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.

"Our project covers ""Integration and Integration Practices for Special Needs Students"". Mainstreaming education is defined as education of mildly special needs students by training in general education classes without changing educational practices with their peers; integration practices are defined not only as mild but also moderate and severe disabilities as adaptation of school practices to these students to ensure that formal education continues. The principle adopted in many countries to ensure the highest level of individual development and integration of special needs students, The common problems that our teachers, school administrators, parents and special needs students have experienced in the process of cohesion training have been identified and goals and solutions have been produced to solve these problems. Goals: * To prepare an Individualized Education Plan and guide the teachers in our schools. * To be able to provide effective parental guidance to inform, educate and involve the learning process of pupils in need of special education. * To develop effective and functional educational materials that our teachers with special education students can use in the classroom and school environment. * To be able to direct our special needs students to guide them in the process of overcoming the difficulties they face in acquiring profession and social acceptance. * To reduce the special needs students' early school dropout. * To increase the professional development of our teachers in school. * To increase the academic achievement of students with special needs and disadvantages. * To provide peer acceptance towards students with special needs. To reach these targets, we would like to carry out 12 activities, 5 international and 7 local, with our partners under the Project. Our transnational activities and participants: In Poland ""Developing Individualized Education Plan"" activities, in Spain ""Parental Guidance"" activities ""in Turkey Material Preparation and Development"" activities in Portugal ""Special Needs Students Social Life and Future Processing Application"" activities in Italy ""Activities for Social Acceptance in Integration"" activities. 16 activities teachers will participate in every activity, 4 teachers per country. Activities will be attended by a total of 80 teachers. It will be preferred that the teachers participating in the activities are from special education, classroom teacher, preschool teacher and guidance branches. There is no student movement in our project. For the appraisal evaluations, the student profile of the countries where the activities are performed will be used. In addition, 7 activities we will do locally will enable us to fulfill our goals of providing social acceptance of special needs students and enhancing academic development. Our project has been prepared with the participation of 5 countries. Our program consists of 438 teachers in total, 5200 students aged 4-15 years and their parents and their parents. 459 of them are special needs students. Every partner school has final products (brochures, hand books, DVDs, guides, banners). We will share the results of our projects on WEB sites, project WEB site, e-twining portal, education directorates sites. As a result of this sharing, we plan to have 35,000 participants. For the dissemination of our project; - Turkey will be responsible for e-twining platform, ""We Are Different Colors of the Rainbow"", by conducting activities to help them reach a wider audience. Our Spanish partner will set up a web page about the project and announce our project on our website and on the official website of each institution. Social media accounts will be opened on YouTube.com and a project channel will be set up. These studies will be in Turkish and English languages, which will be open to all stakeholders and transparent. - As a result of the mobility, we will prepare a brochure and a ""Social Acceptance Information Package"" which we will be prepared in English. The forms, ""BEP Preparation Guide"", ""Parental Guidance Guide"", ""Material Preparation and Implementation Guide"" will be distributed to the teachers at the other schools through the Education Directorates. We will publish guides and brochures in pdf format on our project website. Our tangible results will be updated every year and will continue to be used in schools so that schools will contribute to the development."

