Project Summary
The title of our project is "The European cultural framework promotes social inclusion increasing the
skills of our disadvantaged students”.Our main target group is the disadvantaged students. "Our aim
is to promote social inclusion in our schools since all partner schools include large numbers of any
type of disadvantaged students (immigrants, refugees, disabled, with socio-economic problems,
cultural differences, special educational needs, health problems, Roma) who are about 300 students
in total number.
The main objectives of this multicultural partnership, consisting of a group of six European countries
with very rich cultures/history, are to assist in the cultural richness of Europe, to enhance our
students’ cultural awareness and increase the volume of partnerships between schools in different
Member States. Most importantly though, to promote the social inclusion of our disadvantaged
students and the diversity and equality in our schools and in school education, as the disadvantaged
students are most affected by the negative impact, which racism, discrimination and xenophobia
have on them and due to these situations and to their particularity, sometimes tend to leave school
prematurely.
The teachers involved in the project, will guide and monitor during the activities and performances.
The project will be performance based and all the participant pupils will be assigned smart
educational tasks in order to carry out the planned events. The activities we have chosen are
interwoven with the cultural richness of each country. Thus, every host school will teach participants
its national language, dances, songs, recipes following lesson plans according to a student centered
methodology.
Main impacts will be anticipated to be “social inclusion” and acceptance of disadvantaged
students,those with special educational needs and many other disadvantages. The opportunity to be
introduced to different cultures and communities after their engagement in the teaching/learning
activities will help them reinforce their social skills, self-esteem, confidence. Furthermore, team work,
use of information technology and English can stand as motives to further develop their knowledge.
Longer term benefits entail becoming equal European citizens respectful to other cultures and
tolerant to the differences and diversities in the E.U.
Not only students but also teachers will develop a renewed enthusiasm for teaching, an increase in
their interest and openness towards other countries and cultures and an improvement in inter-cultural
and social competencies. A better understanding of education systems, use of foreign languages and
different methods of teaching within the different schools become important tools and develop them
professionally. Furthermore, exchange of teaching practices and new visions - methods about
modern curriculum constitute an important value for the future of European education system and life.
The products will enrich the libraries of each partner school so that every individual or the whole
school community may borrow and study them in the long run. Electronic forms of these products
uploaded at the project’s website for more extended future use at European and international level
will always be at hand. We believe that the dissemination of results through seminars that we are to organize and the school’s website, will enlighten schools of our region of the expected educational
benefits as well as schools of the wider community.
Description of the Project
Τhe fact that one of the participating schools (1st primary school of Kos), is a school with many
immigrant students apart from the ones with special educational needs (mild to moderate learning
and/or behavioral problems) and also that all the rest partner schools include in their composition
large numbers of any type of disadvantaged students (disabled, refugees, students with socio-
economic problems, with cultural differences, students with special educational needs, with health
problems, Roma students e.t.c), our horizontal priority is: “social inclusion”.
The motivation for our project is the promotion of social inclusion, diversity, equality and openness,
with regard not only to our disadvantaged students, who are most affected by the negative impact of
racism, discrimination and xenophobia but to the rest of students who must learn how to accept,
respect and behave accordingly.
By enhancing the access, participation and performance in learning, of our disadvantaged students,
in all activities of the project, during its elaboration and by giving them more knowledge about
different cultures and also by sharing and appreciating the cultural heritage and local identity of each
school, we practically help not only these students to understand and create a spirit of acceptance
and openness and, at the same time, feel useful and confident, but the whole student community of
our schools. Moreover, they will be able to come in closer contact and communication with other
people while visiting their countries and schools through the learning/teaching activities. Many of
these students if they aren't given the opportunity to be engaged at the project, they won’t ever have
the chance to get in touch with foreign countries and visit them due to their disabilities, and their low
socio economic background.
Our project is innovative and complementary to other projects already carried out
in various ways:
Almost the 1/3 of the Greek coordinating school, are actually immigrants, minorities and students
with special educational needs apart from the oncoming refugees.The majority of students from the
rest partner schools, who participate in our project, are also students with special educational needs
and with other disadvantages (disabled, students with socio-economic problems, with cultural
differences, with health problems, refugees, Roma e.t.c).
