The document summarizes the activities from several meetings of the HESTIA project. In the first meeting in Athens, participants discussed practical organization, visited historic sites, and shaped their manifesto. The second meeting in Maastricht included workshops on refugees, migration, bullying prevention, and stereotypes. School visits showed contrasting approaches to educating migrant children. Additional workshops covered human rights, diversity, empathy, and recognizing emotions. The third meeting will take place in Brindisi, Italy in March.

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HESTIAHELPING STUDENTS IN ACCEPTANCE
“ Every big project needs a logo “
The first challenge of our alliance was to
“create a nice logo which represents the
meaning of our HESTIA project.
Without any doubt each country started
working very hard giving beautiful results.At
the end, the best logos from all countries were
put up for election where pupils, parents and
teachers voted.And the winner was: ….
“Portugal”
Greece -Athens
… We also had some nice workshops. How
are Greek schools dealing with the
refugees crisis? The headmaster Mr
Christos Tsiatsianas, shared his experience
and knowledge with us. The meeting with
the UN Communication Officer for Greece
and Cyprus, Mr Dimitri Fatouros, was very
interesting. It’s clear that all of us definitely
need to make work of the sustainable goals
of the United Nations. A mission we will
implement in our schools
Another workshop was about educational
drama.This was nice because the teachers
and us got to see examples of how to add
more “drama” in our daily lessons :)
During our meeting, we shaped our
manifesto.This was a successful 1st meeting
and the project promises to be an
incredible experience for all of us.
Double edition
First stop: Athens “Greece”
The kick off of our project started here in Athens,
After months of communicating by e-mail we
could finally meet for the first time in real life.
Our meeting took place from 21 till 25
October’18
The Acropolis was the perfect location to get to
know each other and build our group.We got to
see as well the temple of Poseidon. Both are
impressive sites were ancient architecture made
an statement.
Besides talking about the practical stuff like
finance, organisation, meetings…

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PROJECT MEETINGHELPING STUDENTS IN ACCEPTANCE
University of Maastricht
From 21 till 26 January we had our 2nd
meeting in Maastricht, The Netherlands. All
week long we received very interesting and
professional trainings about refugees and
migration.
The presentation about the basics of migration
by Prof. Melissa Siegel made us understand and
see the bigger picture about this topic.
Also the presentation of Veronika Fajth gave
us some useful insights about different
approaches of integration and migrant
identities.
The Netherlands - Maastricht
Bullying
Preventing and dealing with bullying must
happen in every school. Mr. Loek
Schoenmakers told us about KiVa, a
successful method used in Finland that
brought down bullying in 75% in Finnish
education.
Martine Delfos
Achieving social cohesion in diverse
classrooms and mental health issues faced
by migrant and refugee students was the
topic of the workshop of Mrs. Delfos. A
very inspiring woman that with her
experience, voice and stories made of the
2nd day a day to never forget.
School visits
We also had the chance to visit some
schools.The United World College of
Maastricht was in big contrast with the ISK
school for migrants.
The stories and motivation of the refugee
children made a deep impression to all of
us.Their motivation and strength were
remarkable.We were also impressed by the
way the teachers apply methods to teach
very fast and efficiently the national
language. Incredible job they are doing!
Stereotypes
On the 2nd day of our project meeting we met
the Cell Foundation Group.We had a engaging
debate about challenging stereotypes and
prejudices. We realised about the influential
role the mainstream media and social media
platforms play in this issue. We should be all
aware about the phenomenon of “fake news”
and teach our children more than ever to read
all this online information with critical eyes.

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WORKSHOP
ABCs of Human Rights
WORKSHOP
CHILDREN OF THE WORLD
8th ACTIVITY, 2ND YEAR
7th ACTIVITY, 2ND YEAR
SomeWORKSHOPS
At the end of this session students
were able to:
• know, understand and learn their rights through coopera5ve ac5vi5es
• sensi5ze and familiarize pupils with concepts such as racism, exclusion, xenophobia,
inequality…
• foster pupils crea5vity and imagina5on through various ways of expression
The descrip5on:
• firstly, the pupils see and chant the ABC.
• pupils are split in groups, write a rela5ve word about Human Rights and they draw it.
Their drawings are put under the correct leHer.
• lastly, pupils choose some of these words and mime them.
At the end of this session students
were able to:
• find similari5es regardless of race, culture or ethnicity
• iden5fy the differences and understand the significance of diversity
The descrip5on:
• pupils collect pictures and photos. They group them based on gender, race,
age, life-style etc.
• then, pupils are asked to spot 3 similari5es and 3 differences, such as need of
food, roof and educa5on. They write down what they found emphasizing on
the basic needs (love, food, educa5on etc.).
• they are urged to iden5fy how different and beau5ful our world is due to
diversity and how boring it would be if everyone was iden5cal.
• A classroom discussion follows about the different country each student

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WORKSHOP
EVERYONE DIFFERENT, EVERYONE EQUAL
At the end of this session students
were able to:
• Learn about the Human Rights Declara5on
• Connect human needs to human rights
The descrip5on:
• We ask pupils to imagine that they have to take care of a pet (e.g. dog). We give it
a name. We ask them what it needs. We write down the pupils’ responses in a
chart.
• We ask them who is responsible for the liHle dog.
• We confirm what the dog needs to live (food, water, shelter). We pose the
ques5on: if the dog has these needs, has it got the right to them?
• We follow the same process and replace the dog with a child using the same
chart we used before. We write down the pupils’ responses (shelter, food, water,
family, toys, educa5on, love, medical care, aHen5on, friendship).
• We ask ques5ons such as: Who is responsible for children’s needs? Children who
need all the above, have they got rights to them? Who is responsible to make
sure that children enjoy these rights? We show Unicef’s Children Rights poster
and compare the chart pupils made before with the official Declara5on for
Children Rights. We explain that the Declara5on exists so as to protect and take
care of children.
WORKSHOP
THE MASKS
At the end of this session students
were able to:
• to recognize the others’ emo5ons
• to foster their empathy skill
The descrip5on:
• Pupils, divided into groups of four, randomly choose a mask, wear it and talk with each
other for a few minutes behaving according to what their mask writes. Then, in plenary
they discuss their impressions, how they felt playing the role of another person, how they
would like others to treat them. Finally, pupils say if they managed to understand the role
of the pupil siXng opposite them.
8th ACTIVITY, 2ND YEAR
7th ACTIVITY, 2ND YEAR
WORKSHOPS

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Whats Next?
• 3rd project meeting in Italy, Brindisi, from 10 till 17 March 2018
• Activities: Making an identity card - Living in Flowerville - You and Me, We
are - We can make it all together
More information
HESTIA website
HESTIA Facebook
In collaboration with