CONTEXT/BACKGROUND OF PROJECT.

 "DREAM" project: The Drama of Environment: our Action Movement! is a school exchange partnership involving three partner schools, Colegio Salesiano San Juan Bosco in Valencia (Spain), Základní škola a mateřská škola in Prague (Czech Republic), and Szkoła Podstawowa w Nowej Iwicznej (Poland). It aimed to foster a critical reflection among pupils about different environmental issues and to promote solutions, through drama techniques, while they improved their English speaking skills (among others) using this methodology.

 OBJECTIVES.

 General objective:

 Analyze an environmental problem from different viewpoints and encourage high-level critical thinking skills.

 Specific objectives:

 -To foster students cooperative work in international teams.

 -To improve language skills in general and especially those that imply expression skills, both writing and speaking.

 -To develop cross-curricular elements such as: creativity and innovation, critical thinking, entrepreneurship, ICT skills, moral values, leadership, learning to learn, social education, and a sense of multicultural cooperation.

 -To foster multiple intelligences: especially VERBAL LINGUISTIC in all skills, BODILY KINESTHETIC through corporal expression in dramatisation; VISUAL-SPATIAL through imagery, as well as video production; MUSICAL through sound, speaking rhythmically, etc.; INTRAPERSONAL through individual analysis of resources, as well as autonomous and planning skills; INTERPERSONAL being able to work cooperatively in international teams; and NATURALISTIC because they had to observe, understand and organise patterns in the natural environment.

 NUMBER AND PROFILE OF PARTICIPANTS.

 This project involved Primary Education pupils (ages 10-12). Other participants were teachers (especially English teachers), parents, Parent-Teacher Associations (took part supporting and financing some activities), administration and services staff (as consultant experts) and, ultimately, all the educational community in dissemination activities for all the school. Moreover, a group of 20 pupils from each partner school traveled abroad for short-term mobilities. All pupils had equal opportunities of participation (we wanted to give priority to those facing economic, social, culture or learning obstacles), and finally all students interested in participating in mobilities were able to do it, thanks to the Erasmus project; in fact a total of 32 Spanish students (instead of the 20 that were planned in advance) were able to participate in the mobilities.

 DESCRIPTION OF ACTIVITIES.

 Virtual activities (2020-2023).

 -  Logo contest; penpal project (each school asked their students to write letters introducing themselves, their school, their class, environmental projects in every school, actions at home to help the environment. Letters were sent to every partner school so pupils knew each other in advance; films analysis and debates in international teams (they watched and analysed several films related to the topic of environmental protection: Moana, The Lorax, Wall-E); role-plays of stories to promote environmental protection, similar to what they had previously seen in the films and getting ideas from the previous debates; there was an international conference with the NGO "UNHCR, The UN Refugee Agency" about the Refugee Emergency, with the testimony of a refugee.

 Mobilities (2020-2022) in Spain, Czech Republic, and Poland:

 -Research on several environmental issues and creation of blogs. - Dramatisation, recycled puppets workshops. - Performances (storytelling) - Debate league about environmental problems researched during the project and creation of a manifest.

 METHODOLOGY.

 We combined several methodologies: cooperative learning (cooperative structures to foster collaboration in international teams). We also included gamification elements (creation of puppets to be used in performances). Role play and drama techniques  used to enhance speaking skills.

 RESULTS AND IMPACT.

 The results were shown in teaching materials, posters, logos, portfolios and presentations, video analysis, video creation, role-playing, debates, conferences, letters, songs, blogs, and dissemination through a radio programme, press and magazine articles, etc. The envisaged impact was to transform students' attitude, who became promoters of change with regard to environmental issues. Also the promotion of plurilingualism. We can share our results with other schools in the future, thanks to eTwinning, SEG, and Erasmus+ Project Results Platform, among others.

 LONGER TERM BENEFITS.

 All partner schools want to become GREEN schools. This project was a great opportunity to bring us closer to that DREAM, to enhance pupils’ sense of environment, and multicultural cooperation to solve environmental problems. This is a perspective that we would like to continue exploring at an European level, with the Erasmus+ accreditation.