The 2020 school and classroom is undoubtedly much different compared to 20th century environments: innovative and cutting-edge materials and tools, interactive whiteboards, projectors, ebooks, multimedia, and of course staff and teachers that can make all these work “in symphony”, addressed to students that are fully immersed in technology in their everyday life.The need of approaching the real world using even more sophisticated tools such as 3D simulations and virtual reality brings to a revolutionary, though so natural, methodology to learn the world: by getting in touch with reality; by living and learning outside the classroom.Our teaching experience has shown that teaching, when it is limited only to the boundaries of the classroom - even if we make good use of all the possible teaching techniques - risks to lead in stagnation, monotony, feeling of fatigue and gradual loss of interest in learning.With this program we want to cultivate a positive attitude of students towards learning, by suggesting a combination of teaching methods (traditional and discovery-experiential) employing elements of learning theories (experimental learning, challenge-based learning, embodied learning, inquiry and game based learning), with the aim of supporting knowledge which is provided in class.The use of outside the classroom education, besides its philosophical background, provides the theoretical background for designing and implementing techniques, with educational tools, through educational paths that we will define in cities where participating schools are located and beyond.Through a holistic approach to knowledge (Kolb 1984), the experience the students live, activate their senses, logic and feelings. Students acquire perception of the knowledge they receive and reflect in it, as they become creators and participate in the process of building it, with the teacher having the role of the facilitator for practical matters.Outside the classroom education is differentiated with practices influenced by the culture, philosophy and local conditions of each country, factors that will be taken into account in this program. So it is necessary to involve different schools from different countries and cultures, covering a wide range of the diversity that is present in Europe and focusing on what students can do and not on what materials they need, both types of skills (hard & soft) are developed and experience is created which is transformed into experiential learning.The European dimension of such an endeavour, uniquely empowered by the Erasmus+ programme, not only ensures is implementation in financial terms but is essential in order to develop, communicate and share know-how and results in a context that when it’s about developing education only at European level it can be in order to create common experience and policies among member-states: for our common future generations’ future.

„Importance of water in cultural, historical and social aspects in people's lives” is a multilateral project connected with the topic of water and it will be carried by students aged 10-16 within the period of two years from September 2020 to August 2022. People talk about water as a life-giving force, as about the source of life, all this is true, you cannot forget about this. We, however, through the implementation of this project, want to show that water is something more. Water is a history, it is a way of life, it is a sacrum that accompanies almost every ritual. The main aim of our project is to analyse the importance of water in our different cultures, history, customs, traditions, pieces of literature. Students will learn more about the history of the area they come from, for instance thanks to the analysis of legends, closely related to their place of origin. They will become more sensitive to the surrounding beauty, because they will have the opportunity to experience nature, during multiple trips organized in their home country, as well as during those organized in partner countries. We want to show that water is also a philosophy of life. People who associate with nature are happier, than those who don’t. While taking part in the project students will feel proud of their cultural herritage as they get acquainted with their native poets and writers and their works with the proverbs, as well as with the most beautiful places located by the water. After exchanging this knowledge with peers from partner countries students will learn about culture of other European nations. The objectives of the project will be realized by students' active participation in special workshops where they will acquire skills of acting and the way they need to move on the stage, as well as those necessary to write a good script. They will use gained knowledge and skills in preparation of their own European story, which will be considered as a legend. Students will also take part in various trips to places closely related to water, meetings with artists and, thus, they will promote creative ways of spending free time. They will gain many usefull skills which may help them in choosing future profession and so that comes a better, happier way of life, and all that thanks to WATER.

"Erasmus+ project ""Open Up for a changing Europe. Fostering young peoples´social and cultural competences under the influence of new and unfamiliar experiences in their life at school and in wider community"" based upon the conclusion that students in our school systems are affected by several influences that are forming their lives but cannot be controlled by them. the context makes it important that young people are to be supported to find and recognize their position in school, family and community.The projects aim was to help young people of the age between 13 and 16 years to become aware of their stronger and weaker individual sides better and to be more confirmed in their roles within their social groups.A better self consciousness should help to deal better with diversities to be found directly in comparison with other young people from different places, countries and backgrounds.Shortly: our students should be experiencing inclusive education and life by meeting others.Those came from two namely inclusive working secondary-schools from Katovice, Poland and Karlshamn, Sweden. Then a secondary school from Banov, Czech Republic. Further,as leading organization, a special needs school for the visual impaired from Duisburg, Germany.Their experience concerning international project work like Erasmus was quite different.The main activities were referring to three priorities:a) Working at all schools on the same topics as: individuality, self confidence, role in family, peer group, class, neighbourhood and local community. Further on ethnical backgrounds, migration and special needs. In short terms: Who am I? Who are you? How do we suit each other?b) Project work during three one-week-meetings at every school by the whole group. Working on different subjects chosen by the hosting school as being typical for their work. The subjects were out of the catalogue of history, natural science, technics, sports and local culture. All mainly suitable for working together as a group of young people from different background. To prepare end evaluate project work there have been five team meetings of teachers.c) Exchange of experience and results by use of digital media. Increasing competences of students and teachers being part of that work.Working results have been published within schools by exhibitions and events for parents and school community. Students were mostly using social digital media, teachers were meant to use the eTwinning portal. But most of all the homepages of the schools were used to publish progress and results of our Erasmus work.The intended results of changing attitudes and standings of our students towards themselves and others were evaluated digitally by questionairesasking before-after questions. There has been lot of individual talking and group discussions as well.Any sustainability might show not until later. Dissemination won´t leave the circle of immediate school community and some professional interested people.One of the superordinate outcomes has to be seen in the increasing competences in the use of foreign language iwith teachers and students.Furthermore especially teachers´ grown competences in networking.Positive experiences made students and teachers want to continue with international EU project work in the future."