"<< Background >>FROM THE SIDE OF THE PARTNERSHIP:The consortium consists of two types of organisations: training providers and secondary schools. Both profiles have encountered during the current school year the difficult reality in which TOGETHER AGAIN wants to be part of the solution. The educational centres, including the entire educational community (teachers, students, parents) have had to experience the gradual return to normality after months of confinement and distance from face-to-face classes. This long period of isolation and social distancing has had an enormous effect, especially on pupils, who have been caught in the middle of the process of psychosocial development and emotional relationships. This is why TOGETHER AGAIN is in line with the schools' need to harmonise the return to face-to-face training and the recovery of interpersonal relationships at a critical time for the protagonists.For their part, training provider organisations, especially those that actively collaborate with schools and in teacher training, have been surprised by the demand for this type of training, which until now had not been necessary. Only now, after long months of separation and absence, have we realised the need to know how to relate to each other, to harmonise interpersonal relationships and to generate healthy bonds. This is why TOGETHER AGAIN is aligned with the needs of the partners.FROM THE SIDE OF TARGET GROUPS: Taking into account the double line of TOGETHER AGAIN with respect to its target groups (teachers and secondary school students, 12-16 years old), our project fits their needs for the following reasons:STUDENTS: Sadness, anxiety, stress, apathy, fear... are some of the emotions that shake teenagers since the pandemic began. At a stage in their lives when everything is about to happen to them, they have suddenly had to slow down and press the pause button.As UNICEF points out, ""the pandemic is not only compromising our physical health. It also affects our mental health, particularly that of the most vulnerable, including children and adolescents. And it is urgent that we adults review this point, because 25% children and adolescents who have suffered isolation due to Covid-19 have depressive and/or anxiety symptoms.According to experts, it is still too early to fully assess the emotional, social and educational repercussions, but some research is already emerging. According to Miguel Hernández University (UMH), more than 85% of parents of children aged between 3 and 18 (in Spain, Italy and Portugal) noted changes in the emotional state and behaviour of their children, with the most common symptoms being difficulty concentrating (77%), lack of interest and boredom (52%), irritability (39%), worry and family arguments (30%), anxiety (28%), as well as agitation, nervousness, feelings of loneliness, restlessness..."".Despite everything, adolescence is a period in which peers are the great reference and source of satisfaction. For this reason, between the ages of 11 and 19, socialisation becomes one of the main pillars of adolescent development. In this context, the educational centre is the great context in which adolescents relate to their peers. The social aspect is of utmost importance for adolescents because it involves integration, feeling part of the group, feeling loved and valued. Children between the ages of 12 and 16 are in the midst of a formative period in all areas: academic, emotional and personal, and this pandemic has definitively changed the way they relate to each other and to society. That is why TOGETHER AGAIN is fully aligned with their needs.TEACHERS: According to a study carried out by the educational platform Kahoot!, in which more than 1,000 teachers from different countries were surveyed, 64% of the participants say that the most difficult part of the switch to distance learning was the lack of social contact with their students, as well as seeing them motivated.<< Objectives >>CONTEXT: According to the UNICEF report ""The Pandemic Classroom"" (March 2021), around 170 million children worldwide have gone more than a full year without attending face-to-face classes due to the confinements imposed by COVID-19. In addition, around 214 million (one in seven) have missed more than three quarters of face-to-face education, resulting in a serious disruption to students' habits. During these months they have lost direct contact with classmates, friends and teachers, and have been forced to manage their learning autonomously.The WEF report ""A Global Framework for Youth Mental Health"" (2020) states that because of the pandemic, 99% of the world's children and adolescents suffer from various forms of limitation of their autonomy of movement, including suspension of school attendance, and 60% live in countries with partial or total blockade, causing high levels of stress and isolation that can affect the psychophysical development of children and adolescents, even in the long term.Because for more than a year, millions of teachers and students at all levels of education in the EU have been using digital technology as an alternative tool to face-to-face education. While its use is widespread, there has been growing concern about its effects on children and adolescents, especially in the aftermath of confinement and particularly in relation to their psychosocial development.NEEDS: Science has already observed that children who suffer from social isolation experience cognitive, social and emotional difficulties in adulthood. A study conducted by Boston Children's Hospital and published in Science has shown how the brain alterations that give rise to such dysfunctions arise.It is clear that remote education in a context of confinement and affective restrictions is an important risk factor for social and emotional isolation and alienation for European children and adolescents.Thus, the study ""Health Behaviour in School-age Children"" (2020), published by the WHO Regional Office for Europe on the social