"There is also a tendency in our school that the reading ability of the students who enter the school is getting weaker and weaker. It affects their school performance and learning process. The basis of learning of all subjects is reading comprehension and writing. The lack of these skills is a major contributor to school failure and early school leaving. There are obviously many other factors contributing to this failure, but in our project we want specifically focus on developing literacy - and in general, on developing communication competencies. Reading is not a favourite pastime for young people. Longer texts discourage them, while short texts provide superficial knowledge. Reading is time consuming, while in the virtual world of smartphones they can express their feelings and thoughts within a few seconds. The virtual world offers them a ""wonderful"" world where everyone is beautiful and young, everyone can be a star, there is no need for imagination, words and long descriptions, everything is there with a single click. Accordingly, their view of the world is simplified, superficial and often distorted. Their vocabulary is poor and they find it difficult to express themselves, so they communicate with each other in social relationships very little. They only express their emotions and thoughts through emoticons in their online conversations. In our project, we want to counterbalance this process. Our aim is to raise participants' interest in reading, to introduce them to the process of creating, interpreting, and illustrating texts by creating and presenting innovation activities which -beside getting to know famous national and international literary works- will enable them to express their thoughts , to formulate their own stories, and publish them using the opportunities offered by the Internet. We intend to do all this in the framework of international cooperation, so that the participants can get to know and understand the cultural values of different nations. We would like them to expand their knowledge of other countries, to develop friendly relationships and, last but not least, to develop their foreign language skills intensively. So the project is based on the development of communication competence. Throughout the project, this competence is interpreted as a skill that identifies, interprets and conveys the participants' perception of the world, their own emotions and thoughts, in various forms of communication, visual, verbal, musical and textual. In addition to developing activities, we also aim to raise awareness of the social, economic and wider cultural factors that determine communication. Usually, only traditional school frameworks - coaching - offer little opportunity for developing communication competences, with little developmental impact. That is why we thought that in a project that focuses on reading and writing, and generally on communication, we will combine the subjects in which they are of high importance, such as literature, history, grammar and foreign language. By adding the English language, we want to create a greater motivation base, which also justifies international cooperation. The activities are often based on collaboration - even in a foreign language - so in addition to reading comprehension, in general terms, we are developing their transversal competences. We also want to use the participants' IT skills to achieve our goal, but aim to give a major role in Drama Pedagogy and Music. The activities of the project are based on writing texts by the students, based on predefined basic stories, common historical relations between partner countries, famous literary works and cultural values of the participating countries. We believe that these activities will have an intense impact on the participating students and thus they will improve their literacy and communication skills in a broader sense. As a result, they will be more successful in their studies, have the opportunity for further education, and have greater opportunities in the labour market. In the long run, we aim to provide a framework, also integrated in the school curriculum, based on the experience of the project activities and the practices of the partner schools, providing regular activities and opportunities for effective development work, and providing ideas for other schools with similar problems. The operation of this frame/model depends on the teachers involved in the project, so their training is a key part of the project. They should be engaged in activities that are different from their normal school work, and beyond their English proficiency, they will be motivated to integrate such and similar activities into school life by working together for two years and learning about good practices in partner schools. ."