"<< Objectives >>The overall goal of the project is to create a school environment suitable for promoting inclusive education through art for children at risk of exclusion, with SEN and/or disabilities.Specific objectives include establishing a framework of tools for student inclusion, providing educators and teachers with knowledge, skills and competencies to facilitate inclusive education, testing the ""Thinking hands"" methodology in 3 different countries.<< Implementation >>The planned activities are:A1. Kick-off meetingA2. Elaboration of the ""Thinking hands"" bookletA3. Training of trainersA4. Pilot action (experimentation of the methodology)A5. Project eventsA6. Project management and communication<< Results >>The main results that are intended to be achieved through the project are:1) ""Thinking Hands"" booklet: dedicated to educators and teachers and will contain the principles, objectives, learning outcomes and possible activities to be implemented in the classroom to promote student inclusion through art.2) Training for teachers and educatorsReport of the pilot action containing the results of the experimentation of the methodology3) 3 events to promote the project in the 3 partner countries"

Across education, it is accepted that an approach which supports both boys and girls to grow and learn beyond the traditional limits of their gender is best. Some even feel that gender, in part at least, is a construct which can limit the progression of individuals as they develop throughout their school life. Approaches that remove such limitations are inconsistent, (in relation to practices which expand the chances for girls to develop analytical skills and do well in STEM subjects and for boys to develop good communication and emotional intelligence.) Cultural aspects and traditional educational styles need challenging. Specific policies or cultural attitudes need further development and learning. Sometimes, change is evident in one EU country or one education sector but not in others. Our project allows a mix of partners from different sectors in different EU countries, with different cultures and different approaches, to share their experience and propose better ways for introducing practice that supports any and every gender. Our cross sectoral approach allows 6 partners from early nursery years through secondary education from 4 countries to examine and share their practice and polices around topics like gender neutral education through to supporting girls into traditionally male career paths (and vice versa). We don’t believe this topic can be limited to only nursery years education or to only secondary school and above-- by which time gender roles and learned preferences can be ingrained. We think that looking at the issue at every level is important and our choice of partners reflects this.However, all 6 schools we have chosed to collaborate on this project have a commitment to equality and ensuring we have an equal playing field for all students to succeed, whatever their gender. We will share our experiences and train each other in good practices we already have in this area, while also evaluating and comparing them so that a new, comprehensive approach can be developed to support pupils to have the widest possible aspirations and opportunities throughout their educational life, regardless of gender. Our 2 year partnership project will develop around 2 Short Term Training Events each year (-- 4 gatherings in all over the life of the project.) One Event will take place in each country so that every partner has the chance to contribute to hosting the others. We expect a core group of learning leaders from every school (5 per school) to attend each meeting and develop work during the exchanges that they then share with their full teaching team on their return home for the benefit of their entire schools. Some senior representative from each school will take part each time.Our partnership will be led by the UK Nursery School which initiated linking this consortium and collaborates with London local governement in areas relating to our project theme... along with a local primary they have collaborated with previously. A Swedish upper secondary which contributed to hosting both UK schools for a Key Action 1 course on Inclusion a year ago will also take part. We have found 2 additional partner regions dedicated to nurturing more positive education practice around the theme of gender. The French territory of La Reunion is in the early stages of this exploration and have provided a nursery and a secondary school who believe positive change will result from this exchange. Meanwhile, our final partner (from Gran Canaria) is a leading school that works with their local authority to promote diversity and gender equality. The Authority have developed an outstanding program for all schools and train them to value diversity and reduce gender inequality and and they can inspire us with their success. In year 1, we will audit existing practice in all 6 institutions and compare what works and what might be improved. We will assess the training available in each of our regions around our project theme and share it. In year 2, we will also work with outside partners such as our local in-service training centres and local authorities to disseminate good practice. We will develop a set of guidelines applicable to schools of all levels to inform and support them to improve and launch these at a conference during our final Training Event. Throughout, our work will be documented on ETwinning and we will evaluate progress together in an ongoing way and at the end of the project to measure improvements we develop.Our coordinating school will be responsible for achieving the goals of the project and keeping to schedule, but we will share the management roles required for the project to maintain momentum.We are excited about the possibilities for exchanges on this theme between each other and for others outside our partnership, which will potentially widen opportunity and remove barriers for our pupils to learn and develop throughout their time in school.

