Context The project ,,A shool for future,, is an exchange of good practices among schools, whose goal is to reduce absenteeism and school dropout from 10% to 5 % during two school years, this being closely related to EU goals.ObjetivesThe objectives were designed in cooperation with partner schools:O1- to involve, during the project, 200 students(aged 11-15) with school dropout tendencies in extra-curricular activities to prevent and combat school dropout and absenteeism, to develop students`language skills, critical and creative thinking;O2- to reduce functional illiteracy, among students, with 30%-40 % through specific activities;O3- to involve students with school dropout tendencies in activities whose purpose is to understand the importance of completion of school education, through workshops, meetings with members of the local labor office, representatives of the local community, former school pupils.ParticipantsThere are five countries involved in the project:Romania-coordinator,Turkey,Greece, Bulgaria and Poprtugal-partners. The partners were selected on the basis of their interested on the topic and through eTwinnig platform. The target group consists of 300 students, aged 11-15, in all 5 schools, students of diffrent ethnicity( Romani,Armenians,Russian) and who come from families of moderate income, divorced families, which leads to low school results, absenteeism and school dropout.From the target group, 20 students and 11 teachers will be involved in mobilities. The partcipating teachers have different specializations and they will coordinate students`activities.ActivitiesThe proposed activities to achieve the objectives are varied and designed according to the compulsory and extra-curricular curriculum:M1-Romania-October 2018-coordinator meeting(planning);C1-Bulgaria-March 2019-Robotics clubC2-Greece-October 2019-,,Learn for us, integrate us in EU,,C3-Romania-December 2019-,,The little craftsmen,,C4-Turkey-April 2020-,, Aviation club,,C5-Portugal-May 2020-,,The Puppetters,,M2- Romania- July 2020-coordinating meeting(evaluation and sustainability)ImpactAs a result of the project, will be created and used the website, Facebook page, the project journal, CDs, evaluation documents and dissemination materials. The impact will be observable at the level of:1)students- improving school results, reducing absenteeism and school dropout;2)teachers-improving communication skills, leadership of teaching activity and its development, diversifying teaching strategies;3) institutions-improving of human resources, group cohesion;4) local and regional level- it will give the students the possibility of continuing the theoretical and / or vocational studies, increasing the chances of integrating into society and the labor market, to improve mentality and to perpetuate it from generation to generation, maintaining the school population and increasing the prestige of the school.MethodologyThe project has five stages: management, implementation, creation of activities, materials and lessons, dissemination and sustainability. As coordinator, Romania will monitor implementation and dissemination of activities, evaluation of activities and the impact based on the data collected from partners. Project management will be carried out by the person designated for this purpose, by the contact person together with the headteacher and the accountant. They will identify resources (human and material),they will monitor the compliance with deadlines and the realization of activities. There will be two management meetings, both in Romania.

1. Context of the project.Project Title: 'Let's use digital tools to talk about tolerance' The project was planned for two years: from September 2018 to August 2020 but because of worldwide pandemic it was prolonged till February 2021. Unfortunately the pandemic sitations was still very bad so all partner schools decided to close the project at the end of February 2021. Last mobility (to Sweden was cancelled) and some of the activities were done online (because of locdowns in almost all countires) or in sanitary regime at schools (where it was difficult to meet in groups) or in some schools it wasn't possible to do them at all. The partnership had been established between 6 schools from Poland, Portugal, Germany, Turkey, Italy and Sweden as we had diagnosed a common problem: young students are facing the danger of living in a virtual reality, passing much of their time connected to their mobile devices using digital tools mostly for fun, without significant improvement of digital and social competences. They seem not to have much reflection about serious issues of real life and they present lack of empathy and understanding for others. We were convinced that in the world full of diversity (social, racial, religious and material etc) it was crucial to develop the essential competences that young people need to have to be able to live and co-exist without hate and violence. The idea of project was to teach our students to use digital tools and virtual world to do something good and valuable for others, to teach them sensitivity and shape positive attitude full of empathy and tolerance. 