"The project Green Micro:bit was about raising awareness about the eco role of a school in education and encouraging critical thinking about environment issues among pupils, teachers and a wider community. Our project included different activities: decorating the school interior and exterior in order to follow the modern architecture of a school and contemporary teaching concepts which go together with a holistic approach to the students' development. This included creating ""a green wall"" in the school, the educational path in the school yard, the e-book about the project, school eco souvenirs, making a windmill and more. Pupils should feel relaxed in the school in order to fully achieve their cognitive, psycho-motor and emotional capacities and to become responsible decision makers when it comes to nature and environment. Therefore, the project introduced the green architecture in the school, a “live“ architecture which grows and breathes together with the school and its community. This primarily referred to creating a school hanging garden on the wall in the school hallway, which is the busiest part of the school. The project included modern technological elements, micro:bits, because the plants in the garden were watered by a micro:bit system. The green wall consists of different plants that are sustainable on a school wall. After the workshop with the plant experts we decided on different types of plants as initially planned due to their suitability. The whole garden was made of the recycled material only. In the modern society, students tend to be more and more detached from nature, and eco awareness is very low and through he project we wanted to change the current state and we think we did a good job in this direction. Besides creating the hanging wall garden and educational paths around the school, pupils also took part in recycling activities and land art. Our initial plan was to make some installations in the school garden from the recycled materials such plastic bottles and bags but after participating in the workshop on this matter our students decided they'd rather make and install some bug hotels and bird houses from wood to actually compete the whole concept of the green outdoor classroom. By deciding that they showed that they had developed their eco awareness and critical thinking in the course of the project. In the outer part, that is the school yard, educational paths were placed. These paths provide pupils with information about herbs and plants and also raise eco awareness among pupils and teachers. The project is sustainable on many levels: when dried, plants are used for making different decorations, school souvenirs in order to promote entrepreneurship pupils' skills. The project offers new skills and competences regarding the ecopedagogy, ICT and critical thinking to schools and enables a unique European cooperation between schools, which encourages multicultural teaching environment.We could actually test the sustainability of the project since it was prolonged due to the global pandemics. We finished all the major activities in the first two years of the project in wanted to wait for the conditions to be better so that we would be able to have a live final event as planned in the beginning. So we took advantage of the third year of the project to see if everything the students did during the first two years was manageable also in future as a part of their regular school activities. Everything proved to really be as we had foreseen since they could sustain all the project results and work with them during their regular classes (Biology, Arts and Crafts, optional subject Modern preparation of food and others)."

"Context and backgroundThe priority which the project will address is Science & Tachnology. This will be achieved by focusing on the different elements of STEAM, primarily the following four areas: Properties of Materials (through the design and building of structures); Simple Mechanisms (through the use of levers, cogs and wheels, simple hydraulics etc); Simple Circuits and Robotics. All of these different topics will be tackled in the five mobilities earmarked for this project, with each mobility focusing on one of these topics. .According to the EU Education and Training Monitor 2019, there is still underachievement in Maths and Science .The share of 15 year-olds failing to reach level 2 in the OECD's (Organisation for Economic Co-operation and Development), Program for International Student Assessment (PISA)for Mathematics and Science is as follows: Maths: 22.2% Science: 20.6%. This falls beneath the targeted 15%. The EU has for a long time acknowledged that primary education lays the foundations for success in this area. One of the main conclusions of the first European Conference on Primary Science and Technology Education held on the 15 & 16 October 2004 in Amsterdam states that, ""Science and Technology is the best context to develop higher order cognitive skills needed and primary school is the age to start."" (Proceedings of the European Conference on primary Science and technology Education). The project will upskill teachers in the teaching of Primary Science and Technology. It is an area in which, primary school teachers may not feel confident enough – and this project will help to address this need through training, hands on experiences, peer observations, lesson studies and pedagogical walk-throughs. This will be achieved both through collaborations with colleagues, and also with staff from schools in other countries.ObjectivesThe objectives of this project will be as follows:- To improve the teaching in Science & Technology, through the capacity building of 35 teachers on STEAM subjects.