PROJECT DESCRIPTION

1. SUMMARY
Sum up the essence of your project idea. (max. 650 characters)
The essence of the project is providing students from different risk group with life skills those of their
classmates that are in a disadvantage position either because of social status or ethnic affiliation. We want
to establish a strong sense of companionship in them towards those that are often bullied or ridiculed and
make the first steps in creating a friendlier and more open atmosphere in school, hoping that this would
improve both the self-esteem and school results of the students. We want to show them that no matter
gender, race or social status they are all equal and should be treated like that.

2. Description
2a. What is the title of your project?
Solidarity a small engine that brings huge changes.

2b. Describe your project idea? (max. 1500 characters)

What is the specific aim? What do you want to achieve? How does it relate to the overall theme of the
current aces cycle? What is your chosen specific focus? What is the relevance of the project idea to the
contexts where pupils live, their interests and their age
Our aim is to provide pupils from our schools with skills that will help them analyse and share social
problems and their solutions, take responsibility and commitment to overcome them and promote the
importance of active solidarity as essential for social cohesion. Also we aim to teach them how to be more
empathetic to their less fortunate classmates, so that they would strive to help rather than mock them.
The project's aim relates to the overall theme of the current aces cycle by stimulating youngsters'
education, promoting intercultural dialogue and innovative ways of teaching and learning such as role
play, self-assessment, group work, etc, and encouraging charity work and public speaking.
The specific focus of our project is to provide children, whose parents work abroad, overtime or are
unemployed, with better life opportunities, so that they will become more self-confident and responsible,
self-empowered (enjoying the sense of self-worth, sociability, self-management, integrity and having a
preserving and positive attitude towards lifes challenges)
2c. Which results and outcomes do you expect to have with your project? (max. 1500 characters)
Which concrete products will your project produce? What are the expected outcomes (for the students,
teachers, your school, the school partnership, other)? What are the prospects for project sustainability?
(For example, how will the partner schools continue their cooperation on this or other themes/projects in
the future? What lasting impact will the project have on the school reality?)
Concrete products:

-a more sustainable world that through compassion, understanding and solidarity actions becomes an
united society
-5 online skype sessions, workshops and their prepared information
-5 day study visit to Bulgaria
-5 day study visit to Moldova
-10 solidarity projects proposed and implemented by pupils
-Exchange of teaching experience, methods and techniques
-Development of long-standing partnership between the schools
-Exchange of culture, tradition and history
The expected outcomes for the students are as follow:
-Improvement of self confidence and responsibility toward their peers
-Improvement of English communicative skills
-Better understanding of solidarity and its worth
-Desire to explore and learn about foreign culture and traditions
-Motivation for future realization and better grades at school
The results for the participating schools and their teachers will be:
-A chance for observing and learning different teaching techniques regarding problematic students
-Better understanding of the issues regarding students behavior
-Getting ideas how to stimulate students so that they could accomplish more.
-The schools will establish connection with other foreign schools
-The schools wii become more experienced in organizing and executing multinational projects.
-The reputation and ethos of the schools will improve.
In future the schools will continue their cooperation via modern technology, according to established
program on problematic pupils theme.
3a. How will the partners implement the project? (max. 1800 characters)
How will the partnership between the schools be developed? Which creative & innovative approaches
will be used? Which methods will be used? Where will the activities take place (in which work settings)?
Which division of responsibilities between the partners is foreseen? Which working languages in addition
to English will be used for communication between the partner schools and students?
The partnership between the schools will be developed by signing a Partnership program, including
further activities, their progressive realization and evaluation. Two study visits in Moldova and Bulgaria
of groups containing 10 pupils and 2 teachers each will be held, where we will share impressions, ideas,

good experience, methods of teaching etc. Meetings, in form of workshops, will be held online using
skype conference once a month with the involvement of the both participants and leading teachers. At
every online meeting, the responsibility will be consecutive, each school will have different topicsdiscussed and agreed in advance- regarding solidarity actions. Students will be able to express and
exchange ideas, information, messages sharing them via a blog site created by participants, by facebook
group and email.
As a creative and innovative approach we consider creation of 4 teams made of 8 pupils from 2 countries
that will become "experts" in solidarity actions.
We will use methods involving multimedia learning using tools like MS Word, MS Excel MS Power
Point, Movie maker etc., also we plan to practice mind mapping, swot analysis, role playing and Project
based learning (PBL).
The main part of the project will take place in a school -like setting with the students working in groups,
but in an open, creative, interactive and not so formal atmosphere to avoid the anxiety and boredom that
students relate to school and learning in general.
We decided to have equal division of responsibilities regarding this project only that coordinating school
will have to complete in addition the short narrative report and financial report at the end of the project.
Bulgarian, Russian and Romanian will be used as a means for communication between schools.

