This Erasmus+ KA2 project on cooperation for innovation and the exchange of good practices is a strategic partnership for schools only. It involves 7 schools from Greece, Cyprus, Spain, Wales (UK), Bulgaria, Romania and Czech Republic. The main priority of the partnership was to support schools to address all students from the lowest to the highest end of academic spectrum, to maximize the learning and teaching potential in each of our schools and to deal with issues of underachievement in basic skills. The teachers, in close collaboration with the educational community (researchers, parents, students and other members)have learnt and developed new teaching methods: Visual Literacy (VL) and/in Differentiated instruction (DI). In the media age, children face reading literacy and VL challenges even at their early primary school age. The children began developing broad literacy skills, which go far beyond a purely text-based approach (e.g. critical and competent use of visual material, coding and decoding of pictures), This project primarily addressed our needs as teachers to adopt and share innovative methods. As a consequence this enhanced and developed our teaching work in societies where cultural changes (multiculturalism, financial crises, immigrants) happen so fast that formal traditional educational systems fails to follow. This project was developed to encourage diverse teaching contexts and environments so we were able to discover some positive lines of investigation and new ways of adapting education. Our innovative project was guided by the general principles of differentiation, which included tasks, differentiated lessons, flexible grouping and ongoing assessment. The methodology that we applied to work incorporated a lot of the characteristics inherent in language teaching and looked at the potential of the Visual Literacy approach as a viable practice. Our aims were: - To utilise the pedagogical teaching methods behind the theories of DI and VL in order to customise learning experiences, to adapt and differentiate teaching procedures and tasks according to the unique needs and learning styles of the students - Raise awareness among children and adults of the cultural elements around them and how these relate to their daily lives - Sensitise children to collective processes necessary for decision-making and to foster the spirit of collective work and trust in the product of group work - Use tasks as “research tools” for cultural comparisons on a longitudinal basis and between communities of a different cultural, economic, social profile - to address our students’ individual needs in terms of better understanding the learning process, the curriculum topics and contribute to the improvement of their school attainment and inclusion Our intention was to include VL and DI in the project and to integrate them school subject and combined the outcomes of educational activities which incorporated other areas of knowledge (e.g languages, art, music, drama, ICT, social studies etc) As a result of the project the final productions of activities along with the digital book on our twinspace showing all Project activities in different languages, the resources received from teachers.The project had an impact on the whole school as it was embedded in students, teachers, parents, local community by supporting the overall improvement and the quality of the school. We disseminated the project practices and results (using various tools) to target multiple groups (local, regional, national, transnational level).Finally, the sustainability in this project was ensured as all partners were committed to building a network of stable relationships that will lead to future expansion and development of the project.

"The project ""Emotional intelligence as the key to child's success"" in partnership with institutions from Poland, Iceland, Spain, Italy, Cyprus, Bulgaria, Northern Ireland and Portugal was a response to the defined needs of each of the target groups of partner institutions participating in the project: children, parents , local environment. This allowed to define together the objectives planned to be implemented: The main objective of the project was to increase emotional and social and intercultural competences in 200 pre-school and early school children from partner countries through the use of innovative methods and forms of work developing emotional intelligence developed during the project. In addition, the project aimed to develop the skills of: - Recognizing and naming own and other emotions - Directing and managing own emotions - solving peer conflicts - Establishing and maintaining relationships with peers and adults - enriching the workshop with new innovative methodological solutions, using ICT techniques in the process education and upbringing - establishing international cooperation, gaining experience and knowledge from various educational systems - involvement of parents and representatives of institutions operating in the area of ​​education in the development process - Equalizing educational opportunities for children, especially from the middle disadvantaged, including disabled, immigrants, disadvantaged economists. and thus preventing failures at further stages of education. Each of the partners brought examples of good practices to the project. The target group directly involved in the project was 25 children from each partner facility and 26 teachers and employees of these institutions. The target group also had children from Wed. disadvantaged, including disabled, immigrants, disadvantaged economists. Especially for these children, the project equalized educational opportunities at further stages of learning. Teachers who were directly involved in the project are people open to innovation and creative approach to learning, especially at the lowest level of education. In order to achieve the intended results, 4 short training meetings of teachers and employees took place. During these meetings, teachers could share their experience in applying innovative methods of working with children, take part in open classes, discussions and thematic workshops. In addition, between the meetings in the facilities were carried out specific activities allowing to develop the assumed results and products, which include - author's program: ""Developing emotional intelligence of the child"" electronic version and printed - therapeutic bajka ""Where the rainbow begins and ends"": electronic version and printed, - Pantomime performed by adult participants of the project ""Mirror of emotions"" - presentation, film - Multimedia program for alternative communication - Film ""My happy day - my family, my school, my friends"" For a smooth implementation of the project a management group from the Polish side and project teams in partner institutions which during 4 international project meetings defined the roles and tasks of each partner, objectives and methods for achieving results set to achieve .The main results that were achieved were: - increase motivation to raise their skills and gain knowledge in the field of working with a small child - raising the quality of educational offer of institutions, - implementing new methods to work with children, including those with disabilities in developing social and emotional competences - using modern ICT technologies at work - education feeling of belonging to European society - liberation of positive emotions in relation to achieving educational success - equalization of children's educational opportunities and prevention of early school leaving by children, especially from disadvantaged backgrounds - establishing international cooperation in order to implement new projects. The implementation of the project has signaled to the whole local environment in the partner countries the importance of not only continuous education and improvement, but above all the importance of gaining experience in order to improve the professional skills of employees, and thus achieve high educational standards. She encouraged her parents to use new solutions, methods of working with a child in order to achieve educational and educational effects, and to prepare them for living in an ever-changing reality. Participation in the project encouraged pedagogical staff from other institutions to acquire professional competences, gain experience from other educational systems as a way to succeed in working with a child, his family and improve the quality of education."

The background of the Schools of Success project is the social problem of growing number of dropouts at school, increasing xenophobia and discrimination is society.The objective of the project is to make changes in the lives of families, to provide students with success, to introduce life strategies, to help profession orientation, to change the way of how people see the world.The main aspect of selecting our partners was facing similar problems. Out of the 6 applying partners the Romanian, the Turkish and the Italian partners have carried out the project with the coordination of the Hungarian school, involving about 4000 students, indirectly involving their families as well. The Romanian school faces the problems of the high number of students coming from low income families, the single parent families partly due to having the bread winner parent working in one of the countries of the European Union. The Italian partner has to deal with the integration of immigrant families, bullying and cyber-bullying. In the Turkish high school there is a high number of students from low income families, they work on the integration of the Syrian refugees. We have carried out several project products together: the Calendar of Professions, The Album of People and Emotions, the Methodology Booklet, the international webpage: http://www.schoolsofsuccess.com, and the Schools of Success Project profile on Facebook.Our results: Success Days, Success Festivals, competitions and plays. We have integrated KIVA, TABBY Crocoos, Europass and e-twinning in our everyday school life. As a result of the project has enriched the school life, the students were involved in many interesting and useful programs, our methodology was developed. In the long term the project will provide new perspectives for the problems, will help the teacher-student-parent cooperation to educate for life, so the efficiency of schools will improve in the countries of the European Union.