This document outlines a school's plans for an intergenerational project between students, teachers, parents, and grandparents. The project aims to promote cultural exchange, strengthen relationships between generations, and involve the local community. Activities will include weekly visits from grandparents to teach traditional games, monthly workshops on topics like crafts and cooking, and performances celebrating traditions. The goals are fostering understanding between European education systems and appreciating cultural heritage through elders' memories. Challenges could include difficulties managing community involvement or workload stresses for teachers and students.

1. Ankara 25-30 Ottobr

2. ISTITUTO COMPRENSIVO
“Via Santi Savarino”
ROMA - ITALIA

3. 1)“Santi Savarino” (pre-primary and
primary) - place of Management:
Our organization is a comprehensive school
composed by kindergarten, primary and secondary
from 3 to 13 years old.
It’s composed by 4 buildings :
2) “Grimm” pre-primary

4. 3) Rosalba Carriera
(primary)
4) Ottorino Respighi
(lower secondary with
musical section)

5. Our primary and pre-primary schools work full-time from 8:30 to
16:30 and children don’t go to school on Saturday.
Approximately the number of children is 1100 and the teachers
are about 115.
Laboratory activities are also held for art, music and theater-related projects

6. Physical education in our primary school has the
frequency of one hour per week and this is a
limitation of our system.
Students generally attend out of school
their favorite sports. Some private
associations paid by parents carry out
sports, music, and reinforcement of
foreign language courses after school
lessons.
In the lower secondary school the time
is from 8.10 to 2.10 p.m.

7. Our schools are located in an area called “Tor dè Cenci-
Spinaceto” that is a suburb of Rome.
It rose up around years 1960/70
and it is a suburban, popular
outskirt, in the southwest of Rome,
connected by public transport to
downtown where lies our ancient
historic beautiful City…
…This is a place far from the chaos
and traffic with green areas and clean
air.

8. Recently, in the area, we can register a growing presence of
Eastern European and Extra European communities. This
immigration flow mostly aims to the elders people care
because we don’t have an efficient public health system
capable to help families in the care of elderly people.
The social level is mixed, all socio-economic background, largely made
up of low-middle-class and some problems of unemployment.
Part of the district is also inhabitated by medium upper class and their
children attend our schools.

9. Most families are “mono-parent” because of
families’ and marriage crisis.
We have also an immigrant community whose
children don’t speak Italian very well with different
mother-tongue that have also problem of integration.
Thanks to this project, we would like to increase
European social values in the young generation.
We work on a healthy lifestyle and we work hard
to enlarge the mentality of our students inspiring
their curiosity for learning and creativity and we
are convinced in our educational school task.

10. We wish to spread the use of second language, at
school, developing curiosity towards the rest of
the world, intercultural exchange, and tolerance.
We already carry on few inner projects,
like food education, growing vegetables
in the school garden and cooking them in
the school canteen…
…recycling trash and use some of them to
make handcrafts by re-use, raising also
the sense of responsability towards the
enviroment.

11. Often our school has looked for
the cooperation and contact
with grandparents to save and
strengthen ties with children.
Ties with
children
Cooperation
Sharing
Precious
Resource
In our area
there is an
elderly center
where
grandparents
use to go to
meet and spend
time together.
In a capital city it's
becoming more and
more difficult to find
some time to share
with them and
families are very
busy with work, so
grandparents are
precious resource in
family run.
In the team involved in the project there are ICT experts, film-makers, art
teachers, English teachers, quality and performance evaluation teachers
and we are all hard workers teachers.

12. What we did about this project:
We illustrated it, in our teachers meeting, so that even
those who don’t participate could know it;
We published it on school web site;
We organized a meeting to inform parents and
grandparents about the project as they are fully involved
in it;

13. …
Each classroom represented one of the eight partners
countries with their symbols and cultural aspects seen by
children points of view;
We celebrated grandparents day at school, on October
12th. It has been a day of old stories, traditional Games
and food …

14. …
We had contact with an elderly center in the area to settle
meeting with children.
We had contact with Departments of University of Roma
Tre and Tor Vergata, and one of them will organize a
workshop for our partners when they’ll come to visit us.
We couldn’t have the chance to involve local press. But
we’ll do our best to make it possible.

