"Starting from the idea that it is not enough to educate students only in individual disciplines but to give them something more, something which could develop their skills to the extent that they will be valuable and desirable personnel in today's world, the 4 European schools revised that, soft skills cover a wider range of personality traits that need to be cultivated and nurtured from an early age. LinkedIn released a list of the five most in-demand soft skills for 2020. The ranking list: Creativity,Persuasion, Collaboration, Adaptability, Emotional intelligence. We considered necessary to refresh the teaching methods and open doors to educational innovation by taking learning outside the classroom. The SWOT analysis of the partner schools show that students are facing an increasing lack of motivation, confidence, not having vision, which is inefficient when dealing with real-life problems or situations. The students were given questionnaires so as to research how they feel about different school subjects and discover how to make improvements. The conclusions show that approximately 70% of students from the partners' schools find science subjects boring to learn. We insisted on the demand for improving our students’ soft skills, because all partners students’ Pisa assessment results should be raised.With our participation in this new KA2 project, we expect to get deeper into the analysis of the soft skills employers require in each country, why they require them and how to gain them. We believe that approaching learning and teaching in an interactive and cross-curricular manner will engage students in a fun, more motivating way of acquiring skills and competences. Through ""SSKCS"" we intend to raise students’ awareness and interest in learning and applying knowledge to real life.SPECIFIC OBJECTIVES: -Creation of handbook ”Survival kits” for students and teachers using soft skills which depict the activities carried out the project tasks;-Creation of some visual aids, presentations,problem solving organizer;-Practice so called employ ability skills;-Use ICT in order to design, create and exchange ideas, assignments, and products;-Facilitate and support the practical approach and assessment;Techniques: Brainstorm, zone out, be your own”devil’s advocate”, flex your communication style, define the structure, listen, manage your mindset, experiment, seek out different perspectives, ask for feedback.The ""SSKCS” project is addressed to students coming from 4 European countries and the direct target are students who are 15-18 years old. There are 4 short- term exchanges of groups of pupils (Italy,Romania,Bulgaria, Poland) planned and 3 short-term joint staff training events/Italy, Poland and Romania. The total number of participants who will attend the mobilities is of 60 students and 63 teachers .The project promotes an innovative approach that will aim at increasing students’ interest and motivation in learning and applying knowledge to real life. The activities are designed to encourage learning by doing, by discovering, thinking skills, creativity, imagination, as well as, English and ICT skills.The implementation of the project is designed to achieve the project aims using the cooperative learning method. Seven different topics will be approached during the 7 exchanges of groups of pupils and joint staff training events.Innovative materials will be created by means of exchange and cross-curricular approach, resulting in the development of the school curricula in the 4 European countries, in accordance with the feedback and methods exchanged during the meetings. By using methods such as cooperative and communicative learning, multiple intelligence theory, students will be able to approach school work in a practical manner and use acquired skills and competences in everyday life. Transferring theory in real-world, students will create their list of the most in-demand job skills and will give them opportunities to be at the edge. Interdisciplinary activities will enable the students to develop their complex thinking, find connections between different subjects, to establish group norms. The teachers will organize student-centered learning activities, provide teachers with basic competences in facilitating group process with young people both in local, national level, as well as an international level; share examples of good practice with their European colleagues, improve teaching skills and strategies by watching how other teachers approach teaching their classes, develop communication skills in EnglishStudents will take part in activities that explore a cross-curricular approach, skills, and competences. The activities will sharpen this interpersonal skill and teamwork. The materials that are going to be presented during meetings of the project or to their colleagues will be obtained by working together and will contribute to motivate students to learn in an international context."

"RATIONALE, SUBJECT AND LEARNING NEEDS ADDRESSED:In 1994, Siklós Szilveszter filmed a pseudo-documentary titled ""The Real Mao"". The essence of the experiment was to present a one-hour film out of competely incapable and false statements in a scientific documentary style. Based on the clichés of historical investigative reports from well-known news channels, the film tries to draw attention to the fact that the media's current tools can make almost anything possible, just as far away from reality as we can give it credibly and coherently.The experiment and its conclusion are more current than ever.Day by day we face annoying news which shows that Europe is at risk. More and more aggression, intolerance, nascence, migrants’ crisis, unemployment, quarrels, nationalism, demagogue politics raise our attention to integration problems. There are many examples of situations where people make decisions according to feelings formed by media manipulation. This fact is also threatening for (European) conscious adults, but it causes confusion, puzzlement and nihilism among youngsters. Most of them defend themselves with ignorance, inner focus and refusing any kind of attention to social issues. But there is also a risk to evolve extreme theories and extreme political opinions by these news.Identifying the real urge and importance of communication, the partnership seeks for methods which can generate discussions and deeper thinking among youngsters. We need to prepare youngsters for a world in which people need to work with people of diverse cultural origins, and appreciate different ideas, perspectives and values; a world in which people need to develop trust to collaborate across such differences; and a world in which people’s lives will be affected by issues that transcend national boundaries.OBJECTIVES:The project targets the improvement of those socio-emotional competences, which were included to the PISA test assessments for the first time in 2018, through those most striking phenomena which embarrasses us day by day while walking down a street, opening a newspaper, switching on the TV or using the Internet. According to the context, rationale and connected needs mentioned above, the project would mainly address three of the following general objectives:1.) Learning to identify media manipulation. Preventing violent radicalization and promoting democratic values, intercultural understanding and active citizenship2.) Fostering the inclusion of disadvantaged learners, including persons with ethnical or a migrant background, while preventing and combating discriminatory practices.3.) Challenging and revitalizing new competences: ability of examining local, global and intercultural issues; being able to perceive and accept others' viewpoints; and competences of maintaining open, adequate and effective communication with people from other cultures. (PISA global competences 2018.)CONCRETE ACTIVITIES AND RESULTS:The project designs thematic workshops on film analysis, round table discussions, open debates, creative campaigns such as film making competition and visual placard competition, lectures, thematic seminars using alternative, nonformal learning-teaching methods deepening the understanding to reach its aims. The project ends with a common international wall painting, wich expresses the participants' commitment to the no hate campaign in a prominent and artistic way.Four teaching-learning activity is included into the professional work.One of the most effective innovation of the project is opening school gates to civil society in order to understand and respond adequately to social issues. School societies are isolated from their surroundings, and exist as separate envelopes in the middle of reality. All the project activities are designed to involve members of the local-wider societies, managing public round table discussions, open debates, social campaigns in order to foster interaction among concerned parts, not remaining the theme on the theoretical plane. Members of civil society can join also to learning activities, which has double effects: a.) schools give up their isolation and make an opening to the society around b.) new cooperative models can be found during the common adventure to promote social capitalschools and generational learning.IMPACTS:Pupils participating in the project:-Learn to identify, avoid and react on media manipulation-Master their skills of news literacy-Strengthen personal skills such as self-reflection, self-consciousness and confidence in selfexpression.-Improve fundamental competences as socio-emotional competences, foreign languages and digital competences-Develop transversal competences such as social and civic competences, sense of initiative and entrepreneurship, learning to learn and cultural expressionThe itinerary is based on intercultural dialogue between participants from 4 countries (Hungary, Bulgaria, Italy AND ???????)."