As the technology develops and the world gets smaller, young people suffer from loneliness, spending their time on the computer, ignoring the life around them. This is a project aimed to remove diversities within cultures across Europe. The traditional songs, dances and games are an excellent way to preserve and promote the European culture, traditions and wisdom.This project is for about 300 students between 12-17 years old who are eager to take part in an adventure of culture and folklore. Its goal is to find similarities and differences between eating habits, national and religious ceremonies. Our activities will accomplish self-confidence, our trust, sympathy and tolerance. We encourage pupils to use English in an enjoyable way. Before joining the project the education needs by SWOT analysis were identified and the standard of living is not satisfactory enough. Pupils’ families have little incomes and they have not material conditions to travel abroad. They are not encouraged to develop their knowledge on a real cultural and artistic side at a European level.The interest of cultural activities is generally low. As for the teachers, most of them are very well qualified in their domains, but they have not developed language skills and ICT competences at European level. The needs and objectives were identified during meetings with parents and teachers in all partner schools. Our objectives are: to explain the role of folklore by seminars, slide shows, exhibitions, to provide pupils’ opportunity to work with partners, to form willingness to learn English language. Our international meetings being exhanges of pupils as well as teachers will lead to a better acquaintance of partners’ educational systems in seminars or workshops, the discovery of partners’ countries culture, language, traditions by traveling, visiting, direct presentations and contact with school staff, a wider students' and teachers’ integration in European education community, a larger teachers’ competences development, applying strategies, methods learnt from partners. We will organize yearly conferences in each school to promote the project and its program. First each partner school will realize in PPT or video presentations of their school, town and country. During the meetings, each school coordinator will share a few words about their national educational systems with the others. In each school a logo contest will be organized, voting on each school’s proposals during the 1st mobility and an Erasmus+ project corners will be arranged. After each of mobility, the participant pupils will write their impressions and send them to their partners. These impressions and the project articles from mass-media will be put in project’s portfolio as a monitoring instrument. The videos and photos of our workshops and seminars will be results and examples of good practices. The reports of each activity as well as the Progress Report and the Final Report, sent to the National Agency will be good results. For a better communication between partners we created a Google Group. The handcraft or art works exhibitions and bulletin boards are results with a multidisciplinary and trans-disciplinary character, promoting the impact of our activities and the Erasmus+ program. The tests prepared to select our school teams will enrich each coordinator’s portfolio. Many final products (booklets, albums, encyclopedia) will be included in our schools’ curriculum. By an active, collaborative learning and teaching of cultural themes we can apply the best methodologies. We share experiences, ideas and involve participants in decisions, promote pupils’ innovation and creativity like activity diaries, observation sheets, workshops reports etc. Through diagrams, we will prove the involvement in the project activities of our local education authorities. By games, folk dances and songs, the pupils have the chance to show how proud they are of their folk costumes, of their Little March amulets for spring coming. They will learn more about the significance of colors or geometric figures on their folk costumes, the characteristic folk dolls or toys in the partner countries by the workshops or seminars in which they involve. They will also get familiar with legends, cuisines of partner schools and get knowledge of natural medicine of our grandparents.The pupils who are not able to host will not be excluded from the group going for mobility. This final products of this project will be: an album of superstitions and folk wisdom, a multimedia presentation of drawings exhibitions related to the ”Legends and Fairy Tales Evening”, a project magazine and a diary with pupils impressions of each mobility, a DVD of traditional dances during each mobility, a DVD of teaching-learning dances during each mobility, an encyclopedia of health, a set of our grandmothers' recipes, and a set of legends (DVD and as a book) in English from all partner countries, a recipes book and this project website.

Global consumption of fossil fuels increases due to developing technology, increasing population. Greenhouse gas emissions to the atmosphere lead to global warming. Energy is life essence and we need to understand that we will face a big environment crisis unless we change the unconscious exploitation of our natural resources. The project aim was to explain pupils the importance of using green energy and create awareness in schools, to become sustainable and conscious individuals of future. Our project objectives were: 1) to develop linguistic competences for 300 pupils in six participant schools; 2) to promote the national identity, values and traditions, tolerance, cultural and social differences; 3) to increase interest for pupils’ scientific and cultural; 4) to develop IT competences and communication skills in English in our educational systems; 5) to sensible adult’s care for renewable energy sources; 6) to develop cooperating skills and the collaboration with European schools; 7) to encourage kids with special needs, parents left abroad and low incomes in their families to involve in projects. To the 300 pupils, aged 7-18, from our primary, gymnasium and high schools, we added 100 pupils with economical and learning difficulties to the number of participants, together around 60-70 teachers. The main activities developed by us were: 1) cooperation and collaboration via e-mail, Skype, postcards, letters, Facebook, Google Group, talks during our project meetings, using English as working and communication language; 2) organization of video conferences using socialization platforms as Skype and Facebook to fix each mobility’s details; 3) development of learning activities in schools, locations used for workshops, seminars, exhibitions, with environmental themes, cultural topics about our traditions, involving tasks of other curricular areas (Art, Languages, Geography, History) and using modern techniques, as portfolios, activity diaries, map minding, brainstorming, learning through outdoor activities and research; 4) pupils and teachers’ search for and use helpful websites, correspondence e-mails, educational platforms, on-line dictionaries, tools as Word, JPG, Print Screen, Excel, Power Point, Paint, Slideshare or Photoshop to get information, to create materials that were posted on our website; 5) organization of seminars and workshops during the three transnational meetings and the four mobility activities, where teachers and pupils involved learned about other educational systems and cultures, improve language skills; 6) development of social and cultural activities during our meetings; 7) organization of a project logo contest, of producing material results about the influence of weather and seasons on their environment; 8) development of a working schedule to organize presentations of schools, towns, countries; 9) gathering of information in activities to create, at the project end, a guide of good practices. To ensure the project success, we used methods like: establishing objectives and desired impact, activities and their schedule, organizing partners’ responsibilities, the project publicity through conferences, local meetings with teachers, mass-media, achieving the management of time and budget, by time sheets, budgeting each activity, reports, monitoring and evaluating the activities’ quality by reports, portfolios, activity diaries, direct and indirect feedback, organizing meetings (seminars, workshops, exhibitions), disseminating activities by mass-media, methodological meetings, project materials distributed to other teachers and sustainability by maintaining the project corners, our project website visibility and workbooks published in future due to this experience. Our project results (conferences’ reports, project website, photos, videos, drawings, maps, essays, calendar, DVDs, brochures, poem booklet, portfolios, lessons’ scenarios) contributed in this respect. The project had impact on pupils by a stronger awareness of sciences in life long learning, developed linguistic skills, awareness of cultural diversity, raised intercultural understanding, through avoiding prejudices and stereotyping, a better interest and motivation to study on cross-curricular topics like global warming, improved IT and social skills for problem solving, critical thinking, team working, group dynamics, work ethic, responsibility, improved creativity skills, sense of acceptation and self-confidence, for kids with special educational needs, increased capability of being employable, improved social positive attitudes. It had impact on teachers by improved teaching knowledge and quality of teaching practice, an opening to European culture and organizations, improved IT and linguistic skills for next activities and on institutions, by improved rate of early leaving pupils and absenteeism, raised school profile, better community image, increased rate of pupils’ attendance to high school, improved education process.