SLAM is an innovative project aimed at creating and developing devices, exchanging learning practices and materials in the STEM area by way of computational thinking, and highlighting the importance of synergy of all knowledge and skills needed for work in STEM to accomplish good results in that field.Four schools were involved in the project – Croatian, Cypriot, Greek, and Estonian. As the name of our project suggests (SLAM - STEM Learning Activities & Methodology), all partner schools created activities for each of the following: science, technology, engineering, and math. Science was assigned to the Croatian partner, technology to the Estonian partner, engineering to the Cypriot and math to the Greek partner. Each partner has the most experience in their chosen field, so their task was to support and train other partners although from the beginning, all partners had activities covering all the fields. The main participants of the project were students aged 13-15, and the total number of students of all four schools was approximately 250. Every school included a subset of its teachers (28 in total) and school staff, students’ parents, the local community, neighboring schools and scientists. All activities were based on defined project’s objectives: achieving higher levels of cognitive knowledge necessary for active work in STEM, improving basic competencies with emphasis on the STEM field, improving foreign language use, increasing students’ experience in areas needed for further education, raising motivation for the use of ICT in learning and teaching, introducing new teaching methods in daily work to other colleagues, expanding the range of extracurricular activities in schools and making them part of the schools' curriculum. Participants developed and promoted the acquisition of relevant and high-quality skills and competencies.Students' and teachers’ activities were organizing workshops, webinars, holding presentations and meetings, planning and participating in Science Days, visiting science festivals, setting up speeches by scientists, conducting experiments and field research, making scientific devices and tutorials. Students and teachers from Cyprus, Greece and Croatia took part in euroMath and euroScience 2019 as a team. By participating in the project, students developed a sense of accomplishment and success, used new methods of work, expanded their horizons, and gained new friends. Holding project activities increased their motivation for working in the STEM area because they were, through immediate practical work, able to directly see products of their labor. They also gained insight into novel ways of learning, resulting in their greater inclusion in newly formed extracurricular activities. They achieved better results in school because they used new learning methods and raised their cognitive knowledge to a higher level which was shown through the results of the final assessment. They developed basic competencies in STEM area which resulted in taking part in euroMath and euroScience and National biology competition, Math competitions, ICT Competitions, NASA Apps challenge . They also acquired various skills needed for practical work and improved the usage of English language through communication and presentation of their work in LTTA. Teachers increased the quality of their work by applying new methods which will also influence the education of future generations. Concrete results upon the completion of project are the developed STEM KITS - building sets for F1 car, a hologram, a seismograph and a power bank, the production of methodological brochures, tutorials to teach a wider public, a book of students' scientific reports, STEMopoly game.Methods used in the project were research, problem-solving, simulation, games, practical work, fieldwork and discussion for the purpose of gaining new knowledge. Through research, students reached high cognitive levels that will enable conceptual understanding of topics that need to be learned.An important method that students used is computational thinking, consisting of three parts: identifying the problem and its abstract formulations, dividing it into several steps - smaller problems and making a strategic way of solving them. This kind of work enabled students to see more clearly how machines and computers operate and to understand the language of computers better, which is a prerequisite for successful work with advanced technology and for achieving higher levels of cognitive knowledge needed for active work in STEM areas.Long-term benefits include the expansion of the schools’ curriculums with extracurricular activities: 3-D modeling club, Programming club, Lego Mindstorm club, Craftsmanship and invention club, Experiments club, Innovation Lab club, Robotics club, Science club. Teachers become more creative, flexible, open-minded. This reduced the number of reluctant teachers in schools. Schools became more modern, dynamic and cooperative.