The project “Read for Fun, Fun to Read” is an Erasmus+ Key Action 2 project. The length is 24 months. The coordinating school is Agrupamento de Escolas de Frazão, Paços de Ferreira ,in Portugal and the partner schools in the project are;1. Sincan Primary School- Turkey2. Ceip Blas Infante- Spain3. 5K Központ Kft- Hungary4. Osnovna skola Visnjevac-Croatia 5. Grobina primary school - Latvia The aims of the project are increasing students’ reading, thinking reading as a habit rather than an obligation, ensuring the different cultures living in tolerance and peace. Besides, the teachers will have cultural incomes as well as teacher trainings like;- creative writing and digital design skills.- Creative stories using ICT- oral&reading comprehension and reading motivation.Totally six countries are carrying out the project including the coordinator. All the partners are public primary schools where only the partner from Hungary is a creative writing school which we believe will have big contributions to the project with their special methods on reading.Throughout the project a lot of attractive activities have been planned which are oriented to reading, understanding what to read and using them. We believe they will love to do the activities. Students are promoted to show their creativity, work in cooperation, avoid gender discrimination and live all the cultures together. According to the programme, doing all the activities at the same time and presenting the outcomes at the every meeting by all the partners provides innovation and active learning for everybody. The desired main impacts of the project are students' becoming more tolerant, more creative and readers who read more with the help of what they've learnt throughout the project. The activities will help them advance in art,literature and culture. The reading activities with parents will give a chance to our pupils to discover the pleasure of doing something special with the families and if there are any illiterate parents, these kind of activities will prompt them to learn reading and wiriting. The products of the project after all are; project's poster and logo, tale hero maskots, a cookbook, a project map on the school wall, key rings, pencils, t-shirts, bookmarks, photo frames, students' own tales in a form of a book, website of the project and leaflets. Not only the students and the teachers who are dırectly in the project, but also the administators, the parents, the schools nearby, even the olds are included in the project's dissemination plan. Leaving good memories in all the students' and teachers' mind, staying in touch with all the project staff from all the countries, and supposing reading as a hobby- a part of life- will provide the life-long continuity of the project.

We started our project activities on September 1st, 2016 and after two years we completed it successfully. Our main output is an e-book with the title EXPERIMENTS BOOK. Our project was based on experiments in different topics of science such as air, water, colour and light, space and astronomy, human body, other living beings(animals,plants etc), electricity and magnetism. Our goals were: to improve the level of key competences and skills in science, foster quality improvements, innovation excellence and internationalisation at the level of education, show that, by using experiments when studying science, students can pursue different career paths, promote the emergence and raise awareness of European Lifelong Learning area, be aware of EU’s abroad linguistic diversity and cultures, apply the teaching and European dimension of our schools. Throughout the two years, there were 6 mobilities: 3 LTTs in the partner schools from Poland, Greece and Slovenia and 3 TPMs in Romania, Spain and Turkey. All the students and educational staff in each school participated to project activities.We made experiments to show a scientific fact. The experiments we made imparted knowledge because they provided detailed and subtle facts on various aspects of life and physical sciences and helped students to learn the practical aspect of science in everyday life. With the experimental approach in science, students easily grasped the concerned topic quickly. For teachers, it was very helpful to differentiate teaching of science thus focusing on addressing the individual needs of students. During the LTTs, the students were accommodated by host families and the project activities were held in the schools involved. The project had six primary and lower-secondary public non-profit partner schools from: Romania, Greece, Turkey, Spain, Slovenia, and Poland, the school from Romania being the coordinator. Every school had a special experimental area to focus on. In each visit, partner schools worked on a different experimental topic.We had shared the mentioned areas as: Turkey-air, colour and light, Romania-water, Slovenia-space and astronomy, Spain-human body, Greece-other living beings(animals,plants etc) and Poland-electricity and magnetism. Hosting schools set up experiments as learning activities for the students together with teachers according to the experiment plan/format. All the visitors made and presented the experiments carried out by their students on the hosting country’s experimental topic. The experiments were recorded as video and photos.Then they were shared by all the schools during the visit. All these experiments were introduced in the eExperiment book which contained a specific experimental area. This process repeated for each visit. At the end of the project, we had 6 different experiment chapters that make the final eExperiment Book made by the coordinating school from Romania who also made a DVD containing the most representative 50 photos from the activities carried out by each partner school.Throughout the project implementation, as we got the experiments from our partners, we used them in our school curriculum in the science lessons.We agreed to use etwinning twinspace in public mode as our project website because it was more practical, formal and easy to upload project results and this was made by the partner school from Slovenia. At the same time,Turkey had the responsability to create the the Facebook social media project group Science Through Experiment in Europe and we decided to also create a project work platform on Google Drive made by the school from Slovenia. Before and after a visit, all the stakeholders at local, regional and national level were informed in each country about the meeting and its activities by eTwinning twinspace in public mode, Erasmus+ corners/walls, social media tools and local - national press.Towards the end of the second project year, every school organized the “SCIENCE FESTIVAL” in their schools about all the experimental areas and then created its “SCIENCE FESTIVAL MAGAZINE” which, as agreed, the Polish school combined to produce an e-magazine called ”SCIENCE FESTIVALS MAGAZINE”.In addition, Greece had the responsability of creating two calendars ( 2017 and 2018) and a Project Information Leaflet which were used to promote and disseminate our project while the partner school from Spain had the responsability to compose the project song and to organise the contest for the project logo and motto. At the same time, Spain had the responsability to measure the quality of meetings with the help of questionarries. The responsability of dissemination and exploatation of project work and results at international level belonged to Slovenia in coordination with Romania.All these results had a benefic impact on our institutions, local and educational communities as there was a clear progress and improvement.

