"Being teachers, educators and citizens we created the project with high concern to provide our students with proper background for both learning and personal development, fostering active position, entrepreneurial skills, creativity, responsible citizenship, developing transferal competences for a whole life.The main concept of the project ""CARE+” is to bridge the gap between academic knowledge and practical behavior. Multi-tasks project activities based on interdisciplinary cooperation combine: Research, individual study, data proceeding, making presentations, writing articles, training students to be independent learners with lifelong learning attitude Motivating voluntary activities related to different social and public problems producing multilevel effects: active position, responsibility towards environment and community, weaker members of society, one's own development Boosting educational, mental and physical outcomes.Improvement of social and entrepreneurial skills, confidence, self-esteem, basic and transversal competences and inclusive education for disadvantaged students.Encouraging creativity, broadening horizons of future Europeans to be team players ready to support people with initiative and awareness that they can contribute to solve real social problems in addition to government policies. The partnership is made up of six countries: Bulgaria, Estonia, Greece, Italy, Portugal & Turkey.apart from Turkey, which is running for its first Erasmus+, all organizations have been involved in several Erasmus+KA2 and are willing to transfer their experience one each other and to a new field, too. Portugal is very experienced with eTwinning (eT) projects, their coordinator is a eT Ambassador; Greece and Italy are on remote islands; Italy, Portugal and Greece have the applicant schools located in small towns, Turkey in a big one.The living standard of Bulgaria occupies the final positions.All applicants are public schools with student ages between 3 and 18. A significant part of our students are socio-economically disadvantaged, some with special educational needs, an important percentage are at risk of early school leaving. Teachers put great efforts to overcome these unfavorable circumstances.The project is using eT to work together before, during and after the project activities and in combination with blended mobility. We have designed six LTTA to fulfill a multitude of tasks: research, data processing, awareness campaigns, voluntary and charity activities aimed at improving school environment and local areas, charity to help disadvantaged people and children. Modern pedagogical interactive and student-centered approaches will be applied. They will be enriched and developed.through international experience. Both English (the communication language of the project) and ICT are used extensively The project comprises four stages entitled “Hi, friends!”, “If you don't like it, change it!” and “Make someone around you feel better”1 and 2, including both local and international activities. Two organisations are responsible for each stage. These are assessed according to a specified set of quantitative and qualitative indicators to reach the desired results, other institutions will be involved in different stages of implementation. Learning outcomes will be validated at the end of the short-term exchanges in form of Internal School Training Certificates. The impact is significant and beneficial on students, teachers, organizations, communities, international groups. It refers to changing attitudes both theoretically and with establishing practical habits and behavior, oriented to solve certain public and social issues; entrepreneurial skills, enhancing competences, diminishing school leaving with creating friendlier educational environment, building active and capable future European citizens. Students will be engaged in creative activities on the benefit of the others and the common well-being. It will be highly-motivating for them to see the direct results of their work-school spaces more beautiful and disadvantaged people happier due to them. A clear dissemination plan works throughout the whole project period, aimed to make our results visible and usable by stakeholders without frontiers. Thus, we will create a logo, an Erasmus corner, descriptions of activities, presentations and quizzes to reach our objectives and anticipated results.The final outcome will be in a form of ebook. Pedagogical approaches will be described for benefit of other interested parties: teachers, youth workers, club instructors, educational boards. We will be present on TwinSpace and Erasmus+ Projects Results Platform. Again, each country is in charge of a clearly stated dissemination theme along the project implementation. Finally, in terms of sustainability, we will ensure project activities to become school traditions, our students will carry on applying what they have learnt and maintaining friendships for a lifetime."

