SUMMARY OF THE PROJECT
Stories will stand for holistic attitudes to teaching and learning that will provide children's involvement with opulent, authentic material.
Stories are an crucial communication instrument for experiential learning because they can safely move participants from their comfort zones to experience something completely innovative. They provide an entire new fantasy world created by language that children can easily access and learn to enjoy, while also gaining language on the way. Moreover, our children need something to boost their creative capacity.
The project idea was prepared on the basis of the needs identified at all the partner schools– it aims at helping students to get to be aware of their cultural inheritance and the European cultural inheritance, while also enhancing and discovering their creativity by means of stories.
Our students come from different backgrounds - mainstream, minorities, students with SEN,
students with behavior problems, high achievers and also students from orphanages. The key goal is to create a culture of acceptance and respect among different students and involving them in activities related to stories, they will have a chance to obtain values and principles in a non-threatening environment. The world of stories is a safe, fantastic world without frontiers.
PROJENİN ÖZETİ
Hikayeler, zengin, otantik materyalle çocukların katılımını sağlayacak öğretme ve öğrenmeye yönelik bütünsel davranışları temsil edecektir.
Hikayeler deneyimsel öğrenme için çok önemli bir iletişim aracıdır, çünkü katılımcıları tamamen yenilikçi bir şeyleri deneyimlemek için kendi rahat bölgelerinden güvenle taşıyabilirler. Dilin yarattığı, yepyeni bir fantastik dünyayı, çocukların da kolayca erişip öğrenebileceklerini ve aynı zamanda da bu yolla dil öğrenebilmelerini sağlarlar. Dahası, çocuklarımızın yaratıcı kapasitelerini arttıracak şeyelere ihtiyaçları vardır.
Proje fikri, tüm ortak okullarda belirlenen ihtiyaçlar temel alınarak hazırlanmıştır – öğrencilerin kendi kültürel miraslarının ve Avrupa kültürel mirasının farkına varmalarını sağlamanın yanı sıra hikayeler yoluyla yaratıcılıklarını geliştirmelerine ve keşfetmelerine yardımcı olmayı amaçlamaktadır.
Öğrencilerimiz farklı geçmişi olan öğrencilerdir – kaynaştırma öğrencileri, azınlıklar, özel eğitim öğrencileri, davranış sorunu olan öğrenciler, yüksek başarılı olanlar ve aynı zamanda yetimhanelerden gelen öğrenciler. Temel amaç, farklı öğrenciler arasında bir kabul ve saygı kültürü oluşturmak ve onları öykülerle ilgili etkinliklere dahil etmek, tehdit edici olmayan bir ortamda değerler ve ilkeler edinme şansına sahip olmalarını sağlamaktır. Hikayelerin dünyası, sınırları olmayan güvenli ve fantastik bir dünyadır.
BACKGRAUND
Stories will stand for holistic attitudes to teaching and learning that will provide children's involvement
with opulent, authentic material.
Stories are an crucial communication instrument for experiential learning because they can safely
move participants from their comfort zones to experience something completely innovative.They
provide an entire new fantasy world created by language that children can easily access and learn to
enjoy, while also gaining language on the way. Moreover, our children need something to boost their
creative capacity.
The project idea was prepared on the basis of the needs identified at all the partner schools– it aims
at helping students to get to be aware of their cultural inheritance and the European cultural
inheritance, while also enhancing and discovering their creativity by means of stories.
Our students come from different backgrounds - mainstream, minorities, students with SEN,
students with behavior
problems, high achievers and also students from orphanages. The key goal is to create a culture of
acceptance and respect among different students and involving them in activities related to stories,
they will have a chance to obtain values and principles in a non-threatening environment. The world
of stories is a safe, fantastic world without frontiers.
Participants
The target group includes 240 students aged 9-12 from all five schools among who there are
students with fewer opportunities- at risk of dropping out, Gypsies, abandoned children, students
with different disabilities, immigrants, students with integration problems as well as mainstream
students.
The participating teachers involve English and literature teachers, who will together create the project
products, but also teachers of other subjects who will be involved in the organisation of project
activities. There will be 5 teachers per country accompanying the students at each meeting.
Objectives include:
1. involving students to their own learning and motivate them; (minimum 50% of target group)
2. developing students' language competences, literacy, critical and creative thinking, personal and
social capability;
(min. 60% target group)
3. developing intracultural and intercultural understanding; (minimum 70%)
4. promoting European values and increasing cohesion among European citizens. (measurable by
analysing students' and teachers'approaches to other cultures, as described in the post-LTTA
discussions)
5. creating an atmosphere of non-discrimination and mutual acceptance at each partner school.