-To disseminate the acquired knowledge by the 35 participants to 50 other teachers and therefore adopt a solid train-the-trainer approach.-To strengthen the relationship between 5 schools which all possess distinct expertise on different areas of science and technology.Number and profile of participantsThe project will include 35 teachers who will take part in the different mobilities of the project. These teachers are all teachers who teach science subjects at primary school level. These were selected as they have the strongest remit when it comes to STEAM subjects. In addition to this primary school students will also take part in the project as a means for teachers to practice what they learnt during the mobilities.The planned activities to be undertaken are :-5 mobilities focusing on: - Robotics- Spain - Structures - Ireland - Mechanisms and ICT- Slovenia - Electrical circuits - Italy - Pedagogical walkthrough - Malta - Dissemination activities by each school. - Booklet developed on best practices. MethodologyDuring the school visits the teachers will be provided with the opportunity to learn from each other through lesson study (the Lesson Study approach is a method of professional development that encourages teachers to reflect on their teaching practice through a cyclical process of collaborative lesson planning, lesson observation, and examination of student learning) and pedagogical walkthroughs (This is when teachers are given the opportunity to observe lessons on a particular topic (STEAM projects in this case)) in different year groups. This will help a primary school teacher understand where his/her particular students are coming from and to what should they aspire in terms of learning experiences.Results and impactThe project will lead to the following results:-Upskilling of 35 teachers through 5 training events on STEAM subjects.-Transfer of knowledge to 50 teachers through train-the-trainer sessions.-Strengthened relationship between 5 schools.The impact of this project will be on both teachers directly and students indirectly. Here teachers will obtain necessary skill in different aspects of STEAM subjects. This will heavily impact not only their own know-how but also their ability in teaching their pupils on different aspects of science and technology. As a result of this, the project will also impact primary school children attending these different schools, who in the long-term benefit. Here the school children will be impacted as they will see the benefit of having better planned lessons and more innovative modes of learning STEAM subjects.Long-term benefitsBy having better quality lessons in STEAM subjects at a young age, youths will be more inclined to follow these areas once they grow up. This will lead to more people taking up roles in the areas based on STEAM."

•Context/background of the project;This is a Key Action 2 Project involving five schools from Ireland, Portugal, Greece Germany and Slovenia. The idea to use the weather to teach STEM subjects rose from a pilot project run by the Irish school. Having seen how effective this was we decided to find international partners to further enhance the project idea. This has been a hugely successful and innovative project with very positive spin offs for students and staff.•Objectives;The overall aim of the project was to raise the levels of attainment in the STEM subjects in all of the students of the participating schools. The project also aimed to cultivate a more positive and inclusive attitude towards STEM in staff and students.•Number and profile of participating organisations;Five schools from Ireland, Portugal ,Greece, Germany and Slovenia participated in this project. the project was aimed at children aged 4 to 12 years. In Portugal the emphasis was on the gifted students in the school•Description of undertaken main activities;Staff in the participating schools were provided with specific training in the STEM subjectsStaff were encouraged and supported in the use of a wide range of effective and innovating teaching methodologies.Weather stations were set up in each of the participating schools as this formed the basis for the teaching of STEM in this project.Specific weather related STEM lesson plans were drawn up for all classes in the primary school.Age appropriate weather boxes with manuals were compiled.Children in the participating schools were up skilled to a wide range of tools - Scratch, Powerpoint, animation, excel, histry.com, sway, robotics and raspberry pi.Children and staff were given a wide range of opportunities to present aspects of their STEM work at local and national level.Links were forged with local industries, colleges of education and third level institutions.•Results and impact attained;Staff are more competent in the delivery of the STEM related subjects.Students and staff have expressed a more positive attitude towards STEM Detailed lesson plans for use in the teaching of STEM have been formulated.Strong links with local industries, community groups and third level colleges have been formulated.Some of our senior students who have moved on to second level schools have been pivotal in introducing robotics and Scratch to their new schools.•If relevant, longer-term benefits.This Key Action 2 Project has given rise to a much more positive attitude to STEM among staff and students. Already we have seem more of our students engaging with these subjects in second level and the skills they have acquired in primary school being used to enhance work done by our local secondary schools.