2. Project objectives.The established goals of the project to achieve were: - to equip and develop in our students competences (skills and knowledge) in good communication in English and other foreign languages. We would like to give the students an opportunity to experience the actual need of communication. We had combined two aspects, one of them was everyday life communication and the other one was communication for a specific purpose, in this case it was computing and programming. Our desire was that the students taking part in the project knew and actually used words and expressions which function in this field. - to develop in the project students high level skills in programming and mastering IT tools to enable them to use the techniques in future tasks. Having these skills the students would have better start in the world of competition. We wanted to make the project students understand the processes they would have to deal with working on the project products to be conscious users of certain programs - to teach our students and all participants of the project to be more tolerant, sensitive and full of understanding for the other people especially for those who are socially excluded (the disadvantaged groups like for example - the elderly, poor people, disabled people) and how to help them if they feel the need to do so. - to give our students the knowledge about EU, its values, traditions, history and also about their countries, culture and national features.3. The activities that had taken place.In general two kinds of activities had been planned: six partner visits and six sets of workshops/classes in between the visits. Each country had to prepare one visit and had to invite 25 kids and 10 teachers from all project schools.The teachers and the kids stayed at the hotels or with the families. In almost all countires the kids stayed in the hosting families. As to the methodology that was worked on that the project work, in all schools active methods were used: group work, debates, workshops, presentation, discussion, coding, programming, In the project the following groups of participants took part: - students of the partner schools - teachers and other staff of the schools (for example the headteachers) - parents and members of local community, Parents Associations - members of local authorities, organizations and local institutions cooperating with each partner school 4. Project's results and its expected longer-term benefits.As for the results the participants: - are aware of significance of diversities - accept and tolerate human differences and diversities - can create an interactive poster, presentation and comic book, a film, an interview and a 3D print program and use advanced IT tools - communicate much better in English - cooperate in groups and implement the project method into practice - can express and present themselves in the international environment through a common project - know the history of the European Union, its values and traditions as well as gain the knowledge about all project countries The envisaged impact of the project and the potential longer term benefits are: - the partner schools opened to international cooperation - the students felt the desire to communicate with their peers from abroad in English using e-Twinning and immediate communicators. (not only the project students, but also groups of interest supervised by the teachers). - the schools organized and ran regularly extra classes on programming and using IT tools at schools, took part in competitions in programming - the schools involved in fundraising charity events - the schools will continue activities in next school years devoted to the elderly, the handicapped, the poor etc. - the project students are aware of values of European cultural heritage - the students learned how to be a better person in the adult life (more tolerant, sensitive, helpful, sympathetic)

"Our project is called do-re-mi because we intend to use bodily expression and music as a tool for inclusion and personal and social development of SEN students. We believe that Music practice represents a real strategy for complete learning, where the emotional, expressive, communicative and social sphere of each individual is called into question. The activity of making music together and of choral singing can concretely help to overcome any difficulties (of language, of understanding , social) or make clear and develop particular qualities of sensitivity and musical expression. Moreover participating in a mobility in a project at European level will give these students not only the opportunity to develop these skills but also the possibility of obtaining a vital experience that, otherwise, they could not do. This shared exchange of knowledge and good practices will promote the range of social skills and well-being of SEN pupils such as movement skills, communication and language skills. In addition, the project will benefit school staff who will become aware of new teaching methods and pedagogical approaches, while the community will know new ways to promote social inclusion and integration of students with special educational needs, through moments of sharing the results achieved, such as shows or performances on the occasion, for example, of traditional events such as Christmas or the end of the school year.The expected tangible results are: the development of social inclusion and European values ​​through music as an active means; Development of sensory perception; Development of the emotional sphere; Development of interpretative skills: using the voice as a means of expression; Development of communication skills; To encourage socialization, relationships and the development of friendship; Knowing how to listen and knowing how to listen to others; Increasing confidence in their potential; Promoting interest in musical and choral language; Acquiring the sense of rhythm; Knowing some musical instruments; Musical literacy; Development of attention and concentration skills; Development of mnemonic skills; Knowledge and attention in the management