1. Name  of  the  activity : Food into play (cheeses)

Date of the activity : from 9/ 04 / 2018 To 31 / 04 /2018
Number of participants : 26 + 19 students
Responsible person of this activity : Classroom teachers
Objective of this activity :

  • To expand students knowledge about healthy eating and healthy lifestyle.
  • To expand the range of foods taken, such as taste education.
  • To explore the world of food through the five senses.
  • To know some characteristics of physical states of matter.
  • Students to have fun and be creative in their free time
    We started from the activities already present in the Institute and tried to strengthen and adapt them to the age of the groups of students:
    Test your senses: observe, smell, taste.
    TASTING Tasks can be proposed for various types of food (fruit, vegetables, bread, cheese) in order to:
  • sharpen the sense of taste, distinguishing flavors with increasingly less marked differences – also stimulating the other senses to discover the visual, tactile, olfactory characteristics of the various foods – expand the quantity of tastes pleasing to children / teens – arouse the interest of children
    The cheeses lend themselves well because they have numerous and various organoleptic characteristics (color, taste, aroma, consistency) as well as diversity of origin, composition, processing, maturing, preservation, etc.
    The tastings are aimed primarily at discovering the different characteristics and, later, at recognizing the product with open or closed eyes. The number of food (cheeses) to be recognized can be varied or the food can be recognized with less marked differences, depending on the age of the students..
    For this activity the cheeses chosen are the most widespread in Italy
Grana padano


Cheeses have been classified according to:
CONSISTENCY – Soft and hard pasta
MATURATION – Fresh and seasoned
CONTENT IN GREASE – Lean, semi-fat, fat
MANUFACTURING TECHNIQUE – Raw , semi cooked – cooked

OBSERVATION (detect features)

TO TASTE (detect the characteristics of taste)

Every student has a green smile to say “I like it” or a red smile to say “I don’t like it”. On a billboard are indicated, for each type of cheese, the votes of all the children. At the end the ranking of the most popular cheeses is made.

GREEN = I like it
RED = I don’t like it

WE HAVE PRODUCED RICOTTA CHEESE (simple to do in class)

• 2 liters of pasteurized whole milk • 2 lemons • salt . lemon

  1. Put the milk in a saucepan and bring to the boil
  2. Then add the lemon juice then the salt
  3. Mix and continue cooking for 5 minutes
  4. Turn off the heat, you will see small clumps separated from the watery part (serum)
  5. Allow to cool in the cooking pot for about 10 minutes without stirring
  6. Remove the lumps with a small colander or colander with tight holes.
  7. Cover with plastic wrap and place a small weight over the film
  8. After 2-3 minutes the cheese is ready
And then, we have made a tipical cake


INGREDIENTS: 4 eggs, 350g of flour, 200g of sugar, 100ml of sunflower oil, 200g of cottage cheese – ricotta cheese, 1 packet of vanilla yeast, the peel and the juice of a lemon.

2 – Name  of  the  activity : Food into play (Fruit and vegetables)

Date of the activity :   from  1/ 10 / 2018   To 25 /10 /2018

Number of participants :     26 + 19 students

Responsible person of this activity : Classroom teachers

Objective of this activity :

  • To expand students knowledge about healthy eating and healthy lifestyle.
  • To expand the range of foods taken, such as taste education.
  • To explore the world of food through the five senses.
  • To know some characteristics of physical states of matter.
  • Students to have fun and be creative in their free time

We repeated the same steps with cheeses, even with seasonal fruit and vegetables.


Date of the activity: 29.IV.2019 – 31.V.2019

Number of participants: 40

Responsible person of the activity: Zhasmina Hadzhiyska – pedagogical advisor, Neli Mihaylova – science and art teacher, Lyubka Dacheva – assistant director.

Objective of the activity:

  • Building up habits for healthy lifestyle, care and protection of the environment.
  • Acquiring knowledge about the species of garden plants and trees, their benefits and the ways of planting and growing them.

Materials used: tools for treatment of soil, tools for planting, tools for treatment of small trees, flowering plants and bushes.

The course of the activity: In this activity 40 students took part, divided into 4 groups according to their age and desires. The activities were carried out during the breaks and after school in the schoolyard and the areas around the school. During the first two weeks the participants learned about different plant species and the appropriate conditions for their planting and growing. During the third and fourth week the participants chose and prepared the sites for planting, enriched the soil and planted the plants. Throughout the activity, the participants were consulted and assisted by parents who work in garden centers. After the end of the activity, the students decided to continue their care for the planted flowers and plants.

