This project is one which revolves around Maths, Astronomy and modelling. We are calling it a STEAM project instead of STEM because we do want to be able to include an artistic element as wellThe project aim would be1) To develop a challenging and exciting project which would heighten the profile and attractivemness of STEM to students from a wide range of abilities.2) To generate links between our schools and communities with particular reference to creating resources for life long learning opportunities for members of our communities are not normally considered as being engaged in education. In preparation of this application we have already established links with U3A in some of the regions. This organisation is uniquely for older people, giving them the opportunity to meet and make new friends who share the same interests or lifestyle. But who also want to acquire knowledge of astronomy and enjoy sharing knowledge with others. The motivation is partially educationally but also about social cohesion, many of our schools are located in areas which are either very rural or where the facilities available are focussed on younger people.3) To create self standing educational resources which can be used by organisations looking at educating children who are unable to access school. For example, young offenders institutes or hospitalised children.4) The partners would work together to create a bank of open resources (videos, programme of study, music, art show drama play), 5) The project would have a definite aim of encouraging language fluency between partners, We woold be encouraging students to communicate in languages other than their own.6) A social objective of this project would be to give our young people the opportunity to meet with their peers from across the continent of Europe and to recognise that despite the political landscape we currently live in, there are more similarities than differences between us. The resources would be created by our our students and the idea is that the best way of learning would be to teach.We would be aiming to produce paper/magazine based workbooks which would have sections onThe historical study of Mathematicians, the links between art and science.Creation of instructions to make Platonic solids.The maths of the Ellipse and calculating Eccentricity and from that predicting planetary posiitonThe Physical Nature of the Planets...Density Realtive size.The Astronmical Unit, composition of atmospheres. (spectroscopy)Atoms and Molecules, Periodic tableStudy of Mercury and Venus....Photos, arts, poetryMars size compositionThe Space stationIn order to develop students' digital skills we would work together on producing a web site and a phone app, the latter output would gamify the content.

"In the framework of the project entitled ‘’From ""MYTHOS"" to ""LOGOS"": Educational approaches to the European folk myths and legends’’, we used European folk traditions, myths and legends in a pedagogical manner and we associated them with scientific subjects taught at school. Our basic aim was to contribute to students’ contact with the immaterial cultural heritage of Europe, to preserve it through its integration in the learning process, but most of all to convey the system of values of traditions, myths and legends to the new generation. We worked (presented, analysed, studied and discussed) on a great number of myths, legends, traditions, morals and customs of seven (7) groups, which came not only from the six (6) partner countries (Greece, Italy, Portugal, Poland, Lithuania, Romania), but also from other European countries. The teachers of the pedagogical teams of each partner country applied innovative teaching practices and created teaching proposals based on the selected groups of myths, which they connected to different subjects, such as Literature, Biology, History, Chemistry, Physics, Geography, Music, Home Economics, Social Studies, Foreign Languages and Ancient Greek. Taking advantage of the extension of the project we added one more group of myths related to the Covid-19 pandemic to the six initially planned. The teaching proposals include exercises – activities, which give the opportunity to students to work both in groups and individually, so that they can enrich their knowledge and develop their special talents.With the help of their teachers, the groups of students produced educational material for each group of myths, including creative writing activities, art activities (painting, collage, wood and clay constructions), educational games (crosswords, pictograms, cryptograms, puzzles, quizzes) and presentations with the help of digital technology (power point, movie maker, flip book). These educational activities were based on the principles of experiential and cooperative learning, interdisciplinarity, holistic approach to knowledge and use of digital technology. In order to connect our project with the educational community, we participated in student conferences, festivals and international competitions, we organized conferences and we created posters, which we distributed to educational institutions and organizations. For this reason, products of our folk tradition workshops were shared both within and outside our school communities. In order to ensure the sustainability of the material we produced, we created a digital repository where we gradually uploaded the deliverable material concerning each group of myths. Our goal was to offer an open access educational resource to the educational community with high quality and easily accessible material, which will continue to exist after the completion of the project. Also, three of our commonly produced assignments were granted an International Standard Book Number (ISBN). We asked our students to cooperate with their parents, grandparents and elder members of cultural associations in an attempt to convey knowledge through generations in an experiential manner. This