This project arises from the determination of innovating in the teaching-learning process in order to provide a better quality in this process and to be able to attend to the students’ diversity in a class with motivational activities. Its main goal has been to introduce the use of Virtual Reality and Augmented Reality in class through activities created by the Secondary Education students themselves and implemented in the Primary Education classes. In doing so it has been achieved the use of active learning methodologies, peer learning and cooperative work. This project aimed to contextualise the education in the reality that youngsters live outside the classroom – a society which is increasingly digital – and equip them with competences and skills which will ease their integration into the job market, such as decision-making, problem solving, creativity development, the ability to work within a team, personal motivation and the curiosity to carry on learning on their own. The main ambition of all the members in this project was to innovate in education and increase the students’ interest in STEM subjects. This has been achieved thanks to the suggested objectives for this project as well as the Inter-European dialogue created during it, and the collaborative and cooperative work of the students from all the schools, which have built some learning networks that have created high value peer learning, all of it with the technological support from AIJU.Regarding the number of participants which have been benefited from this project it is worth highlighting that, although the main audience were 12 to 14 year old students, it has spread into the rest of the Secondary Education students (16 and 17 years old), who have led the creation of activities. The sending participants were all the students from 6 to 12 years old, which corresponds to Primary Education.The activities carried out focus on different topics: Journey into the Space to a new planet; Create your own basic display for Virtual Reality; Visit my school in 360°; The carbon footprint and caring for the environment; Our city in 360°, cultural heritage; Learning Mathematics; Arts and Music; The water cycle; Reading encouraging and New missions in the planet.In each area, all the member schools needed to plan, create and implement at least two activities which develop any of the curricular contents using Virtual and Augmented Reality. Thus, an activity resource bank has been created which will accompany the main intellectual product of the project: an eLearning platform which collects all the necessary tools to know how to use the Augmented and Virtual Reality and how to apply it in our daily life in class.All the members have taken equal part in the implementation of the activities since some of these topics were general for everyone and all of them worked on the same topic during equal amount of time. Other topics however were responsibility of each member and they were the guiding thread of the students’ mobilities where the representatives of the schools attended: England did “Journey into the Space”; Slovenia, “The water cycle”; Finland, “The carbon footprint and caring for the environment” and Spain worked on “Promotion of reading”. This platform will let any teacher to apply these methodologies in class and it also includes a database of case studies which have been done and applied in all the member schools. Furthermore, it also includes a webpage containing all the information regarding the project.Other broader results that have been achieved are the academic improvement in the STEM subjects of all the students in general but especially of the low attainers. Also, the knowledge of the cultural heritage of all the participant members has been deepened and it has been gained a greater methodological and technological knowledge of the technologies involved in the project.Finally, we have been able to foster the feeling of the European citizenship, the social and civic competence, the creativity and the critical thinking. The effect of this project has exceeded all the expectations, which is enough reason for its long-term sustainability as all the results have been included in the schemes of work and lesson plans in order to carry on applying them in the coming years and making them available to any keen teacher.