behaviours of European schoolchildren aged 11-15, shows that the mental well-being of adolescents declined in many countries between 2014 and 2019, correlating among other factors with social isolation resulting from the increasing use of digital technology.Thus, the report ""Strengthening Social and Emotional Education as a core curricular area across the EU"" (2018) states:•That children and teens need concrete emotional and relational exchanges. •That these are the only real form of learning and healthy development. •The use of digital technologies can enrich and stimulate a child's experience, but it can never replace the human relationship, the source of growth.The conclusion is that confinements, restrictions, and the substitution of interpersonal social and affective relationships by the use of remote relational and educational options pose a huge risk (present and future) to healthy psychosocial development in children and adolescents. In fact, all Member State governments agree on one issue: the return to school was vital and all pupils in Europe should return to face-to-face classes as soon as health conditions make it possible. SOLUTION: TOGETHER AGAIN aims to support European children and adolescents through a training plan that strengthens their intrapersonal and interpersonal skills and competences by working on emotional intelligence, psychosocial and affective development at a key moment for the establishment of these areas.Our vision is to alleviate the consequences of the isolation and social distancing that children have experienced as a result of the measures imposed to control the pandemic. These include virtual education, which has deprived children of social and emotional relationships with their peer groups.TARGET GROUPS:-Secondary school students (12-16 years old).-Secondary school teachers.<< Implementation >>TOGETHER AGAIN consists of a training plan that will implement the tools and resources proposed by Emotional Intelligence for the development of interpersonal and intrapersonal competences in the target groups (teachers and students in Secondary school). The final goal is to compensate for the deficits in their psychosocial development generated by the isolation and social distancing imposed for the control of the pandemicFollowing these general lines, and in order to achieve the expected results, the partnership has planned has designed a meticulous plan which, in its implementation phase (subsequent to the preparation of this proposal) starts with the KOM. This first meeting will set the bases of the project, going through the goals and dividing the task and responsibilities. In this way, it will be a key point in the establishment of the Steering committee, Promotion and Quality Committee. According to the sections described in this application form, the first set of activities will be directed toward the establishment of working groups, who will be responsible for activities concerning the detailed working plan for the three PR of the project. TRANSVERSAL ACTIVITIES will cover aspects such as project management, monitoring and evaluation, dissemination and former exploitation of the results and contents of the project. They will last the whole duration of the project as described in the dissemination element of this application.PROJECT MANAGEMENT AND IMPLEMENTATION activities led by the project coordinator will also include the Quality Control activities, risk assessment and prevention activities, financial management and coordination of all partners in financial reporting as well as content reporting, organizing project meetings and online meetings, monitoring and addressing all issues and problems as they appear, as well as providing all national activities (research, promotion, etc.). AN INTERNAL AREA for project management and administration will be generated at the first stages of the project in order to facilitate communication, interchange of ideas, comments, files and materials between partners, as well as collaboration in the general management of TOGETHER AGAIN.FOUR TP will facilitate cooperate and partnership working amongst the project partners and support the management and delivery of key project activities and outcomes. Moreover, a series of four MULTIPLIER EVENTS are designed to promote the PRs and facilitate ongoing engagement with target groups.All PR will be implemented at a regional scale for regular personal contacts, keeping travel efforts low, and strengthening regional networks. They is the core of the project and all transversal, management and preparation activities are focused on the right execution of innovative and attractive training system for the target depicted in the description of the project. Thus, PR1 is the umbrella and departure point for all the activities in the Project, focusing on Secondary school teachers as a primary target group. PR2 will make emphasis in the relationship between teachers (adults) and students (teenagers), paying attention to the different perspective of each target group and the diverse way in which both have lived the time far from face-to-face school. Finally, in PR3, the partnership will focus especifically on students aged 12-16, the final beneficiaries of TOGETHER AGAIN. We will attention to how they resume interpersonal relationships, avoiding situations of risk or confrontation caused by social alienation and recovering the new normal after a critical period in their lives.<< Results >>TOGETHER AGAIN will produce two kind of outcomes:-Those related to content (Project Results)-Those related to management and implementationOur project will develop and test three Project Results with this outcomes:-PR1. A handbook for Secondary teachers on social emotional competences and a toolbox (20 practical tools) for teachers on interpersonal skills.-PR2. A practical bank of resources for teachers to relearn to interact with students.