3b. Describe the project implementation plan and schedule using the following table:
When?

What and How?

Where?

Septembe
r

Preparation of the common Partnership

program by both schools.
First preparation for research on the
topic in the schools: students and
teachers start to research the topic and
express their own views and thoughts
on the problem, also get feedback from
the partners. They sum up a conclusion
reflecting the problem and their
thoughts for solutions. Working group
from both schools establish the
schedule for future online sessions.
Sharing agreed documents between the
schools.
5 8 October 2015: International aces
Kick-Off Meeting

October

First introduction online skype sessions

between Moldovan and Bulgarian
schools' participants, including

In each of
the partner
school

Who
participates?
Involved
teachers and
all
participating
classes

Who leads implementation?

Rusu Elena,
teacher, Moldovan
school and
Grigorina Saeva,
teacher, Bulgarian
school

Saraevo
(Bosnia and
Herzegovina
)

(1 student &
1 teacher)
from each
school

Interkulturelles
Zentrum

In each of

Involved

Rusu Elena,
teacher, Moldovan
school and

November

December

January

presentations of the schools and

solidarity action ideas proposed by
participants. Participants are divided in
4 groups of 8 persons including both
Moldovan and Bulgarian pupils. One
common blog site, and facebook group
of the project is created by pupils with
the help of teachers. All established
arrangements and project information
are posted online.
Study visit of Moldovan group of 10
pupils and 2 teachers in Bulgarian
school, duration 5 days. Activities will
have the main stress on School and
Community Solidarity actions. Students
are instructed how to write, present,
monitor, realize and evaluate a project.
The results of the study visit (project
plans, pictures, activities) are posted
online on the blog site and facebook
group page. Pupils visit places of
interest from Etroppole and get
acknowledged with Bulgarian culture
and traditions.
Second online skype sessions between
Moldovan and Bulgarian schools'
participants with the general topic
"Discrimination". First group of eight
pupils lead the session, Moldovan group
presents different problems regarding
discrimination, their issues, involved
parts, results, while Bulgarian group
solutions to the proposed problems,
different methods and long term effects.
Before the online session group
members are discussing via internet
tools and establish the structure of the
presentation. In the last week of the
mouth each school comes up with a
project plan regarding discussed topic
involving solidarity actions in their
school or community. Realized actions
and feedback are posted on the blog site
and facebook group page.
Third online skype sessions between

the partner
school

teachers and
all
participating
classes

Grigorina Saeva,
teacher, Bulgarian
school

Bulgaria

Involved
teachers and
participants
from
Bulgarian
school and
group of 10
pupils and 2
teachers
from
Moldova

Grigorina Saeva,
teacher, Bulgarian
school
Rusu Elena,
teacher, Moldovan
school

In Bulgarian
and
Moldovan
schools

Involved
teachers and
all
participating
classes

First group of
eight pupils
Rusu Elena,
teacher, Moldovan
school and
Grigorina Saeva,
teacher, Bulgarian
school