-In order to support their active participation, the school counselors, social workers and special
education teachers will have individual meetings and on the other hand they will be given tutoring in
the areas they do not feel comfortable.
-All subjects chosen for elaboration from all partners are ensuring equal opportunities for
participation from all students of the partnership and full engagement in the foreseen activities.
-Students with special educational needs and other disadvantaged students will work together with
the rest because our project is based on simple subjects which can be worked easily.
-These children can participate in cultural activities, sing, draw, paint, add photos and collect
material or information for the class magazine with their teachers' or parents' help.
-They will also participate in students’ Learning/Teaching activities in both team work or pair work
and visit other partner schools using these short-term exchanges of groups of students
activities.Their engagement with Learning/Teaching activities will include them into group activities
with other students in foreign countries and this will be a good way to raise their self-esteem and self-
confidence, as they will be stimulated to use the abilities they have, by team work.
Τhe most relevant priorities addressed by our project
Promoting young people’s social inclusion and well-being
Τhe most relevant topics addressed by our project
Creativity and culture
Early School Leaving / combating failure in education
International cooperation, international relations, development cooperation
What results are expected during the project and on its completion?
1st Project Year 2018-19
1. September- A common website and home pages of each participating school.
2. October- DVD’s, CD’s and photos from the presentation of the Greek local culture with traditional songs, dances, music and cooking, school life during the 1st project meeting in Greece.
3. November- A logo of the partnership related with the topic of the project.
4. December- DVD’s on the schools, teachers and pupils, who participate in the project.
5. January-February. DVD’s on the hometown, region and country of each partner.
6. March-April. “A year of tradition” book- Spring and summer celebrations and traditions.
7. April- DVD’s, CD’s and photos from the presentation of the Italian local cultures with traditional songs, dances, music and cooking, during the 2nd P.M. in Italy.
8. May- DVD’s, CD’s and photos from the presentation of the Lithuanian local cultures with traditional songs, dances, music and cooking, school life during the 3rd P.M. in Lithuania.
2nd Project Year 2019-20
1. September-October. Vocabularies of familiar words-phrases in all partner languages.
2. October- DVD’s, CD’s and photos from the presentation of the Slovenian local culture with traditional songs, dances, music and cooking, school life during the 4th P.M. in Slovenia.
3. November-December. “A year of tradition” book-Autumn and winter celebrations and traditions.
4. December-January.
- CD from each partner school with a short local traditional song and music.
-Making slides with the architectural symbols and heritages of the local neighborhood of partner countries. for the common e-platforms
5. February-April. A calendar of years 2019-20 with the title and logo of the project, a European flag, countries names and flags.
6. March- DVD’s, CD’s and photos from the presentation of the Bulgarian local culture with traditional songs, dances, music and cooking, school life during the 5th P.M. in Bulgaria.
7. May- DVD’s, CD’s and photos from the presentation of the Spanish local culture with traditional songs, dances, music and cooking, school life during the 6th P.M. in Spain.
8. June-Exhibition of 1st and 2nd year products.
Preparation
The Lithuanian partner school has already created an Erasmus group with all partners on facebook,
-The Spanish partner has created an etwinning group where the schools can exchange preparatory
projects or activities.
Common tasks that all partners have undertook to accomplish are:
The presentation of the partners’ cultural heritages during each one of the meetings in learning
/teaching activities.
-The partner schools will produce DVD’s, CD’s and photos from the presentation of their local culture,
with traditional songs, music, mother tongue language lessons, dancing and cooking sessions.
-All partners will create DVD’s on their schools, students, hometowns, regions and countries
-The exhibitions with project results of 1st, 2nd project years.
Tasks that partner schools individually, will be responsible to accomplish are:
The Greek school : A common website that will be updated often, in order to present all the obtained
materials, experiences, memory of the activities and can serve as our project’s calendar - DVD with
all partners’ traditional dances
-The Spanish school will organize the online competition between the best logos from all partner
schools.-- Α common dictionary with every day expressions.
