Three small rural primary schools in Normandy and three Greek primary schools, two of which are located in Eastern Macedonia Thrace and one in Athens, have decided to build together the Erasmus project - ICARE3 - Integration, Culture, Friendship, Respect and Excellence in European Schools. This project was born out of the desire of French schools to be part of the normandy academy's policy, which promotes greater mobility of pupils from primary school level, and the desire of the three Greek schools in which French is taught, to forge lasting links with schools in France.Social inclusion and European citizenship are at the heart of the project, which targets both young people from disadvantaged rural areas and sensitive urban areas welcoming migrant children, and young people living in city centers with more opportunities and openness.The six schools are different, and yet, they agreed on the need to fight against geographical, social or identitarian closure ; thus, they have set the following goals for the project: - to create social, cultural and geographical diversity and to enable every student, regardless of his social, geographical, cultural situation or academic difficulties, to participate in a European project and meet different european classmates. - to enable students to acquire the skills necessary to live together and to succeed in a school path adapted to each of them. - to create situations in which students will develop civic attitudes and a sense of belonging to the same community beyond their differences.The teams have chosen a subject that is attractive for young people and in relation to the contextual and local ressources of the partners: the values of Olympism and sport will be the guiding thread of the project with History - Greece cradle of Olympism - and current events - the 2024 Olympic Games in France and the 18th School Olympics in Normandy in 2022.200 school children, aged 8 to 10, all very different, will work together for 2 years thanks to the e-twinning platform and the european mobilities . They will be supported by 30 teaching and educational staff from the schools.The pupils wil discover themselves, the others, the others' schools, environment, region and country thanks to educational activities and facilitating media (video capsules, drawings, songs, poems, dances); they will also discover the local cultural heritage of each of the partners when travelling to France or Greece. This will be the time to open up to the others and to another culture while exploring European history and space. The cooperative work between the classes on information gathering, historical research, interviews with sportsmen on the theme of Olympism and its fundamental values (Friendship, Respect, Excellence) will enable students to confront abstract notions to concrete situations in sport but also to common situations in their lives ; these activities will contribute to make them aware of the importance of living together in harmony across borders and differences. Mobilities and sport activities will be a time when students will put these values into action and develop civic and responsible attitudes.The practice exchange times between the teams will be an opportunity to question the pedagogical practices and social inclusion policies of each school to progress in both areas by enriching themselves with the experience of each partner.By the end of the project, students will have developed new skills and self-confidence that will be measured by the way they will use them in their learning activities and how these skills will help them to better succeed . The positive attitudes the students will adopt in the classrom (more initiative , more cooperation, more help, respect for differences) as well as their better adaptation when entering secondary school, will also be an Indicator of the project results. The civic attitudes of students in the school and in the territory will also be observed: creation of a club Europe, integrative reception organised by students for new students, exhibition of the project in public places, testimonies at local events.The 6 schools will have created lasting links and will be able to consider wider partnerships and new projects: job short period exchanges, individual mobility for students, eTwinning projects etc. The dynamics created will give the schools a new visibility that will enable them to become resource poles thanks to the new skills of the teams concerning European opening. In the long term, they will contribute to the popularity of European programmes in the territories and in first-degree schools. Finally, because families and local actors are closely associated, their view of Europe will also evolve.

"PICS: ""Practice Innovate and Create at School"" is a project involving four primary schools from Finland, France, Greece and Portugal.It is based on the adaptation and implementation of innovative practices based on learning and teaching methods and pedagogical approaches, in particular those using key competences and basic skills, with a focus on use of ICT.It offers a wide range of activities based on the methodology of the Future Classroom Lab (http://fcl.eun.org/) to learn skills from the curriculum and the validation of 21st century skills through innovative teaching methods and a creative approach that include and reinforce transnational cooperation.Each innovative teaching scenario is transferable.This project was able to modify and modernise the Learning environment in classroom or schools of the project and established a new way of thinking. The process will continue in the future."