In Bulgarian

Involved

Second group of

February

March

Moldovan and Bulgarian schools'

participants with the general topic
"Environment". Second group of eight
pupils lead the session, Bulgarian group
presents different problems regarding
environment, their issues, involved
parts, results, while Moldovan group
solutions to the proposed problems,
different methods and long term effects.
Before the online session group
members are discussing via internet
tools and establish the structure of the
presentation. In the last week of the
mouth each school comes up with a
project plan regarding discussed topic
involving solidarity actions in their
school or community. Realized actions
and feedback are posted on the blog site
and facebook group page.
Fourth online skype sessions between
Moldovan and Bulgarian schools'
participants with the general topic
"Dissabled people". Third group of
eight pupils lead the session, Moldovan
group presents different problems
regarding dissabled people, their issues,
involved parts, results, while Bulgarian
group solutions to the proposed
problems, different methods and long
term effects. Before the online session
group members are discussing via
internet tools and establish the structure
of the presentation.
In the last week of the mouth each
school comes up with a project plan
regarding discussed topic involving
solidarity actions in their school or
community. Realized actions and
feedback are posted on the blog site and
facebook group page.
Fifth online skype sessions between
Moldovan and Bulgarian schools'
participants with the general topic
"World Solidarity". Fourth group of

and
Moldovan
schools

teachers and
all
participating
classes

eight pupils
Rusu Elena,
teacher, Moldovan
school and
Grigorina Saeva,
teacher, Bulgarian
school

In Bulgarian
and
Moldovan
schools

Involved
teachers and
all
participating
classes

Third group of
eight pupils
Rusu Elena,
teacher, Moldovan
school and
Grigorina Saeva,
teacher, Bulgarian
school

In Bulgarian
and
Moldovan
schools

Involved
teachers and
all
participating

Fourth group of
eight pupils
Rusu Elena,
teacher, Moldovan

April

May

June

eight pupils lead the session, Bulgarian

group presents different problems
regarding world solidarity, their issues,
involved parts, results, while Moldovan
group solutions to the proposed
problems, different methods and long
term effects. Before the online session
group members are discussing via
internet tools and establish the structure
of the presentation. In the last week of
the mouth each school comes up with a
project plan regarding discussed topic
involving solidarity actions in their
school or community. Realized actions
and feedback are posted on the blog site
and facebook group page.
Study visit of Bulgarian group of 10
pupils and 2 teachers in Moldovan
school, duration 5 days. Activities will
have the main stress on School and
Community Solidarity actions.
Pupils will learn how to shot a short
movie developing a social issue and
how to promote it using media sources
and internet in order to raise its impact
toward society. The results of the study
visit (movies, pictures, activities) are
posted online on the blog site and
facebook group page.
Pupils visit places of interest from
Chisinau and get acknowledged with
Moldovan culture and traditions.
Evaluation of the project, completing
the short narrative report and financial
report.
Arrangements and discussions
regarding further partnership program
activities in order to establish a long
lasting cooperation between the
schools.
Participants, teachers and parents are
invited to share their impressions about
the entire project activities, that also are
posted online.

classes

school and
Grigorina Saeva,
teacher, Bulgarian
school

Coordinating
school from
Moldova

Involved
teachers and
participants
from
Bulgarian
school and
group of 10
pupils and 2
teachers
from
Bulgaria

Rusu Elena,
teacher, Moldovan
school and
Grigorina Saeva,
teacher, Bulgarian
school

Coordinating
school from
Moldova
with the
informationa
l support of
Bulgarian
school

Involved
teachers

Rusu Elena,
teacher, Moldovan
school

4. PARTICIPANTS
4a. What is the age range of participating students in YOUR PROJECT?
The cooperation of students of the same age group (not more than 2 years difference) is advised!
Students are: from 12 to 14 years of age
4b. Use the following table to calculate the number of DIRECT participants involved in the project
Partners
Coordinating
school
Partner school
Total Teachers
Total Students

Teachers/Students
Teachers

Total number
3

Female
2

Male
1

Students
Teachers
Students
Teachers
Students

15
3
15
6
30

7
2
8
4
15

8
1
7
2
15

4c. How many INDIRECT participants and oher groups or institutions do you expect to reach with the
activities in your project and how will they be involved? (max. 900 characters)
We hope to include the cooperation of the students' parents as well as members of the community that are
concern for the wellbeing of disadvantaged children. Parents will be encourage to take part or to attend
the outdoor activities, so that they could understand better the problems that they children are experiecing
in school.
Members of the Social Center for Rehabilitation and Integration in Etropole will be invited to share their
views on the problem and to offer activities that will help children understand why some of their
classmates have different needs and why they should be treated with respect, not mocked.
5b. Does your project foresee any extracurricular activities? (max. 450 characters)
characters)If yes, then which activities? (If no, then type "none")