6. producing sustainable materials to be used on a regular basis at the schools - gathering materials
for teachers, set of adjusted materials for SEN students, gathering of stories illustrated by children.
Activities
Italy - hosting and evaluating C1 , November 2019; creating the project calendars and CDs.
Turkey- hosting and evaluating C2, Mar 2020; creating the project website.
Macedonia- hosting and evaluating C3, May2020; creating and updating Facebook Fan Page.
Romania –hosting and evaluating C4, November2020; creating the logo of the project.
Spanish - hosting and evaluating C5, April 2021; creating the eTwinning account.
Results and impact
The project website, eTwinning account, Facebook page, calendars, CDs,the initial and final
evaluation documents, progress and final reports, dissemination materials, certificates of attendance,
Europass certificates, collection of stories from European countries, collection of activities for
developing interpretative skills (special activities for SEN students), collection of activities and tasks
developing critical thinking skills, collection of creative activities starting from stories around Europe
(special activities for SEN students), a map of European story characters stand for the project
results.
The impact will be noticeable at the level of students (cultural awareness, gaining European values,
skills development, acquisition of knowledge, development of school results, self-confidence),
teachers (better cultural awareness, improvement of leadership, communication, presentation skills,
experience in projects), institutions (improvement of human resources, improved group consistency,
positive image).
Long-term results
The results will be applied at present class work by English teachers and the schools will establish
story clubs, where students will work together with their peers, read common stories, discuss them,
make relevant artwork. Schools will develop material basis and will gain Erasmus+ management
experience, so that they will get a valuable experience to run future projects
TIMETABLE
Id Activity Type Starting
Period Description
P1 Other Project Events 09-2019
The Italian school will run/coordinate the timeline of
project and negotiate it with the all partners, deleop
a cooperation and communication timeline by online
meetings, frequency of reporting, apply the
methodology for running the exchanges which
followed by all responsible schools
P2 Other Project Events 10-2019
ALL-Make a dissemination draft/plan for all partners
to apply and improve and monitor the dissemination
schedule every three months. The schools send to
coordinator the dissemination proofs
ALL-Coordinate the activities related to evaluation -
we will create the initial survey which will be applied
on the target group from all schools
Preparation of C1
C1 Short-term joint staff
training events 11-2019 LTTA in Italy - kick off
P3 Other Project Events 12-2019
C1 evaluation by IT partner
ALL-update the online dissemination sites /
platforms
P4 Other Project Events 02-2020 Preparation of C2: materials, stories, presentations
C2 Short-term joint staff
training events 03-2020 LTTA in Turkey
P5 Other Project Events 04-2020
C2 evaluation by TR partner
ALL-update the online dissemination sites /
platforms
Preparation of C3: materials, stories, presentations
C3 Short-term joint staff
training events 05-2020 LTTA in Macedonia
P6 Other Project Events 06-2020
C3 evaluation by MK partner
ALL-update the online dissemination sites /
platforms
P7 Other Project Events 07-2020 Prepare the mid-term project evaluation (IT,
supported by all other partners)
P8 Other Project Events 10-2020 C4 preparation: stories, materials, presentations
C4 Short-term joint staff
training events 11-2020 LTTA in Romania
P9 Other Project Events 12-2020
C4 evaluation by RO partner
ALL-update the online dissemination sites /
Call 2019 Round 1 KA2 - Cooperation for innovation and the exchange of good practices
KA229 - School Exchange Partnerships
FormId KA229-C2FB9FF0 Deadline (Brussels Time) 21 Mar 2019 12:00:00
EN 13 / 88
platforms
P10 Other Project Events 03-2021 Final meetine preparationg: materials, stories,
documents and presentations
C5 Short-term joint staff
training events 04-2021 LTTA in Spain
P11 Other Project Events 05-2021
Final meeting evaluation by ES partner
ALL-update the online dissemination sites /
platforms
Create the final survey which will tell us if and to
what extent we have reached our goals
ALL-All the results will be included in the narrative
reports (mid-term and final) we will complete and
send to the National Agency
P12 Other Project Events 08-2021
Prepare the final report (IT, supported by all
partners)
Prepare the financial documents
ITALY (SCHOOL-ISTITUTO COMPRENSIVO STATALE GESUALDO BUFALINO)
The Gesualdo Bufalino Institute is a comprehensive institution that includes three school orders:
kindergarten, primary and secondary school. It follows the national school curriculum but at the same
time enriches its educational offer with numerous and various curricular and extra curricular
activities. Our school is also a music-oriented school where pupils learn to play musical instruments
chosen by them; it also carries out various extracurricular activities with European funds related to
various issues such as legalization, theater, art, music, sports, computer technology, as well as, the
development of curricular subjects. Moreover, the school welcomes several foreign students as it is
located in an area with a notable immigration process, it therefore activates reception paths for the
foreign pupils and also literacy courses in Italian language. The school subjects taught are those
