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[] (page 16-18) 1. Quality of the work programme The objectives of the partnership are clear, realistic and address a relevant subject. The work programme is appropriate for achieving the objectives and suitable for the partnership type in question; the tasks are defined and distributed among the partners in such a way that the results can be achieved. Activities of partners are distributed throughout the whole duration of the partnership.

2. Quality of the partnership
There is an appropriate balance between partners in terms of their involvement in the activities to be carried out. Appropriate measures have been planned to ensure effective communication and cooperation. The relevant staff and pupils will be involved in the planning, implementation and evaluation of project activities. The project will be integrated into the curriculum and ongoing activities of the institutions involved. 3. Impact and European added value The impact and benefits of European cooperation on the participating institutions are clear and well defined and the project is integrated into the activities of the participating institutions. The application shows that the participating schools will work in close cooperation and achieve results which would not be attained at a purely national level.

4. Dissemination and exploitation of results
The activities planned for dissemination and exploitation of results are relevant and well defined. They cover the participating organisations and, if possible, the wider community. === Notes from the Hungarian agency to consider:  The essence of the projects is cooperation, so the partners has take clearly defined tasks at every phase of the work and these have to appear precisely in the project. It has to be made clear why the project is implemented within the scope of intetnational cooperation, what is that extra that the cooperation of the partners brings to the common work. The tasks of each partner, the mode of the continuous communication, the internal deadlines and the responsibility relations have to be put down. The common activity has to be closed with making a palpable product. ===  The further results of projects is to complete the traditional way of learning and teaching with new values so that they freshen up the teaching of different subjects found in the curriculum with new and creative methods. The judges will examine how the specific project will develop the quality of the education in the school and how it will strengthen the European dimension in public education. The following priorities will also be examined: How does the project deepen intercultural knowledge? How does the project promote language learning? How much does the project help the education of children with special learning needs? How does the project support the equality of chance?  It is obvious that not every project can fulfil all requirements. It can be understood and accepted. It is better for a project to focus on a limited number of priorities and fulfil them than try to fulfil all priorities but fail. Apart from the official points mentioned above the project has to fulfil the following requirements:  Unambiguous aims and realistic results;  Clear and logically designed schedule;  Coherent project activities;  Plans for the continuous evaluation of the project;  Plans for the local, regional and, if possible, national publication of the results of the project.  The topic of the project is crucial, because the project itself is created to work out this topic. Interdisciplinary topics are preferred: The topic is appropriate if it fulfils a few essential requirements:  It brings new elements to the process of learning  It widens the scope of young people  It stimulates students to learn and actively use a foreign language  It is important not to specify general aims (eg.: “exchange of experience, getting to know each other”), but palpable, measurable aims (eg.: “searching for common characteristics in the traditions of wine-production of the participant countries”) Integrating it into the curriculum can also be manifested on a higher level: The working methods and results can have an effect on the local curriculum or even the pedagogical program in a way that they can extend or reshape them. If the project includes an activity which has not been essential part of the school activities (eg.: work ont he field, individual research, giving lectures, making interviews), it is worth thinking about integrating it into the curriculum, so the next generations will experience those curricular elements which were first used in the Comenius project as a natural part of learning.

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