ANISOARA AYDIN

Erasmus+ Programme- Strategic Partnership

Project Number:
2020-1-UK01-KA229-079023

“THE CAROUSEL OF TRUE FRIENDSHIP- a guide of good practice”

(2020-2023)

DISCLAIMER: The European Commission support for the production of this publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the National Agency and Commission cannot be held responsible for any use which may be made of the
information contained therein.

Editura Edit. MOROȘAN

Dragomiresti Deal, August, 2023

ISBN 978-606-626-230-9

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 Editură acreditată CNCS
Consiliul Național al Cercetării Științifice

Descrierea CIP a Bibliotecii Naţionale a României

AYDIN, ANIȘOARA

STORRYTELLERS ACROSS EUROPE-TREASURES”(2020-2023)

-TEACHER’S MANUAL / prof. Anișoara Aydin – Bolintin Deal, Ilfov : Edit Moroşan, 2023

ISBN 978-606-626-230-9

Editura Edit Moroșan

Telefon: 0723 889 627

COORDINATORS:

PAULA BLACKBURN

ANISOARA AYDIN

MANUELA BOSCIA

ATAKAN AKSAN

CARLA PASSINHAS SANTOS

LAURANCE KRATTINGER

ANNE-LAURE CILLI

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 ROMANIAN TEAM

Prof. ANISOARA AYDIN

Prof. TATIANA BADEA

Prof. ANDREEA-FLORENTINA MĂRUNȚELU

Prof. MIHAI DOBRE

Prof. înv. primar ROXANA GEAMBAȘU

Prof. înv. Primar RAMONA-ISABELA DNUȚĂ

Prof. CRISTIANA GHEORGHIȚĂ

Prof. ALINA-MARIA GRIGORE

Prof. NICOLETA TONE

Prof. SIMINA-GABRIELA ZEGA

Tipărit la CORMINA PRINT SRL

cormina_print@yahoo.com

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 CONTENT
PROJECT SUMMARY Page 5

CHAPTER I TRAINING MATERIALS Positive Education Page 9

-a psychological approach
for the weelbeing of students
Boal’s Methodology on Page 15
Drama
CHAPTER II LEARNING SCENARIOS, Ecrire une carte virtuelle Page 23

LESSON PLANS & Alla ricerca del biglietto Page 30

perdutto!
LEARNING ACTIVITIES
A music lesson Page 37

Refugees- padlet Page 38

EXAMPLE OF GOOD
PRACTICES How to make a newsletter Page 39

Our Calendars Page 40

How to manage emotions and Page 47

stress- WHAT IF…

How do I run my classes Page 50

(self-reflection)

Using Positive Education Page 52

during a English class

Be inclusive! Page 53

Colombian hypnosis Page 54

Victims of social exclusion- Page 55

signs and solutions

Ideas of worksheets on social Page 62

inclusion

Kindness Bingo Page 63

Ideas for Positive Education Page 64

worksheets

How to involve your target Page 65

groups in your project
activities
CHAPTER III SCRIPT PLAY The Prince who married a frog Page 73

PUPILS’ CLUB EUROPEAN FRIENDSCLUB Page 76

JOINT INTEGRATED The Carousel of True Page 78

OPTIONAL CURRICULA Friendship

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PROJECT SUMMARY

Our Project is related to 2015 Paris declaration, promoting tolerance and inclusion through education,
equity, gender balance, nondiscrimination, inclusivity, diversity, and equality. It combats
discrimination and segregation. Social inclusion became a priority for EU, as it is a complex issue that
requires a comprehensive approach. Migration is one of the major social issues of the contemporary
societies and the lack of information related to this matter is perpetuating related challenges both for
migrants and the hosting societies.To further the integration of refugees, the Project partners from UK,
France, Italy, Portugal, Romania, and Turkey aim at making use of the potential of schools as socially
inclusive learning spaces, which provide ideal conditions for language acquisition as well as
intercultural understanding.