The project Numbers@English was created to help students appreciate the importance of numeracy in everyday life, accent the importance of English and broaden digital skills while dealing with it.The main objective of the project was popularization of numeracy and its usefulness among young people. Showed the usefulness of Maths in different areas of life we encouraged students to widen their knowledge and broaden their minds.Dealing with numbers through nature, geography, money, travelling, ecology and saving energy, art, songs, social media and ICT, student broadened their basic numeracy skills as well as improved their English language knowledge, which was the official language of the project.There were 9 participating schools in the project from 8 European countries: Portugal, Croatia, Latvia, Italy, Poland, Spain, France and United Kingdom.In our activities plan we addressed students of various age, from pre-school to finishing years of primary school or lower secondary school (depending of school systems in each country) which meant from 5-6 year old to 13-14 year old.Students worked on different activities related to numbers and everyday life, English language and ICT.The first activity pupils worked on ''Facts and figures about our school, village/town, region, country. Then, we explored symbols of money in each country, money throughout history and old currency of each “euro” country, credit cards, online payments. Comparing prices of basic things: bread, meal, milk, fuels, electricity…Activity ''Numbers, nature and ecology'' were about number of national parks, animals that only live in that country, plants, trees, endangered animals and plants.Next activities was Erasmuspoly and Travelling in numbers. Related to the game Erasmuspoly which was created during Short-term exchanges of groups of pupils, pupils in each school choosed towns/cities/interesting places from their country, explore them and present for the game. During “Travelling in numbers”, we made it in pairs partners’ schools, pupils from two schools worked together online, calculated and compared distances between schools; drawed the map; measure distances using Google Earth; means of travelling, how long will you travel by car, etc., use ViaMichelin website; make comic book, story about travelling to partners' places.Next activities were related to Safer Internet Day - facts and figures, numbers about benefits, dangers of Internet, with the ICT teacher, pupils produced comic banners and distributed them to other classes, and also exchanged them by mail to other partners schools.Following activities were related to pupils using smartphones/tablets to experiment augmented reality applications, they learned how to create QR codes with links of songs, webpages, videos, embed them on blogs, twinspace.Pupils made numbers/maths multilingual picture dictionary in all partners' languages - in paper. Pupils decorated numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 in A3 format, with symbols of their country; exchange with all partner schools.During activity “Erasmus City’’ pupils created 3D monuments from all partners’ places. They explored height, width, shapes of those monuments, calculated the ratio of actual size and size of 3D model. They studied things like: age, years, decade, era, century, bC & aC.Activity “Proverbs and Acrostic texts” was about sayings, graffiti related to numbers and creating Acrostic texts (number words) on bookmarks.We organised five short-term exchanges of groups of pupils during which pupils worked on: Money, numbers in the everyday life, Numbers and ecology, saving energy, Erasmuspoly (board game), Interactive boards and augmented reality numbers/maths multilingual picture dictionary.Also, teachers were a target group regarding their professional development in the areas related to Mathematics, English and ICT, which are Financial education, using WEB 2.0 tools, using social media in classrooms, using eTwinning platform, sharing good practice in using number games and pedagogical maths games in classes, sharing ideas how to use Interactive boards and tablets in classroom, Content and Language Integrated Content and using different Mental maths strategies.By the end of the project at least 60 pupils and 181 teachers were directly involved in the project and many more indirectly, by dissemination of participating pupils and teachers.We expected to popularise Maths as a school subject, enlarged awareness of using numbers and basic numeracy skills in everyday life, improved English language knowledge, broadened and improved digital skills, made more popular the use of eTwinning portal and different social media among participating organisations and wider, exchanged of didactic materials, experienced and ideas between teachers, made friends between our schools and continued the friendship after the end of the project.

"""Full STEAM ahead, Europe!"" had its origin in the European Year of Cultural Heritage 2018, when four primary schools established in four different regions of Europe (Scandinavia, British Isles, Central Europe and the Mediterranean Basin) realised that this European diversity was a key starting point to encourage their school communities to discover and engage with Europe's cultural heritage, and to reinforce a sense of belonging to a common European space. Regarding the slogan for the European Year of Cultural Heritage, ""Our heritage: where the past meets the future"", they established a link between our enduring and valuable legacy and the innovation in Education by means of STEAM approach, the project-based learning that crosses all five disciplines (Science, Technology, Engineering, Arts and Maths). Understanding the crucial role of our diverse heritage in building the future of Europe and the fundamental duty of education for promoting sustainable development, the partnership defined nine general objectives to be achieved with the aim of discovering their diversity and starting an inter-cultural conversation about what they had in common (horizontal priority: Social and Educational value of European Cultural Heritage). However, as stated before, there was also a nod to the future and education as an engine of change with the inclusion of the school priority of promoting the acquisition of skills and competences and the horizontal priority related to open education and innovative practices in a digital era. In other words: Past and future, together, in hands of skilled and competent European teachers and pupils. Our four participant schools had already gained experience in different and isolated STEAM fields, but this project as a whole allowed them to develop an interdisciplinary work implementing a brand new education guideline. Their combined expertise in Science teaching, Robotics, Coding and Programming, ICT management or Engineering turned them into a solid and efficient working team. In order to achieve the project's objectives they designed both local and transnational activities that could be put in these groups: - Mobilities: four short-term exchanges of groups of pupils and a short-term joint staff. - ICT: eTwinning Projects, developing audiovisual materials - STEAM: learning and practising programming, coding, robotics, 3D modelling. - Arts & Crafts: Design of a Logo Contest, exhibitions, drawings, learning