"The project Game Activities Maximize English for Students - GAMES aims to promote strengthening the profiles of teaching profession, support educators and tackle early school leaving and disadvantage students. Its main objective is to design a classroom complementary to both student centered and game-based learning approach, new ways to integrate puppets and board games in the routine classroom activities in foreign language learning. The specific objectives that we plan to achieve from October 2020 to September 2022 are:-to exchange experiences and new ways of teaching through workshops at international level-to transform the English classes to engaging, fun and interesting classes-to aid disadvantaged and lacking motivation students to adapt to the school atmosphere and involve them in learning -to develop students' English abilities, digital and cultural competencies -to enhance the international aspect of participant schools by teachers opportunities to compare, analyze different educational systems through observations during the LTT ActivitiesThe target group is made of 350 students and 30 teachers from all six partner schools.The main activities that we plan to do during the project's implementation are:-to design the classrooms: furniture, walls, floor and all space as a game-based room to engage students in a relaxing learning atmosphere in LTT ""Sustainable environment for innovative English"" -to integrate puppets in the routine classroom activities in foreign language learning and design teacher's table as a puppet stage IN LTT ""English through interactive toys"" -to develop new ways to integrate board games in English learning in LTT ""English through intelligent board games"" -to do a multilingual illustrated dictionary related to the project's theme will be developed in LTT ""Six European languages for English, English for six"" -to role play in real life situations in LTT ""Funny English through drama"" -to create short poems related to children's games in LTT ""English through creative poems""There will be six LTT Activities in which 4 students and 2 teachers from all partner schools will participate. Before each LTT Activity, preparatory activities, described in the timetable, will take place in all six schools and also on the eTwinning Platform. In addition, after each LTT Activity all partner schools will make the project's dissemination locally. The project’s tangible outcomes: 1-Logo 2-Games English classroom 3-An optional course related to this project (CLIL): Science through GAMES4-brochure ”English through poems”5-Board games, puppets and puppet stages 6-Multimedia presentation of the activities, classroom design 7-Material Exhibition and posters 8-A multilingual illustrated dictionary related to the project's theme 9-Questionnaires for disadvantaged pupils’ changes of behavior for learning and school 10- Erasmus+ Corner The intangible outcomes: -a relaxing atmosphere, interactive and funny methods for English classes - motivation for disadvantaged and at the risk of early school leaving' students -increased level of competences for foreign language -the opportunity to learn Science and English in the same time-possibilities for disadvantaged students to travel abroad, better use of a foreign language and meet students from other cultureThe communication among partners will be established through emails, WhatsApp, email and eTwinning so that everyone can access them and before each mobility coordinators will meet on eTwinning to set arrangements related to LTT activities.Scoala Gimnaziala Nr 1 Moreni, as coordinator, will monitor the activities, the financial management, crises situations, sound management, write the evaluative reports. Belgium will share the project's results on the project's Facebook page.Italy will create and manage the website. Turkey is responsible for the Twin Space of the project. Bulgaria will do the online dissemination of the project on YouTube channel. Greece is responsible for the evaluation of the LTT activities and the disseminationThe Erasmus+ project GAMES is in progress also on eTwinning since March 2020, with the ID 217831.All participant schools will establish an internal evaluation strategy to measure the implementation of activities, achieving objectives and creating of final products. This strategy has to assure feedback and to contain qualitative and quantitative measures and options for a good implementation of the project.The project’s impact on the six partner schools will be the follow up of implementing the project’s results and final products in everyday school activities and curricula. This aspect will be done according to all those activities that are proposed in the dissemination strategy and project’s valorization, which is established by all partners. The dissemination activities are according to the project’s strategy regarding dissemination and results’ valorization among all six schools."

The United Nations Convention on the Rights of the Child (1989) states that children should be brought up in the spirit of peace, dignity, tolerance, freedom, equality and solidarity. Article 29 states that the education of the child shall be directed to developed respect for the pupil’s cultural identity, language and values and for cultures different from his or her own and to prepare them for a responsible life as an adult in a free society in a spirit of understanding, peace, tolerance, equality and friendship among all people. Children start to notice differences between people and to learn about them in very early age. At the same time, they develop attitude towards people who are different from them. Therefore it is very important that tolerance is handled with children at very early age. Sometimes bullying is invisible or when it does happen, not everyone is aware of it. It can ruin children’s lives, research shows that its effects can last well into adulthood in terms of impact on emotional, physical and mental health. Bullying was a common problem for all partners although in different ways; Turkish partners have problems with boys fighting (physical bullying), the Greek school is experiencing bullying against marginal groups such as disable and special needs, while in UK the main issues are cyber bullying and sexting, in Italian, Romanian and Portuguese school the main issue was a lack of knowledge and understanding form teachers and knowing how to best prevent and respond. In our planning application we identified common issues and then build themes to cover each issue. We also held a teachers training session to insure that whole school was involved not just students. This further promoted inclusiveness as one of the three topics focused in this project. We selected social inclusion as priority as the problems with bullying stem of excluding individuals as the bullying is essentially social problem. Schools are social environments and there will be times when there are disagreements, when relationships become strained and when conflicts arise. Sometimes this leads to bullying, sometimes the bullying is motivated by other factors including attitudes or values which may lead some children and young people to treat others negatively because of their appearance, gender, economic/social status or background. In the project we covered all those issues within our themes. For example, we addressed inclusion and