The project, with its focus, addressed all schools from the beginning. It has set goals that all schools and all the countries have in their plans.The environment and its current state are of interest of many people who are afraid to see the future. Teaching kids about it in schools is the basis for nature care about Earth, because these children will once again be the company of people who will decide and manage the destiny of the planet.The project at school is probably the best way to explain the situation to children and to show them in a playful way how to solve these problems. They do not do much with teachers, but when we realize that after years, after the project, there have grown eight small forests in eight countries, it is a social success.The project also highlighted underestimated teaching subjects in schools that are focused on education. Literary, where we all wrote a little play, dramatic, because we also played, filmed, art, because we showed in our exhibition the most beautiful artworks about nature, work, because we planted young trees and then we regularly water them, musical, because we used to sing in the theatre and maybe even during the planting. The properties and feelings of a young person are easier to form in his or her age than in adulthood.The project also fulfilled the social role. All schools involved in the project cooperated with their municipal or city councils, so not only mayors, but also deputies or other community organizations participated in the accomplished tasks of their school project. Schools collaborated with general public institutions. Relations between the community, parents, but also various organizations and individuals, including private entrepreneurs, have intensified. There has been cooperation not only within the project but also other social activities have been established or continued. Events for waste removal, flowers and grass care in the park, watering. The interest of other organizations and associations that have prepared their school material for the planting of the school forest, joint actions to care for greenery and nature in towns and cities. Upon this time, we were aware of either the consistency of the environment or nature, or a great diversity depending, for example, on the geographical location of the country. The schools was helped by individuals and organizations. This project also proved that co-operation between schools and the management of towns and cities must exist,they live side by side and work together.The project has also fulfilled other tasks that many schools have in their long-term programs. The need to have knowledge of a foreign language is essential for a young person today. And since the time that in schools the basic foreign language of instruction is English, it can be enhanced by mutual communication, personal or postal, of course today, exclusively electronically. Using a computer that children can not only serve as a toy, boredom, but also as a means of getting to know other countries, their problems or successes, for faster problem solving, communication. To search and communicate with friends. This kind of friendship can then result, for example, in the dual meeting of some schools.This quality was also appreciated by guests from schools during a meeting in Slovakia. It was not just the usual friendships and cooperation that were necessary in such projects, the over-standard relationships among schools were created, and the meetings have continued and have continued also in pairs. They were connected by the common idea, at least a little further to move and solve the environmental issue in its surroundings.

The aim of “Camouflage and Safety in the Virtual World” was to create awareness about cyberbullying and the need of Internet safety which are the major issues of digital age. We were watching as in our school increases the number of cases of bullying ,especially cyberbullying and we developed a training guide for all teachers, students and parents to help to solve this problem .We tried to prevent bullying and to tackle the cases of bullying effectively because no prevention efforts would make bullying disappear once and for all. Moreover we were constantly monitoring the situation in partner schools and the changes taking place over time .Although cyberbullying appears, according to statistics, not very often in comparison to other Internet dangers, it is proved to be emotionally the most painful Internet danger . Our target was to make aware all stakeholders (children, youngsters, teachers, parents, local society, educational policy makers, local authirities, authorities in partner countries) of how important are ICT nowadays and how to make a conscious and safe use of it. We tried to equip our students with digital skills and competences to learn, live and work in a hyper-connected world. Although most of our students are digital natives they are not digital competent. Most of them use the Internet daily despite not being taught any safety policies or useful tips connected with using it. They tend to download anything, accept whatever and they really don’t understand exactly what every click means. In the future it can have negative impact for them when entering in the working world.We tried to teach children and young people, parents and carers, educators or social care workers, or indeed industry, decision makers, politicians to be competent users of the Social networks, because they are a critical resource for their career and educational futures but the entry to the world can be difficult and rules need to be followed. Teachers, parents must be aware and understand how they can support their students to enter the world safely so that their digital footprint is positive and they are aware of the issues. The project also highlighted ways in which online technology is used for good practices in the education field (eTwinning program,e-learning, blended learning, CERT,Gateway) ,This portrayed a concrete picture of the realities today’s children live in, where computer is part of their life. Contemporary reality and technology have increased the amount of time young people spend on the Internet. Many of the situations that are created in the virtual space are just as real as if they take place in person, because they are related to communication and exchange not only information but also emotions. That's why young people are faced with the task of not only learn how to manage reality, but also for actions in the virtual world. The partners created school policies and procedures in the form of a guide applicable to any primary level school within their countries or even within European territory on the safe use of the Internet and preventing cyberbullying. As the problem is international we exchanged good practise on the topic not only between schools from different countries, different cultures and historical and geographical background but also with international institutions (University of Coimbra,Portugal, Intermedi@kt , Greece). University of Coimbra has enormous experience in the subject of cyberbullying (numerous international research and projects) and was leading organisation in teacher training activities. We have one school from the poorest region of Bulgaria and there we organised one of Teaching/Training/Learning Activities in order to give those community of students and teachers opportunity to understand the diversity of European cultures and languages.Two of project partners haven't had previous experience in international project so they benefitted most from the multicultural experience of others, i.e. University of Coimbra, which differs much from the learning/teaching environment of their home countries. Both our project meetings in reality and in virtual world (blended mobility) were a valuable international pedagogical experience for the teachers and students involved in organisation and implementation of the project. We compared different education systems, test innovative teaching methods, peer-learned and used new gained experience in the project activities and are going to practice them after the end of the project in daily routine.The project strenghtened the capacities of organisations involved benfiting from new perspectives and experience and European dimension in school education, enabled students and teachers to work together in multinational and multidisciplinary groups and so benefit from special learning and teaching conditions not available in a single institution and to gain new perspective on the topis of cyberbullying.