-PR3. Resource kit for student-to-student post Covid-19 relationships. More in detail, the project will produce the following minor deliverables:* Deliverables related to the activities of Management (also described in this application form):- Managing guidelines;- Reporting procedure and administrative guidelines;- 4 transnational meetings + meeting minutes.* Deliverables related to Monitoring and evaluation (also described in this application form):- Evaluation tools: meetings evaluation questionnaire, project progress questionnaire, Project Results evaluation tools and multiplier events evaluation questionnaire.- Evaluation Reports: mid-term and final evaluation report, Project Results reports;- Project risks analysis. * Deliverables related to the activities of promotion and sustainability (also described in this application form):- Project graphic design;- Social networks profiles;- Project website;- Project mailing list;- Newsletters;- Informative brochure; - In the Multiplier Events (E1-E4) the project consortium will hold workshops in order to ensure the sustainability of the project results beyond the project partnership and project’ lifetime.- In the training activity (C1) the result will be a train-the-trainers for 18 staff members in order to test and develop in practice and with real targets the tools and competences described and developed in the three PR."

While students with disorder in math are purposely included under the definition of Learning Disabilities, rarely do math learning difficulties cause student to be referred for assessment as dyscalculia. Dyscalculia is a specific learning disability in math. Students with dyscalculia may have difficulty to understanding number-related concepts or using symbols or functions needed for achievement in math. They have difficulty with the mechanics of doing math, such as being able to recall math facts. They may realize the logic behind math, but not how or when to apply what they know to solve math problems. Types of dyscalculia: A verbal manifestation of difficulties in verbally denoting mathematical concepts; Practically Gnostic, in which the systems of counting (calculating) specific and apparent objects or their symbols are disturbed, Dyslexic, which is based on mathematical sign reading disorders, Graphic, which manifests itself as a malfunction of mathematical notation and correct representation of geometric figures, Operational, associated with inability to perform mathematical operations.Students with math anxiety are so worried about the prospect of doing mathematics that their fear and nervousness can lead to poor performance on math tests. Dyscalculia and math anxiety are different, but the signs and struggles can overlap. Some students may have both math anxiety and dyscalculia. Achievements in mathematics are determined by both math teaching and so-called student factors, including language, cognitive, metacognitive, feminine, social and emotional factors, learning habits and prior experiences.It is a common learning issue that impact students’ capacity to do mathematics. It doesn’t just affect them at school, however. The challenges can also create difficulties in daily life. It also affects the achievements of math in the country as a whole. Although there are a variety of supports and strategies that can help students grow the math skills they need, it is regrettable that the project partners do not have sufficient experience in this field and are not familiar with the strategies that determine the need for this project. Therefore, to promote math achievements in math in the project partner countries, general objectives of the project: to increase the level of achievements in math for students with dyscalculia and mathematics anxiety and strengthen the profile of the math teachers, by sharing knowledge, exchange experience and developing new educational products to contribute to the issue.Step by step planned carefully implementation of the project activities will lead to the achieve of project objectives and delivery of the planned results. In the framework of project are planned the following activities:1) Research on math learning difficulties with aim to expand teachers' knowledge on the skills required for the math learning as well as on dyscalculia and mathematics anxiety and to identify ways of overcoming math learning difficulties as well as identify also support needed for both teachers and parents;2) Collect good practices already used by the partners to increase the achievements and interest in math;3) Based on the research results and needs identified, to develop teaching strategies / methods / tools to overcome math learning difficulties and/ or to develop the skills required for the math learning;4) Prepare a Manual for Math Teachers to enhance math learning outcomes for students with dyscalculia and mathematics anxiety so supporting math teachers;5) To carry out an experimental work with students with dyscalculia and mathematics anxiety with aim to pilot the teaching strategies/ methods/ tools collected in Manual;6) Organize Multiflier Events in all project partner countries, thus raising the issue of increasing mathematics achievement by contributing to the reduction of math learning difficulties, looking for teaching strategies/ methods/ tools used in all partner countries that activate, motivate, inspire and excite students and help them to overcome math learning difficulties as well as providing space and opportunity to share knowledge, exchange experience and create new practices to help owercome math learning difficulties for students with dyscalculia and mathematics anxiety as well as support math teachers.The project value and idea of strategic partnership based on transnational cooperation and involvement different countries to get bigger impact in local, national and European level. The partners strongly believe that by creating a successful and innovative strategic partnership organization, will be more able to raise the quality of partners' activities and the profile of partners' achievements nationally and internationally.

