"The project called ""Education Material, Planning, Strategy and Tools for CLIL Education"" was designed after the current analysis of needs at partners schools - which all have integrated language learning/teaching as a priority in its school strategy. The involved partners from Slovakia, Czech Republic, Lithuania, Spain and Turkey planned to implement interdisciplinary approaches towards traditional education at pre-primary, primary and lower-secondary schools in accordance with Strategic framework for education and training, involving innovation and creativity at initial phase of children education. The main goal of the Project was to develop basic and transversal foreign language skills into its practical implementation, eliminating „borders“ between individual school subjects. Proposed method of its realization was the application of content and discrete subject language learning as well as CLIL method at pre-primary, primary and lower-secondary school levels. We intended to fight against educational problems at pre-primary, primary and lower-secondary level education by using creative, innovative and effective methods and to develop and learn from other effective methods of school management and individual school departments. The project also counted with involving the issues of pedagogy and methodology for children with special needs into project activities, mainly migrants, Roma children, students with different origins, people with special educational needs in order to create a space for their development and self-realization. Since there is a great lack of systematic approach into the continuous teaching/learning process via CLIL method - with its own Education Material, Planning, Strategy and Tools in given countries and there is not approved, tested or validated system of CLIL teaching/learning which would give all these focused areas in one - from the pre-primary level through primary up to lower secondary one, the partner countries intended to prepare Education Material, Planning, Strategy and Tools for CLIL Education.Therefore we planned to prepare systematic and continuous Education Material, Planning, Strategy and Tools from the pre-primary level through primary up to lower secondary one, to test them and make sets of didactic/methodological tools for teachers - to develop their competences to use the CLIL method and thus to develop pupils´ basic foreign language skills since early learning process up to lower secondary level. According to its testings and analyses, we have altered education plans and curricula at the partner schools - in order to use them and to disseminate our knowledge/material/strategy/tools/planning to other schools, institutions, teacher training institutes/centres, universities, etc. for further usage and application.The priority was chosen after the thoughtful debates and discussions with the involved partners - considering their most urgent and important needs in order to spread the professional range of knowledge and information within the teaching subjects in order to become higher level professional in their area, to improve foreign language knowledge in own subject (as we intend to teach via CLIL method in future as bilingual sections or schools) to widen teachers´ competences within this method and to involve multiligualizm into teaching/learning process in order to have open approach for foreign language information/research/partnership/experience exchange, to prepare teachers for changes, alterations in this society full of changes, varieties, and fast-running development in order to be able to prepare their pupils for fast-developing society full of information and to become flexible creative and innovative, to higher the quality of teaching via creative methods, forms of teaching and by using principles of non-formal education into formal educational process in order to make it more attractive, interesting and memorable, to foster teachers´ personal development in order to avoid so called ""professional burning syndrome"", to obtain better quality results of teaching/learning in order to make it more attractive, interesting and memorable, in order to make the school of higher quality thus making the society of higher quality as well.There were involved teachers of foreign languages and of discrete school subjects, including school management teams and the direct project facilitators were definitely the pupils of pre-primary, primary and lower secondary education. Altogether 100 teachers of foreign language and various discrete school subjects (Arts, History, Maths, Geography, Music, PE, Ecology, Science, etc.)/headteachers (representing and guaranteeing school management issues) have participated at short-term learning/teaching/training activities or transnational meetings, including hundreds of involved pupils at the age of 5-15 in the partner countries."

ICARE is a new strategy to motivate our students, families, neighbors and authorities in the fight against climate change: to talk about the social and economic benefits that a society with less pollution will have in the future and at the same time to sensitize those social groups of our community reluctant to recognize the existence of climate change.This ERASMUS+ project has been designed by teachers coming from Spain,Macedonia, Finland, Estonia,Czech Republic and Poland in order to address the needs of primary and secondary school students, taking into account the SWOT analysis carried out in each school. It has been noted that these needs comply with the main axes which are predefined for Erasmus+ projects:1. Environmental and climate goalsBuilding environmental responsibility by promoting ecological activitiesAwareness of the consequences of climate change and implementation of actions to counteract this effect.2. Social inclusionTo promote social inclusion, tolerance and understanding between culturesTo confront xenophobic attitudesTo create and strengthen European spirit and cooperation networks3. Social and educational value of European cultural heritageUnderstanding the natural environment and local ways of caring for it to develop ecological awarenessTo maintain, value and share cultural heritage4. Strengthening the development of key competences of students across activities.5. Pedagogy and didacticsTo share innovative activities and methods for promote the teachers’ professional development.The protagonists in the project are students 9-14 years old, out of whom the participants of mobilities will be chosen; their task will be to attend mobilities and host their peers. Nevertheless all the students of the schools will be involved and will participate in activities appropriate for their age.The project will also include students facing various obstacles(economic, social, health, educational)All the teachers will support project work, some of them directly and some indirectly through incorporating project themes into their subjects' curricula and in the individual classroom programParents will organise the accommodation of the visiting students, various events and will participate in certain project activitiesWe will cooperate with NGO´s, municipalities, environmental associations, etcDuring the project we will implement six sub-projects, one every trimester. The activities will take place in each of the partner schools prior to the meetings and the presentation of their effects will be the main point of each meeting.Throughout the project we will use student activating methodologies: The students will work in transnational teams with students of different ages, knowledge and ones of fewer opportunities. The students will be working actively producing results and discussing in groups to encourage peer-to peer learning. Modern methods that enhance ICT skills will also be a vital part of the project, resulting in mutual sharing of ideas and experiences in this area.The activities will include CLIL, ACL and Creative and Critical Thinking methodologies in order to encourage students to fight agains climate change through playful activities, according to their skills and needs using etwinning as main tool of communication and common work.For students and their families, the project will broaden their horizons towards people from EU countries with particular emphasis on introducing the cultural features of partner countriesTeachers will develop their professional skills, other school staff will improve their management skills with the tasks and establish a constant co-operation with the local community that promotes and links important pillars of society: school-parents-local community institutions - european institutions.The results will grow slowly, according to the planned modules, and will be used during the project, but after its completion as well.A number of results are planned: eTwinning project, ebooks, project website, hymn, dictionary, Live Library and many more.Our diffusion strategy involves making our experience accessible to everyone interested, either online or by local seminars , conferences, debates and informative events. We expect the continuation of the internationalization of schools by new EU projects and project activities that create significant links to schools at home and abroad, also motivating others to join us.We plan to continue with project activities in the future too.One of them is a Debate Club which will be established in each school as a new extracurricular activity. Teaching will be updated with the new methods, teachers will be encouraged to continue developing communication and ICT skills, and project results will be promoted in S.E.G , Etwinning etc.All these activities will ensure the sustainability of the project and its achievements, as they will be ascertained by the evaluation carried out during and after the end of the project.