Please read the conclusions and the Erasmus+ Guide criteria below before start.

1. Please describe the motivation for your project and explain why it should be funded. Matt - Bekki (you must cooperate to write the most important part of our project. You must combine the 4 categories of the legends, the title, the owl e.t.c.) 3000 characters.

Final Version:

All people will have memories of trying to get children to fall asleep and spending hours reading stories to them in the hope this will send them to sleep. These stories most of time are based on legends. But what are legends?

Legends are traditional stories sometimes popularly regarded as historical but not authenticated. They are part of a country's “wisdom” (according to Greek mythology/legend Athena was the goddess of wisdom) that accumulated through centuries from generation to generation.

If legends are so popular to children can they be used in school?

With this project pupils and teachers will try to use legends at school to help them to fly to imaginary worlds by flying on the wings of legends ; and at the same time, get to know each other better because legends tell a lot about us  and our real lives.

The title of our project is “On the Wings of Legends”. We will abbreviate this topic to O.W.L. (the owl was the bird-symbol of Athena) as we take a birds eye view at different legends from different cultures and use their wings to fly from country to country. The project will introduce students to traditional tales and legends and how they compare to those in other countries.

This topic is a great source of motivation for us for different reasons:

• It will provide good opportunities to explore cultural differences and similarities through Europe.

• It will motivate students to read and write using interesting and motivating topics.

• It will provide a good opportunity for teachers to improve their professional skills of the curriculum (literacy, history etc.).

• It will give students and teachers the opportunity to develop meaningful and professional relationships with others from around Europe helping us to unite different cultures.

We will break our project down into four different categories and will use these categories to help us with our timetable of activities over the two years of our project.

1. History/ Mythology.

2. Geography/ Nature.

3. Origin/ Tradition.

4. Romance/ Love.

The project should be funded because of its ability to unite children and adults of different cultures and countries in Europe. It will give them the opportunity, through working together, to understand each other’s cultures, which will probably unveil lots of common points and help us communicate more effectively and easily. We are six different countries, six different schools, six different ways of life, six different realities, but with this project we create a chance to feel closer as European citizens and it will encourage our children to have an open-mind which is so important  in their future lives.

2. What are the objectives you would like to achieve and concrete results you would like to produce? How are these objectives linked to the priorities you have selected? Szilvia - Sari

(Szilvia please see the priorities that i have selected in the form and write the objectives of our project. They must focus on reading legends, literature, language, ICT. Sari will have supportive role in this) 3000 characters.

The project is proposed for young students and is related to stories and characters in our legends as part of European cultural heritage. This genre is a perfect tool to develop children's awareness of their own and other cultures.

First of all the project’s aim is to improve literacy skills and to promote an interest in reading and writing. It will also aim to improve foreign language skills in students and teachers of partnering schools.

A low reading ability indirectly causes ongoing problems, such as school dropouts and a lifelong negative attitude towards education.

Working with our myths and legends provides  opportunities for further expansions in arts, history, geography, ancient culture, creative writing and drama. Sharing friendship and co-operating with other students from other countries can provide opportunities also for cultural understanding, citizenship, language development, within the context of international education.

GENERAL OBJECTIVES:

To increase students’ competitiveness, reading, writing and speaking skills in English

The specific aims are:

• To make an e-book of legends translated into English and written by primary pupils containing some cultural elements.

• To develop innovative didactical materials to increase reading motivation among primary level pupils;

• ICT-products, such as iMovie and Puppet Pals and QR-coding adventures using tales and legends as a source

• Own Youtube channel of OWL containing drama and animations and illustration of other countries’ legends

• Instagram/Facebook/Twitter #reading #tales and #legends and  #reading books

• Online newspaper or project journal  in which all the partner school pupils tell and describe what they have been reading and how they have been encouraging each others to read, also pupils can publish their short stories, poems, lyrics, plays, manuscripts etc in on-line paper; Project journal on the Twinspace

• Online book club; book references for other kids, Live event in Twinspace. “How to start a book club” -guide, example tool Visme

• Study-circle; the tale of the month (reflecting, opinions etc), in the Project journal

• “Readbox” = references and ideas of interesting books

• Pupils make different kinds of games, like Kahoot, about national tales for other kids; online games and quizzes in TwinSpace

• Reading workshops containing reading, drama pedagogy, creative writing and illustrations using all the partner countries’ tales and legends

• Reading challenges/How many books a year

• Interviews of local writers by pupils? Maybe not possible with traditional tales but for promoting reading and writing overall

• Constructing of ancient towns and villages (in the theme of myths and legends)

• Making classrooms inspirational for reading and making time for reading every school day

• Reading list, example tool Dotstorming

• Collaboration with local libraries

• Role playing

• “If I were a character in a tale/myth/legend..”  Students update their Twinspace profiles by using https://superherotar.framiq.com

• “How have the legends and traditional stories affected you?” Online Questionnaire. Example tool: Surveyplanet

• Blog (can we put all these actions in the blog? Don´t know the possibilities, Nikos?)

