Date of the activity: 16.01.2018 – 22.02.2018

Number of participant: 60 pupils  from 2nd to 5th grade

Responsible person of the activity: Local coordinator dance instructor class teachers.

During break time, to ease the anxiety and aggression, a collective dance workshop was proposed to promote relaxation. Dance is movement and therefore motor activity, but dance is rhythm and therefore is an activity intimately linked to music.

The acquisition of motor skills through the practice of collective dances is particularly effective, as it is favored by a playful and pleasure situation within a musical situation.

Functional objective

Motor coordination:

General coordination


Segmental coordination (ability to use the lower and upper limbs, both independently and in relation to others).

Cognitive objective

                     Space-time organization

Rhythmic sense

Expressive and aesthetic sensitivity

Physiological enhancement

Sound and musical perception Music production

Relational objective

Socialization, cooperation and integration

Dynamic relationships

Self esteem

The workshop was an approach to the steps of Caribbean dances and songs where the rhythm becomes overwhelming. In the gym the students divided into teams of 20 each lined up behind their “training cone” which indicated the position to be held. At the beginning they were explained their steps without music, they tried them on the spot several times. Then they learned to combine singing with movements. They tried first individually and then in groups

Everyone had fun in the group show, everyone found their place and a bit of personal visibility but in an overall design. Even if the individual performance was not perfect in the movements, this contributed however to the realization of a meaningful and motivating whole.

The result has been the awakening of the taste to move, the pleasure of playing, the high motivation towards movement. A state of well-being perceived and not dormant in front of a television or a videogame.


Date of the activity: 30.X.2017 – 29.XI.2017

Number of participants: 40 pupils from 3th grade /25 students from secondary 2nd grade.

Responsible person of the activity: local coordinator, Italian and English teachers,

The verb “READING” doesn’t bear the imperative,” said Gianni Rodari.

(Italian writer, educator, journalist and poet, specialized in children’s literature translated into many languages).

Objective of the activity:

– To cultivate in children the interest and pleasure for reading

– Educate the habit of listening and communicating with others.

– Enhance the experience of reading and personal imagination.

– Choice of texts adapted to the age

– Involvement and interaction between what is read and children experiences

– “Reading animation”

What to do in order to arouse interest in reading? Which strategies should  be activated to achieve this goal?

To promote reading in the school we have:

– created reading spaces;

– read aloud in a collective situation;

– brought the children to the library;

– created book exhibitions within schools;

– produced stimulating activities.

While to promote  the pleasure of reading the compelling and agreeable strategy was reading animation,  a game that involved the students to the point of giving birth to the desire to deepen the stories heard and played.

The pupils were divided into two groups of 10, each group worked on a different book


Before starting the reading, the teacher called the pupils’ attention to the illustration of the cover, then gave each child a card on which they would write their hypotheses in the appropriate space “I THINK THAT”…

                                       I THINK THAT                                            THE STORY SAYS

Who will the story talk about?

What are you doing?

Who will be bad with him/her?

What will happen?


WAITING SUSPENSE CURIOSITY was created around the book (arrangement in a semicircle, while sitting or lying down. Cozy and friendly atmosphere, soft lighting, adequate furnishings, background music …). Teacher began reading aloud. The children will have to check if their hypotheses (I THINK THAT) are correct and make any changes.

To further characterize the story, a power point was created with the illustrations in the text accompanied by a suitable musical base.

3) AFTER LISTENING PHASE animation activities.

a) Continuation of the story: – “What happens next?” – What would have happened if …

b) From the narrative text to the poetic text. From prose to poetry.

After having thoroughly read the text, the students identify which are the most suggestive pieces for them and rewrite the content in poetic form.

c) In this activity the pupils must search for the title of a chapter of the book they have read, bearing in mind its content: on paper the teacher has prepared chapters, titles that are not too easy, replacing the originals, which they correspond to the content and are not too easy; – give each child a card; – leave enough time for children to find the right match. For example: original title. “The portentous plan” instead of “The explosive idea … …”

d) It was then proposed to listen to short passages of the text modified in part, the students had to guess which part had been modified.

Animation activities for reading proved to be very welcome and captivating:

  • the book read aloud by the teacher is super required by the students;
  • pupils, through games, make a sort of analysis of history;
  • if the story is captivating there is identification on the part of the students;
  • pupils often ask the teacher for a re-reading of the story, in the same way and atmospheres.

It is a lived fairy tale

The students of 2nd grade of secondary school read and dramatized, for pupils in grade 4 primary, the fairy tale THE LION AND THE MOUSE (Fedro)

  Children listen to the reading of the story made by the older students   

Students dramatize the story  

Then, students proposed, to the pupils from primary school, some games invented by them about the recently interpreted fairy tale.

