"Within our project we kept in mind the words of Native American Saying „Tell me and I will forget. Show me and I may not remember. Involve me and I will understand.” As trends in teaching lean towards inclusion of students with disabilities in general education and almost every classroom includes a number of students who are dealing with a disability -- either physical, educational, emotional, we took this into consideration while conducting our project. It turned out to be a golden mean and enabled us to engage the students in need in its activities as it is impossible to refrain an autistic child , with Asperger’s syndrome, behaviour and ADHD disorder , mentally impaired to the regular classroom environment even having support of modern multimedia. As teachers, we constantly look for resources that will help us effectively teach.The project 'Let me Bloom Let me Shine' based on concrete gardening activities with a view to improving teaching skills and methods of work with SEN students and promoting good practices with respect for the environment. Our main goal was to provide a welcoming educational space to explore garden through hands-on learning and experimentation, to link the project activities across curriculum , improve nutrition, teach environmental education and foster relationships with peers, family and community. As we assumed gardening was undoubtedly an engaging activity for all our students since it provided ""real world"" and made learning more meaningful. SEN and non SEN children enjoyed working together in schools’ gardens and were proud of themselves and the results. We created and maintained flower gardens, greenhouses, vegetable gardens accordingly to the change of the seasons, run the ecological activities: Earth Day, Planting, Picnic, Harvest and Vegetable Day, Baked Potato Feast, Ecological Gaming Competitions, organized workshops for teachers to learn and exchange the methods and approaches regarded SEN students education, had trips and excursions with our students to the places relevant to the topic of the project. The project addressed 50 teachers working with SEN children, 50 SEN students and 125 NON SEN children together with their parents. Yet by its nature it involved our schools’ whole communities. The coordinator was the school from Poland. Among the partners were schools with greater experience of work with SEN students like Poland and Turkey, and less experienced like Italy and Spain. Within this project we prepared international programme of implementation of the gardening activities into education of students with Autism and ADHD, we have the gardens, inspect boxes, green areas and greenhouses established, the photos, video clips of gardening actions taken, Power Point presentations referring to the project activities, presenting our schools and towns done. Our students made posters, booklets of plants and vegetation of each country. We have lesson plans, worksheets, including teaching through the use of the gardening practises and the dictionary of phrases related to the project The schools’ walls are decorated with project murals. We have project’s logo, the project’s website, the padlet and project's facebook group. There were three LTTs organised on location (Poland - February 2019, Italy - May 2019, Spain - February 2020, and last virtual one to Turkey - June 2021 due to covid-19 pandemics) where participating SEN and non SEN children had trainings on gardening activities, nutrition and eating habits improvement and accompanying teachers participated in workshops on dealing with autistic students and adhd behaviour. We used schools' and project's websites, facebook page, youtube. We have leaflets,and posters made. We organized Erasmus+ Days and promoted our activities to the schools' and local communities, the local media, the local schools, educational boards, insitutions and authorities of our towns. Having worked together for three years we have better qualified teachers working with Special Need Students. We all tend the established gardens around our schools. We use the international programme of implementing gardening activities to teaching different subjects like Science, Maths, Technology, Art, Literature, Social science into individual educational and therapeutic plans of special need students who are educated in our schools. And last but not least we keep in mind that it is the school setting where each student can safely acquire and practice skills necessary to participate in the adult world and should have the opportunity to bloom. Our gardens are one of them. As a partner team we had to overcome financial, organisational, health difficulties, experienced new situation which undoubtedly remote teaching and pandemics was, yet in a group of cooperating and supportive people we found solutions alltogether based on respect, trust and understanding which eventually made us stronger and better equipped for what the future holds."

Contemporary Europe is the continent full of changes. The transformation of society is best seen on our children. There are many different people living in different cultural environments and traditions in Europe. There are many different things, but there are also many things we have in common. A group of teachers from five European countries have designed and devised this project to find the values, skills and different things that can join us. Our intention is to show the children we teach at our schools that although we are different, we can work together and create the new future of the Old Continent.Since understanding and comprehension is the alpha and omega in the international cooperation, we have chosen English as the language of our project. In all project countries, English is taught as the first foreign language. Our goal we have set is to teach children how to use the English language naturally (regardless of the mistakes they may make at the beginning) in order to make the use of English natural. We want our school children to get rid of shyness and fear of any mistakes in the conversation.We expect to break down language barriers with activities such as finding and writing to pen-pals, chats and videoconferences between peers, making and watching videos and presentations about towns, schools, famous people, making online exercises, creating a multilingual dictionary.As well as using English, the use of ICT tools becomes the common skill of educated European. This is the second area we want to focus on in the project. The main ICT tool of the project will be the E-Twinning platform. Our team has already started to use E-Twinning during the project's preparatory phase. Here we will place photos and videos, organise videoconferences and chats. The newly created project web will contain materials that have also been created by children and will be used in the regular English lessons (practical grammar and vocabulary exercises in Hot Potatoes). With the help of ICT tools, we want to achieve meaningful and effective teaching and learning. In order to develop language skills and ICT skills, we will work on topics that are close to the surroundings and the lives of children (family and close people, hobbies, school and town).Teachers will develop children´s independence during the project, will help to determine the direction of work, but at the same time provide enough space for children´s creativity, independence and awareness of how individuals are responsible for their own work. We will support team collaboration, team independence, exchange of ideas and students´ self-assessment. We will encourage and motivate children to speak English as much as they can.The project will involve children aged 10-14. Overall, we want about 700 children to work together on the project activities during the period of two years. Our international team of teachers wants to apply innovative practices in teaching, exchange experience and we expect our further professional development.The results of our joint project work will include material outputs (tangible products, handmade products, digital outputs will be available on E-Twinning and online grammar and vocabulary exercises will be available on the project website). These exercises can be used in the regular English lessons and at home by anyone – anywhere. We will monitor non-material outputs, i.e. progress we have achieved - through interviews with children, questionnaires, self-assessment and skills tests (improving language skills). Children participating in partner school trips will give their peers the information about the visits in the form of photo presentations and small talks.We believe that our joint efforts will benefit the personal development of the pupils and the professional development of the teachers. We want to support tolerance and understanding towards other cultures and we hope that new European friendships will come into existence.

