"Mathematics has always been a difficult and quite unattractive subject to students in many countries. Another reason why students do not get engaged in Mathematics is that they do not see its practical application and necessity in their lives as well as in other subjects. One more cause is their opinion and experience that it is boring as it usually involves sitting and solving problems with no interaction at all. However, the reality is that Mathematics is very important to the students’ future in every country both their studies (career) and their personal development, especially logical and critical thinking, problem solving in life in general, concentration, patience and perseverance. Those who commit to solving more complicated problems during Mathematics lessons do not give up when they have to solve sophisticated problems in real life. Mathematics is everywhere around us. Its relation with almost all subjects is clear, and mathematical knowledge is essential in order to study some other subjects successfully. Our project teachers allowed our students to discover, see and experience this relation. Working together as an international team we discovered and presented some new innovative and entertaining ways to our international group of students, applied new teaching methods while working with them, got them engaged into new kind of activities and integrated Mathematics with other subjects, our environment and life. The aim of the project was to make Mathematics an interesting, attractive and engaging subject not only to the target group of students participating in the project, but also throughout the project with the help of its diverse activities we reached as many students as possible in our schools as well as spread the good and efficient practice to some other schools. This project allowed us to increase students’ motivation to learn and find the beauty and practicality of Mathematics. Our students experienced that ""aha moment"" which led them to harder work and better marks. All teachers shared their good practices and worked out new innovative methods as well as prepared material and guidelines for other colleagues experiencing the same problem and wishing to diverse the situation with Mathematics. We wanted our participating students to get “hooked on Mathematics”. We reached our aim by organizing integrated lessons (CLIL) and the module “Interesting Mathematics”. The students participating in the integrated lessons and the module were of different abilities: those who faced difficulties in Mathematics, did not have motivation for that, saw it as boring theory and an unattractive subject, thought that Mathematics was not for them because they were not capable of understanding it, its importance, practicality and relation with other subject as well as those who were good at Mathematics. Some of those students participated in Short term learning teaching activities as well. The activities of the project involved one transnational meeting, five Short term learning teaching activities, contests, activities organized for the school communities and local people, exhibitions, cultural excursions and events, seminars, presentations, visiting museums, attending lectures at universities, meeting famous mathematicians, CLIL and STEM lessons, the module “Interesting Mathematics” and some other minor events. The methodology applied involved group and team work, filling in online and paper Evaluation sheets, online and paper Reflection cards, interviews, discussions, outdoor hiking and filming, making videos, doing research while preparing for presentations, conferences, educational programs in museums, observation, making models, presentations, workshops, wall displays and filling in questionnaires. Students gained and developed new important competences such as critical thinking, communication and cooperation, foreign language, leadership, self-confidence, self-esteem and social activeness. Students experienced the qualitative change of their competences in general. Teachers developed their professional and personal competences and experienced the qualitative change of them in general as well. .The project ""Hooked on Mathematics"" and its diverse trends and results contributed to the development of inclusive education, CLIL and STEM promotion in relation with Mathematics and sustainability of being ""hooked on Mathematics"" in every participating country."

