As in every partner school project topic was included into schools curriculum, development plans, five partners decided to start a project F.I.L.M - Fantasy, Illusion. Learning, Making. As the topic was studied with European partners it gave a possibility to handle the topic more deeply and widely, improve new innovative teaching/learning methods as project-based learning, using ICT, integrating lessons (mother tongue, foreign language, ICT and technology, history, science, arts, music, literature), peer to peer learning, outdoor lessons, involving external partners (eg film museums, non-profit organizations). Key competences as digital competence, communication in mother tongue and foreign language, basic competences in science and technology, learning to learn, social and civic competences, sense of initiative and entrepreneurship were improved in different activities in collaboration with students, teachers, parents in other countries. It also gave a possibility to get acquainted with film history and films, actors/actresses in other countries, to show how they handle and herit their film history. In given project students from the first to last class in every school were involved into activities.Objectives:*rise interest and skills of students towards using new technology through creating films, presentations, games as educational materials; *integrate project activities into studies in order to make studies more attractive and therefore avoid school failure, early school leaving; *develop and exchange teaching methodologies in order to increase teachers' motivation and learning outcomes; *familiarize students with professions in film; *improve students' competence in mother tongue, literature and foreign languages; *improve students’ skills in using internet for educational purposes; *improve intercultural competence. Number, profile of participants: about 800Description of activities: by all partner schools workshops for film history, optics, lightning, creating scripts, music, visual effects, visits to film companies, museums, science centres; studying technology and web tools for producing films, licensing and copyright were organized. Educational materials were created. Organizing project days, films nights, Erasmus/etwinning days were organized. Creating films of different genres in every school and with all partners. Schools were active to organize extra activities. Eg in the meeting in Italy all schools together created a film The Ballade Singer were participating students appeared as actors. Script was prepared by the coordinator of Italian school. School in Portugal organized an Erasmus Christmas party, Estonian school organized two film nights and theatre afternoon. Schools in Poland and Lithuania organized etwinning days introducing teh project to students and parents. Materials were reflected on a project web page, etwinning portal, Facebook. Methodology: *peer to peer learning, *flipped classroom, *involving external partners (eg film museums, non-profit organizations) into studies, *creating educational materials by students, *integrating lessons project-based learning. Results: *Film course incl topical descriptive presentations, games, *Website of the project and/or blog; *Etwinning project; *Survey and the summary of the results about preferences of films/prodcasts etc; *Web and paper based pedagogical materials; *Films about meetings, activities; *Different genres of films. Impact: local, national, regional level *new technological solutions used in teaching/learning process, shared to other educational institutions (playschools, youth centres, hobby schools); *more skilled teachers and students of using technological solutions and teaching/learning methods in their everyday job; *less unemployed, more skilled, open-minded and self-confident people in municipalities including people with special needs. European level: *all materials available for all European teachers uploaded on etwinning twinspace; *partners and other teachers started implementing new methods, materials and technology in the lessons, therefore more motivated students and parents; *sharing knowledge and experience to other schools on how to involve more young people and people with special needs to project work and afterschool activities, therefore positive impact to schools reputation. Long-term benefits: educational and other materials available after the end of the project uploaded to the project web page, etwinning portal, educational portals in every partner country and ECAS can be used by educationalists in local, regional, national and European level. Schools can share their ICT knowledge with other schools using materials created during the project. Seminars and ICT trainings on local, regional and national level will continue where teachers and students participating in the project will train others on how to implement new teaching methods into studies.

In our digital era people must develop their knowledge and skills on using ICT and digitools in order to get better and innovative education and manage well on labour market. Therefore priorities as following were chosen: Enhancing digital integration in learning, teaching, training and youth work; Effective strategies for enhancing basic skills; Developing basic and transversal skills using innovative methods .These priorities at various levels were handled through 2 years at 3 project meetings in each country and through the activities carried out between the partner meetings. Priorities were connected with themselves and helped to get better education from playschool to adult level. Therefore people were more skilled and motivated to study and develop their knowledge. During the project seminars, conferences, trainings were carried out, presentations and pedagogical materials were created about using different ICT and web tools and enhancing digital integration in learning, teaching and training. It helped to develop basic and transversal skills. Administrative staff, teachers, trainers, students, youth leaders and local people including people at social risk were involved to these activities. The kit of pedagogical materials as one of the results was presented at the final meeting in Turkey.As there was a group of students in Väätsa Municipality who had founded Väätsa television, Väätsa radio and helped to publish Väätsa local newspaper, they were also involved to the project to get and give their knowledge and experiences to partners and students in partner country to talk about possibilities how, through which activities young people can spend their free time developing themselves. Students, teachers and administrative staff exchanging events took place. Those students were involved to activities to film and write articles about meetings, workshops and seminars and as lecturers to present their works carrying out workshops. The aim of the project was to strengthen collaboration of participating municipalities with schools, playschools, youth centres, local people, strengthen the profile of teaching, to handle better different situations in the classrooms using new methods with web and digitools, make studies more innovative for young people, lessen school failure. The quality of pre-school education in order to give better start for attending school was improved. Adults were involved to Lifelong Learning Programme in order to get job more easily, improve skills on ICT and technology as well as language skills, broaden mind in cultural diversities, to be more tolerant towards other religions and cultures. Topic was directly connected to Development Plan in Väätsa Rural Municipality that had taken a priority to specialize studies on using digi- and webtools in Järva County since childhood. For that since June 2014 over-Estonian seminars were organized in Väätsa for heads of schools, teachers and local authorities to introduce involvement of web tools into schoolwork, afterschool activities and training local people. Teachers in schools, playschools and youth centres started using more and more web tools in their teaching process, improved their digital skills and equipment. The project has longlasting impact for all participants: better results in studies, less school failure, more active young people in social life, therefore more possibilities to get job, more motivated, satisfied and self-confident people, better language skills and intercultural knowledge. For teachers more skills in using ICT in teaching process, more aware adults of other cultures and religions.