With this project, both schools want to strengthening (the scope and quality of) non formal learning and thus trigger the intrinsic motivation of the students (16-20 years old) to develop their full potential. There will be an exchange of good practice focussing on the digital, lingual, scientific, social, individual and citizenship competences. To make this combination, formerly successfully completed local projects of both schools will be combined into one joint project of 2 school years. eTwinning will be used intensively, giving structure to the project. Physical activity is used as a starting point, universal language and binding factor between both countries. The partners chose each other on a basis of differences in experience. The Belgian school has a lot of experience, but is limited to the school department of Sciences and Sport. The Portuguese school was fully reformed and just took its first steps in the direction of socially relevant, non-formal learning. This creates a strong learning environment. The Belgian pupils are of mainly of a technical level in the department of Sciences and Sports of the governmental school in Eeklo. The Portuguese pupils will be of a mixed level, aiming for maximal learning opportunities. 10 to 15 Students of each school will be mobilised, supported by 15 to 20 students in each country who will participate in the local activities and be responsible for the follow-up of the second stage of the project. Specific tasks will be given to every participant.The input of the project consist of a test day where the pupils complete and combine their formerly executed activities with 9 year old local children. For Belgium this consists of the SportKompas tool, developed by University Ghent and its spin-off partner Sportamundi, probing for the physical and motivational ideal sport area of the primary school children. These qualitative results will then be used to create high standard multilingual reports of the test results, apply scientific principles and set up a symposium where the pupils discuss the results with the primary school children and their parents. This unites and hereby exchanges and implements the good practices of both schools.The preparations, mobilities and debriefings of these activities are extensive and cover the first school year of the project.The activities in the second school year consist of local follow-up, retesting, local meetings, high qualitative reporting and web conferences in and between both countries. This was a deficiency when the project was formerly executed in a local context. Being used as a test environment, we herefor have the support of Sportamundi and University Ghent. We will also report to them when it comes to comparing the test results of both countries.When the Portuguese pupils complete this socially relevant project, they will develop their social, individual (ex. healthy lifestyle) and citizenship competences and become aware and more confident about their strengths and less dependant of the present extrinsic motivation (from parents and the school). The Belgian pupils must be triggered by the integration of the related departments when it comes to aiming for higher quality in digital, lingual and scientific tasks, increasing their chances and ambitions in higher education. The results will be monitored by working together and evaluate with the other involved school departments. Teachers become empowered with expertise, competences and tools to enhance (the scope and quality) of non formal learning. The students will complete introspective questionnaires and be followed when it comes to their choices and performances in higher education. These results should increase significant due to the project.The selection procedure focuses on motivation for the exchange, basic interest in physical activity (because the Belgian students come from the Sports department), diversity of the exchange group (integrating pupils with difficult backgrounds) and willingness to host with local families.Other activities involve peer guided, active city visits of Porto and Ghent and activities with nearby universities. The staff will make a tutorial about the essentials of possibilities of non formal learning and setting up strong learning environments. It is our ambition to continue this project in a next level in a KA202 structure in the future, making the universities, local governments and local sports clubs equal partners.