-The Italian school: Unified book of all spring/summer celebrations and traditions books from all
partner schools.- Slide show of emailed photos from all partners, related with the architectural
symbols and heritages of the local neighborhood.
-The Slovenian partner school: Unified book with all autumn/winter celebrations and traditions books
from all partner schools
- The Bulgarian school:CD of all traditional songs - Cookery book with the received traditional recipes
from all partner countries
- The Lithuanian partner: calendar of the project, after receiving the calendar page of one month of
the year that each partner will create in Google drive. - Common blog, where all participants could
distribute and share all knowledge gained from the elaboration of project activities and see at the
blog what their partners have shared.
We plan to include transnational learning, teaching or training activities in our project
The selection of participant students and teachers for the Learning/Teaching activities will be based on their eagerness in taking part and work at the activities of the project and on their desire to get in touch and get acquainted with other partners, countries and cultures.
A significant number of the participants in these kind of mobility will be selected from the disadvantaged students of each partner school. These students will be prepared and supported for their participation by attending more intensive English language lessons in order to be able to attend and actively participate at the Learning/Teaching activity, communicate and socialize during their whole participation and while being accommodated at host families of partner students.
The students will be escorted from at least one accompanying person for each participating school and they will even be hosted at selected homes of partner students and of teaching staff of the host school. By this way it can be ensured that the students will stay at homes, where people are used to cope with children in order to feel safe and happy and be able to gain the most from this fruitful experience of their participation.
The content of the Learning/Teaching activity will be familiar to partner schools since the application stage and the activity program will be specific and delivered to participating schools a reasonable time before the activity takes place.
All the necessary documents of the participating students (passports, permissions from parents and police departments, health cards, flight tickets, other transportation tickets e.t.c.) will be ensured and prepared from the sending school, at least one month before the mobility takes place.
Description of the activity - Content, methodology and expected results of the activity.
How is it going to be related to or integrated with the normal activities of the involved schools
The host school will teach participants its national language as a foreign language and local traditional dances,traditional songs,traditional recipes following lesson plans according to a student - centered methodology aiming to develop students' autonomy and independence by putting responsibility for the learning path in the hands of students,emphasizing the learner's critical role in constructing meaning from new information and prior experience.Students choose what they will learn, how they will learn, and how they will assess their own learning.In particular,our methodology will be based in the following aspects:
Adequate communication, cooperation and collaboration will facilitate our organizations. The need for respect of time in communication.
- Equal distribution of responsibilities and actions among the participants within the school as well as among European partners.
- Mutual interchange of tutors/students, which means that each partner alternately assumes the role of tutor in a precisely defined scope of competence.
- Detection of problems.
- Self-evaluation and constant adjusting.
-Timetable of project activities.
-All decisions will be shared under the guidance of the coordinating school.
-Conditions and structures of the partner schools will be considered in order to arrange time and place of the project activities.
-The identification and attention to the diversity of interests, necessities and motivations of our students in relation to the process education/learning.
Since most participants in our project, are students with various disadvantages, we’re convinced that the integration and the equal opportunities must imbue the project.
-All activities will be based on the competence level of our students. We will consider that our students are with difficulties and we’ll be preparing the necessary resources for them.
-The reconsideration of the curricular contents, using the different subjects like motivation for learning, significant contents like the cultural heritage/history of the participating countries.
-The recognition of diverse types and modalities of scholastic learning, giving once more an integrated attention to the intellectual, effective and social components.
-The importance of promoting the interaction between teachers and students, as well as between partners in other countries, using cooperative strategies and cooperative learning.
Results of the activity will be the production of a common dictionary with everyday expressions and DVDs with language lesson and dancing sessions, recipes,CDs of songs.