"The ""DAWN OF SCHOOLS WITH EDUCATION 4.0"" project aimed to integrate the Industry 4.0 components of schools (3D printer, Virtual Reality, Robotics ...). By organizing LTT events with Industry 4.0 components (3D printer, Virtual Reality, Robotics ...) with our project:-We contributed to the development of STEM (Science, Technology, engineering, mathematics) in our institutions- We have served the goal of reducing the failure rate to less than 15% as stated in Education and Training 2020, ET2020.The project was realized with 6 partners (Finland, Sweden, Portugal, Latvia, Slovenia, Turkey). In this project, which was carried out under the coordination of Turkey, 6 LTT events were organized. With our 6 LTT events, we made a significant contribution to the development of new ideas by changing good practices. At the center of our activities; family, students, teacher and school and social environment. Teachers have learned about innovative teaching methods in LTT activities, thus gaining more qualified learning/teaching competencies.Our students received training on robotics, 3d printers, virtual reality and coding with their peers, and many changes took place in their lives.While deciding on partner countries, the most appropriate institutions were selected to share good practices. All institutions in our project had equal roles in the project.Within the scope of our project, the contributions of the project institutions to the project were as follows:* Finland shared its national and international VEX robotics experiences. It introduced the successful education systems in their countries.*Turkey shared its national and international LEGO EV3 Mindstorms experiences and introduced the Turkish Education System.*Portugal shared its national and international VR experiences and introduced the Portuguese Education System.*Latvia shared its national and international Drone experiences and introduced the Latvian Education System.*Sweden shared their national and international 3D printing experiences and introduced the Swedish education system.*As Slovenia is an experienced institution in STEM projects, she shared her experiences on this subject and shared her Coding and Programming experiences in the Slovenian Education System.According to the above roles, each partner organized the LTT activities as planned. During the Project, the following methods and techniques were used in our Activities:*Interactive workshops/training courses*Presentations/seminars/VR simulations*Excursions/cultural excursions*Collaborations with universities and public institutions*mini contests/video making apps*team building activities/ice breakers and energizers*forms/surveys/questionnaires*formal/informal meetings*Speaking, confronting experiencesThese methods and techniques were carried out according to the readiness, interests and profiles of the participants. Within the scope of our LTT activities, 6 mobilities were organized. The age range of our participating students is 13-16. These are:TURKEY (LEGO EV3 MINDSTORMS) ACTIVITIES, ( Physical activity)PORTUGAL(VR) ACTIVITIES, (Physical mobility)FINLAND (VEX ROBOTICS) ACTIVITIES, ( Physical mobility)SWEDEN (3D PRINTING) ACTIVITIES, ( Physical mobility)SLOVENIA(CODING AND PROGRAMMING) ACTIVITIES, (Virtual mobility)LATVIA(DRONE) ACTIVITIES. (Virtual mobility)Our goals with our project:- To inform schools about Industry 4.0 in line with ""Inclusive Growth"" in the EU 2020 strategy,- Informing students about new business lines through the EU 2020 Strategy- Grasp STEM in all partner schools through effective teacher training- Promote the use of more effective and innovative teaching methodologies- Increase motivation among students and staff- To provide students with real-world skills and the ability to use 21st Century Skills.All the objectives of our project have been achieved at a high level.Concrete Results of Our Project:-Robotics and STEM Club, Robotics and STEM LAB unit was established in our schools-Lego competition (virtual and on-site) was held with our partners- VR simulations of each school were prepared.-Works were organized in Robotics and STEM LAB within the body of each partner institution.-Project brochures were prepared-Project website, Facebook page, Youtube channel created-Student interest in STEM subjects increased-The number of teachers using Industry 4.0 elements in education has increased in all partner institutions.In order to ensure the sustainability of the project, each project team focused on concrete results and the Project website (https://dawnofschoolswitheducation.wordpress.com/), Project Facebook page (https://www.facebook.com/groups/1166886930159827/) and Project Youtube Channel (https://www.youtube.com/watch?v=kknbSv8JkQE) and carried out dissemination activities. In addition, the eTwinning project (https://twinspace.etwinning.net/73070/home) has been developed and all activities and dissemination activities have been shared on eTwinning.Long-term benefits of our project:The Robotics and STEM Club efforts established at our school and all partner institutions and the Robotics and STEM LABS have inspired other schools to build these units in their own schools. One of the most important long-term benefits of our project has given our students awareness about choosing STEM-related professions. As a result of the surveys, it was determined that there was an increase in the targeted level of orientation to professions in the STEM field in each partner institution and the success coefficient in STEM courses in the exams. In the long run, the project outputs have been a resource for all the schools and teachers involved in the process."