"Move your body, move your mind - developing mental skills through board, field, sports and ICT games is a project that meets the constant social and economic changes in Europe. High level of migration, high unemployment, and unstable career requires from us to adapt flexibly to the changing social and economic reality. Therefore, children should be equipped with such skills and competences so that they can be active members of society. Games are a great way for a versatile development of a young man. The project activities will mainly involve pupils aged 6-15. These are children from rural areas and small town sand regions in Poland, Romania, Lithuania, Italy and Greece. It is a group of students with a diverse social status, diverse educational needs (Greece, Lithuania 10%, Poland 18%, Romania 10% and Italy 9% ). Multiculturalism and different religious denominations often appear in one country (Italy - 9%, Romania - 10% Catholics, 5% Adventists, Greece - 15 - 20%).The goals that we want to achieve through the use of games in the educational process are to raise the level of key competences and skills. Thus, for young people, the following will be important: communication in a mother tongue and a foreign language, mathematical and IT competences. The ability to learn will also be necessary.Children will use these skills to describe and create games, getting educated from the rich cultural heritage of their own country and partner countries. We will create a book of games that will be disseminated by project participants.Games can be a powerful social inclusion tool and that is our next goal. Students from diverse backgrounds will interact with each other not only during lessons but also during programming, coding, sports or board games, as well as on breaks (""active breaks"") and at family festivals, sports tournaments.Different types of games will give students the opportunity to gain experience in effective team cooperation, coping with problem situations, taking and implementing their own initiatives, and assessing their activities. Thanks to this each student will gain better motivation to plan and organize their own learning, building the foundations for further education.An important goal of our project is to support teachers at work with groups of students of diverse levels, i.e.: people from a migrant background, with low social status or with special educational needs. The teachers will exchange their experiences, observations during short-term trainings in different countries, trainings and meetings in native institutions and local institutions. The tools used in teaching contacts will be: the project website, the eTwinning platform, social networking sites (e.g., Facebook), e-mail and videoconferences. Teachers will develop a catalog of addresses of useful websites, multimedia platforms, applications, and programs that can be used to develop games and use to teach lessons. Teachers, to cooperate effectively, will be obliged and motivated to raise their competences in the field of English as well as information and communication technology.ResultsEnglish is the language of the project and raising the level of its knowledge is the main goal and effect we strive for through international cooperation. The development of key competences through various types of games and activities is to lead to:• Increasing the number of students taking part in knowledge competitions and sports competitions.• The students' use of new forms and methods of acquiring knowledge in practice• Getting better results from the language English, reading, writing, counting, physical educationTIC• The widespread use of technology in the educational process• Creation of a directory of websites to help you learn• Using online platforms and communicators to keep learners in contact with peers from partner countriesSocial inclusion• Increasing the integration and participation in the life of the class and school of children from environments with different social statusPotential long-term benefits:• Increased physical activity of students,• Interesting lessons using ICT• A different space at school (corridor games, whose main task is to stimulate the child's smile, but also to encourage them to play on the move). That is why a great idea is, for example, to move board games to a larger format of floor games, where the pawns are the children themselves and alternately throw the dice and move by a given number of fields• Implementation of the core curriculum in a modern form, through movement, board and online games"

Our project took the Olympic and Para Olympic values and embedded them within planned activities across our 4 schools.The primary objective for this project was to link the Olympic values and a growing need to work together to support pupils with learning difficulties.This area of need includes pupils from areas of deprivation, those who are identified as requiring Special Educational Needs (SEN) and those who struggle to learn in a mainstream school environment.Using the Olympic values of; Friendship, Respect and Excellence and the Para Olympic values of; Determination, Inspiration, Courage and equality we worked together to explore our understanding and knowledge of these values, share teaching methods and real life situations to develop a range of teaching techniques and a portfolio of support materials and case studies.All of our resources are shared on our etwinning page for all to access. The 5 Olympic rings represent 5 areas of curriculum learning. Each ring was allocated to a partner who used this and one or two of the Olympic values as the overarching theme to a visit by all of the partners.The 5 areas of learning identified were: Science and Maths, Language and literacy, Social sciences (History, Economics, Geography etc),Arts, and Sports. Each visit reflected on our project motto and included specific social science session focusing on recent or current refugee