"Background: Teaching and learning history doesn´t have to be limited to using textbooks and some punctual writings of students. It also has to be a mean to develop cross curricular competences and abilities. History can be taught as a practical subject and additionally through the CLIL approach, used to learn about contents as well as English as a foreign language. In order to achieve this successfully, innovative methodologies have to be implemented. This is why the use of strategical board games with students can be useful. The need for a proper learning of competences and skills can be fulfilled by a methodology implying active strategies for students. The use of Historical board games helps our students to process actively information, acquire knowledge about history in their countries and at a European level. It enhances their ability to conceive History as a vivid reality in which people play an active role. The development of ICT competences is another need focused by pupils, as they developed their work recording tutorials, editing videos and accessing the Etwinning platform.Objectives: The main objective of this project was to introduce the use of historical board games into the process of teaching history to students as an active and innovative learning method. Participants: The schools of the participating countries (Spain, Poland, Turkey, Czech, Italy and Bulgaria) focused on the use of the use of board games to learn about the main historical events in every country and their common History using an international board game called ""Twilight Struggle"". There were at least 300 people directly taking part on the project. The participants, once acquired some basic skills related to boardgaming, created and printed a board game about the current historical events of refugees in Europe, called ""Refugees"".Description of activities: The students played strategy board games in their board game clubs in each school. The rules and working language of these games were in English. During the mobilities students acted in mixed, international teams. Language test were held to assess the acquisition of English skills. The results of the diagnostics language test were shared among the partners. Some students lead activities in their project groups at schools in order to show the others how to play Twilight Struggle game which was practiced regularly during meetings. The rules of the Twilight Struggle game were uploaded on the Etwinning platform and also a video about students and teachers’ experiences. Skype conferences were held for online playing games. Each school prepared an exhibition about the results of the project including pictures from mobilities, board game player, videos from school board game clubs and mobilities. Pupils created a collage which was exhibited in the mobility in Poland. Later, the collage was uploaded on the Etwnning project page as well as on the webpage of the project.Methodology: We intended to implement in our schools the CLIL methodology, as a teaching approach based on competence learning. The methods aimed to develop students' skills to learn actively, as the had to learn to take decisions, determine strategies and plan the steps to be taken. It fostered team working, as students played the games in pairs or groups and discussed about the best options to achieve their goals. The learning approach was student centered, the teachers acted as facilitators and delegators within the pupils learning process. Results and impact envisaged: The results of this project had a direct impact on our students and schools, using new teaching methods developed in a transnational context. The main physical result was a board game published by the partner schools. Different video tutorials and about the experience were elaborated. Potential longer term benefits: Once this project has finished, our schools and communities will have the opportunity to be a reference within our cities for European partnerships based on innovative teaching methodologies. The results of the experience can be used to train other teachers interested in this approach."

"Our project ""Entrepreneurial schools in Europe"" helped to make students aware of the importance of basic products for the maintenance of cultural tradition and economic wealth generation in their respective towns. After investigating the processes of production, operation and marketing of Latvian sheep wool, Czech cheese, Croatian fruits jam, Bulgarian wine and Spanish olive oil; Five partner schools have applied their creative skills to offer insight into new business, different from the traditional, and we all have promoted such products in other locations of the various partner countries. In order to implement those goals, We have simulated the whole process to set up a TransEuropean Company with offices in each partner country. Its name is ETEC. 1.To start with, each team reflected on the virtues of the product by itself and the added value that it can bring to the potential consumers in the area, from the point of view of business, cultural and economic. 2. The next phase was to develop a feasibility study that provides clear strategies for try to introduce it in other countries according with the consumption habit of foreigners, which was obtained by the partner school located in the target country. 3. Students simulated the creation of a transEuropean company which markets and distributes the five products and we positioned them in the local markets. This made them enable to know the legal and administrative procedures to start a business, devising creatively the hallmarks of the new company (corporate image and industrial design, departments for each business function, business philosophy in accordance with the principles of corporate social responsibility and environmental sustainability); and eventually, become a powerful engine to promote entrepreneurial culture and creating a potential niche of employability in the area. With this goals, we put into practise an active and cooperative methodology to develop a series of final tangible products (reports, surveys, brochures, promotional videos, commercial prints, radio commercials...), which was conducted through five meetings in the different countries involved, where each school organized a trade fair in which to release the product itself to other partners, as well as to implement a specific phase of the enterprise creation.We achieved results that focus on boosting the acquisition of various skills in participants: instrumental skills (focusing on the development of the capacity for analysis and synthesis, on the initiative and entrepreneurship, oral and written English communication, handling new technologies, civic and cultural skills ...), interpersonal skills (mainly teamwork, respect for diversity and multiculturalism, ethical commitment and environmental sustainability) and systemic skills (competence to research, design and project management, autonomous learning, leadership and creativity).Our Project has offered our students an active and cooperative approach, by working from situations as closer as possible to real life, according to a practical working method based on projects and real cases on entrepreneurship. We worked from the enormous potential offered by the Design Thinking method so as to implement innovative proposals for traditional business and we alsol implemented a methodology that promotes learning of the English language, from the action and the communicative approach onto the labor environment. We expect the project will lasts over time, setting methodological agreements and commitments in each centre. It would open the possibility of future partnerships and the involvement of other social, administrative or productive entities with schools. So as to get this goal, we promoted a clear strategy for dissemination of the actions contemplated the plan through various mechanisms that allow effective visibility of the plan. The impact we wanted to reach is for the widest possible audience.To achieve these objectives we proposed a distribution of tasks and express responsibilities either because each partner was responsible for promoting the final products in each transnational meeting, either because it has been agreed a schedule of previous work where tasks and responsible agents were clearly defined and scheduled. Finally, we focused on transparency, effectiveness and rigor in the control of financial resources for which the European grant has been asked, trying to optimize them so as to allow undertake all planned actions."

