We, the teachers from six different schools from six european countries (Bulgaria, Spain, Italy, France, Romania and Poland), defined following problem together the students still teach history extremely theoretically at many places, without using the huge possibilities given by technologies nowadays and its virtual dimension. It leads to the alienation from this subject and other problems, especially among students from ethnic minorities, disadvantaged children and migrants. And we faced up one more problem – the accuracy of information. History gives us good and bad examples. On the contrary, finding of positive examples can become an attractive stimulus for all students. Everyone can find his own reason to dive into depths of the ocean of historical knowledge. Through our work, we are looking for and exchange new models of work that give all students an equal access to quality education in motivating social and educational environment at school.The target groups were the following:students of our schools (aged 14-18), students of other schools, the students' families, teaching professionals.The project duration was 24 months, starting 01.09.2017. Here are the objectives of the project:1).Strategic Partnership supporting exchange of good practices; 2). To develop our network between schools from 6 countries – EU-members; 3).Increase our capacity to operate at transnational level; 4).To share our ideas, practices and methods for finding innovative and affordable methods of teaching; 5).The practices exchange how through increasing interest in history and social processes to achieve real inclusion of students from ethnic minorities, disadvantaged children, migrants to the educational process and to reduce the differences between them and other students; 6). Supporting students to tackle early school leaving (ESL) by interesting, advanced technology and innovative ways of teaching history in a virtual dimension; 7).To raise awareness of other cultures and traditions; 8).To increase the feeling of European citizenship; 9).To improve students’ presentation skills.The project directly involved participants are over 250 people - students, teachers, parents and others. Indirectly involved participants are more than 1,800. Teachers, parents and students are from the six schools project partners. During the project there were three Transnational meetings and four Short-term exchanges of groups of pupils.The first transnational meeting was held in early September 2017 in the city Sofia, Bulgaria. It put all the issues related to the planning and securing of all planned project activities. Second transnational meeting took place between the four mobilities - during the month of May 2018 in the city Apricena, Italy. Its main goal was to make a medial review of project progress, whether the objectives and activities were implemented. The third and final transnational meeting will be held in May 2019 in the city Pulawy (Poland). Its task was to summarize all activities of the project to assess the organizers for his results and summarize surveys of participants with what they were helpful and their recommendations.Short-term exchanges of groups of pupils:1).Dec 2017-Vitoria-Gasteiz (Spain); 2).Mar 2018-Ducos, Le Marin (Martinique, France); 3).Oct 2018-Apricena (Italy); 4).Mar 2019 - Constanta-Valu lui Traian (Romania). All of the exchanges continue in 7 days, total 25 students and accompanying persons from the visit schools.Methodology:Planning, communication between partners, mode of selection of participants, the interim evaluation of project.Results:1). We organized three transnational meetings and four short-term exchanges of groups of pupils. They helped students to work together in a motivating environment where they met their coevals from other European countries; 2). It was created a new system of knowledge and skills for interactive and innovative replaying of the famous historical events and personalities in the virtual dimension; 3).The students illustrated practical examples of certain ways for quick and qualitative progress in the results of students from ethnic minorities, disadvantaged children and migrants.Effects of the project: 1).on students-They look at history in a new way; 2).on teachers-they exchanged best practices that have had the greatest positive impact on the students; 3).on parents-they learned a lot about the interests of their children and their strong points; 4).on schools: they built new partnerships.The potential longer term benefits:1). All the outcomes and materials produced during the project were used in the planning of activities for History lessons and Social studies classes in the following years; 2).Creating a new successful network of schools that was developed in the future; 3).Аcquiring new knowledge and skills of students preparing for interactive and innovative presentations.

