"As we can read in the “Road Map for Arts Education”, a document made in 2006, at the World Conference on Arts Education that took place in Lisbon, “culture and the arts are essential components of a comprehensive education leading to the full development of the individual. Therefore, Arts Education is a universal human right, for all learners, including those who are often excluded from education, such as immigrants, cultural minority groups, and people with disabilities.” This was one of our orientation point for this project. At the beginning of the project, our british partner had to cancel this project, because thwe main teachers had to leave their school. They didn´t see them in the opportunity to realize this project without him.We had to find soltutions for the meetings at their school. The other partnerschools helped to compare this link very good. In our project, “explore culture: bit by bit”, we developed with students, with disabities or not, and, not least, in the teachers and educators, a real awareness of the importance of Art and, especially in our days, of their relationship with Multimedia. We found ways, to share and cooperated in arts.The first Meeting placed in Portugal 2017. In small groups mixed by nationalities the teachers worked on different art projects made of rubbish, found on the beach of Almada. The work process spread over four days with the final exebition of all art objects. Also the got in contact with modern art in many ways. They discussed, how students can find an approach to modern art.In many student/teachers meetings we gained new experiences with making arts in small groups and countryspecivics culture. All under the topic "" learning by doing"". For example we built together sacre crows, reflecting old finish legends and explored stoneage paintings. In Latvia we baked special bread, listened to a latvian schoolconcert and made our own stemps with ancient lavian runes. In Greece they made their own antique miniture reliefs.In each country, they organized their own arts activities to follow the program idea. To honour the work in the meetings and vfrom the students at home, each school organizied an exebition to halftime of the project. Teachers, parents and friends were invited to see the results.At the end of the project we had also a bigger exebition with all results of all countries. We made a videoconference between all participants to show it. In this exebition, the students could show their new abilities working with computers and multimedia by presenting the results of the different countries."

Learning a language is an adventure in life which will never end. No one in the world can say that “I have learnt a language completely even if we can’t learn our mother tongue fully. The reading and writing process begins at early ages, the primary school is a base period for this skills aquizition. In fact, teaching reading encompasses the integration of the four components of language (READING, SPEAKING, WRITING and LISTENING). Ensuring that all primary school children can read and write well and that all young children have good early language skills are our priorities, so we look for better resources for teachers supporting the reading/ writing skills of primary school children; a new generation of school leaders for literacy; and stronger school accountability focused on children from disadvantaged backgrounds who are falling behind.The starting date of project is December, 2020. It will last 24 months. In autumn and spring seasons, six learning teaching training activities will be realized in six schools. A total of 125 teachers will participate at trainings LTTs, 20 students from the age group 6-12 and 10 teachers will attend the Romanian LTT, 3000 students from primary classes and 207 teachers from partner schools will be direct participants, parents, community members, other teachers will be indirect beneficiars. Our project, titled “READ AND WRITE-OUR EYES TO SEE THE WORD”, is designed in line with EU 2020 targets with a view to support intercultural transfer of cultural heritage. THE ACTIVITIES AND RESULTS ARE:-language games,-reading and creating books, newspapers and magazines, -dramatizing tales, -draw and paint characters from stories, -using Web 2.0 Tools to create new stories, -poetry recitation, visiting a library, -creating own reading corner at school and at home;-selection and formation of project teams, - project corner as a mean of dissemination,-teachers trainings;-prolect website;-eTwinning project;-selection of a logo for the project,- promotion of literature books in schools, -conferences with contemporary writers,- watching movies made after books,- using modern reading technologies, -visiting local libraries and bookshops;- reading with family members,-making informative magazines, books, newspapers; The activities will be presentet on eTwinning, where students will be able to communicate with each other using English and improve their communication skills in, will be posted results, pictures and videos made during the project; a virtual library can be accessed online. In 2019 we applied a need analysis for our schools, a questionnaire for our students. The results show that 40% of students don't read enough and don't use grammar properly. Reading and writing development involves the participation of children, parents, educators and the community as a whole. Our official curriculum doesn’t permit to the students to use the language interactively. The existing curriculum is deprived