<< Objectives >>We want to raise the level of social inclusion of students with special educational needs by implementation of principles of inclusive education in school practice. We want to change the educational process so that it responds to the needs of students with different problems and possibilities as well as enables them to fully participate in generally accessible education system. We want to develop adequate materials and educational tools and raise the awareness of parents, teachers, and students<< Implementation >>60 teachers from 3 partner schools will develop teaching materials and tools. Teachers will collaborate online and during the mobility, they will share knowledge and skills to develop common methodological and organisational solutions. 60 students from partner schools will consult the developed solutions and conduct peer education. Teachers and parents will undergo training to raise awareness of the functioning of students with special needs.<< Results >>The teachers will adopt the requirements, methods, and forms of work to the individual needs of students which will enable the use of the full potential of students. Teachers and specialists will collaborate in an effective way, the level of awareness of teaching staff, parents and students will raise, which will result in the increase of level of inclusion of students with special needs.

The role of a teacher, has begun to change, in line with unstoppable progress in new information and communication technologies. In the classroom of 21st century, teachers become more of facilitators, their role is to get students’ attention and help them understand the material, and best way to do it is to engage them in the process of learning as much as possible. One way of doing so may be to use, in the process of teaching, didactic materials including elements of interactivity. Interactive content may take a form of presentation, video material, simple game, test, or even text document, it is any digital file that allows for interaction with the content. It is widely accepted that individual approach is the key to success, hence teachers also need to become creators of their own didactic materials. TICC project is based on these two crucial assumptions and was created to elaborate a new teaching approach, with focus on teachers as makers and facilitators. Implementing TICC project, the partnership aims were to equip teachers with digital skills enabling them to create their own interactive contents by providing them with an innovative space, which serves as a point of reference, a repository of modern, stimulating resources and a room for exchange of both ideas and ready-made educational interactive content. Our objectives were also to promote the concept of IC in teaching languages among relevant stakeholders and to test best ways of implementing it in the teaching process. The project’s direct target group were language teachers (more than 50) and trainers, but it also involved, at various stages of implementation, their students (more tham 500), their students’ parents, and other relevant stakeholders, including educators, language methodology experts, teacher training providers and associations, policy makers. To develop high quality results, evaluate the approach and promote the concept as widely as possible and on different education levels, the partnership has been formed consisting of public schools (primary, secondary), language school, school inspectorate, training provider specializing in digital media and IT company experienced in e-learning solutions. Main aim and other objectives were achieved through the development of the following outputs: IO1- IC Teachers’ Resource Set, which contains a guidebook and a collection of didactic materials, including introduction to interactive content and manual on the process of its preparation, database of free software for creating IC, video tutorials presenting step by step the process, and methodological tips. This is the input of the partnership into collecting and streaming most modern digital solutions for teaching; IO2 – TICC Space: a repository of interactive language materials, which is a complex tool for teachers, incorporating three components: Compendium, Content Box and ICC Community, hence offering all that a teacher, compelled by the idea, really needs to start creating IC; IO3 – Interactive content in education – Best Practices Study, which became an important indicator, both for teachers and all relevant stakeholders, showing new trends in creating individualized didactic materials with elements on IC and an evaluation of the effectiveness of this approach. All things considered, TICC project brought a fresh look on the role of teachers in new reality, showed them how they can enrich their professional workshop and make it more adjusted to the needs of their students – digital natives.As longer- term benefits: firstly, teachers received new tool and material for their classroom, the motivation to participate in lessons will grow with the availability of new resources, increasing attractiveness of language schools that are on time with technological advances, equipping teachers and pupils at schools with digital skills and tools, raising awareness of authorities in education on digitalization in education. Secondly, extending the scope of perspectives regarding the availability of digital materials for teachers across European countries, exchange of knowledge and experience between participants, accurate response to changing minds, life and approaches due to digitalization at school will definitely improve the quality of teaching.