gender inequalities in the theme two (C2) ‘All different, all equal’ and in the theme three (C3) we focused on SEND and disabilities. The six partners schools are diverse in size (number of students), location (three schools are in rural locations and three are based in the city), type of school (comprehensive/state, supported by business), student ages (ages from 9 to 18). The activities taken place in the two year project included: preparation that was shared on-line via eTwinning platform (https://twinspace.etwinning.net/65828/home ), international collaboration partner hosting Mobility and one teacher training event. We had four face-to-face Mobility and one virtual due to restrictions of travel because of Covid19. The main results were producing a set of training activities and strategies to train a core group of students to become Anti-Bullying Ambassadors. By the end of the project each partner had at least 15 students trained in the peer support scheme, in total 166 students have been trained and 26 teachers have been involved in the training of Anti-Bullying Ambassadors. These will be accessible for the future years, after the project finished. While, at the teacher’s training in C5, two teachers from each partner school and 15 local attendees were provided with the current pedagogy in preventing, reducing and responding to bullying.Other results were: •Applied most current pedagogy in order to prevent and reduce the number of incidences of bullying this also increased the knowledge and experience gained by all participants, learners (140 students directly participated in at least one theme/mobility, of these there were 251 students who were involved in mobilities and 104 local participants) and staff involved 68 in mobilities and further 24 teachers in the training event (C5); social inclusion (priority one), cultural heritage (horizontal priority), promote acquisition of skills and competences (priority three). •Production of training activities to teach a core group of students to become Anti-Bullying Ambassadors. In total 166 students have been trained in partner schools. They will provide integral part in reducing the number of bullying incidences and promote social inclusion (priority one). This had an impact on increased 21st Century skills, such as collaboration, communication, developing literacy skills by using media and technology showing life skills such as ability to lead and showing initiative.

The Erasmus+ project “Cross into languages” is a project implemented at an international level in collaboration with partner schools from Greece, Turkey, Romania, Lithuania and Slovakia. The choice of partner schools was based on multiple criteria such as: experience relevant to our project idea, need to develop communicative skills in foreign language teaching, innovative approaches for learning experiences and with willingness to learn new teaching techniques, openness to intercultural communication and an appreciation of culture. As a result and after conducting a full SWOT analysis, this project establishes the following objectives: to develop students’ interest in learning English and to encourage students to use their skills in communication and cooperation; to introduce some innovative activities by using the foreign language as a communicative linguistic skill, in classroom environments that make use of communicative materials and simulate real-life situations, where students feel comfortable, don’t hesitate about which grammatical structure to use, the teacher is more an observer than an authority and mistakes are not corrected by the authority but by the students themselves; to use the foreign language in student’s daily lives, for instance, they should be able to buy something, accommodate, ask for an address or direction, in other words live the language when they are abroad; to train teachers on new methods through workshops and by making the adequate electronic and in-paper publications. In addition, we have also set some additional objectives for both students and teaching staff to accomplish: to compare the different curriculums and evaluate their impact on English lessons; to involve students, parents, associations, the school community, and local authorities in the project activities; to integrate English in all school subjects through CLIL modules (art, math); to teach and use ICT skills and online tools in communication and cooperation with partners; to encourage and motivate students in the development of creativity and innovation; to break barriers and increase tolerance towards other cultures and students by getting to know students from other countries.The aims of the activities are to make the process of learning more attractive and to increase students’ motivation to learn by using the language in real life (they should be able to eat, accommodate, shop, ask for directions etc.). We believe communicative skills are acquired in learning environments that simulate real life and with the use of realia through techniques such as drama, role-play and improvisation.The activities are varied, some of those that will be implemented in this project are (and include) creating different parts of our classroom to look like a bassar, a Hotel& Library a Mini city; decorating corridor walls; designing the project logo; creating the Erasmus+ corner; distributing project promotion brochures to the students and their parents, to local people, to private and state education institutions; the use of dialogues, drama, role-plays and simulation techniques; organizing the European Day of Languages Festival, presenting students their development through videos. We have planned the mobilities for planning and organization, exchanging ideas about the ongoing project, preventing difficulties, organizing teachers training session, preparing and evaluating the students’ exchanges. We have planned one short-term joint staff training event in Turkey and five short-term exchanges of groups of pupils - one in each partnerschool.Our project main target groups are 12 to 14 years-old students and teachers together with indirect beneficiaries of the project activities (parents, local officials, teachers from other schools and all local, regional, national and international stakeholders). Concrete results of the project: Simulation classes, which will create a new language spirit at all partner schools; the foreign language bulletins. Products and activity results will be presented directly at meetings through exhibitions, shows, presentations, or indirectly through CDs and letters / drawings, cards sent by mail or digital materials sent online (songs, photos, stories, games) and alsoin the project’s blog, e-Twinning platform, the project newsletter and the partner schools’ websites.This project will allow all students to collaborate with their international peers, sharing their knowledge and their different learning experiences while ommunicating and planning their activities in English. They will experience innovative methodologies. The teaching staff will observe their students at work and learn new techniques and methodologies for the foreign language classroom. We will continue our collaboration after the project ends and we will keep in contact via Etwinning and the official facebook group, continuing to update it with our new experiences and activities on the project theme.

