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Erasmus +K2

Many Countries One Goal

Erasmus+K2 Strategic Partnership  Project


A few years ago, physical activity was one the most popular ways of spending leisure time for young people. After school, every kid would go outside to play those legendary games such as: hopscotch, hopping on rubber  or do anything with the omnipresent ball. As children did not have many alternatives for their past-times, technically almost everyone was enthusiastic about joining a group of peers on the playground to play whatever game they could think of. That is how; most of the sportsmen started their careers.  What is more, even those who did not commit their lives to sport ended up doing some sport discipline as amateurs. That clearly shows the attachment of youth to physical activity that shaped their future life style.

With a matter of time, the situation has fundamentally changed. The concrete playgrounds and football pitches have been refurbished and modernized to become much more appealing. Furthermore they are now safer and more functional so that the risk of harm is reduced to minimum. Old carpet beating stands have been replaced by certified well-equipped playgrounds. All these initiatives were aimed to encourage children to physical activity in their free time. However, along with the infrastructural alterations, changed also the attitude of youngsters. Street football is not as popular as console games anymore, where the player can become an imaginative world champion who plays on great stadiums in front of an innumerable public.

Computers have also  ousted the sociological aspect of sport as the way to meet and spend time with friends. In the era of the Internet, kids prefer on-line communicators to talk to their peers without the necessity of getting out of their rooms. These days, only the children, who have the special opportunities provided, can start their adventure with sport. These opportunities include parentsí eagerness to drive their children to trainings and to pay for such extracurricular classes. If neither of these is supplied, most probably a kid cannot even try their best in tennis, basketball, dance or other.

Despite omnipresent social campaigns, students are not aware of the utmost importance of keeping a healthy lifestyle. We have driven such conclusions based on observations  and discussions of the teaching staff, children's grades in PE,  form times,  children attendance rate to PE classes, injury statistics.




Undoubtedly, this issue, presented above, has a universal impact as it was observed and analyzed in five partner schools.  The number of children doing sport has drastically diminished, what leads to health and mental conditions like apathy, isolation, obesity or lowered self-esteem.

That is why; each school has undertaken various initiatives to create perfect conditions for shaping positive attitudes toward physical activity.

We are a group of schools who have come up with a vast array of solutions to this problem.




Since each school has found a different solution, we would like to share them within our community to work on optimal recommendations and actions.

 That project contributes to multidimensional child development.

1. In terms of health:

To strengthen  the locomotive  and immune system  and to increase the level of physical ability,

2.In terms of personality :

To develop in children conscientiousness as well as determination.  To develop the ability to cope with stress and time management skill, to strenghten the motivation for the long-life learning and self -belief that would lead to  easier overcoming life obstacles.

3. In terms of sociality :

To develop interpersonal team working skills, social, cultural ,selfpresenting, skils ,to raise awareness about fair play competition.

Project focus on team sports,teachers will improve their teaching skills and share experience.

4.In terms of basic and transversal skills:

Improving mathematatic and scientific and English skills. To improve  of analitical -logical thinking as well as understanding human body better and speaking skills in English.

5.Encourage as many people as possible towards  doing sports.

TARGET GROUPS students at the age of 6-11 

The project should be carried out transnationally, because there are no better conditions for developing  students than placing them in different cultures, families, where the language possibilities are limited. That leads to inventing new ways of self-expression  Common activities in mixed multinational groups providing team working conditions to solve vast array of tasks.

Displaying abilities in a particular domain of sport, comparing the physical abilities of people doing different kinds of sport,  aquiring new trainng methods, learning about the physical education in different countries, playing with European peers, improving teamworking skills, overcoming lingusitic and interpersonal skills, aquiring new competences from different coaches.

What is innovative about this project, is combining and creating an interdisciplinary path between physical education, mathematics and sciences. The students will acquire the basic competences in a familiar and natural context. The children will practise their basic skills in regard to their individual interests and talent in sports. On the other hand, those who are keen on sciences, will be motivated to check and analyze the parameters of their own physical performance and thus encouraged to improve their physical ability.

The innovative aspect is the approach of the project which is more student-oriented.

We would like to include traditional games from each school as a sample to encourage students to movement and

also sample attractive tasks ,or funny warming up.

Foreign students will present during visits different types of warming up and teach peers traditional games.

Another innovative aspect is the partnership itself. It was created as a meachix of abilities from multiple domains and brings expertise from different perspectives .Each school brings to the project unique knowledge and experience in sport area.

Teachers will be able to receive feedback and at the same time raising the studentsí awareness and responsibility for their own physical and academic success.

We would increase our capacity and professionalism to work at EU/international level through the Erasmus programme.