SECOND ACTIVITY: Painting your favourite book character

Date of the activity: 15.1.2018 –9.2.2018

Number of participant: 19 + 21 pupils  from 4th grade

Responsible person of the activity: Local coordinator and primary class teachers.

Objective of the activity:

  • Give birth and cultivate in children the pleasure of reading
  • Educate the habit of listening and communicating with others
  • Enhance the experience of reading and personal imagination
  • Motivate to the conversation on common readings
  • Discover the visual language
  • Promote the emotional and emotional approach of the child to the book.
  • Provide the child with the necessary skills to achieve an active creative and constructive relationship with the book
  • Use form and color in their expressive symbolic meaning
  • To grasp and describe the denotative meaning of the visual message (illustration of photos, pictures).
  • To grasp and describe the connotative meaning of the visual message (illustration of photos, pictures).

In the library of the school the teacher has read aloud some books and the “listened” books are the most sought after ones, those that the pupils subsequently read independently. For this activity the students chose books to read from famous authors and then briefly told others about the plot of the book, trying to explain why they liked it, doing a sort of “advertising for the book”. With regard to the protagonist of the story, the students had to reveal their characteristics in a synthetic outline: physical appearance, personality, feelings, role. As regards the creative aspect of the activity, the realization of the favorite character, protagonist of the read book, was inspired by the fact that all the drawings would be hung from the ceiling of the school corridor, right in front of the library, to indicate the area dedicated to reading. The students chose to make the drawing of their character on a card, which also included the title of the book, almost like the cover. First they draw with a pencil and then they dedicated themselves to color. The technique that most of them used was the pop-up technique, and in any case everyone preferred to create a subject that “came out” of the card. They used tempera colors, pastels, cards and colored papers of different thickness and transparency. All the participants were very satisfied with the completed works.



SIXTH ACTIVITY: ART Painting on a wall

Date of the activity: 16.IV.2018 – 16.V.2018

Number of participant: 25 pupils  from 1st grade

Responsible person of the activity: Local coordinator and first primary class teachers.

Objective of the activity:

  • To make students feel involved in making their school welcoming.
  • To increase in the pupils the senso of belongings to the community and to the place.

Drawing or painting together is a way to tell and know each other, a moment that goes beyond words. Painting constitutes a beautiful way of expressing oneself, manifesting the deepest part of our emotions, it is a therapy for the mind and a formidable moment of personal growth. Cezanne used to say, a long time ago, that “it is not about painting life, it is about bringing painting to life”. By painting, we work on ourselves and give life to what we create, receiving many benefits:


• Helps to overcome the wall of communication and free creativity, a useful exercise especially for shy and introverted people

• Strengthens self-esteem; if practiced in a non-competitive and relaxing environment, painting helps to gain confidence in ourselves and to value ourselves

• Improves motor skills. Handling a brush or pencil helps us to regulate hand movements and develop brain connections related to this skill

• Increases concentration. It is a meticulous work that teaches to stay focused

• Helps the emotions flow. Painting helps to focus on what we feel and to tell it, when words are not enough.


The most suitable technique for working with children is “ Tempera colors” . For this laboratory they have been used three fundamental ones (cyan blue, magenta red and lemon yellow), plus white and black. A brown and a beautiful bright red has been added for convenience because they are colors that are a little difficult for children to compose, all the necessary nuances can be obtained and desired, leaving the discovery of unsuspected colors to the imagination and exploration.

Initially the pupils listened to the reading of Leo Lionni’s book “Piccolo giallo e piccolo blu”, It was followed by a free conversation about the history and possible colors and mixes of colors that the children knew and with whom they had already experienced as everyone had attended kindergarten. The motivation was that their product would make their school entrance more beautiful and welcoming   school, so that anyone who entered the school would feel welcomed by the… color.

RESULTS: this experience was highly formative in that it transmitted a strong sense of belonging to the community and to the place to the children of the 1st grade, 6 years old, who have recently entered primary school. They worked hard without performance demands, without having to produce landscapes or objects, but free to give vent to their creativity. Developing a sense of belonging to the places of the school is a key point for giving birth to the spontaneous care and sense of responsibility of the common material and the environments in which it lives.


CHESS (tactics, strategy, fantasy)

Number of participants: 40 students from 5th grade /22 girls and 18 boys/

Responsible person of the activity: C.F. teacher and teachers class.


  • Concentration
  • Self-control
  • Problem Solving (Problem Solving)
  • Memory
  • Self-esteem
  • Inclusion (Fight against Bullying)
  • Responsibility
  • Respect for the rules and opinions of others

The following functions are recognized for the game of chess:

socializing function

cognitive function

ethical function

In relation to the socializing function, it must first be emphasized that chess favors interaction with others and, above all, places the subject in front of the need to take into account the point of view of others.

