This Erasmus+ KA2 project on cooperation for innovation and the exchange of good practices is a strategic partnership for schools only. It involves 7 schools from Greece, Cyprus, Spain, Wales (UK), Bulgaria, Romania and Czech Republic. The main priority of the partnership was to support schools to address all students from the lowest to the highest end of academic spectrum, to maximize the learning and teaching potential in each of our schools and to deal with issues of underachievement in basic skills. The teachers, in close collaboration with the educational community (researchers, parents, students and other members)have learnt and developed new teaching methods: Visual Literacy (VL) and/in Differentiated instruction (DI). In the media age, children face reading literacy and VL challenges even at their early primary school age. The children began developing broad literacy skills, which go far beyond a purely text-based approach (e.g. critical and competent use of visual material, coding and decoding of pictures), This project primarily addressed our needs as teachers to adopt and share innovative methods. As a consequence this enhanced and developed our teaching work in societies where cultural changes (multiculturalism, financial crises, immigrants) happen so fast that formal traditional educational systems fails to follow. This project was developed to encourage diverse teaching contexts and environments so we were able to discover some positive lines of investigation and new ways of adapting education. Our innovative project was guided by the general principles of differentiation, which included tasks, differentiated lessons, flexible grouping and ongoing assessment. The methodology that we applied to work incorporated a lot of the characteristics inherent in language teaching and looked at the potential of the Visual Literacy approach as a viable practice. Our aims were: - To utilise the pedagogical teaching methods behind the theories of DI and VL in order to customise learning experiences, to adapt and differentiate teaching procedures and tasks according to the unique needs and learning styles of the students - Raise awareness among children and adults of the cultural elements around them and how these relate to their daily lives - Sensitise children to collective processes necessary for decision-making and to foster the spirit of collective work and trust in the product of group work - Use tasks as “research tools” for cultural comparisons on a longitudinal basis and between communities of a different cultural, economic, social profile - to address our students’ individual needs in terms of better understanding the learning process, the curriculum topics and contribute to the improvement of their school attainment and inclusion Our intention was to include VL and DI in the project and to integrate them school subject and combined the outcomes of educational activities which incorporated other areas of knowledge (e.g languages, art, music, drama, ICT, social studies etc) As a result of the project the final productions of activities along with the digital book on our twinspace showing all Project activities in different languages, the resources received from teachers.The project had an impact on the whole school as it was embedded in students, teachers, parents, local community by supporting the overall improvement and the quality of the school. We disseminated the project practices and results (using various tools) to target multiple groups (local, regional, national, transnational level).Finally, the sustainability in this project was ensured as all partners were committed to building a network of stable relationships that will lead to future expansion and development of the project.

"This project is Strategic Partnerships supporting exchange of good practices, School Exchange Partnerships. Four schools are partners in the project. 24 months duration of the project with extention because of COVID-19 All partner schools have students from different groups and are facing problem to integrate some of them. For better results we think that we have to change the method 'integration' with 'inclusion'. To know more about EU countries and know more about European cultural heritage is one of the ways we can follow at school. We have to use also methods from non-formal education. We want to raise students motivation to learn new things. We decided to show our students that our cultures and traditions are not so different. We started from the street game, that every child is playing with his friends. In our project we made researches to find the common in our games from the childhood, to find similarities in our traditions and holidays. Our inspiration for this came from one of our eTwinning projects. Our students have had the opportunity to attend students exchanges, to learn on-site about other cultures and to collaborate with the other students. This project have been carried out transnationaly because the issues are transnational. We, all partner schools, have seen that most of our students have similar questions, like: ""What is to be European or how to be European even you are not from Europe"". One of our partners is from small island far from Europe. That's why, we come together for this project. Students seen themselves as a part of a land without borders, that allows the achieving of cross-educational purposes: democratic citizenship, peace and legality. Durin the project, the students created books, games and movies. They developed their key competences. Now they work better in team, have better ICT and English skills. The main goal of the project was to improve 'classical' education of our students to 'inclusive' education by exploring European values and culture, and enhanced ICT and digital skills. The project objectives: 1. Enhance students understanding of European values - freedom, tolerance and non-discrimination, through collaboration and students exchanges. 2. To help for integration and social inclusion of all students and especially the students from minorities, migrant families and students meeting some obstacles. 3. Share and develop ideas and tools how to use the European cultural heritage to change 'classical' education to 'inclusive' education. 4. Enhance students' and teachers' ICT and digital skills . In the beginning of the project the partners started an eTwinning project. All outputs can be found in our public TwinSpace pages. ICT have been an important tool in our project. Our students created 4 main outputs: 1. A book ""Children Playing Outside""- descriptions of 15 street games(3 per country), with illustrations, movies(in online version) and comparison with similar games from the other countries 2. A collection Digital educational resources ""On the Trail of the European Cultural Heritage"" - a page in our public TwinSpace containing online games 3. Coloring book ""On the Trail of the European Cultural Heritage"". The drawings represent traditional holidays and artefacts of the project counties 4. A movie ""We are not so different"" Our main priority is the Social inclusion. All our objectives are linked with this priority. When students know more about the European values and cultures they will understand that they have a voice in getting decisions, they have to learn to live and collaborate with the others, and if we want to build a strong society we have to integrate also students from different groups. We can say that the social inclusion will ensure equal opportunities for all. Supporting schools to tackle early school leaving (ESL) and disadvantage is our 2nd priority. Social exclusion and poverty among some groups of young people in Europe have increased last years. The good education will help students to have successful realization in the future. The enhanced ICT skills will help students to build motivation and interest to be at school. All students like to play computer games. In our project the students will learn how to create online games. Social and educational value of European cultural heritage is our 3rd priority. The students have to have a feeling of belonging to a community and that we have common roots in many aspects of our cultures and traditions.Linked to our 2nd and 3rd objectives. We organized 2 students exchanges and 2 short term training events for teachers, project participants. We had online meetings and webinars, dissemination events, face-to-face activities. Our students visited the European parliament in Strasbourg and all 4 schools presented Bulgarian New year tradition 'survakane' at the main Strasbourg square. Our etwinning project will ensure the project sustainability."