Our main objective is to bring communities together, combine their needs and find solutions, accept
one another and involve all parts in actively participating in society by engaging them in collaborative
activities, non-formal education methods and by enhancing their ICT skills in communication and
learning. Inclusive education is what we aim for, being aware that social inclusion differs from
integration to the extent that inclusive processes aim at mixing and finally dissolving social group
boundaries. Our institutions come from different levels of the educational system, from primary to
secondary. For us this is of utmost importance as our target groups are the students regardless of their
level or age. They will be equally addressed by this Project, as the problems and difficulties they face
are common. As in our schools we have pupils with diverse educational backgrounds Japanese, Greek,
Spanish, Belgian, Spanish, Bulgarian, Roma, refugees from Iraq, Syria, immigrants, the need of our
schools to be more inclusive is a concern and motivation, as to prevent early school leaving. Our
Project will involve all pupils and teachers from the partner schools (more than 3000 pupils and 200
teachers), local communities and stakeholders. Our pupils' wellbeing is a priority for our institutions.
All 6 partner schools need for an ameliorative educational intervention related to the social inclusion
of pupils’ and local community needs. To keep up with the latest methods and best practices in
European Education the Project will contribute to the development and internationalisation of the
schools involved in the long term. During the 2 years, we will exchange good practice in order become
adaptable and innovative in the internationalisation of our schools and to improve the quality and
continuous training of teaching staff by organizing 2 short term joint staff training events.The 2 short-
term exchanges of groups of pupils will ensure a better language competence and ICT competencies.
They will gain socio-cultural knowledge of the partner countries. They will become more confident,
self-esteem and self-reliance will be enhanced along with their emotional and interpersonal
intelligence.

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The goal of our project is to bring people together from different backgrounds in order to realise that
we are all the same. Our objectives: 1.Using non-formal education will strengthen the social inclusion
of disadvantaged pupils from 6 European countries by exchanging good practice during 6 transnational
mobilities in UK, France, Italy, Portugal, Romania, and Turkey in 12.2020, 04.2021,06.2021,10.2021,
03.2022 and 06.2022 2.Using non-formal education methods we are going to improve language
competences, emotional intelligence and ICT skills in 30 pupils from 6 partner schools from UK,
France, Italy, Portugal, Romania, and Turkey during 2 short-term exchanges of groups of pupils in
04.2021 and 03.2022, and Project’s activities 3.Using structured courses we are going to teach 18
teachers from 6 partner schools from UK, France, Italy, Portugal, Romania, and Turkey with 10
innovative methods of interactive teaching based on web tools 2.0 during 1 short-term joint staff
training event in 06.2021 and 18 teachers from the 6 partner schools with 10 effective methods on
Boal's Methodology-The Theatre of the Oppressed during 1 short-term joint staff training event in
10.2021 4.Using cooperation we will secure internationalisation in 6 schools from UK, France, Italy,
Portugal, Romania, and Turkey by participating in this Project between 01.09.2020-31.08.2022.

We will use arts and web 2.0 tools in innovative ways to stimulate critical thinking, keeping central the
migrants and refugees and inclusion of all. Drama and theatre methods to address insecurity, conflicts,
and passivity in order to bring dialogue and well-being where only one way of communication exists.
Pedagogical methodologies and techniques in classroom: IBL, GBL, PBL etc. Our results will be
tangible, as intangibles: an optional joint curricula, training materials, a good practice guide,
webinars,TwinSpace, website, knowledge sharing, better skills.

Priorities and Topics

The most relevant horizontal or sectoral priority according to the objectives of our project

HORIZONTAL: Social inclusion

Additional priorities according to the objectives of our project

SCHOOL EDUCATION: Tackling early school leaving and disadvantage

SCHOOL EDUCATION: Strengthening the profiles of the teaching professions

Topics addressed by our project

Access for disadvantaged

Early School Leaving / combating failure in education

Health and wellbeing

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Achieved Objectives:

1. Using non-formal education we strengthened the social inclusion and well-being of disadvantaged
pupils from 6 European countries by exchanging good practice during 6 transnational mobilities in
UK, France, Italy, Portugal, Romania, and Turkey.

2. Using non-formal education methods we improved language competences, emotional intelligence,

drama and ICT skills in 40 pupils from 6 partner schools from UK, Italy, France,Portugal, Romania,
and Turkey during 2 short-term exchanges of groups of pupils, and the Projects activities.

3. Using structured courses we taught 18 teachers from 6 partner schools from UK, France, Italy,
Portugal, Romania, and Turkey with 10 effective methods of interactive teaching based on web tools
2.0 during 1 short-term joint staff training event and 18 teachers from the 6 partner schools with 10
effective methods on Positive Education during 1 short-term joint staff training event.