Result of the activity: The participants received useful and interesting information on the special characteristics and benefits of the different species of plants and trees, learned how to cultivate soil and plant flowers and bushes under appropriate conditions. They also built up habits to live in a pleasant and environmentally friendly way, in harmony with nature. During the activity they enjoyed themselves and felt their connection to the land and the traditions of our people.


Responsible person of the activity: Olga Coello,teacher of coexistence of the school, staff of school.

We did this activity during the third trimester breaks.

The aim of this activity is to promote the use of board game based learning methods in children’s lives.
To work and explore the application of educational board games through the training of students.
Adapting learning based on play
and develop board games in correspondence with them.

This task helped us to know the trends of youth in the participating countries and to extract the current learning.
of the children’s playful experience.
Introducing play-based learning is a core activity of our Erasmus project.

To know and explore board games and their possible adaptation as educational tools;
Introduce board games as a tool for active participation.
Explore successful examples of the use of board games in educational work.
Provide participants with methods for the development of ideas and the design of learning.
Seek a positive transfer in social cooperation and integration.

TWELFTH ACTIVITY: Spring customs

Date of the activity: 25.III.2019 – 25.IV.2019

Number of participants: 38

Responsible person of the activity: Zhasmina Hadzhiyska – pedagogical advisor, Mariya Bonova – coordinator of the project, English teacher, Ginka Vlahova – primary teacher, Yordanka Shopova – primary teacher.

Objective of the activity: Children to learn about the spring customs and traditions from the past realizing their importance. Folk traditions are the path to people’s psychology, to the character and spirit of people gathered at the will of faith at a certain geographic place. Our folk customs have gone through many vicissitudes during our existence, some of them have disappeared forever, others have been preserved modified or in their original form and design. They are the source of our overall cultural tradition. They are the pillar of our national consciousness.

Folk customs are closely related to the past, religion, public relations, mythology, geographic characteristics. Each custom contains rites and rituals, has its own reference points and symbolism and is linked to the hope and desire of the people for health, happiness, fertility and prosperity.

Materials used: coloured threads, ribbons, wool, folk costumes, flowers, egg paints, eggs, nibs, colour papers, glue, scissors and others.

The course of the activity: 38 pupils from primary level took part in the activity, divided into 5 groups. Each group had the task to explore and present a favourite Bulgarian spring custom. The participants collected materials and presented information about Baba Martha, Sirni Zagovezni, Lazarov day, Tsvetnica, Easter. In the course of four weeks, during the breaks and after school, students learned about the traditional food, symbols, dances, clothing and beliefs typical for each celebration. The climax were the activities in the Ethnographic Museum which were carried out with great interest and desire. The students made wreaths according to an old Bulgarian tradition, painted eggs using nibs and wax, recreated the old Bulgarian custom “singing of rings”, related to the desire of young people for a happy family life. It is performed by young girls and has an ancient mythological meaning. According to researchers, the roots of the ritual are related to rituals in honor of the thunderer Perun and his successor in the folkloric Christianity – St. Elijah. The final activity was attended by students, colleagues and parents.

Result of the activity: The activity was enjoyable and emotional. The participants had the opportunity:

– To learn about the ancient traditions of their people, the cultural, national and human values encoded in them;

– To appreciate the uniqueness of Bulgarian culture and its contribution to the European heritage;

– To develop their personality, to develop positive attitude towards themselves and to realize their potential;

– To show their creativity and imagination.

Bulgaria has an extremely rich folk art. It is the fruit of centuries of experience and knowledge. It is a real treasure that our ancestors have developed, preserved, and passed down to us. It is our duty to protect and pass it down to the next generations in order to keep it intact.


Date of the activity: 25.II.2019 – 22.III.2019

Number of participants: 48

Responsible person of the activity: Zhasmina Hadzhiyska – pedagogical advisor, Mariya Bonova – coordinator of the project, English teacher, Elisaveta Yagodina – primary teacher, Yordanka Shopova – primary teacher.

Objective of the activity: The game plays an important role in the physical, mental and cognitive development of the child, develops social behavior, creative thinking, sensibility and rapid responses to deal with a particular situation. The rules of the game are like internal regulators of behavior and they are also related to students’ perceptions of the surrounding reality. The game is a simulator. It allows the child to participate in adults’ life, makes a smooth transition to the next age stages. It builds students’ emotional competencies, teaches love, compassion, friendship, ambition, independence, perspicacity. In a funny and easy way it develops imagination, attention, logical thinking, observability and dexterity.

