Over the past few decades, all of us witnessed a steady decline in the students’ interest in math & sciences which was reflected in their poor results in the graduation exams. At the same time, people often complain about the gap between what is taught and what is needed in life and so, the students’ motivation for study keeps falling. Students blame the entire system of education for being obsolete/oblivious to the requirements of real life. Through this project we want develop basic & transversal skills and to address the problem of low achievement in math & sciences by using an innovative and less widely used method: the cross-curricular approach in the teaching of math & other exact sciences, both in formal & informal contexts, special attention being paid to the development of digital & EN skills. We believe that, by studying one particular topic from the perspective of other subjects, always involving ICT based methods, we will help the students see the connection between theory & practice, thus raising their motivation & their interest in the study of math & sciences. Objectives: We want to increase the motivation for study & develop the thinking skills of ~300 students by using cross-curricular approaches & flexible learning pathways; We want to foster the EN/mother tongue & IT skills of ~ 700 students & 140 teachers, to contribute to the professional development of at least 140 teachers who will enlarge their knowledge & develop their skills by using innovative cross-curricular teaching & managing the project activities. By organizing short-term exchanges for students, we instruct 70 students (10/partn) to become peer-trainers. Other objectives are: to foster the social & leadership skills of the students through the peer education system, to enrich the curriculum with optional courses &, through the elaboration & free distribution of the training kit & through the training sessions, to contribute to the professional development of a large no. of teachers. We are 7 partner schools, out of which 3 are high schools providing education in exact sciences & humanistic subjects (EL,HR, RO), 2 are scientific high schools (IT &TR), a vocational high school (PL) & a middle school (SP). The topic of the project is new to all & is a challenge & opportunity to consolidate the quality of the educational services provided.The tasks & responsibilities are agreed upon, all partners will implement all the activities, all will be involved in all the stages of project management, some partners having special responsibilities. All the project activities facilitate the study of the exact subjects through cross-curricular approaches in order to develop basic & transversal skills. Besides the transnational mobilities, where project issues will be discussed, experience will be shared & optimum solutions will be found, we have envisaged 2 short term exchanges for students (80students), designed to train the students as peer-trainers. After being trained, they will use the experience, knowledge & skills acquired to train other students, thus ensuring the sustainability of the project from within. Other activities: creation of the website,the poster, the logo, workshops for students , the e-learning platform, 2 optional syllabus hand books, (online) contests, peer-training activities of students & training sessions for teachers, constant dissemination & evaluation. We will maintain regular communication using the Internet, during the 5 meetings all problems will be discussed , assistance will be offered, procedures made, ceaseless monitoring , evaluation & special plans for the project risks. Results: 1. the training kit (student's book , the teacher’s book , 2 video guides, a test book with key & a booklet with questionnaires for students & teachers. 2. the e-learning platform, in EN & all the 7partner languages, is an on-line collection of materials offering support.3. other results: the 2 optional syllabus hand books, the magazines of the contests, selection criteria for all stakeholders, dissemination materials, multimedia presentations, newsletters, diaries, questionnaires, reports, etc.Through the implementation of the activities, we will help students better understand math & exact sciences, they will get a more comprehensive view on the applications of math & exact sciences in life, while the teachers will develop professionally through the training sessions organized & through their involvement in all the project activities; moreover, all the students involved in the peer-training activities will develop their knowledge & skills in multiple directions. The intellectual outputs, being freely distributed, will be tools for the development of a larger category of stakeholders . With the optional courses, we will enrich our school’s curriculum and we will contribute to the institutional development of our schools, also raising their prestige within the local communities.

