The partner schools have found out that in their systems of the education there are insufficient school programmes dealing with the acquisition of the 21st century skills and lack of new motivating teaching-learning strategies and methods centred on pupils’ needs.
Too much theory in class has led to low levels of the pupils regarding social, civic and intercultural skills. The well-being is also at a low level.

The pupils who come to high school from different social backgrounds do not know how to react in the new educational environment and they do not feel integrated, they become bored, hot-tempered stubborn, even aggressive, low emotional wellbeing. Some of them present symptoms of stress or isolation. All these lead to poor academic results and early leaving school.

Results

Results

Concrete results and final products of the project: “The Living Story of Cultural Identity”. Each partner country writes a chapter of the book, “Bibliotherapy. Didactic Resources for Mind and Soul”, a collection of texts from the literature of the partner countries with lesson plans, videos, non-formal methods and examples of good practice for the acquisition of social, civic, intercultural and emotional skills and competences through literature and as a prevention strategy for risky behaviours, inadaptability and social exclusion, “e-Dictionary of Positive Language”. The short-term joint staff training events and the teachers’ collaboration contribute to the creation of strategy of prevention and acquisition of new social, civic and intercultural skills and competences, its application in the projects partner schools and its sustainability on long term through activities and Erasmus+ projects.

Target group

Target group

Pupils, 13-19 years old, who come to high school from rural areas, different economically disadvantaged areas, single parent families, immigrants, different ethnic groups

Methods

Methods

This project proposes to be:

  1. active-participative. It will provide needs-based interactive forms of learning to help our pupils acquire new skills;
  2. focused on personal development for teachers and pupils (self-awareness) and social, civic and intercultural skills and competences, social awareness;
  3. explicit. The target is represented by specific social-emotional skills.

The prevention strategy is correlated with the planned activities of the project which address to universal interventions and selective interventions, subgroups with risk factors, poor academic achievement etc.

General objective

General objective

General objective of the project is to create a preventive intervention strategy based on the acquisition of the 21st century skills through literature in a non-formal, interdisciplinary and European context.

General objective

General objective of the project is to create a preventive intervention strategy based on the acquisition of the 21st century skills through literature in a non-formal, interdisciplinary and European context.

Methods

This project proposes to be:

1. active-participative. It will provide needs-based interactive forms of learning to help our pupils acquire new skills;

2. focused on personal development for teachers and pupils (self-awareness) and social, civic and intercultural skills and competences, social awareness;

3.explicit. The target is represented by specific social-emotional skills.

The prevention strategy is correlated with the planned activities of the project which address to universal interventions and selective interventions, subgroups with risk factors, poor academic achievement etc.

Target group

Pupils, 13-19 years old, who come to high school from rural areas, different economically disadvantaged areas, single parent families, immigrants, different ethnic groups

Results

Concrete results and final products of the project: “The Living Story of Cultural Identity”. Each partner country writes a chapter of the book, “Bibliotherapy. Didactic Resources for Mind and Soul”, a collection of texts from the literature of the partner countries with lesson plans, videos, non-formal methods and examples of good practice for the acquisition of social, civic, intercultural and emotional skills and competences through literature and as a prevention strategy for risky behaviours, inadaptability and social exclusion, “e-Dictionary of Positive Language”. The short-term joint staff training events and the teachers’ collaboration contribute to the creation of strategy of prevention and acquisition of new social, civic and intercultural skills and competences, its application in the projects partner schools and its sustainability on long term through activities and Erasmus+ projects.