ME AND MY IMAGINARY WORLD IN 2038

There can be noticed the tendency to readjust the curriculum to the European Union standards boosting pupils’ engagement in both education and motivation for learning and reaching their full potential. This project reunites schools from Belgium, Bulgaria, Italy, Romania, and Turkey, 5 in total.The project prepared the pupils and their intercultural competences to be global citizens in a rapidly changing multi-cultural global world. It is known that the tomorrow’s world is a horizon of unknown scale waiting for adventurers and explorers to turn imagination into reality and their vision into action. Starting from this idea, it appeared challenging to start designing a project that embarks the actor of the educational process on an imaginary adventure about the world of 2038. The project encouraged the innovation and imagination in the attempt to make students understand that they are the creators of the future. Tackling essential topics of the daily living like landscape of the future, technology and people, me and my health, students were encouraged to embrace technological revolution, to increase web traffic, to start critical thinking on climate,environment and education. OBJECTIVES: - develop transversal and soft skills to 60 pupils and 40 teacher by August, 31st 2019 - foster forward and conceptual thinking among 60 pupils by August, 31st 2019 - internationalise and broaden the school curriculum in 5 European schools - introduce new approaches and schemes to tackle the connectedness of mind, body and spiritInternationalizing the school curriculum provides pupils European and global perspectives of their discipline, giving them a broader knowledge base for their development. The partner schools are public primary schools (some of them have lower secondary levels, too). Students are aged between 11 and 14 years. The total number of direct and indirect beneficiaries is 2000 students and teachers. The number of students and teachers attending the international mobilities = 60 students and 40 teachers from all partner schools. All students could join the activities, including the ones with fewer opportunities, and around 25 students belonging to this category wer involved. The project was planned to have 24 months duration. There were 2 short-term joint staff training events (at the beginning and ending of the project) planned and 3 short-term exchanges of groups of pupils. One keyperson of each school attended all meetings due to succession and good communication. During the short-term joint staff training events (Belgium and Turkey) partners reorganized the Partnership Activities Plan – objectives, tasks, distributed tasks, agreed on the strategy of impact, dissemination, sustainability of the project, exchanged information about the educational system of each country, evaluated the project and elaborated the final report. During short-term exchanges of groups of pupils (Bulgaria, Italy and Romania) partners organized activities with students for achieving the project objectives, discussed the quality of the products, elaborated the interim report, evaluated the impact of the activities, analyzed the results of the questionnaires, and exchanged information about what was achieved. The project was divided into topics,approached during the short-term exchanges of groups of pupils. These topics were: LANDSCAPE OF THE FUTURE, TECHNOLOGY AND PEOPLE, ME and MY HEALTH. Tangible results of our common work are: lesson plans; presentations; video's,scale models, multimedia posters; e-book “Me and my imaginary world of 2038” , newsletters; articles published in media, own logo; calendar; promotional materials; webpage linked to the topic and project :https://sites.google.com/moorsledegem.be/me-and-my-imaginary-world/homepage The active and collaborative learning was the base of the methodology used in implementing the project. This partnership has a wide impact at all levels, focusing on the development of transversal and soft skills and the integration of European methods and approaches in the education process. The partnership has established a successful beginning of a long-term cooperation and an international network between teachers and students across Europe that will undoubtedly stimulate their professional and personal development. The projects European dimension have had a positive impact on the atmosphere of all partner schools. The international cooperation has increased the sense of European identity and the belonging to a united European multi-cultural family.