crises and its impact on the host country. The visiting teaching staff had dedicated time within the visit to observe and discuss teaching methods, case studies and resources etc to teach Science and Maths with a focus on learning difficulties and mixed ability classes. The pupils also join in with curriculum specific activities (eg Science in Spain) and Social Science lessons as well as activities including sports focused on Friendship and Determination.Since we were all partners from a previous Comenius project, this enabled us to build upon what we had already learned and achieved from each other and through our now established friendship and respect focus on this more challenging area of teaching and support. We see this project as a further development to our partnership and complementary to the journey we are on together.We have already recognised that pupils in Primary schools with learning difficulties have a lower expectancy of attainment and are at risk of falling out of mainstream education and leaving school early.We believe early intervention at Primary school level to try and address these issues will be of benefit to the pupil in the long term.We acknowledge that this is not solely the responsibility of Secondary schools to address.Through this project we aimed to improve these pupils expectations and attainment levels. This in turn will aid their transition to Secondary school and give them the best opportunity to succeed.Each school in the partnership has similar issues and have developed teaching methods, resources and solutions to try and address these but we have not tried to investigate this together as a partnership or look for help or support on a European wide basis. It is clear from the discussion we had about this project that the teachers could see an immediate benefit to working together and were excited by the prospect and the outcomes that could be achieved.Over the two years 80 pupils and 24 teachers travelled to take part directly in each of the 4 project visits. All of the schools have a growing number of pupils with a range of learning difficulties and all are from areas of deprivation in their respective countries and these visits were fully inclusive with schools encouraged to bring mixed ability groups to the meetings. For example, 50% of the British children who travelled across Europe as part of the project were in the 'disadvantaged' and 'Special Needs' categories. This project aimed to meet and contribute to the impact of the Erasmus + programme by; Providing a greater effectiveness of activities for the benefit of our pupils; new or improved practices to cater for the needs of disadvantaged groups and to deal with social, linguistic and cultural diversity;To inspire the development of a more dynamic, committed and professional environment inside our schools.Being prepared to integrate good practices and new methods into daily activities; to be open to synergies with other schools active in different countries.To help with schools strategic planning of professional development for staff in line with individual needs and schools objectives.Each school and the project etwinning webpage posted resources that are in the public domain and provide a lasting legacy for the wider education community through the world wide web.

The main purpose of using robots for education is to alleviate the effort and time that students will spend of learning subjects. Robots have the ability to get the attention of students making it easier for them to understand the lessons. Throughout the life span of this project, students have demonstrated an understanding of how to program robots and computers, with an emphasis on the team approach to problem solving utilizing various robotics for education equipment like Ozobot, Sphero, Lego EV3, Parrot Drone, Mbot, etc. Number and profile of participating organisations;The project has had 4 partners working together from UK (2x), ITA and TUR. The project coordinator school was St Brigid`s PS who had put STEM and ICT in particular in the forefront of their school development plan, starting with investing into new IT devices and actively seeking for sponsors to achieve their goals. Description of undertaken main activities;1. Cooperation between schools took place both at peers and teachers` level, mostly via Skype, but eTwinning (TwinSpace) proved to be a great platform as well as Paddlet and Facebook. Teachers used emails, messanger and Whatsup as well. The regular Skype meetings allowed our pupils to meet, socialise and work efficiently with their european peers and it proved to be a great success in each year with all KS classes we got involved.2. In school activities: Robotics for Maths, Lego EV3, Sphero and Scratch for visual programming, while BBC Micro:bit for text based coding. Our Robotics to Mars was a great success which combined Maths, ICT, WAU subjects with almost endless material provided by ESA and NASA. Code week and Hour of Code (an EU initiative) made it possible for us to get further recognition for our work by obtaining certificates issued by HoC.3. Other activities: Lego in School, Robotics Competition, Be an Engineer, Space & Astronomy, Webinars and trainings for teachers, Basic programming. Results and impact attained;A. For the first two years of this project, we have already obtained both the National eTwinning Quality Labels and the Europen eTwinning Quality Label, and for this year (final year) we have already received the National QL while waiting for the European one to be announced in October time.B. All schools participated in the Code Week initiative and received Certificate of Achievement.C. As promised in our application, all partners used different classes each year and aimed for different age-groups as well. Through eTwinning, teachers were asked to host webinars, partially for dissamination purpose, but also to attract more schools to join our project on a voluntary bases.

