"‘Various methods towards one goal - Successful Inclusive Education!’ is a two years Strategic Partnership project under Erasmus Plus Programme. Six partners from Poland, Finland, Macedonia, Spain, Greece and Italy decided to start a cooperation on the topic of inclusive education. The need for such a project raises from following reasons: one in ten young Europeans leave education or training without having the skills and qualifications which are now considered necessary for a successful transition to the labor market and for active participation in today’s society, meaning they risk unemployment, social exclusion and poverty. The 21st century brings new challenges and those challenges need new ways of thinking in education - inclusive education. Making the learning process more flexible could help to prevent early school leaving problem in Europe. It could help to reduce dropping out of basic education, to promote working with action-based and work-oriented methods and provide instruction also in other learning environments. It is very important to strengthen the resilience of our pupils to be ready to face the future. They should be flexible and able to cope with society changing constantly. Besides knowledge, they all need to develop a broad set of competences and ability to cope with change, regardless of their background or their specific educational needs. The main objectives of the project are: spreading idea of inclusive education among the teachers and the community, learning the methods to use them as tools of the creative, innovative and equal learning process to prevent early school leavers and support disadvantaged pupils, supporting teachers in adopting collaborative and innovative practices and gaining knowledge and skills on methods supporting inclusive education.The implementation of the project assumes six part training course on different methods of inclusive education. Each partner country will organise a 5-days training on one method which is effective in the learning process of disadvantaged children: - Poland: Using visual arts in inclusive education- Spain: Art and creativity as a way to revolutionize the classroom- Macedonia: Formative assessment as a vehicle of inclusive education- Finland: Green empowerment as a tool of inclusive education- Italy: Technology for the inclusive classroom- Greece: Choreotherapy: a gift to the body and mind! Participation in those trainings will lead to have a group of well equipped specialist (change agents) in each school. Their task will be to change the attitude towards the importance of inclusive education among community by sharing the knowledge and tools through the workshops for other teachers and stakeholders, meetings with parents and using the methods in daily work with children. After each training an ‘open lesson’ presenting the elements of the learned method will be organized in each school. It will be available for the headmaster, co-workers (teachers) and parents of the pupils. The aim of 'open lesson' is to present the methods and its use in daily work of teachers but also to start changing the attitudes towards inclusive education.As a result of this project, a publication will be made. It will promote the idea of inclusive education and help to understand the need of diversity in education. The practical parts of the publication will support teachers and other stakeholders in adopting collaborative and innovative practices.Direct participants of the activities of the project are the teachers (special needs teachers, supporting teachers, subject teachers, headmasters) from the schools of the partners. They will directly take part in the six trainings provided in the implementation of the project. There will be 4 participants from each partner country taking part in each training.The second group of participants are the pupils of partners' schools. The teachers are going to work with them by using the methods known during the trainings. The main focus will be on pupils at risk of early school leaving and disadvantaged (which includes children with special needs, refugees, migrants, children with different social background). Their participation will be indirect but they are the most important participants of the project. The third group will be other teachers who gain knowledge and skills during the implementation and dissemination of the project. There will be possibility for them to take part in open lessons and in the workshop presenting the selected methods of inclusive education at the end of the project. Parents of the children and other stakeholders will also have a chance to watch presented ""open lessons"" to understand the idea of inclusive education and its importance in the process of learning.All the activities planned during the implementation of the project will promote the Erasmus Plus Programme and the importance of quality of teaching process."