of some vital techniques and activities such as role-plays, songs and chants, educational games etc.We will use extra sources and cooperate with schools from Greece, Portugal, Spain and Turkey in order to improve students skills in reading and writing in own language and in English, to use training events for teachers as innovative methods and exchange of good practices. The activities will help teachers to have an educational vision for ensuring reading abilities and using new methods in the classroom. Attendee teachers will be selected from among ones who has taken part in e-twinning, local and national projects. On the other hand, students who can be defined as disadvantages such as ones from lower socio-economic class, with special needs, antisocial, having different cultural varieties will be involved. Nongovernmental organizations, municipalities,and media are our project’s participatory stakeholders.Different themes are identified for the each LTT activity. During the project, STUDENTS:-will improve their reading /writing skills,-will have a positive attitude about reading/ writing, -will open their horizons through the world ,-will communicate more with parents and friends,-will develop skills for a rapid adaptability for a new lifestyle,-will raise self-awareness and self-esteem; TEACHERS: -will improve education quality, -will increase expertise concerning reading/writing, -will share experience and best practices, -will improve educational materials and methods. All participants will increase the social skills and communication abilities, will develop creativity, flexibility, empathy and responsibility, will be more involved in extracurricular activities, will improve their ICT skills and language skills, will gain team collaboration. Parents will give more attention to their children about reading skills and increase their support and engagement in school’s activities.

The project “Go to school – be a fool” was an international, innovative and inclusive circus project.During 2 years, the fascination circus with all its creative and enchanting moments, made its way into the schools of everypartner country.The school Haus Widey (Germany) as the coordinating school already has a wide repertoire and the knowledge ofcircus arts. For many years, circus pedagogy has been part of the school’s internal curriculum. The partner countries schools inPoland, Spain, Portugal, Turkey and Greece also wanted to implement circus pedagogy at their schools. The idea of the project evolved from the “Comenius Project” 2013 – 2015 in which some of the partner countries took part. Theyhave already experienced the circus work of the school Haus Widey in an active workshop.The main targets of this project were the development or rather the evolution of the international and inclusive circus pedagogy, itsimplementation in every participating school and the aid for students from limited social and sanitary backgrounds who would notbe granted intercultural encounters and education.However, the project’s focus remained on the inclusive concept, this means the encounters on eye level as well as equal acting andlearning. Within the scope of this idea of partnership, different special schools (schools for students with special needs inemotional and social learning, mental development, motoric development and learning, Asperger’s Syndrome and autism) have met students from the participating regular schools and have worked together on a common inspiring idea.And this is the project in numbers:-147 teachers and168 students were actively involved in workshops, shows and mobilities-270 students participated in circus programs at their home schools-9 international circus shows with about 1500 spectators took place-about 1200 spectators saw the individual shows of each countryThe intercultural exchange on the grounds of dance, acrobatics, buffoonery, juggling, magic, music, painting and designing has givenevery student the opportunity to become integrated in the project within the scope of his abilities and to learn.The creative common doing encourages a competent behaviour in social contexts. The students of the partner countries encountered each other in their cultural and sanitary differences. This demanded tolerance, empathy and the respect of being different from every participant. The work on a common project allowed every participant to experience himself cooperativeand communicative.Finally, “doing circus” means having fun together!As part of the project, two kinds of meetings have taken place. On the one hand, there were trainings for multipliers. During the 2 workshops, teachers have conveyed the basic skills to set up their own school circus. On the other hand, meetings between groups of students were arranged in order to give the students the opportunity toexperience themselves in a common circus arts project. During these two weeks, teachers had the chance to act asinstructors and to reflect on the offered methods.Report FormAt the end of every project week, the prepared performance was presented together in front of a regional audience.At the end of the entire project, there were several big shows in Germany with every partner country involved. Therefore, the results of the precedent meetings were merged to one big common programme resulting in a show with the title “The Hairy Fairy”. Now after the project has finished circus pedagogy plays a strong part in the life of every partner country´s school and has become a flagship and a specialty for these schools!