and performing music scores. - Informative: calling parents and staff meetings, publishing news bulletin. - Exchanges: sharing materials. - Language: all those related to learning and improving the project languages. Diverse methodology in carrying out the project was used, regarding the kind/model of learning they were focusing on: cooperative learning, language learning, researching, interpersonal and intrapersonal skills, etc. For all of them, a five-stage procedure was established, to be followed both teaching and managing (preparation, implementation, follow-up, assesment and dissemination). The results produced by the project were both tangible and strategic. Examples of the first distinction were audiovisual resources, arts and crafts, the project's magazine and website, a European billboard, open educational resources,scale models of monuments, training materials or updated schools documents and policies. On the other hand, there were strategic results (outcomes), like raising awareness of the importance of Europe's cultural heritage and the project's role in its growth and dissemination; fostering intercultural dialogue and educational exchange; establishing long-lasting communicative networks between schools; promoting STEAM methodology as an access point for guiding student inquiry and broaden knowledge; supporting new teaching methods and tools as drivers of improvements in education; or improving the pupils' competence in languages, among others. The project had an important impact in ranging widely their core curricula, not only in the development of European contents, but in the restructuring of subjects and methodologies on behalf of an adequate cross-curricular action plan. Besides, the spread effects of a project of thatmagnitude were also reflected in each educational community. There were several potential longer-term benefits associated to the project. However, all participant schools summed them up in the complete and successful implementation of a long-lasting European Dimension in their curriculum, together with STEAM methodology and 21st century classroom skills (coding, programming and robotics). In conclusion, the project was a sincere declaration of love for Europe, for innovative pedagogy, and a unique opportunity for four diverse-region schools to make a stand together and confidently assert: ""Full STEAM ahead, Europe! Let's see how fast and far this will go!"""

21st Century IT Teaching for Primary Schools is a collaborative project involving a range of partners with distinctive expertise in primary and adult education, teaching and learning, robotics and information communication technology (ITC). The overarching theme is the development and dissemination of a common pedagogy based on the rapidly changing developments and requirements for ICT including computer programming and robotics. In response to developing economic and social needs of countries across the EU, elements of computer science have entered primary school programmes of work. These new curricula aim to provide a high quality education in the burgeoning field of Information and Communications Technology (ICT), empowering pupils to use computational thinking and creativity to understand and change the world. Engagement with this new discipline ensures that pupils become digitally literate, i.e. able to use and express themselves and extend their ideas through ICT, to become competent for their future workplaces and as active participants in the digital world. Although in the near future, we can expect the first ‘digitally native’ teachers, the present situation is that there is a discernible gap in confidence and competence between current teachers and their pupils. This has created a challenge for the professional development of teachers and so the overarching aim of this project is to provide some resolution to issues of curriculum implementation in the fields of information technology in general and robotics and programming more specifically. The project aims to support current teachers and influence the content of initial teacher education, whilst at the same time making positive impact upon the developing interests and skills of pupils within the primary age range of 4 -11/12 years. These skills are based upon the ‘4Cs’: Collaboration, Communication, Creativity and Critical thinking.We aim to provide evidence for effective:• development of 20th Century teachers’ professional knowledge for preparation and delivery of 21st Century skills in learning and ICT for pupils;• coverage of new elements of ICT curricular content in computer programming and robotics; • provision of new subject and pedagogic knowledge to support the use of robotics and programming in the primary age range;• enhancement of programmes of study to produce age-relevant resources, schemes of work and skills progression;• exploration of ways of combining and generating creativity with logic;• understanding from pupils’ viewpoints of the purpose of learning these new skills;• development of both independence and cooperative learning and teamwork: the 4Cs.OBJECTIVES:1. To develop and enhance primary school teachers’ skills and understanding within the emerging field of robotics and programming.2. To enable primary school pupils to use and apply their acquired skills to become responsible, confident and creative users of ICT.3. To create appropriate pedagogy and detailed schemes of work, including continuity and progression for development of specific skills.4. To develop effective partnerships with the 'world of work' to contextualize the pedagogy/learning.5. To utilise and enhance the relevant European Key Competencies associated with this project e.g. Digital Competence, Learning to Learn, Communication in mother language and that of another country and to introduce the concept of entrepreneurialism.6. To explore and elaborate the cooperative, transnational nature of the project to develop the European dimension across all the participating schools, their pupils, parents and staff.7. To provide evidence for the impact of the outcomes of the project through dissemination to the teaching profession, school parents/carers and governors, educational administrators and policy-makers across the participating countries and beyond.Number and profile of participants:There are 10 participant partners from a range of primary schools and adult education establishments from the UK, Spain, Denmark Lithtunais and Malta. Description of activities:Experiences and activities will offer different models of expression that will be disseminated through multiplier events and through models of good practice to be adapted to the needs of individual participants. Activities will include an exchange of good practice, curricula ideas and professional dialogue including the use of digital technologies.Methodology:The project will use a blended approach to generating and developing best practice including case studies, action research, face to face meetings, training events and transnational project meetings.Results and long term benefits:In addition to MEs and IPs, partnerships will be developed and strengthened with participant schools and adult education establishments, and multi-relational cooperation, there will be an open training course to continue the partnership and develop links with other users.