<< Background >>Intrapersonal and interpersonal intelligence are two of the multiple intelligences described by Howard Gardner (Frames of Mind. A theory about Multiple Intelligences, 1983), but they have not been seen as important within the standard education system, nor for a long time in the world at large. There are difficulties envisioning a formal integration of these skills in the classroom context, considered sometimes a likely distraction from the more important task of teaching basic academic skills.Concepts such as self-awareness, self-esteem, self-knowledge, empathy, coordination with others, communication or service orientation are not usually trained in the school, but they are a range of intra and interpersonal skills that will become the foundations of the personality in later life. These skills are turning as key elements in the holistic development of the human being, both from a personal or professional point of view, as it is set in last reports (The Future of Jobs. World Economic Forum. 2018).This split between academic and life skills derives from and informs the way people think about where skill development happens once children are of school age. The dominant public model holds that the home environment (the “family bubble”) is by far the most important early life location for children’s skill development across the spectrum of skills, including social, communication, emotional, disciplinary and basic academic skills. In this way of thinking, parents mold their children through a potent mix of nurturance, discipline and instruction, which combine to establish the basis for a child’s sound development.The project is is born from the deep reflection about the needs of our students, our school, the community and the relationships established between them in their development. In a world where all of us are “connected” we are losing the capacity to appreciate the values and the efforts of those we have around us, those “anonym” persons who face very difficult situations in almost a heroic way.This is the departure point for Superhero, which is born from the deep reflection about the needs of our students, our school, the community and the relationships established between them in their development. In a world where all of us are “connected” we are losing the capacity to appreciate the values and the efforts of those we have around us, those “anonym” persons who face very difficult situations in almost a heroic way.Following this spirit, Colegio Séneca (Córdoba, Spain) developed in the school year 2018-19 the project involving all the educative community, since their students at all levels, to teachers, administrative staff, Parents Association and the whole community. Under this umbrella and considering the experience of the centre, the project had a transversal approach, affecting all the areas, subjects and levels, serving as a hub for the whole academic year. Superhero was built over two axis:- an intrapersonal one (the hero inside me) - an interpersonal one (the hero by my side).The project ended with a selection of famous and not so well known men and women that have been key elements in the development of their societies. In 2019, Colegio Séneca and Superhero were awarded as the best educational project in Spain with the Princess of Girona Foundation Award, a successful concept that deserves to be transferred to all the European societies. This is why we have decided to apply SUPERHERO.<< Objectives >>SUPERHERO has as its main goal the rising awareness not only of students, but also families, educative staff and the whole community, about their capacity to answer their everyday problems. Also, the project wants to raise awareness and value those close people who face difficult situations and those who work in worthy causes (non-profit organizations, health professionals, volunteers, members of security bodies, carers of the elderly, etc.). All of them will be our anonymous heroes who will serve as references during the course of the project, as well as the mirror to look at ourselves in order to develop in the students and families the initiative to overcome challenges and, at the same time, being able to help others.Our Project aims at developing personal and interpersonal skills in students aged 12-16, developing their own competences, strengths, self-esteem and self-knowledge, but also creating a sense of community in a key period for the development of the personality and the beginning of adolescence. The concept of superhero will be the line to develop concepts such as gender equality, empathy, a sense of entrepreneurship, cooperation with others and finally, a raising awareness of our own capacities and those existing in the people close to us.- Superhero wants to generate a change in three different levels:- Students. Raising awareness of their competences and capacity to generate initiatives to solve their own problems by the reinforcement of intrapersonal skills.- Self-concept and self-knowledge- Self-esteem- Autonomy- Emotional learning- Curiosity- Working capacity- Open mindedness- Creativity- Mindset and values- Complex problem solvingSocial. Recognizing, valuing and putting activities into practice in a collective way, in order to foster collaboration, cooperation and help to others. These actions will boost interpersonal skills. - Community, responsibility and awareness.- Identification and solving problems.- Persistence- Frustration management.- Group cohesion- Cooperative and collaborative work- Ecological perspective. Working to improve the common good.