<< Objectives >>The aim of this project is to devise effective methods of teaching and learning foreign languages, their adaptation to students’ abilities, learning styles and assumptions of contemporary methodology by means of TIK and rules of universal project work. We intend to get acquainted with ways of developing foreign language competence in maths and science subjects and techniques of learning, memorizing and taking notes which are useful for foreign language acquisition.<< Implementation >>20 foreign language, maths and science teachers and 30 students from partner schools will be trained. The teachers will cooperate online and during the mobilities they will participate in workshops, share knowledge and skills in order to develop common methodological and organizational solutions. The students will not only improve their language skills but also master effective methods of memorizing and learning in cooperation with the teachers.<< Results >>he language teachers will reach for modern methods and forms of teaching adapted to individual’s abilities and allow inclusion of students with special needs, which will result in better learning outcomes and increasing motivation. Language competences will be developed in maths and science subjects, learning and memorizing abilities increase among students will follow.

The name of our project was FOCUS: Developing learning, life and interpersonal skills through a new FOrm-teaching CUrricula for Secondary students. There were 5 partner schools from Romania, Greece, Denmark and Poland. The direct beneficiaries were: 2000 students, age 14-18 who learnt in the partner schools, their form teachers (to a total of 80 form teachers and school counselors) and also the management positions who benefited from exchanges of good practices in educational management. Another 5200 indirect beneficiaries were identified through the dissemination and valorization activities held by the 5 partner schools.The main objective of our partnership was to develop a series of 30 lessons based on 10 topics (3 lessons/topic) to be implemented during the classes of Guidance and Counseling, Social Sciences, English throughout the two years. OBJECTIVES: 1 - Develop, test and implement innovative practices relating to: new curricula, teaching materials&tools and course on Guidance and Counseling for 2000 high school students in the partner schools; 2 - Strengthen teaching skills and professional development by attending Staff-Training courses, exchanging good practices, carry out peer learning activities and workshops, learning and teaching methodologies and pedagogical approaches, with a focus on guidance, counseling and coaching methods and tools, improving language skills and the use of ICT; 3 - Facilitate recognition and certification of skills and competences by using EU validation instruments; 4 - Promote cooperation between schools from 4 different European countries in order to support strategic development and school internationalization through projects; 5 - Promote school success and combat early-school leaving; 6- Promote active European citizenship & social inclusion.Tasks were equally shared by all partners in producing the teaching materials and hosting one transnational meeting/Staff Training and one short-term exchange of pupils. All partners agreed on offering hosting in families for the students. THE APPLIED METHODOLOGY was as following:Each partner prepared the materials for one topic/year. During the Short-term staff training, each partner brought the teaching materials that they prepared and held one-day workshops to teach the other participants. Each topic was taught in one day. Each day included an evaluation and a round up time in which participants reflected upon their teaching and methods and ways of improving them. The final form of the materials presented was drafted. Methods used: peer-learning, project-based learning and CLIL based. Each partners school chose 2 topics (one for each year) to prepare the teaching materials and the 6 lessons, as follows: 1. Learning Styles and how to make the most of them - Colegiul Tehnic Ana Aslan, Romania 2. The Learning Process: Learn-Revise-Learn Again - Greece 3. Efficient Communication - Denmark 4. Bullying and Teamwork - Poland 5. Time and Money Management - Seminarul Teologic Ortodox, Romania 6. Manage and Cope with Emotions and Stress – Greece 7. Emotional Intelligence - Denmark 8. Present Hobby, Future Career? - Poland 9. Creativity and Problem Solving - Seminarul Teologic Ortodox, Romania 10. Making your life green - Colegiul Tehnic Ana Aslan, Romania All partners felt that they contributed equally in terms of time and financial resources. Dissemination and exploitation of results were an ongoing part of our project throughout its lifetime: from the initial idea, during the project’s implementation and even after the project ended.END PRODUCTS: - the Guidance and counseling course on Life, Learning and Communication Skills, called FOCUS comprising of the 30 lessons (3 lessons/topic) - the project website on the etwinning platform (public Twinspace) where all the materials, lessons etc are available and free of charge - the Digital book (also distributed in our communities of teachers) Non-tangible results: - overall improvement of school performance (marks, willingness to perform, improved truancy/dropout statistics) - Teachers developed appropriate instructional strategies to help students achieve the curriculum expectations - Teachers benefited from professional development - teachers got familiar with new innovative teaching methods - the schools' public image in the local community improved - Headmasters worked to support and encourage partnerships between the school and the broader community - the project activities enabled students to better customize their high school education and improve their prospects for success in school and in life - students motivation to learn and improve themselves increased -students better managed their time, resources, relationships - students became more confident, more motivated, and more effective learners and learnt how to better identify their competencies.