Learning with cartoons and animations: Our school is a state school which has been opened since 2008. It’s got 17 classrooms,538 students ( between 10-14 age ) and 24 teachers. There is a computer room and web in our school. The computer room has electronic equipment. In our staff,our English teachers and computer teachers took part actively in this project. Kocaeli Metropolis Municipality gave tablets to All our students (in 6th,7th,8th grades ) . By this project,we used these tablets as educative tools with software. We improved our education quality by using these students’ digital abilities. In our project,we prepared animations about lessons and cultural topics:1-we discovered digital abilities of the students who were in different grades.2- teachers developed their attitude to digital learning for the lessons. 3- we stored digital education tool to use it in every education level as course materials. 4-students learned to use digital tools. 5- we shared experiences and learned more cultures by cooperating our partners. 6-teachers improved themselves to teach language, and students developed their language skills by digital skills.The number of participants and profile: There were seven partner schools. There were ten students in each school cartoon and animation teams. There were schools from different educational grades, the students was chosen from different ages from 10 to 14.Methodology was used: International cooperation was done with partners in the program. Animation software training was taken in order to improve the digital skills of the participants. This training was given at the first meeting. Participants of this course guided the ones that didn’t participate to the mobility through peer learning. Short stories were written and language skills were improved by finding out the culture of the country that had been visited at the first place. Then, cultural cartoons and animations were done. Animations were done by using the same method on a topic that was given according to the curriculum of the host school. Students used the tablets to learn the lessons. These students who could use these ICT devices improved the digital integration. Teachers who were lack of digital skills had positive attitudes to digital subjects. In our school we had a project about science and technology. And students used animation programmers to do their homework and project works. Some students made presentations by using this animation that they did. they integrated it to all lessons.they learned different cultures and traditions. they introduced their own cultures so they had a cultural harmony during this meeting. thanks to this project they had chance to practice English with foreign people.So their English marks increased. they started to use applications to keep in touch with their foreign friends by speaking English. they were eager to go abroad. they improved their self-confidence and represented their countries abroad. These videos were posted via youtube and facebook channel. We had planned that 5 students and 2 teachers would join to the Short-Term Learning/Teaching/Training Activities in the application form. According to the application form, 42 participants had been planed for 6 meetings. We had more participants than the planned at the end of the project. Totally 48 participants from our school (31 students and 17 teachers) joined to the meetings. Two kinds of animations about subject and culture were done in each meeting. 490 animations were planned in the application form but more than 500 animations were done. The animations were stored and used as lesson materials. Animations were shared via our youtube channel (Learning with Cartoons and Animations) and opened to international access. Also, all animations were shared by Twinspace that a portal in the E-twinning. And they were shared on all schools’ web pages. Information about our project was shared on EBA that is a web page of Turkish Ministry of Education has our animations. There was a lot of news about our project as local area. Visits to Municipality, Governorship and Ministry of Education were made. Participants visited historical and cultural places, museums and official places in each meeting.

"In the past young people and children kept closer to their national cultural heritage but nowadays they are forgetting their traditions. And this is not just a local or regional problem, it reaches an international level. With this project we want to find a solution to 1 of the common threats we identified: help inclusion of the increasing nr. of Ss with difficult background and special educational needs.The GOAL of the project is to create a more inclusive school environment and build the road to future for EACH child from the primary to secondary level through developing the taste for the beauty of their own heritage.O1: To enhance the participation of at least 10 % of SEN-special educational need Ss in craft-related activities to foster their classroom inclusion and improve their achievements by the end of the project. Indicators: nr. of SEN Ss involved, statistics of their academic results before, during and 3 years after the projectO2: To develop techniques and skills with hand and machine tools used in Europe for creation of own products. Indicators: nr. of new techniques, nr. of products, nr. of crafts O3: For Ts to develop and share useful methods to help improve SEN students' inclusion by getting expertise from experts on culture and crafts. Indicators: nr. of teachers involved, nr. of methods acquired, nr. of activities where Ts use the methods, nr. of Ss who achieve new skillsO4: To develop intercultural competence and raise awareness to European values through involving Ss and Ts in craft/cultural activities so that at the end of the 2nd project year they get to know crafts/cultural similarities and differences of partner countries. Indicators: nr. of revived crafts/country, nr. of Ss and Ts who participate in project activities, nr. of persons who get to know about our project.Direct beneficiaries: 30 Ss dealing with social/educational issues from each school but also 9 Ts/institution (1 psychologist/support teacher, 6 primary school teachers, 1 Visual Art teacher, 1 Sport teacher) who have to learn new methods to better work with problematic Ss as follows: 30 Ss aged 7-14 from Romania, 30 Ss aged 7-11 from Greece, 30 Ss 7-14 from Poland, 30 Ss aged 7-12 from Cyprus, 30 Ss aged 7-14 from Italy and 30 students aged 7-14 from Slovakia, a total of 180 Ss at partnership level.Indirect beneficiaries: teachers/students from our schools not involved in LTTs, other Ts/Ss from neighborhood schools, participants to dissemination events (teachers, educators, local authorities, local education boards, families and other community members).We organize 4 LTT activities for Ss (Poland, Cyprus, Slovakia and Greece ) and 2 LTT activities for Ts (Romania and Italy). 