The project Numbers@English was created to help students appreciate the importance of numeracy in everyday life, accent the importance of English and broaden digital skills while dealing with it.The main objective of the project was popularization of numeracy and its usefulness among young people. Showed the usefulness of Maths in different areas of life we encouraged students to widen their knowledge and broaden their minds.Dealing with numbers through nature, geography, money, travelling, ecology and saving energy, art, songs, social media and ICT, student broadened their basic numeracy skills as well as improved their English language knowledge, which was the official language of the project.There were 9 participating schools in the project from 8 European countries: Portugal, Croatia, Latvia, Italy, Poland, Spain, France and United Kingdom.In our activities plan we addressed students of various age, from pre-school to finishing years of primary school or lower secondary school (depending of school systems in each country) which meant from 5-6 year old to 13-14 year old.Students worked on different activities related to numbers and everyday life, English language and ICT.The first activity pupils worked on ''Facts and figures about our school, village/town, region, country. Then, we explored symbols of money in each country, money throughout history and old currency of each “euro” country, credit cards, online payments. Comparing prices of basic things: bread, meal, milk, fuels, electricity…Activity ''Numbers, nature and ecology'' were about number of national parks, animals that only live in that country, plants, trees, endangered animals and plants.Next activities was Erasmuspoly and Travelling in numbers. Related to the game Erasmuspoly which was created during Short-term exchanges of groups of pupils, pupils in each school choosed towns/cities/interesting places from their country, explore them and present for the game. During “Travelling in numbers”, we made it in pairs partners’ schools, pupils from two schools worked together online, calculated and compared distances between schools; drawed the map; measure distances using Google Earth; means of travelling, how long will you travel by car, etc., use ViaMichelin website; make comic book, story about travelling to partners' places.Next activities were related to Safer Internet Day - facts and figures, numbers about benefits, dangers of Internet, with the ICT teacher, pupils produced comic banners and distributed them to other classes, and also exchanged them by mail to other partners schools.Following activities were related to pupils using smartphones/tablets to experiment augmented reality applications, they learned how to create QR codes with links of songs, webpages, videos, embed them on blogs, twinspace.Pupils made numbers/maths multilingual picture dictionary in all partners' languages - in paper. Pupils decorated numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 in A3 format, with symbols of their country; exchange with all partner schools.During activity “Erasmus City’’ pupils created 3D monuments from all partners’ places. They explored height, width, shapes of those monuments, calculated the ratio of actual size and size of 3D model. They studied things like: age, years, decade, era, century, bC & aC.Activity “Proverbs and Acrostic texts” was about sayings, graffiti related to numbers and creating Acrostic texts (number words) on bookmarks.We organised five short-term exchanges of groups of pupils during which pupils worked on: Money, numbers in the everyday life, Numbers and ecology, saving energy, Erasmuspoly (board game), Interactive boards and augmented reality numbers/maths multilingual picture dictionary.Also, teachers were a target group regarding their professional development in the areas related to Mathematics, English and ICT, which are Financial education, using WEB 2.0 tools, using social media in classrooms, using eTwinning platform, sharing good practice in using number games and pedagogical maths games in classes, sharing ideas how to use Interactive boards and tablets in classroom, Content and Language Integrated Content and using different Mental maths strategies.By the end of the project at least 60 pupils and 181 teachers were directly involved in the project and many more indirectly, by dissemination of participating pupils and teachers.We expected to popularise Maths as a school subject, enlarged awareness of using numbers and basic numeracy skills in everyday life, improved English language knowledge, broadened and improved digital skills, made more popular the use of eTwinning portal and different social media among participating organisations and wider, exchanged of didactic materials, experienced and ideas between teachers, made friends between our schools and continued the friendship after the end of the project.

<< Objectives >>We want schools from different countries and educational systems to be able to share their best pedagogical experiences in an outdoor learning context so that students can enjoy activities that promote their social, cultural and linguistic skills, in a logic of environment protection. We want students and teachers to experience pedagogical strategies in different natural environments, as proof of the added value of Outdoor Learning. Students' motivation and performance will improve.<< Implementation >>We will have 4 LTTA-students, with 4 students accompanied by 2 teachers, in a total of 48 students participating in LTTA abroad, accompanied by 24 teachers. Outdoor activities will be streamlined in each LTTA, in addition to many online activities between LTTAs to celebrate commemorative days and which will have a non-formal outdoor approach to be shared online with partner schools. Each country will promote specific activities of Ootdoor Learning, which will serve as inspiration the partners.<< Results >>Activities carried out in LTTAs will contribute to raising students' levels of motivation for school activities, enabling them to become more autonomous and collaborative, environmental protectors and entrepreneurs in their local communities. Students' physical and mental health will benefit. Teachers will also benefit from the incorporation of new pedagogical strategies that they will promote in their subjects. Families will find their children happier and local communities will be strengthened

