C1 – Short-staff joint training events

Activity 1: Importance of literature in our lives
The teachers participate in a workshop about teaching methods of literature and they elaborate lesson plans based on literary texts that deal with the topic of the project.
Methodology: Group discussion session. Workshop.
Results: The teachers involved in the activities created new methodologies of intervention in the teaching learning-evaluation process.
Activity 2: Literature – civic, social, intercultural values.
Content: A direct link between literature and the development of the civic, social and intercultural skills and competences in pupils. A Romanian team formed by two experts from the Regional Centre for Educational Assistance and two teachers of literature presented ways of acquisition of new skills and competences. The Romanian teachers of literature presented Romanian writers (Mihai Eminescu, Marin Preda, Marin Sorescu, Mircea Dinescu) and their literary works where aspects of civic, social and intercultural aspects are found. The partners presented writers and their works in a session of good practice. The teacher elaborated the first part of the students’ insight portfolio on civic, social, intercultural values.
Methodology: group work.
Results: The teachers learnt to use literature as a tool in teaching civic, social and intercultural skills and competences, and acquired new knowledges and learnt about Romanian literature and socio-economic contexts.
Activity 3: Building open educational resources.
Content: The teams from the partner schools learnt new methods of using ICT techniques in order to create eBooks an decided upon the content of them (“The living Story of Cultural Identity” and “Bibliotherapy. Didactic Resources for Mind and Soul”), and the dictionary “e-Dictionary of Positive Language”.
Methodology: group work.
Result: a plan of developing the OERs was realized.
Activity 4: 21st century skills.
Content: Teachers, divided in groups, participated in the ICT lab two sessions of training regarding creative ways to obtain interactive didactic materials.
Methodology: Exchange of good practice in group work.
Results: The teachers developed their skills and competences learning how to use literature to create interactive tools and instruments in order to let the pupils be creative, feel integrated, be happy with their practice in school. They learnt how to build websites.
The representative teachers from the partner schools approached the details of activities described and realized a plan of implementation in extracurricular activities in partner schools, in non-formal and informal educational approaches, optional literature courses.
Certificate of Attendance were handled to the participants.
The teams made the necessary arrangements and planned how to prepare the next meeting.
Questionnaires of satisfaction were applied on the participants. There also were group discussions about the results of the meeting.
Report of activities was written: evaluation, degree of satisfaction.

C2 – Short-term exchanges of group of pupils

Activity 1 – Literature and its truth. A two-day session.
The pupils participated in a workshop during which the Romanian teachers of literature presented them aspects from the lives and works of well-known Romanian writers: Mihai Eminescu, Marin Sorescu, Marin Preda, Mircea Dinescu.
– methodology: questionnaires regarding the main aspects about the writers and their work that the pupils remember, debate, techniques for opening discussions.
– result of activity: the pupils understood the specific social and civic aspects of each presented writer and his work, and the period of time they have lived and created in.
Activity 2: Literature, film and a life. An activity which was developed in two separate sessions, in two days.
– methodology: The pupils watched fragments of film realized after the novel ”Cel mai iubit dintre pamanteni” by Marin Preda. The second film presented Mihai Eminescu – the work and his life, attitude concerning the human rights, justice, civil rights in his poems, the so-called Letters. The third film was about Mihai Dinescu and his social status during the communism. They debated the behaviour of Petrini, Mihai Eminescu and Mircea Dinescu.
– results: the pupils understood the specific attitudes and behaviour of the main characters or the writers themselves, the human rights or the lack of them, the awareness of the values presented in literary works.
Activity 3: Good pieces of advice.
– methodology: the pupils realized letters of suggestions regarding the characters’ behaviour shown in films. They advised the protagonists how to react in certain circumstances.
– results: the pupils understood the Romanian society during different historical periods, they began to understand how to take decisions, how to protect themselves against social injustice and fight for their rights, how the dialogue and reflection could lead to a better decision in a given context.
Each partner will integrate these activities in optional courses or extracurricular activities closely related to the particularities and needs of each partner school, to the literature viewed from civic, social and intercultural sides.
The progress will be evaluated through face-to-face debates and questionnaires of satisfaction during classes. The teams of the project will also evaluate the academic progress of the target-pupils and their well-being in school, their collaboration with the colleagues at the end of the project.
Each participant received an attendance certificate of mobility and a Europass mobility certificate.
Report 1 of the activities: degree of satisfaction; improved skills and competences.

