<< Objectives >>With the implementation of this project we want to:●Grow primary school children’s confidence,●Equip partner school teachers with the necessary skills, knowledge, training materials to implement training●Provide parents with knowledge and skills to enhance children’s emotional intelligence●Provide a supportive and affordable online source in small units to implement self-confident activities●Increase organisational sustainability, productivity and service quality<< Implementation >>The main activities we will implement are:●Research where we can find good practices that affect the development of self-confidence and collection of them●Development of a Manual of good practices●Development of training content●Development of workshops for parents●Development of online educational resources●Development of training toolsThe benefits for our target groups will be increased skills and knowledge to increase primary children's self-confidence.<< Results >>The results of the project will be:-The Manual of Good practises for growing primary school children’s self-confidence-Teacher training -Workshops for parents -Grow self-confidence online bite-size learning resource for teachers and parents

The SNIDeR (Special Needs, use ICT, Drop papers) project hopes to be a compass of new tools and methodologies to do an effective integration in classrooms of all students with special educational needs and without, introduce the idea of a Personal Learning Environment (PLE ) through the building of an electronic portfolio (e-Portfolio). The key words of the project are: ICT; colaborative practices; curriculum articulation ( languages, history; art; economy; biology; ICT).This project is complementary to other projects in the 5 partners schools, and we all want to improve inclusion education with ICT, know new cultures and share new ICT tools in innovational education. Each institution has a team of teachers with high skills in education and they decided to cooperate and share their good experiences. The project as different target: students with special needs, different countries and regions, that believe that local development bring global improvement and overall improvement brings local improvement. The applicant organization, Portugal, Agrupamento de Escolas de São João da Talha promotes an official education and training system. It has a deep experience in integrating ICT, using of b-learning and a good experience with special needs inclusion, social inclusion, racial, gender and linguistic projects. The other partners have experience in European projects and have the same goals on improving teaching with ICT and collaborative work.Besides the direct impact on the students and teachers participating, the project will have a direct and an indirect impact on the partner institutions on innovation in teaching: promote on service training for teachers, improve the teaching/learning environment, improve cooperation and collaboration between teachers and teachers and students, increase the use of new teaching and learning resources integrating ICT, use of new teaching and learning methods, greater commitment of students and parents, increase the number of successful students with and without disabilities, improved the quality of the education and inclusive education in partner institutions; make our schools a reference at the national level for the inclusion of students with special educational needs.The Project objectives pursued and achieved were:O1. Increase school success in integration of students with special needs in regular classroom;O2. Promote interaction between students with and without disabilities and teachers who act as role models for social, behavioral and learning skillsO3. Increase level of digital competence for teachers and students;O4. Reduce the weight of student backpacks by creating digital resources for learning;O5. Increase awareness to the sustainability of the planet by dropping paper;O6. Increase competence in communicate on foreign languages;O7. Increase teacher's professional competencies.The project has involved directly through participation in LTTA mobilities 57 students and 47 teachers.

Early school leaving is a real social issue. The unemployment rate among early school leavers is higher than 40%. Dale’s studies confirm that a student learns better when he acts: he retains 20% of what he hears, 50% of what he sees and hears, and 90% of what he does. Non-formal education, active education, make teaching more attractive, more “snappy”. Students change over the years, the same is true regarding their ability to pay attention and to be focused, but teaching methods often struggle to evolve to cope with it. While recent years have seen significant progress in tackling early school leaving, efforts need to be sustained and the focus must be put on prevention.This is the objective that DROP'IN gave itself by allowing the cross between the formal education and the non-formal education environment to keep students and teachers to be into in the educational environment.It is the question of keeping the students motivated that is worked here, in response to the fight against school dropout. DROP'IN is a long-term investment and is therefore a project that worked closely with teachers during 36 months to give them knowledge and skills in the non-formal education sector, to enable them to become trainers for their peers so that the dynamics continue beyond the project. The achievements of this 36-month project were: teacher training on techniques and attitudes / method of non-formal education, research and state of the art in the partner regions, test period and implementation through teacher-expert pairs of non-formal methods for students from 12 to 18, capitalization, dissemination and multiplication of good practices developed for opening up to other schools.The project developed a state of the art, a catalogue of techniques, a training in non-formal methods - a veritable vademecum for teachers - an analysis of the practices tested and their valorisation in the form of an online portfolio as well as a policy paper indicating the specific axes to develop to contribute to this fight against early school leaving. The partners gathered around the project combined expertise from the non-formal education sector with secondary schools as well as a University from 5 European countries impacted by the issues of school dropout (Latvia, Belgium, Italy, Bulgaria and La France). Transversality is a key word of the DROP'IN project: the partners are diverse and complementary in the consortium (associations, municipalities, schools and University) and in each country, a local steering committee was created and developed the adaptation of DROP'IN in the local context, involving all the stakeholders of the wider educational community (teachers, parents, institutions ...). In doing so, these steering committees facilitated the ownership of the project by a broad network of associated partners and the dissemination of results on a large scale.