4. Using cooperation we secured internationalization in 6 schools from UK, France, Italy, Portugal,
Romania, and Turkey by participating in this Project.

METHODOLOGY

Boal’s Methodology on Drama “The Theatre of the Oppressed” (holistic and integrated approaches of
drama techniques), Positive Education, Inquiry Based Learning, Game-Based Learning, Project-Base
Learning, working individually and in groups on a concrete product to be used in class, how to use Art
to encourage critical thinking and reflection, flipped classroom, carried out through workshops,
simulations and action learning, project work, reflection and evaluation, cooperation, role play,
discussions, study- case, active involvement of all pupils, workshops in small mixed groups, learning
by doing approach.

SOME OF OUR CONCRETE RESULTS

1. Developed social and emotional competence in 2000 pupils (care and concern for others, establish
positive relationships, as well as handle challenging situations effectively).

2. Ability to relate to others: conflict and networking issues in schools decreased by 50%.

3. Increased motivation to learn English by 20% in 2000 students and 150 teachers from 6 schools .

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4. Developed ICT competences in 2000 pupils and 150 teachers by 20% (training and sharing
information and expertise with teachers from other partner schools, designing Project's website,
creating Project materials, making PPT presentations, online surveys, using ICT tools to make videos).

5. Secured Internationalization of the 6 schools.

We are proud of our handbook (teachers’ guide) in English and 6 mother tongues of the partners on
social inclusion of disadvantaged students containing examples of good practice (lesson plans- Boal's
Methodology, and Positive Education, non-formal activities, project Club's activities listed-exchanges
of good practices, play scripts, lessons learnt about social inclusion and refugees) and a IT integrated
optional curricula.

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POSITIVE EDUCATION- TRAINING MATERIAL FOR TEACHERS

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 POSITIVE EDUCATION S GOAL
To promote positive mental health within the
school community
The most recommended framework os
PERMAH (Positive emotions, Engagement,
Relashionships, Meaning, Accomplishment,
Health)
Its focus is on the well-being of individual
pupils, aiming to develop his her academic
achievements, positive mental health
outcomes, and character strenghts
By applying positive education, each individual
will develop skills to support and manage their
mental health and wellbeing

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BOAL’S METHODOLOGY- TRAINING MATERIAL FOR TEACHERS

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 LEARNING ACTIVITY BY USING WEB 2.0 TOOLS- PADLET
https://padlet.com/manuelaboscia/erasmus-plus-project-the-carousel-of-true-friendship-4yz68zoq23ite86x

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NEWSLETTER

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CALENDARS

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 LEARNING ACTIVITY

How to manage emotions and stress

Emotions and stress- WHAT IF...

Here it is a list of negative emotions:

Anxiety Helplessness
Anger Hopelessness
Boredom Hurt
Confusion Insecurity
Contempt Insulted
Depression Irritation
Disappointment Jealousy
Disgust Loneliness
Embarrassment Loss
Envy Misery
Frustration Powerlessness
Guilt Rejection
Nervousness Resentment
Overwhelmed Sadness
Panic

Write some other negative emotions that you think of/feel

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WHAT IF....

Next to each example write down emotion which is one tone softer :

Example ``I am afraid`` = softer : ” I am wondering what will happen.”

1. I am jealous of ….

2. I am disappointed

3. I am worn out.

4. I am silly.

5. I am furious.

6. I hate it.

7. I am not included.

8. I am feeling rejected.

9. I am losing control.

10. I am restless.

11. ………………

12. ……………….

13. ……………….

14. ……………….

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Here it is a list of positive emotions and feelings:

• Joy • Creative
• Gratitude • Delighted
• Serenity • Energetic
• Interest • Enthusiastic
• Hope • Excited
• Pride • Fulfilled
• Amusement • Grateful
• Inspiration • Happy
• Awe • Hopeful
• Love • Inspired
• Accomplished • Invigorated
• Alert • Joyful
• Amazed • Loved
• Appreciative • Motivated
• Awesome • Optimistic
• Blissful • Peaceful
• Brave • Proud
• Calm • Refreshed
• Capable • Relaxed
• Cheerful • Satisfied
• Confident • Secure
• Content • Serene
• Courageous

Write some other positive emotions that you think of/feel

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HOW ABOUT IF....

Next to each example write down emotion which is one tone higher :

example ``Not bad`` = higher : ``Very well``.