The partnership ‘Legends hunt. To explore. To motivate. To cherish.’ had the following main objectives: -to develop and adapt the programme enhancing reading skills into the curricula of each partner school-to develop and adapt the programme of using ICT tools for production and communication in other environment than IT classes-to develop new forms of learning and teaching the English language-to stimulate and activate students with fewer opportunities through their access to high quality activities-to reinforce groupwork focused on cooperation between students-to increase the number of opportunities for professional staff development There were five schools participating in the project. We planned activities for about 500 students (100 in each school) and 72 teachers. They were the group that worked regularly. However, there were definitely more students and teachers who took part in in the project work. We involved students with fewer opportunities (100 students-20/school) in the activities. As we expected our whole schools benefited from the cooperation. Thanks to the project work we provided a high quality learning methods to all the students regardless their financial and social status, disability or educational difficulties. Both students and teachers were engaged in each stage of the project: planning, implementation, evaluation and dissemination. They worked locally and together during two short-term exchanges of groups of pupils and two short-term joint staff training events. The project activities were integrated into the curriculum of the schools. The participants acquireed skills in reading, ICT, foreign language learning and teaching, dancing, singing, drama, crafts and painting. They increased their self esteem and motivation for learning and teaching. Students developed artistic skills as these were the means for students to express their views and feelings about themselves and others. Teachers gained insight on different educational systems, exchange ideas about pedagogical approaches, exercise languages, practice ICT skills. The project website and the teachers blog will will be continued and used by the schools engaged in the project but also by other teachers abd students worldwide.The project is innovative itself, because the idea of combining literature, foreign language, dance , art and ICT in one has never been accomplished before. The idea will be the base of an eTwinning project that starts in October 2016 and will involve also new schools.The results were comic books, legends books, exhibitions of the costumes, puppets, props, curtains, wall paintings, presentations, placards,the theatre play and a lipdub, a callendar, methodological articles and materials. The partnership was monitored and evaluated during the two years through meetings discussions, e-mails and periodical evaluations by means of questionnaires addressed to students, teachers and community members. Questionnaires and diaries were used to monitor and evaluate students and teachers mobilities and trainings. The results of the partnership were disseminated to local and wider community through a various range of tools.

Project “Student Transition in Education Paths” has the important goal to facilitate students’ transition from kindergartens to primary schools of the eight partner countries. Since this particular transition is considered the most critical of all transitions in a child’s life, all partners believe that it should be dealt with the appropriate significance and seriousness. It is a common view among all partnership members that a successful transition to primary schools guarantees academic success, personal and social development and eventually future prosperity for all pupils. It is the first time that this topic has preoccupied a partnership in the past few years. The main aim of this consortium to collect transition practises from various countries, compare them and select the best practices to disseminate in every country. This aim will be achieved if we involve pre-primary and primary schools of both typical and special needs education and promote cooperation between kindergartens and primary schools via common actions, events and activities, organize and run various interesting and motivating actions pupils as well as engage possible participants in our actions, such as local stakeholders, psychologists, parents’ associations, school counsellors and teachers.The project will be carried out via six learning/teaching/training activities and three transnational project meetings in the eight partner countries. The participants in these activities will be teachers/educators who work in these organizations and are interested in the issue of transition. The participants will be selected according to their motivation, interest in the topic and free will, considering at the same time their language and presentation skills. 16 teachers/educators will take part in five of the six LTT activities and 14 teachers/educators in the last LTT activity, whereas two people from each organization/school will participate in the transnational project meetings. During training activities teachers will take part in tasks that will give them the opportunity to experience teaching in other countries, share and exchange their ideas with European colleagues and be informed about the education systems in partner- countries. They will also improve their ICT and English language skills and develop an understanding and tolerance towards their foreign colleagues’ culture.Students will be involved in interesting and original activities, learn how to adjust to a new educational environment and help other pupils adjust to a new educational environment, establish a positive start in the new school, and raise their interest to other countries, cultures, customs and traditions. The project will have as a result a plurilinguistic book on transition practices, a website and a Facebook page of the project, an e-Twinning project, and questionnaires to investigate transition practices among the partner countries. Interviews with teachers from all partner countries will be organised as well as a booklet about children’s skills and a plurilingual e-book with fairy tales from all partner countries. The impact of the implementation of the project is that pupils will be involved in various activities along with other students and teachers, take part in transition practices from other countries and as a result they will have a smoother transition from preschool to primary school and will be guaranteed personal development and a future academic success.At the same time teachers will gain new experience by observing other teachers’ methods and share their knowledge by teaching their methods to other teachers, improve their linguistic and digital skills and learn a lot about other cultures.The organizations involved will have the opportunity to develop links with European schools, understand diversity of European cultures & languages, develop through international collaboration and be willing to open up to & appreciate new ideas coming from other European countries. Finally parents will be guided in how to actively help their children adapt more smoothly in primary schools and local authorities will enhance their cultural competence and widen their horizons and develop more tolerance and understanding for other cultures. In the long run, the project’s aim to develop, exchange and share new teaching methods which will facilitate the transition of pupils from kindergartens to primary schools will promote the development of pupils’ personality in a holistic way. The quality of education will be improved, equal opportunities for all students will be provided and the on-going challenges faced by teachers, students, schools and European organizations at national and European level will be addressed.