Partner project Erasmus+ with title »I feel wood – for good« is based on long-time experience in teaching in education and cooperation among 5 schools. We included as many as possible of our students and our staff .We were 6 partners in the project :-I. C. Francesco Petrarca (Catania, Sicily, Italy), -Primary School Žiri (Osnovna šola Žiri, Žiri, Slovenia),- ES Jaime Ferrán, C/ Matalpino, nº 22, Collado Villalba, 28400 Madrid SPAIN- Profesionalna gimnazia po lozarstvo i vinarstvo 'Alexandar Stambolilski' (Pleven, Bulgaria).- Hochwaldgymnasium,Wadern,Germany-Zespol Szkol nr 1 PolandThe Spanish Partner didn't join the project,so we decided to change mobilities starting and ending the teaching,training and learning meetings in Italy,the Coordinator school.With implementation of the project »I feel wood – for good« we focused on all areas of education; encouraging to give students and teachers open options in expressing their creativity in learning process with the help of teaching and learning with senses. We taught students how to gain knowledge and skills with cooperation. Taking part Erasmus+ offered cooperation not just inside school walls, but cooperation expanded internationally: good practice in one school was shared with other good practices in other schools.In our project we followed these objectives:- cooperation, open and flexible learning - with senses and critical thinking,- use of innovative practices in education by supporting personalised learning approaches,- using ICT and also virtual mobility,- formal and non-formal education.The Project activities were related to: - Science, arts and crafts activities- Arts, photography and music: using wooden instruments - History: learning about wooden products used in everyday life today and in past.- Cultural heritage: exploring national heritage.- Mother tongue: for example reading national tales and singing songs, performing dramatization of a tale, writing new texts, making interviews with experts and journalists- Foreign languages: improving English, social and communicative skills.- Geography, orientation, sports: forest walking, doing sport activities in nature, exploring wood as energy source, wooden industry and entrepreneurship.- ICT: researching online, putting material online, communicating.- Students at risk how to solve problems and integrate them in classes and in Society , kindergarten using didactic methods, games and students’ based tools.Teachers with different nationalities had the opportunity to get to know different systems of teaching languages and exchanging ideas, sharing good practices, observing teaching methods. All planned activities were oriented in building students' confidence and their independence. There were organized project team meetings ,debates with the aim of disseminate ICT and innovative practices. All schools organized workshops and team works. Students gained the opportunity to improve their learning strategies ,to raise ICT and linguistic competence, to build self-confidence in communication, to become more tolerant and interested in other cultures in EU countries.The results were astonishing: they all became friends.We achieved the following impacts on the participants, participating organisations, target groups and other stakeholders:- increased level of ICT and linguistic competence,- improved self-confidence in communication,- positive attitude, tolerance and open-mindness towards European cultures,- interest in learning new languages and other cultures, citizenship education, EU,- professional/teaching competence,- opportunities for professional development,- cross curricular teaching and learning.

Having disadvantaged students such as having economical problems, having separated parents, staying away from their families,intolerant to different ideas and cultures because of migration of workers is the main cause of our beginning to this project.These factors create conflicts, arguments, disagreements. Also the students have negative attitude against school education because of their families attitude increase these problems.Since we observed that our students are indifferent to social issues and the people in need and different from them, we wanted to improve their ability of empathy and respect and adaptation to living together. According to the survey that we applied in our school, we inferred that some students have sensitivity for people in need or disabled, but they don’t know what to do, how to treat them. Some of our students ignore the disabled and people in need.The activites made in school isn't enough and effective because of short time,being local,no experts of guidance in the school.So, we planned activities to bring together our students and disabled people, people from different cultures.With the activities to be done, participants will know themselves, learn how to communicate in a proper way. By means of learning how to empathy, they will understand and realize how other people feel, think and behave and they will be more tolerant to differences. That disabled people’s participants in activities will increase their taking part in social life and their self-confidence.And other students’ prejuduce will be decreased.Through this project,the improvement and development of solidarity,realising one's own and other's emotions,charity,integration of the disadvantaged people into social life, problem solving skills,having different point of view, interest of making cooperation with different people will actualize. The duties between and during the mobilities will improve the student's ICT skills and practising foreign languages,also.The project targets all students,teachers,staff,parents ,disabled and disadvantaged in every partner school/institution,neighbourhood of partners.With the activities prepared by experts and with the dramas,role plays prepared by students, visits and researches participant students will be able to prevent the conflicts.As the students will take part in assessing activities,project results and evalating process, their sense of responsibility and evaluation skills will be improved and they will be encouraged to make new studies related to this subject.The workshops of the Italian experts and the Socrates' method they use will develop all participants personal development.

"Premature school leaving and solving problems of students from disadvantaged groups poses a problem for many EU countries which – being aware of economic and social consequences of this phenomenon – try to take a series of actions aimed at minimising it.""Don't drop out"" is a project which is implemented by five cooperating countries: Poland, Greece Bulgaria, Italy and Portugal. When analysing the situation in five countries that are very different both culturally and geographically, we noticed that there are no proven good model solutions to prevent premature dropping out of school. The thematic scope of the project is so important for participating organisations and target groups because this problem appears irrespective of the country or the type of facility. Representatives of cooperating organisations believe that in order to prevent premature school drop-out, it is necessary to develop a systematic approach encompassing simultaneous activities at several levels: working with teachers and educators, working with parents and working with students.The project will help recognise vulnerable people, with problems, with special needs, and will also suggest how to organise work and responsibilities of a team that deals with these individuals.When implementing, we will consider together how to cope with that, since dropping out school often entails a sense of powerlessness, meaninglessness and extreme lack of motivation in these people. A motivating factor that ensures the success of this project is an innovative approach to cooperation and joint development of outcomes of people working directly with students, with methodological support of psychologists/experts. They will be involved in conducting workshops, which will provide inspiration for others. As a result, the participants will have a chance to share their reflections, experiences, good practices, which will lead to common outcome.The outcomes of this process will be presented in the form of a model Guidebook.In order to solve existing problems, one can use new, innovative instruments; though it is also possible to adapt solutions proven to be effective in other countries, regions or in other contexts, e.g. in relation to other target group.A significant factor fostering these actions can be experiences of adult people who struggled with this problem, so that they have a wider perspective, not only from people who left school at some point in their lives, but also from those who made an effort to come back to the education system.During implementation of the project and after its completion, every country will have an opportunity to share knowledge with colleagues from their facility or even other similar institutions in their region, which will allow not only to inspire others to act, but will also promote joint European actions. The organisation will conduct regular diagnosis of the problem, whereas the outcomes of the action will be subject to monitoring and evaluation.This is a project, the outcomes of which by enhancing competence of educators will be valuable contribution to the European area of skills and qualifications.It will have a local, national and European dimension, and the end-users will be learners with reduced social opportunities or with disabilities."