Materials used: different types of games – chess, lady, do not mind man, logic puzzles, dominoes, skittles, twister, educational games related to the history and natural landmarks of Bulgaria.

The course of the activity: 48 students from the primary and lower secondary level took part in the activity. In a period of four weeks, during the breaks and after school, students played different board games as an alternative to the popular computer games. Participants’ age, their interests and desires were taken into account. Some of them had a competitive and provocative character, others developed the creative talents and thought processes – memory, imagination, attention, concentration. The participants were divided into teams according to the requirements and rules of the games. The teams included students with problems in social adaptation and aggressive behavior. Teachers from the school took part in the activity as assistants and participants.

Result of the activity: The activity was enjoyable and emotional. The participants were able to:

  • Develop their personality, positive attitude towards themselves and realize their potential.
  • Show creativity and imagination, show leadership qualities.
  • Develop skills such as reading, thinking, finding solutions and to improve their motor skills.
  • Learn to control their emotions and deal with them, to get to know and understand the world around them.
  • Acquire social skills, build relationships with others, build up their value system and their sense of ethics.

The game can safely be called “brain food”. It provides the basis of learning, including language enrichment, develops thinking and skills of the child to reason, draw conclusions and think of the consequences.

Good manners week SEVENTH ACTIVITY

Date of the activity: 14-01-2019 – 18.01.2019

Number of participants: 160 pupils from 2nd to 5th grade

Responsible person of the activity: Elizabeth Cafora  –  CR teacher,  Giuliana Tomà – coordinator of the project,  Elisabetta Gabrielli – pedagogist.


OBJECTIVE of the activity:
Find ways to communicate with kindness, care, consideration and empathy towards others.

ACTIVITIES: Empathy exercise, Role play

SKILLS: Listening, making inferences, oral and written communication, visual material interpretation, critical thinking.


Images from newspapers, magazines or from the internet depicting injured, sad or poor people; sentences written on the back. (the images must be suitable for children). Two copies of the texts for the role play (one for the teacher and the other cut out for distribution to the groups).


Before the lesson the teacher prepares images by writing on the back sentences with positive or negative meaning.

Examples of positive sentences:

You look sad, what happened to you?

• You look hungry, can I share my lunch with you?

• I’m sorry your child feels sick.

• Don’t worry, I’ll help you fix it.

Examples of negative sentences:

• It’s not my fault what happened and I can’t help you.

• Stop crying, you annoy me!

• You don’t smell good.

• Your clothes are dirty.

The teacher writes on the blackboard “Words that show care and empathy for others” and asks the students for the meaning of “empathy”. Listen to the answers and then explain that EMPATHY means understanding the feelings of others. The teacher shows the first image and reads the sentence written on the back, asks “who thinks that what I read could be a kind phrase or a help for the person in the image?”. He writes it on the blackboard. After showing all the pictures to the class and writing all the kind phrases, ask the students for other kind phrases that could be said to people in need.

ROLE PLAY “Now that we have talked about empathy and the empathic phrases we can say to sad or suffering people, we will try to put them into practice by simulating real situations. You will work in groups and each group will have a different situation to represent ”. Divide the students into groups of five and assign each sheet with a situation to represent. After each group has made its representation in front of the others, it discusses with the rest of the class how kindness and concern for others has been demonstrated. Add other kind / empathic words to the board.

Scene 1

Notice a new child at school and other students ignore it. You decide to get close to him and start talking to him.


• New child

• Group of students who ignore it

  • Kind child

“Represent the scene in front of the class, using kind words to help the newcomer”

Scene 2

There is a child in your class who seems very shy and, during the break time often plays alone. One day you decide to go and play with him and ask others if they want to do it.


• Shy child

• Group of students who want to play with him

• Other children

“Represent the scene in front of the class, using kind words to help the shyest child.”

Scene 3

Your two best friends make fun of a child from another class who doesn’t have many friends. You don’t like what your friends are doing.


• Two friends

• Child from another class

• Child who does not like others to make fun of someone

“Represent the scene in front of the class, using kind words to help the child being teased.”