ICARE is a new strategy to motivate our students, families, neighbors and authorities in the fight against climate change: to talk about the social and economic benefits that a society with less pollution will have in the future and at the same time to sensitize those social groups of our community reluctant to recognize the existence of climate change.This ERASMUS+ project has been designed by teachers coming from Spain,Macedonia, Finland, Estonia,Czech Republic and Poland in order to address the needs of primary and secondary school students, taking into account the SWOT analysis carried out in each school. It has been noted that these needs comply with the main axes which are predefined for Erasmus+ projects:1. Environmental and climate goalsBuilding environmental responsibility by promoting ecological activitiesAwareness of the consequences of climate change and implementation of actions to counteract this effect.2. Social inclusionTo promote social inclusion, tolerance and understanding between culturesTo confront xenophobic attitudesTo create and strengthen European spirit and cooperation networks3. Social and educational value of European cultural heritageUnderstanding the natural environment and local ways of caring for it to develop ecological awarenessTo maintain, value and share cultural heritage4. Strengthening the development of key competences of students across activities.5. Pedagogy and didacticsTo share innovative activities and methods for promote the teachers’ professional development.The protagonists in the project are students 9-14 years old, out of whom the participants of mobilities will be chosen; their task will be to attend mobilities and host their peers. Nevertheless all the students of the schools will be involved and will participate in activities appropriate for their age.The project will also include students facing various obstacles(economic, social, health, educational)All the teachers will support project work, some of them directly and some indirectly through incorporating project themes into their subjects' curricula and in the individual classroom programParents will organise the accommodation of the visiting students, various events and will participate in certain project activitiesWe will cooperate with NGO´s, municipalities, environmental associations, etcDuring the project we will implement six sub-projects, one every trimester. The activities will take place in each of the partner schools prior to the meetings and the presentation of their effects will be the main point of each meeting.Throughout the project we will use student activating methodologies: The students will work in transnational teams with students of different ages, knowledge and ones of fewer opportunities. The students will be working actively producing results and discussing in groups to encourage peer-to peer learning. Modern methods that enhance ICT skills will also be a vital part of the project, resulting in mutual sharing of ideas and experiences in this area.The activities will include CLIL, ACL and Creative and Critical Thinking methodologies in order to encourage students to fight agains climate change through playful activities, according to their skills and needs using etwinning as main tool of communication and common work.For students and their families, the project will broaden their horizons towards people from EU countries with particular emphasis on introducing the cultural features of partner countriesTeachers will develop their professional skills, other school staff will improve their management skills with the tasks and establish a constant co-operation with the local community that promotes and links important pillars of society: school-parents-local community institutions - european institutions.The results will grow slowly, according to the planned modules, and will be used during the project, but after its completion as well.A number of results are planned: eTwinning project, ebooks, project website, hymn, dictionary, Live Library and many more.Our diffusion strategy involves making our experience accessible to everyone interested, either online or by local seminars , conferences, debates and informative events. We expect the continuation of the internationalization of schools by new EU projects and project activities that create significant links to schools at home and abroad, also motivating others to join us.We plan to continue with project activities in the future too.One of them is a Debate Club which will be established in each school as a new extracurricular activity. Teaching will be updated with the new methods, teachers will be encouraged to continue developing communication and ICT skills, and project results will be promoted in S.E.G , Etwinning etc.All these activities will ensure the sustainability of the project and its achievements, as they will be ascertained by the evaluation carried out during and after the end of the project.