<< Background >>The covid-19 pandemic process has affected all parts of our life ;social life ,education life,economic life,law ,collaboration,business life ,family life etc.We are sure that our life will never be like as we had in the past. It has changed our priorities too.The new EU Digital Education Action Plan (2021-2027) outlines the European Commission’s vision for high-quality, inclusive and accessible digital education in Europe.We can see that our piorities and EU priorities are the same. It is highlighted the need to unlock the potential of digital technologies for learning and teaching and to develop digital skills for all.Education and training are key for personal fulfilment,social cohesion,economic growth and innovation.They are also a critical building block for a fairer and more sustainable Europe. Raising the quality and inclusiveness of education and training systems and the provision of digital skills for all during the digital and green transitions is of strategic importance for the EU.We have had studies and surveys in our schools .Our teachers,students,families and organizations have the following troubles and problems that we want to overcome and continue the education in every unexpected situations.Our problems /troubles; -accessing the technolgy (teachers,students)- communicaiton among teachers,students,families and school administrators-improving digital competences,preparing content and using the digital materials(teachers)- transforming learning content and assessment into distance education- motivating students to participate in the lessons,reaching them and their access to the facilities offered by schools- preparing digital tools according to lessons and needs- using the digital tools to help students mental health and pyscilogical problems-helping students how to develop their skills(healthy communication, cooperation, leadership, critical thinking,risk taking, teamwork, respect, self-confidence, etc.)- digital ethics and security-making digitally accurate and reliable measurement,assessment and evaluation-ensuring continuity of education under all conditions(Schools)All schools and organizations have a risk management plan but this covid-19 process has proved that we do not know how to manage the risk successfully.So we need to share good practises and adopt them into our schools and organizations. We have had online discussions with partners and one of our most important problem is about social discrimination and risk of social exclusion.During the Covid-19 process,teachers families and school guidance teachers have problems to realize the students who are in this group.Because we have not enough experience and knowledge how to find out these students using dgital learning materialsThe families have problems and don’t know what to do during the pandemic process.They have had difficulty in accessing the correct and reliable informnaiton about education.They need to be informed regularly.They also need to be educatied how to help their children about their personal development.The universities needs more surveys and researches to findout what the new ducation plan /methods and curriculum will be.They need to be in the real area ,see the activities and results .So they can suggest the best waysto overcome these problems and troubles.<< Objectives >>In this project our aims are to improve teachers,students digital competences and make them ready and successful in both distance and hybrid ecucation.We also want to decrease the social discrimination and exclusion risk .We want to achieve --to increase the digital competence of our teachers(from 48% to at least 60%) (designing courses in digital environment,preparing distance learning materials(from 34% to at least 50%),using ready-made materials according to their purpose,providing digital ethics and security,using digital learning materials for students' personal skills,using digital learning materials to assess and evaluate -to improve teachers’ skills about using digital educational materials to make the students more social,and support their mental health- to increase the readiness of our institutions in risk situations(55% to atleast 70%)-to help students especially disadvantaged students to get benefit from digital education(45% at least 70%),to reduce the risks of social exclusion and improve their digital competence (at least 50 %)-to increase students’ digital competences;accessing the online lessons,joining the lessons,using digitral learning materials,- to improve the language competence of the participants,to learn and respect other cultures, thus helping to create a common EU-to increase the communication among students,families, teachers and school administrators -to increase institutional capacity; increasing collaboration among schools and organizations in EU level,learning others’ educational programmes and getting good practices,modernising their systems -(for university)to have records on the subject,and use these records to prepare new digital materials especially to protect and strengthen the students mental health;help teachers to create their own digital learning materials-to be more conscious about environmental issues;all stakeholders will care about using ecolabeled and eco-friendly products, we want to raise awareness about environmental problems ,and they will behave more consciously -(PR1)Project Result 1- Website and e-material ;These website and e-book will be about our most common troubles and problems about distance learning.The websie will have parts;WEB 2.0 tools,preparing digital learning materials, digital ethic and security, digital assessment and evaluation,and guideline for teachers ,families and local people. There will be youtube channel and responsible teachers will introduce WEB 2.0 tools there.The e-book will include the digital ethic and security , preparing digital learning materials, digital ethic and security, digital assessment and evaluation,and guideline for teachers,families and local peoplePR2-Mobile Applicaiton.It will meet all the skate hollders and everybody will have correct and reliable information during the unexpected periods.Students,teachers school administratives families meet here.They can comminicateand reach each other It will be ready in the second year of the project-to reach as many people as with multiplier events.We will invite teachers,members of organizations related to edducation