Scene 4

There is a new child at school who comes from another country and does not know Italian well. Some children don’t want to talk to him and tease him about his foreign accent. You too have changed schools the year before and you know how it feels.


• Foreign child

• Child who wants to help him

• Other children

“Represent the scene in front of the class, using kind words to help the new child to settle into the new school.”

Scene 5

At school there is a child who sometimes beats other children and therefore has no friends. You would like to help him and ask your master for help to know how.


• Aggressive child

• Child who wants to be his friend

• Teacher

“Represent the scene in front of the class, using kind words to help the child a little aggressive.”

Scene 6

You are at home with your older brother and your younger sister. Have a discussion with your brother about the TV program to watch and your sister for the game you want to play. You don’t like to have a discussion and ask your mom how to solve the problem without arguing.


• Child

• Brother and sister

• Mum

“Represent the scene in front of the class, using kind words to solve the problem with your brother and your sister.”


OBJECTIVES: children will be able to identify their own and others’ talents and strengths, and find out how to compliment others on their strengths.

ACTIVITIES  Games: Who am I? Who are you? Bingo. Compliments activity, notes to compliment, discussion.

SKILLS: Listening, making inferences, oral and written communication, critical thinking.

Who am I? (one card for each child).

Who are you? (Bingo, one for each child). Bingo prizes (optional).

Pencils, colored pencils, markers, cards, old magazines, scissors.

Activity: Games: Who am I? Who are you? Bingo.

Compliments activity, notes to compliment, discussion. Skills: Listening, making inferences, oral and written communication, critical thinking.

Game “WHO AM I “

For each question, explain with examples what children should write. Ex: the things that I like about me are: the color of my hair, …I am good at football, … I like to help my mother make cakes, ..I play the piano …

Introduction “How are we outside and how are we inside? We have two faces like coins. Inside we have our joys, fears, desires, dreams. Outside we are tall, skinny, good at playing cards, swimming … We combine the two to get an idea of ​​how we are. Answer the following questions so you can get a complete picture of your person. “

The things I like about me are: ———————–

I am good at: ——————————————

I would like to be good at: —————————-

A skill I would like to have is: ————————-

My secret dream is: ————————————

When I grow up, I want to be: ———————–


“Now that you’ve indicated what you’re good at, let’s play a game to get to know others.” Distribute the “Who are you” page. Start putting in the box what you can do. Then, for the other boxes, try to write the name of a companion who has that ability. Each box must have a different name. Who of the class, gets 5 in a row or completes the sheet first, makes bingo “. Allow 10/15 minutes to play. Once everyone has filled out the forms, collect them and, together with the children, see who has been indicated the highest number of times for the individual skills.



OBJECTIVES: Understanding how individuals and groups can face different situations thanks to a kind attitude.

Understanding how to be part of a community helps to respond positively to events.

1. Divide the students into groups of 5.

2. Give them 5/10 minutes to read the scene together and answer the questions in a group.

3. For each group, nominate the spokesperson who will read the designated scene to the rest of the class.

4. Ask each group to position themselves in front of the rest of the class (one group at a time).

5. Ask some group members to read their answers. (if there is time, the other students can add their suggestions for the skits)

6. As the group answers the questions, write their ideas on the board.

What is the nice thing to do?

“Now that we’ve learned about the abilities of others and ours, let’s learn how to compliment them.  “Can anyone tell me what a compliment is?” Allow time for the children to respond and then continue: “When you give someone a real compliment, you comment on your abilities, what you can do. It’s nice to tell a person that you like his bike or his new backpack, it’s also a good compliment to say “Luca you are really good at soccer”. “Now, one by one you stand up and using the things we discovered with the previous game, let’s start paying compliments.” Make sure every child has done and received compliments. If desired, write the compliments on the board, without writing the names.

Scene 1: “Be nice with  parents”

Rita, Luca and Marco don’t like doing houseworks. When mam and dad ask to take out the trash and / or take the dog for a walk, they complain and don’t want to help.

• How can these children show kindness to their parents?

Scene 2: “Be nice with your sister”

Giulia, Rebecca’s younger sister, wants to play with her. When Rebecca’s friends arrive, Giulia doesn’t want to leave them alone and Rebecca gets very upset.

• How can Giulia be kind to Rebecca?

Scene 3: “Be nice with a new schoolmate”

Simone is a new student at your school. During lunch, Simone enters to the canteen and sits down at a table, alone. A group of students at the next table start teasing him. Adriano enters to the canteen and looks around in search of his friends and sees Simone sitting alone.