The activity is integrated with the activities of all involved schools as parts of the curriculum during language classes(national
languages),P.E.classes(dances sessions), Music classes (songs),Maths,History,Geography,Language classes(recipes),ICT classes(production of DVDs-CDs)
The title of our project is "The European cultural framework promotes social inclusion increasing the
skills of our disadvantaged students”.Our main target group is the disadvantaged students. "Our aim
is to promote social inclusion in our schools since all partner schools include large numbers of any
type of disadvantaged students (immigrants, refugees, disabled, with socio-economic problems,
cultural differences, special educational needs, health problems, Roma) who are about 300 students
in total number.
The main objectives of this multicultural partnership, consisting of a group of six European countries
with very rich cultures/history, are to assist in the cultural richness of Europe, to enhance our
students’ cultural awareness and increase the volume of partnerships between schools in different
Member States. Most importantly though, to promote the social inclusion of our disadvantaged
students and the diversity and equality in our schools and in school education, as the disadvantaged
students are most affected by the negative impact, which racism, discrimination and xenophobia
have on them and due to these situations and to their particularity, sometimes tend to leave school
prematurely.
The teachers involved in the project, will guide and monitor during the activities and performances.
The project will be performance based and all the participant pupils will be assigned smart
educational tasks in order to carry out the planned events. The activities we have chosen are
interwoven with the cultural richness of each country. Thus, every host school will teach participants
its national language, dances, songs, recipes following lesson plans according to a student centered
methodology.
Main impacts will be anticipated to be “social inclusion” and acceptance of disadvantaged
students,those with special educational needs and many other disadvantages. The opportunity to be
introduced to different cultures and communities after their engagement in the teaching/learning
activities will help them reinforce their social skills, self-esteem, confidence. Furthermore, team work,
use of information technology and English can stand as motives to further develop their knowledge.
Longer term benefits entail becoming equal European citizens respectful to other cultures and
tolerant to the differences and diversities in the E.U.
Not only students but also teachers will develop a renewed enthusiasm for teaching, an increase in
their interest and openness towards other countries and cultures and an improvement in inter-cultural
and social competencies. A better understanding of education systems, use of foreign languages and
different methods of teaching within the different schools become important tools and develop them
professionally. Furthermore, exchange of teaching practices and new visions - methods about
modern curriculum constitute an important value for the future of European education system and life.
The products will enrich the libraries of each partner school so that every individual or the whole
school community may borrow and study them in the long run. Electronic forms of these products
uploaded at the project’s website for more extended future use at European and international level
will always be at hand. We believe that the dissemination of results through seminars that we are to organize and the school’s website, will enlighten schools of our region of the expected educational
benefits as well as schools of the wider community.
Description of the Project
Τhe fact that one of the participating schools (1st primary school of Kos), is a school with many
immigrant students apart from the ones with special educational needs (mild to moderate learning
and/or behavioral problems) and also that all the rest partner schools include in their composition
large numbers of any type of disadvantaged students (disabled, refugees, students with socio-
economic problems, with cultural differences, students with special educational needs, with health
problems, Roma students e.t.c), our horizontal priority is: “social inclusion”.
The motivation for our project is the promotion of social inclusion, diversity, equality and openness,
with regard not only to our disadvantaged students, who are most affected by the negative impact of
racism, discrimination and xenophobia but to the rest of students who must learn how to accept,
respect and behave accordingly.
By enhancing the access, participation and performance in learning, of our disadvantaged students,
in all activities of the project, during its elaboration and by giving them more knowledge about
different cultures and also by sharing and appreciating the cultural heritage and local identity of each
school, we practically help not only these students to understand and create a spirit of acceptance
and openness and, at the same time, feel useful and confident, but the whole student community of
our schools. Moreover, they will be able to come in closer contact and communication with other
people while visiting their countries and schools through the learning/teaching activities. Many of
these students if they aren't given the opportunity to be engaged at the project, they won’t ever have
the chance to get in touch with foreign countries and visit them due to their disabilities, and their low
socio economic background.
Our project is innovative and complementary to other projects already carried out
in various ways:
Almost the 1/3 of the Greek coordinating school, are actually immigrants, minorities and students
with special educational needs apart from the oncoming refugees.The majority of students from the
rest partner schools, who participate in our project, are also students with special educational needs
and with other disadvantages (disabled, students with socio-economic problems, with cultural
differences, with health problems, refugees, Roma e.t.c).