contact laid the foundations for future cooperation, which will be useful for the smooth operation of our schools. Furthermore, we invited scientists to speak to the students about specific scientific subjects. During the project we established cooperation and interaction among students of all school partners through the creation of a common myth, which was based on elements of myths and legends of each partner country, as well as on our living historical reality.We are certain that we have completed our project underlining the value of the European cultural heritage and the value of folk tradition, myths and legends, especially when they are connected with school subjects. We laid the foundations for the formation of the identity of the European citizen by discovering the common elements of the European civilization. We reinforced mutual respect and understanding through our differences, which is a fundamental value in a multicultural society, where our students will live and continue to be creative. We also managed to inculcate the values of equality, justice, tolerance and solidarity in our students. Furthermore, we incorporated students with learning difficulties. We helped our students develop social and technological abilities with the use of ICT, enrich their linguistic skills both in their mother tongue and in the English language and develop special talents, which they had not discovered before the implementation of the project. We enriched their critical and creative thinking through creative activities and we strengthened their learning motives due to various pleasant activities based on myths and legends. During the project we helped our students overcome their fears and everyday problems, as we chose texts and activities, which promoted models of moral behavior. We took advantage of the pandemic in order to discuss the fear of disease and death, so that the students would have the opportunity to express their feelings regarding this difficult and unfamiliar aspect of reality. The implementation of the three-year project (2018-2021) enriched the professional experience of the teachers, who were able to interact with teachers of other countries and to become familiar with other educational European systems. The teachers acquired new knowledge through their contact with the cultural heritage of each partner country. They were also able to use new technology and promote the teaching process. In conclusion, we were able to make the project ‘’From ""MYTHOS"" to ""LOGOS"": Educational approaches to the European folk myths and legends’’ not only one of many learning obligations for our students, but a point of reference in the life of all the students who participated in it."

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.

"<< Background >>Every year, millions of children worldwide are affected by disasters in many forms (UNICEF 2007). Of these, more than seven million are children with disabilities, while millions more acquire disabilities during childhood as a result of the disaster. Subsequently, the literature on the disaster has identified children as a vulnerable group, but their diverse needs, experiences, perspectives, and potential roles in disaster risk reduction (DRR) have been largely overlooked or ignored by researchers and policymakers. Researchers argue that the perspectives of children and their capacities to inform decision-making processes, take direct action, and reduce risk have been neglected due to their status and skewed power relations between children and adults in society. In the absence of routine policies and procedures, students with disabilities may be placed at risk of ill‐advised evacuation efforts or neglected during severe emergencies. Some studies' results indicate that insufficient consideration has been given to disaster preparedness planning and management with respect to meeting the needs of vulnerable students with disabilities. The findings suggest that disaster preparedness is underresourced and possibly neglected. Although the particular needs of vulnerable students with disabilities are briefly noted in the various state governments' education policies, they have not been systematically considered in the context of overall disaster planning for schools, with the ambiguity of student characterization terms such as “special needs” adding to the problem. Consideration of the people with special needs in the planning stage of the development of a disaster plan is vital to ensuring the safety and well-being of all students and staff during an emergency. In every aspect of the planning phase attention should be paid to the individual and unique needs of every student and staff member. This is especially true for those with physical, emotional, cognitive, and sensory-based disabilities who may require additional staff, resources, or equipment than those without disabilities. Because the needs of those with disabilities are often the responsibility of the nursing, counseling, and/or special education departments, you are highly encouraged to include members from these departments on your emergency planning team. These professionals should be trained to consider the unique needs of individuals and can bring that perspective to your district/building plans. Creating an individual safety plan for eachperson with specific needs that includes exact details and assigns responsibilities to a specified person and an alternate person is highly recommended. This project will fill in the gap for the disaster plan for vulnerable students and schools. Based on the previous researching, the project team has concluded that a similar project dealing with the issue of creating OER, mobile app, and games in the area of disaster risk management as well as making OER, mobile app, and games accessible for persons with disabilities (visual impaired, hearing problems, intellectual problems, etc.) does not exist.During all these researches that we have done before applying the project, our team was not able to find an innovative methodology, IT education strategy for disaster risk management as well OER relevant with this topic but accessible for persons with disabilities.Every year, natural hazards and technological hazards become both small and large disasters. These disasters threaten the lives of children, their families, and education personnel.These disasters also deprive children of their right to a continuous, quality, basic education in a safe environment. Over and above it all were increased levels of trauma. And this situation is worse in a disadvantaged group of students. Especially when the effects of Covid19 are seen more apparently disadvantaged students than normal ones, ıt should be urgently handled to take an action.