provided for in the national programs, including the alternative subject for non-Catholic students; they
are: Italian, mathematics, science, technology, geography, history, Citizenship and Constitution,
French, English, art, music, physical education, religion. All the educational activities follow an
inclusive teaching that allows each student to learn according to his rhythms and ability. As the aim of
our school is to promote a school attentive to the educational needs of each student and to cultivate
the talent and potential present in all children, we would like to participate in common projects to
achieve important purposes: to improve the training offer, develop a teaching based on the
comparison of different languages and cultures, on the innovation of teaching and learning models,
involve our students and stimulate their curiosity towards different peoples and cultures, as well as
enhancing their learning. The Gesualdo Bufalino school, therefore, intends to carry out projects that
respond better to the educational needs of its students as well as to share common educational paths
with other schools in the European community
SPAIN (SCHOOL- CEIP JOSE SORIANO RAMOS)
José Soriano Ramos is a public kindergarten and primary school formed by eighteen groups of
students between 3 and 12 years old. In 2009, we started to implement an innovation project which
allows us to teach all subjects in English. We have been implementing CLIL methodology in our
school, and we consider our students are acquiring a satisfactory level of expression and
comprehension of the English language throughout the primary education. From our point of view
being part of this project could be very enriching for our students and also for the teachers because
we can share many experiences with schools from other countries learning from other professionals.
And at the same time, we can show our way to implement English as a forage language through
different subjects. To sum up we believe that being part of this project could help us improve our
didactic skills and it could also contribute to improving the academic results of our students. A lot of
the centre's stuff changes every academic year for that reason this year it's the first time that our
school is going to be part of Erasmus + and only children and teachers from second grade will enjoy
this experience. Even though in the future we would like other year groups and teachers to join in this
project. This year the project is going to be carried out by the school's management and the teachers
from second grade. We consider the managers of the school have an interest and a professional
attitude which will help to carry out the project adequately, on the other hand, the teachers of second
grade are very interested in improving their teaching skills and the academic results of their students.
During this academic year, we have been working on the topic Around the world in eighty days, to
implement this project we are reading an adaptation of Jules Verne story. Moreover, we have been
reading stories from the countries that appear in the book to make the children learn facts about
different countries and cultures as well as acquiring new vocabulary and grammar through
storytelling. We believe that stories are a very valuable resource in the teaching of languages since
they help introduce new vocabulary and motivate students to read as a source of learning and
leisure. In this way, we are encouraging our students to be lifelong learners
TURKEY ( SCHOOL-İÇERENKÖY HASAN LEYLİ İLKOKULU)
Icerenkoy Hasan Leyli Primary School started education in 1982. In 1988, the 2nd building was built
by a philanthropist named Hasan Leyli and presented to the children of the local community. The
school has three guidance classes, special subclass, infirmary, master class classrooms, library,
science class laboratory, Parent-Teacher Association, parents' interview room, photocopy room, a
large sports hall built by the Metropolitan Municipality to be opened in 2016. There is also a large
garden where children can easily run and play. We have round 1400 students. The age range of our
students with kindergarten is between 4-10 years old. Parents' income levels are moderate. Our
school won the first place in the TQM (Total Quality Management) for three consecutive years (2010-
2011-2012) on the basis of the district, and was awarded the White Flag Award in 2013. In 2009,
ISO 9001-2008 International Quality Certificate was received. Values Olympiad Award 2013,
Çanakkale Victory Poetry county first place and second 2012, Çanakkale Victory poetry county first
prize 2012, Tuvalden Kaleme poetry and short story contest award and many other awards have
been given to our school. In 2010-2011, within the context of the Sister School Project, a project
lasted for one year with a primary school in Kiev, Ukraine. In our school, 52 teachers continue to
work. Ten of those are experts and two of those are awarded writers. Hülya ÖĞMEL, one of our
writers, wrote 9 story books for 9-10 years and 10 stories for 7-10 age group and her books were
published. One of our teacher teachers, Mehmet BOZOK also wrote 8 books under the name
"Matematiksel Zeka", which is used as a source book in the schools. It is certain that social activities
(sports, dance, music, painting and other artistic activities) will positively affect education and
training and increase success. This will make children happy in emotional terms. Our first goal as
educators is to provide happiness to our children and to make them come to school without pressure.