We would broaden our understanding of practices, policies and systems in education, training or youth across different European countries.

Innovative approaches for sharing good practise by providing examples of engaging education and training programmes, in line with pupilís individuals' needs through new technologies.

Fulfilling the need of success in learning through creating special activities will quarantee good results of students who havent't had satisfying results in the present system both in sport and basic skills.

All partners carried out different projects connected directly and indirectly with the topic of the project. They were not only different activities but they involved most of the subjects. Ecological cultural and pro health activities will use the results expand them and create new.

The project partners were searched on LinkedIn.com and eTwinning.

The key criteria for the choice of partners was the topic of the project and the school's need for its realisation.

We are united by mutual care for good health of the young generation and eagerness to find a way to increase the motivation of doing sports among students as well as improve their mathematical and scientific competences.

Essentialy, it is the project the emphazises  the expertise and sport achievements while focusing on the holistic teaching approach toward the comprehensive development of the child.

The first contact and discussions with prospective partners were established in October 2015.

Based on their observations as well as school document analyses, the partners  suggested the direction of the project realisation.

As for the experience in our team, two of  member schools participated in an Erasmus programme before, two worked on Comenius programme and there is one who is novice to EU eduational projects.

Some of the partners in this proposal have already had a very effective and productive relationship in a number of e-Twinning .

According to schools' achievement and profile we divide teamsports :

Poland -football



Spain -handball


The partnership schools were  experienced in EU projects. The fact that of the partners' having worked in LLP projects, made it easier for a prolific exchange of experiences and to converge into a clear project idea, with well defined activities and responsibilities, facilitating the future implementation of the project.

Partners willingness and commintment are very important in this project.They proved willing to get involved and to learn from their partners.

The different geographical areas covered by partners help to assess if there are any significant differences between countries for a wider implementation.                   

The partner organisations' priorities in alignment to EU priorities and their participatory approches to learning ,research , evaluation and partneships

There is  a human resorce capacity to participate. There are experienced staff in organisations,foreign language teachers, experienced primary school teachers, and innovative school conselors.

All partners have skills in management (planning ,organising, evaluation),compuer skills, foreign language skills.

The partners have active support and involvement from their managers.

Responsibilities and tasks are divided among us according our preferences and equally.

The purpose of the communication strategy within the project partnership is to select and integrate appropriate communication activities and mechanisms to boost sharing ideas and effective communication exchanges.

Several types of communication channels have been identified and a mixture of different methods of communication selected to be employed

There will be an internal communication within the project,and an external communication with other interested parties. The feedback mechanism will be a permanent aspect of the communication process.





Needs to ensure efficient and prompt exchange of information and knowledge among partners. Team members communication will be based on a range of active methods on urgent matters: face-to face contact (in project meetings, formal presentations), virtual meetings (using visual tools) as well as passive communication methods: distance information exchanges (messages, reports, newsletters, telephone calls, e-mail), along with forums, chat on social networks, website

E-twinning proves a powerful component for efficient communication and


The internal communication among teams will be organized in2 steps.

The first one is to ensure the teams understanding of the objectives and of the appropriate ways to deliver the benefits. A communication plan (what will be communicated, to whom, the purpose of communication, the frequency and the method used) will be provided to all the partners.)It has done but after acceptation should be up to date with new details and dimension.

The second step is related to communicating the project progress, reporting being tightly linked to the monitoring process.

Communication templates of reports will be provided in order to ensure unity and to facilitate completion. For monitoring and evaluation purpose a common repository will be created.


Each team will have its communication and dissemination plan and local teams will be able to establish protocols regarding communication within their own teams. We will communicate with the other schools to have a sports tournement in our school and then we will prepare  the fixture (time table) and then we  with




There are 2 transnational meetings closely related to the phases of the project for a  start and the end. The purpose of the transnational meetings is mainly organizational but also deeply involving  monitoring and control of the ongoing activities, for e.g.. reports, problems, new due dates set, resources considered And also students2 sharing view of the team sports activities and  having tournement .

 They will also be a good opportunity to identify unexpected problem, to clarify misunderstandings and communicate further milestones in the project allowing corrective actions, should they prove necessary.

The transnational meetings will also include a compulsory assessment and feedback component.

First transnational meeting is the most important. It is obligatory for headmasters and coordinators. It is time when the most  vital decisions are taken and the direction of the project is set. Everybody should take part in confirming evaluation plan, dissemination, budget and aspects. Headmasters should take part from the beginning to avoid questioning the decisions of the group later. Headmasters usually know neither about the detailed procedures and the project cycle, nor about the importance of the coordinator's work.The knowledge of all projects aspects allows nonconflict coordination between headmaster and coordinator and better understanding and support.