6 Ss and 2 Ts participate in student activities and 3 Ts in LTT for teachers. The methodology used during LTT activities are Modules- Workshops, visits to museums/craftsman workshops, cultural element. An innovative element of our partnership is combining face-to-face LTT activities with virtual exchange activities on the eTwinning platform. Besides international activities we organize local craft-related activities, planning, disseminating and assessing. Intangible R: Ts can compare teaching methods across the partner European countries, Ss and Ts can learn from each other–peer learning –to strengthen the sense of cooperation, Ss will closely collaborate with Ts of hosting schools who will help them creating their craft in ceramics, clay, silk, textile etc., tasks with different difficulty levels.The LTTs can get participants break down barriers and prejudices.Ts exchange ideas, discuss common teaching issues, learn from experts involved in the project. Added knowledge, experience, cultural awareness by getting to know trad dance and songs, increased skills gained through hand-making practice, an increased motivation for learning; creativity; improvement of En language conduct, of peer cooperation, self-esteem; large diversity and intercultural dialogue, positive international relations and future cooperation. We focus on old crafts as bridges to future jobs for all of our Ss but especially for the disadvantaged ones so they can later integrate on job market. Tangible R: On -line portal ""Old crafts"" to collect all old techniques during the mobilities, calendar and book of European Crafts and Traditions, workshops, training sessions with craftsmen and other experts, Fair with products made by Ss. This is just the beginning-contacts and relationships will be maintained through regular video conferences and online meetings (biannually) to continue sharing good practices. Also implemented new methods in the optional curricula of schools, craft clubs, permanent exhibitions, On -line portal ""Old crafts"" ongoing results of this partnership.The project provides us an important added value as besides locally organized events they strengthen European cooperation and leads to understanding of cultures, traditions and heritage of Europe."

EuroBook Buddies is a project aimed at supporting students in five schools in England, Turkey, Poland, Italy and Greece to explore past and present book making and publication technologies and use these to learn about the stories, cultures, traditions, daily life, geographical and historical features of our partner European countries.We believe that story telling is a powerful way for all generations to pass on their knowledge and experiences. Our pupils will be involved in researching and presenting information and will explore traditional stories, family histories, histories of towns and buildings, stories of feasts and celebrations, songs and poems, instructions for traditional games and recipes, stories about family life and school life.To support the students in recording their versions of the many stories they will hear and read, the teachers from each country will work together to find effective teaching methods. In particular they will investigate ways to improve basic literacy skills for the many children in our schools who have barriers to overcome in their learning. The relationships between our teachers, students and parents will be nurtured by visits to each others’ schools over a period of two years during which work will be exchanged and detailed plans made for the next activities. This will be supported by the building of a website where all our joint work will be shared and enjoyed by all. Each book activity will involve classes from the three schools writing their own versions. Some books will be made collaboratively with all partners contributing sections. These will be illustrated using a range of artistic media. Pupils will also prepare and rehearse oral stories to tell and film. These will be published in a variety of ways including, bound paper books, pop-up books, digital multi-media books, interactive books where readers can make choices about the route to follow. By the end of the project each school will have built up a library of rich material painting a picture of life in the countries of their partners. The technical skills needed to create such resources will become part of the curriculum, with teachers and students identifying the new capabilities they will need. These might include book binding, photograph and film editing, programming, uploading to websites and social network sites such as Youtube, using blogs to share ideas and comment on others work. Where needed, specialist training will be found, but much will be learned by school ‘experts’ (both children and adults) developing tutorial resources for pupils and colleagues to use. The language of the project will be English which presents a challenge to those whose first language is different (including those in the English school). Support through glossaries and translation tools will be developed. All participants will be encouraged to improve their knowledge of basic vocabulary of the languages of the other countries, particularly during visits to hosting schools.It is hoped that the knowledge and skills gained will lead to long term relationships between the partner schools being maintained beyond the life of the project as schools become skilled in using technology for global communication and aware of the benefits in sharing teaching methods and improving students’ achievements.