(currently: 446

Yes, every year we organize different "Holly Day" charity events to raise awareness of the needs and the
problems of people in need. On this even children offer financial support, things and own creationspictures, hand-made objects , etc. The money gathered from these events are given to organizations that
deal with such people. Such events have positive impact on the community and give the students the
opportunity to practice solidarity actions.
6. SCHOOL BACKGROUND AND CONTEXT
Please briefly describe the background of EACH of the partner schools and of the students who attended
it. (max. 800 characters per school) If your school is a special needs school, please make sure to mention
it.
Coordinating School:

(currently: 786 characters)

Theoretical Lyceum Budesti is a rural school with 42 teachers and 450 pupils aged from 6 to 15 years old.
Our school is attended by 37 pupils from nearest villages There are are many children in our school, who

are exposed to a high risk of poverty, because their parents don't have any chance to be employed in the
rural area, so depression, unemployment, alcoholism and violence of parents often lead to social pressure
on children and influence their school behavior, results and social isolation. In order to guarantee the
economic survival of their families, many fathers and mothers work abroad in EU countries/Russia or
overtime. At present there are plenty of children in our school growing up without parental care of both or
one parent being mainly abroad or due to a divorce.
Partner school 1:

(currently: 575 characters)

Osnovno Uchilishte Hristo Botev is a primary school with around 130 pupils age 6-14. There are children
here that belong to the ethnic minority, come from poor or unemployed families or from families with a
single parent. Often such children are left on their own with very little parental care or are neglected,
because parents have to work overtime. This leads to difficulties in teaching such students, because they
have difficulties reading and writing in their native language, due to lack motivation, supervision and
support at home. This influences their overall results and lowers their chances for going to an university
or finding a job after graduation.
7. ACES PRINCIPLES (max. 1800 characters)

The aces programme aims to promote intercultural dialogue & educational innovation; participation and
ownership of the project by the school students themselves; international cooperation of the students and
equal opportunities.
How does your project encourage intercultural dialogue among the participants? How does it promote
educational innovation? What new approaches, activities and innovative methods do you use to tackle the
topic? How does your project ensure the active involvement of the students in planning and decision
making regarding the project (selection of aims, focus, activities) and implementation of the project?
How does your project ensure the continuous communication and joint work of the partner schools? (How
and how often will you organise international communication? Who is responsible for it?) How does your
project ensure that students who need more support to participate have the opportunity to (equal
opportunities)?
Our project encourages students to discuss openly their views, thoughts and opinion on the problem at
hand and to reach together a possible solution. It also stimulates them to share their history and tradition
and to get a deeper understanding of foreign cultures.
To do that we would use different methods such as reciprocal study visits of the pupils from vulnerable
groups with included places of interest visits, also role playing, brainstorming, storyboarding, decision
trees, slip writing, etc.
The students will be encourage to choose how to develop the given topic and to choose the methods for
representation. They would aslo be asked to choose what kinds of activities their prefer doing during the
online meetings and the trips.
The international online communication will be organised every month with a selected topic and the
responsibility for that will lay successively in each school.
In this way students that have disabilities and cannot travel will have the chance to participate along with
their classmates. We will make sure that they have the equal opportunity to participate by speaking with
them and their parents, explaining what the benefits will be.

8. EVALUATION (max. 900 characters)

(currently: 719 characters)

How do you intend to evaluate the progress of the project and its final results? What do you want to
achieve with your evaluation? Who will be addressed with the evaluation? What kind of evaluation
tools/methods will you use? And are they suitable for your evaluation aims and target group(s)? How will
you ensure the evaluation in all phases of the project implementation?
The evaluation will show us how successful we were in achieving our set goals for the project. It would
allow to estimate if it has influenced our students' behavior in a positive way, if they had learned anything
they consider important and if is has changed the way they seem themselves and their fellow classmates.
It would also focus on the teachers, so we can see what we have done well and what we should have done
better.
We would use the following methods for this evaluation: interviews, observation, questionnaires,
feedback from the students, teachers, parents, etc.
After each phase of the project students will be asked to fill in a table and self-evaluate their performance
and that of their teachers.