<< Objectives >>With VIRION we want to create an innovative methodology for the application of VR technology on school education focused on pupils between 14-18 years. This methodology will help schools, educational administrations, and content and technology companies focused on VR to better choose the solutions for their needs in this field. To do this, we will develop a portal (dashboard with AI possibilities) and create original VR content from the schools needs on STEM/STEAM matters.<< Implementation >>1) Mapping of application VR to education in schools and a proposal for the future based on this methodology; 2) According to results of 1), creation of a portal (dash-board with AI capacity); 3) We’ll ask three secondary schools in each participating country about their STEM/STEAM needs; 4) According to results of 3), production of original VR content; 5) Piloting of the methodology in the partner schools that will be extracted from 1) and the content created in 4); 6) Update.<< Results >>The main results of the project are: 1) A methodology (VIRION) for applying VR to school education; 2) Production of original VR content focused on STEM/STEAM matters; and 3) An AI portal dashboard to guide education political leaders, schools managers, and VR companies (hardwarer and software) in their decisions about VR in education.We hope that, in total, at least 800 people will participate in the activities, plus 12,000 direct and indirect impacts from the partners webs.

"The project title is 'Opening up education through the school projects and ICT'. This is a Strategic Partnerships between six schools, that will start on 1 September 2015 and will last 24 months. The students directly involved in the project are between 13 and 19 years old.The project coordinator is Tsar Simeon Veliki Secondary school from Bulgaria.Partners in this Strategic partnership are: LICEO SCIENTIFICO STATALE ""E.MAJORANA"" - secondary school from Italy, 1st Lyceum Egaleo - secondary school from Greece, Nolaskolan - secondary school from Sweden, LICEUL TEORETIC INDEPENDENTA CALAFAT - secondary school from Romania, Mobil Imam Hatip Ortaokulu - pre secondary school from Turkey.Some of the schools have classes with intensive learning of English, ICT and science. One school- Mobil Imam Hatip Ortaokulu, never been previously involved in a similar project. We want to build strong partnership. The project goal is to impact on educational methods in school. To help students to connect the classroom knowledge with the real life. To foster inter-subject education and ICT based learning. And in this way to reduce early school leaving.To reach that we stated our objectives: 1. Develop the methodology how to implement school projects into the curriculum. 2. Enhance students basic skills and their ability to see the whole subjects as a set of related ideas. 3. Enhance students' and teachers' ICT and digital skills.To achieve our objectives we will develop the methodology based on an example project, but the principles can be adapted for any project topic. We will use as a tool the project about healthy nutrition. The working topic 'Eat healthy - live healthy' will give added value to our project - will help against students overweight and will build new healthy nutrition habits.Our Transnational Strategic Partnership will have next main actions: - Teachers will make researches and create methodology how the project can be implemented into the curriculum (subjects, number of lessons, themes, methods etc.) - The topic will be developed in Biology, Chemistry, Math, ICT, English, Literature and Sport lessons - The teachers will make a researches and summarize a teaching methods, tools and ideas. They will cooperate horizontally - with teachers from their schools and vertically with their transnational partners. They will invite as consultants experts from University - ICT will be a tool that teachers and students will use for communication, cooperation and dissemination. The project will provide ICT- based teaching and learning - As a stakeholders will be involved Local authorities and decision-makers in field of education, Health institutions, and parents' society. For communication, collaboration and dissemination we will use eTwinning platform, EU Dissemination platform, web 2.0 tools - Facebook, e-test and e-quizzes, surveys with SurveyMonkey, live meetings, e-mails, online workshops and discussions, Padlet, QR code, presentations, conference. We will enrich our online methods with 1 joint staff training event in the beginning of the project, 4 transnational management meetings - planning meeting at the beginning, at the end of first year, at the beginning and at the end of second project year, and 1 multiplier event.Our project goals and objectives foster to make changes in education. The project will produce one intellectual output -the methodology, other outputs like Nutrition guide, Vocabulary, brochures, photos, posters, exhibitions. All project products will be free for use and will be available online.Qualitative results are Improved teaching competences from teachers, increased attainment of students and reduce of early school leaving, increased students and teachers competences in foreign languages, gained new healthy nutrition habits from students, enhanced ICT and digital skills from students and from teachers, more positive attitude towards the European project and the EU values, increased motivation and satisfaction in their daily work. The project will have impact on teaching policy and methodology on local, regional, national and transnational level. The publicity of project with such important goals and objectives, will have positive effect for the participating organizations' reputation. Dissemination and exploitation of results are important part of our project. We will have dissemination activities at different stages of the project - before project, during the project and after the project. We will use for dissemination Internet, press and medias, workshops and conferences, meetings with decision-makers in field of education. We want our project to have sustainable impact on teaching and educational methods. Every participating teacher will have European Skills Passport. Our project will have long term benefits. The project outputs and results will be used after the project lifetime."

