"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."