• OWL-magazine being the main product of the project (four chapters, one for each category)

Objectives:

to support teachers and learners to deliver effective high quality teaching using innovative and student-centred pedagogical approaches

to promote reading for pleasure, for deeper meaning

to teach students to appreciate and value languages and literature of other nations;

to engage bilingual/multilingual children in the process of learning;

to make ER inclusive for all the children, children with specific needs too;

to promote the understanding of cultural heritage of each country,

to promote collaborative and holistic approaches for inclusive and interdisciplinary purposes;

HORIZONTAL Social and educational value of European cultural heritage, its contribution to job creation, economic growth and social cohesion.

SCHOOL EDUCATION Promoting a comprehensive approach to language teaching and learning.

SCHOOL EDUCATION Strengthening the profiles of the teaching professions.

We will focus on communication, language and literacy skills but will also incorporate many other skills. These skills are essential as we aim to:

• Develop ICT skills among students and teachers.

• Develop creativity skills.

• Develop speaking and listening skills.

• Develop self-knowledge, knowledge of other cultures and build a common culture.

• Develop links between our legends and different countries helping the students gain a mutual understanding of Europe.

• Develop our teaching skills with the different educational topics impacted (literacy, geography, morality and personal social education, speaking and listening...).

___________________________________________________________________________

HORIZONTAL Social and educational value of European cultural heritage, its contribution to job creation, economic growth and social cohesion.

SCHOOL EDUCATION Promoting a comprehensive approach to language teaching and learning.

SCHOOL EDUCATION Strengthening the profiles of the teaching professions.

The project is proposed for young students and is related to stories and characters in our legends as part of European cultural heritage. This genre is a perfect tool to develop children's awareness of their own and other cultures.  We will focus on communication, language and literacy skills but will also incorporate many other skills.

3. How are the planned activities going to lead to achievement of the project's objectives? Sari - Szilvia

(Sari in cooperation with Szilvia you will have to find the activities to achieve the objectives described above. Consult our conclusions below. We will use O.W.L.- Theme days one per month. except for the LTTs months) 3000 characters.

The project's objectives will be achieved through an effective collaboration amongst the partner

schools.

It is necessary to:

- respect the project schedule,

- the widest possible condivision of good educational practices,

- the exchange of exhaustive pieces of information on each partner's schools,

- disseminate the project results not only on a participants' level but also on a larger scale.

The planned activities help students

- to activate and reinforce their skills (grammar, vocabulary, pronunciation, and writing). and become a better reader. Reading skills include: skimming, scanning, predicting, and reading for detailed comprehension.

-to develop critical thinking skills.

-to read for enjoyment.  Students should ideally discover not only the usefulness but also the pleasure of being able to read.

- to develope their skills in different area  like scriptwriting, filming, art, writing and editing magazine, etc.

Szilvia - Purple

Nikos - Red

Matt - brown

Sari - blue

IMPORTANT: Our final product will be an O.W.L. magazine that will consist of 4 chapters (one for each category). This magazine will be a printed magazine that will be printed in each country and will be distributed among students. We will discuss about each content (number of legends, language etc). I also proposed the country for each mobility.

Preparation:

Before the first activities take place, the schools will take the following steps:

They sign the agreements with the National agencies and exchange of communication with them. The Project Coordinating Team and the expert teachers are appointed who will actively be involved in the project activities.

2019 September-October

1.Administrative arrangement and preparation; presentation of the project to students, families, schools’ stuff and authorities.

2.Logo competition: Each partner will launch a competition to propose a logo for the project, that will be decided during the first meeting/ first virtual meeting. (we can organize an e-vote for this. I did it in my current project with great success. Details can be decided in virtual meeting.) Who vote ?  Children ? Children + families ? Open vote ? We voted 50 students plus 10 teachers from each country! But we can decide about it and include parents.

3.Uploading of short videoclips and presentation of the schools on eTwinning and creation of the virtual open class. (Responsible country: Spain)

4.Each school will determine how the students will work on the project, trying to enlarge as much as possible the group of students involved, and will set up the criteria to select the ones participating in the mobility activities.  for ex. for France: pupils target group: from 6 to 11 years old.

