<< Objectives >>The project aims to empower students by involving them in building a low-cost planetarium system and developing presentations that will engage the local community and allow them to benefit from the planetarium and its associated resources. Students will use this opportunity to increase their competence profiles as well as the science capital of their community and the scientific reasoning and awareness of its members.<< Implementation >>The partnership will deliver procedures, guidelines and resources that will enable the successful achievement of the project’s goals, such as a Pedagogical Framework, an Implementation Kit for building and using the planetarium, presentation guidelines and a resource toolkit to assist the preparation of the planetarium shows by the students, and a Validation Plan. An online Community Portal will serve as a dissemination hub for the project’s results. Events and meetings will also take place.<< Results >>In addition to the successful building and operation of at least one planetarium in each participating country, the partnership expects that the project will encourage additional schools to embark on the project and replicate the same methodology, establishing a larger community composed of several astronomy hubs in schools. All results will remain available for the community on the project’s website, cementing its sustainability and legacy.

The way teachers assess their students can be a determinant factor in students’ engagement, motivation and academic achievements as well as in their emotional, cognitive and social development. Although many projects are being delivered that introduce innovative teaching and learning methods in schools, few of them focus specifically on assessment. In a time where school innovation is becoming a trend and teachers are seeking ways to update their practice, innovative assessment methods need to be developed.It is important to understand that in this fast-evolving century where student-centred approaches are being favoured and students’ skills are ever more important, a standardized assessment method that favours competition is no longer effective. Much more than aiming to achieve a final score, assessment can be used as a powerful tool to promote both teachers’ and students’ learning and development.ASSESS addresses this and aims to develop a powerful and meaningful assessment framework, a toolkit for teachers and a training course that will bring an assessment update to the schools.The ASSESS philosophy stands on the importance of a differentiated and personalized assessment of students through the embedment of equity, inclusion, gender balance and the general principles of Universal Design for Learning (UDL) not only in the evaluation of students but on their education as a whole. Moreover, while it also includes summative assessment, it privileges the focus on formative assessment, including a component of student self-assessment, privileging a constant communication between teacher and students and the sharing of regular development feedback reports between both. Furthermore, ASSESS will aim at adjusting the assessment methods to the digital Era. As such, the ASSESS toolkit will include tools that can be deployed both in a paper-based and digital-based manner like checklists and rubrics and will also include a final digital assessment tool that will generate automated reports based on the data inputted by the teachers, which they can regularly share with the students.Taking the process a bit further, ASSESS will integrate the tools into a smartphone app that will allow for the optimization process of assessment and will include a teacher end, and student end as well as a tutor end, involving parents and other tutors in the process.Finally, a full training course in the form of a MOOC will be developed that will train teachers not only in the use of the ASSESS tools, but also on the creation of their own assessment tools. ASSESS will thus empower teachers to create their assessment tools, adjusted to them and to their students’ needs. To support this, a Design Thinking framework will be created to guide teachers on the choice of the indicators that should be included in their assessment given the particularities of their students and educational context.In sum, ASSESS will provide teachers with an innovative meaningful framework to update their assessment methodology, through the use of the proposed tools and through the development of the necessary skills to adapt such tools and create their own methods even beyond the project. The partnership will recruit teachers as advisors to co-create the methodology and tools and to pilot test them to produce the most effective outputs for teachers and students. The project will run over the course of three years, being the first devoted to the creation of the outputs, the second to pilot test the developed tools and refine them and the third to perform a large scale implementation of the finalized tools. Partners will maintain a constant monitor and support to the teachers implementing the project and school heads will be invited to participate and support the teachers on their schools.An evaluation of the impact and efficacy of the assessment tools will be put in place and subject to publication. The final project book “ASSESS - a guide on student assessment in a changing digital era” will be the legacy of the project, featuring the best practices of the teachers involved as well as the compilation of all the outputs. This book will be distributed at an international level and will be freely available to be used by whoever wants to test, implement and enrich the proposed methodology. ASSESS expects to have a high impact on the teachers and students that implement the project, by providing them with a meaningful assessment paradigm that both can see as useful and beneficial to their development. As a long-term goal, the ASSESS partnership envisions the empowerment of schools to uptake an equity, inclusion and gender balance mindset and to create their own assessment methods to promote the students’ highest academic achievement as well as cognitive, social and emotional development of both students and teachers.