• How can Andrea be kind to Simone?

Scene 4: “Be nice with a friend”

Jasmine is really excited about a new skirt. But when the next day she wears it at school some girls make fun of her. Letizia is Jasmine’s best friend and sees the girls making fun of Jasmine.

• How can Letizia be kind to Jasmine?

Scene 5: “Be kind with your neighbor”

Francesco is 10 years old and wants to help Mrs Stefania, a widow his neighbor who is in a wheelchair. Mrs. Stefania’s garden is full of weeds and she is often alone.

• How can Francis and his friends show kindness to Mrs. Stefania?

TENTH ACTIVITY:Good manners month

Date of the activity: 10.I.2019 – 20.II.2019

Number of participants: 32 students different ages.

Responsible person of the activity: Olga Coello Vazquez. Coordinator of activity.

At the beginning of the year the ROAD TO INCLUSION group, dedicated to promoting inclusion activities among students including the use of the English language, as our school is bilingual, met to shape our project, but it is not until November that we began to inform all students and their families of the new project called CASTRA PATROLS.
We used informative posters like the one below and sent a letter to all the families.

We understood that the format on “Help between equals. Accompanying pupils” carried out in Secondary schools, since until now there was no experience in Primary, it was not possible to apply it in our school in the same way and therefore we needed another format more appropriate to the characteristics of a Primary school and more specifically to our school. This is how the CASTRA PATROLS or PATRULLAS DEL CASTRA came about, where in addition to having students who were mediators of conflicts or companions, we were going to form patrols of storytellers, news, games, etc.
We did not know the welcome we were going to have among the students, so, in the beginning we gave the option to all the students between 3º and 6º of Primary Education to participate in the patrols, in one or in several. Except for the Problem Solving patrol in charge of mediating conflicts and accompanying students, who could only be 5th and 6th grade students, as established in Instruction 7/2017, of the General Secretariat of Education.
We found more than 200 students (35 of them for student mediators and / or companions) interested in participating in the patrols, so we had to establish different shifts. With regard to the student mediators, from the second trimester onwards all the students enrolled in the different playgrounds began to patrol in groups of 3 or 4 on Tuesdays and Thursdays (in two groups); but it is not until the third trimester that we began to use accompanying students for students with relationship difficulties or other difficulties. We thought that before this date the students were not yet prepared, but after a few months of intervention in recreation, meetings, advice, etc., it was the appropriate time for them to voluntarily perform this function.
We received 4 requests from tutors and assigned 4 accompanying students, who visit their companions every day during the recess. we sincerely believe that the project is achieving good results and we have numerous ideas that we will put into practice the next course.
To end the project we organized a week of activities with the collaboration of families belonging to our educational community, so for 4 days, parents or other relatives have organized, along with our patrols various recreational activities during the time of recreation can enjoy together a great coexistence.

Objectives of the programme:

  • On this occasion, new students have been accompanied by their own classmates, so although this option has been offered to tutors, in all cases they have decided to work from the tutorial action with positive results.
  • To favour the integration of students who are alone or little accepted in their group,
    exercising a work of accompaniment and welcome that avoids isolation and helplessness.
    One of the main slogans of the recreation patrols, whether they were telling stories, organizing games or mediating conflicts, was to approach those students who found themselves alone and propose them to play or help them relate to the rest of their classmates.
    It is important to point out that some of the student volunteers participating in the patrols were students with little acceptance in the group, with which they have been reinforced, gaining self-esteem and appreciation by the group.
  • Favouring the integration of foreign students who have difficulties with the language, students with learning problems and students with disabilities, creating support groups for academic tasks.
    In this course we have not looked for the development of this objective in relation to support for academic tasks. The integration of students with a disability has been sought, but to the same extent as with the rest.
  • To promote collaboration, knowledge and the search for solutions to interpersonal problems in the school environment.

TENTH ACTIVITY:Good manners month

Date of the activity: 14.I.2019 – 15.II.2019

Number of participants: 53 /35 girls, 18 boys/

Responsible person of the activity: Zhasmina Hadzhiyska – pedagogical advisor, Mariya Bonova – coordinator of the project, English teacher, Lala Dzhamalyan – music teacher, Rumyana Terzieva – head of the Students’ Council. 