1. I am so lucky!

2. It is good to be here!

3. I am feeling well.

4. This is exciting!

5. Peace.

6. I am willing to do it.

7. I am feeling fit.

8. Nice!

9. I like it!

10. It sounds attractive!

11. ……………….

12. ……………….

13. ……………….

14. ……………….

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 HOW DO I RUN MY CLASSES
-SELF-REFLECTION-

1.When I come to a class, I ………………………………………………………………………………

2.When I introduce a new issue, I usually ……………………………………………………………….

3.My favourite methods are ………………………………………………………………………….…

4.My favourite techniques are …………………………………………………………………………..

5.When a student asks me a question, I …………………………………………………………………

6.When a student does not understand, I ………………………………………………………………..

7.When there is too much to do and not much time, I …………………………………………………..

8.Usually, homeworks I give are : …………………………………………………………………….…

9.What I like about my classes is …………………………………………………………..……………

10.Something I deeply recommend to do during a class is……………………………

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 USING POSITIVE EDUCATION DURING A ENGLISH CLASS

INTRODUCTION

Step 1 Miming exercise TPR (Total Physical Response)

The teacher show the pupils the movement and say a few times the vocabulary word.

All pupils together model the movement and say the word together. Everyone write it down.

Step 2 Each student tells his/her name and one school related fact that he likes.

(My name is Maria a and my favourite subject is Maths.)

Next student repeats the previous sentence and makes his own. The game is played in the time clock
direction until full circle. The circle can be reversed by the end and go from the start with new
statement by miming the actions.

(My name is Andreas and I'm good at English and Science.)

Step 3 The pupils look at some pictures and the teacher starts with rolling questions.

Which picture shows two pupils in school uniform?

Which picture shows two teen boys playing football?, etc.

Step 4 Introducing new vocabulary

The pupils read the proposed texts and match the texts with the pictures. In small groups, the pupils
tick the words that they know in the Check these words box, and the one that they don't know look up
in their dictionaries or by asking their peers. This way they will find the meanings together.This way,
the wellbeing of all is secured.

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 BE INCLUSIVE!
LEARNING ACTIVITY by Boal’s Forum Theatre

Step 1: Warm-Up Start with some warm-up activities to get the participants comfortable with each
other and the space (simple games, trust exercises, or improvisation activities).

Step 2: Issue Identification Have a discussion with the participants to identify a social issue that they
feel strongly about (bullying in schools, discrimination, etc.)

Step 3: Scene Creation Divide the pupils into small groups and ask each group to create a short scene
that demonstrates the issue. The scene should end at a point of crisis or conflict.

Step 4: Performance and Intervention Each group performs their scene in front of the other pupils.
After the performance, the scene is performed again, but this time, any pupil (now a “spect-actor”) can
say “STOP” at any point, come up on stage, and replace one of the actors to try a different course of
action.

Step 5: Discussion After each intervention, facilitate a discussion among the children. What did they
think of the proposed solution? Could it work in real life? What are some other possible solutions?

Step 6: Reflection End the session with a reflection activity (a group discussion, individual journaling,
or another activity that allows pupils to process what they’ve learned).

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 COLOMBIAN HYPNOSIS

The exercise is specific to Augusto Boal's "The Oppressed Theater" methodology.

The pupils are divided into pairs, player A and player B.

A is a hypnotist (leader) and B is a hypnotized (driven) controlled by A. The

player place the palm at about 20 cm. in front of the player B's face, leading him to a bigger surface, or

changing his height, forcing him to stand on the buckets, for example, to lean. Both players must keep
the distance and angle between the palm of the hypnotist and the hypnotized face. After 2 minutes,
players change their roles, because it is important for both of them to experience the situation (both the
leader's position and the leader's position).

After performing the exercise in its basic form, you can try other versions:

1. Player A and Player B guide each other, holding their hands in front of each other.

2. Players work in a trio, that is, they form groups of three players (A, B and C). A is a hypnotist who,

simultaneously with his left palm, guides B and with his right palm guides him.

3. When all three change their roles, they can all try to lead each other.

The hypnotist can have a group of hypnotized people on each side.

Also, in this version, while the hypnotist has to follow the palm of the superior leader, he / she may
also be in the role of the hypnotist, with one or more hypnotized partners he guides and controls.

