Every child will succeed if given the opportunity

"<< Background >>We applied for the project because we see the problems of students from the risk group (learning difficulties, children from broken families, hyperactive children, immigrants, people with economic difficulties), such as lack of self-confidence, motivation and awareness of their abilities. The project responds to the need to support students in the educational process.It aimed to create an innovative approach to education that would combine social, cognitive and motor development with artistic activities. It also responded to the need to exchange best practices and teaching methods in primary schools.Our goal was to introduce a new educational philosophy based on inclusive and innovative teaching methods, responding to educational challenges in Europe, in line with the EU's vision. The project fostered social inclusion, ensuring that no child was left out of education.Overall, the project addressed the needs of supporting at-risk students, creating a creative, inclusive approach to teaching and promoting international cooperation to improve the quality of education.<< Objectives >>With this project, we wanted to increase the knowledge and competences of both students and teachers. Our goal was transnational cooperation and achieving innovative excellence, strengthening cooperation between all entities in the school, as well as greater cooperation with parents. It was also important for us to improve assessment and quality assurance, promote international cooperation and a holistic approach in learning and teaching, increase the artistic contact capacity of students and teachers, and give them the opportunity to acquire and use basic artistic, digital and language skills in their development.The project also aimed to improve the self-esteem of students from the risk group, as well as to give them a chance to get to know their talents and capabilities better. We wanted artistic and creative activities to be conducive to comprehensive development.<< Implementation >>Three mobilities and many online meetingsSPAINThis was done to express emotions, apply fluent language and language skills in terms of self-expression, capture the creative abilities of an individual, sing songs, maintain a musical rhythm. The students met for the first time in person, cooperated during daily workshops, performing tasks together, looking for solutions, overcoming language barriers.POLANDStudents participated in art workshops, created small gardens, planted plants, monitored their growth, created insect houses as an expression of environmental protection and developed their sense of responsibility. During the workshops, they used recyclable materials, while at the same time it was aimed at increasing visual and manual skills, focusing the attention of the individual and applying creativity.TURKEYThey developed their aesthetic, choreographic and interpretative skills. Physical and theatrical games allowed the students to reflect on their inner world. Attention exercises, improved perception and creativity, increased their self-confidence by supporting spiritual development and synchronization with the group. The students understood the importance of ""social inclusion"".<< Results >>A number of positive effects for STUDENTS:1.Increase in language competences: ""Diagnostic tests showed an improvement in the knowledge of English.2.Independence and self-confidence – Involvement in additional tasks, breaking the barrier of shyness.3.Motivation: Increased motivation to learn, participation in additional classes in English and many competitions, while achieving success 4.Creativity: Development of imagination, innovative thinking and creativity skills, increased initiative and great commitment to project work5.Communication and interpersonal contacts: Overcoming shyness, ease in establishing contacts, reducing the language barrier, openness and willingness to take part in the discussion.6.Managing emotions: Developing communication skills and working out compromises in an atmosphere of trust and acceptance of diversity.7.Support for dysfunctional pupils : participation of pupils with SEN: m.in. developmental dyslexia, dysorthography, dysgraphia. Participation in the project showed the students that despite their limits, they can be successful.8.For teachers:Competence development: innovative teaching methods, artistic approach, emphasis on ecology."