From previous contacts in European activities promoted by KA1 and KA2 actions, partners already work together and that cooperation led to look closely at the Future Classroom Lab (FCL), based on the project of European Schoolnet, that works in coordinator school and the importance of elevating creativity in learning. Therefore, all four institutions decided to put in practical way all the ideas of applying drama using the FCL, using creativity in the conception of short plays, from scripts to scenery creation, where students could be creators and embrace innovative approached to learning.In that way, and to battle against the weakness of basic skills lack of self-confidence and lack of school activities integration, this partnership aims to develop in their students improvements on their self-confidence, and provide them opportunities for international interaction, participation in multiple events and self-expression, and training teachers in this new role as well. Since the core values for XXI century competencies that UNESCO and EU referred in their most recent publications, are the self-awareness, self-management, social awareness, relationship management and responsible decision-making, we will develop practical activities including drama and the FCL. This project have also the focus in teacher's training on the use of new approaches to education, on how students can be guided in learning scenarios using as main instruments/techniques drama and the six areas of the FCL, that's why students and teachers have to change and learn innovative techniques and methodologies in scenarios of learning, including the various edges of assessment.Drama and FCL are in the pillars of this project to improve our students creativity, self-confidence and basic skills. According to observation of OECD reports about basic skills, current articles of the academicians and the negotiation of the chosen partners observation and analysis of their students, lack of basic skills and self-confidence affect pupils highly in means of success in education so in life. Therefore we framed our project on improving basic skills, sense of initiative and entrepreneurship, responsiveness to social, linguistic and cultural diversity.We knew from our experiences that everyone who joins and performs something with the peers, becomes different from earlier. The school should adapt and offer a more attractive environment. An environment that will match the experiences of children, connected to internet, using multimedia, collaborative activities, taking initiatives, and stimulating creativity in learning, that's why we consider important to relate the technology and possibilities that using drama in enriched environments with multimedia, because they can stimulate educational environments.The main objectives are: O1. student's centred objectives: to improve our students basic skills and self-confidence; to improve pupils social skills and sense of initiative and entrepreneurship; to support students school and life successes and improved levels of skills for employability; to develop enthusiasm for drama among students; O2. student's collaboration related objectives: to practice and perform sketches and plays on the stage; to encourage the learning of foreign languages and ICT skills; to improve pupil's international interaction, participation in multiple events, self-expression and social skills; to help students gain valuable communication and problem solving experiences; O3. student and teachers European collaboration objectives: to develop knowledge of the diversity of European cultures and languages and its value among students and teachers; to learn about European countries; to promote intercultural dialogue between different countries.To accomplish this objectives, 60 preselected students and 24 teachers, directly involved, and more than 1500 indirect participants of the partners institutions from Greece, Malta, Poland and Portugal will work co-operatively and collaboratively using new technologies, etwinning platform, and perform plays in each international meeting that lead to two main tangible products: learning scenarios descriptions using drama and FCL and video of the plays about school subjects created in each international meeting, published online in the main project webpage. These materials will help educators and stakeholders to understand our way of work and research about this innovative products, and can help stakeholders to make a turning over to innovative teaching and learning environments, where students and teachers have new roles and can contribute to a better school environment where they work together in a more pleasant and effective way.

“Think Globally and Act Locally ” is a project based on the idea of small local activities that analyse local problems and help global direction and sustainable development. We focused on the “butterfly effect” theory, where small things can not only change attitudes towards environmental issues, but can also affect the whole approach. The project involved 4 partner schools from Slovakia, Greece, Poland and Italy. Within the countries of EU, there were 15 willing teachers and 400 pupils aged 6 – 14, who were getting to know each other’s culture, customs with emphasis on environmental issues. Besides the involved teachers and pupils, the Department of Ecology and Environmental Sciences of the Constantine the Philosopher University in Nitra, Tekov Museum and other organizations participated in the project. During the first project year participating schools introduced and presented their project plans in various ways. They measured the ecological footprint of pupils and members of the project team, created environmental calendar, logo and mascot of the project and installed project boards. Coordinating country organized the seminar on the technical terminology used in the project. At the project meeting participants evaluated conceptual maps, created community gardens, observed urban and local problems in the cities and changes of landscapes in historical horizons, searched for endangered animals and plants and created the database of them. They analyzed the temperature measurements of each country and the various environmental impacts associated with the climate change. Literary, artistic and musical work of the involved pupils was presented. During Christmas time, countries exchanged Christmas postcards made by children from recycled material. Various information and communication technologies have been used to process and disseminate information. During the second year national teams dealt with the usage of energy, waste, black dumps and chemical analyzes of water and soil. They organized local environmental excursions, discussions and lectures on various environmental topics. They made the second environmental calendar focused on eco-days, evaluated the final eco footprint and a questionnaire to verify the impact of project activities on changing environmental thinking of pupils. Project teams carried out two educational activities for pupils from Slovakia and Poland, the aim of which was to expand their environmental actions and strategies in order to increase their environmental awareness. Meetings of teachers from participating countries have led to interesting results not only in the environmental but also in the multicultural field. The outcome of the Erasmus + project is Atlas of Environmental Education. The Atlas contains methodologies and outputs from all participating primary schools and the editor is PaedDr. Peter Varga, PhD., Teacher of coordinating country - Slovakia. Significant impact and long term-benefits of the project for other European schools are in the usage of the publication Atlas through the eTwinning portal.