"The ""CLAP"" project was undertaken with the broad objective of promoting in our pupils and teachers the importance of working with the topic food and health in order to promote public health, basic skills in school subjects, English language as working language among the european state members, the using of ICT tools and modern and innovative methods in teaching.The underlying idea of this international partnership of three schools from Sweden, Portugal, Poland was also to make young people aware of the importance of a good public health and of social equality amongst people in Europe. We all share the same concern about the future of our pupils in the European Union. The partners were strategically selected from different parts of EuropeThe aim was to close the gap in social equality in the young generation of Europe and work for social and ecological sustainability by raising the awareness about food and health, providing a greater variety in teaching methods to reach larger group of pupils, make education more interesting,creative and inspiring in order to enhance a higher achiechivement in basic skills as maths and language, prevent early school leaving and promote a better public health.The aim was to train and learn about English language, analythic skills, social science, biology, statistics, geography, craft, mathematics, domestic science, self promoting, ICT using and other skills.Activities to do this were:Compare common dishes in different countries Compare cultivation, import and export of different local food as crops, animals etc Compare the extent of and the attitudes towards ecological growingDevelop a school garden or green houseDevelop composting of rests from the school cantineDiscuss healthy and ecological sustainable food habitsCompare health promoting activities in countries, schools etc Compare health problemsDiscuss solutions to local health problemsVisit partner schools with groups of pupils in ages 13-15 yearsMake project documentary filmWrite articlesThroughout all activities we tried to work with statistics and other mathematical tools to present results and make comparisonsIn organisation:We wanted to set up forms for power talks with school health and we have had sessions together with school health during the project period. We have found that the work done by school health already is enough and there is no need for any more forms for ""Health talks"". We have made surveys, validated by the University of Gothenburg about food and health habits every year in the participating group of students. The results and statistics from these surveys are shared with the school health.The longlasting outcomes produced during the project; a manual for teachers, a recipe book for youths, a green house and a school garden will help us and other stakeholders to continue the work in following groups of pupils. The work with our school gardens has already been well implemented and our students often ask for outdoor activities in the gardens. Surrounding society:Within the project, all project partners have started a closer cooperation with either the school canteens. the university, environmental administration, fair trade organisations, different enterprises connected to our topic, educational villages or other stakeholders. We will all continue to find new cooperation partners outside our schools, for instance nursery schools, eldery care centers in the neighbourhood, parents etc"

Проектът напълно постигна заложените цели. Всички участници работихме заедно за развитието на трайни знания, свързани с историята и културата през периода на Просвещението 18 – 19 век в страните на партньорите. В хода на дейностите използвахме иновативни методи и онлайн платформи за развитие на мултидисциплинарния подход в ученето и преподаването, използвахме играта и драма техниките като образователен инструмент, извършихме проучвания и анализи по темата на проекта. Това, което постигнахме с множество разнообразни дейности е, че дадохме възможност на учениците сами да открият и усетят връзката между миналото и настоящето, съответно настоящето и бъдещето. Избраният за изследване исторически период на Просвещението (17-19 век), показа на участниците културното и историческото развитие на европейските народи. Проектът ги информира и убеди, че културно-историческото наследство на различните страни е важно не само за отделната страна, но и за цялото човечество, затова трябва да го ценим и съхраняваме. Дейностите по проекта създадоха благоприятни условия в мултикултурна среда за възприемане и осъзнаване на информацията за културно - историческото наследство с неговите специфики, общи и индивидуални характеристики на избрания период във всяка страна партньор по проекта. Учениците разучиха и представиха интересни факти от техните страни, запознаха се с живота и постиженията на значими личности от избрания исторически период, което изгради у тях гражданско отношение за опазване, представяне и предаване на бъдещите поколения на тяхната култура и история. Чрез проекта участниците развиха в значителна седмица своите дигитални умения. Цялата информация по проекта е съхранена в дигитален вариант. Налице са създадени споделени онлайн папки на платформата Google Drive и в One Drive на платформата Office 365. Дейностите по проекта са отразени и на платформата eTwinnng в проекта „Let’s Feel The Might of the European Historical Heritage“. eTwinning проектът заслужи Национален знак за качество от Националните агенции в България и Испания. По-късно беше удостоен и с Европейски знак за качество. Последната мобилност по проекта се проведе успешно в онлайн формат. За целта бяха използвани виртуалните стаи в Teams на училищната платформа на ПМГ „Акад. Боян Петканчин“. Това даде възможност за пряко включване на повече участници. За всеки от петте дни на виртуална мобилност записи в Teams. Този проект създаде умения за използване на мултидисциплинарен подход в училищата, драма техники в обучението, изследователски и игрови подходи. Това от своя страна допринесе за развитие на увереността на учениците да се учат и творят в необичайна тренировъчна среда, умения за работа в екип, ориентация и мотивация за живот в среда, различна от собственото им семейство и дом. Дейностите по проекта бяха в подкрепа на компетентностите по английски език като работен език и при използване на различните онлайн приложения. По време на проекта се осъществиха културно-обучителни посещения на различни исторически забележителности, с което всички участници увеличиха интереса си към историческото наследство на съответните страни. Посещението на исторически забележителности разви тяхната емоционалната интелигентност, пренесе ги в епохата на Просвещението и ги накара да анализират връзката между миналото, настоящето и бъдещето в исторически план и на международно ниво. В резултат са създадени множество презентации, видеа, обучителни игри и дигитални книжки. Получените резултати от проекта са публикувани в сайтовете на училищата-партньори, на платформата eTwinning, в сайта на проекта, на споделените дискове. Те бяха представени по време на Регионален eTwinning семинар в град Хасково и по време на международна eTwinning онлайн конференция „Digital Competences“, организирана от Българската Национална агенция.