All these versions represent patterns of interpersonal social relationships. In this exercise, participants
can explore how they feel in both roles. By extrapolating, students can draw conclusions about
relationships and interpersonal structures based on power and social control.

Therefore, it is useful to conduct an analysis of the feelings and experiences of the actors during the

exercise and to identify possible resemblances to real life situations.

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VICTIMS OF SOCIAL EXCLUSION
-SIGNS AND SOLUTIONS-
LEARNING ACTIVITY

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 IDEAS OF WORKSHEETS ON SOCIAL INCLUSION
To promote empathy, tolerance, acceptance, and social awareness among students

1. Social Identity Wheel: This activity encourages students to identify and reflect on their social
identities such as race, gender, sex, socio-economic status, etc.

2. Supporting Friends: This worksheet helps individuals understand how to provide support to
their friends in need.

3. High- and Low-Energy Social Skills: This worksheet focuses on non-verbal communication
cues like body language and voice modulation.

4. Community-Based Activities: This involves doing things that benefit the whole community,
reflecting on these activities, and learning from them

5. Icebreakers and Mixers: These are activities that promote inclusion by encouraging students
to share about themselves.

6. Inclusion-Based Activities for Students: icebreaker activities, classroom games, suggested

reading, presentations, hands-on activities, digital resources, etc.

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 KINDNESS BINGO
Task sheet for one week

INCLUDE A PLAY WITH THANK A

NEW FRIEND SOMEBODY CLASSMATE
AT RECESS NEW
HELP GIVE WRITE A NICE
SOMEBODY DESERVING NOTE TO
WHO SEEMS COMPLIMENTS SOMEBODY
SAD/UPSET
YOUR CHOICE HOLD THE OFFER TO
DOOR FOR HELP BEFORE
OTHERS BEING ASKED

WITH WHOM? WHEN? HOW?

- The pupils are going to fill in each box by answering the 3 questions-
WITH WHOM? WHEN? WITH WHOM? WHEN? WITH WHOM? WHEN?
HOW? HOW? HOW?

WITH WHOM? WHEN? WITH WHOM? WHEN? WITH WHOM? WHEN?

HOW? HOW? HOW?

WITH WHOM? WHEN? WITH WHOM? WHEN? WITH WHOM? WHEN?

HOW? HOW? HOW?

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 IDEAS FOR POSITIVE EDUCATION WORKSHEETS
-To promote positive thinking, resilience, gratitude, self-compassion,
and overall well-being among students-

1. Self-Care Vision Board: This activity encourages students to visualize and articulate their
self-care goals and strategies1.

2. The Guest House Poem: This exercise uses a poem to help students understand and accept the
range of emotions they may experience1.

3. The Passengers on a Bus Metaphor: This activity helps students understand that they are in
control of their thoughts and feelings, not the other way around1.

4. Sensory Awareness: This exercise helps students become more aware of their senses and the
role they play in their experiences1.

5. Positive Reminiscence: This activity encourages students to recall and reflect on positive
experiences1.

6. Gratitude by Mental Elimination: This exercise helps students realize the good things in their
life by imagining their absence1.

7. The Self-Compassion Pause: This activity teaches students how to practice self-compassion in
moments of stress or difficulty1.

8. Benefit Finding: This exercise helps students find the silver lining in challenging situations1.

9. Positive Thoughts Diary: Students can use this diary to record positive thoughts and
experiences, fostering a more optimistic outlook.

USE THE POSITIVE SELF-TALK!

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 EXEMPLE OF GOOD PRACTICES
How to involve your target-groups in your project activities- a practical exemple

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ERASMUS DAYS PROMOTED ON INSTAGRAM

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 Script play based on the folk tale
“The Prince who married a frog”
by Italo Calvino

Copione basato sul racconto

“Il principe che sposò una rana” di Italo Calvino
“Principessa Mafalda” Primary School”, Rome
Scuola Primaria “Principessa Mafalda”, Roma

ROMAN: The Prince who married a frog by Italo Calvino

Il Principe che sposò una rana di Italo Calvino
(In scena ci sono il re e 3 principi che fingono di discutere)

