The project has been written on the base of the previous experience of the Polish school gained while carrying out the project 'Code for Green'. The needs analysis carried out at the participating schools showed that students do appreciate school environment heavily supported by modern technologies. Such a technology-assisted approach to teaching should facilitate learning processes and also can endow students with the skills needed in the modern world - technology literacy and media literacy. These skills were pointed out to be the ones that need to be developed. Technology literacy is also seen as a crucial skill by many educators and entrepreneurs and may be found on a lot of lists enumerating the skills of the 21st century. It goes without saying that the urgent need of all countries all around the world is the protection of the environment and such education should start from the earliest age. The students and the teachers can experience climate change and see the hazardous impact of pollution on people's lives. They feel the necessity to do something about it. So does the project. It turns out that the project combines two things of crucial importance - environmental protection and digital skills - and assumes a lot of activities revolving around them. The objectives of the project are manifold and involve: fostering the quality improvement in the field of education and environment protection, improving key competences, especially the ones in the field of technology, increasing motivation behind language learning, complementing the world policy with respect to environmental care and enhancing the skills needed in the modern world - digital ones and soft skills and also introducing the innovative approach to teaching, the one which is student-centered and based on empathy (design thinking, ICT-based solutions, creative methods). The grant is to be spent primarily on equipping schools with technological inventions which can be used to protect the environment (tablets, arduino robots, 3d printers, weather stations, censors, etc) and on providing trainings so as to enhance ICT skills of both the teachers and the students. Mostly, the project will consists in working out ICT-solutions so as to protect the environment. These solutions will be driven by the needs of the school. Students, inspired by their peers, will come up with the ideas how to save the planet. They will share their experience internationally. Such activities will be supported by the ongoing project activities so as to raise environmental awareness and express care about the environment, as well as adopt innovative teaching and learning methods (The Crazy Science Day at the schools, The Day of the Earth, water, soil, air, happenings, cleaning up the local surrounding, events about wasteful consumption and getting to know local facilities which help protect the environment to name just a few). With its great scope of activities combing ICT and environmental protection, supported by international student mobilities, the project is going to have many repercussions. The expected impact on the participants involves better knowledge of ICT tools, raised awareness of environmental challenges, increased knowledge on how to combine ICT and environmental issues, increased motivation for language learning and boost in key competences. When it comes to the teachers, they are to attain the following: grasp of new, student-centered teaching approaches - design thinking, ICT tools-based methods, creativity-boosting approaches, better knowledge of ICT tools and focus on environmental issues, developed motivation for learning languages, strengthened professional profile of teachers and incentives for their professional development.The schools are going to improve the quality of education, get inspiration for constant development, raise awareness of environmental challenges, attain better results at languages and ICT and succeed in the implementation of activities combining ICT and environmental protection into school curricula, implementation of innovative approaches to teaching and learning - ICT-solutions, design thinking and creativity-boosting solutions.The whole idea of intensified efforts taken to develop ICT skills of people while working on environmental issues seems to be bound to bring many fruitful results and get interest of a great many people, not only the ones directly involved in the project.

The project 'MMA, or Magic Maths Around, time' has been drawn with a view to upgrading school education as far as maths and languages are concerned. The result of the detailed analysis of the situations at schools and recommendations done both externally and internally - at our schools show that there is a necessity to develop these two skills, which constituted an invaluable asset for the future. The objectives were manifold and included, among others: development and reinforcing networks between schools, sharing and confronting teaching ideas, methods and strategies, addressing underachievement in maths, implementing innovative and creative approach to teaching, developing student autonomy, raising awareness of European citizenship, strengthening intercultural dialogue building, increasing interdisciplinary teaching and fostering personal development of all school actors, that means students, teachers and parents. The project met all these objectives in an international environment because only then it dealt with maths in such a comprehensive way. It enabled cross-cultural communication, motivated students to learn languages, helped bring up conscious Europeans, fought with stereotypes and intolerance, made teachers compare educational systems and share best-practices, added value to schools' prestige and increased the level of education. The schools involved in the project were 6 schools from different parts of Europe: Romania, Spain, Bulgaria, Cyprus, Poland and Slovenia. Students from these countries dealt with maths issues in an interdisciplinary way. The project activities were divided into 6 topics:- Maths in transport- Maths in science- Maths at home- Maths in sport- Maths in the city- Maths in buildingsEach country was given a lead in one topic area. Activities took place continuously at schools during the whole project, with intensified results during learning activities.The project had a very big impact on the schools, but not only:a) impact at the local level:- better educated at maths and languages students - the total number of all students at schools about 2000- inculcation of the attitude of tolerance and openess in all students at our schools - about 2000 - as they had direct or indirect contact with parter schools- better command of English - all students 2000 and teachers (the ones who took part in mobilies)- greater motivation for learning English - all 2000 students in parter schools- more interesting curriculum (lessons plans - maths integrated with different subjects)- 6 more innovative and inventive schools- development of the curiosty of the world and exploring it in all students - 2000- European dimension in 6 participating schools- European contents in language learning in all 6 schools- spread of the positive attitude towards the UE and its benefits in all 6 schools- intensification of interdisciplinary projects in all 6 schools- wider knowledge of education systems in our 6 countries- increased motivation for teachers working on the project - 20b) impact at the regional level:- increased school prestige (of all 6 schools) in the local area - promotion of Erasmus+ programmes by all 6 participating schools- promotion of interdisciplinary teaching by means of carrying out at least 10 interdisciplinary lessons and/or projectsc) impact at the country level:- increased motivation behind language learning - higher level of education and enormous benefits of international cooperation- promotion of interdisciplinary projectsd) impact at the International level:- increased cooperation of 6 schools from different countries- promotion of European citizenship- increased international mobility of 98 students and 26 teachers