"Our project entitled "" Creativity in the Classroom"" is aiming at motivating our students and making our practices more efficient. We want our students to learn how to use innovating tools such as graphic design softwares, 3D printing, virtual reality, assessment tools...The activities we are proposing are original and complementary . It includes 5 schools and 5 nationalities ( Turkish, Polish, Bulgarian, Spanish and French) with 150 students and 15 teachers . We will keep in touch via the Etwinning platform to work together This project is meant to be an inclusion factor for all our students, whatever their differences are and to offer a more social and ethical view of the class, the school, their country, Europe. This project will also be the oppportunity for all 5 countries to show their European dimension. We wish our students to create bonds that will last for a life time and make them want to work elsewhere in Europe in the future."

<< Background >>S2DInTs - To Digitally Include Teachers and Students is a proposal of 7 partners from 4 countries addressing the problem of the Digitalization of the classroom, which, by means of the COVID-19 pandemic crisis, suddenly became a ”new normal” of compulsory implementation, regardless of teachers’ preparation or readiness to perform it in the best possible way.The project's name points out for the dimension Inclusion into Digital Literacy, both Teachers as, by consequence, Students. Such dimension aims to bring teachers into the digital era, to promote the teachers’ full and pedagogical info-inclusion but also to include in the Digital Era additional important actors, such as the school students, and beyond it, to tackle society as a whole and to prevent discriminatory scenarios, such as cyberbullying (which significantly increased during the pandemic crisis, as the recent scientific literature about this phenomena confirms). By generating a better school environment and being able to keep pedagogy and Education properly running, particularly under such adverse circumstances as a pandemic generalized crisis, teachers will definitely gain skills and competences but also self-fulfillment and self-esteem.S2DInTs needs analysis was made during the implementation of previous projects which made the partners perceive the dimension of the sudden changes and how educational actors may not necessarily be prepared to cope with such radical, while unavoidable, changes. Partners, including Schools, have kept a close watch on the development of the situation in order to collect elements that could support decisions and mitigation strategies. The evidence about the need for some “surviving tools” that could bring immediate relief on the digitalization approach requirements, while not losing sight over the pedagogical insurance, was very high. Partners analyzed the needs and understood how tackling teachers would be the best option to integrate the required practices in Education. This was underlined by those partners which are Schools, thus making proof of the added-value that S2DInTs may bring for them and for their peers.<< Objectives >>The aim of this partnership is to address and to mitigate the problem of lacking digital competences in a complex social environment, as Schools, even sharpened by the COVID-19 crisis, and looking to achieve a truly pedagogical environment in the e-classroom, necessarily provided by fully prepared teachers.The project’s implementation context and objectives were defined as:- To support the increase of digital competences of teachers, by providing them the knowledge and tools to better promote their online classes, generating a friendly, an inclusive, and a better learning environment in the e-classroom;- To support School Education to become more inclusive, by upskilling teachers’ digital competences, and by enhancing students’ participation in digital classes and their access in equal terms, regardless any social context of disadvantage;- To increase teachers’ ability to understand and to deal with the transition from the traditional classroom to the e-classroom, not only from a technical, but also a pedagogical, a sociological and an human perspectives, raising awareness of notions such as info-exclusion or cyberbullying.