First of all it’s cooperated with different partners from europe which have coding classes or activities to improve their coding sikills under the coordination of Karatay directirote of national education .In general, robotic materials and robots can be expensive. It absolutely requires technical and financial support at this time. Karatay District Directorate of National Education, allocated a substantial budget for roboticcoding training. In addition to İzzet Bezirci Elementary School whose MEVKA Project was accepted before, the support started with MEVKA projects in several other schools have continued with the financial support of the National Education Directorate and it changed into and applied as a wide robocoding Project.By developing coding techniques for students whole roboticcoding for the first time, it’s aimed our target groups (mainly prmary school sudents are determined as the target group) gaining knowledge of software first, the algorithm, and the programming language training and finally coding skills. With this project, students and teachers had the chance to experience different coding training methodologies. They developed newcoding techniques by exchanging ideas. They synchronously performed the roboticcoding activities they planned. When doing the same activities, the studies took place in a tournament atmosphere and this motivated the students. One of the most concrete achievements of coding training was to reveal existing creative design talents. In the last decade, student-centered curriculum has gained weight. The activities that are appropriate to the interests and corecompetencies of the students were applied. There were many extra curricular activities in our pilot school, İzzet Bezirci Elementary School, but the most interesting and most favoure done was robotics coding training.The importance of the algorithm in roboticcoding is great. Algorithm: The algorithm is a way to solve a problem or to achieve a specific goal. It is usually used in programming and all programming languages are based on algorithm. No matter which software language youuse, youneed an algorithm. Before you start software, you should place your fiction exactly. Algorithm has to have a meaning. If you set off without fiction, nowind can benefit you. Algorithms definitely finish with an end (happy or unhappy). There is no unfinalised algorithm. If an algorithm does not end, it is not an algorithm it is an infinite loop.We can list the materials and systems to be used in coding training as follows.Primarily LEGO Educationand WeDo 2.0 robots on a simple level, then EV3 and Scratch and finally top level Arduino areused in the coding training,Arduino is a kind of electronic development card. It is an open source application. It is possible to see Arduino on all electronic devices. Arduino is an electronic motherboard. You can use it widely from robotic applications to simple electronic circuits. Encoding training beginning with LEGO will continue with robotic or tablet applications that perform very skilful function scoded on Ardunio.For training of new individuals equipped with the skills of the 21st century instead of memorizing, questioning, not criticizinggenerations, it is planned to develop these skills at an early-age with coding training. By seeing the coding training applied in our Italian, Portuguese Pollish and Croatian partners for many years, we observed and transfered the good practices there. It was started the digitalization efforts Long before the pandemic process even if there are some hitchs, it was applied succesfuly with the partners schoolsMore and more schools in Europe are including robotics and computer programming lessons in the school curriculum. Is computer programming now a compulsory skill for the 21st century? At what age can children learn the programming language the earliest?In some European countries, quick answers are given to these questions. Some European countries have even started to give basic training to primary school students. In fact, this project is an innovative, scientific project and als it’s a projet which added lots of new skills and concrete benefits to the students. These are ROBOKARATAY project (/https://www.robokaratay.com/roboKaratay) was intitated with the helps of national educational district of Karatay and lots coding classes were created in different schools with the help of Karatay municipality.İzzet Bezirci primary school which was a pilot school, improved its robocoding studies via this project and became the winner of the national robocoding project which was done in Turkey.Erasmus + will support individual learning opportunities and institutional collaborations in line with these purposes.These statements are extremely suitable for our Project purposes.When we consider that the Ministry of National Education will include coding as a compulsory lesson in the 5th and 6th grades and as an optional lesson in the 7th and 8th grades of secondary school in 2018-2019 academic year, we see how appropriate our project is for this plan.Later they got the 3rd position in an international competiton named “World Educational Robots” compettion which was held in China (https://www.trthaber.com/haber/bilim-teknoloji/konyali-ogrenciler-cindeki-robot-yarismasinda-dunya-3uncusu-oldu-447120.htmlIn this success the addings of the project is undoubtful. Our project is not only seen via the success of Izet bezirci andd Karatay educational district of National education but also via the local successes of our other partners.Our German partner which had newly started to work on coding via the project took the head as the first school doing ROBOCODING in Berlin. So even a German school which is also known as one of the most sucessful educations in the world had met the robocoding via this project https://www.bundeskanzlerin.de/bkin-de/aktuelles/kanzlerin-besuch-tumo-1983890)

With this Project, we intended to contribute to foreign language education in our partner institutions. Foreign language education is a process seeking activity. That is why, we thought our project as a three year project in the planning stage. We started out with 9 partners however when Germany and Croatia left the partnership, 7 primary schools from 7 countries contributed to the project to the maximum and successfully carried out the responsibilities of the institutions that have left the partnership along with their own responsibilities.As a result, we can say that we have reached the objectives of our project after three years. However, we need to add that 3 years is a very long time for a project. We face various unexpected problems during the implementation of the project. Teachers, head masters leave their schools. Such changes are not an obstacle to reach the objectives but can sometimes slowit down.Aim in short: The aim in this project was to make language learning and foreign language learning inclusive and accessible to all children and educators.Number and profile of participating organisations:Taubeskolan (922328963) is a primary school opened in 2012. It is situated in the local distict Lundby in Gothenburg city and it is beautifully situated on Färjenäs Park in Västra Eriksberg. This is a newbuilt, modern area located next to