Happy children, cooperative pupils, efficient brains

Topic(s) addressed

The topic addressed by this project was wellbeing in school through the development of cooperative learning, development of life skills for pupils and teachers, improvement of teaching skills for the pupils, and the development of European citizenship.

Target group(s)

The target group included children with special needs and other pupils.

Methodologies

The final goal of the project was a performance that would include drama, music, dance, and visual arts. Many cooperative structures have been implemented through pairs, small groups, or class groups. The different fields of drama, dance, and music acted as motivators and allowed formative assessment throughout the project. Life skills have been developed along with more academic language skills. The final performance in a theatre was an incredible experience for the children and increased their motivation and engagement with all the tasks.

Innovation environment

The partnership was composed of six European schools, and four had worked together previously. Cooperation and peer learning was effective and efficient from the beginning thanks to the Erasmus+ project.

Each team has developed and shared techniques for improving the wellbeing of pupils and teachers. This project is part of the eight-year-old Erasmus+ project in the school and continues with the after-school club, working with children of all ages. 

Teachers’ role

All participating teachers have a positive attitude towards innovation and exchange good practices efficiently. Each teacher already masters specific skills that they can share successfully. Finally, cooperative work enables teachers to develop their skills further. Teachers involved in the project share the results and innovative methods with colleagues. Regarding the French school, their teachers have been involved in similar projects for 13 years as they recognise that Erasmus+ projects are the chosen way to innovate each year. 

Impact and output

For pupils, there was improved self-esteem through inclusion and the commitment of all students in the lessons. They learned about themselves and their strengths and know they can learn anywhere by cooperating with peers. This is particularly applicable to special needs students. The school had an improved climate and stronger relationships with parents who wished to get more involved. For teachers, their teaching methods changed, and they learned that it is possible to teach classes differently, outside, on stage, through music, while also teaching key academic skills.

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