DREAM “Ideal classrooms always change, are a mess & have no teacher desk. They encourage interactions & personalization.” [B. Arnold, 2017].CONTEXTDespite the huge advances that we have seen in technology, not much has changed when it comes to how we view learning and how we design learning environments. The transmission model of education is still the name of the game, although in some circles there are signs of its erosion.NEEDSIt’s time to change the direction of teaching/learning by for once and for all turning it around and allowing it to originate from the pupil. Imagine a classroom where pupils are the ones driving the learning and are empowered to pursue things that matter to them. To let them employ multiple modalities as they are accessing human and digital resources to drive their own learning. In a 21st century learning model, learning extends beyond the classroom walls, and pupils are exchanging, discussing, questioning, reflecting and making connections anywhere, anytime. Most importantly, pupils are inspired and empowered to act, rather than sit back and have the knowledge brought to them.AIMS AND OBJECTIVESThe aims of the project are changing the way classroom management is developed, the curriculum and even the pupils’ behaviors, STEAM subjects. These changes will improve the employability, particularly in the technological jobs.We purpose to implement a new strategy in the classroom by integrated real life situations into curriculum, beyond the knowledge of the disciplines, soft skills and positive behaviors facing collaborative work, work routines, new challenges, unpredictability, failure in work, and others.The project will consider the classroom as a MakerSpace, an Innovation Lab promoting all the skills hard and soft, necessary to deal with world’s challenges for our century. With this project we would like to start changing the way to teach, to learn, to know, to do and to use knowledge in real life. It’s important to rethink, remake, reorganize the classroom, not only the physical way, but mainly the pedagogical way of working with and for each and every pupil. In fact, the classroom should be a place where every pupil can learn according his own skills, ways of organizing thinking, methodologies. The classroom must be a place for everybody, where each pupil learns according each one’s abilities.METHODOLOGY FULL STEAM AHEAD will create clear pathways for schools and teachers to adopt to this new way and help them arranging and aligning their policies, the classrooms, the lessons and approach to truly enable a pupil-driven 21st century learning model.SYSTEMATIC GUIDELINES FOR SCHOOLS, TEACHERS AND COMPANIESFor a growing number of schools and areas, pupil-driven learning has become an aspiring framework for how educators, families, and communities partner to promote pupils’ developmentWe realise it is a major task to create full pupil-driven facilities and curriculum within the project timeframe and possibilities. Therefore, the emphasis of the project is on enabling schools to first review what they already do regarding pupil-driven learning and then identifying areas missing. The project will facilitate status quo review and further embedding in schools’ strategic plans, staffing, professional learning, and budgets. FULL STEAM AHEAD drives many of their schoolwide practices and policies, creating a welcoming, participatory, and caring climate for (active) learning. Concretely we will deliver five outputs, three for schools and their teachers, one directly at pupils (IO4) and one specifically aimed at employers (IO3):•IO1 - The Classroom as a MakerSpace Toolkit;•IO2 - FULL STEAM AHEAD - Best Practices guidebook;•IO3 - Young Future Workers – Hosting Guidebook for employers;•IO4 - European Pupil Resource Pack•IO5 - Pupil driven Social & Professional Network ToolkitIMPACT & LONG TERM BENEFITSFULL STEAM AHEAD shapes schools’ partnerships with companies and other (regional) community members, highlighting engagement, trust, and collaboration.Through FULL STEAM AHEAD, young people will be aware of their desires to learn and the endless possibilities it brings. The project applies this awareness to develop all young people’s social, emotional and digital competences, learning behaviour and consequently their media literacy and ability to make sensible decisions.Furthermore, FULL STEAM AHEAD will enhance the learning behaviour of ALL young people (including the disadvantaged or less performing), reducing disparities in learning outcomes. No pupil will be left behind. The FULL STEAM AHEAD consortium consists of 6 partners which operate in the field of secondary education (support) with possess a business cooperation orientation: •Laisterdyke Leadership Academy secondary school (UK)•UMHAIHL secondary school (TR)•AEJE secondary school (PT)•OLEMISEN (FI) •FAMYLIAS (ES)•Open Education Community (BE)