<< Objectives >>Technology in special education is a tool that helps to balance the differences between individuals. By using technology in special education, we aim to reduce the situations where students are inadequate, to make positive progress in daily life, academic skills, to catch up with their peers and to enable them to integrate with the society. From this point of view, we aim to learn digital course materials by developing cooperation with our stakeholders. In addition, we want to improve the langua<< Implementation >>We will work in cooperation to support the development of each stakeholder for special education and digital content teaching, to plan our physical environment for children with special needs, to learn needed digital course materials and different method techniques, and to develop our teachers' language proficiency. We are currently running an eTwinning project that includes our project topic. After the Erasmus project is completed, each partner will run their own independent eTwinning project o<< Results >>We expect our project to have results in the short term obtained through the learnings in the activities. The digital event pool, which will be prepared by 4 partners, based on the project activities, constitutes an important concrete result of our project. In the Musical Special laboratory, we will learn the educational applications of children with special needs made with augmented reality coding plan, Arflashcards, musiclab, fliphtl5, emaze, abcmouse and genial.ly web 2 tools. We will learn h

LECLIC -”Living in the Era of Climate Change” is a two years international project which uses innovative trends of STE(A)M curriculum, Cloud computing and Competence Driving to raise students awareness on environmental issues and climate change.Students, teachers involved in the project will reflect on the need of a behavioral change in their families lifestyle to mitigate climate change through the analysis of: the bidirectional relationship between lifestyle and climate change, the analysis of the current lifestyles and the quality of life of their european region, and making proposals on how they can change their habits in a big way so as to improve the current and future lifestyle.The involved students and teachers will explore innovative STE(A)M curriculum, they will participate and create Virtual reality resources and they will use cloud computing (Google site, drive and eTwinning) for creating documents, presentations, fulfill assessments, communicate and share the information created. The pedagogical principles for STE(A)M curriculum integration will be the use of methodologies: process based learning, inquiring and collaboration.Different activities have been created for face-to-face and on-line work in international teams to emulate students and teachers participation in four LECLIC Climate Change conferences Results of those activities will be google drive cloud storage of documents, logo of the project as consequence of a contest between students of the four participating schools, poster and brochure with information of the aims of the LECLIC project, school participants and meeting, eTwinning TwinSpace with all the information and documents, teaching materials corresponding to STE(A)M activities (methodologies, worksheets and implementation documents), students presentations (of their school, educational system, city, country, climate change and lifestyle in their region), Videos or photos and written reports of the STE(A)M technical visits to business eco-friendly, research and bio-medical institutions, bilateral webinars for international interchange of ideas on climate change and lifestyle, film product of the short-term contest on how to mitigate climate change and LECLIC google site.Four Secondary junior schools will participate in the projects. The four schools are sited close to the sea, in cities or small towns where different effects of climate change are observed (such as floods, increase of temperature, increase of the salinity of the water).Teachers with different backgrounds (especially from STE(A)M) subjects) will ensure ethic, scientific and social achievement of the objectives. The teacher training will help them to configure their professional problems on designing, implementing an STE(A)M curriculum in the informal setting of the project meetings and increase their capabilities concerning how to integrate it in school curriculum.Equal opportunities will be given to the students (ages 12 to 16) considering their special needs, demotivation, gender and immigration condition. The project will benefit them from enlarging their knowledge on climate change causes and consequences and their lifestyle. Students will develop global competences on critical thinking on the causes and consequences of climate change, on creative thinking to analyze their lifestyle and undertaking actions that could change their behavior on how to mitigate climate change. Working on cooperative international teams will improve students’ English language skills and will increase their understanding of the daily life, culture and language of consortium countries.In the long term, the participation in the project will help students to continue their STE(A)M or vocational studies with a background of global competences that will promote a real inclusion in the workforce in the Era of Climate Change. For teachers, the participation in the project will benefit in increasing their Technological, Pedagogical and Content Knowledge on STE(A)M subjects, climate change and developing English skills to use them in their everyday teaching and participating in other KA229 actions.Globally, the participation in the project will help schools to project the good practices that they develop and challenge other teachers and schools to innovate. For its sustaining, the project and spread it, the LECLIC google drive, eTwinning TwinSpace and School Gateway will provide other teachers, students and families with the materials to freely download and use it. The pedagogical and methodological principles of its use will be published in national and international conferences of good practices in the STE(A)M curriculum to help other teachers and schools on the use of these materials.

