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Start date: 01 Jul 2016, End date: 30 Jun 2018 PROJECT  FINISHED 

Europe has always been a ‘’ melting pot ‘’ of people from different cultures . In the course of time European Union has been through conflicts, violations of human rights and various kinds of threats. Peaceful co-existence of all the European Union countries constitutes a common vision and presupposes the active intervention of the citizens in order to ensure the common welfare of people. Education is the main means through which this target can be attained. It is only through education and spiritual exaltation that we can cultivate respect towards the otherness and develop the feeling of tolerance. It is only through education that we can eradicate prejudices and bridge the gap.For this reason the educational system of each European state has to aim at molding active, socially sensitive citizens with humanistic ideals who will have a developed sense of both national and European conscience. Our country , belonging to a pluralistic Europe, is invited to participate in this social and historical process. Educators and students alike will have to acquire the necessary cognitive and communicative skills which will enable them to meet the demands of contemporary reality and make progress within a constantly changing Europe, without having to do away with their national identity. In line with the need of the school to be part of such a contemporary social reality we consider that it is imperative for the teachers of our school to be trained so that they are rendered able to transmit the spirit of multiculturalism to the students in order to ensure the smooth function of the heterogeneous school body. The specific training plan is designed along three axes: a) the CLIL methodology and the acquisition of foreign languages, b) the training on the use of New Technologies c) training on issues that have to do with European history and cultural identity and democracy . Five teachers participate in the first axis: a Greek Literature teacher, a German Literature teacher, two English Literature teachers who are attending CLIL courses organized by two different course providers. A Physical Education teacher who wishes to improve her English by attending an English Language course especially designed to cater for her needs so that she can realize an Erasmus+ Sports programme in the immediate future. Three teachers participate in the second axis : A Greek Literature teacher , a Math teacher , and the principal of the school who is a physical Education teacher. We consider that the inclusion of the principal in such a course is very important because, as by obtaining knowledge on New Technologies she will be more efficient in the school management. One teacher participates in the third axis , the assistant principal who is a French Language teacher, with French being the working language of this seminar. We have also incorporated another dimension in our plan that of two structured visits to European schools and Institutes of two other European countries which will offer valuable experience considering the policy , the curriculum design and the application of the CLIL methodology as well as the use of ICT these schools and Institutions have implemented in order to achieve a culture inclusive , European oriented policy in their schools. Having set as main target to do away with the parochial mindset we decided that both the teachers and the students should come into contact with corresponding European schools so that the ‘’European dialogue’’ is promoted and respect towards cultural otherness is cultivated through the exchange of views and the acquaintance with different cultures. We did not choose the educational axis mentioned above at random. The use of New Technologies is regarded as an essential educational tool especially when combined with different methodological approaches to teaching and learning that have been developed in other European countries. Therefore we incorporated in our planning a course cycle on European culture, another one on New Technologies ,one on CLIL methodology and one more concerning the skills improvement on English Language. These cycles are accompanied by two more Structured Visits to Schools and Institutes that will offer a rich insight on practices that certain educational systems have adopted.Long term benefits vary as teachers not only will they receive training but they will get to know different educational systems through experience , which is a fact that will render them able to functio in a way that it will be beneficial to students. Through the c effective cooperation with the educational organizations a new modern educational framework will be formulated and the students will have the opportunity to study at a school abiding by European standards with well trained staff who will provide knowledge and appropriate methods which will help to educate students into becoming active citizens free of stereoptypes and prejudices.
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