The world is changing fast and it is vital that education keeps pace. Yet, at a time when innovation is most needed, the world of education is lagging: only 38% of recent entrants to the education sector believe their school/college is adept at adopting innovations, new knowledge or methods (Innovating Education and Educating for Innovation, OECD, 2016). INACT will support educators to rise to the challenge, helping them transform their teaching methods and bring learning to life through innovative and inclusive learning spaces.Inclusive and Innovative Pedagogies for Educators aims to close the gap between policy and practice. We firmly believe that “the quality of an educational system depends upon the quality of its teachers” (Teaching in Focus Brief 2, OECD, 2012) and so educators are at the heart of our work. Our suite of training resources will provide educators with the knowledge, skills, and confidence to create genuinely engaging learning experiences for students, in three key areas: a)Diversity and inclusion - The Online Course (IO1) will introduce educators to “differentiated instruction” as a structured approach to proactively cater for student diversity. b)Innovation for 21st century skills - The Good Practice Compendium (IO2) will broaden and deepen educators’ skillset by showcasing and providing guidance on the most effective pedagogic approaches in fields such as experiential learning, learning through games, collaborative learning etc. c)Digital technology - The Education 4.0 Digital Toolbox (IO3) will empower educators to understand and harness the next generation of digital tools, putting technological solutions at the service of pedagogy and boost their differentiated and innovative teaching.Most educators are aware of diversity. What they find most difficult is knowing how to change their teaching practices and being motivated to leave their comfort zone. It is easy for teachers of all ages and backgrounds to feel lost in the sea of new concepts: blended learning, experiential learning, student centred pedagogy and computational thinking. In response, our approach is to i)focus clearly on a single, substantial issue: innovative pedagogies to improve inclusion and learning outcomes ii)create learning resources that excel in clarity, practical application and which exemplify the creative and engaging techniques we pursue.Our ultimate goal, therefore, is to provide educators with the knowledge, skills and confidence to engage in pedagogic innovation, helping them to create inclusive, innovative and genuinely engaging learning experiences for all their students.The project specifically targets vocational education teachers and trainers in post-secondary schools/colleges and continuing VET but given our partnership profile, INACT is also likely to cause positive impact for educators and managers in Adult and Higher Education too. Our research confirms that most teachers instinctively understand the need for differentiation and wish to move away from “teach-to-the-middle” approaches. This is in line with EU education policy which argues for a focus on the most efficient methods and practices for teachers to help learners manage their learning effectively in today's multidimensional learning environments (ET 2020 Working Group on Vocational Education and Training). In addition, only 25% of students are taught by teachers confident with technology use.(EU Digital Education Action Plan).A secondary target group of INACT are managers of VET organisations and education stakeholders. Innovation requires leadership/governance and DigCompOrg makes clear that change needs to come in three dimensions: pedagogical, technological and organisational. They must be involved, but need cost-effective, accessible training for their staff and guidance on how to implement these transitions.On completion, INACT will have made it possible for vocational education teachers and trainers to access training on inclusive and innovative pedagogic strategies which will help them create differentiated and creative learning spaces for their students. The long-term results will be improved learning outcomes for students from all backgrounds and more innovative, forward-looking European educational institutions who are better equipped to address and respond to diversity and disadvantage. But INACT has wider European implications too. Diversity and disadvantage are both increasingly important on the international agenda and the EU’s commitment to inclusion in education is a vital part of social inclusion in society and the economy in general. INACT translates policy into action and tackles the subject head on at grass roots level. By empowering and upskilling thousands of innovative teachers, INACT has tangible impact on policy goals via innovations in pedagogic strategies and achieves key milestones towards the European Digital Education Action Plan.

