By implementing a future-oriented curriculum for secondary school students that supports the quality of teaching and equal opportunities, we increase interest in learning and we strengthen self-esteem, we contribute to ensuring the students' well-being. Since the students come from a disadvantaged social environment, and their parents show little interest in the relationship with the school, we want to increase the students' interest in learning, to create attractiveness towards the instructional-educational process by introducing non-formal activities into the formal environment, so that students can be receptive to the new challenges generated by the evolution of modern society. We also want to focus on providing opportunities for equal participation of students in the instructional-educated process and thus combat exclusion. By acquiring interactive working methods of the teaching staff participating in the training mobility and their dissemination, we want to develop innovative pedagogical skills that can be found in education systems at the European level. Participation in the course leads to the removal of didactic conservatorism and thus increases the quality of the teaching act.
Our school deals with the preparation of students of preschool, primary and secondary school age. We specify the existence of simultaneous education within the primary cycle. Also, apart from compulsory education, we carry out activities of the "Second chance" type, in which we include people who did not finish on time compulsory education. All the students of our school are disadvantaged, because most of them come from families that have a poor financial situation: 70% of the families are socially assisted, 28.5% of the children (including "Second Chance") are of Roma ethnicity. We also have students in preschool education (2 children), primary school (2 students), and secondary school (2 students) students with special educational requirements. In addition, there are 3 students in foster care, and 15 students come from single parents families. A percentage of 30% of the students' parents are abroad, the children being left in the care of grandparents or a parent. Usually, students have learning and attention difficulties due to the degraded social environment they come from.