The realisation of a project Little Programmers is planned for 2 years. Both students and teachers are going to become familiar with different types of applications and tools Web 2.0, code in Scratch and acquired skills will be used for work with robots. All of the participants will construct and program the programmable LEGO robots and robotic toys – Blue Bot and OZOBOT Bit. They also will acquire algorithm thinking and basic programming principles. Students in international teams will solvechallenges via programmable LEGO Boost bricks in special software. Project implementors will inform the other students and teachers with basic concepts of coding and the world of robots, with new approaches of using ICT. Teachers will suggest coding and using robots in different subjects of the 1st level of Primary School. Pupils of the 1st level of Primary School, in age 7-10, will participate in project activities. Pupils from 1st grade to 4th grade will become involved in project, in number 500, from two Schools of Partnership Community.In project team there will be pupils from classic classes, pupils form classes for intellectual talented ones, even the pupils with special needs. We will corporate with preschoolers and preschooler educators. The aim of our project is to acquire pupils and teachers with basic concepts of coding and programming, application new approaches in ICT learning, to support the practical ideas for integrating programming and robotics into education of the 1st level of Primary School. We are going to form methodology for teachers, digital sources for programming and robotics, to integrate basicprogramming principles, tools and applications Web 2.0 into curriculum and educating plans. During project realisation there are planned four short-term joint staff training events for teachers and four short-term exchanges of groups of pupils. The aim of these mobilities is to exchange experience and competencies between pupils and teachers. The international teams of pupils will work on the project and tasks, on self-studying and cooperating activities for constructing and programming, robotics, new applications and tools Web 2.0. After that they will use all the knowledge in different topics of individual subjects. The teams will solve challenges of host country, focusing on constructing real objects and programming situation which can lead to understanding real life. The results of the project will evaluate via project presentation, questionnaire, pupils´ portfolios,magazine Little programmers which will be published twice during realisation. According to the results we will be able to consider the level of success in individual activities, also the international cooperation with the teachers and pupils from the Schools of Partnership Community. In the school there will be photo gallery installed, the results and progress will be published on project website, school website and in public media. The realisation of the project will increase the credit of school, the teaching qualification of Primary teachers and Preschooler teachers. We hope that working on the project is also about motivating pupils to learn. After finishing the project we plan to continue in project activities. We are going to create a new eTwinning project with the topic of programming and robotics, to realise a project of Strategy Partnership as well. Our school will offer the new Programming Club for students in future.

"The project addresses young European students (10-15) in four different schools from Portugal, the Czech Republic, the Netherlands and Italy.This Project was the basis of a case study about a new learning/teaching method, the Flipped Classroom, and we also wanted students to think and learn about 4 crucial Elements which we all should consider for the wellbeing of the world, its questions and actual problems: Earth, Air, Water and Fire. Within this context we managed students to learn by themselves, to learn how to research, how to make and present academical work, to learn in real context and to come up with innovative and entrepreneur ideas in a problem solving context. The countries were chosen due to geographical and environmental characteristics that strengthened the students’learning: in Portugal students were involved within “Water” activities; at the Czech Republic they dealt with “Earth” activities; at the Netherlands they learned about “Air” and in Italy they got the chance to additionally learn about “Fire”. We also aimed to help students improving their skills to overcome failure, to promote success, self-confidence, self-esteem, participatory spirit and social acceptance and to become future European citizens.We worked in cooperation and were able to reach all the goals above stated by using different educational supports: the teaching/learning was done in the regular classroom and the Project-based learning was promoted by the clubs or extracurricular activities created to support this Erasmus+ Project. This way students had the chance to work their ICT skills, their entrepreneur skills, their communication as well as their literacy skills in different clubs or extracurricular activities: eTwinning / Technology club and Environmental club.We adopted a Project-based methodology and a digital teaching method ""The Flipped Classrom"" so that students could learn and work towards success; we adjusted the methodology whenever necessary after discussing the best way to reach our goals and increase the non-formal education situations so that students could also learn from the day-to-day experience in different schools from different countries.The team of teachers in each school that guided them worked together at all times communicating and discussing online in a regular basis and the school’s community was involved at all stages of the project.Students worked their own school curriculum (in areas such as Science, English and ICT) guided towards the Projects’ goals so that all made sense and this way we could motivate students to reach better results, better communication skills and learn how to overcome their difficulties. Students learnt about each Element what they needed to learn in academical terms, researched about environmental problems that are connected to each Element, created an action plan towards those problems and thought on innovative ways to deal with them. We created an Environmental club or an Extracurricular approach related to Environment and an eTwinning Project that,after the project ends, will be kept, to continue discussing and exchanging new ideas and to reach other European schools.At each school we chose one or two classes of students around 11-15 according to certain characteristics (hardworking and self-committed students) and at the clubs we worked with those students and with others facing educational, economical and social problems. There was a selection programme established to choose the students that participated in the short-term exchanges, taking into consideration that we chose students from both situations (the classroom context and the Clubs).There were 3 Coordinators meetings to set up all that was needed to make a succesfull Project and to evaluate it at the end. There were also 4 students mobilities with the participation of 32 teachers and around 68 students. These mobilities gave the students the chance to cooperate/communicate directly with others and to learn in a real context. More than 3000 beneficiary were impacted at the end. Since these children came from such diverse social and geographical backgrounds, this was an unique opportunity to develop knowledge and understanding of each of those cultures and languages.There were teams of 4-5 teachers in each partner organization so 20 in total took actively part in the project activities. There was a teacher of English, one or two Science/Biology teachers, an ICT teacher and one or two other teachers were chosen according to the Project’s needs and to each school’s own characteristics.At the end of the Project the work done caused impact on two fields: the Case Study that was disseminated to teachers and to schools so that others can learn with our work and get motivated to apply new methodologies; the work done around the 4 Elements was disseminated locally, nationally and in an European context to get others thinking about environmental issues and on ways to overcome them."

With ICT World an enormous team of willful teachers and students from Spain, Germany, France, Latvia, Czech. Rep and Finland have worked together side by side to try to image real life with software tools like GIMP, GEOGEBRA or SKETCHUP and to code and transform situations by using SCRATCH and ARDUINO. These materials are drafted student-centred and facilitate also cooperative work offering different paths through the learning topics. Tasks are also tested by already experienced students in all the countries. Apart of the mentioned software we have worked other as Freecad, TinkerCad, Cura, Appinventor, Herramientas de google, Mblock, herramientas 2.0, visualino, bitblock,...The general concept of ICT World is easy. The whole international team visit two of the six countries twice a year. In every meeting we have:transnational meeting to organize and plan the next meeting, the teaching training activities and to set every single detail of every between meetings activities that we call Work in International Teams.teaching/training activities: where the hosting institution organize several workshops on the ICT tools they are experimented in.in the meantime we interchange skilled students in a particular ICT tool in long-term mobility that will cope for a period of three months with the hosting institution to help to deal with other software.we devote our twinspace as the mirror where to reflect all the productions and methodologies carried out.Under this format we have achieved interesting collaborative productions which have been worthy of awards and recognition. At the same time, we have had good time and enriched ourselves with the knowledge of six top institutions.