"The implementation of the ""RADWAN: The joy as an ambassador of children, the knowledge as the azimuth of modernity” project is to improve the conditions of education of schools from Croatia, Spain, Turkey and Poland. Preparing for responsibility and continuous activity is one of the tasks of the school. To answer this demand, it educates the basic and transversal skills. The project is addressed to parents, teachers, and especially to students aged 11-16 years, because they will be soon citizens of Europe with full rights.They should be aware of the value of continuous learning , personal and professional development also due to Europass. Students have become youth Tourist Guides at their area. The Junior Project Coordinator have been appointed. Parents should be a model for them. Children with their parents have worked at the project and actively participated in the digital society, by posting their work on the eTwinning portal and by hosting in their houses students from the partner countries. There were 120 people (guests, host school and local community) involved in the particular international meetings. It is estimated that 1500 people have taken part in various project activities. On the other hand the result of work have been disseminated in the local community and placed in the media so the scope of the project is larger. Thanks to exchange the teachers' experiences during the international meetings and the dissemination of good practices, participants influenced the reduction of differences in education and had the opportunity to introduce the innovative forms and methods of teaching. It included methods: mind map, board games, concepts comics, Questioning the Author, S@tm, "" peer learning"", WebQuest , CLIL. We presented the ideas and tools that could be used to create specific teaching techniques. The presented methodology included education based on the educational story, learning by action, learning through collaboration and the method of guided discovery. These types of methodologies were presented in teacher's creative book ""The method for success"", methodological guide , that is a set of tasks, brochures about old and new board games. They were also the final products of the project. They could be used in teaching focused on the students' competence acquisition and for the improvement of students' educational results to those who get results below the average. Teaching conferences, workshops and observation of lessons increased the qualifications of the teachers involved in the project in various fields - related to teaching / methodology of science, language learning and cooperation with parents; thus the increase of motivation to work. Old sports games and board games as well as joint educational activities were used to integrate and develop the communication skills of participants. Students involved in the project had the opportunity to gain comprehensive knowledge through its interdisciplinarity . Working in groups (also international) as well as the workshops and specially prepared practical classes allowed to develop student's rhetorical, listening and reading comprehension and writing skills. The detailed distribution and allocation of tasks was the chance to learn how to be responsible for myself and the whole team. It is worth noticing that the content implemented in the project was compatible to the school curriculum. Students deepened their knowledge and skills in the field of science. Through international cooperation, trips, constant contact through social networks and e- mail the mobility of virtual and real was developed. Through the exploration of board and sports games we encouraged the protection of cultural heritage. The project RADWAN has been focused on the acquisition of competences through education for cultural heritage. However, the cultural heritage was not a goal in itself, it was mean of facilitating learning and personal development as well as development of basic and transversal competences within the Erasmus + , such as the ability to work, communication, cultural expression, social skills and the use of media. Students created two new games, each with a partner country subtitled. The first ""Museum in a box"" restored the culture and history of the partner countries. It is an attractive form of bring nearer the cultural heritage for now and in the future. The second "" Mathematics in a box "" developed students' basic competences, the ability of analytical and synthetic thinking. The use of ICT in the project helped in information flow which enabled all stakeholders to benefit from our common cultural and natural resources. The students, working under the guidance of teachers and in cooperation with their parents, were prepared for independent and responsible use of the mass media, computers, the Internet."

The acronym of the project is TITLE - Teaching, Improving and Training Literacy Education. Since PISA research showed that the results of Croatian, Portuguese and Italian students are below average considering reading literacy, and Estonian students were 5th among tested countries, we decided to improve these skills among students. We were guided by the PISA definition of reading literacy as the ability needed to reach personal goals, develop the reader’s potential and knowledge and achieve active participation in society through understanding and evaluating texts while reading.The main objectives of the project are development and improvement of students’ reading literacy, improvement of students' linguistic literacy and popularization of reading various kinds of texts in printed and digital sources. On the project will be actively involved around 100 teachers and around 900 students from all partner schools. Most of the activities will be carried out by language teachers and librarians, but the project will involve all subjects in school so every teacher will be somewhat involved in the development of these basic skills. Students who will take part in this project are 11 to 15 years old. Parents will have the opportunity to take part in some of the activities of the project. Most activities will be common for all partner schools. One of them will be designing an area in the school called the Book Nook, where students will be able to read peacefully, spend time, where a book club will be run, and numerous activities with parents or younger students held. Book Nook will encourage other students to read and will be thematically decorated based on the books that students read. Each partner school has selected one writer and a piece of literature to be read by all students actively involved in the project. Students will also produce illustrated cards based on these books. This will foster their creativity, and book-related workshops will encourage the development and improvement of their reading literacy. Additionally, through numerous exercises held throughout regular school subjects and through extracurricular activities students will work on the development of reading literacy. From these exercises that teachers will use we will make a manual that will serve in the further work of all teachers. Three eTwinning projects will be launched before Short-term exchanges of groups of pupils.The methodology that will be used to carry out the project are active learning methods like creative writing, meditation methods (fantasy journey, imagination of texts), project learning, cross-curriculum methods (combining music with literacy), creative work, critical thinking, problem-solving, research games, collaborative learning, etc.By having an active role during this project, students will learn how to approach different types of texts and read them with comprehension. This will improve their general knowledge, understanding of context and grades. They will be able to recognize false or sensational news by researching authors and subjects on scientific databases. Students will be able to express themselves and their emotions through the written word with acquired linguistic literacy skills or through spoken word, thanks to their widened vocabulary. Students’ self-esteem will be improved, and they will have more general knowledge such as climate change. Improvement of linguistic literacy will be based on learning and applying rules of language expression, grammar and writing in their native and foreign languages. The popularization of reading of various kinds of texts in printed and digital sources will be achieved through meetings with authors, family nights at school, etc. Students' creativity in writing a graphic novel and creating illustrated cards will be this project's heritage. Potential long-term benefits for participating students are skills that they will gain or perfect by using them in all subjects and throughout education, but also in everyday life, as they will learn how to approach any type of text critically, and will have a broader knowledge of the culture and problems of the present. Partner schools will after this project have illustrated cards based on the books that students have read that can be used for a variety of purposes, from stimulating creativity and designing stories to workshops regarding social skills and emotions. Teachers will learn and develop methods of working with students and of adequately transferring the knowledge and skills needed for their entire education and life. In addition, we will publish and disseminate a collection of exercises for the development of reading literacy, decks of illustrated cards and tactile books to neighboring schools and educational institutions. Learned methods, acquired knowledge and produced materials will be beneficial for teachers working with students with fewer opportunities.