"Europe’s low levels of basic skills attainment hamper economic progress and severely limit individuals in their professional,social and personal fulfilment. The European Commission’s objective is to encourage people to become entrepreneurs and also make it easier for them to set up and grow their businesses,because only 37% of Europeans would prefer to be their own employees,compared to 51% of people in the US and China.Conclusions of a survey conducted a total of 300 students and 60 teachers from partner schools are:Many students are attracted to the idea of being their own masters,but in reality,few can put into practice this dream.The causes are: Students leave school early and are not motivated to continue with their education because the job perspectives are very bad,they have a low level of entrepreneurial skills,basic school courses and projects on the national level do not prepare students for finding a job in other European countries,decreased ability of communication,confidence in themselves,the methods of teaching are not effective;the practical element of employment is missing;the teachers are not entirely competent.By engaging in the project activities,students have developed their transversal skills (such as critical thinking,problem-solving and cooperative working). These students with entrepreneurial education are more likely to set up their own companies,will increase their chances to integrate in the labor market and and reduce their period of adaptation to work.Through knowledg of the European labor market,the students involved in the project have created the training firms,respecting the legal framework for the organization and operation of a real company in the partner countries (comparisons between laws,European tax and accounting rules).The target group of the project was made of 300 students (aged 13-18 years)and 50 teachers from partner schools in the project with low entrepreneurial skills.The aim was made:-to develop the entrepreneurial skills for 300 students by creating new training firms in the fields of tourism and trade,knowing and applying the available European legislation;-to promote and develop the partenership between the training firms (TF)and the motherfirms (at least 12 partnerships at local/regional level);-to consolidate the professional development for 50 teachers through picking of innovative practices,collaborative learning,critical thinking,using TIC and opened educational resources and innovating learning methods;-to develop the communication in a foreign language skills;-to develop the active European citizenship,based on values as understanding,respect and tolerance for other cultures.Direct beneficiaries:300 students, of which 50 pupils with fewer opportunities (aged 13-18 years)and 50 teachers from partner schools in the project.- to consolidate the professional development for 50 teachers through picking of innovative practices,collaborative learning,critical thinking,using TIC and opened educational resources and innovating learning methods;The activities: Project management activities (monitoring,evaluating,reporting and archiving,financial and accounting activities.);Informative,promotional and advertising activities;Joint staff training events for training the teachers in using the innovating learning metods ""TF"";Visits to motherfirms;Joint project work of groups of pupils (pupils work together specific activities of a real company);project meetings (evaluating,monitoring etc).The six partner schools worked together through regular project meetings as well as an online community.All project activities have based on transfer and sharing of innovative practices in education.Implementation Methodology:teamwork,case studies,brainstorming,workshop-sites,documentation,practical activities,visits,discussions,role play ,team building.Results:1 web page,1 Platform project,12 training firms,1 Good Practice Guide:“The TF- interactive learning method for entrepreneurship ”,1 booklet ""Setting up a business in Europe"" ,4 electronic newsletters,12 partnerships between TF and ""mother""companies from real economy,2 business plans.Impact on students:Increasing the abilities of future graduates to materialize business ideas on the European job market;Reducing the period of accommodation at the job.Impact on teachers:The development of pedagogical competences by comparing the system,practices,politics and educational systems with those in partner countries;The development of linguistic abilities and competences of participant teachers and active citizens of Europe;Impact on the institution:An open-minded attitude of the school towards Europe;Longer-term benefits: the facilitation of the graduates transition from school to active life; the decreasing of unemployement rate in the teenagers level,by bringing up working places that fit exactly with employers’s requirements;"

Our schools are situated in an environment characterised by different degrees of social deprivation and complex social situations. We face a real challenge to consistently develop the basic skills and key competences of our pupils, while committed to build strong learning environments for all of them. We aim at building teaching and learning strategies adapted to the wide range of learning needs of our pupils. We focus on teaching and learning of foreign languages because it is an important element in the pedagogy and the didactics of our schools. We want to improve the pupil’s proficiency in English and/or French in combination with the language of the respective schools , more specifically pupils in the transition from primary to secondary education. The way in which we address this transition has an important impact on the future career of our pupils .Throughout this project we will promote a comprehensive approach to language teaching and learning. Bilingual education and CLIL aim at strengthening language proficiency as well as knowledge of the content course . The techniques of CLIL/bilingual education (scaffolding, visualization and a mix of strategies) prove to be very effective especially for weaker learners. The exchanges between pupils from different countries and their cooperation in cross-curricular projects will stimulate their motivation to learn other languages. Language awareness is a necessity to achieve the linguistic goals set up in our schools for which we have to strengthen the teaching competencies of the teachers’ teams. We are convinced that we can improve our skills and strategies through working together. A comprehensive approach not only implies making linkages between the different courses and cross-curricular teaching, but also structurally integrate a strong language policy in the overall organisation of the school and mainstreaming cooperation throughout the school. A language policy plan in which objectives, strategies and activities are linked on the level of the school will support this. This project should be funded because the output will help our schools to better cope with social deprivation and diversity and can help schools in similar contexts. At the end of the project our pupils will have a positive motivation towards language learning and possess better language skills and key competences ; the transition from primary to secundary education will go smoothlier. Teachers will feel more motivated and more self-confident to use innovative teaching methods and the management will implement a language policy plan and professional learning communities in their schools.