"CONTEXT AND OBJECTIVES: four schools have collaborated in order to organize the ""HealTH AT School"" project. This collaboration was the result of our acquaintance with a KA1 program on Tenerife island on the challenges of interculturalism and communication networks that had been contracted from previous Comenius projects. We are unanimous about the same requirements: improving our English skills, using digital tools in the lifelong term learning and formulating strategies to effectively address the everyday challenges regarding nutrition, physical activity, protection from the dangerous aspects of technology and the creative use of the internet. PARTICIPANTS: schools gather more than 2500 pupils who will be impacted by ""HealTH AT School"" project. About than 120 students and nearly 25 teachers will be involved directly. The fact that we are four countries with different cultures and origins (Mediterranean, Balkans, Central Europe) would emphasize is the idea that diversity provides an added value and promotes the cultural richness of our society. We learn from people that are different from us, not from those who are the same as us. ACTIVITIES: in this project we have designed several activities, which will be carried out over two years, using different approaches to reach our aims. These objectives will be set in 4 final tasks: a webpage, a digital magazine (or a printed book) , a participation as Erasmus group in Safer Internet' s Day, a solidarity action. METHODOLOGY: the methodology we are using is collaborative groups through different subjects in class : from English, Geography, Gymnastics, to Arts or Sciences. As we are spread out across at least 1. 000 kms, we will work using digital tools and English as the only common language among the 4 countries. Teachers have written this document sharing a lot of documents on Google Docs, Facebook platform and Google Drive beside lots of activities have been shared on Edmodo platform. RESULTS: the results we want to obtain in a short term are to improve language and digital skills in our students, to make them use the Internet creatively and to perceive the feasibility of their healthy everyday life (physical and mental). It will also allow teachers to use different teaching methods and, what is more important, set up networks of partners for future educative projects. IMPACT: the impact of this project is expected to be significant as it allows teachers to work in an innovative and creative way, use new methodologies, digital platforms and learning tools. Also, students will develop and practice their lifelong learning skills and contribute to a better everyday life, a better literacy, a better use of technology and promote tolerance. The “HealTH AT School” project will have an impact on our community establishing international contacts and enabling a cultural enrichment for all the community. LONG TERM BENEFITS: We have seen in the European projects previously developed in our schools that actions in Europe are a vital element to obtain high quality and creative long-term results within the educational and local community. It also allows the recognition and positive social assessment by families, by local communities, by other educational entities and by the regional administration. We believe that the ""HealTH AT School"" project is a good opportunity for all, pupils, educators, and the local community to realize that the greatest importance in modern social reality is to learn living with quality by taking the timeless saying of the great Greek philosopher Aristotle into consideration that ""life is not as important as quality of life."""

Project background:The basics of electronics and programming appear in numerous fields, the need for such experts is constantly growing.High school students interested in technical fields often build electronic devices, and strive to learn the fundamentals of electronics. Unfortunately, because of the complexity of the subject, without a guide the learning process often leads to a dead-end.There are devices suitable for teaching programming, however, these are based on complex hardware, and thus the inner workings, and the connection between hardware and software cannot be understood using them.Number and type of participants:The coordinator of the 5-party partnership is a Hungarian professional electronics development company, whose main tasks are creating a multilingual curriculum, and the dissemination of project results. Further members of the partnership are 3 high schools, and one foundation of a high school (2 Slovakian, 1 Romanian, and 1 Hungarian institutions). Description of goals and tasks:A needs assessment conducted by the partnership confirmed that there is a need in school education for a comprehensive curriculum, which guides students from understanding the mathematical foundation through using electronic parts and tools to realizing basic control structures in easy-to-understand, incremental steps.The goal of the two years of the project was to create a multilingual, 24-part electronics curriculum aimed for high school students. A planned table of contents, two sample parts of the planned 24, and a list of electronic parts and tools have already been completed in advance. An innovative property of the curriculum is that every part is illustrated with real world examples, which the students can try out themselves.During the project the curriculum was tested by high school students with the supervision of the partner institutions. In the first 9 months the first version of the curriculum was completed, and was simultaneously tested by the students. In the second, 6-month long period the second, improved version of the curriculum was prepared using the feedback acquired. At the same time, the writing of the first English version of the curriculum started, so the partner institutions could start testing them in time (September 2019). In the last 9-month period the improved curriculum (after multiple iterations) in English was completed.The full curriculum is available for free on the project website, which the partnership continues to maintain after the project period.Project management methodology:The schedule was governed by the dependencies of the tasks, and the critical tasks, thus the partnership uses the “critical path method” (CPM).Most of the tasks consist of planning, creating, and detailed testing of the curriculum, making this area require extra attention. The curriculum can be considered the product of a classic “product development” process, thus the partnership used the “V-model”, which is commonly used during technical development. The steps of this model gave a well-defined framework for the tasks, helping the completion according to plan.Short description of results, their expected effect, and possibility of long term utilization:The most prominent result of the project is the innovative electronic curriculum, which contains 24 chapters full of practical examples with a total of approximately 440 pages. Other results are the 4 (out of the planned 6, due to the coronavirus pandemic) complex animation events (consultation and information days, exhibitions), 1 (instead of 2) summer educational event, and their reports, numerous dissemination materials.As an indirect outcome of the project the skills and knowledge of the students have expanded. Not only the project partners, but all educational sectors also have access to the curriculum. The multilingual nature creates the possibility for usage throughout the whole European Union. The curriculum helps students make an informed decision about their career choices. More students will choose a profession related to the field of electronics, and fewer students will leave their profession of choice during or after higher education. We started the intensive dissemination during the publication of the Hungarian chapters in the summer of 2019, since then the Hungarian Facebook page of the curriculum has 8700 followers, the curriculum was downloaded from the website roughly 2050 times. Based on these, it can be concluded that the values estimated during the preliminary needs assessment have a good chance to be realized in the future. Similarly, the intensive dissemination of the English curriculum was launched during the publication of the improved curriculum in the summer of 2020. Despite the short duration, we already have 4000 followers here, so we expect a significant impact here in the future as well. (The numbers here show the situation as of October 2020)

