"European challenges, such as the promotion of common values of equality, democracy and citizenship, bring very demanding tasks for education as they require a (re) consideration of the role of school and teachers across Europe. Thus emerges the project NESTT - New European Settings for Teachers and Teaching, designation originating from the word nest (NEST), associated with birth, growth and space where another value is given to diversity in education, equal opportunities for school success and education, beliefs and core values of the partnership on which the project is based.This consortium, coordinated by Casa do Professor, comprises six other organizations - European Schoolnet Academy (Belgium), which is also holds the ""European Education Observatory"", which comprises thirty-four Ministries of Education, responsible for various projects, such as ""Classrooms of the Future"", Asociatia Edulifelong (Romania), with experience in non-formal education, Stowarzyszenie Nowa Kulture i Edukacja (Poland), dedicated to content development and training - and three more portuguese organizations - the Institute of Educational Communities (Setúbal), as a scientific validation partner, and the Schools Groups of Maximinos and Dr. Francisco Sanches (Braga).The main intention of this partnership was to intervene on the traditional way teachers teach, building a perspective that conceives their formation from two assumptions:i) How children and young people learn in formal and non-formal contexts;ii) How can teachers make a difference, considering the indispensable focus on their professional development.The knowledge that has been produced and continues to spread contributes, in a sustained and innovative way, to the necessary change in teaching professional development and, consequently, in teaching in schools. In fact, throughout the project implementation, new training models were sought and presented, with successful practices and results in different countries, but above all, new forms of teacher education for these new realities were envisaged.The project was developed around nine properly structured, planned and shared activities:1-Coordination, which included the set of actions related to the organization and implementation of the project;2-The transnational meetings, focused on project development, specifically i) the constitution of intellectual products 1, 2 and 3, ii) the preparation of dissemination events, the International Conference, iii) the planning of other moments of dissemination and iv ) the development of the NESTT website;3-Short events, in the course / workshop, distance or in person, were always included and taken care of by all partners; In this context, several communications were also submitted to International Teaching Training Meetings;4-The e-learning course ""Teacher Skills for the 21st Century"" gave rise to the MOOC ""Empowering Students Learning"", certified 1,155 teachers;5-The development of products 1, 2 and 3: product 1 had the main focus in the documentary ""Yes, I can""; product 2, following the review of the policies, practices and approaches used in teacher education, was published…; for product 3, ""Teaching materials and portfolio of good practices for teachers"", is also finalized;6- The availability of products resulting from the dynamization of the project, in semi-structured actions, allowed the constitution of the Hands on Practice version, which is public from the website and continues to be used, serving as a basis for partners to disseminate a new version. field of knowledge;7-The dynamization of the website allows the distribution of resources, the publication of results, the consultation of activities, the search and interaction among participants, the publication of articles; It is within this framework that the NESTT community of practice has been nurtured (https://teacherstrainning.wixsite.com/nestterasmusplus);8- Participants prepared and implemented (in) training actions for non-participating teachers to ensure dissemination; partners produced reports, including photographic evidence and attendance registration, disclosing target group, impact, assessment and results;9-The Making Learning Meaningful International Conference was a privileged occasion for the dissemination of intellectual production; This event was attended by António Nóvoa, Asunción Flores, Manuel Fernandes, Teresa Godinho, Maria Emilia Brederode Santos, Alexandre Quintanilha and, among foreigners, Marc Prensky, Auli Toon, Daniela Cuccurullo and Miquel Amor; The media partners were Agência Lusa and TSF.The activities were developed as planned, always with the purpose of reaching the established goals and honoring the commitments made with the different stakeholders."