FLAVIA: Once upon a time there was a King who had three sons: he told them to throw some stones
with a slingshot, where the stones fell they would find a wife.
RE (STEFANO): Figli miei, ho bisogno di un erede! Lanciate questo sasso e dove atterrerà, lì troverete
la vostra futura moglie!
PRINCIPE 1(JOY): finge di lanciare un sasso: Un forno! Sicuramente lì troverò la sposa più dolce del
reame: il trono è mio!
PRINCIPE 2(ANTONIO): finge di lanciare un sasso: Una sartoria! Che sposa laboriosa ho trovato!
Sicuramente diventerò re!
PRINCIPE 3(LUCA): finge di lanciare un sasso: Ahimè! Il mio sasso è finito in uno stagno! Sono
destinato a sposare una rana. Non diventerò mai re!
(Re e principi escono di scena)
VIOLA: The stone of the eldest son landed on the roof of a bakery. The stone ofthe second son landed
near a tailor shop. The stone of the youngest son fell into a pond.
FLAVIA: So the first Prince would marry a baker, the second Prince would marry a seamstress, while
the third Prince would marry a little frog.

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 In scena entrano le 3 fidanzate (sarta, panettiera
e rana)
DOMITILLA: To see which of the three fiancées
deserved the throne the King decided to do a
little test: they had to perfectly spin hemp in
three days.
RE (GIACOMO): Due belle ragazze e una bella
ranocchia: sarà una moglie degna del trono chi
filerà perfettamente questa canapa; la migliore
canapa si aggiudicherà la prima prova!
PRINCIPE 1(TOMMY): finge di dare la canapa
alla fornaia: la mia fidanzata sicuramente farà un
buon lavoro!
FORNAIA (EMMA): Principe mio, non ti
deluderò, lavorerò per tre giorni e tre notti senza
sosta.
PRINCIPE 2 (FRANCI M): finge di dare la
canapa alla sarta: la mia sposa non ha rivali!
Vinceremo noi!
SARTA (VIOLA): Principe mio, la vittoria è nostra! La tua fidanzata è la migliore tessitrice del
reame!
PRINCIPE 3(FRANCI D.A.): finge di dare la canapa alla rana: ranocchia, tessere non è il tuo forte, ma
fa’ quel che puoi tanto non sarò mai re!
RANA (ELENA M.): Principe mio, fidati di me... torna tra tre giorni e vedrai che il mio lavoro ti
stupirà e tuo padre il re non rimarrà deluso!
(mentre CAMILLA e ELENA B. parlano Le fidanzate danno ai Principi la loro canapa filata e la
mostrano al re uno alla volta: il più piccolo dei principi si presenta solo con una noce che però
racchiudeva un filo di seta finemente tessuto che non finiva mai e che stupì tutti SE SERVE,
MENTRE GUARDANO IL FILO ESCONO DI SCENA)
BAMBINO 6 (CAMILLA): After three days, the brothers brought their father excellent weaving
works;
Bambino 7 (ELENA B.): the younger prince introduced only a wot that enclosed a finely woven wire
that never ended and that shocked everyone.
Bambino 8 (ELEONORA): But The king was not very happy of the frog’s victory so he proposed
another test.
RE (SIMONE): Soltanto colei che addestrerà magistralmente questi cuccioli sarà degna di diventare
regina!
PRINCIPE 1(EDOARDO): dà un cagnolino peluche alla fornaia: Con tutto il pane con cui lo nutrirai
sono sicuro che questo diventerà un ottimo cane da guardia