Compared to the cognitive function on several occasions it has been emphasized by experts that chess favors the development of cognitive abilities, such as memory, concentration, attention, foresight, spatial ability, the ability to find solutions, … skills linked in a particular way to the logical-mathematical field.

Finally, the game of chess has an ethical function: it is in fact a game with rules, rules that are numerous and complex, and the respect of these rules is presented as an essential condition for the development of the game itself. Games with rules allow you to develop concepts of fairness, shift work, reciprocity and to guide the rejection of those attitudes of abuse, impropriety, injustice that do not allow the smooth running of the game. Chess is also a competitive game, where respect for the opponent and acceptance of the outcome of the game become attitudes to which it is important to educate students.

This group of students approached the game of chess for the first time. Information on the game and the rules have been explained and illustrated by the master through the use of the IWB.


Responsible person of the activity: parents’ community

School garden.


a) Promote Environmental Education in schools.

b) Achieve a better relationship with the environment.

c) To begin in the agricultural tasks of work in the orchard.

d) To know the cultivation techniques of ecological agriculture.


We will have in our project an approach that we will develop as an ongoing activity in which the different areas of the curriculum around the garden will be worked on.

It will be dedicated to the construction and operation of the orchard and little by little, the different subjects will find the orchard as a motivating support for their own activities.

The place chosen for the garden is a small inner courtyard of about 30 square meters, with good lighting and easy access to water. The only drawback is that we still need a lot of land.

The students of Castra have enjoyed a great day to learn with the work in our garden. To share these moments with the companions, gardening parents …


  1. Name  of  the  activity : Food into play (cheeses)

Date of the activity : from 9/ 04 / 2018 To 31 / 04 /2018
Number of participants : 26 + 19 students
Responsible person of this activity : Classroom teachers
Objective of this activity :

  • To expand students knowledge about healthy eating and healthy lifestyle.
  • To expand the range of foods taken, such as taste education.
  • To explore the world of food through the five senses.
  • To know some characteristics of physical states of matter.
  • Students to have fun and be creative in their free time
    We started from the activities already present in the Institute and tried to strengthen and adapt them to the age of the groups of students:
    Test your senses: observe, smell, taste.
    TASTING Tasks can be proposed for various types of food (fruit, vegetables, bread, cheese) in order to:
  • sharpen the sense of taste, distinguishing flavors with increasingly less marked differences – also stimulating the other senses to discover the visual, tactile, olfactory characteristics of the various foods – expand the quantity of tastes pleasing to children / teens – arouse the interest of children
    The cheeses lend themselves well because they have numerous and various organoleptic characteristics (color, taste, aroma, consistency) as well as diversity of origin, composition, processing, maturing, preservation, etc.
    The tastings are aimed primarily at discovering the different characteristics and, later, at recognizing the product with open or closed eyes. The number of food (cheeses) to be recognized can be varied or the food can be recognized with less marked differences, depending on the age of the students..
    For this activity the cheeses chosen are the most widespread in Italy
Grana padano


Cheeses have been classified according to:
CONSISTENCY – Soft and hard pasta
MATURATION – Fresh and seasoned
CONTENT IN GREASE – Lean, semi-fat, fat
MANUFACTURING TECHNIQUE – Raw , semi cooked – cooked

OBSERVATION (detect features)

TO TASTE (detect the characteristics of taste)

Every student has a green smile to say “I like it” or a red smile to say “I don’t like it”. On a billboard are indicated, for each type of cheese, the votes of all the children. At the end the ranking of the most popular cheeses is made.

GREEN = I like it
RED = I don’t like it

WE HAVE PRODUCED RICOTTA CHEESE (simple to do in class)

• 2 liters of pasteurized whole milk • 2 lemons • salt . lemon

  1. Put the milk in a saucepan and bring to the boil
  2. Then add the lemon juice then the salt
  3. Mix and continue cooking for 5 minutes
  4. Turn off the heat, you will see small clumps separated from the watery part (serum)
  5. Allow to cool in the cooking pot for about 10 minutes without stirring
  6. Remove the lumps with a small colander or colander with tight holes.
  7. Cover with plastic wrap and place a small weight over the film
  8. After 2-3 minutes the cheese is ready
And then, we have made a tipical cake


INGREDIENTS: 4 eggs, 350g of flour, 200g of sugar, 100ml of sunflower oil, 200g of cottage cheese – ricotta cheese, 1 packet of vanilla yeast, the peel and the juice of a lemon.

2 – Name  of  the  activity : Food into play (Fruit and vegetables)

Date of the activity :   from  1/ 10 / 2018   To 25 /10 /2018

Number of participants :     26 + 19 students

Responsible person of this activity : Classroom teachers

Objective of this activity :

  • To expand students knowledge about healthy eating and healthy lifestyle.
  • To expand the range of foods taken, such as taste education.
  • To explore the world of food through the five senses.
  • To know some characteristics of physical states of matter.
  • Students to have fun and be creative in their free time

We repeated the same steps with cheeses, even with seasonal fruit and vegetables.