C3 – Short-term exchanges of group of pupils

Activity 1: Biographies
The pupils were divided in mixed groups and read fragments of famous Greek personalities (Aristoteles Onassis, Giannoulis Halepas). They had to identify strengths and weaknesses of main characters and then they will write a description of themselves, both physical and mental, focusing on their strong characteristics, mentioning their achievements and times they faced difficulties.
Methodology: group work and debates
Results: Pupils understood the characters’ feelings, social and civic attitudes, interhuman relationships.
Activity 2: Creative writing seminar
A seminar was carried out by a professional writer who showed the pupils the perks of creative writing and reinforce “love for reading”
Results: more pupils were involved in reading and writing activities and they will find the therapeutic value of writing, a way of integrating in society, in different communities.
Activity 3: The story of cultural identity.
Pupils met and looked at the illustrations and local folk tales gathered by M. Kliafa, a famous Greek writer living in Trikala and visited the local centre of cultural history and heritage.
Methodology: workshop with a professional story teller.
Results: pupils realized that folk tales mirror the values of a certain society and also by exploring the protagonists’ struggles they gained examples of resilience, character development, civic and social attitudes. The pupils learnt how to become aware of cultural heritage and history, how to narrate using oral and body language.
Activity 4: The values alphabet
The pupils participated in a two-day workshop. They identified Life Values and Positive Attitudes in the books by M. Kliafa and Toula Tiga – friendship, love, human rights and tolerance, acceptance of diversity.
Methodology: group work.
Results: They are able to understand human feelings and are be able to create different artistic representations of abstract concepts – friendship, love etc..
The activities will be included in extracurricular activities in the partner schools and/or be parts of optional course on literature and human rights, social development and behaviour.
Report 2: evaluation of activities, ways of improving civic and social skills. Certificates of attendance were handled. 

C4 – Short-term joint staff training events

Activity 1: “Using literature to promote children’s resilience”.
The Greek experts presented biographies of Aristoteles Onassis, Giannoulis Halepas and created a debate regarding the resilience and civic and social behaviour of some important Greek personalities.
Methodology: group work and debates in order to design activities and didactic materials using biographies of famous people.
Expected results: the partner teams have understood how to use literature, especially biographies, to teach pupils about self-awareness, resilience and character strengths.
Activity 2: ’How to choose books for bibliotherapy/teaching about sensitive social issues.
The teacher’s role when using books to approach sensitive issues in different social contexts (school, family, community) and how to build a
civic behaviour.
Methodology: group discussion.
Expected results: participants were trained on how to choose books for bibliotherapy and gain knowledge about their role in enhancing socioemotional learning.
Activity 4: A Monster calls.
The participants worked in groups in order to create a step-by-step guide for teachers about how to use a book (and a film) to approach issues like illness, family and school relationships, bullying and tough emotions with teenagers etc.
Methodology: group work
Results: teachers became aware of the ways they can use a literature text for adolescents to enhance emotional and social well-being, teach life values and resilience. Also, they learnt how to integrate the novel analysis interdisciplinary to most subject areas (language, history, arts, Social and Civic Education etc.).
Activity 5: Bibliotherapy
How to use literature texts to train High School pupils in peer mediation – an anti-bullying tool. Comparative analysis of two novels on bullying, “Wild games” by M. Kliafa and “Bystander” by J. Preller.
Results: teachers know how to learn how to apply peer mediation and restorative practices through the use of literature and preventive bibliotherapy techniques, to solve conflicts in a peaceful way, will develop skills of critical thinking.
In the partner schools, workshops will be organized in order to create friendly spaces for teachers and pupils, for a suitable atmosphere necessary for reading activities which help the pupils, and the teachers, the importance of communication between people, the necessity of expressing themselves to be able to fight for their rights, to be integrated in the society you live in, to understand that a permanent learning help in the social and
intellectual development.

Certificates of attendance were handled.