and introduce our results.So they will use our project results<< Implementation >>In the project we will have both local and international activitiesWe will have 2 TPMs LTTs and a multiplier events.The TPMs will be the most important part in the project.In the TPMs , we will -prepare and sign necessary agreements(budget,activity plan,dissemination and risk management)-share tasks and responsibilities-evaluate the activities,reports and results-take measures if necessary and replan the activites-check the budget,expenses,and Proejct Results and be sure that everything is going according to the timetable -prepare for final report and study on sustainabilityWe wil have 4 LTTs. 4 students (14 and 18 years old ) and 2 teachers will join each LTT.During the LTTs,students will have the planned/organized activities to improve their digital skills.In each LTT the students will also have different objectives;- improving students skills about digital ethic and safety; how to behave in social media and other digital platforms,how to be more safe and secure in digital platforms-improving students digital communication,digital collaboration ,realising the problems and suggesting solutions to the problems.The activities are about the environmental problems -improving their risk management skills and overcoming the troubles -improving their FCL experiences and learning the basic steps of entreprpeneurshipThank to LTTs the participants will learn and respect others culture,tradition,values,life styles and beliefs.We will be able to decrease the feeling of distrust and respect others.We will decrease the social discrimination and exclusion risk.The participant students will improve their personal skills too.These LTTs wil help us build a common EU and EU values.We will care about the environment,use eco-freindly andeco-labeled products.We will choose more environmental ways such as public transport, bcycles or walking.In all activities and presentations we will care about the environmental issues so we will increase environmental awareness among theparticipants.During the LTTs,the teachers will have chances to see,check the good practices in the school.They will experience these methods and techniques.So they can compare and create their own methods taking their schools, students and environment into account.The local activities are for students,teachers and families.The local activites will be completed according to the timetable.The responsible teachers will organize,complete and prepare their reports.The objectives of the activities are to increace the participants digital competences,get them ready to distance learning and LTT activites,help students more social and decrease the social discrimination and exclusion risks.The teachers will have metings,seminars to share their experiences and apply them.The activities for the families will be about informing them about the new educational systems and guiding them how to overcome the troubles and problems during the pandemic process.In all local activities and presentations,we will care about the environment,use eco-freindly andeco-labeled products.We will choose more environmental ways such as public transport, bcycles or walking.In all activities and presentations we will care about the environmental issues so we will increase environmental awareness among theparticipants.We will have multiplier events .We will disseminate and introduce ourProejct Results. The participants will have chance to experience the Project Results and wewill have feedback to evaluate.<< Results >>At the end of the project,we will have 2 project Results.D.D:A (Digital desk Applcaiiton).This applcaiiton will allow us to meet the students,teachers,administrators and school guidance teachers/psychologist in the same platform.The stakeholders will share the important information and documents here. The students will contact their teachers easily and fnd solutions for their problems.The teachers will be sure that they can reach all students in a safe digital environment.The planned activities will be announced here too.So this applciiaton will be easiest way to communicate ,plan activities,get feedback and take necessary measures.Website and e-material ;These website and e-book will be about our most common troubles and problems about distance learning.The websie will have parts;WEB 2.0 tools,preparing digital learning materials, digital ethic and security, digital assessment and evaluation,and guideline for teachers ,families and local people. There will be youtube channel and responsible teachers will introduce WEB 2.0 tools there.The e-book will include the digital ethic and security , preparing digital learning materials, digital ethic and security, digital assessment and evaluation,and guideline for teachers,families and local peopleDuring and after the project we have the following results on the participants-to increase the participants digital skills -to increase their personal skills and social skills - to increase their communication,collaboration,risk management and entrepreneurship skills-to improve their language skills and raise awareness about language diversity-to learn/respect other cultures,values,beliefsand lifestyles and rasie awareness on cultural diversity -to help the creating of common EU culture-to learn and follow EU agenda, EU opportunities -to realize the disadvantaged groups and contact to them-active participation in society -adapting to new conditions-to increase the collabrotion among EU countries-to learn the EU quality standarts -to decrease the social discrimination and increase social inclusion -to see the importance of education ,e-twininig and Erasmus+ -to improve the teachers’ professional career and continue their lessons in every conditions,realize and help the students under the risk of social discrimination and exclusion -to improve the schools’ risk management capacity and manage to continue education