<< Objectives >>Project objectives:• identifying the most appropriate curricula and delivery methodologies, using innovative approaches to teaching and learning to improve procedures leading to greater levels of healthand safety.• improve the level of key competences and skills, with particular regard to relevance for the children, youth, and persons with disabilities and reduces the amount of thinking timenecessary after an incident has occurred• identifying ways to implement innovative teaching and learning methods to respond to the needs of children, youth, and persons with disabilities;• developing actions to facilitate inter-generational transfer of knowledge and this leads to an awareness of the possibilities of preventing disasters from happening in the first place• describing the ways in which assessment methodologies and procedures can embed all forms of learning, and facilitate the validation of skills and competences acquired prior totraining;• identifying adequate measures to track learners after completing their training in order to provide ""feedback loops"". These tracking and feedback systems can build on informationfrom the training of learners;• proposing the appropriate measures for the formal recognition of the new or adapted vocational curricula and qualifications in participating countries;<< Implementation >>The main idea of this project proposal is to develop new curricula, methodologies for education, web application, and games for the training of children, youth, and persons with disabilities in disaster prevention and emergency response. Within the project, it is necessary to develop intellectual outputs (IO) from which the final products of the project will arise. The first IO will refer to the conduct of comparative analysis, group interviews, and case studies in partner countries to draw specifications for the curricula and methodology for education and development of games and exercise for disaster risk response for children, youth, and persons with disabilities (materials will be available in audio and braille alphabet formats), the applicant organization will be the leader of the activity, together with the representatives from the associate partner - will work on creating and developing of thesecurricula and methodologies for education in disasters prevention and emergency responds. As well as a questioner for law system connected with disaster risk prevention in EU countries, with a special accent for disabledpersons.The second IO refers to the development of a web application, OER where all materials and tools will be posted.The third IO refers to the creation of a mobile application in the form of a quiz and multi-level interactive Games & Exercises for using disasters prevention and emergency response procedures using results from the first IO and respect the needs of children, youth, and persons with disabilities, materials will be made so that it will be available for visually impaired people who will be able to use it with a voice program. All of these materials (tools) through the dissemination process will be available all over Europe and shared on European tools for didactic materials (EPALE, School gateway, etwinningetc.).During the project, there will be organized training of trainers/teachers and children, youth, and persons with disabilities in disaster prevention and emergency response. Also will beorganized multiplier events, in each country where all the project results will be shared with relevant stakeholders.<< Results >>Project proposal results/outcomes:• innovative approaches for addressing their target groups, by providing more attractive education and training programmes, in line with individual needs and expectations;• Support the capacity building of children, youth and persons with disabilities;• use of participatory approaches and ICT-based methodologies;• greater effectiveness of activities for the benefit of local communities;• new or improved practices to cater to the needs of disadvantaged groups and to deal with differences in learning outcomes linked to the geographical and socioeconomic disparities;• integrate good practices and new methods into daily activities;* Carry out risk assessments of activities in as many areas of school life as possible. Once hazards have been identified, good management is about controlling the risks and reducing the potential for harm for students with disabilities.• strategic planning of professional development for staff in line with individual needs and organisational objectives;• reinforced cooperation with partners from other countries, other fields of education, training and youth and/or other socio-economic sectors;• greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity;• more active participation in society;• improved competences, linked to professional profiles (teaching, training, youth work, etc.);• better understanding of practices, policies and systems in education, training or youth across countries;• increased motivation and satisfaction in daily work.• Foster the inclusion of children, youth and persons with disabilities."