Originally, 5 schools applied, after the withdraval of Fairfield High School we were approved to go on-the approval dates to12 October 2016.All the responsibilities were successfully shared by the rest of schools.Four learning and teaching stays were organized, 27 November 2016 - 2December 2016, David Bujan School, Cambre, Spain , 2April-8April 2017 IIS Galileo Galilei, Jesi, Italy , 30Oct-3Nov 2017 ,Orde Chopela School, Prilep, Macedonia,16April-20April 2018, Gymnázium, Česká 64, České Budějovice, CR. All the mobilities followed the planned schedule, fulfilled the planned objectives as described in details in paragraph 5. The diversity of the four participating organisations provided new horizons to learn from each other experiences and areas of expertise. Each was a pilot school in InGenious, and each had challenging and specific targets that were fulfilled in this project. The participants benefited from intercultural peer to peer support, contributed to tolerance development and understanding of other cultures. They also improved the students scientific and multilingual competences. It helped to unlock the potential in everyone involved and the organized activities stretched the students competences and creativity beyond our initial expectations. One transnational meeting and four short-term exchange visits planned for this project were realized. The organisations involved provided a favourable environment through the European mobility to challenge and encouraged the more-able students to raise their attainment, empowered the students with opportunities to raise their aspirations and overcome economic and social barriers, motivated all stakeholders to engage actively with education and gain cultural, vocational and linguistic benefits. It also contributed to the improvement of their employment prospects in the future. We chose history of TI as a context for this project - the home of each participant shares a common heritage still influencing our societies. We believed we should understand the history to build a better future. Within this context we realized planned visits to first class educational facilities and industrial plants. We offered the students highly motivating cross-curricular teaching and learning activities with innovative methodologies and effective use of ICT and digital tools. Science inquiry-based learning activity packs developed and piloted during the lifetime of the project. The activities tackled the history of textiles, pollution by TI, designing products from recycled materials, collecting and recording data, communicating ideas and results while using effectively correct English. Over two years, the participants were working continuously on various tasks following a well- structured plan to achieve the set results of the project. The outcomes include: a smart material kit, online multilingual voice dictionary, garments made from recycled or reused materials, a collection of art work from recycled materials, packs of information cards about pollution and interactive activities and experiments to be used by children at museums. Two outputs were planned for this project; an illustrated book presenting the results of the activities undertaken, additionally more practical manuals for workshops and an inquiry-based learning activity pack with accompanying teachers’ guidelines. Both the products were accomplished in e-forms. Each school was given two CD books to deposit them in school libraries, the packs of cards are available on the web and a back-up version. They both, the outcomes and the outputs were disseminated at the final closing event in CR and are being disseminated on the schools’ and project websites, eTwinning and Erasmus+ dissemination platforms. To maintain its sustainability we will continue to offer these products to reach a wider audience outside the partnership through free open access after the project ended. For a good quality of dissemination and exploitation of the project we were monitoring continuously the implementation and the impact of the project’s outcomes very closely. All the activities had measurable and realistic objectives and adhered to the timetable and the deadlines. We used and recorded qualitative and quantitative indicators to monitor all aspects of the project. We used pupils, teachers, and families’ voice through feedback questionnaires and reviews of stakeholders. In the framework of the project we agreed on flexible changing the timetable for physical and virtual meetings between the project coordinators and among the core teams of participants at local level where impact was monitored. The required official reports and post mobility progress reports were made. The management team on the course of action was being informed to ensure maximum visibility of the project and enhance the quality of dissemination and exploitation of the results.The obvious students language command improvement as well as the IT skills was recorded.