Teachers will create an eTwinning group to share tools, good practices, lesson plans to carry on the project (Responsible country: Spain)

5.Each partner will organize an event to present the project and to try to involve the local communities and families in the additional activities that will be promoted under the project.

6. SURVEY - Children’s Reading Habits - to study the reading interests of children - the starting point of our project. Number of students: ???? Age of students: ???? Responsible country: (I believe we can do this altogether)

7.  Each country start a Reading Club /an OWL Club for students. Reading competition?

8. Reading Corner - Project’s corner - OWL Corner.

9. Website for the project. Responsible country: Greece (We can use a blog with blogger it is very quick and easy I can do it - Nikos)

At the end of October start of November 1st staff only mobility (all details will be settled plus LTT for teachers). AFTER AGREEMENT HUNGARY WILL HOST THE OPENING MOBILITY

During this project meeting we will plan and design the ongoing joint activities more precisely, we will design the dissemination tools (the magazine material, blog’s status, etc), and learn details to the implementation from each other.

Identify the structure of a story (narrative schema, actanciel schema ...) through each topic.

2019 November - 2020 February  Mythology / History Legends   Does each country choose its own stories or do we create a common corpus for all of us ?

1. Read some historical legends from week to week together with students each students choose a hero for themselves to work with.

   1. 1. Make a presentation about him/her - practice of character writing

      2. My hero in a Comic - they make a comic about him/her (real historical or fiction)

2. Visit a Museum or a historical place to connect to one chosen legend - Museum pedagogy;

   1. Create an own lesson plan and share

3. 1st chapter of O.W.L. Magazine - Responsible country: Greece

4. Choose students for the first Meeting - he selected students from each school will   produce a presentation about one of their chosen historical hero and its legend.on the first LLT meeting.

5. First OWL’s Day: Theme day: My Personal Hero - The diversion of traditional tales

6. End of February 2020: first round of mobility activities with students - proposal: Greece

7. Each pupils could have a personal document “ my two year journey  through european tales and legends” or something like this. A two year personal memory.

8. Animation film  

9. Origin of the word Europe, born of greek a legend. Nice legend from Greece

o Discover and compare different versions of known stories (eg Disney and others).

o The diversion of traditional tales (eg Little Red Riding Hood).
    

2020 March - 2020 June Romance / Love Legends

1. Read some Romance / Love legends from week to week together with students each student choose a legend for their region for themselves to work with.

2. 2nd chapter of OWL Magazin - Responsible country: Spain

3. Let’s go out! - Outdoor education method - Explore / investigate a legendary Romance place.

1. Each country creates and shares a lesson plan…..

4. Write me a legend about my place! - each country send only one photo or painting to an other country, and they write a legend about that place. It will be presented on the second LTT meeting.

5. OWL Theme Day 2. - Climb the Great Poet-tree; Focus on the poems /or/ The Land of Legends

6. Outing in a mythical place. It is under 3.

7. Theme of good and evil, stereotypes (Wolf ...)

8. May 2020: second round of mobility activities with students - Spain

2020 September-2020 December Origin / Tradition Legends

1. Read some origin/tradition legends from week to week together with students.

2. 3rd chapter of O.W.L. Magazine - Responsible country: France

3. reading of a story / shadow theater

4. The mythology in the cinema.

5. November 2020: third round of mobility activities with students - France

2021 January - 2021 April Geographyl/ Nature Legends

1. Read some Geographyl/ Nature legends from week to week together with students.

1. After reading some legends and romances, we choose one common story to work with. Each country works on the same story.

2. Make a small Play

3. Children make a legendary map about their country

2. 4th chapter of O.W.L. Magazine - Responsible country: Finland

3. Drama pedagogy as a method in teaching

Each country shares a lesson plan…..

4. Musical / it’s too hard for us

5. March 2021: Fourth round of mobility activities with students - Finland

At the end of May start of June 2nd staff only mobility (final report details will be settled plus LTT for teachers). AFTER AGREEMENT U.K. WILL HOST THE FINAL MOBILITY

4. Have you used or do you plan to use eTwinning, School Education Gateway or the Erasmus+ Project Results Platform for preparation, implementation or follow-up of your project? If yes, please describe how. Laura, Carme 3000 characters.

All the project members agree in using eTwinning as a main digital platform because it offers a unique virtual space with communication and collaboration tools.