of physicality (self-control and use of the body) for expressive purposes.In order to achieve the projected objectives we are planning specific activities. The students will share experiences and will work with people from other countries with whom they will share music and songs from each participating country. The transnational meetings and learning activities of the project will offer students the opportunity to communicate with their peers on an equal basis, to experience the diversity of European culture and history. In the activities designed during the mobility, students must work together to promote the improvement of their communication skills in a global way, including body language (rhythm, dance, movement coordination). Through specific methodologies and an active involvement of the students we intend to ""make music"" together with the body, with the voice, with sound objects and instruments to space as much as possible in every aspect of the musical sphere. For teachers, the meetings will offer the opportunity to share and compare methodologies based on different educational systems, to inspire each other and develop an innovative approach together to teach to students with SEN. The present project targets several categories of stakeholders.The direct beneficiaries of the present project will be pupils and teachers who will participate in short-term exchanges and short-term joint staff training event; Parents too will participate in the project activities, as target group for our seminars. Other categories of stakeholders are represented by the target groups for the dissemination activities. They will also be the Internet users who will visit our etwinning page.In order to asses the extent to which the objectives were met we will project two evaluation objectives: quantifying the number of teachers trained in terms of innovative, attractive and effective methods of teaching; quantifying the number of disadvantaged students that have empowered their skills, in regards to their authonomy. Our dissemination will be carried out through many advertising media: publishing on local and national newspapers, by means of local events as school open days, on-line (Face Book,eTwinning space), producing gadget, such as pens or school calendars, leaflets and brochures (distributed during dissemination moments at school), on the school website and thanks to the Erasmus corner in our schools The project will impact all the partner schools by: improving the didactic methods and strategies; creating a more modern and professional environment inside the organisation;producing changes in future policy and practice; expanding the network of partners; quality EU projects carried out by the participants in the future."

"CONTEXT: As the article 14 of Equality and Human Rights Commission states: ''Discrimination occurs when you are treated less favourably than another person in a similar situation and this treatment cannot be objectively and reasonably justified...'' In this context, folktales can be a medium to raise socio-cultural awareness among Ss who will shape our future European Community. Folktales, myths and legends are part of each nation cultural heritage promoting cross-cultural and ethical values as examples to follow. They do not only captivate the imagination of young minds, but also enhance their creativity and reasoning skills. Dealing with the tales, Ss will not only be more aware of the richness of their local cultures, but when they listen and learn about folktales, myths and legends from their peers’ countries, they will also learn about the new culture. By compiling these stories from various geographies for the project, our motivation is to create multicultural and intercultural awareness, to observe the cultural diversity within the European Union, to interconnect the existing gaps between cultures and to overcome the prejudices, “othering” feelings, intolerance and lack of communication.PARTICIPANTS: 175 Ss from all partner schools aged between 9 and 14; 15 Ts and 6 other staff members from each school, pupils’ parents are involved in this project and it will last for two years. Some of the Ss will be able to participate only in the local activities whereas the involvement of the others in the exchanges can be in the form of participants or as hosts for the other Ss. To maintain a level of stability in the projects, each country will send 5 Ss to attend each exchange, which allows 20 Ss overall to be involved in each initiative. OBJECTIVES: The main aim of the project is to make Ss aware of multiculturalism and the diversity of European countries.The specific objectives are:-to increase awareness and appreciation of general democratic rules.-to break down stereotypes towards people from different cultures and develop attitudes of tolerance towards them through surveys, discussions, brainstorming and visits to partner countries.-to improve and integrate the programme enhancing reading skills into the curriculum of each partner school.-to learn the national myths, legends and cultures of each partner countries.