""" Young Entrepreneurs at School"" has been a three-year cross curriculum project created in order to educate our students in values that are essential of entrepreneurship. Entrepreneurship education benefits students from all socioeconomic backgrounds because it teaches kids to think outside the box and nurtures unconventional talents and skills. Furthermore, it creates opportunity, ensures social justice, instills confidence and stimulates the economy. We feel very motivated about developing entrepreneurship in our schools, firstable for the values conveyed. It is important in our society to create good citizens, respectful and caring towards the others, and at the same time, with self- confidence and a willingness of creating their own business. There have been four schools involved in this project: For the schools in Spain and Macedonia this has been the first time that they have been involved in pupils' mobilities. Portugal and Poland have worked together before and have previous experience in these projects. The first priority we have addressed is Promoting the acquisition of skills and key competences: avoid early school leaving and provide our pupils with the European culture heritage: They have learnt a lot about their culture, as well as the culture of the countries we have shared the Project with. This project has given teachers the chance of implementing entrepreneurship in our Curriculum. Pupils practice Mathematical and Linguistic tasks, and the financial world. They have done a good use of the ICT to present their work and to get in touch with the European partners, moreover with the situation of pandemics. .They have been involved in the project process and been investors, producers, buyers and sellers of the market created for this subject. They have exchanged products at the end. They have had the chance of learning values and social skills that are fundamental to be an entrepreneur, as being able to set up their business, being aware of the different stages they have to be trained previously to create it. - They have created and taken part on a TV channel, showing different aspects of their workshops and cultures. - The students have been the main force of the project , not the teachers. - Better motivation to try new working methods ( such as group work). so that teachers can feel confident to incorporate them into their own teaching practice - We have all benefited from the knowledge of new ideas and experiences . It has helped us to renew and rejuvinate our thinking and methods. - The project has increased our capacity to understand how we all work in our member states. This has brought us closer together and opened our minds to creating a common thread that runs throughout Europe. This project has contributed highly to the development of our schools and our students with the development of the entrepreneurial thinking and acting; get a better knowledge about their own culture and develop interest and respect for other countries and cultures;-increase their ICT skills;- increase their ability for team works;- develop interest for foreign languages;- improvement of their perception life values through creative performances; developing positive attitude towards the European projects and Erasmus+ programme' possibilities. Teachers have been exposed to other pedagogical ways of working and tools, improved their ICT skills, communication in English and French, and acquird e digital age skills: creativity and innovation, communication and collaboration, research, information fluency, critical thinking, problem solving and positive and long-lasting effects on teachers about Erasmus Regarding schools this project has contributed to develop cooperation with schools from other countries, developed relation between pupils, teachers and promoted team work between teachers and students, integrated good practices and new methods into schools’ educational programme and experience gained to become the part of schools' everyday life We have all gained more experience in Erasmus + projects. -integrated the use of new technologies and embed into teaching practice a variety of new strategies; - promote schools' image, increasing institutions high reputation; - create more modern, dynamic, committed and professional environment inside organisations; -integrate European awareness and diversity of European cultures. We have made the result known by several means: Presentation in the school: teacher and parent meetings; . Presentations and workshops in different regional and national teacher meetings, Article in the school newspaper telling about our project and its results, Presentation of the project and/or workshops in the surrounding schools, . Web page/blog of the partnership."