In einem gesunden Körper lernt ein kluger Geist-in meinem Körper fühle ich mich wohl Erasmus Project

Project Title

In einem gesunden Körper lernt ein kluger Geist-in meinem Körper fühle ich mich wohl

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2016

Project Topics

This project is related with these Project Topics: Inclusion – equity; Teaching and learning of foreign languages; Early School Leaving / combating failure in education

Project Summary

During the 3 project years the European schools worked on three important topics to preserve physical and psychological health. We learned a lot about how we can receive our health with nutrition, stress management strategies and nonviolent communication.
The project was designed to educate and boost basical competences. We focus on a healthy way of life, physical and psycological health, the support of social integration, language competences, equality of opportunities, media competences, social-emotional competences and culturell awareness.
We teached the importance of nutrition, physical exercising, relaxing, nonviolant communication and team spirit as well as solidarity in families. Our audience were students and parents. Our aim was to show them how to get and stay mental healthy and teach the important skills to reach that aim.

Our project work was divided in 3 main parts:

1.
The Jobshadowings of our teachers and educators brought them important insights in European educational systems. These systems are marked by full-day care for the children and an intensive exchange and cooperation of teachers and educational employees, who take care about the children in the afternoons. Thats why they are able to work very complex on building up basical competences of the students.
We realized that some parents are overwhelmed with parenting their kids. For these parents we offered different supporting projects.

2.
The 2nd main part was adressed to the students, while we teached the following competences:

Language competences (native language and foreign language):
− improve the competences in the mother language
− improve/ develop oral and written competences in foreign languages (reading, listening, speaking, writing)
− oral and written communication for different purposes, use different text types

media competences:
− use of information- and communication- technologies in the meaning of learning skills during the
project
− use of modern technologies (Chats, E-Mails,…) for communication

cultural awareness:
− stimulate/ create an open and respectful attitude towards cultural diversity
− get to know cultural particularities like traditions, music, typical dances of the other countries

healthy way of life, physical and psycological health:
− increase healthy nutrition (book of nutrition, courses)
− sports (promote movement)
− meditation as an useful method to deal with stress and conflicts/ training for students to become mediators (build up responsibilities, teach and practise democracy/ anti mobbing)
− relaxing methods to reduce stress
− music and dance
− cultivation and care of healthy food (related to the climatic conditions of each country)

3.
The 3rd main part was adressed to the parents

The parents were instructed in parenting sessions to learn stress management strategies with their children (forms of autogenic training, relaxation trips, work with singing bowls, relaxing with music, movement through dance and sport). Cooking classes at the school and the after school center were initiated, in which parents prepared meals together with their children. Emerging conversations with the parents made it possible to reduce prejudices about the increasing number of immigrants. The school and afternoon offers were very gratefully accepted and implemented at home. We noticed a better stress tolerance of some children after continuous use of stress management strategies. Similarly, we could encourage parents to cook healthier at home and to give their children healthier breakfast sandwiches to school.

Our project goals…:

– Reduction of school exhaustion and exclusion
– Increasing the joy of learning
– Increasing social skills and acceptance
– foreign-language competences
– individual competence
– Increasing life satisfaction
-Enhancement of domestic family cohesion

… were achieved by the broad content of the project through subsequent activities during the 3 years.
The work on the partner schools was conducted on the 3 main topics (healthy nutrition, stress reduction, non-violent communication). This content work has been documented by various project findings, such as the international cookbook with subsequent cooking, the Book of Silence followed by the setting up of silence and introducing relaxation techniques as part of the classroom and posters on non-violent communication and related communication techniques as well as related topics. These results were exchanged, made visible on the website https://sites.google.com/a/roiedu.fi/erasmus-mens-sana-in-corpore-sano/, and then worked on with European students in the 7 partner countries. During student and teacher exchanges, work on o.a. Topics intensified and consolidated again.

EU Grant (Eur)

Funding of the project from EU: 187315 Eur

Project Coordinator

Europaschule Grundschule Sudenburg & Country: DE

Project Partners

• CEIP JUAN XXIII
• 12th primary school of Peristeri
• VS Lavant
• Szkola Podstawowa im. Mikolaja Kopernika w Tworkowie
• Saaren koulu
• Hvide Sande Skole