- Interpersonal and social skills. Communication.- Entrepreneur culture- Experience in project management.- Training in administrative management- TIC tools for entrepreneurship management.Production. Generating the necessary resources to make these helps possible, as well as all the skills needed by an entrepreneur person to solve his/her own problems and help others to solve theirs.- Initiative.- Learning capacity.- Risk taking- Innovation- Labour experience - Awareness of social change<< Implementation >>Project is divided into 2 types of work packages:1. PROJECT RESULTS (PR), responsibility for 3 PRs lies with the Results leader. Detailed description of work plan, division of task and responsibilities of partners is included in section: Project Results. Each PR has an individual leader reporting always to the coordinator.2. MANAGEMENT AND IMPLEMENTATION WORK PACKAGES – (financed under the item Management and Implementation) cover whole project duration.There are 3 main work packages under the item Management and Implementation including following fields of activity:1) MANAGEMENT AND ADMINISTRATION:A. DOCUMENTATION: all templates and needed documents: project documentation, contracts, timesheets, reporting, etc.B. COMMUNICATION AND MEETINGS: transnational meetings, internal staff meetings dealing with the project itself and the intermediate inline meetings, internal staff meetings organised by partners at country level. Communication is described in detail below.C. PROGRESS REPORTING: reporting the work done and following steps achieved, milestones, reporting PRs, activities and events: progress of results, international meetings, multiplier events and other activities by partners.D. BUDGET CONTROL AND FINANCIAL REPORTING: tasks and responsibilities as well as procedure of reporting are described in section: budget control and time managementE. TIME MANAGEMENT - described in section: budget control and time managementF. HANDLING RISKS – described in detail below.The responsibility for work package 1 lies with Project Coordinator (Colegio Séneca). 2) QUALITY ASSURANCE AND EVALUATION:A. preparation of Quality Assurance Plan, under the responsibility of Form2YouB. setting qualitative and quantitative indicatorsC. quality checks and quality assessment of the PRs – realised under PRs, included in PR as integrated part of products development processD. evaluation of the project – all quality and evaluation indicators related to fields different than PRs – quality of management, communication, evaluation of meetings and promotion activities etc.E/ final evaluation of the project’s success – does the project meet the goals, the potential of results, potential to sustain.Tasks under this item are presented in details in appropriate sections of this application form.The responsibility for work package 2 lies with Quality Assurance Leader (Form2You) who cooperates with Quality Assurance Group (QAG) on a regular basis. 3) PROMOTION A. Promotion plan with measures and indicatorsB. Graphic standardsC. Visualization of the project: logo, colours, templates of documentsD. Project websiteE. coordination of promotion in partner’s Social networks (FB, LinkedIn, YouTube)F. newslettersThe responsibility for work package 3 lies with Promotion Leader (KPSKC Kaunas) which cooperates with Dissemination Group (DG) on a regular basisFinally, our project is fully aligned with the environment and the fight against climate change in the procedures we will follow from the start. This is in line with the project guide, which encourages creative approaches to help learners and workers become true changemakers (save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). Moreover, the partnership has agreed a green protocol, preparing our staff to become true agents of change. Thus, all partners are committed to protect the environment with the following list of actions that are part of the values of the project:- In face-to-face sessions, there are no plastic waste emissions.- Paper is no longer used in any of the project's processes or outputs.- Find the most environmentally friendly mode of transportation for the TPMs.- Preferential use of collective and less polluting modes of transportation for transportation between the hotel and the event site.<< Results >>TANGIBLE RESULTS:- In PR1. A Self-evaluation tool; a handbook for teachers and 24 online tools for students on intrapersonal skills.-In PR2. 24 training modules for teachers and 24 offline tools for students on interpersonal skills. - In PR3. 24 short videos meeting the heroes. - In the Multiplier Events (E1-E5) the project consortium will celebrate workshops in order to ensure the sustainability of the project results beyond the project partnership and project’ lifetime.- In the training activity (C1) the result will be a train-the-trainers for 12 staff members in order to test and develop in practice and with real targets the tools and competences described and developed in P1 and P2. RESULTS RELATED TO MANAGEMENT- Managing guidelines;- Reporting procedure and administrative guidelines;- 4 transnational meetings + meeting minutes.- 4 intermediate online meetingsRESULTS RELATED TO QUALITY AND EVALUATION- Evaluation tools: meetings evaluation questionnaire, project progress questionnaire, Project Results evaluation tools and multiplier events evaluation questionnaire.- Evaluation Reports: mid-term and final evaluation report, Project Results reports;- Project risks analysis.RESULTS RELATED TO PROMOTION- Project graphic design;- Social networks profiles;- Project website;- Project mailing list;- Newsletters;- Informative brochure; INTANGIBLE DIRECT RESULTS:Developed knowledge and skills of adult trainers and trainees taking part in testing project outputs on how to manage their emotions.Increased awareness of the need to manage the adult trainers emotions in their formative process.Introduction of good examples) in organisations taking part in the project; ADDITIONAL OUTCOMES FOR PARTNERS:• Developed knowledge and potential of partners through international collaboration, experience sharing, and shared learning;• Closer cooperation between partners;• Partners' reputation as innovators and proponents of new approaches has been enhanced.