We think that eTwinning and Erasmus+ strategic partnership complement strongly. Communication and cooperation tools that eTwinning provides are excellent resources  to plan and discuss all the aspects related to school association, carry out activities that use ICT, share documents about project theme, important countries’ information, share learnings and notify and spread results.

This is our plan well-structured for using eTwinning in O.W.L:

BEFORE STARTING THE PROJECT

-       Search for partners. We’ve used eTwinning Live forum.

-       Be an inspiration for themes and topics by eTwinning Live.

-     Collaborate in the eTwinning project plan and design, using Twinspace. Creation of an etwinning project to start our partnership.

-  

DURING THE PROJECT

Use Twinspace…

-       as the main online working platform. (constant work, before, during and after mobilities)

-       as the communication and collaboration virtual place. (teachers and pupils)

-       to organize and create working teams. (teachers and pupils)

-       to follow-up all the project steps together. (Project diary, teacher’s bulletin, forums, online meetings and videoconferences)

-       to prepare and follow-up all the mobilities. (teachers and pupils communication, all  certificate documents, memories and assessments, agreements…)

-       to upload and gather materials of project activities.

-       as a wide spreading and dissemination.

AFTER THE PROJECT

-       Project results dissemination.

-       Sustainability: our goal is to improve the quality and have an impact on future projects.

5. Please explain if and how you plan to create opportunities for the school(s) having the eTwinning school label to share best practices in eTwinning and to provide mentorship to other participating schools that are less experienced in using eTwinning. Laura, Carme 3000 characters.

To have the eTwinning School Label is important to be recognised as leaders in areas such as:

-       Digital practice.

-       eSafety practice.

-       Innovative and creative approaches to pedagogy.

-       Promoting continuous professional development of staff.

-       Promoting collaborative learning practices with staff and students.

We also think that this recognition is a great achievement of the entire eTwinning team.

Spanish partner is already recognised as an eTwinning School Label. So, we think that Spanish  members can help providing their eTwinning experience:

-       eTwinning courses.

-       Awarded eTwinning projects. (National and European Quality Label)

-       eTwinning ambassador experience.

In order to recognise the eTwinning work done, the aim is that all the O.W.L members obtain the eTwinning School Label following the next stages:

-       All members have to be registered on eTwinning.

-       There are at least two active teachers in each school linked in eTwinning.

-       We must demonstrate activities that prove teachers and pupils awareness of responsible use of Internet.

-       We have to demonstrate and active collaboration of teachers and pupils in eTwinning activities.

-       Every school must publicly show its involvement in eTwinning: displaying the eTwinning  logo, the description of eTwinning activities on the school side or evidence from a school publicity.

-       We have to demonstrate that we will do an eTwinning promotional activity in the local community for our O.W.L project during the year of the award. We are sure we will get it.

6. Please briefly describe who will take part in the project, including:

• Who are the different groups that will take part in the project activities (e.g. pupils, teachers, other school staff, parents, etc.)? Please also include information on local participants (those who will participate in project activities, but will not travel as part of the project).

• How are these groups going to participate?

• If pupils are involved in the project, please specify their age groups.

Note that specific details on selection of participants in Learning, teaching and training activities do not need to be repeated here if they are described in the dedicated section of the form: Learning Teaching Training Nikos 3000 characters.

In order to describe clearly the participants of this project they have to be separated into two categories:

1. O.W.L. - theme days'  and LTTS' participants: Pupils (age 4-12), Teachers, Other staff members, Parents, Local Educational Authorities.

O.W.L. - Theme days: The basic principle of this project is to involve all pupils and staff members of the participating institutions. For this reason theme days with activities are designed. Families will be involved in each part of the implementation of these theme days as school's and students' best supporter.

LTT-sessions: During the LTT-training sessions we will always have at least some groups from the hosting institution to join the activities. The participating classes will be selected according to the theme, and the pupils’ abilities. Local educational authorities and stakeholders will be invited to attend some of the activities so that they can give us their precious feedback.

2. Travelling participants: Pupils (age 10-12), Teachers

First, the pupils' selection will be done among older pupils who will volunteer themselves and those involved by teachers. In the first case we will be selecting pupils who desire to get involved in the project respecting their motivation. In the second case will be the role of the teachers and the staff involved on the project to motivate the pupils, also it will be useful if the parents could be involved in this phase in order to provide more motivation to their children. Moreover, the selection of the pupils will be done following a common method shared by all the partners: each pupil will provide a motivational letter (small paragraph) written in English on joining into the project activities abroad, this method is also used for measuring their written English level. Furthermore, an interview will be done to the pupils for evaluating their spoken English and skills related on group work to tackle social and language exclusion during the international short-term mobilities for students.