This project was about Critical thinking, Communication, Collaboration and Creativity. The project grow up from a need in all participating schools improve learning environment in teaching 21 st century skills and competences. As all schools had to change their educational curricula, this project came just in time. Before the project our schools were producing mostly the same knowledge and skills that didn't addressed the future needs, that was the thing we tried to change, offering our students to learn more about 21 century skills. During the project we tried to think on a professions that still don't exist, but could be in the future, schools tried to prepare students for jobs that have not yet been created, technologies that have not yet been invented and problems that we don't yet know will arise.The main objective of this project was to exchange good practices in teaching/ learning 21st century skills, improve the present teaching system. This has helped to motivate our students to reach better results and combating failure in education which usually leads to early school leaving. The concrete results of the project are- collection of methods used to teach critical thinking, collaboration, communication and creativity. Improved skills which students use making qualitative research works and essays about themes they are interested in. Portfolios created by students to show different activities for their acquisition of skills. Students in an age from 13-18 have participated in this project. Project partners were from Latvia, Portugal, UK, Italy, Denmark.The whole project has been divided into 4 parts- Critical thinking, Collaboration, Creativity and Communication. Each part contained various tasks and activities to reach the project goal- improve and learn more about these so necessary skills. Methodology used in carrying out the project - e-twinning platform, job shadowing, workshops, lectures, excursions, quizzes, research work, experiments, different kind of activities for the particular topics, presentations, assignments for other school students, theoretical and practical knowledge during the study process, discussion were carried out during the project.During the LTT mobilities we have shared new ideas, implemented innovative approaches in teaching and learning processes, ICT based methods and processes which were based on recognition and evaluation. In total we were able to organize 2 students mobilities to UK and Italy and 1 teachers mobility to Denmark. Due to Covid 19 we weren't able to held mobilities in Portugal and Latvia, but we organized virtual activities to ensure that we reach all the project goals, and we successfully did it.The project has lead to Improved pupils and teachers competences.The project has lead to Improved pupils and teachers competences. Students developed personally, professionally and academically. They improved their language skills, learnt how to work in groups where language barriers were at times evident, learnt how to respect cultural differences and present their own culture. There was a growing awareness of how nationalities are perceived and the sense of pride that comes from knowing your own cultural heritage. Students broadened their horizons – physically and mentally. We specifically involved a leading practitioner in the Duke of Edinburgh so that all students were encouraged to show determination and perseverance, teamwork and individualism.Students gained new transferable skills which serves to boost employability. They learnt how to make a robot and programme it to follow instructions. Visiting students learnt a new sport - tag rugby. We researched social media and fake news within their own countries and presented this to all groups. They discussed the reasons behind Brexit and came to understand that much fake news was promoted across Europe regarding this. The robotic resources provided has now been incorporated into the IT department's curriculum and is used regularly for extra-curricular activities during computing club and STEM club.

At European level there exist noticeable discrepancies in teaching programming – in Finland, Croatia and Poland teaching programming at primary school is a basic element of core curriculum for general education. It is worth mentioning here that the most advanced and complex schemes are currently being run in Finland, then in Croatia and recently they have also been introduced in Poland - https://programowanie.men.gov.pl/o-pilotazu/. Whereas in Portugal programming at primary school is only a topic for debates concerning education.The main objective of the project to be achieved during 2 years of the project implementation is the following:-to create a coherent system of teaching programming at primary school together with necessary teaching resources that will be uniform for all project participating countries.Specific objectives to be achieved during 2 years of the project implementation:-to create a coherent core curriculum for teaching programming at primary school,-to design and test 50 model lesson plans to teach programming at primary school,-to design, test and share 2 textbooks for teaching programming at grades 1-3 and 4-8 of primary school,-to design, test and make available the Internet platform that will support teaching programming at primary school,JYVASKYLAN YLIOPISTO is the Leader of the following Intellectual Output: designing and translating into English the core curriculum for teaching programming at primary school. Joint and coherent core curriculum for teaching programming at primary school forms basis for subsequent activities that will be implemented by project partners in Croatia. Additionally, JYVASKYLAN YLIOPISTO will be responsible for translating the project materials into Finnish.I Osnovna Szkola Cakovec is the Leader of the next Intellectual Output. They will prepare 50 tested model lesson plans that will be coherent with the core curriculum. Designing lesson plans is the next logical step in implementing the new core curriculum for practical teaching. Additionally, I Osnovna Szkola Cakovec will be responsible for translating the project materials into Croatian.Skolska knjiga d.d. is the Leader of another Intellectual Output. They will prepare 2 textbooks for teaching programming at primary school: one for grades 1-3 and the other for grades 4-8 and translate them into English. They are also the Leader of another Intellectual Output, i.e. creating the Internet platform that will support teaching programming at primary school in Croatian and English.Zamojskie Towarzystwo Oświatowe is the Leader of the subsequent Intellectual Output. They will prepare concept of testing, test the core curriculum, lesson plans and the Internet platform involving at least 200 students and 20 teachers. After working out coherent core curriculum, they will test lesson plans, textbooks and the Internet