The project provides and introduction to the life and twelve-note music of the composer Nikos Skalkottas (1904-1949). Part of the project comprises an extensive critical biographical study, as no substantial account of his life is presently available. The main thrust of the project, however is analytical and concerned with Skalkottas's twelve-note compositional process. Overall, the study attempts to establish, for the first time, a coherent and authoritative approach to Nikos Skalkottas and his musical language, which will allow him to be properly contextualised within the western art music canon.

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This application was for funding to support the development of a Quality Audit Tool for School Leaders (QATSL). The project partners (five European HEIs, The University of Oslo (UO), The University of Murcia (UM), Jagiellonainan University (JU), University College Dublin (UCD) and Canterbury Christ Church University (CCCU)) have substantial and successful experience of collaboration over six Erasmus Intensive Programmes for Masters students of school leadership. The name of this audit tool was changed very early on in the funded project from QATSL to iQerel (International Quality Evaluation Resource for Education Leaders). The resource was designed to encourage Masters students of education leadership, and school leaders, about their settings and their practice in an effort to engage them in a school improvement agenda that augments those currently offered by their national inspection organisations. The audit tool, which is presented as a virtual learning environment , offers literature and case studies to support the school improvement agenda. It also offers opportunities for discussion and forums on issues of joint educational interest to school leaders. The project has fostered and encouraged a network of European school leaders as it has developed from initially being a tool for Masters students on leadership programmes to something that school leaders and schools generally can access.This project aimed to collaboratively involve future and practicing school leaders and their workplaces while offering them the chance to develop as critical change agents able to lead more participative and democratic schools and environments and contribute to the discourse on school improvement. The primary modes of learning reflected an inclusive democratic approach recognising participants' diversity and needs and promoting active engagement. Concurrent with this, other outputs relevant to development and dissemination of innovative teaching materials (using ICT) and to sharing views, ideas, experiences and good practice have also been generated. The project built on our previous Erasmus funded Intensive Programmes, and used the same Higher Education consortium. It also built on our experience of working with the target beneficiaries.The project has had benefits for Masters students of educational leadership, school leaders, schools and also the Higher Education Institutions of the project partners who have been able to benefit from a more modernised provision by using technological approaches (the created website) that has enhanced their curriculum. The project began with a state-of–the-art report that captured the current context of evaluation in education in the participating countries as well as other topical issues related with school improvement. The online tool (website) has been developed, reviewed and redeveloped. The final stages of the project has involved embedding this resource into the curriculum in the participating universities and developing a wider use of this resource to support school leaders in improving their practice.The development of this project has been a self-conscious process which was continually reviewed and examined by the project partners to support the development of future working. The website developed by the project has not only provided a resource for Masters students of education leadership but has offered opportunities for learning about and from collaboration and using technology to support the development of networks for school leaders throughout Europe.

In this project, we will engage upper primary school children (prioritising schools that meet the profile of STFC's Wonder Initiative target audience) with research taking place at the Diamond facility. The Diamond facility houses a synchrotron which is used to conduct research in a variety of applied fields of science and technology. Through this project with Diamond, we will bring into classrooms how light can be used to help investigate the world around us, address real-world problems and inform our thinking about Big Questions. The National Curriculum for Key Stage 2 science states that children should develop their understanding of what it means to "work scientifically". As part of this, students need "the scientific knowledge required to understand the uses and implications of science, today and for the future" (DfE, 2015). This means that students need to be able to make connections between the science topics they cover and the work of scientists in real-world contexts. However, students in areas of deprivation with low science capital are less likely to have access to science engagement activities (for example, visits to science museums and participating in STEM workshops) that help them make these connections. Additionally, primary teachers may vary in their confidence in teaching about 'working scientifically', particularly when fielding questions that may be beyond their specialisms. To improve conversations about science and promote the value of STEM skills and careers to a wider audience, this project aims to support a dialogue between primary science teachers and scientists to ensure the wonder and interest of 'working scientifically' is accessible to all students. The Epistemic Insight initiative has a wealth of experience in connecting National Curriculum science topics, the "uses and implications of science" in the real world and the Big Questions on which science informs our thinking. In our research on primary science education, our findings indicate that Big Questions have the capacity to provoke curiosity and wonder in children from diverse scientific and non-scientific backgrounds (Billingsley, Abedin & Nassaji, 2020). Therefore, this project will bring together our expertise with the cutting-edge work taking place at Diamond to develop three zines that thematically connect three key areas of research with KS2 science topics. Zines use an appealing combination of text and images to create a concise comic-like narrative format (four sides of A4) to generate enthusiasm about a particular area of interest. The zines will be an inclusive and accessible resources for primary students. The zines will: 1. Develop students' curiosity through showing how science can inform our thinking about Big Questions and real-world problems. 2. Build students' understanding of what it is to "work scientifically" through real-life stories of research happening at Diamond. 3. Show how scientists work in dialogue with other disciplines to address real-world problems. In addition to these primary aims, the graphic narrative format of the zines will create opportunities for classroom discussions around the following key priority areas for STEM engagement: - Represent diversity of gender, ethnicity and religion within the scientific community. - Dispel misperceptions about what science looks like in practice. - Inspire students with how science is making exciting discoveries that improve our lives. Zines will be supported by teachers' guides designed to promote classroom discussion on what it means to work scientifically and will include a relevant hands-on activity to be done in the classroom or at home. The zines and accompanying resources will be co-created through a series of workshops bringing together our educational research team with Diamond scientists, science public engagement professionals, STEM ambassadors and primary teachers.

The reason for undertaking this project is to bring curriculum reform for promoting active Civic Education (CE) in academic teacher training (TT) programs in IL and in GEO a quantum leap forward through:1. Developing and implementing a comprehensive program of courses and student activities that promotes civic education and behavior within our TT program.2. Integrating these courses into the curriculum in partner HEI.3. Faculty and in-service Teacher Workshops4. Courses and activities will integrate innovative pedagogy that will strengthen the aims and objectives of the courses (e.g. PBL, Service-Based Learning, VaKE; experiential and peer learning and teaching; integrating new technology in teaching and learning, etc.).5. Create course readers or kits that will enable other professionals and teachers to benefit from the CURE’s innovative courses.6. Establish an international network of professionals who collaborate together, share knowledge and good practices.7. Establish centers for promoting CE on HEI campuses.8. Create a website to disseminate program. 9. Publish results and strategies (online and hard copy): articles and handbooks. CURE’s curriculum reform will enhance the quality of CE in CURE's teacher-training programs both for our faculty as well as for our students, who are future educators of our societies. The faculty, teachers and students who benefit from CURE’s program will be able to effectively present, discuss and challenge the rudimentary notions of civic involvement in our society. Moreover as educators, they will help shape knowledge, perceptions and attitudes towards responsible citizenship within a democratic setting, encourage critical thought and enactment of civil rights, actions and duties within their own classrooms thus sustaining and multiplying the program aims.