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FORNAIA (ISOTTA): Principe mio, non ti deluderò, addestrerò questo cucciolo come nessun altro
saprebbe fare
PRINCIPE 2 (PIETRO): dà un cagnolino peluche alla sarta: fidanzata mia, te lo affido! Addestralo per
essere un ottimo cane da caccia
SARTA (CECILIA): Principe mio, la vittoria è nostra! Dedicherò tutto il mio tempo a questo
cagnolino ed il risultato non ti deluderà
PRINCIPE 3(LUDOVICO): dà un cagnolino peluche alla rana: ranocchia mia, che sventurato sono! Ti
do questo cucciolo: trattalo con amore tanto non sarò mai re!
RANA (EMILIA): Principe mio, fidati di me... il tuo cagnolino sarà trattato come merita il cane del
futuro re!
(Le fidanzate danno ai Principi i loro cagnolini e li mostrano al re uno alla volta: quello della rana era
sicuramente il meglio addestrato)
RE (SIMONE): Ranocchia mia, hai vinto entrambe le prove e dimostrato di essere degna del trono:
sarà mio figlio minore il mio erede!
Bambino 9 (COSTANZA): After breedered for a month three puppies, the girlfriends came back to the
King
Bambino 10 (SVEVA): The best trained puppy was the frog’s one so she won the second test too and
the younger son and the little frog were awarded the throne.
Bambino 11 (CAMILLA): The King decided that the three brothers would get married the same day.
(Alle spalle I fratelli maggiori e le fidanzate si preparano da una parte del palco, mentre dall’altro lato
il principe minore parla con la rana)
PRINCIPINO (LUDOVICO) ranocchietta mia! Sono così felice di sposarti! Vedrai che insieme
saremo felici!
RANA (EMILIA): mio Principe sono felice anch’io. aspettami laggiù, le mie amiche lumachine mi
porteranno al castello.
https://mammazappa.blogspot.com/ (Il principe si addormenta e la rana si toglie le
orecchie da rana e indossa un mantello/corona)
Bambino 12 (ELEONORA): The youngest son
found the frog in a carriage made of fig leaves
and carried by four snails.
Bambino 13 (COSTANZA): Later the Prince fell
asleep and when he woke up a beautiful woman
with an emerald green dress and a solid gold
carriage appeared in front of him.
Bambino 14 (VIOLA): The Prince didn’t believe
that the woman was the frog,but she explained
she had been the victim of a spell.

(Entrano il re, i principi e le principesse che festeggiano il matrimonio)

Bambino 15 (ELENA B.): The prince and the frog princess got married and they lived happily ever
after.
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 PUPILS’ CLUB
-activities related to our eTwinning project-

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 THE CAROUSEL
OF TRUE FRIENDSHIP

-JOINT INTEGRATED OPTIONAL

CURRICULA--
(2022-2023)

Number of hours: 1 h / week

Duration: 1 school year
Grade: 7th
Total number of hours: …. h

ARGUMENT

This joint integrated optional curricula , ”The Carousel of True Friendship”, aims to use the potential
of schools as socially inclusive learning spaces, which provide ideal conditions for language acquisition
as well as intercultural understanding.

It answers to the pupils’ need to be fully integrated with all planned activities, and to teachers’ needs
working wih classes where diversity is at home. The aggression of the audio-visual in the field of
information, the need to understand others and accept them the way they are by being aware of their
strenghts, the need of a secure inclusive learning activities, and wellbeing for all in a formal and non-
formal educational context, requires finding ways to attract students to a pleasant, attractive, relaxing
universe, such as that of stories and the use of online platforms and apps, caracteristic to Alpha
generation. Once amazing, this universe must be rediscovered by students, by initiating and completing
interesting topics, rich in informational content, having the potential to develop to our pupils new
competencies.

Literature, traditional dances and songs, art&crafts, ICT, Drama, Science, Nature, and many others,
through the depth of the message, the degree of accessibility and the level of artistic achievement, proves
capable of entering into an affective relationship with those for whom it is intended: children. In an
integrated approach, all the formal and non-formal activities are going to contribute to our pupils’
education in the spirit of chosen moral virtues (honesty, dignity, truth, courage).

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This joint integrated optional curricula is going to be an ameliorative educational intervention related to
social inclusion of pupils’ and local communities’ needs to keep up with the latest methods and best
practices in European Education.

FRAMEWORK COMPETENCES
I. Applying moral values in everyday life.
II. Securing social inclusion of all

SPECIFIC COMPETENCES
I. 1. Raising awareness on moral values.
II.1. Behaving daily in an inclusive manner.

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I. Applying moral values in everyday life
SPECIFIC COMPETENCE
I. 1. Raising awareness on moral
values
LEARNING ACTIVITIES
2015 Paris Declaration
e-learning platforms. Google forms
Moral Intelligence Framework
Kahoot.it. poolmaker
European moral values in literary texts
Telling and Reading Stories:
*Aesop’s Fables
*National and European fables
bookcreator.com
European moral values in music
Learning and Singing Songs- “If I Had a Hammer”
European moral values in paintings
Values Charades- educational game
Kindness Jars- filling a jar with acts of kindness that students
can pick and perform
Moral Dilemma Discussion
Values Book: Reading books- Anna Frank Journal
Gratitude Letter
My Role Model Speech
Community Service Projects/ Volunteering : Practice
compassion and empathy.
Empathy Games.
Boal’s Methodology
Writing narrative, descriptive texts, dialogued, and explanatory
texts.
• Making e-books using web tools.
• Play on stage
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II. Securing social inclusion of all
SPECIFIC COMPETENCE
II.1. Behaving daily in an inclusive
manner
LEARNING ACTIVITIES
✓ Creating comic books
✓ Play on stage
✓ Role-playing game
✓ Applying questionnaires
✓ Writing
• Narrative texts
• Descriptive texts
• Dialogued texts
• Explanatory texts
✓ Explaining cultural stereotypes
✓ TedEx on refugees situation, diversity, social
inclusion and non-discrimination
✓ Creating individually and presenting portfolios
✓ Study visits and documentation visits
✓ Meeting with locals – Living Library
✓ Create class’ magazine