The 10.5 million Children Affected by Migration (CAM) who are refugees, asylum seekers economic migrants, or children left behind by migrating parents/carers, are the most vulnerable children in Europe, threatened by the highest rates of cyber bullying, radicalization and on-line grooming.The partners have completed a ground breaking Erasmus + project Including Children Affected by Migration (ICAM) in schools which is being disseminated Europe wide by the three leading child welfare organizations in Europe, UNICEF ECA, Terre Des Hommes and Eurochild. Please see https://www.icamproject.eu.The project feedback identified a need to help CAM's internet usage and particularly the social media, on which CAM rely heavily, in ways that are both safe and responsible to the welfare of others.Consequently the successful ICAM programme will be further enhanced by the specific outcomes of the BeCSR projectBeCSR focuses on CAM aged 8-13 at a critical age for learning to use the internet. The project develops their Social and Emotional Learning (SEL), and increases their on-line media literacy so that they have the ability to protect themselves and other children and to make safe and responsible decisions when they are on-line; including in particular their avoidance of, and response to, cyber-bullying, radicalization and grooming - as victims or as bystanders.The internet is the most powerful aid for universal access to learning yet developed.Damage and harm caused by abuse and improper use of the internet is one of the biggest threats to vulnerable children that society faces. 50%+ of EU teens have been bullied online, and 50% have engaged in cyber bullying. UNHCR reports a rise in xenophobia, racism and racial attacks resulting from the recent increase in the migrant population in Europe. CAM are 2x as likely to be victims of cyberbullying and 3x more likely to suffer social exclusion on social media.Prevention policies and strategies to protect children and control internet usage are not enough SEL programmes are proven tools to address wellbeing issues such as reducing bullying in schools. SEL techniques have been developed by four of the partners in the Erasmus+ programme Action Anti-Bullying completed in 2016 and disseminated Europe wideVictims of cyberbullying suffer reduced learning capacity and lose all the benefits that on-line learning provides. In extreme circumstances the abuse leads to suicide. The rate of suicide among teenagers has increased in recent years to 9 per 100,000 average across Europe and is linked to the influence of social media.SEL is a process of acquiring social and emotional values, attitudes, competencies, knowledge and skills that are essential for learning, effectiveness, wellbeing and success in life.Although it can be taught, most SEL is assimilated and requires the appropriate climate in school and in the home for SEL to flourish. Consequently the SEL improvement for CAM will be achieved alongside the improvement to the climate of convivencia ( living in harmony) in schools and in the home.The project includes an essential parent/carer education programme An internet trawl uncovered no other programmes designed to improves children’s SEL for internet usage Our aim is to create the school and home environment of convivencia and improved SEL so that children know and understand better how to make decisions about their safe and responsible behaviour on the internet leading to lifelong learning behaviour in harmony with others in the world around them.BeCSR objectives are to develop CAM’s SEL and on-line media literacy by applying cascaded, effective training programmes which equip their school leaders, staff and parents/carers with the knowledge and skills for teaching children to make safe and responsible choices about their own behaviour when on-line. Specific objectives are listed in the sections below.The transnational approach of ICAM and now of BeCSR enables the partners to combine expert knowledge from the UK ,Spain Italy, Romania and EU (through OEC ) with the international reach of Associates UNICEF Terre des Hommes and Eurochild to develop approaches which will truly help reduce the damage to CAM and promote the positive benefits of safe and responsible internet usage for all children in Europe.The partners' Open Education Community and the international associates give the project the widest possible access to organisations Europe wide with a remit to support CAM and they also have the contacts to influence government policy.Trials in 10 schools from 1 county in 4 countries = 40 schools provide country specific models for county by county upscaling for national application of the BeCSR projectThe structured dissemination of this project has the potential to not only reach all CAM in Europe but also to provide a model to help schools and parents/carers improve the safe and responsible use of the internet by and for ALL CHILDREN

IF generado de oficio por parta de AN para poder terminar administrativamente el proyecto. Proyecto que no ha solventado requerimientos financiero para la firma del convenio de subvención.

<< Background >>Bullying is defined as repeated aggressive behaviors of a person or a group to hurt, upset and cause stress to a victim who is usually physically, mentally or socially weaker than the bully. Therefore, bullying can be considered to have three components; repetition, power imbalance, and intention to hurt physically, mentally, or socially. Well-known types of bullying are cyberbullying and peer bullying. Although it is not as prominent as peer-bullying or cyberbullying, there are other types of bullying that equally harm the school environment. The focus of the project is the bullying by school staff towards students and by students towards the school staff, which we call this type of bullying as ‘school-based bullying’. Studies have found that people at any age who have been bullied can experience negative psychological, physical, and academic results that directly affect schools' general success and lead to failure in schools. The psychological effects of bullying include depression, anxiety, low self-esteem, self-harming behavior, alcohol and drug use and dependence, aggression, and involvement in violence or crime. The physical effects of bullying can be obvious and immediate such as being injured from a physical attack.