<< Background >>Homework is a cornerstone of the different school systems in Europe. It is not always described as such in official documents but in practice all students have to spend a sizable part of their afterschool time doing it. And yet the topic is debated with numerous studies arguing in favour or against homework, analysing if homework is effective or how much time it should take. When compiling different studies (ex: Cooper 2006), the effects seem overall positive but are associated with potential downsides such as “physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time”. Different research also shows that the socio-economic status of the student and family support impact these outcomes. So, if homework has the potential to improve learning but its actual positive effect is not important enough and diminished by circumstances, what can be done? Some voices advocate for its suppression, but a more constructive way is to work on how homework is done and to improve its quality.Using abundant literature research on the topic, we can identify 5 fundamental characteristics of effective homework (Vatterott, 2010):•Purpose: Assignments are meaningful, and students must understand its purpose and importance.•Efficiency: Homework should take reasonable time and needs to involve some hard thinking.•Ownership: Students who feel connected to the content learn more and are more motivated.•Competence: Students should feel competent in completing homework and so we need to abandon the one-size-fits-all model. Homework that students cannot do without help is not good homework.•Inspiring: A well-considered and clearly designed resource and task impact positively a student motivation.The need to improve the quality of homework is even more stressed by the COVID19 as the quantity of self-study or homework has increased intensively. Among the most noted consequences of this situation were the reinforcement of inequalities in learning and the disengagement of students as assessed by analysists but also teachers, specialists, or parents. Therefore, to increase its quality, we intend to propose a new format of homework using storytelling, gamification, and game-based learning to address the 5 characteristics above. This adventure homework format will present series of tasks under the form of a story with different pathways including in-story support for struggling learners. While this will not be sustainable for 100% of homework, it will help re-engage pupils and associate the concept of homework with something positive. The level of retainment of information will also increase thanks to gamification mechanisms imbedded in the class materials, as it is proven that Gamification and Game-based-learning have a higher rate of information retainment than classical learning techniques.This adventure homework format could be suited to all school topics, but for practical reasons we will focus on one topic to provide the most accurate content possible. Therefore, we have decided to first tackle one of the key issues in European learning, the STEAM (cfr. underachievement level in PISA studies 2018), as it is one of the matters where learner’s (dis)engagement is the highest.<< Objectives >>The main objective of EduGRAAL is to boost the students’ achievement results and engagement at school, by improving the efficiency and engagement of Homework through gamification and storytelling techniques applied to homework. This objective is particularly important in the current Covid climate which forces the education system to work remotely more often than not. Teachers would be better equipped to weather the remote learning situation with these tools. As this Game-based learning or gamified learning is essentially more oriented towards learning-by-doing, it is especially useful to apply in the STEAM subjects, as those tend to be more abstract and difficult in terms of pupil engagement. The continuation of the development of key competences is of the utmost importance to the good evolution of the pupils. This project therefore aims at creating innovative and creative pedagogical tools to be used in a homework context in order to engage pupils in a homework adventure. And by doing so, we will encourage the development of basic skills as described in the priority: by promoting cross-curricular collaboration in the same adventures which is an innovative learning approach that is focusing and engaging learners in a competence-based revision, integration or assessment system. In addition to this central objective, our project will also respond to other priorities listed above:1)The usefulness and efficiency of this cornerstone of school education is heavily debated among scholars and from time to time in the public/political field. With this method, we therefore intend to provide teachers with an alternative assessment tool and method for the homework done by