the river. The residents of Eriksberg are mainly high income earners and well educated, but the pupils of Taubeskolan come from different parts of the local city district Lundby. The total amount of pupils in Taubeskolan is 284 and 29 teachers are working in the school.Cobden Primary School (930040269) is an expanding school ( currently 360 pupils ) situated in the Hastings ward of Loughborough in Leicestershire. The catchment area is in one of the most deprived areas of England. Many families are unemployed and many are single parent. Many children enter school at a very low level and there is a high rate of pupil mobility. Despite this, the school's expectation is that children leave school at age related levels of education. As many children have English as a second language, or have very poor language and life experiences, Cobden school staff work hard to enrich the quality of the childrens lives. The school places great importance on oral story telling and most staff have undergone training in Talk for Writing story telling techniques.Zakladni skola (923066939) is situated in the residential part of the town of Usti nad Labem. This school is 50 years old.. Nowadays there are about 600 pupils of the age 6 to 15 attending to this school. Lessons include foreign languages: English, German and Russian. They have participated in some international projects, e.g. they have been in a long-term partnership with the Montessori-Schule Chemnitz in Germany. Izzet Bezirci (919877385) is a state primary school opened in 2005. It was founded and named after Izzet Bezirci, a benefactor and education volunteer. The school includes a nursery and the grades from 1 to 4 (primary education) There are 60 teachers and 1300 students aged between 4 and 11. The school is situated in Karatay, which is one of the biggest of the three districts of Konya. Konya is a city in the Middle Anatolian part of Turkey. Karatay is the oldest settlement of Konya; in other words, it can be called, “ancient Konya”. It is highly populated with migrants from East Anatolian part of the country.CEIP Portal NOU (943601451) is a public school (3-12 years old) with around 230-240 students and 21 teachers. The school is in the center of Ibiza town. We are specialized on working with special needs students. We teach with alternative and augmentative communication systems. They have pupils from all around the world, but mainly from Romania, South America and Morocco. They teach English from 3-12 years old pupils teaching arts with CLIL (content languages integreated learning).Agrupamento de Escolas de Vieira de Leiria (943011691) is located in the municipality of Marinha Grande.This school consists of schools from Pre-school, 1st Cycle, 2nd Cycle, 3rd Cycle and Secondary education. Students come from the parish, nearby location, including some migrant children from Countries of Eastern Europe, China and some Portuguese-speaking countries. There are seven classroom teachers, two educational support teachers and two for special education. The school has 3 operational assistants and other staff who help clean and maintain garden spacesThe 17st Primary School of Heraklion (931971636) is located in Heraklion. The school itself has 180 students aged 6-12 and is staffed by teachers both in morning and afternoon zone. Our school belongs to the schools with an extended program, which means that their students have the opportunity to attend english - computer ,art and theatre courses during their six year attendance in Primary School. In addition , there is also a class and a teacher specialized for stu

Our project A Suitcase Full of Fairy Tales Travels Through Europe connected two key concepts. In line with inclusive school practices and in the face of increasingly heterogeneous classes (in addition to the integration of refugee children into the general school population) we realised that we needed to seize, experiment with and render adaptable to everyday teaching life social learning methods. The conditions of learning have transformed substantially. Children lack to a certain extent the educational background, the motivation and the skills required in ordered to learn productively. In class children became familiar with diverse learning methods, on which they are supposed to be able to rely in their later educational career. Children dismantled their fear of interaction and prejudices while learning to value not only their own potential, but also that of other children. The selected open and innovative practices of the digital age assisted us in the implementation of this key concept. On the one hand possibilities, methods and communication media were identified and demonstrated. After a preliminary phase of general interaction with fairy tales and cooperative learning methods in the first year of the project, we intended to pursue concrete projects which deal with fairy tales in the second and third years (plays, recording of audio plays, production of comics with the help of a computer, production of a film etc.) On the other hand, we wished to facilitate for pupils and educators the process of learning about digital media, publicising their results (homepage, eTwinning) and communicating with each other too (Skype, eTwinning).The second key concept focused on the attainment of greater motivation and thus improved learning outcomes beyond open and innovative learning practices. Consequently we decided to concentrate on the field ‘Foreign language learning’ and within this field the topic ‘Fairy Tales’ was selected. Traditions and language were connected through this project. Our aim was for pupils to be able to read, write and speak the German language precisely. With respect to the fairy tales being studied, pupils dealt with cultural heritage und discovered the possibilities of linking this with language, expression and documentation of the present day. Nine schools based in Germany, Denmark, Finland, France, Greece, Croatia, Poland, Slovakia and Turkey participated in this project. The prerequisites and experiences of each individual school (along with their facilities) differed from country to country. Nonetheless all nine schools intersected at one point and that iwasthat each one was faced with the challenge of galvanising heterogenous, largely unmotivated classes to learn the German language. All colleagues taught German and were prepared to work on the acquisition of new forms of learning and learning methods, with which they were able to pave the way for social and motivated learning in their respective establishments. At the conclusion of the we observed a high level of motivation and participation in the individual projects and new forms of teaching. We came to appreciate again the benefits of working in smaller groups with members from different subject fields. Comparing our project with a standard lesson we were able to give much more consideration to the various demands and requirements of the highly heterogeneous pupil groups. Simultaneously we managed to create a pool of materials and lesson ideas, with which we will also be able to use in the future. The ideas, experiences and results of this project are available to our interested parties on our school homepage and on Twinspace.