The InSTEAM project aims to create a series of learning resources that allow for more individualized, inclusive and personalized STEAM (Science, Technology, Engineering, Arts and Mathematics) learning. The goal is to establish pathways for inclusive, innovative and interdisciplinary environmental STEAM education that reduces disparities in access to and engagement with digital STEAM education. InSTEAM will be carried out with partners in Spain, Portugal, Cyprus and Greece, as the approaches and curricula are similarly suited to introduce innovative, digital and inclusive environmental STEAM education. The project will use the highly successful Go-Lab Ecosystem (www.golabz.eu) and its award-winning tools to create a series of inclusive and engaging STEAM lessons, as well as offer guidance and training to teachers on how to implement, adapt and even create lessons based on the principles of students’ self-regulation, differentiation and other pedagogical principles. In a world where it is increasingly challenging to get students interested in classroom lessons, environmental education offers an enriching way for students and teachers to connect their appreciation of the natural world to academics. Environmental education is often lauded by educators as an ideal way to integrate academic disciplines, stimulate the academic and social growth of young people, and promote conservation of the natural environment. The environment is a compelling context for teaching and learning about STEAM as it provides a diverse range of real-world challenges that engage students in opportunities to apply and reinforce STEAM concepts across multiple subject areas. Ideally environmental education in a school context is based upon a local ecological issue or problem, for which a resolution could be created by students, based on their science knowledge, numeracy skills, and accessible technology, as an intervention. Not all students learn the same way, and at the same speed. Some may have learning difficulties that requires innovative approaches for formative assessment and to maintain engagement. Teachers can level the STEAM playing field by providing tools that support an alignment between the flexibility required for interdisciplinary learning in environmental education, on the one hand, and the need to address a variety of learning styles, on the other. Technology can support teachers in realizing environmental STEAM education by offering interactive domain related applications that enable inclusive, active and engaged learning, providing students with tools that support these forms and train 21st century skills. Engaged learning in combination with the acquisition of 21st century skills can perfectly address the priorities of this year’s call, by offering engaging instruction. Audio, video, apps and other personalized learning solutions allow students with different learning needs to explore educational concepts in new ways. It is critical for educators and students to be provided with the learning materials they need for environmental and inclusive STEAM education. The project will therefore produce a series of inclusive learning scenarios in form of Inquiry Learning Spaces (ILSs) within the Go-Lab Ecosystem. Problem solving is really the heart of STEAM investigations. Providing students with real-world problems to solve fuels their curiosity and increases their interest to undertake investigations. The Go-Lab Ecosystem has shown that students have opportunities to learn by addressing problems that have real-world applications. Asking students to brainstorm solutions will bring their higher order thinking skills into play. To make the ILSs inclusive, each one will use appropriate infographics, tools, apps, activities, and video resources in environmental topic areas that incorporate elements of STEAM. The activities and resources will include experimentation with online labs (virtual or remote) and will based on the pedagogical principle of inquiry- and project-based learning. Go-Lab provides multiple apps that support the learning progression of students and allows them to choose different apps and tools to achieve their learning in their own speed and pace. Go-Lab also offers teachers multiple tools to monitor the learning progression of students on an individual basis, allowing for direct interaction, providing personal real-time feedback, enabling them to set hints, quizzes, etc. During the preparation of the application, the consortium has already identified three overall topics for a series of ca. 6-10 ILS each (in total we estimate to build ca. 25 ILSs). The topics (that will be finalized during the first months of the project) will indicatively be:• Climate change;• Renewable energy;• Water management

<< Objectives >>Service-Learning (S-L) combines school education with meaningful civic engagement. This project aims to understand the concept of S-L and prepare involved partners to implement S-L in their settings. The objectives are to • Understand the concept of S-L • Learn from best practices • Organize S-L trainings and information days• Network on European and local level • Provide training to teachers, students, local civic engagement partners • Support teachers/students to develop ideas for S-L<< Implementation >>The project will organize 5 Events (1 Study Visit & 4 S-L Days), consisting of: a)1 Study Visit and 4 Trainings of educators and social workers on how to implement S-L b)4 information days, informing about S-L and network with participants from outside the project. c)Presentation of good practices The results of the events and the best practices will be published in an e-book, along with guidelines for schools on how to create and integrate S-L as part of the formal school education.<< Results >>Educators and social workers of schools and NGOs will be introduced to an innovative teaching method to be used in local contexts, supporting the integration of social engagement into formal and/or informal learning. Good practices, successful examples and training will lead educators and the wider public to overcome hesitations and be more willing to implement S-L as a practice. Partners will form new partnerships, leading to S-L activities and further common EU projects.

<< Objectives >>LeDS aims to develop an innovative STEAM approach to demonstrate how Arts can be used as a beginning, middle, and end of a STEAM activity focused on digital skills and where all the disciplines are seamlessly integrated. During the project, students and teachers from Portugal and Greece will create digitally enhanced, dance and aerial circus, performances to bring awareness for the potential of STEAM and leave a message about the importance of human and environmental diversity.<< Implementation >>LeDS team will work with students and teachers to produce a Digital Creations Toolkit to program electronic solutions for art applications that can react to environmental changes and can include light, sound, magnetic fields, and movements. Using the toolkit, participants will develop performances with the theme “A Universe of Difference” to raise awareness about diversity in nature and in human development. In the end, students will present the performance to their community.<< Results >>Through the LeDS STEAM approach, students will develop important digital skills as well as other important academic, social, and emotional skills such as creativity, collaboration, communication, critical thinking, tolerance, self-esteem, self-confidence, among others. Teachers will become more skilled both in digital skills and in STEAM education. A roadmap (book) will be created to describe the innovative approach so that other teachers and educators can follow it and replicate the results.