The project is developed in six educational centers in six different European countries. The coordinating country is the Spanish center and the other centers are located in Sweden, Greece, Portugal, Germany and Poland.The profile of these organizations is diverse. On the one hand, we looked for centers where robotics were established and worked to teach other countries how to proceed and move forward in the methodological change. On the other we needed the experience in active methodologies to be able to work with technological projects that gave more importance to the student's role in the teaching-learning process and to collaborative work. Finally, it was necessary for the centers to have the restlessness and organizational viability to be able to implement the technology in the day to day of their respective curricular programs.Priority Objective:We seek a methodological change through the implementation of technology in the day-to-day teaching of Mathematics and Science. More specifically, we contemplated the possibility of teaching Mathematics and Science through educational robotics.The specific objectives of the project are:1-Improvement of Maths results.2-Provide the necessary technological tools for the acquisition of mathematical concepts.3-Increase communicative competence in English.4-Share good living practices in the centers.Activities carried out and products obtained:In order to develop the project we created a methodological guide with worksheets on which mathematical concepts will be worked through robotics.We have also developed a multilingual dictionary so that communication during transnational activities is fluid.We have also learned to use Scratch, Lego Wedo and Lego Mindstorms by creating games and activities with Scratch and robot prototypes with Lego, in order to recreate real-life situations and solve challenges that society poses.To learn about the different cultures of the participating countries, we have made videoconferences and plastic activities that have been shared in the transnational meetings.The results achieved are summarized in greater knowledge of the application of robotics in the classroom, increasing the level of Mathematics in students and the motivation of our students towards the area, improving the communicative level of English and sharing good practices on coexistence that establish new organizational models for the improvement of the students' work environment.Dissemination and impact:We have carried out dissemination activities such as exhibitions, talks and participation in congresses, where visibility was given to the project and the work carried out within the environment of each center, at the neighborhood, local and regional level.The website has been the place where all the activities have been hosted. It was created at the beginning of the project.The main impact is due to the implementation of technology, either as a subject or as a methodological resource because it has led to organizational changes, modifications to the time allocation for each subject, changes in the professional profiles needed in the centers, etc. It should be mentioned that the impact of the use of educational robotics has opened the mind towards new methodological strategies in centers where programming language or robotics kits had never been used.The sustainability of the project in the future will be based on continuing to develop materials and implement them in the classroom. Since each center has found the space to develop the activities created, this work will continue in the future looking for new and better results.The centers remain in contact and will continue to evaluate the impact of the project and will even work for new initiatives that arise to re-participate in future Erasmus projects that return to bring quality to their educational offer.

Six European schools brought their youth to broaden their minds into the amazing world of Science. This project was designed to enable our students to encounter the pleasure of knowing more about our Universe and better understand our environment. It also allowed students the acquisition of key skills that help making one successful in an ever changing world.Five of those skills are : Maths and Science skills, Foreign Languages, Using OER sources,Digital skills as well as Social and civic qualities.Partners had the possibility to learn much about the Universe : elementary particles provide clues to past from which certain conclusions can be drawn and predictions can be made.Coached by 40 physics, Polish, French, history ,geography , art, Science, Maths and English teachers, 250 students embarked on a worldwide journey to make experiments on their own, analyse and criticize their results, solve the problems encountered and devise new experiments to go into Science in depth. Participants used mathematical theorem in everyday life, observed sky, objects on sky, auroras, the Sun, sunspots and made radiation measurements. They benefited from the expertise of research centers to guarantee the access to efficient and reliable instruments for measurements as well as a high quality knowledge and guidance provided by scientists. Partners collaborated through web 2.0 tools, software and apps to share their acquisition of science knowledge. The language of communication was English. Meanwhile, they got initiated to the basic and scientific words from their peers' mother tongues so as to gain awareness of the richness of the countries that form Europe.Their findings were uploaded to an etwinning platform, that offer a variety of material that make the project accessible to all and attractive (videos, photos, reports, forums, ...). Through exhibitions and festivals, the ERASMUS + program was disseminated among the local community.This project helped pupils improve their skills in Science, in ICT and in Foreign languages. It also enhanced transversal skills and endowed students with a greater awareness of European citizenship. Teachers had a chance to share various practices and to acquire expertise in the new ERASMUS+ program. This helped them with accompanying other teachers and schools who wished to broaden their teaching methods through European Partnerships. Schools improved their image by enriching their curriculum and educational offer. Cooperation with research centers to promote Science was one of the sources of this enrichment.Scientists had a great opportunity to convince pupils of the gratification and empowerment that scientific research can provide.We believe that the publication of results and reports from project activities will make the public more aware of what Europe is and how people from many different places in the world can work together to tackle challenges that have no boundaries.