the students.2)An additional priority, but which will be transversal to the whole project, is to ensure the inclusivity of the method and tools developed. By presenting itself under a different, more engaging / less stressful format that will rely on a variety of skills and applications to reach the next steps of the homework adventure, the method will benefit the pupils most in need for engagement and support including the ones with learning disorders as well as most of those struggling in school for various reasons (migrant background, socio-economic difficulties, etc). In addition, a special attention will be on the positivity of the approach (by insisting less on failure and more on progress) and on the format of the content where all results will be suitable for people with learning disorders (in terms of presentation, layout, phrasing, etc)3)While we will not limit ourselves to STEAM education in this project, the STEAM subjects are most likely to be even more affected by a lack of engagement from the pupils, especially in homework. Hence, they are going to be a focal point of this project to open the way to gamified homework all across the board of academic subjects. STEAM education is an essential step to the development of our fast-paced society. In the school sector specifically, a secondary goal of this project is to increase the levels of achievement and interest in STEAM education.<< Implementation >>This project will produce several results, leading to two subsequent testing phases organised in all partner countries. To reach these tests, we will begin with the creation of the first result, by building a first batch of Homework Adventures. Once the first batch is well on its way of being created, the expert partners will begin the creation of the second result, an eLearning module about how to create Homework Adventures, by building on their experience. This eLearning module will allow the teachers and education professionals to have a step-by-step method to follow in the creation of their own Homework Adventures. This first batch will be tested in schools by both pupils and teachers and will be modified and improved as needed. The participants in these testing phases will be interviewed in order to get their impressions, good practices and experience using the material and the partners will learn from this first testing phase in order to improve the first batch and to create a more complex and efficient second batch. As the first testing phase begins, the launch of the creation of the fourth result, an implementation guide, is done. This guide will be based on the invaluable input of the field testers, as the first users of all the project results. Additional feedback on best practices will be gathered by the partners in order to help set the improvement needs and the best practices for both the second batch and the use of the results post-project development. In parallel of the first testing phase, partners will begin to build the third result as well; a Toolbox of pedagogical tools, visuals, practical sheets and templates, in order to further enrich and polish the Homework Adventures and to create building blocks for teachers when they will create their own Homework Adventures. This Toolbox will be translated by the partners in their national languages. As all results progress, a second batch, using the experience gained in the first batch and the feedback from the first testing phase will be created with both gamification experts and schools. As the second batch is being field tested in schools and by education professionals, required improvements on all results are set in place and final modifications are done. The additional feedback is also being incorporated in the Implementation guide. All results are translated in all languages of the partnership and uploaded as OER on the website and eLearning platform.<< Results >>Project partners intend to create efficient, engaging pedagogical materials and tools for teachers in order to implement an innovative gamified Homework methodology with their pupils that will boost the efficiency and engagement rate of pupils in remote work, and more specifically, in Homework. The methodology will be based on the concepts of Gamification and Game-based-learning, as well as incorporating some creative storytelling. More specifically, the outcome of the project is to boost the achievement rate of pupils in basic skills fields, especially in STEAM, by raising the efficiency and engagement rate of homework through Gamification. Practically, over the course of the project, we expect different types of impact. There will be both concrete intellectual results that will be created as well as more general results.The concrete intellectual results of the projects will be as follows:The first result will be a series of 18 ready-to-use homework adventures in different formats to get inspiration for the homework creation. This will include a short presentation that will introduce the project, how it is articulated and make a quick overview of the concepts of gamification, game-based learning and gamified homework and the different pedagogical benefits that using this technique can have on the pupils’ performance. The second result will consist in an E-learning Course on how to create your own homework adventure and how to leverage them to increase pupil learning. This e-learning course will accompany the teacher or education professional step by step in the creation and usage of their homework adventure. The third result will be a Pedagogical Toolbox containing all materials and practical sheet on specific gamification materials that the teachers may need in order to create their homework adventures. This result will contain a minimum of 100 items.The fourth result will be an Implementation guide that will help the teachers put their gamified homework into place, with its rules, frequency, delivery system, homework hand-in system, etc.These results will be created in English first, and then translated in all languages of the partnership (IT, FR, ES, HU, GR). The results on the target groups will be: •Strengthening the profile of teaching professions by enhancing the teacher’s initial education and continuous professional development through the promotion of Game-based and competence-oriented teaching and learning.