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We signed up for the project to exchange ideas, work methods, and approaches to teaching that would take place outside the classroom. Everything arose from the need to improve this type of teaching, due to the epidemiological situation in previous years. But not only because of the problem with Covid, which limited work in a closed space, but also because of the benefits that this type of teaching would have on the students. Contact with nature and teaching in a natural environment can contribute to the improvement of work results in many ways, and yes at the same time, it does not endanger the health of students and teachers. Staying and learning in a natural environment affects the improvement of physical abilities, mental health, social-emotional connections, motor function, and academic achievement. Finally, training outside the classroom is performed sporadically and unsystematically, we are of the opinion that through the exchange of good practices this teaching method, especially in the era of the KOVID19 pandemic, found a positive response among employees in both partner schools and in social communities to which they belong.

We knew that it was a long and systematic process that needed time to be implemented in teaching, but we wanted to achieve the following: Improving teaching through the introduction of teaching outside the classroom in partner schools through acquiring the skills of project partners - Developing awareness of the need and importance of this type of teaching in both teachers and students and its advantages brings through the development of awareness about a healthy lifestyle, preservation, and protection of the environment, and the use of natural resources environment - Application of acquired knowledge and development of this type of teaching, not only within the school but also in the wider local community -Improving the language competencies of teachers in partner schools -Improving the digital skills of teachers in partner schools - Increasing the number of students in partner schools - Increasing student achievement in tests and final exams - Arranging the schoolyard and adjusting the conditions for teaching outside the classroom

During the project, we had two preparatory activities for the exchange of employees and learning, training, and teaching activities in both countries. The preparatory activities included language and cultural preparation as well as the organization of teaching, which each school had to do separately, but through consultation with the partner school. LTT activities, more important, focused on teaching, methodological approach to teaching, the impact of teaching on students, as well as the exchange of ideas and ways of working between colleagues. We had one activity only in Serbia, which was related to a meeting with a school in Zemun in connection with stimulating landscaping of the yard. The last one was a dissemination activity in which we presented the results of our work, i.e. presented our cooperation through the printing of a bilingual brochure and a trilingual handbook that was presented in both partner schools at multiple levels, to teachers, professional associates, and the local community. As part of the dissemination phase, we took part in Erasmus day.

The results of the project are different and varied. We have physical results in the form of manuals and brochures, as well as progress in decorating the schoolyard in Paraćin. Another type of result would refer to the improved competence of teachers for this type of teaching, as well as the spreading of awareness about the project during presentations. At the end of the project, in order to make the project sustainable, we will hold presentations regarding participation in Erasmus projects to colleagues from other schools. There are already colleagues interested in participating in Erasmus projects, as well as colleagues from schools that held classes using this method outside the classroom. The local self-government was involved in the project and they understood the importance of Erasmus projects and teaching outside the classroom. The media followed the exchange of employees and the progress of the project. Equally important is the impact on students, which is visible but measured through surveys. It was observed: increased student attention, developing self-discipline, increased student engagement and interest in teaching, improving physical condition, encouraging social connection and creativity, reducing student stress and