The main objective of this project was to work with the definition of the United Nations on human rights and make it a living document for students. European schools are dealing with an increase in diversity that cause a lot of conflicts related to intolerance and social exclusion both in schools and communities. Moreover, some migrant students do not feel well at schools, which might lead to lack of belonging and marginalization.The main goal therefore was to implement activities that foster tolerance and understanding. We gave our students at the age of 13-16 years and our teachers the opportunity to learn and practice the skills and competence that will help them to resolve conflicts peacefully. The project provided our students opportunities for genuine intercultural experiences and it created conditions for cooperation and fostering tolerance which can been seen in the evaluation sheets that students filled out after mobility’s and in the end of the project. The five partner schools agreed on that the project objectives would be achieved with implemented activities, which promote positive interaction between individuals from diverse backgrounds. Our participation in the program, beyond the enforcement of our European identity and the cultivation of a multicultural perspective, enlarged our educational background knowledge, helped us all create a better cultural- linguistic- and emotional context, who provided us the opportunity to enrich our creativity standards and will added an European dimension to our citizenship.The project “Living in a challenging world” was set up to develop strategies for accepting and embracing difference through activities related to human rights, which made our students socialize with other people and hopefully improve their lives, be willing to become active European citizens with knowledge, skills and the right attitude concerning democratic structures and active participation. All participating schools wished to expand our students’ horizons. We also shared an active interest to engage our students in European educational cooperation programs with other schools having a deep conviction that these partnerships lead to multiple long-term benefits as we are convinced that it did.Iceland was the project coordinator and monitored the progress of the project, implementation of activities, production results, planed dissemination and assessment activities. Bulgaria was responsible for organizing and preparing all activities related to the promotion of Human Rights. Greek School was responsible for e-Twinning and setting up a website. The Netherlands was responsible for collecting all presentations and power points during the two years and made a compilation of it. Sweden was responsible for the final product where we made all activities and workshops during our two years visible as well as brochures about school info. Methodological strategies was as here is listed:1. Group work 2. Wisely managed classroom technology 3. Teaching critical thinking skills 4. Posters, role playing 5. Online interaction via E-twinning. Six LTT meetings was planned but during to Covid-19 we were only able to have four of them, the two last ones was held as virtual workshops. The workshops helped our students become more aware of their own national identity and at the same time learn about and appreciate other cultures. All involved was able to benefit from these exchanges and meetings, who created a true opportunity for intercultural exchanges and dialogue. The project aims was to raise awareness among EUROPEAN citizens and particularly among young people of the importance of using intercultural dialogue as a tool for promoting an active European citizenship. Participation in the project benefited the teachers as well. It contributed to their professional development especially in dealing with ethnic diversity in classrooms and adopting collaborative and innovative practices. We also believe it made their careers more attractive. Implementation of the project strengthened collaboration between all participants within schools, as well as with families and local authorities and communities.

"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."