„GREEN LIFE“ is a two-year multilateral project of strategic partnership between schools only where six schools from the Czech Republic, Cyprus, Lithuania, Romania, Portugal and Spain will cooperate on activities connected with environmental and climate issues.The objectives of the project are mainly connected with acquiring and developing key competences of the pupils and teachers. Through participation in this project the pupils and teachers from the partner schools will develop communication and langage competences, social, digital, analytical, maths, creative competences and skills and raise cultural awareness. In this project we want to produce some materials, too, e.g. project magazines, posters, leaflets, promotional materials, presentations, brochure, photobook, webpage, facebook page, logo or Twinspace.In this project the following groups will be involved:1) pupils: will be involved both in local activities and learning / teaching / training activities, in online eTwinning cooperation, in activities promoting the project, and in dissemination and evaluation activities. At least 50 pupils from each partner school will be involved in local activities, and 15 pupils will take part in mobilities (3 pupils from each school in each mobility). We assume involvement of at least 40 pupils with limited opportunities in project activities.2) teachers: will be involved in local activities, learning / teaching / training activities, in dissemination and evaluation activities, in cooperation with municipalities, NGOs etc.3) other school staff: headmasters/headmistresses will be the members of the project teams and will be responsible for running the project together with the coordinator of the project, for financial issues (together with the school accountants), and for organising activities during the meeting in their country. Other members of staff then will participate in local activities and will help with organization of the meeting in their country.4) parents: will be involved in organization of the meeting in their country together with their children, in hosting foreign pupils, in helping the coordinator with promotion of the project on public, cooperation with environmental NGOs and other institutions according to their possibilities and in various dissemination activities. 5) public: will be involved in meetings held in their cities. We intend to involve mayors, town representatives, other responsible people from municipality, presidents of some ecological or environmental NGOs into the cooperation on the project.The age group of involved pupils will be 13-15.The project consists of local activities, eTwinning cooperation and six learning/teaching/training activities. The project activities then include workshops, basic research, presentations, discussions and interviews, creative work (logo, leaflest, posters, promotional materials etc.), online cooperation, intercultural activities and evaluation and dissemination activities. By implementing the above mentioned activities, we will achieve the goals that we planned in this project.The main topics of the project activities are: water, its sources and purity / healthy habits / climate changes and desertification / recycling / eco-tourism / global warming. Each of the six partners will be in charge of one of the topics. Each of the partners will be also in charge of one dissemination tool: webpage / video-documentation and photo-documentation / eTwinning / facebook page / project magazines / brochure.The results of the project will be acquired or developed competences of the pupils and teachers, established cooperation with new partner schools, fostered cooperation with municipalities, NGOs and other environmental organizations. During the project several concrete results will be produced, e.g. project magazines, posters, leaflets, brochures, promotional materials, presentations, project webpage, facebook page, logo, Twinspace, photobook and videodocumentation.The partner schools will share and disseminate the results of their work on local, regional, national and international level. Several online and offline dissemination tools will be used, e.g. the project webpage, facebook page, project magazines, Twinspace, brochure and various promotional materials. The project will have impact not only on the participating schools but on other people at the local, national and international level, too. Participation in the project will contribute to development of the participating schools as they will improve the range and the quality of their international cooperation, quality of their work with pupils, the schools will become more popular and more visible for public. The participation will also help the schools create tighter, more personal and more friendly contacts between the teachers, between the teachers and pupils, teachers and parents, schools and municipalities, schools and various environmental NGOs, or schools and public.