In the world we live nowadays we can find the use of technology everywhere. Cell phones, tablets, laptops... it gets easier and easier to get to the Internet and to all the information it contains. That's why we may make use of the opportunities of working and cooperation with partners form other countries opportunities that Erasmus+ projects provide to trasmit an international dimension to the educative training of or pupils.The main idea of this project is the creation of digital media in which studens from different countries will be able to publish news and posdcats. All these news and articles will deal with important topics for participants and taking into account each school backgorund, but they will always be the same for all schools. This way we could appreciate the same news from different points of view, one per each participanting schoolFor this project, partners from different countries were chosen to give to each new article alternative perspectives which could enrich it. It has been created an equilibrated mix among schools which already have some experience in working in international projects, with some other who haven't, but have a great enthusiasm and a strong willing of working and collaborating with colleagues from antoher countries, and so enrich each other with their working experience and shared learning. So, the very first member that we find is the Spanish high school I.E.S. Las Marinas, placed in Roquetas de Mar, Almería, who will act as coordinator centre. In second place it is the Bulgarian DimitarTalev Secondary School, which has lots of digital resources and technological knowledge that will be very useful for this specific project. We can also find the 4th Gel Rodou School from Rhodes, Greece, whose previous international experience will help to the correct develop of the common work. And finally it is the Istruzione Secondaria Superiore Federico II from Italy, who also knows the way to work with partners from other countries. All these schools will provide a cultural balance, technical support and experience from which enrich one from another for the good practices exchangeFor a correct development of the project, communication among partners will be held via mail or Messnger, but the eTwinning space will be used as the main web site where students will create the digital media. During the previous months before the beginning of the project, schools will be in touch exchanging ideas ,points of view, and creating a draft schedule with all the activitites to be developed by participants. But a join staff training event hosted by the coordinator school will be necessary at the beginning of the project itself, to set the topics to deal about, define the especific responsibilities of each partner, stablish the selection criteria for participants and make a short training about the digital tools and on line platforms that will be used during the project. That's why the attendance to this initial meeting is essential for all the project membersOnce these items have been set, each school will start working on the proposed activities on the calendar, and will make their contribution to the common work project. In order to promote cooperative working, members will carry out activities that involve all participating schools ( logo contest through on line voting, satisfying surveys...), and also the same activity in all the schools to appreciate the cultural differences (celebration of European Day of Languages, school sport days...)All these activities will be diseminated as much as possible through the on line sites where the digital media will be created, the main purpose of the project, as well as in the Erasmus+ corners that will be created in each school and also in the main social networks (Instagram, Twitter...)During the movilities with pupils participants will be able to appreciate the cultural wealth of other countries and take advantage of these good practises exchanges to make their knowledge grow. Each participating school will propose some beneficial activities for the rest of partners during their stay. After it, we will make satisfying surveys to pupils, teachers and parents, and we will also publish special articles in the online newspaper about these activities.As a conclusion, we can declare that the topic of this project is of vital importance, it is focused on an idea (the use of digital tools) which is very motivating for our students, and it can be very useful for their future both personal and professional.

"The title of our project is ""Entrepreneurship and language matters ​​in life. Developing entrepreneurship among students; learning how to set up a business"". We decided to implement this project mainly because entrepreneurship and resourcefulness are features that are desired among young people nowadays. The Polish school coordinating the project is located in the Silesian Voivodeship. Silesians are not entrepreneurs and they easily accept their fate. Silesia is a place where the coal mining industry dominates and coal mines are the hallmark. For decades, the people of Silesia did not need to think about how to be an entrepreneur because it was the coal mines that ensured stable work and existence. However, nowadays the situation is changing drastically, just like Silesia is changing its face. The mines are gradually closing down and young people, now in high school, can no longer count like their fathers did for a secure job in the mine. This situation is closely related with the general situation on the European labor market. Young people struggle to find a job. There is a very high unemployment rate among young people across the European Union and this difficult situation is typical of each of the 5 partner countries: Spain, Greece, Italy, Latvia and Poland.Hence, the main goal of our project is to make our students aware of the importance of an entrepreneurial attitude in life and to show the direction how to become a successful entrepreneur. The lack of a professional perspective causes the students to lose the sense of meaning and agency in their lives, which directly affects the motivation to learn. We wanted our students to understand through the project that they have an impact on their future and that its quality depends mainly on themselves. Western culture does not pursue entrepreneurship, but through the media it creates a false sense that everything in life can be achieved easily and quickly. Entrepreneurship is responsibility. This is what we wanted to show to the participants through the project. In today's labor market, it is crucial to search for employees who have well-developed key competences and the so-called soft skills such as communicativeness, assertiveness, openness, ability to work in a team, high personal culture or good work organization. Thanks to participation in the project, participants could also improve in this area.Through the implementation of this project and related activities, i.e. workshops, lectures, study visits, meetings with specialists and mobilities, we were able to develop entrepreneurial skills among students and emphasize the importance of foreign languages ​​in every area of ​​life. By participating in the project, students improved their language skills, mainly in the field of English, but also Spanish. An important assumption of the project was the emphasis on the development of communication in foreign languages ​​and the expansion of language skills in the field of entrepreneurship, economy and business.Through international cooperation, the participants of the project significantly increased the level of motivation to act and faith in their own abilities. Students developed social skills, acquired knowledge about European countries and learned about their culture, and had the opportunity to face and overcome stereotypes.The programme of the project was planned in such a way as to be based on the acquisition of practical skills by participants, i.e. self-presentation, advertising, sales techniques, etc. Activities also included problem solving and teamwork. In order to involve project participants, we invited experts in the field of entrepreneurship, visited local entrepreneurs and learned the secrets of their operation and work. We also created conditions for students in which they could see and practice their creativity many times. Apart from the visual products created and advertised by students, which are the effect of their participation in both, the local and the international project activities, the result of our project is also the development of a positive attitude to entrepreneurship among the participants, creativity in thinking, development of social skills, teamwork as well as planning and organization of work."