Date of the activity: 29.IV.2019 – 31.V.2019

Number of participants: 40

Responsible person of the activity: Zhasmina Hadzhiyska – pedagogical advisor, Neli Mihaylova – science and art teacher, Lyubka Dacheva – assistant director.

Objective of the activity:

  • Building up habits for healthy lifestyle, care and protection of the environment.
  • Acquiring knowledge about the species of garden plants and trees, their benefits and the ways of planting and growing them.

Materials used: tools for treatment of soil, tools for planting, tools for treatment of small trees, flowering plants and bushes.

The course of the activity: In this activity 40 students took part, divided into 4 groups according to their age and desires. The activities were carried out during the breaks and after school in the schoolyard and the areas around the school. During the first two weeks the participants learned about different plant species and the appropriate conditions for their planting and growing. During the third and fourth week the participants chose and prepared the sites for planting, enriched the soil and planted the plants. Throughout the activity, the participants were consulted and assisted by parents who work in garden centers. After the end of the activity, the students decided to continue their care for the planted flowers and plants.

Result of the activity: The participants received useful and interesting information on the special characteristics and benefits of the different species of plants and trees, learned how to cultivate soil and plant flowers and bushes under appropriate conditions. They also built up habits to live in a pleasant and environmentally friendly way, in harmony with nature. During the activity they enjoyed themselves and felt their connection to the land and the traditions of our people.


Responsible person of the activity: Olga Coello,teacher of coexistence of the school, staff of school.

We did this activity during the third trimester breaks.

The aim of this activity is to promote the use of board game based learning methods in children’s lives.
To work and explore the application of educational board games through the training of students.
Adapting learning based on play
and develop board games in correspondence with them.

This task helped us to know the trends of youth in the participating countries and to extract the current learning.
of the children’s playful experience.
Introducing play-based learning is a core activity of our Erasmus project.

To know and explore board games and their possible adaptation as educational tools;
Introduce board games as a tool for active participation.
Explore successful examples of the use of board games in educational work.
Provide participants with methods for the development of ideas and the design of learning.
Seek a positive transfer in social cooperation and integration.

TWELFTH ACTIVITY: Spring customs

Date of the activity: 25.III.2019 – 25.IV.2019

Number of participants: 38

Responsible person of the activity: Zhasmina Hadzhiyska – pedagogical advisor, Mariya Bonova – coordinator of the project, English teacher, Ginka Vlahova – primary teacher, Yordanka Shopova – primary teacher.

Objective of the activity: Children to learn about the spring customs and traditions from the past realizing their importance. Folk traditions are the path to people’s psychology, to the character and spirit of people gathered at the will of faith at a certain geographic place. Our folk customs have gone through many vicissitudes during our existence, some of them have disappeared forever, others have been preserved modified or in their original form and design. They are the source of our overall cultural tradition. They are the pillar of our national consciousness.

Folk customs are closely related to the past, religion, public relations, mythology, geographic characteristics. Each custom contains rites and rituals, has its own reference points and symbolism and is linked to the hope and desire of the people for health, happiness, fertility and prosperity.

Materials used: coloured threads, ribbons, wool, folk costumes, flowers, egg paints, eggs, nibs, colour papers, glue, scissors and others.

The course of the activity: 38 pupils from primary level took part in the activity, divided into 5 groups. Each group had the task to explore and present a favourite Bulgarian spring custom. The participants collected materials and presented information about Baba Martha, Sirni Zagovezni, Lazarov day, Tsvetnica, Easter. In the course of four weeks, during the breaks and after school, students learned about the traditional food, symbols, dances, clothing and beliefs typical for each celebration. The climax were the activities in the Ethnographic Museum which were carried out with great interest and desire. The students made wreaths according to an old Bulgarian tradition, painted eggs using nibs and wax, recreated the old Bulgarian custom “singing of rings”, related to the desire of young people for a happy family life. It is performed by young girls and has an ancient mythological meaning. According to researchers, the roots of the ritual are related to rituals in honor of the thunderer Perun and his successor in the folkloric Christianity – St. Elijah. The final activity was attended by students, colleagues and parents.

Result of the activity: The activity was enjoyable and emotional. The participants had the opportunity:

– To learn about the ancient traditions of their people, the cultural, national and human values encoded in them;

– To appreciate the uniqueness of Bulgarian culture and its contribution to the European heritage;

– To develop their personality, to develop positive attitude towards themselves and to realize their potential;

– To show their creativity and imagination.

Bulgaria has an extremely rich folk art. It is the fruit of centuries of experience and knowledge. It is a real treasure that our ancestors have developed, preserved, and passed down to us. It is our duty to protect and pass it down to the next generations in order to keep it intact.