We had decided to implement this project,because we saw the need to familiarize our Nations with the refugees and vice versa.EU states have decided to take in a large number of refugees in their lives.The goal is to gradually integrate them into our communities.We faced big displays of sympathy or antipathy addressed to the people entering Europe.We dealt with the issue of EU,which, as it seems, is not yet ready to accept them in its life,even if it is only for a period of several years.It concerns people that have nothing in common with Europe,they have no information about the rules and interpersonal relations,they are in a bad psychological state and so their arrival cannot avoid confusion,conflicts and problems.We analyzed problems associated with their integration into the EU community and we discussed and examined proposals and temporary solutions and pointed out the perspective and point of view of our pupils,from the background of different countries and approaches.We pointed out the differences in the perception of the world,as such,the different ways in which different EU countries look at people that enter Europe,how they perceive the cultural differences and whether they are able to cope with their arrival in a human way or not.The coordinator of the project was responsible for the communication between partners,for meetings’ preparation,for the organization of the whole project.The school participated in the organization of the whole project,provided its partners with all the necessary information,and was sure that the appropriate space was available,so that the work on all the set tasks was carried out and this way the intended goals could be achieved.At the beginning of the project,noone had information about what the refugee wave practically meant.Of course,we had some experience with the migration of people that is very common in Europe,but none of us had ever met the influx of millions in our lives.Many pupils were involved in the project mainly because of their need to learn new information and understand the situation.Teachers wanted the young people to know the truth about why refugees appeared,who they are,where they were going where they wanted to go.The first project meeting was in Iceland.Icelanders,as the only country,have expressed an interest in hosting more refugees than their quota would expect them to.We had discussions with the Red Cross,psychologists,doctors,non-profit organizations,but also personal contact with Syrian children from the school.All the new information began to open our eyes.We realized that the majority of Central Europeans are xenophobic,mainly because they have no personal experience with large-scale migration.During all our meetings,we mainly met people working with refugees;sometimes the information and the stories we witnessed were very shocking for us.We slowly began to form a more real picture of the problem.Over the duration of the three years,we had to change our minds on a number of things,we had to adapt many of our outputs to the real conditions and possibilities.The most significant impact on all involved in the project was1.getting to know the real problems of the refugee crisis,2.understanding refugees,3.getting to know new people,4. the importance of the work of the International Red Cross, non-profit organizations, the Greek Maritime Service, etc.,5.the knowledge of other school systems and the system for including migrant children in the education system;6.experience working in an international team and taking responsibility for the thing that we create,7.knowledge of other cultures of society, religion,8.use of foreign languages.By working on the project, we have managed to eradicate traces of xenophobia, racism and fear of the unknown within ourselves. It was a great pleasure to observe pupils and students slowly changing their minds about refugees and their problems, when they started to investigate the problematic on their own, without the interference of the media.Thanks to the exhibition at the Dum U Zlateho prstenu,we were able to present this transition and reach thousands of Czech and foreign visitors of the museum.We are convinced that the experience gained by all participants opened up their horizons and their human arms. The new point of view and the more mature and responsible approach to information, the investigation of objective facts and critical approach after collecting the material, have already positively influenced their character and understanding of the world.Some of our students are considering continuing at university with Global studies,Arabic studies,languages and cultural studies in order to approach different European policies from an objective point of view and maybe become ambassadors of the situation based on facts evaluated by themselves.It will certainly be a great benefit for everyone in their future, when they will have the means to understanding social,economic,cultural and social changes.