Fostering Social Inclusion Through Artistic Skills project aims at reducing the risk of social exclusion which some of our students face, thus giving them the opportunity to reduce or eliminate the dangers associated with that risk (early school leaving, poor academic achievement, failure to continue studies). The means to achieve that result is with the promotion and fostering of artistic and sport skills, since we consider them to be excellent tools to improve cohesion and inclusion.Our Learning, Teaching and Training activities have been designed to work a different skill each time (cartoons, music, storytelling, sport, photography and video). Therefore, participants will have the chance to experience a wide range of disciplines in order to fight exclusion and to sensitize other students and families about the problems that exclusion brings. According to questionnaires applied in all partner schools, students who are mostly exposed to these problems are students with fewer opportunities because they face exclusion factors like disabilities, health problems, educational difficulties (early school leavers, poor school performance), cultural differences (immigrants, ethnic minorities), economic obstacles (low standard of living, low income, unemployment), social obstacles (gender discrimination, ethnicity, religion, young/single parents) and geographic obstacles (remote or rural areas, poor facilities).This project aims at:-raising awareness on the consequences social exclusion can have for 300 students from partner schools, by the end of the project-increasing the academic performance, class attendance and reducing the early school dropout rate for 300 students by August 2022-increasing by 50%, during the project, the number of actions and educational activities which promote creativity-providing 300 students, by the end of the project, some extra assistance and tools, which can range from more tuition, access to equipment they may not have at home, psychological help, and materials so that they can face their challenges they encounter in their school livesThe target group of this project will mainly consists of students who face social exclusion, aged 14-18. With the help of this project, these students will have the chance to pass over these barriers they have because of the exclusion factors, they will improve their school results, increase the academic performance, improve their general well-being, become active, responsible and socially integrated citizens. Each school, depending on the number of students and their skills, will select a number of at least 30 students.TOPICS BY COUNTRIES:TURKEY- Social Inclusion through CartoonsPOLAND- Social Inclusion through MusicROMANIA- Social Inclusion through StorytellingGERMANY- Social Inclusion through SportsSLOVAKIA- Social Inclusion through PhotographySPAIN- Social Inclusion through VideosCOMMON TASKS:- creating the project teams: students and teachers according to clear selecting criteria- creating project national webpages as part of the common webpage- organizing an Erasmus+ project corner- creating Facebook and Instagram groups- working on materials which have to be presented during each LTT- taking part in the logo and slogan competition- organizing meetings with various stakeholders- taking part in LTTs activities- preparation and proper realisation of assigned LTTs according to the timetable- creating questionnaires - beginning, intermediate and final overall and internal evaluation- disseminating activities and results after each LTT- sharing the results and final products with the main coordinator- write final reportsBY COUNTRIES:SPAIN - a CD with videos focusing on problem students with fewer opportunities encounterROMANIA - a brochure which contains plays from all six school partners which illustrates various exclusion factors, groups on social media TURKEY - an album with the most illustrative drawings on social inclusion, main site of the projectPOLAND - a CD with songs which promote equality and diversityGERMANY - a video with sports activities on social inclusionSLOVAKIA - a photo album with the most suggestive photographs on exclusion factorsThis project will foster students' artistic skills and this will heavily contribute to the wellbeing of disadvantaged students. Project activities can be implemented every year to help students at risk of exclusion. Schools are the ones that work, on a daily basis, with the most vulnerable ones, the children. All partner schools can create a long-lasting program to carry out these activities all through the year and even celebrate video conferences with some of the other schools and share their final products. In order to assess the project's success, we plan to analyze the achievement of academic performance of the participants before and after all the mobilities. A questionnaire will also be passed in order to gauge the level of social inclusion we have achieved.

The distinguishing feature of the project was motivating students’ interest in Science and Maths through analyzing the old and new inventions of the humanity and their impact on people. The ground-breaking methods enabled students to learn and search for things in quite a different way. The acquired knowledge helped students to look for more information, get a deeper interest in things and fill in the missing gaps in their knowledge of Science and Maths. The information was searched for both in libraries and on the Internet what helped students to enrich their knowledge in the sphere of searching for information and would maintain the sustainable value – i.e. the skills that could be used in future. As we have found out that there had been no research which analyzed the changes caused by inventions on an international scale, that is why we thought this project was innovative.The main target group was the students of partner schools as the aim of the project was to teach and educate them as well as develop their abilities to acquire competences and skills including the knowledge of languages and using IT. The idea of the project was to involve students from different cultures in the activities, making their integration into the common European culture reasonable and helping them become the equal members of the European Union. Another target group was teachers of partner schools, as in the course of the project they also improved their own knowledge on past and present inventions, looked for the methods how to present Science and Mathematics in a more appealing way, shared the good experience in this field. The common topics that we analysed: old and new inventions in food technologies, old and new inventions in communication technologies, old and new inventions in chemistry and medicine. Before filling in the application form, the surveys that were carried out found the knowledge of these students in these fields were poor. Though the students understood the importance of present inventions, they did not link them with the old ones. They were not able to evaluate the influence that different cultures had on such inventions. Practical use of IT and the English language provided them with the opportunity to take part in international workshops and ensured the effectiveness of teaching and learning. Finding out the technical sides of these inventions the students, undoubtedly, enriched their native language as well as English (which was the language of the project) with technical vocabulary. The planned activity was related with IT such as collecting the necessary information, making presentations, creating films and the web page of the project and communicating on the net. Making the project on the international scale allowed the participants to distinguish the cultural differences, which appeared due to inventions. The work in international groups increased tolerance and understanding among its members. They were able to present their cultural identity as well as find out about the identity of their partners. Students developed their knowledge and skills in all fields covered by the project. Firstly, they learned how to gather and select necessary information, process it and create presentations or organize other activities. Using the information communication techniques and linguistic knowledge, they also built informative materials in English, which were used as a part of their schools’ websites informing about project realization, work in two languages. That helped to promote schools and make their websites more understandable to foreign visitors. Partner schools websites were also inter-linked here, which increased interest in the schools activities and their meaning in local environment. Partners also prepared their own promoting leaflets which they used both for project dissemination and as a promoting material to encourage new students to involve into the project activities. The project website showed information about how old inventions had changed people’s cultural life. That topic was not common on the internet, and normally it was possible to find information how such inventions changed life, but without the adjective “cultural”. The website showed the topic seen through the eyes of young people who actually had little knowledge about those inventions and culture before they were created. As a result, we got an interesting informative material presented in an attractive way for young people and widely available to anybody seeking such information. The project results were disseminated to possible majority of persons getting into any interaction with schools participating in the project and through other dissemination activities to other specific target groups such as local environment, potential future students and their environment, educational authorities in partner countries. Thanks to publications in mass media and the internet the results were available to a wide range of recipients on re