabajar en las asociaciones socias con jovenes.

"The Project ""More tolerance, less ignorance"" is aimed at students of European schools aged 13-15 years. Its main purpose is to develop social, civic and intercultural competences of students. Today's everyday life in the schools and the environment of teenagers carries many manifestation of intolerance, where students are discriminated against different reasons: educational difficulties, economic obstacles, cultural differences, religious, social, health, and geographical obstacles, as well as different opinions. Intolerance is, unfortunately, a timeless problem, caused by failure or fear of knowing someone's culture, customs and traditions. The consequences of intolerance are: violence, hostility or injustice, and quite often depression or migration. Therefore, we will take action to tackle the problem of discrimination and segregation in our local environment, to combat aggression and cyber bulling, and to reduce disparities in the learning outcomes of people from disadvantaged backgrounds. As part of the project, students will learn and think about Human Rights and ways to combat stereotypes. In particular, we will work on discrimination and opportunities to cease such attitudes as racism, bulling, psychological and physical violence at school and in the network, persecution on grounds of religion, disability, poverty. Direct participants of the project will be 120 students from Primary School No. 3 in Zamość and from 5 partner schools in Europe: Portugal, Italy, Germany, Spain and Cyprus. We have planned 6 students short term mobilities, which will take of 4 students from each institution, which will give a total of 20 pupils per school attending in international meetings. The main language of communication will be English, which naturally develops linguistic competences and the ability to collaborate in a culturally diverse group. The project is planned for 2 years and the main planned activities are: scheduling activities, participants recruitment, local activities, international student short term group mobility, creating project's results, evaluation and monitoring activities, disseminating the outcomes of the project. International cooperation will not only teach tolerance and mutual respect, but the common actions of the pupils contribute to the awareness of the cultural characteristics of the nationalities involved, indicate timeless values, strengthen the key skills and enable the acquisition of new competences necessary for personal development and functioning in European society. Through the town activities, pupils will know the history and culture of the countries, they will use different information sources, prepare the materials needed for the project: presentations, films, interviews , folders, graffiti and leaflets promoting tolerance and anti-prejudice. In this way they will learn how to work with the project method, expand competences in the field of English, history, art and the wider culture. First of all, however, they will acquire the skills of cooperation in the international group, learn openness and tolerance, recognize the destructive impact of discriminatory behavior, develop social competences and improve skills in the field of Information and communication technologies. The results of our work will not only be developing the attitudes of the project participants and strengthen their competences, but also creating the website of the project, folders, posters, classes scenarios and designed and edited by the students Digital newspaper, presenting the effects of our actions and local activities of all schools. Working on the newspaper will continue even after the project will have been completed, and access to it will be possible for all Internet users, by posting a corresponding link on the websites of the schools.The cyber newspaper will include information on further actions undertaken by partner schools in the topic of popularizing attitudes of tolerance and openness to other cultures. This will allow schools, local and international communities to get known the results of the project and can inspire them to take similar activities in the daily school life. The coordinating team from each of the schools will be working on the implementation and monitoring of all activities. Teachers responsible for th the project will prepare the pupils to participation in it, they will organize appropriate trainings, meetings , workshops and visits. By disseminating the project results in the Inernet and on the Platform of Results we will give the opportunity to all interested in using the effects of our work. This will encourage other students, teachers and local environments to take similar challenges and establish international cooperation with other European institutions."