"CONTEXT: EU, through ''Education and Training 2020"", agreed that in the period up to 2020, the main goal of European cooperation should be to support the further development of education and training systems of the Member States. Education ministers from EU countries have identified some priority areas, as: all pupils should gain the competences they need, including literacy and numeracy. This will be done through modernizing curricula, learning materials and pupil assessment. Literacy, numeracy, science, and technology are the foundation for further learning and are a gateway to employment and social inclusion. These skills are becoming even more important as the digital revolution gives rise to new forms of reading and writing, as well as diversifying sources of information. Starting from a successful experience launched in the US in 2013 which saw the participation of about 40 million students and teachers around the world, several Eu countries began to experience by introducing structural schools of the basic concepts of 'through computer programming (coding), using user-friendly tools and does not require an advanced skill in the use of computers. Following the programme“Programma il Futuro” launched in Italy with the aim to provide schools a series of simple tools, fun and easily accessible form for the students to develop the basic concepts of computer science, the project “thinking… coding” worked on development of skills and materials for teachers and students, in order to adapt the school curriculum to these provisions.The project “thinking… coding” involved the schools in a workplan aimed at:1) Improving the skills of the staff of the school and enhance the quality of teaching and learning2) Expanding the knowledge and understanding of the educational practices of the involved countries3) Modernizing the involved schools contributing to a positive impact on school communities4) contributing to the sense of belonging to Europe, as European Citizens, by creating a program with a transnational component.The following main activities were performed:- 4 transnational meetings (with elements from all the countries involved) which took place in the various countries involved, for project management and coordination;- Mapping and Survey phase (needs, challenges, good practices);- Creation of “Teaching method and flexible tools” which included: Programme Design, Initial Staff Training (in Italy), Pilot Test with children at local level (in all involved schools); Blended Mobility of students (In Slovenia);- Multiplier Events in each of the countries involved to disseminate the project and its results (in Italy with transnational component).The project had a good geographical balance, involving 5 countries from Southern, Northern and Central Europe, which contributed to ensure a real European outreach of the project.The project achieved successfully the objectives proposed: for teachers to achieve good practice exchanges and also exchange of information, ideas and concrete methods of working with coding, improving skills, pedagogical and teaching tools and analysing the differences of the diverse educational systems from the partner countries regarding education, computational thinking and coding as optimizing the impact of European cooperation on the innovation of education through the activities of results dissemination; For pupils in understanding the breaking down when attacking a large complex task or designing a large complex system, choosing an appropriate representation for a problem or modelling the relevant aspects of a problem to make it manageable, as developing skills universally applicable. All materials are free downloadable in project website http://www.thinkingcoding.com where it’s possible also to try online coding applications."

Most of our students’ families have little incomes, their main concern being to ensure the bare necessities of life. Our children do not have the proper material conditions for travelling abroad, to other European countries, and they are not encouraged to develop their knowledge on a cultural side, either. This is the reason why the interest for the school activities , especially science activities, is rather low and early leaving school rate is increased.Objectives:O1: develop linguistic competences for 250 pupils of six participant schools for 2 yearsO2: Develop the interest for scientific and cultural activities for 250 pupils of six participant schools for 2 yearsO3: Promote the national identity, values and traditions, tolerance, cultural and social differences O4: Develop cooperating skillsO5: develop ICT competences O6: Develop the collaboration with foreign schools O7: Develop competences in different educational systemsParticipants: 250 students, aged 11- 15 (100 with economical and learning difficulties) and 50 teachersActivities:- Cooperation and collaboration on line via chat, forum, Skype, on Freedcamp platform, during project' s transnational meetings (working language- English)-Organization of videoconferences on-line using socialization platforms as Skype in order to organize the transnational meetings- Learning activities in school, Language Club and Science Club, with weather, season, customs themeStarting with seasons and weather topics (Natural Sciencies) and traditions (culture), the activities propose tasks from different curricular areas- Mathematics and natural sciences, Man and society, Language and communication. Tasks are to use modern techniques- portfolio, journal of activity, map minding, brainstorming, learning by doing and oudoor activities.Students and teachers will search for and use websites, email, Skype, Freedcamp platform, online dictionaries, Word, Excel, PowerPoint, Paint or Photoshop, they will post materials on different websites (ScienceTube, Project's site)- Organization of videoconferences on-line using socialization platforms as Skype in order to organize the transnational meetings- Organization of seminars and workshops during 5 transnational meetings, where teachers and students learn about other educational systems, culture of European countries, improve language skills- Social and cultural activities during transnational meetings-Organization of producing material results - weather, season, customs theme-Organize presentations of national educational systems-Elaboration of one guide with examples of good practices observed during the 2 years of implementation of the projectMethodology:- Establish the