BE FOR CHANGE.

1. Students of our school, studying subjects such as: Polish, English, German, French, history, art, geography, music, have the opportunity to learn about the culture of other countries in terms of the country’s history, literature, art, and customs. In this way, we teach students to respect and tolerate the diversity of other countries. 2. As a school, we have contact with Ursuline schools in England, France. Student exchanges took place, during which there was time to learn about the culture of a country, and communicate in English or French. The students also implemented projects related to the school's motto, which is Serviam (I will serve) as a lived reality. This motto calls on students to be open to everyone in the name of respect for the other person and commitment to building peace between people, going beyond stereotypes. 3. We cooperate with the French Embassy and the Goethe Institute in Krakow. 4. We often host people from different countries: Cambodia, Peru, Norway. It is important to help students get to know the culture not only of their own country but also of other countries. By learning about literature, art and history of various countries, students expand their historical, cultural, linguistic knowledge.

The main goal of the project was to recognize that social empathy plays the role in connecting people and communities. The overall goal of the project was to make participants to understand the importance of social cohesion in a multicultural world. Objectives: - to facilitate social and cultural dialogue between 150 students (aged 12-15) from 3 European schools - 20% less conflicts in each school during and after the project - to internalize the importance of participants’ interpersonal empathy, mutual understanding and responsibility - to increase the valorization of social and cultural differences - to reduce conflicting attitudes and behavioral deviations of students from 3 schools in the EU - to improve collaboration between schools and local communities - to build a practical community based on compassion, tolerance, and not aggression through training activities in our communities.

We have designed three LTTA activities that will gradually connect the outside world with theinside world. The activities: -visiting the Wawel Castle, the Ethnographic Museum - presentations of the countries, educational systems - workshops on cultural treausures - each country presented a short video / ppt presentation on national treasures; students prepared thematic posters, a culinary fair with food tasting - workshops on social empathy, civic spirit - creating a symbol of intercultural friendship in graphic form and placing it, together with previously prepared posters on the Friendship Wall - music worshops - each country performed 1-2 traditional dances - ‘THE MEANING OF SOCIAL EMPATHY” Each country presented a short video/ ppt presentation on the meaning and importance of social empathy - posters ‘’ WORLD WITHOUT EMPATHY” - students in multicultural teams prepared posters on the problem resulting from the lack of empathy - guided tour of the Acropolis, a visit to the Temple of Poseidon/Cape Sounion - Theatre of the Oppressed:‘’Fight Racism” - visiting the District Director of Education, visit Bodrum Castle, House of the Virgin Mary, tour of the antient city of Efes /İZMİR - 3D Exibition of National Heritage.

Students created the project logo and promotional materials - motivational letters: why do I want to participate in this project, what do I want to achieve? Students created tangible projects such as: - school presentations on national treasures, about the meaning and importance of social empathy :" A world full of empathy" and posters: ‘’A WORLD WITHOUT EMPATHY” - the posters: ‘’A WORLD WITHOUT EMPATHY” - theatre show - Theatre of the Oppressed:‘’Fight Racism”- Students were divided into four multicultural teams. Each team created a scenario for one of the following scenes: 1. A new immigrant student arrives at school. No one wants to sit or hang out with him/her. 2. A student’s cell phone gets stolen. All students point an accusing finger at their new classmate. 3.The students at the principal’s office: The principal tries to find out what has happened. 4.In class: The teacher reveals the thief to the class and monitors the students’ reactions. A class discussion follows. The students performed the play. - 3D Exibition of national heritages -creating a symbol of intercultural friendship in a graphic form. Place it together with previously made posters on the Friendship Wall that developed social empathy and responsibility.