"The project “Connecting Sport, Nature and People for the Planet”(e-SNI) is an innovative project combining the practice of an outdoor sport called Orienteering (Course d'Orientation) with personal development and awareness of the environment. This project is an extension of our school's new sports section. Our middle school, Collège Jules Romains, is situated in a rural area, located in the center of France in the department Haute-Loire. Our natural environment is an ideal place for the development of an activity that has not yet been established at a local level. We would like to introduce young people to this mixed-gender outdoor activity as well as to develop knowledge about the environment. This project is in line with the ""objective2030"" agenda of the UN in terms of advocating sustainable development. The project aims to develop the notion of tolerance where there is a growing tendancy for people to cling to their cultural identity. The project objectives are : - equity and inclusion : mixed-gender teams, including students with disabilities, - combat early school leaving: help students in difficulty to regain confidence and renew learning objectives, - having knowledge of one's territory through a sport activity as a source of openness to others rather than being a withdrawal into oneself, - orienteering teaches respect of the environment, - organized sporting practices have local and global and repercussions. The interest of a transnational project is not only the exchange of practices and the discovery of new enviroments but also to create and cultivate personal development, local development and global consciousness, for example: doing physical activity, supporting local clubs, protecting the environment, learning languages and learning about EU citizenship. The practice of orienteering is specific in that each participant developes his or her own physical skills at his or her own rhythm while having fun. Competitiveness can be included for those who wish it. Orienteering is a physical activity that takes place in the open air; it solicits both body and mind. The objective of the sport is to read a prepared map and find hidden tags in a specific territory all while walking, running, skiing or pedaling. The sport can be done alone or on a team. It can be for fun or for competition. The course can be in nature or in urban areas. This undeveloped activity is for children who have team spirit and like adventure. The physical benefits are respiratory, muscular and cardiovascular. Other capacities developped are endurance, sense of observation and rapid decision making. Because communication between participants is indispensible, it generates necessarily cultural exchanges. Two mobilities are planned. The first in France and the second in Finland. The two mobilities have identical objectives with similar activities that will build strong links between the two partners. The activities include: the practice of Orienteering in different environments (urban, sports platforms, forests ..) and using different media (on foot, mountain bikes, skis, rollerblades ..), organizing an event where the benefits will be used towards promoting the sport (creating maps, financing transportation to and from competitions ...), working with Forest Rangers for learning about the environment (ie. cleaning wooded areas, educational reports, respect for the fauna and flora …), creating an urban Orientation activity including cultural aspects with questions about environment and health. The participants will be the students enrolled in the sports sections and the the project initiators from various disciplines and profiles. The mobilities will be 20 students and 4 teachers. To carry out this ambitious and environmental project: each country will determine the group of volunteer students and the timetable of activities. The French students participating in the project will meet 2 hours a week. The e-SNI project for the planet will enable participants to: - develop their language skills, - develop knowledge of sports activity, - develop fair inclusive practices, - create respect for the environment in relation to local particularities, - to have a more autonomous and responsible management of oneself. - to generate an awareness of European citizenship for the Planet."

Reading Awakens Imagination, Nourishes Brain, Opens Worlds (R.A.I.N.B.O.W.) is our way of stressing out the importance of reading nowadays, not only as a means of personal development or simply a pastime, but as a way to promote priorities and values applying to the whole of mankind. This ERASMUS+ project has been designed by teachers coming from Spain, Croatia, Finland, Germany, Greece and Poland in order to address the needs of primary and secondary school students, taking into account the SWOT analysis carried out in each school. It has been noted that these needs comply with the three main axes which are predefined for Erasmus+ projects: 1. To improve reading skills and interest towards reading, promoting the acquisition of skills and competences for all participants involved. 2. To promote social inclusion, tolerance and understanding between cultures, by focusing on the social and educational value of European cultural heritage. We confronted xenophobic attitudes, created cooperation networks and strengthened our European spirit. 3. To share best practice and methods in teaching and learning and to improve language and ICT skills, sharing innovative activities and methods and promoting teachers’ professional development. The protagonists in the project were students 9-14 years old, out of whom the participants of mobilities were chosen; their task was to attend mobilities and host their peers. Nevertheless all the students of the schools were involved and participated in activities appropriate for their age. The project also included students facing various obstacles (economic, social, health, educational). All the teachers supported project work, some of them directly and some indirectly through incorporating project themes into their subjects' curricula and in the individual classroom program. Parents organized the accommodation of the visiting students, various events and participated in certain project activities. We cooperated with libraries, municipalities, orphanages, etc. During the project we implemented six sub- projects, one every trimester. The activities took place in each of the partner schools prior to the meetings and the