<< Implementation >>The S2DInTs partnership will implement the necessary activities conducting to the achievement of four products that will be further used as solutions for the needs. The partners will meet face-to-face in 5 different occasions as a way to harmonize their practices and to control the implementation of the project, including:- the overall management of the project (by ÇU);- the monitoring of the project's progress and evaluation of the achievements (executed by ÇU MEM, supported by all partners);- the dissemination of the activities and products in a way to ensure that the applicable external stakeholders are aware about the project and able to make use of its results (coordinated by 199.S.School, executed by all partners);- specific actions to ensure that such external stakeholders are involved and will adhere to the project's cause and effects (coordinated by a joint force of MEGIDER and ÇU MEM);- the development of a e-course curricula (coordinated by ÇU, executed by all partners);- the development of a good practices guide and showcase (coordinated by NEU, executed by all partners);- the development of a benchmarking product comparing digital and traditional methods in the classroom by highlighting differences and similarities (coordinated by APLOAD, executed by all partners);- the development of a set of pedagogical e-games focused on values of digital and social inclusion (coordinated by CEVMB, executed by all partners).<< Results >>S2DInTs results will be its products (Tangible Results) and its further outcomes:Tangible Results:- TR1 - Teachers shifting to the e-environment: this will be a course structured in an ensemble of modules aiming to support teachers in moving towards strategies and instruments to promote their digital lessons: learning how to solve problems, where to find tools and resources, how to structure lessons, how to address the students’ difficulties and problems and even the conflict among children, paying attention and preventing cyberbullying, etc.- TR2 - Best & Promising Practices on Digital Classroom: through an ensemble of teachers’ testimonials and the description of promising practices and of practices already verified as highly successful, this will be a guide demonstrating to those teachers who are not so proficient in the transition to the digital era, how they can implement their e-classrooms in the most promising and success-oriented way. In order not to be merely a repository of practices, this output will have an assessment approach in order to detect areas requiring improvement in the described practices so it will simultaneously announce them. - TR3 - Digital Classroom: a EU Benchmark to support Innovation: a publication with several internal and external experts' contributions to bookmark the differences between traditional and digital methods in the classroom generating the idea of the e-classroom simultaneously as a counterfactual and as a complement, in a systemic and research oriented way, thus creating literature about this important subject and its future perspectives and tendencies. It will be very distinct from the good practices guide since this publication will be focused on approaches and results, generating knowledge, much required nowadays in due regard for the fast evolving situation towards the digital era.- TR4 - e-Inclusion using a Gamified Approach - this will be a creation and a collection of pedagogical games made available online for teachers to use in the e-classroom context as a way to promote inclusion of students coming from disadvantageous contexts and backgrounds, while raising awareness against discrimination and cyberbullying and in favor of a sound and respectful environment among the School’s community. This will strongly impact on students due to its ludic and competitiveness character.- Website- providing for the visibility and dissemination of the project, its website is a fundamental output to enlarge its recruitment base of participants and stakeholders; it will provide for a comprehensive information about the project and therefore should be listed as one of its products. In line with this, also the additional dissemination materials will be released: leaflets, newsletters and roll-ups, all accounting for a regular and permanent dissemination.Outcomes and effects are, by nature, harder results to conquer and definitely harder to measure, but target-values for indicators and foreseen impacts are provided further in this application. At this moment we focus on the overall description of the expected results during and beyond the project (sustainability). Further outcomes:- Dozens of Schools/teachers across Europe will be participating in the project and will be using its products, gaining on their digital skills;- Hundreds of students will experience new activities in class, discovering new and exciting possibilities presented to them in the e-classes;- Dozens of non-school actors (starting with the partnership itself) are involved in the school life, actively contributing to a stronger school, to diversity and to the appealing character of the e-teaching tools;- e-Classes become more attractive providing for higher levels of interest by students.