Thus, our school teachers give importance to sports, reading, writing poetry, art activities such as
music and dance. The studies performed in this field are exhibited throughout the year, the students
who receive the degree are rewarded, each student is given a certificate of participation and the
classes that are successful in the sports branches are crowned with the medals presented to them.
At the end of the year, graduation ceremonies, year-end ballet and rice days are organized. In our
school, cultural, educational, learning trips are organized and theater plays are exhibited in certain
periods of time. In addition, throughout the year, folklore, percussion, modern dance, chess, parentchild education, support courses for children with learning disabilities are given. Mathematics,
Science, Social Studies courses belong to the equipment room. There is a tool room for the Social
Sciences courses
ROMANIA ( SCHOOL- SCOALA GIMNAZIALA LON GHEORGHE DUCA PETROSANI)
"I.G.Duca" School is situated in the centre of Petroşani, in Hunedoara county. Our school is one of
the biggest schools in our county, with 1056 pupils 3 to 15 years. We have 81 qualified teachers and
a varied school population. Some of the types of educational activities offered to the Roma children at
our school include programs that aim at the integration of these pupils into the mass education and
the assistance for the pupils with special needs through compensatory activities and their
involvement in all the extracurricular activities. Our school aims at being a place of culture and
civilization, a place that has its doors open for all those who need education, no matter what their
religion or ethnic culture is. In order to attain this, our school aims at involving its teachers in different
training programs and in an ERASMUS+ projects, in which we will involve SEN children, thus
providing a high quality education. By promoting an open and flexible education and by assuring a
good and strategic communications with the other community institutions, our school wants to offer a
model of educational process that educates active and efficient young people who are and will be
able to integrate in the life of the big European family. As teachers and educators, we believe that
schools have a great potential for fostering the development of social, civic and intercultural
responsibility because schools provide opportunities for pupils to engage directly in their
communities and meet community needs while enhancing their studies and competency
development. It is important that, at the same time, pupils have the opportunity to purposefully
explore what these responsibilities means and the importance of both understanding and embracing
this concept. With our next Project we would like to reach this objective because by enabling the
development of social and intercultural skills of both pupils and teachers thanks to the exchange with
other European schools. The ability to understand one another across and beyond all types of
cultural barriers is a fundamental prerequisite in modern schools. It is extremely important to develop
the necessary attitudes, skills and knowledge that contribute to intercultural competence in the
everyday practice of teaching and learning, so that our pupils are able to live an increasingly global
and complex environment. The project will enable the development of social skills, it will educate
students' ability to adopt different cultures, ethnicity, religions and to promote tolerance towards
difference. The project activities which foresee student and teachers exchanges provide an
opportunity to know different countries with their customs, geographical and natural features, which,
we believe, will lead to the development of social and civic competences
NORTH MACEDONIA (SCHOOL- OOU "KOKO RACIN " NOV DOJRAN)
Primary school Kocho Racin is located in Dojran. It includes students from first to ninth grade. First
graders start school at the age of 6 and ninth graders finish school at the age of 14. The totalnumber
of students is 253, and 30 teachers. The subjects taught include Macedonian language, English
language, French language, maths, science (biology, chemistry, and physics), geography, history,
PE, music, art, computer science, skills, culture and civilisation, ethics. Students learn through
programmes developed by the Ministry of Education, and Cambridge program is included. The
teaching process is ongoing on two languages including Macedonian language which is the main
language, and Turkish language for the students of Turkish nationality. The school teachers would be
the key people in charge of running this project, and the main goal is to deepen the relationship
between students and teachers. The forth topic - Fairy tales. A commonly known fact is that students
enjoy listening to fairy tales, myths, and legends. The goal is students from different countries to
exchange knowledge about fairy tales and myths which will allow them to make a comparison
between countries' customs and traditions, to dramatise them together, to create characters of
various materials and to make a common fairy tale that will be dramatised by students including
sounds and visual effects for a better performance. The dramatisation of fairy tales is important in
aiding the children's developement of the consciousness and fairy tales teach children how to deal
with human and social conflicts, their wishes and desires, and deducing moral messagges form
these kind of stories in a positive or negative way. Characters will be analised in these fairy tales with
the accent of the positive characters and their behaviour, and according to this, a positive behaviour
should be and would be formed of a child. As for the negative characters, they would be dismissed in
order to let a child to form a positive kind of behaviour, and never a negative, i.e. a person with
negative traits. School employees included in the project: Sanja Tentova, Marija Bozickovikj, Risana
Vasileva, and Mirche Boshnakov
Adres:
İçerenköy Mah. Adem Sok. No 60 ATAŞEHİR / İSTANBUL
Telefon
0216 573 28 29