presentation of their effects were the main point of each meeting. Some adjustments due to COVID-19 were made. Throughout the project we used student activating methodologies: The students worked in transnational teams with students of different ages, knowledge and ones of fewer opportunities. The students worked actively producing results and discussing in groups to encourage peer-to-peer learning. Modern methods that enhance ICT skills were also a vital part of the project, resulting in mutual sharing of ideas and experiences in this area. The activities included CLIL, PBL and Game Based Learning methodologies in order to encourage students to love reading through playful activities, according to their skills and needs. The participants were introduced to a phenomenon based learning method which is an integral part of the new curriculum in Finland. For students and their families, the project broadened their horizons towards people from EU countries with particular emphasis on introducing the cultural features of partner countries. Teachers developed their professional and personal skills, other school staff improved their management skills with the project tasks and established a constant co-operation with the local community that promoted and linked important pillars of society: school-parents-local community institutions- European institutions. The results grew slowly, according to the planned modules, and were used during the project, but will be used after its completion as well. Our project’s visible results were: eTwinning project (https://twinspace.etwinning.net/70839/home), ebooks, a glossary, Book Club, Live Library and many more, all of which are available through our project website (https://rainbowerasmus.eu/) and our YouTube channel (Rainbow Erasmus). Our diffusion strategy involved making our experience accessible to everyone interested, either online or by local seminars and informative events. We expect the continuation of the internationalization of schools by new EU projects and project activities that create significant links to schools at home and abroad, also motivating others to join us. We will continue practicing certain project activities in the future. One of them is the Book Club which has been established in each school as a new extracurricular activity. Teaching has been updated with the new methods, teachers were encouraged to continue developing communication and ICT skills, and project results were promoted on important sites such as School Education Gateway, eTwinning and the official website of national school portals. All these activities ensure the sustainability of the project and its achievements, as they are ascertained by the evaluation carried out during and after the end of the projec

"In the current, European and global context, it seems essential to work directly on forming citizens for a united Europe. Our goals are the acquisition of knowledge and active citizenship skills, improving language skills and the development of a critical but open mind. Our project actively and directly works on problems of discrimination, including: stereotypes, religion, gender equality, disability, migration … We want to build strong benchmarks for a more equitable and tolerant Europe.We are all affected by these problems : the Spanish and Finnish partners receive migrants , the Polish school works with students with disabilities; our Czech and Finnish partners have extensive experience in the management of European and cultural projects and exchanges, and as for us, openness to the outside world is the vector of our action. For each institution, approximately twenty students and 10 teachers are directly concerned with Erasmus + Club. In addition, hundreds of "" spectators-actors"" participate in the forum theater presentations.Each institution has an "" Erasmus + Club "". This extra-curricular activity allows students, teachers and representatives of associations to reflect on and study the evolution of human rights of each country. The Erasmus + Club created an e-book using a multimedia tool illustrating their study. Using this knowledge they create sketches showing human rights infractions. These sketches are played in front of a public, then stopped, discussed and replayed where spectators become actors and interact with actors on stage. This is the forum theater. These scenes are played inside the partner schools and in the community.After the study of the evolution of human rights and the forum theater activities the Erasmus + Club participants study the simplified version of the European Convention on Human Rights. Then they made posters combining the forum theater themes and words from the Convention. These posters are used to announce the forum theater performances.During the mobility, the "" Erasmus + Club "" host country presented its e-book and forum theater sketches in English. The theater forums have been filmed. A slideshow of the overall project has been made and shared with all partners. The project slideshow, all the filmed forum theater sketches have been compiled on a USB flash drive and distributed to schools, cultural centers and local communities. The project posters and e-books are also on the project USB flash drive The posters have been displayed to promote the Forum Theater performances. All productions can be found on the project blog.The impact of the project has been on two levels. Each participant has a better knowledge of the history of human rights, the values that founded the EU. In this way we strengthen the sense of belonging to the European community. This can't be done without being open to others, accepting the differences. The EU motto is ""United in diversity"". Developing language skills is critical for this to happen. The second level of impact has been on the teachers. Teaching methods have been enriched, educational resources have been created, there have been opportunities for exchanges and networking.The e-books, the filmed Forum Theater presentations and the posters have been published on the project blog and can be reused by all. Teachers have been trained in the method and techniques of Forum Theater. Students have been active participants on human rights issues, never to be passive in the world around them. The EU is what we make of it. A framework, principles, and commitment are necessary to achieve this. The framework is the European Convention on Human Rights and we want to promote a deeper understanding for all."