"Within our project we kept in mind the words of Native American Saying „Tell me and I will forget. Show me and I may not remember. Involve me and I will understand.” As trends in teaching lean towards inclusion of students with disabilities in general education and almost every classroom includes a number of students who are dealing with a disability -- either physical, educational, emotional, we took this into consideration while conducting our project. It turned out to be a golden mean and enabled us to engage the students in need in its activities as it is impossible to refrain an autistic child , with Asperger’s syndrome, behaviour and ADHD disorder , mentally impaired to the regular classroom environment even having support of modern multimedia. As teachers, we constantly look for resources that will help us effectively teach.The project 'Let me Bloom Let me Shine' based on concrete gardening activities with a view to improving teaching skills and methods of work with SEN students and promoting good practices with respect for the environment. Our main goal was to provide a welcoming educational space to explore garden through hands-on learning and experimentation, to link the project activities across curriculum , improve nutrition, teach environmental education and foster relationships with peers, family and community. As we assumed gardening was undoubtedly an engaging activity for all our students since it provided ""real world"" and made learning more meaningful. SEN and non SEN children enjoyed working together in schools’ gardens and were proud of themselves and the results. We created and maintained flower gardens, greenhouses, vegetable gardens accordingly to the change of the seasons, run the ecological activities: Earth Day, Planting, Picnic, Harvest and Vegetable Day, Baked Potato Feast, Ecological Gaming Competitions, organized workshops for teachers to learn and exchange the methods and approaches regarded SEN students education, had trips and excursions with our students to the places relevant to the topic of the project. The project addressed 50 teachers working with SEN children, 50 SEN students and 125 NON SEN children together with their parents. Yet by its nature it involved our schools’ whole communities. The coordinator was the school from Poland. Among the partners were schools with greater experience of work with SEN students like Poland and Turkey, and less experienced like Italy and Spain. Within this project we prepared international programme of implementation of the gardening activities into education of students with Autism and ADHD, we have the gardens, inspect boxes, green areas and greenhouses established, the photos, video clips of gardening actions taken, Power Point presentations referring to the project activities, presenting our schools and towns done. Our students made posters, booklets of plants and vegetation of each country. We have lesson plans, worksheets, including teaching through the use of the gardening practises and the dictionary of phrases related to the project The schools’ walls are decorated with project murals. We have project’s logo, the project’s website, the padlet and project's facebook group. There were three LTTs organised on location (Poland - February 2019, Italy - May 2019, Spain - February 2020, and last virtual one to Turkey - June 2021 due to covid-19 pandemics) where participating SEN and non SEN children had trainings on gardening activities, nutrition and eating habits improvement and accompanying teachers participated in workshops on dealing with autistic students and adhd behaviour. We used schools' and project's websites, facebook page, youtube. We have leaflets,and posters made. We organized Erasmus+ Days and promoted our activities to the schools' and local communities, the local media, the local schools, educational boards, insitutions and authorities of our towns. Having worked together for three years we have better qualified teachers working with Special Need Students. We all tend the established gardens around our schools. We use the international programme of implementing gardening activities to teaching different subjects like Science, Maths, Technology, Art, Literature, Social science into individual educational and therapeutic plans of special need students who are educated in our schools. And last but not least we keep in mind that it is the school setting where each student can safely acquire and practice skills necessary to participate in the adult world and should have the opportunity to bloom. Our gardens are one of them. As a partner team we had to overcome financial, organisational, health difficulties, experienced new situation which undoubtedly remote teaching and pandemics was, yet in a group of cooperating and supportive people we found solutions alltogether based on respect, trust and understanding which eventually made us stronger and better equipped for what the future holds."