-In order to support their active participation, the school counselors, social workers and special
education teachers will have individual meetings and on the other hand they will be given tutoring in
the areas they do not feel comfortable.
-All subjects chosen for elaboration from all partners are ensuring equal opportunities for
participation from all students of the partnership and full engagement in the foreseen activities.
-Students with special educational needs and other disadvantaged students will work together with
the rest because our project is based on simple subjects which can be worked easily.
-These children can participate in cultural activities, sing, draw, paint, add photos and collect
material or information for the class magazine with their teachers' or parents' help.
-They will also participate in students’ Learning/Teaching activities in both team work or pair work
and visit other partner schools using these short-term exchanges of groups of students
activities.Their engagement with Learning/Teaching activities will include them into group activities
with other students in foreign countries and this will be a good way to raise their self-esteem and self-
confidence, as they will be stimulated to use the abilities they have, by team work.
Τhe most relevant priorities addressed by our project
Promoting young people’s social inclusion and well-being
Τhe most relevant topics addressed by our project
Creativity and culture
Early School Leaving / combating failure in education
International cooperation, international relations, development cooperation
What results are expected during the project and on its completion?
1st Project Year 2018-19
1. September- A common website and home pages of each participating school.
2. October- DVD’s, CD’s and photos from the presentation of the Greek local culture with traditional songs, dances, music and cooking, school life during the 1st project meeting in Greece.
3. November- A logo of the partnership related with the topic of the project.
4. December- DVD’s on the schools, teachers and pupils, who participate in the project.
5. January-February. DVD’s on the hometown, region and country of each partner.
6. March-April. “A year of tradition” book- Spring and summer celebrations and traditions.
7. April- DVD’s, CD’s and photos from the presentation of the Italian local cultures with traditional songs, dances, music and cooking, during the 2nd P.M. in Italy.
8. May- DVD’s, CD’s and photos from the presentation of the Lithuanian local cultures with traditional songs, dances, music and cooking, school life during the 3rd P.M. in Lithuania.
2nd Project Year 2019-20
1. September-October. Vocabularies of familiar words-phrases in all partner languages.
2. October- DVD’s, CD’s and photos from the presentation of the Slovenian local culture with traditional songs, dances, music and cooking, school life during the 4th P.M. in Slovenia.
3. November-December. “A year of tradition” book-Autumn and winter celebrations and traditions.
4. December-January.
- CD from each partner school with a short local traditional song and music.
-Making slides with the architectural symbols and heritages of the local neighborhood of partner countries. for the common e-platforms
5. February-April. A calendar of years 2019-20 with the title and logo of the project, a European flag, countries names and flags.
6. March- DVD’s, CD’s and photos from the presentation of the Bulgarian local culture with traditional songs, dances, music and cooking, school life during the 5th P.M. in Bulgaria.
7. May- DVD’s, CD’s and photos from the presentation of the Spanish local culture with traditional songs, dances, music and cooking, school life during the 6th P.M. in Spain.
8. June-Exhibition of 1st and 2nd year products.
Preparation
The Lithuanian partner school has already created an Erasmus group with all partners on facebook,
-The Spanish partner has created an etwinning group where the schools can exchange preparatory
projects or activities.
Common tasks that all partners have undertook to accomplish are:
The presentation of the partners’ cultural heritages during each one of the meetings in learning
/teaching activities.
-The partner schools will produce DVD’s, CD’s and photos from the presentation of their local culture,
with traditional songs, music, mother tongue language lessons, dancing and cooking sessions.
-All partners will create DVD’s on their schools, students, hometowns, regions and countries
-The exhibitions with project results of 1st, 2nd project years.
Tasks that partner schools individually, will be responsible to accomplish are:
The Greek school : A common website that will be updated often, in order to present all the obtained
materials, experiences, memory of the activities and can serve as our project’s calendar - DVD with
all partners’ traditional dances
-The Spanish school will organize the online competition between the best logos from all partner
schools.-- Α common dictionary with every day expressions.