Finally, the selection of the teachers which will be involved in the mobilities will be done according to the project's objectives and educational fields and of course their willing to participate in the project. The field of the teachers which will be selected, should focus on those objectives-related areas: Personal development, literature, ICT, English. Furthermore, will be evaluated the motivation, experience, expertise and the English level which should be at least B1 in order to deliver activities and lectures in English – project’s language selected -.

If there are too many pupils or teachers willing to travel, the participants will be chosen by lottery.

The coordinators of the project will be included in all mobilities as managers of the project in order to guarantee more sustainability and problem solving – if needed – during the activities delivery and management sessions.

Projects will be assessed against the following criteria:

Relevance of the project

(maximum 30 points)

The relevance of the proposal to:

- the objectives and the priorities of the Action (see section "What are the aims and priorities of a Strategic Partnership").

- If the proposal addresses the horizontal priority "inclusive education, training, and youth", it will be considered as highly relevant.

- If the proposal addresses one or more "European Priorities in the national context", as announced by the National Agency, it will be considered as highly relevant.

The extent to which:

- the proposal is based on a genuine and adequate needs analysis;

- the objectives are clearly defined, realistic and address issues relevant to the participating organisations and target groups;

- the proposal is suitable of realising synergies between different fields of education, training and youth;

- the proposal is innovative and/or complementary to other initiatives already carried out by the participating organisations;

- the proposal brings added value at EU level through results that would not be attained by activities carried out in a single country.

Quality of the project design and

implementation

(maximum 20 points)

The clarity, completeness and quality of the work programme, including appropriate phases for preparation, implementation, monitoring, evaluation and dissemination;

The consistency between project objectives and activities proposed;

The quality and feasibility of the methodology proposed;

The existence and relevance of quality control measures to ensure that the project implementation is of high quality, completed in time and on budget;

The extent to which the project is cost-effective and allocates appropriate resources to each activity.

If applicable, the use of Erasmus+ online platforms (i.e. eTwinning; EPALE;

School Education Gateway) as tools for preparation, implementation and follow-up of the project activities.

For School Exchange Partnerships:

- the extent to which the projects is building on previous or ongoing eTwinning projects;

- the extent to which the project is using eTwinning in combination with physical mobility to create longer, more frequent and richer exchanges between pupils and teachers in different countries

(blended mobility).

If the project plans training, teaching or learning activities:

The quality of practical arrangements, management and support modalities in learning, teaching and training activities;

The extent to which these activities are appropriate to the project's aims and involve the appropriate number of participants;

The quality of arrangements for the recognition and validation of participants' learning outcomes, in line with European transparency and recognition tools and principles.

Quality of the project team and the

cooperation arrangements

(maximum 20 points)

The extent to which:

- the project involves an appropriate mix of complementary participating organisations with the necessary profile, experience and expertise

to successfully deliver all aspects of the project;

- the distribution of responsibilities and tasks demonstrates the commitment and active contribution of all participating organisations;

The extent to which the project involves newcomers to the Action.

For School Exchange Partnerships: the extent to which the project involves

eTwinning schools and creates opportunities for them to promote best

practices in eTwinning and provide mentorship to other schools who are

less experienced in using eTwinning.

The existence of effective mechanisms for coordination and communication between the participating organisations, as well as with other relevant

stakeholders.

If applicable, the extent to which the involvement of a participating organisation from a Partner Country brings an essential added value to the project (if this condition is not fulfilled, the project will not be considered for selection).

Impact and dissemination (maximum 30

points)

The quality of measures for evaluating the outcomes of the project.

The potential impact of the project:

- on participants and participating organisations, during and after the project lifetime;

- outside the organisations and individuals directly participating in the project, at local, regional, national and/or European levels.

The quality of the dissemination plan: the appropriateness and quality of measures aimed at sharing the outcomes of the project within and outside the participating organisations;

If relevant, the extent to which the proposal describes how the materials, documents and media produced will be made freely available and promoted through open licences, and does not contain disproportionate limitations; The quality of the plans for ensuring the sustainability of the project: its capacity to continue having an impact and producing results after the EU grant has been used up.

To be considered for funding, proposals must score at least 60 points. Furthermore, they must score at least half of the maximum points in each of the categories of award criteria mentioned above (i.e. minimum 15 points for the categories "relevance of the project" and "impact and dissemination"; 10 points for the categories "quality of the project design and implementation" and "quality of the project team and the cooperation arrangements"). Proposals that do not address at least one priority of the Action will not be funded.