objectives and desired impact- Establish the activities and their schedule- Organization of partners- responsibilities- Organize publicity and promote the project (conferences, local meetings with teachers, mass-media)- Management of time and budget (time sheets, budgeting each activity, reports, responsibilities of partners)-Monitor and evaluate the quality of the activities (reports, potofolios, activity journals, direct and indirect feedback of involved persons)- Organize transnational meetings (seminars, workshops, exhibition of students' results)- Dissemination activities (mass-media, methodological meetings, distribute project's materials to other teachers)- Sustainability: Language Club, Science Club, websiteResults: 2 conferences, project's magazine, project's website, 2 project's calendars, 2 DVD, 1 booklet, 1 wikipage, portofolios, brief dictionaries, drama, photos, videos, drawings, maps, esssaysImpact on pupils: - stronger awareness and appreciation of sciences in lifelong learning- developed linguistic competences in English- aware of cultural and linguistic diversity, raised intercultural understanding and avoiding prejudices and stereotyping - better interest and motivation to study school subjects such as cross -curricular topics- improved ICT abilities- developed “soft skills” in terms of social communication, problem solving, critical thinking, team working, group dynamics, work ethic, responsibility-improved creativity skills, sense of acceptation and self- confidence ( especially for students with special educational needs)- improved social positive attitudes - increase the capability of been employable Impact on teachers:- improved teaching knowledges and quality of their teaching practice - improved ICT competences and increase the occasions of using them in scholar activities - openness to European culture and European organizations- improved linguistic abilities in EnglishImpact on institution- improved educational process - improved rate of early leaving students and of absenteeism- improved rate of students' attendance to high school level- raised profile of the school, better image in local and regional educational community

Present-day aspirations for European integration are often confused with the positive and negative aspects of globalization. The phenomenon of cultural pervading tends to be a non-reflective process, which, as understood by the originators of the current project, was not a good tendency, therefore the project aimed to educate Europe’s citizens to know both the native sources of tradition as well as customs of life which have been acquired from the outside traditions. This overall aim of the project was achieved by fulfilling a number of specific objectives, which were as follow: to broaden and systematize pupils’ knowledge of various roots of tradition/culture and the roots of changes in it in order to have them perform different activities in a more meaningful way, to improve the skill in meaningful reflection upon everyday life, to enrich pupils’ knowledge of European integration and its influence on their life, to accustom pupils to analytic and synthetic thinking, to develop pupils’ skills in cooperative working and to improve skills in sharing and exchanging knowledge and research findings. The project also contributed to the improvement of teaching linguistic and non linguistic subjects by introducing innovative methods into the educational process in all partner schools.The partnership consisted of 6 schools from countries which have joined the EU at various times: 3 of them are post-communist countries and 3 so called western democratic ones. This was believed to be of great value to the concept of the project because it ensured that the young people understood that the EU is not a state of affairs but still an ongoing process and it led to additional result of determining the level to which the EU has changed life in these two groups of countries. The partner schools are public body, non-profit institutions. The total number of students participating directly in project activities was 720 (Poland: 120, Estonia: 120, Italy: 200, Greece: 120, Spain: 160, Romania: 100). The total number of teachers involved directly into the project was 99 (Poland: 20, Estonia: 20, Italy: 20, Greece: 12, Spain: 12, Romania: 15).The project was divided into four stages of searching for conscious looking for the roots of everyday lifestyle, namely my background, my region, my country and our Europe. Thus, the activities were also divided into four theme groups and they were of various kinds: research on the Internet, interpersonal research, reporting findings on the project website, designing and making pieces of art work (e.g. scrapbooks, posters) or by the use of modern technology (e.g. PowerPoint presentations, films). Each of the subsequently analyzed areas constituented a coherent phase of the project aiming at picturing life of a young citizen of unifying Europe.The project intended to distribute the equal number of tasks to each partner school, even though they differed to some extent because of the school specificities. The pupils at each school had opportunity to work individually, in pairs and in teams. They were stimulated and supported by their teachers, who assigned tasks to pupils according to their skills, interests and abilities so that each of the pupils to whom the project was addressed contributed (in some ways) to the implementation of the project.The project brought up two kinds of results, namely, a number of physical results and development of the participants’ various skills and knowledge. The former was not understood as an end in itself: the process of producing the results served the achievement of the latter. The project was directly addressed to the pupils and the teachers of all partner schools and indirectly to the pupils’ families and, generally, local communities, thus its impact included all these target groups by increasing their knowledge on the project topic and by developing their skills in the areas described as the project aims.Regarding long-term benefits, it is believed by all the partners that the knowledge about various roots of one’s own culture, gained at early age, helped young people become adults who are tolerant and open to innovations. The participation in designing and implementing the project was also of benefit to the teachers who will use the experience in their future work with next generations of children.