*Effects on Students: The environment in schools is very significant in terms of the development of students' academic success as well as their mental health. Negative experiences that may be experienced in schools cause long and short term adverse effects. Bullying is undoubtedly the leading cause of disruption and early drop-outs (Swearer and Hymel 2015; Hornor 2018). Interestingly, bullying can be committed consciously or unconsciously. Although, many school administrators and teachers state that there is no bullying in their schools, it is experienced in almost every school in the world. It is known that some schools try to hide and cover the presence of bullying. The problem is not taken seriously, it is ignored and covered. Behaviors such as mocking, insulting, threatening with marks (passing grades) knowingly or unintentionally are considered bullying types made by teachers. In any case, these can have devastating effects on students. It is seen that when the experts deal with bullying, the effects of bullying events decrease. On the other hand, perhaps the most important negative effect is that the school is an insecure, dangerous place if the bullying is not prevented. This increases the anxiety levels of the children and even the parents and teachers. As a result, there are various consequences such as the difficulty of expressing themselves, academic failures, hate towards school, insecurity for themselves and theenvironment, lack of bonding with friends, insufficiency and early school leaving. Therefore, it is clear that students should feel peaceful and safe in schools and for that, bullying should be prevented.*Effects on School Staff: As mentioned above, bullying does not only target students but it can also be directed at teachers and school administrators by students. This type of bullying also has devastating effects on school staff. For instance, teachers bullied by their students suffer from increased stress and depression, reduce motivation and expectations, and they start to question their professional abilities. Furthermore, the situation analysis that was conducted before the project activities take place to determine the level of violence faced in schools across Poland, 23% of the 650 surveyed teachers stated that they were exposed to violence by their students and 65.1%,16.9%,14.4%, and 3.6% of these teachers reported that they suffered verbal, psychological, physical, and sexual violence, respectively. However, even though this mutual bullying between students and school staff is a significant and recognized problem in partner countries as well as in Europe, very limited numbers of projects have been conducted.<< Objectives >>All partners in Prototype project have enough inspiration and ambition on how schools, teachers and parents can help reduce the incidence of bullying together with the project activities, also in dissemination and multiplying process.The fact that the staff at the partner schools are not sufficient and effective in solving this problem was essential factor in the preparation of this project. The inability to efficiently implement strategies to cope with the problems is also the reason for the preparation of the project. Bullying, either from student to teacher,teacher to student or among students, is of a great concern for all stakeholders in a school environment, including the parents as well. It is most desirable that both students and teachers have a satisfying, safe and sense of belonging at our schools. Because readiness for success and education depends on motivation first. We, as teachers, have always experienced that feeling uncomfortable retains students from focusing on lessons and academic success decreases in parallel. With this project, the professional qualities of the teachers in these schools will be increased, the problem of peer bullying and violence will decrease and the problem of early schooling and absenteeism will definitely fade away. Elimination of early school dropouts is to serve both the purpose of the Erasmus + program and to prioritize the EU 2021 strategy.Teachers can easily find the most appropriate ways to communicate both victims and bully students, the number of effective teachers will increase in the solution field by transferring our experiences with our partners. Other objectives are as follows: to learn the solutions applied in different countries and to discover the skills and key skills of our partners who are experiencing the same problem, to strengthen the teaching skills of school administrators and teachers to prevent violence, to ensure that the students who have suffered the violence are recruited to adopt common values, to ensure gender inequalities and disadvantaged groups end up with their problems by implementing integrated approaches<< Implementation >>Taking in the consideration of the necessity of the project as mentioned above, our project will focus on directly schools, teachers, and students. Our intervention model is by using well-crafted tailormade outputs to fight against school-based bullying.Therefore, this project aims to address the school-based bullying problem and resolve this issue by developing well-structured, innovative, and solution-based outputs. To this end; this Project will conduct and develop;PR1- Risk AnalysisPR2- Factor-Need AnalysisPR3- School-Based Bullying Prevention ProgramPR4- Digital games will be created to prevent bullying. According to the analysis results, a methodology of prevention will be developed and it will lead to other educational institutions suffering from the same problems.PR5- Guidance Material. The project will last 30 months, during this time there will be 6 transnational meetings plus 4 online meetings to make the communication and the corporation perfect among partners.Our impact, dissemination, and sustainability plans have been handled by the pa<< Results >>Project will conduct and develop these concrete results as;1- Risk Analysis2- Factor-Need Analysis3- School-Based Bullying Prevention Program4- Digital games will be created to prevent bullying. According to the analysis results, a methodology of prevention will be developed and it will lead to other educational institutions suffering from the same problems.5- Guidance MaterialThe project will last 30 months, during this time there will be 6 transnational meetings plus 4 online meetings to make the communication and the corporation perfect among partners.As a result of the 4-month pilot implementation, we aim to reduce the bullying rates found in the needs analysis conducted at the beginning of the project by 10% for each partner school. In addition, during the pilot applications, it will be observed which project results mostly prevent bullying among students and the results will be shared with stakeholders at a multiplier event.