<< Objectives >>The aim of the partnership is to create a total of 48-part, approximately 3 hour per part innovative video curriculum for public education within the STEM field, providing knowledge in the field of electronics and informatics that underpins higher education studies and conscious career choices. Video presentations are largely able to trigger classroom instruction and / or students’ textbook preparation, reducing the workload of teachers while adapting to students’ digital habits.<< Implementation >>In cooperation with teachers and engineers, first the content and textbook of the video materials will be created, based on which the video presentations will be prepared with the participation of a professional engineering team of 20-25 people in total. The testing of the intellectual product is done by students of 3 high schools with different backgrounds in English and Hungarian for 2 years under the guidance of their teachers. We want to achieve multiplier effects in several EU countries.<< Results >>Video tutorials will be published in 2 languages, via a free video sharing platform, the EU dissemination platform and a mobile application. Teachers will gain pioneering experience in the blended training model of video curriculum and classroom education. The integration of videos into public education will increase interest in technical higher education at EU level. The knowledge will not become obsolete for 15-25 years, the number of potential users in the EU is 50-200 thousand per year.

Project background:Basics of electronics and programming are appearing in more and more fields, the need for experts is constantly increasing. Universities are trying to keep up with the demand, and in many cases, education already starts in high school, usually in the form of extra-curricular activities. High school students interested in engineering often build electronic circuits on their own and try to master the basics of electronics and embedded software development. Unfortunately lacking a step-by-step guide, the learning process usually reaches a dead-end very quickly.Although similar guides exist that teach the basics of programming, these are built upon complex hardware and therefore are not suitable for understanding the inner workings of the hardware and the interaction between hardware and software.The strategic partnership finishes the Erasmus+ project “Crystal Clear Electronics” (project number: 2018-1-HU01-KA201-047718) in August 2020, in which the results and the reception of the unique intellectual product is exceeding expectations. By continuing the curriculum, the partnership wishes to teach embedded programming on ARM microcontrollers completing the electronics themed material intended for high school students.Participants:The coordinator is a Hungarian professional electronics design company, whose main responsibilities are creating the multilingual curriculum, and disseminating the results. The other members of the partnership are two high schools, and a foundation of a high school (1 Slovakian, 1 Romanian, and 1 Hungarian institute). The number of 9-12th grade students in the institutions of the partnership is 1343, 68 of which have expressed interest in the curriculum.Goals and activities:A needs assessment has shown that there is a need in the public education sector for a second curriculum partially based on the first Crystal Clear Electronics, that leads high school students in an easy-to-understand manner from the theoretical basics to using file systems and operating systems on microcontrollers.The goal during the two and a half years long project is to create a 24-part multilingual electronics curriculum aimed for high school students. A preliminary table of contents forming the basis of the curriculum, and a list of electronic parts and tools have already been completed in advance. An innovative property of the curriculum is the focus on practice and the usage of digital tools, and a mobile application.During the project, the curriculum will be tested by high school students with the supervision of the partner institutions. In the first 16 months the Hungarian version of the curriculum and the accompanying mobile application will be completed and will simultaneously be tested by the students and perfected by revisors. In the second, 14-month long period the English version will be completed.The full curriculum will be available for free on the project website, which the partnership will continue to maintain after the project period.Project management methodology:The partnership uses the “critical path method” (CPM), and has a precisely defined project plan (tasks, timing, responsibilities, expanses, etc.). Most of the tasks consist of planning, creating, and detailed testing of the curriculum and the mobile application. The project can be considered a classic “product development” process, thus the partnership uses the “V-model”, which is commonly used during technical development. The steps of this model give a well-defined framework for the tasks, helping the completion according to plan.Results, expected effect, possibility of long-term utilization:The most emphasized output of the project is the innovative electronics curriculum teaching ARM microcontroller embedded programming and the accompanying mobile application. Other results are 8 complex multiplicative events (consultation and information days, exhibitions), two summer teaching activities and their reports, numerous dissemination materials, webpage, Facebook page.As an indirect outcome of the project the skills and knowledge of the students will expand. Not only the project partners, but all educational sectors will also have access to the curriculum. The multilingual nature creates the possibility for usage throughout the European Union. The curriculum will help students make an informed decision about their career choices. More students will choose a profession related to the field of electronics, and fewer students will leave their profession of choice during or after higher education. According to the calculation based on the needs assessment, there can be more than 6200 students per year in demand for the Hungarian, and up to 248 thousand EU-28 students for the English curriculum.At least 90% of the curriculum will contain general, basic knowledge which will be relevant in the next 15-25 years making this modern curriculum useful for a long time.