Our project ‘Teaching and Learning Through Photography Art’ exploited photography in indoor and outdoor activities, as educational methods supported by all Ministries of Education. Learning through pictures and outdoor learning are both well-known approaches, especially for students who face learning challenges. Their necessity and inevitable efficiency on learning has been acknowledged by literature. This strategic partnership project was about learning inside and outside the classroom by strengthening educational ties with European schools from GREECE, as the coordinator school, BULGARIA, LATVIA, ITALY, FRANCE, SPAIN. We included learners aged from 6 to 12 years old throughout the project, as Primary Schools were involved in it. After long and fruitful discussions among the representatives of the partner schools involved, there was agreement on the main objectives of our project, which were the following: * to expand the learners' horizons and awareness as Europeans citizens * to raise awareness of the participants' national and European customs and traditions and develop their tolerance for diversity * to improve the learners' life and social skills through visuals * to improve teaching approaches/methods and develop professionally as teachers * to integrate immigrants and learners with disabilities and special learning needs with respect to their profiles as learners * to develop critical thinking skills * to improve the participants' ICT and English language skills In the two years our project lasted, there were five transnational meetings in different partner schools and a sixth final virtual one due to the impediments of COVID-19 pandemic where teachers were trained and attended various workshops, whereas learners were involved in experiential indoor and outdoor activities related to photography. Each transnational meeting lasted 5 days in total and only the meeting in Bulgaria included students' mobility while the final transnational meeting took place virtually with the participation of a great number of students: * Greece (November 2018): Familiarisation with ICT WEB 2.0 Tools for teachers. School presentation through photographs for learners. * Italy (February 2019): Exploitation of eTwinning as a Valuable Collaborative Tool for teachers. Learners present themselves through a triptych of photographs. * Bulgaria (May 2019): Planning and Organising an Outdoor Learning Activity for teachers. Land art production for learners. * Latvia (November 2019): Differentiated Teaching for Immigrants, Students with Special Needs and Learning Difficulties for teachers. Exploration of the reality presented in photographs for learners * Spain (February 2020): Practical Ideas to Motivate and Engage Young Learners in Classroom and Outdoor Teaching for teachers. School photography patchwork for learners and presentation of our schools' history * Virtual transnational meeting (February 2021): Evaluation and Follow-Up of Educational Programmes for teachers. Creating a big wall of black and white group images for learners depicting different feelings to show that all humans share the same emotional universe, despite origins and race The six (6) partner schools were assigned specific roles throughout the project based on their experience, interests and expertise: * The Greek school was the coordinator of the project as a whole, ensuring that all planned activities have been conducted and deadlines respected. * Our project dissemination plan was the responsibility of the Latvian school. * Spain was responsible for monitoring and evaluating the project. * The Italian school was responsible for the eTwinning platform. * Handling project risks was the responsibility of the partner school from Bulgaria. * Activities implementation and communication were the responsibility of the partner school from France. All participant teachers acknowledged the value of the dissemination of good practices. Therefore, we all agreed on the following approaches as parts of our communication plan: a Project logo, a Project brand, Posters, Project walls in schools, Press Releases, School websites/blogs, Project Website, use of social media, eTwinning platform, Erasmus+ platform. All activities, seminars and workshops were evaluated during transnational meetings. At the end of the project our project evaluation plan assessed the impact on the learners, the teachers and the schools involved. The tools used to this end were: surveys and questionnaires, individual and group interviews with participants of the mobility or other stakeholders, observation, statistics, document analysis, English Language portfolio and group discussions about the mobility experience. At the end of this project, we all think that we have achieved our predetermined objectives that would have a beneficial impact on the learners, teachers and schools involved. Indeed the activities conducted offered a variety of interesting settings and stimuli and thereby meaningful learning experiences. Participant teachers reconsidered and enriched their teaching practices through the potentials photography offers for experiential, attractive, fun, inclusive learning. Participant pupils were enabled to effectively explore the world of photography as an alternative source of knowledge and education that unfortunately typical formal education rarely provides. Moreover, all participants became competent users of different digital tools utilised in communication and presentation of their work while they all enhanced their communicative ability in English, creating strong educational and personal ties within the European community. We believe that this particular project worked as a source of inspiration for other schools in our areas, individual citizens of our towns and our countries, owing to our wide dissemination and promotion plan. In addition, we expect to have built an endless friendship among partner schools with an eye to collaborating again in other projects. Finally, this experience is considered to have improved everyone as a life-long learner who seeks personal and professional development.