platform. It will take place in all project partner countries and will involve at least 200 students and 20 teachers. The testing process will last about 3 months and will be used as an evaluation of designed teaching tools. ZTO will be also responsible for translating the project materials into Polish. Agrupamento de Escolas de Fornos de Algodres is the Leader of Dissemination process. They will work out and implement strategy for disseminating project results within European Union. On the basis of former results Zamojskie Towarzystwo Oświatowe will work out and implement strategy for disseminating project results in all EU member states. Agrupamento de Escolas de Fornos de Algodres will also translate the project materials into Portuguese. Tangible results on project completion:-consolidated and coherent core curriculum for teaching programming at primary school (a report in 4 partner native languages and in English),-50 tested model lesson plans consistent with newly designed core curriculum (compilation in 4 partner native languages and in English),-2 textbooks for teaching programming at primary school: one for grades 1-3 and the other for grades 4-8 (compilation in 4 partner native languages and in English),-the Internet platform supporting teaching programming at primary school with teaching materials, open to anyone interested and available in 4 partner native languages and in English,-active project on eTwinning and TwinSpace concerning programming at primary school,Intangible results:-project participants will gain new knowledge,-participating teachers will get familiar with methods of teaching programming in partner countries,-there will be established a new network of partners,-interest in teaching programming will increase

Big data, social networks and cloud computing are so much developed that they can be applied in many fields outside IT sectors (Medicine, Economics). These days the most important issue seems to be not only the ability to search for information but also to assess its value. Such ability is not common, even among young people. While discussing IT in education, it’s worth emphasising that computerisation and new communication techniques considerably sped up changes. Never before has science developed so quickly. As a result our knowledge becomes outdated in next to no time. More and more often one can recognise the need to abandon the traditional model of education based on memorising loads of set materials to the benefit of instructing how to find up-to-date information. At the same time it is required to put emphasis on developing practical application of information technologies in different spheres of life. Specific problems that project addresses are as follows: - common development of big data, social networks and cloud computing and everyday usage of these by young people whose teachers have very low knowledge of the subject matter, - great importance of IT competence in students and teachers in the context of 21st century teaching methods, - diverse level of the ability to use tools such as big data, social networks and cloud computing in teaching by teachers of schools participating in the project, - expectations of business/economic environment regarding agreement between teaching methods and challenges of the future Hence comes the problem that the project addresses – Schools are not ready to apply new trends in education (Big data, social networks and cloud computing). The main objective in this project is to develop competence in students and teachers in using big data, social networks and cloud computing in teaching process at schools participating in the project. The project addresses two target groups: teenagers from different social environment and teachers. Young people are very open to learn about the world and understand it. They are mostly innovative and use modern communication tools. Yet, they spend lots of time at school. So, if teaching staff is appropriately prepared, young people will learn more effectively. The main objective in this project is to develop competence in students and teachers in using big data, social networks and cloud computing in teaching process at schools participating in the project. Specific objectives: - 100 students and 30 teachers will get familiar with state-of-the-art technologies that use big data, social networks and cloud computing in education, - teachers and students will be trained on how to use big data, social networks and cloud computing in teaching and learning different school subject, - students will learn about positive and negative aspects of big data, social networks and information cloud in everyday school and non-school life, - students, teachers and schools will establish and keep online connections During 2 years of project implementation there will be achieved the following results: - at least 100 students and 30 teachers will deepen their knowledge of Big data, social networks and information cloud, - target groups will develop their ability to use Big data, social networks and information cloud in teaching processes, - target groups will gain experience of contacting people coming from different cultures or with different cultural background, - teachers will gain experience of recognizing educational problems when Big data, social networks and information cloud are used in teaching, - at least 30 teachers will learn new teaching methods, - target groups will improve their communication skills in English with regards to Big data, social networks and information cloud terminology, - target groups will develop problem solving skills by teamwork in multinational groups in real life situations and in virtual reality using big data, social networks and cloud computing tools Products that will be the outcome of the project work: - project logo, - 5 subpages to school web pages, - Facebook project website, - Facebook project group, - eTwinning project - photo blog to show project activity on the Internet, - shared project classroom on one of educational services (edmodo.com) - 25 lesson scenarios, designed by teachers during mobilities on using big data, social networks and cloud computing in different subjects, - 25 presentations, prepared by students, on using big data, social networks and cloud computing in studying and everyday life, - 6 newsletters, prepared by project participants after moblities, - 6 articles in school magazines