•Increasing the levels of achievement and interest in science, technology, engineering, and Mathematics (STEM) by using Gamification and Game-based-learning with a cross-curricular approach.•Providing inclusive and engaging materials and tools for all learners, including for pupils with SLDs •Providing practical methodology to make pedagogical materials more inclusive for all learners, especially for those in need of special support in mind (e.g. children with a SLD or children from disadvantaged socio-economic background, children from a migrant background, girls) in order to develop high quality childhood education.•Raising awareness of the importance of Europe’s cultural heritage through education, lifelong learning, informal and non-formal learning. In terms of communication result, we are planning the following:•A project website•6 multiplier events with a total of 200 attendees•1000 users of the Open educational resources•700 educational institutions, professionals or groups contacted•50.000 people reached through the communication campaign•At least 10 associated partners by the end of the project

"<< Background >>Climate change (CC) is affecting every country, quality of our life and it will continue to do so, unless we try to educateourselves and our children to make changes in our lives that will impact the environment less. Knowledge on CC in formaleducation helps the development of sense of responsibility through creation of informed awareness. Such awareness isnecessary to guide students’ behaviour towards concerted ameliorative actions (McMillan et al., 2004; Kuhlemeier et al.,1999; O'connor et al., 1999). Moreover, the school students should be motivated towards an environment-friendly lifestyleby inculcating informed awareness in them so that they can influence adoption of better climate policy by choosing proenvironmentleadership (Boyes et al., 1993). Environmental education is very fragmented in EU schools, lacking a holisticapproach. Partners decided to collect existing good practices used in schools, youth, training organizations and create ancurriculum for environmental interdisciplinary learning with holistic approach for all levels of education<< Objectives >>ECOSTREAM project is an attempt to summarize the available experience in the European countries, the experience ofteachers in the use of elements of social simulation as an efficient environment protection pedagogy offering an overviewof the positive effects of learning by doing. The objectives of the project are: *to collect and share good practices amongproject partners, *to increase professional development of teachers *to collect ideas and create a Curriculum forenvironmental interdisciplinary learning based on climate change simulation games and follow up activities for the projectresult. *to develop and reinforce EU networks for sustainable environment among teachers *to enrich the network forsustainable environment and awareness raising on CC effects among schools, education providers.<< Implementation >>Partners will collect good practices examples during all project implementation, create a Curriculum for environmentalinterdisciplinary learning based on climate change simulation games and follow up activities for the project result. During2 short term joint staff trainings partners will share their experience in using Climate change and environmental protectiongames and methods for pupils training. 2nd LTT will be dedicated to Verification and evaluation interdisciplinary lessonplans<< Results >>The project will produce tangible and intangible results: Intangible results (project outputs): - new competencies forteachers in the partners' organisations; - exchange of experience and good practices among teachers at internationallevel; - increased intercultural competences for the staff and learners; - lifelong learning network of partners and otherstakeholders involved in the project at local, national and European level; It will be represented by tightened cooperationof different communities in relation to issues of youth education. Effects of this cooperation - consolidation of mutualunderstanding of the essence of training tools for teachers. - increased EU project management competencies; -improved project partners educational offer. Tangible results: - ""Curriculum for environmental interdisciplinary learning"",based on holistic approach and seek to address the emotional, social, ethical, and academic needs of students in anintegrated learning format. This PR will be used by teachers and educators in their efforts of raising awareness on climatechange effects and protecting the environment with students aged 11-15. - videos about the training sessions; -promotional materials (project logo, leaflet, press releases, information for social media, Facebook"