-Fußspuren in Europa- Kinder auf der Suche nach Geschichten und Traditionen Erasmus Project

Project Title

-Fußspuren in Europa-
Kinder auf der Suche nach Geschichten und Traditionen

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 2015

Project Topics

This project is related with these Project Topics: Creativity and culture; Inclusion – equity; Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

By exploring the traditions, life, cultures, working with fairy tales, legends and stories, crafts and working with dances, songs and rhymes; we found similarities and differences in the lives of countries in Europe. Another focus, was that local and school festivities have joined together to try out recipes. This part was used to achieve the key themes of the project; in particular, the implementation of key competences in the field of literacy, language and writing skills. creativity and culture. The joint implementation and documentation of experiments, was the expression of the mathematical and scientific literacy and provides knowledge, skills, teaching and learning methods. All participants benefit from those, far beyond the project period. We improved effective strategies for basic skills by tracks, left by us from country to country, from culture to culture and from person to person. We carried out various activities and combined them into finished products for the kids to get in touch, without inhibitions with other nations and through the diversity of the people,to talk with them, to deal with the life and traditions in other countries and learned all differences as normal to look at. Thus we achieved openness/acceptance of all participants towards people with impairments, that made as active participants in the project and participate in the mobilities. At the beginning of the project, a map of Europe with footprints (sizes A0, A3 and A4) was made by all partners, which pointed the way from country to country, from school to school and from city to city. The geographical location of the partner country/the partner cities were interdisciplinary developed and transferred to a provided map. Each school created a PowerPoint presentation in collaboration with parents about the school and its environment. As a result of the project, hardcovered books and CDs/DVDs were created:-Footprints in Europe-children are searching stories and traditions, dances, songs, rhymes, anthems, a book of handicrafts, a book of festivities, a cookbook, European Christmas Trees with ornaments decorated exchanged by the students,a DVD of fairy tales and legends performed by the students. Students dealed in the curriculum and throughout Europe, project weeks and project issues. This results in two annual calendars, puzzles, memories, posters, photo books and an European Experiment box.We also worked during the student and teacher meetings with these products. The activities and results/products of the entire project period were documented and presented. During the student and teacher mobilities, concrete insights, in the lives of others and the direct interaction, were the particular importance of children so that they learned and got know the different facts of the cultures and traditions and the differences/similarities in Europe, to introduce and better understand and explain it. That’s why we managed the budget to do more mobilities to involve all partners at the same time.The participants owned and appreciated the values of other countries and thereby developed their intercultural competence. Through this cross-border cooperation, we were strengthening the quality of the project.While the teacher mobilities the project meeting as well as the common short-term training courses for staff and the exchange of student groups, we developed a constructive cooperation of all participants in the interest of the development and dissemination of European thought.Joint consultations with project issues and inclusion, education visits and exchanges of experience within the colleges and mutual understanding of school systems,opportunities to promote inclusive education, teaching methods and materials. We want to bring about an improvement in the quality of teaching,the learning environment to develop the basic skills further and thus to achieve an improvement of learning outcomes. The aspect of the inclusion, created the didactic-methadoligical handout. Within the project, the period part was affected by the evaluations, at the end of an overall evaluation, which refers to the cooperation of the achieved progress and quality of the results and the development of children, play presentations,exhibitions, eTwinning work, media work in school, in the environment and the public, were a decisive aspect, in order to assess the impact of the project concretely.This was done in conversations, interviews and evaluation forms, feedback done by parents, citizens of the region, network partners, schools, school boards and administrations and teacher training. It was our goal to make up partnerships over the project period and also continue to make the European idea,an integral part of school life/school development.There were other projects on eTwinning, Erasmus +,that took place within the class partnerships and student exchanges are well established. All results were presented in a printed and digital way that they are used sustainably.

EU Grant (Eur)

Funding of the project from EU: 133660 Eur

Project Coordinator

Staatliche Grundschule ,,Friedrich Schiller” Europaschule & Country: DE

Project Partners

• Keuruun kaupunki / Keuruun ala-aste
• Osnovna sola Rodica
• Eastcombe Primary School
• ISTITUTO COMPRENSIVO STATALE 1 GIULIANOVA
• COL.LEGI PUBLIC SON CANALS DE PALMA DE MALLORCA MEC
• Szkola Podstawowa nr 33 z Oddzialami Integracyjnymi