"In the project of ""Shapes"" in the frame of Erasmus+ three secondary schools from the Czech Republic, Greece and Turkey enhanced the European dimension of education by promoting joint cooperation activities among them. The project of ""Shapes"" arose at schools that prepare their students for studies at universities. These schools had already cooperated before. The partners studied regular geometrical shapes and symmetry around us, and they see that this way they have brought a contribution to the decrease in the number of cases of underachievement in Maths and Science. In the project the aims of the partnership were to show geometry as a part of our life and as a part of the nature around us, to get a new view of the world around us, to explain that geometry belongs to the basic knowledge that connects a lot of disciplines, and show that geometry can be interesting and amusing. The participants of the project were students and teachers of the school. Direct participants were about seventy, indirect participants (students involved in presentations, CLIL lessons and competitions) more than four hundred. The common work and above all four short-term exchanges of groups of pupils have taught the participants about countries and their cultures, improved the language knowledge, motivated them to study languages, shown how to work in international teams and contributed to building new Europe. Besides short-term exchanges two transnational project meetings were organized. Main activities of the project were: taking and making photos of regular shapes around us, visits of galleries and museums, competitions in painting and creating regular shapes, competitions in puzzles, CLIL lessons and preparation of materials that help teachers teach geometry in an interesting way. The most crucial results are the common catalogue of cards with regular shapes around us with explanations of the shapes, three mathematical stories named ""Back in history"", the presentations on regular shapes, three CLIL lessons, sets of geometrical puzzles, a multilingual geometrical minidictionary and works of art. According to the questionnaires, thanks to the project and its dissemination the attitude to geometry at direct and indirect participants has improved. Thanks to the involvement in the project the local public has learned about the programme Erasmus+ and about the international efforts and cooperation of the participating schools, is aware of them, and appreciates them. The digital products are available on the project websites, so teachers and students may benefit from them also in the future."

"The project ""CLIL as a Bridge to Real Life English ” concentrated on developing motivation towards studying languages (mainly English) by fostering their inner curiosity for novelty and gaining new information about the partners' countries. The project promoted the use of European Language Portfolio as a practical means of helping people of all ages, irrespective from their background, studying foreign languages, initiating new contacts with people representing other cultures. The project helped to build and develop the so called 21st century skills such as critical thinking, problem solving, research practices, creativity, artistic curiosity, imagination, innovation, personal expression, discipline, adaptability skills, initiative and leadership in team work, ICT skills and management. The project used cross-curricular approches towards teaching and learning and concentrated on developing digital skills and language competences in order to fulfill students' expectations which meant cobining the process of mastering a foreign language in real life situations. The project activities were introduced in such way to enable learning basic subjects with the use of CLIL method, which helped our students to develop transversal skills. Thanks to our participation in the project we have understood that it becomes essential for the teachers of our age to master knowledge and skills of English usage regardless of the subject they teach. We also realised that the knowledge of Enlish language may bring positive life changes and become a unique phenomenon in culture and communication meaning. In the project we introduced ideas on learning English in intelligent, funny and interactive ways. we prepared and made a use of different online platforms, exhibitions, coursebooks, internet sites, blogs, videos, discussions, contests, drama plays, street games or computer games in order to introduce English learning into life. We integrated four major skills: reading, writing, speaking and listening, which are demanded in any language learning process doing that in a natural way such as it happens in real life. The students and teachers had a chance to create own European Language Portfolio and design own carrier path. We tried to promote authonomy and cooperation of our students by offering extra-circular classes in European Club. We used bridges between the language and the culture, both real and methaphorical. In that context we built new bonds, strengthened those existing and designed many new ones during the project. The project was thought as a chance to create the feeling of an expected European dimension in everyday life of its citizens. The project involved 7 foreign schools: Niepubliczna Szkoła Podstawowa KLASYK in Pulawy (Poland) as an coordinating institution, KORFEZ FEN LISESI (Turkey), I Liceum of Perama (Greece), I.E.S.""La Escribana""(Spain), DARJAVNA FINANSOVO-STOPANSKA GIMNAZIA""INTELEKT”(Bulgaria), Istituto Istruzione Secondaria Superiore Rosa Luxemburg""(Italy), Stredna Priemyselna Skola in Povazska Bystrica(Slovakia). We held 3 transnational project meetings for the representatives of each partner schools based on key project issues in Poland, Slovakia and Greece. There were 4 short term student exchanges in Spain: The photography contest called ""Bridges Between Cutures"" which seemed to be a precious tool to combine English with other school subjects. Making use of the CLIL method was part of our project, that is why the contest developed extended knowledge on history, art and geography of southern Spain introduced in English. Bulgaria: Workshop on the Codex of Friendship - common students' work participating in mobilities and those who were engaged in local actions. The set of principles and good advice helped the students enter multi-cultural Europe. Moreover, we held a special event referred to spring time tradition and festivities of the partners' countries. Italy: Building the bridge based on an English festival was focused on English language knowledge with real life by many artistic and practical activities inside and outside the school. The activities helped the students with deeper understanding of the links between different nationalities and cultures. Greece: A theatre was used to bulid a bridge to connect students of different countries and backgrounds. Making use of online platform and other resources as well as personal involvement in the project activities, our students developed creativity, thinking skills, IT and language capabilities, in other words essential competences so much needed for contemporary European citizens. In the course of the project both the students and teachers learnt how to teach, learn and live in multicultural Europe."