<< Objectives >>-Developing and piloting a programme for supporting students with learning disadvantages and fewer opportunities in terms of their gaining basic skills and achieving learning, personal and social goals within school environments- Improving the educators' competences to provide support to children with learning disadvantages and fewer opportunities and prevent early school leaving by helping them enhance their performance and proactive engagement- Raising the students' resilience and motivation<< Implementation >>A kick off event- ZoomThe training and exchange preparatory activities The DO2GET training in Serbia The creation of the assement tool by the institute experts The assessment tool used by the experts at the beginning and the end of the trial period in the Portugal partner schoolThe programme implementation in the schools for6-8monthsThe monitoring of the implementation (LTT2)The feedback gatheredThe guidebook madeRegular coordination and monitoring meetings- at least once in two months<< Results >>The programme DO2GET is finalised based on the received feedback after being tested by school practitioners and evaluated by educational experts. The programme DO2GET guidebook is designed and displayed via socal networks and conferences.The dissemination activities will result in building an online base of good practices on social media.The programme serves as a base for further articles made by educational experts and thus, will contribute to the direction of global educational policies.

"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 project '' Our heritage is our treasure'' is school partnership in which six countries, Croatia, Cyprus, Greece, Italy, Spain and Portugal have worked together on exploring our European cultural heritage, traditions and customs. During the project time, partners have compared their traditions, found differences and similarities, found diversity in European unity. That was the main objective of the project. In other words, the main objective was acquisition of cultural awareness competence which is a crucial element in understanding different cultures and ability to view and shape the world with a sense of identity that respects others. Young people and pupils should be familiar with the value of their past and the treasure in variety of cultures. Participation in short-term exchange of group of pupils has certainly helped pupils develop and improve cultural awareness competences. Other objective we have achieved is related to learning languages. Learning languages and multilingualism have essential role among the skills because languages open many possibilites for people and remove barriers to participation in European education and training. During project time, all participants have improved their English language skills and learn basics of all partners' languages which motivated and opened the door to future studying of certain language. During the project time we have achieved the objective related to strengthening the profile(s) of the teaching profession. Teachers have gained certain knowledge and improved their competences while participating on Learning Teaching Training activities: they have improved their English language skills and learned basics of partners languages, improved ICT skills ( WEB 2.0 tools, educational tools, communication tools, cloud storage methods, webpage designs, eTwinning), learned about CLIL, learned about methods of using photography in classroom, learned about and compared educational systems in partners' countries. During project time there were 4 Learning Teaching Training sessions, 1 only short- term joint staff training event, 3 included both short- term joint staff training events and short-term exchange of group of pupils. Due to COVID-19 situation 2 Learning Teaching Training sessions were cancelled. There were 2 teachers participating in each short- term joint staff training event from each country, plus host teachers form certain school. For short-term exchange of group of pupils, there were 3 pupils from each country travelling (excluding Cyprus and Greece) accompanied by 1 teacher from that particular school. The age of pupils were from 12 to 15. Cypriot and Greece partner were not travelling with pupils due to the age of their pupils which was younger than in other partner schools. In numbers that means that the plan was that 72 teachers and 36 pupils travel but due to COVID-19 49 teachers and 27 pupils have travelled.Besides mobilities, other pupils and teachers in each school have also worked on project activities through the whole project time. Basically, whole schools were involved in the project, which means more than 2000 teachers and pupils all together have participated in the project.Teachers have developed their skills related to: ICT tool, eTwinning, WEB 2.0 tools, photography, Interactive Whiteboards, CLIL, handicrafts, museum education. All mentioned topics have had examples and practical exercises related to culture and traditions. During meeting, pupils have worked in transnational groups and explored famous musicians, artists, sports people, Oscar and Nobel winners, they have illustrated traditional songs and translated them in partners' languages + English, created audio dictionary with basic words in all languages, they have visited museums and have had activities there.Additionally, pupils in each partner school have worked on different activities related to cultural heritage: logo, Let's meet each other, mascot of the project, photography, postcards, World Heritage Sites, traditional clothes, games, instruments, legends, special days. In 2 year time we have produced collections of quizzes, photographs and postcards; presentations about our countries and educational systems, World Heritage Sites, famous people; booklets about traditional clothes, instruments, games, legends, special days; traditional cookbook; multilingual dictionary; collection of vocabulary games; collection of illustrated traditional songs from each partners' country. All product are available on our twinspace, blog and Facebook page.The project has broadened cultural awareness competence, improved English language knowledge, motivated pupils and teachers to learn other languages, improved digital skills, made the use of eTwinning more popular, exchanged didactic materials and ideas, made friends between our schools and continued the friendship after the end of the project.