15. IMPLEMENTATION ACTIVITY
As Erasmus Project Implementation Team we are committed to
carry out the activities planned in the various steps set by the
project , but also to take steps in implementation of the Project
within our context to give it the widest visibility.
Once a week, during the daily break time at school, we intend
to have the contribution of grandparents to teach traditional
games and play with them under the guidance of teachers.

16. We intend to make monthly meetings with grandparents on
various topics: stories, songs, crafts, handcrafts, board games,
cooking, gardening, etc ... with laboratory managed by
grandparents and guided by teachers.
We will contact the local authorities, cultural associations,
volunteer, ONG that deal with elderly people.
We will invite experts about third age (doctors, psychologists,
ONG) to tell the children about the benefits that can derive
from the mutual exchange of love, experience and knowledge
between the two generations.

17. For Christmas Time, we will organize an exhibition in the
school about old toys and objects from the past titled
“Christmas in the attic”.
By the end of the year we could realize a fair of creativity
where the grandparents or parents help their children to build
a toy or an object of any type with wasted or recycled
material.
With the permission of the families of the students involved,
we will make events where grandmothers prepare ancient
recipes and cakes “Grandma Goose recipes”

18. We will perform choral singing on traditional songs, sung by
children and grandparents, eventually involving the orchestra
and choir (quaiar) of the school.
We will invite parents and grandparents to be a "teacher for
an hour“ to tell about games and toys of their childhood and
also making educational work in their respective areas of
competence and experience;
The children will teach their grandparents a today’s game.
Acting a play among parents, grandparents and students.

20.  The project is innovative as it gives to the
community , parents and grandparents, the
opportunity to participate to something that involves
them personally, allowing them to be protagonists
in making concrete proposals.
 The work of the teachers team and the resulting
positive effect on the sense of responsibility of
students and their families, improve team spirit and
collective motivation.
 The grandparents availability and the wish to stay
with their grandchildren in the place of knowledge
in a lifelong learning perspective, to convey wisdom,
affection and experience receiving in their turn
energy, affection and new incentives.

21.  The difficulty of the team to manage the
inexperience of the community in offering an active
and creative contribution, could create interference
and confusion of roles.
 The social background of a big city outskirt may
eventually discourage the continuity of participation
by the elderly.
 The intensity of the school program and the
numerous educational activities could discourage
some teachers from joining such a project with very
ambitious objectives and contents.
 The required involvement may either cause
excessive and additional workload or the
responsibility towards third parties, foreign partners
and the National Agency.

22.  Cultural exchange between different European
countries, in the mutual understanding of their
educational systems, teaching styles and comparison
with different social realities.
 Relationship between different generations, a theme
felt and shared in the partners countries.
 Conferring to our school a central role in the
neighborhood and community life as a cultural
center.
 Involving local authorities, associations, NGO,
already active in raising awareness and, as much as
possible, the territory and related agencies in the
world of education or culture.

23.  Children, teachers, parents and grandparents have the
opportunity to compare themselves with unknown
school realties far from them, and in combining these
new ways of thinking and acting to their one, can obtain
nothing else than mutual exchange and enrichment.
 Opportunities for disadvantaged children to interact
with the others at the same level in playing games,
counting also on the sense of security that the presence of
grandfathers can inspire.
 Recognizing to the games a crucial role in the
development of a child’s life giving to it the right space
in school activities.
 Gleaning to cultural heritage of games of the past thanks
to the memory of grandparents otherwise destined to be
lost; developing those social skills that the old games
aroused, unlike those of our time much more virtual.

24.  Neglecting the National Curriculum or slowing it
down, obtaining in that way a contrary result not
appreciated by the families.
 The wide range of the project and its articulation may
be difficult to manage in the long run in the everyday
commitments of a teacher.
 Inability of some members of the team to support the
stress of schedule changes, the hard work, even in
extra time.
 Work overload for few teachers and irresponsibility
of others.

26. Changing lives, opening minds