"Education have the key role for the future success of todays pupils. The Europe 2020 Strategy calls for efforts to reduce number of school drop outs. According to Eurostat (2011), pupils with disabilities in the European Union were nearly three times as likely to leave education early. In Education 2030 Framework, Goal 4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”. The Inclusive education is already part of educational policy in EU. The idea of its philosophy is to orient the education to the individual needs of the student, and not vice versa - the student to adjust to school. Inclusive education allows students of all backgrounds, general and with special needs, to learn and grow side by side, in the same classroom, to the benefit of all. But are we, today's General Education Teachers, prepared to face Inclusion in the classroom? Last months, with the outbreak of Coronavirus being declared a pandemic by the World Health Organisation, people worldwide are facing a major challenge. The schools in EU are closed. The education sector is responding to quarantine with a sudden shift to online learning. But are we, both teachers and students, ready for that shift? Just as students are new to distance learning, most teachers are also novices in being distance coaches. The project aims the increasing of quality and the efficiency of teaching and learning by giving equal opportunities to all type of students, in mixed classes, implementing Inclusive education, eLearning and ICT.Participants: students 13-18 year old and teachers different subjects from 5 secondary schools in Bulgaria, Estonia, Portugal, Italy and Serbia. One of the project's added value is reaching pupils from special needs/disadvantaged groups in our schools and in other schools in our countries. The project objectives are:1)To give teachers the opportunities to collaborate and share methods to create guidelines and materials for Inclusive Education Framework, to apply it into daily teaching;2) To give teachers opportunity to collaborate to create guidelines and materials for eLearning at school;3) To train 5 teams of students to understand how e-platform and e-tools can differentiate learning process. To can identify and share similarities & differences in the practices of our countries in Inclusive education;4) To develop digital skills for both students and teachers, to create digital related content by using ICT. The project results are Quantitative: baseline survey in the 5 schools; publicTwinSpace; comic strip""We learn best when we learn together"" (students share real stories); teachers guide ""How to Transform General Education Materials into Inclusive Education Materials?""; toolkit ""e-Pedagogy for Distance Learning and for the Classroom""; A set of 5 video tutorials ""Three steps to build a truly inclusive classroom""; 5 local workshops; 4 online trainings; online discussion ""Three steps to build a truly inclusive classroom"" Qualitative: developed digital skills; better understanding the benefits of Inclusive education for students with and without disability/special needs; improved schools policies for inclusive education or unexpected vacation issue; developed teaching skills for Inclusive Classroom and Distance Learning. The methodology to be used in carrying out the project is in relation with real life issues and Intercultural education and includes blended activities for teachers and students like: researches; surveys and workshops; Forum theater; online and onsite trainings; eTwinning collaboration; teaching material creation; e-pedagogy; eAssessment tools creating; interactive methods and such from non-formal education, pear learning etc. We are planning 1 short-term joint staff training event for teachers and 3 short-term exchange of group of pupils for students. All LTTAs are designed as blended mobility, combined online mobility on TwinSpace (online traing or discussion) and Face2Face mobility at one of the partner schools.Tsar Simeon Veliki school created evaluation plan to evaluate the quality of project's activities and expected results. For monitoring and evaluation we will use Quantitative and Qualitative indicators. The project will have long-term benefits at any level: students, teachers, institution and other stakeholders. Some of the benefits are: Teachers will familiarise with new teaching methods for Inclusive classroom. Successful inclusive education happens primarily through accepting, understanding, and attending to student differences and diversity. They will know how to implement distance learning for period of time and what are the benefits of using eLearning tools to suport teaching and learning in the classroom.The goal and the objectives of our project are crucial for all schools nowadays. That is why we think that many schools could benefit from ourresearches and project outputs."