It was intended to have an impact on school management, on teaching and non-teaching practices and on the profiling of students in conjunction with families, with expectations of: . Strengthen new ways of acting and management through the reformulation of guiding documents. . To establish a network of contacts with other schools across Europe in eTwinning activities, to share practices, methodologies, instruments and working strategies. . To establish possible key strategic partnerships for future programmes. . To increase innovative and motivating technological practices in education in general and in the classroom in particular. . To develop levels of foreign language proficiency, not only in teachers but also in students during participations and sharing of activities with other countries. . To develop interpersonal and intercultural skills that enable effective and constructive participation in the educational community. . To provide personal, cultural and professional enrichment. We wanted to "open the doors to the world", to get out of our comfort zone and encourage our students to learn in communion with others.
We signed up for this project "Indiscipline: Pedagogical Innovation and Differentiation in the European Dimension", after identifying the main needs and objectives recognised in our School Cluster in the last school years, which are related to the improvement of school results and the elimination of widespread situations of violence and indiscipline in all teaching cycles. We have activated and implemented various measures and strategies towards the achievement of the defined objectives. However, the participation in other projects of European scope, accentuated the recognition of the need to transform the school space in a European context and, for that, all the elements that were involved were aware of their role in a global society and as European citizens, guided by European policies. The opportunity to get involved in a project of European scope, which is materialized in the sharing of pedagogical practices and ways of acting taking into consideration different contexts (cultural, pedagogical, structural, political, religious, ...) was a driving force.