Together now for tomorrowOur reality of life shows us daily how important this goal is. The pupils of six European schools, together with their teachers and educators, have realized projects which ensure a strengthening of well-being in the learning environment of the school, thus supporting the endeavor to obtain the best possible learning outcomes. The girls and boys have learned to treat each other in a polite and appreciative way, to accept and tolerate each other's personality. Students with and without special needs, students of different nationalities learned in such a positive atmosphere with each other and each other.To achieve this goal, pupils, teachers and educators, technical staff and the school public have six European schools from different regions of Europe - from North (Finland) to South (Malta), from East (Latvia) to West (Portugal) and from At the heart of Europe (Germany and the Netherlands) we analyzed the state of cooperative learning, tested methods and ways and wrote down their experiences. We exchanged good experiences of the individual partners, developed ideas and tested them in projects. The results have had a lasting impact on school culture, school concept and school organization. By disseminating our project results, we hope to have contributed to solving the social problems of our time in joint European work and thus to provide students with support in achieving the best possible educational path.Some of our project results can be viewed on our website https://together-now-for-tomorrow.eu.

"In which world do we want to live? As part of our project, this question is raised by the students, teachers and educators of six elementary schools from six European countries - Lithuania, Poland, the Netherlands, Portugal, Malta and Germany. A French school will realize part of the project as a ""silent"" partner.Together we want to analyze how people in these countries use water and energy.The students, together with their supervisors, record sources of water consumption in school and family during the first year of the project, documenting problems in the water supply of their homeland. As part of the project work, the girls and boys illustrate the use of water in the form of stylized water containers, and provide them with the appropriate terms (hand washing, toilet, lunch supply ...). The children learn the identical terms in the languages ​​of the partners and in the project language English. In digital form (E-Mail, Skype) the exchange takes place. The students compare their findings with the European partners and draw conclusions for their own strategies for reducing water consumption. To do so, they document their own contribution in the form of a digital water drop, which is summarized into a European image in the form of a cloud. In a water book as a continuation story, they work on the topic literary, create pictorial products and water programs with songs and poems in the framework of transnational project meetings.In the second year of the project, girls and boys learn about the difference between weather and climate, observe the weather, and analyze similarities and differences. The students measure the temperature at all times on school days at a mutually agreed time, illustrating their measurement with pre-arranged smilies and an appropriate term in English. These measurements are exchanged weekly via e-mail and published in all schools. All data is summarized to weather charts. A comparative diagram allows the children, together with their teachers and educators, to make a practical comparison of the temperature development.The girls and boys, under the guidance of their caregivers, compare climate change phenomena in recent years in different countries. They document their findings in commonly agreed upon visual forms. By determining the ecological footprint, students recognize their own contribution to the carbon footprint and draw conclusions for their own contribution to protecting the climate. Under the guidance of their supervisor teams, these insights and conse- quences connect the students with the individual subjects of the lesson scan and thus develop literary and artistic products. These will be presented as part of the transnational project meetings. The students document their personal contribution in the form of a digital sheet, which is summarized in a common European tree.In all sections of the project, girls and boys, as well as the team members involved in all schools, test, strengthen and improve their foreign language skills in the English language, but are also open to getting to know each other's languages. They use modern media for communication, documentation and dissemination of results.Finally, all schools scrupulously document their findings and experiences, developing a guide for elementary school children across Europe to use water and energy sparingly. A sustainable thinking of all involved is initiated and connected with the reality of life. In this way, the pupils, teachers and educators of our six European partner schools contribute with their sustainable thinking and actions in order to create a livable Europe for future generations as well."