Trimedia is a project which aims to improve the learning experience of students by means of audiovisuals. Three schools of Germany, Poland and Spain, which complement each other, have been associated to achieve the following objectives:1. To create an audiovisual platform of communication among different schools to broadcast our projects.2. To learn the correct use of the technological material and the audiovisual language such as script, storyboard, sequence...3. To encourage cooperative work at school and among the students participating in the project.4. To produce audiovisual products related to the European culture. 5. To promote exchanges as an opportunity to know about the European multilingualism and using English as the language of communication which will develop the linguistic competences.6. Developing key competences including personal, social and learning skills.All the schools’ students participate actively in the two-year project although students aged 14-16, who are interested in audiovisuals and have good communication skills and fluency in English, are involved in exchanges. The activities students perform imply the creation of an online TV platform with its logo, some cooperative projects on copyrights, schools’ TV news programmes which include a cultural aspect of the country, making a film, recording videoclips, creating an online cooking book and recording a cooking programme and making a quiz in which students can show everything learned during the project. To do so, students mainly work in group, made of local students or by members of the three countries, and use digital tools which allow them to learn the audiovisual language and the programmes to edit video. Additionally, the eTwinning platform is essential to keep students in touch when performing collaborative tasks.The project will be continuously assessed because all activities will be assessed using rubrics, interviews, class observations, checklist, google forms… It will give us data to make an initial assessment, a formative assessment at the end of the first year, to implement the necessary measures to achieve the results mentioned below, and a summative assessment to see the level of satisfactions of students, teachers and parents and the success of the project.With the implementation of the project we want to achieve the following results:1) tangible: all the products made in the activities shared online (news programmes, tutorials, videoclips, TV quiz) and having a shared TV platform.2) non-tangible: teachers get familiars with new innovative teaching methods, students motivation to learn and improve themselves will increase, improve the relationship school-families with their implication to the project and students will better manage their time and resources to perform activities.Starting an Erasmus project allows the internationalisation of the schools which is carried out by means of spreading the project in eTwinning. Other platforms, such as the schools’ websites, the online TV platform and social media (Twitter, Facebook, WhatsApp, Instagram...) are used to explain the activities and results and show the outcomes produced by schools. To known in our local area we ask for the local radio and newspaper to spread it.Finally, we expect that the project benefits the learning experience of our students and it has a long term impact and sustainability. It is given because all the outcomes produced are available in eTwinning and the website of the project. Some of these outcomes are tutorials of how to use programmes of video edition and information of copyrights that can be used to train new students in audiovisuals. Another aspect is to improve the digital skills of students and the bonds between families and schools. We also aim to foster cooperative work as a learning methodology at schools by integrating some of the activities in the language curricula and raising teacher’s interest to integrate audiovisual tasks in their subjects. Finally, this association give us the opportunity to learn from other school realities, such as methodologies and techniques that can be implemented in local schools, meet each other and keep in touch to promote collaborative or cooperative activities between our students once the project is over and give us the opportunity of implementing eTwinning interactions in the school curricula to promote learning in real contexts.