-The Italian school: Unified book of all spring/summer celebrations and traditions books from all
partner schools.- Slide show of emailed photos from all partners, related with the architectural
symbols and heritages of the local neighborhood.
-The Slovenian partner school: Unified book with all autumn/winter celebrations and traditions books
from all partner schools
- The Bulgarian school:CD of all traditional songs - Cookery book with the received traditional recipes
from all partner countries
- The Lithuanian partner: calendar of the project, after receiving the calendar page of one month of
the year that each partner will create in Google drive. - Common blog, where all participants could
distribute and share all knowledge gained from the elaboration of project activities and see at the
blog what their partners have shared.
We plan to include transnational learning, teaching or training activities in our project
The selection of participant students and teachers for the Learning/Teaching activities will be based on their eagerness in taking part and work at the activities of the project and on their desire to get in touch and get acquainted with other partners, countries and cultures.
A significant number of the participants in these kind of mobility will be selected from the disadvantaged students of each partner school. These students will be prepared and supported for their participation by attending more intensive English language lessons in order to be able to attend and actively participate at the Learning/Teaching activity, communicate and socialize during their whole participation and while being accommodated at host families of partner students.
The students will be escorted from at least one accompanying person for each participating school and they will even be hosted at selected homes of partner students and of teaching staff of the host school. By this way it can be ensured that the students will stay at homes, where people are used to cope with children in order to feel safe and happy and be able to gain the most from this fruitful experience of their participation.
The content of the Learning/Teaching activity will be familiar to partner schools since the application stage and the activity program will be specific and delivered to participating schools a reasonable time before the activity takes place.
All the necessary documents of the participating students (passports, permissions from parents and police departments, health cards, flight tickets, other transportation tickets e.t.c.) will be ensured and prepared from the sending school, at least one month before the mobility takes place.
Description of the activity - Content, methodology and expected results of the activity.
How is it going to be related to or integrated with the normal activities of the involved schools
The host school will teach participants its national language as a foreign language and local traditional dances,traditional songs,traditional recipes following lesson plans according to a student - centered methodology aiming to develop students' autonomy and independence by putting responsibility for the learning path in the hands of students,emphasizing the learner's critical role in constructing meaning from new information and prior experience.Students choose what they will learn, how they will learn, and how they will assess their own learning.In particular,our methodology will be based in the following aspects:
Adequate communication, cooperation and collaboration will facilitate our organizations. The need for respect of time in communication.
- Equal distribution of responsibilities and actions among the participants within the school as well as among European partners.
- Mutual interchange of tutors/students, which means that each partner alternately assumes the role of tutor in a precisely defined scope of competence.
- Detection of problems.
- Self-evaluation and constant adjusting.
-Timetable of project activities.
-All decisions will be shared under the guidance of the coordinating school.
-Conditions and structures of the partner schools will be considered in order to arrange time and place of the project activities.
-The identification and attention to the diversity of interests, necessities and motivations of our students in relation to the process education/learning.
Since most participants in our project, are students with various disadvantages, we’re convinced that the integration and the equal opportunities must imbue the project.
-All activities will be based on the competence level of our students. We will consider that our students are with difficulties and we’ll be preparing the necessary resources for them.
-The reconsideration of the curricular contents, using the different subjects like motivation for learning, significant contents like the cultural heritage/history of the participating countries.
-The recognition of diverse types and modalities of scholastic learning, giving once more an integrated attention to the intellectual, effective and social components.
-The importance of promoting the interaction between teachers and students, as well as between partners in other countries, using cooperative strategies and cooperative learning.
Results of the activity will be the production of a common dictionary with everyday expressions and DVDs with language lesson and dancing sessions, recipes,CDs of songs.
The activity is integrated with the activities of all involved schools as parts of the curriculum during language classes(national
languages),P.E.classes(dances sessions), Music classes (songs),Maths,History,Geography,Language classes(recipes),ICT classes(production of DVDs-CDs)