METHODOLOGICAL SUGGESTIONS
❖ Positive Education
❖ GBL (Game Based Learning)
❖ PBL (Project Based Learning)
❖ Drama in Education
❖ BL (Blended Learning)
❖ working in small groups
❖ Hybrid Learning
❖ Virtual Learning
❖ Boal’s Methodology
❖ Peer Learning
❖ working individually
❖ Simulations and action learning

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 ❖ Collaborative learning
❖ Storytelling
❖ Role-playing games
❖ Study and documentation visits
❖ Hands-on activities
❖ Reflection and evaluation.

ASSESSMENT
❖ self-assessment
❖ oral and written tests
❖ the portfolio
❖ web 2.0 materials
❖ At the end of the course, each child will benefit from a portfolio with his/her results,
personalized comments and recommendations, which will be handed to parents.

BIBLIOGRAPHY
• Erasmus + KA 229 project “THE CAROUSEL OF TRUE FRIENDSHIP” website
• ESEP/TwinSpace
• https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-
and-values_en
• “The Diary of a Young Girl” by Anne Frank
• “The Book Thief” by Markus Zusak
• “To Kill a Mockingbird” by Harper Lee
• “Lord of the Flies” by William Golding
• “The Giver” by Lois Lowry
• “The Outsiders” by S.E. Hinton
• “The Catcher in the Rye” by J.D. Salinger
• “Animal Farm” and “1984” by George Orwell
• “The Diary of a Young Girl” by Anne Frank
• “The Book Thief” by Markus Zusak
• “To Kill a Mockingbird” by Harper Lee
• “Lord of the Flies” by William Golding
• “The Giver” by Lois Lowry
• “The Outsiders” by S.E. Hinton

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• “The Catcher in the Rye” by J.D. Salinger
• “Animal Farm” and “1984” by George Orwell
• “The Diary of a Young Girl” by Anne Frank
• “The Book Thief” by Markus Zusak
• “To Kill a Mockingbird” by Harper Lee
• “Lord of the Flies” by William Golding
• “The Giver” by Lois Lowry
• “The Outsiders” by S.E. Hinton
• “The Catcher in the Rye” by J.D. Salinger
• “Animal Farm” and “1984” by George Orwell

DISCLAIMER:

The European Commission support for the production of this publication does not
constitute an endorsement of the contents which reflects the views only of the authors,
and the National Agency and Commission cannot be held responsible for any use which
may be made of the information contained therein.

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83
Our partnership aimed to bring people together from different
backgrounds in order to realise that we are all the same. To use arts
and web 2.0 tools in innovative ways to stimulate critical thinking,
keeping central the migrants and refugees and inclusion of all. Drama
and theatre methods to address insecurity, conflicts, and passivity in
order to bring dialogue and well-being where only one way of
communication exists.

To create a European dimension and promote global citizenship

.

COORDINATOR:
Germoe Community Primary School, Penzance, Cornwall,
UNITED KINGDOM
PARTNERS:
23 NISAN ORTAOKULU, Ankara, Kecioren, TUKIYE
Agrupamento de Escolas do Barreiro, Barreiro, PORTUGAL
Istituto Comprensivo "Via Boccioni", Roma, ITALY
Ecole Bourgogne, Besancon, FRANCE
Scoala Gimnaziala nr.1 Branesti, Ilfov, ROMANIA

DISCLAIMER:
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the National Agency and Commission cannot be held responsible for any use which may be made of the
information contained therein.

Editura Edit. MOROȘAN

Dragomiresti Deal, August, 2023

ISBN 978-606-626-230-9

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