The project intends to support the professional development of teachers by strengthening their relational competences through a training programme combining the methodologies of e-learning, micro-learning, and gaming. The training programme will deal with the following themes: 1] education (teacher-pupil relationship); 2] participation (communication with the pupils’ parents; 3] co-operation (relationship between peers and between the diverse organisational levels).During the project an online course for teachers will be designed and produced, along with a simulated practice educational game and guidelines for transferring the project results by implementing sustainable Permanent Laboratories for Soft Skills. Institutional stakeholders will be engaged in a participatory design process for developing a medium-long-term strategy to incorporating soft skills in the curricula of training course for teachers.The project intends to train 300 teachers during the educational experiment, and imoact on the participants in terms of improvement of relational skills, development of reflective practice, improvement of assertive response to stressful situations, improvement of thr quality of the relationship with the pupils and with the pupils’ parents; increase in self-esteem; effective communication in everyday’s professional practice.

<< Objectives >>The CAMPS project aims to:- Promote an effective application of the CLIL approach in elementary schools, focusing on pupils aged 6 – 8 and on specific curricular subjects related to Arts and Music- Motivate primary schools to insert CLIL in primary education for an early start of language learning<< Implementation >>The CAMPS project will implement the following activities:- Providing primary school teachers with the necessary skills to effectively teach Arts and Music subjects according to the CLIL methodology and to design lessons that correspond with student’s individual needs - Enhancing the motivation of primary school education teachers and decision-makers to insert CLIL in primary education for an early start of language learning<< Results >>CAMPS creates three main deliverables:- Online training package on how to implement CLIL for teaching Arts and Music at the elementary school level. - Collection of CLIL based Educational Videos and related Teaching Sources providing primary school teachers with the necessary vocabulary for teaching specific arts and music-related topics. - Case studies and best practices to motivate primary schools communities on the successful applicability of the CLIL methodology at primary school level.

"The project is driven by existing needs in the partner countries and a paradox: in spite of the unprecedented advance of science and technology as well as newly created online educational instruments and high-tech tools, students are not making progress with attainment of key competences as well as with fostering the creativity, which the business of the future will be so dependent upon. A fairly large number of EU states are considerably below the average PISA results for 2018 and it is no wonder that there is serious concern about students’ low performance, which is in tune with the EU-wide benchmark, which states that ""by 2020 the share of 15-year-olds with insufficient abilities in reading, mathematics and science should be less than 15%"". The efforts made so far in this respect are not enough. The directly involved participants will be teachers from the partner organizations and involved schools (a minimum of 5 schools from each country, including the official partners). Teachers from schools, which are not official partners being obliged to use the GRT in their daily teaching practices. Each country will directly involve at least 10 teachers in the project and the training event envisaged – a total of 50. The other direct participants, outside the project team, will be students – pilot classes, with who the GRT tools will be tested – a minimum of 20 students per involved school, i.e. a minimum of 100 per country, 500 in total. Golden Ratio Teaching aims at providing teachers with a toolbox and a number of tested approaches and methods for addressing the individual talent and learning style of students, to easily attract attention and combat some insecurities teachers face in their everyday work. Gradually, a shift from teacher-centered to student-centered classroom will be reached which would help teachers perform better, with less stress and to apply a new organization of the process and premises in such a way that the natural curiosity of the students is enhanced. The project objectives are:- to support teachers in achieving better results via improved skills for combining approaches that provide a balanced package of information/knowledge/skills to students of various learning types- to replace conformity in routine teaching/learning, which usually causes lack of interest and attention for the students and a sense of helplessness and lack of purpose among the teachers- to support the attainment of key competence knowledge and the fostering of creativity by students in Europe by introducing an ideology of teaching that appeals to and is useful for all types of learners and thus lower the number of early school leavers due to bad results and lack of motivationThe project foresees to start with the identification and involvement of schools and teachers and groups of students that will immediately influence and be influenced by the project. An initial test for the students is envisaged, the results of which will show ""What type of learner"" the targeted students are - visual, tactile, auditory – providing teachers with a better understanding of their class and making them aware of the importance of using a variety of methods in order to achieve the best results with their designated audience.A key activity is the development of the GRT, which is to be delivered in the form of a guidebook, consisting of tested methods and approaches and will be a selection of those deemed optimal, most useful and efficient. Another vital activity is a joint staff training event with the GRT, which will include peer training on all GRT elements. The developed GRT will be shared via multiplier events in all partner countries and through the web. The GRT is expected to have a number of positive long-term impacts on all involved in its preparation and implementation. This will ultimately result in a competence enhancement for teachers, enabling them to be successful and more efficient. Additionally, the students will be enabled to enjoy their classes more and stay focused for longer periods of time. In addition to that, a desired impact is that due to the new methods, their overall performance at school will also improve. Students with learning difficulties will obtain better targeted content from their teachers and will have a positive impact on their inclusion and results.The participating organisations will add the GRT to their portfolios, thus expanding their experience in the sphere, and opening them to new activities. They will further get exposure to experts, new teams and networks. All involved experts will be enabled to share their experience and know-how with a large international audience, thus collaborating on a new level, receiving useful feedback for the development of their methods and expanding their target audience. The external stakeholders will be enabled to use the provided materials and integrate them into their own practices, thus improving on the existing methods."