-to stimulate and encourage Ss with fewer opportunities through their access to high quality activities.MAIN ACTIVITIES We expect to achieve the desired objectives through a joint staff training event and five main short term student exchanges. C1•PL: LET'S MEET UP: A workshop on Educational Systems of partners’ countries •ICT and eTwinning workshops.C2•EL: FOLLOWING FOOTSTEPS OF ANCIENT GREEKS THROUGH MYTHS: Workshop “With the sails of the Argo” •Playing a matching game on PC •Other local legends and folktales of “Pelion” •Visiting traditional villages such as “Makrinitsa” and “Portaria”.C3•PT: FIVE HUNDRED YEARS FOLK TALE: Game “Terras de Santa Maria” •Presenting well-known folktake: “ Festa das Fogaceiras” •Workshop: Learn the recipe and bake the Fogaça •A workshop on making dresses to an exhibition and Bookmarks based on the folk tale •Workshop on creating a multilingual audio dictionary •The City Tour.C4•TR: FOLKTALES OF ANATOLIA: Presenting traditional Turkish tales from a witty sage: Nasreddin Hodja •Traditional Turkish Shadow Theatre: Karagoz and Hacivat •PPP about famous artists, sports people, Nobel and Oscar winners, musicians •Cultural visits.C5•ES: MAGIC OF STORYTELLING: Radio Workshop •Kamishibai Festival, “Storytellers for a day” •Workshop on folklore and traditional dances. C6•PL: LEGENDS & MAGIC OF OLD POLAND: Workshop ""The Legend of Warsaw Marmaid"" •A workshop on making a Cartoon Book based on the folk tale •A Writing workshop •Educational trips dealing with the tales to Warsaw & Cracow.We will use project-based learning method through which our Ss will improve their deep content knowledge along with critical thinking, collaboration, creativity & communication skills. RESULTS: Storytelling workshops; e-books of folk tales and legends from our countries; lesson plans; traditional cookbook; Puppet plays' scripts; Interviews with local storytellers; a multilingual audio dictionary; collection of vocabulary games, illustrated legends; questionnaires; logo of the project; country & school presentations; Twinspace, FB, Twitter page; Educational system in my country; a digital booklet about tips and instructions on ICT tools, Twinspace and WEB 2.0 tools; e-book and DVD of the project containing all project activities.In long term we expect that our project will contribute to intercultural dialogue, encouraging Ss' open-mindedness and mutual understanding providing a great opportunity to see the importance of meeting people who are willing to make a change in our everyday life routines, which can be beneficial for every citizen of the united Europe."

"We succeeded to prove the statement “Art is good for you”. At the LTTAs we met groups of people (both students and teachers) consciously using this approach of art education. We achieved that the participants could respect artistic education. They learned upon revealing the similarities and differences between the methodologies and educational methods seen at the partner schools.We could see that art plays a special role in our life and it is important to ensure that talent could be identified and receive support, as it is an opportunity to develop, to be proud, to be happy and to live a more meaningful life. During the lifetime of the partnership, we regarded art as an essential component of the development of children, as they have direct impacts on basic and transversal competences. The implementing educational institutions were different in terms of many aspects; they teach children of different age groups, in diverse institution structures and sizes, in different cultural media, and with different methodological tools. All these institutions consider artistic education as their main profiles; and was completely proved that the statements mentioned above are true.It was also shown undoubtedly that art education can lower the high dropout rates as most students find a meaningful purpose to stay at school since it provides a useful and interesting way to spend their free time.We realised that the access to an education based on the full expression through art cannot longer depend on parents’ or family’s income. The purpose of art education in general should be to create happy human beings, capable of expressing themselves successfully and productively. Our project activities were based on this aim and proved its truth. We could see the children being happy and smiling during the programs: rehearsals, performances and any other activities. The participants used their imagination to show their emotions easily and confidently.Art as a means of self-expression gives a sense of belonging somewhere and closes the gap between children who normally are not exposed to artistic experiences outside school and their more fortunate and privileged friends.Each of the institutions hosted a professional meeting where practical learning was accomplished, which is essential from the aspect of artistic education methodology. Within the partnership, we specified together the relevant topics within artistic education and allocated these topics to the individual institutions according to their strengths. The originally two-year -, later three-year project explored the relationship and function of ART in school life through creative activities, performances, cooperative learning activities that had been designed to introduce students to art, dance, theatre, music.We proved the POWER of art as the citation says:""The Arts are an essential part of public education. From dance and music to theatre and the visual arts, the arts give children a unique means of expression, capturing their passions and emotions, and allowing them to explore new ideas, subject matter, and cultures. They bring us joy in every aspect of our lives. […..] Arts education not only enhances students' understanding of the world around them, but it also broadens their perspective on traditional academics. The arts give us the creativity to express ourselves, while challenging our intellect. The arts integrate life and learning for all students and are integral in the development of the whole person""- Dr. Terry Bergeson.His words do express the motivation of our project."