Objective of the activity:

  • Developing students’ emotional intelligence;
  • Formation of moral norms and socially significant patterns of behaviour;
  • Building up personal qualities such as tolerance, acceptance of differences, empathy and support, positivism and goodwill to the world that surrounds us.

Materials used: flip chart sheets, cardboards, watercolour and acrylic paints, brushes, pencils, erasers, sharpeners, palettes, etc.

The course of the activity: The activity took place in two stages and 53 students from primary and lower secondary level took part in it. Nearly 12% of students in our school are of different ethnic origin – Armenians, Turks, Roma, Serbs, Macedonians, Belgians, Greeks, Syrians, Swiss, Germans, Italians and others. During the first stage of the activity, the participants of different ethnic backgrounds told their classmates about the customs and traditions of their native places, folklore, language, culture and reasons for the immigration of their families. They discussed the advantages and opportunities offered by their new country, city and school, what difficulties they meet and what they need to overcome them, they talked about their new friends and relatives. During the long breaks, representatives of the Students’ Council and the psychologist of the school prepared presentations and lectures on the topic,as well as an exhibition of drawings, boards and posters was organized. During the second stage the participants learned songs related to tolerance and friendship. A music show was held in the lounge of the school with the participation of students of different ethnic origin, immigrants and refugees. The motto of the event “Living together in peace” was pronounced by the students in ten different languages – Bulgarian, Turkish, Arabic, English, Italian, Belgian, German, Greek, Armenian and Russian. At the end of the show, the participants left colourful prints of their hands on different flip chart sheets as a sign of tolerance, empathy, and desire for unity. The event was attended by students, teachers and parents. It was reflected in the local media.

Result of the activity: The participants had the opportunity to learn about different ethnicities and cultures, to realize that diversity is our wealth, to practice socially significant patterns of behaviour, to show leadership and creativity. They built up values such as tolerance, kindness, empathy and support. The activity was fun, positive, and effective for all participants.

NINETH ACTIVITY: Applied activities.

Date of the activity: 1.XII.2018 – 20.XII.2018

Number of participants: Infant of 5 years of age

Responsible person of the activity: Ana Calle, Miguela Martín, María Ángeles López.


Use waste materials to recycle and build musical instruments.
We also praise simple and fun toys.

Materials used

plastic bottles and jars
small cardboard boxes
toilet paper rolls
elastic bands

The course of the activity was to elaborate: maracas, castanets, dinosaur skeletons, guitars, spinning tops, drums, masks, fossils, cardboard horses.

NINTH ACTIVITY: Applied activities

Date of the activity: 12.XI.2018 – 21.XII.2018

Number of participants: 90

Responsible person of the activity: Zhasmina Hadzhiyska – pedagogical advisor, Mariya Bonova – coordinator of the project, English teacher, Lyubka Dacheva – assistant director, Desislava Zelenogorova – psychologist. 

Objective of the activity:

  • Developing students’ creativity, imagination and skills to work in a team;
  • Raising values such as charity, mutual help, respect, and support for children with specific educational needs;
  • Getting to know and recreating Bulgarian folk customs related to Christmas Eve and Christmas.

Materials used: watercolour and acrylic paints, brushes, cardboards and sheets of paper of different colours, materials for decoupage technique, glue, ribbons, beads, pencils, erasers, sharpeners, palettes, etc.

The course of the activity: 90 schoolchildren from all age groups participated in the activity. They were divided into groups according to their age-specific characteristics and according to their desire for work. The participants in the first group studied the Bulgarian Christmas customs related to the Noel singers, the buchner, the ritual breads, the prayers for health and well-being and presented the information to their classmates on the eve of the holiday. The students from the second group, with great creativity and desire, made Christmas cards which were presented in a charity bazaar. The third group organized a charity campaign for children from the Center for Special Educational Support in Pazardzhik. 70 children with severe disabilities study there, children who cannot be integrated into the ordinary classes. The students from our school visited the center and took part in the Christmas program prepared for the children at the center, they also donated presents and handed over to the administration the funds raised at the charitable event. The team, which organized the activity, showed a lot of creativity, desire and leadership skills during its realization.

Result of the activity: The participants had the opportunity to show their creative skills, to learn about folk traditions and customs for Christmas Eve and Christmas. They improved their skills to work in a team, to communicate tolerantly and to organize events. They built up values such as charity, kindness, and support for children in need. They enjoyed themselves, set themselves up positively for the upcoming holidays, gained more self-confidence, gave a smile to children with special educational needs.