<< Background >>Many resources that strengthen students' psychological resilience and make it easier to cope with life's challenges are less available during a pandemic , namely: absence of fieldwork, extracurricular activities, teamwork, connections with others, strengthening one's own strength through sports, movement, work activities. The fact is that children are more exposed to digital content. Except in class, they are even more exposed to recreational content at home. Children are dominated by a sedentary lifestyle, typing on mobile phones and tablets, moving away from nature, the environment and a healthy lifestyle. The consequence is poorer graphomotor skills of students, illegible handwriting, they are incompetent in basic activities such as cutting with scissors, sewing buttons, joining textiles with needle and thread, food preparation. All of that is all visible in working with students in our schools. In addition, the number of hours in which handwork is applied has been reduced in the education system. Due to the overemphasized importance of knowledge, motor skills are neglected, which are very important for the acquisition of all knowledge and the further life of students and their mental health. Rapid economic change imposes a greater need to nurture environmental care from an early age. In addition to the development of digital competencies, it is necessary to encourage the development of motor skills and a quality relationship with nature. Given today's circumstances, there is a need for better preparation of students for life and the world of work. It is necessary to emphasize the economic reasons for the need to encourage students to continue their education in crafts.<< Objectives >>By self-evaluation of the work of the school at the end of the last school year, we concluded that it is necessary to direct teaching to students, especially students with disabilities, to intensify psychological well-being of students. The analysis of our strengths and weaknesses points to changes in approaches to teaching in which, in addition to the development of digital skills that are necessary, practical work and raising awareness of environmental protection should be more prevalent. Students of different abilities and abilities are educated in our school, as well as students with different socio-economic abilities, and changing the approach to teaching will enable them greater motivation, easier learning and acquisition of basic skills and easier transition to the next level of education.The overall goal of our project is to improve the competencies of students and teachers in the field of teaching and learning through practical work and activities in the field of environmental protection.Project goals:1. increase students' interest in handicrafts, practical, research, comprehensive learning and encourage active student participation in teaching2. strengthen the environmental awareness of students and teachers and responsibility towards all living beings, the environment and themselves3. to increase students' interest in natural subjects and further education in craft occupations through practical learning4.to improve the key competencies of teaching and management at the school level and incorporate exchanged knowledge and skills in working with students and school curricula5. to improve communication between students and teachers in English and thus improve their communication and interpersonal skills6. to improve the internationalization of the school by sharing knowledge, exchanging experiences, ideas, new trends, examples of good practices and promoting European awareness among all members of the educational community.<< Implementation >>The project plans various activities that will be carried out during the project according to the plan. All activities related to the objectives of the project are also related to active and practical learning in the field of environmental protection in various subjects. Teachers from all partner schools will explore the possibilities of applying practical work, each in their own field, but also transdisciplinary in the correlation of subject areas (mathematics, nature, foreign language, social fields, sports). The ways and possibilities of using practical work for learning purposes will be applied in working with children in all participating schools during the project. The classes, workshops, lectures will be hold, monitoring the work of students and teachers focused on practical work and environmental protection in different areas and different schools and school systems, thus ensuring better achievement of goals. Activities cover a variety of topics, such as: Healthy and balanced nutrition, Household and sustainable development, Recycling, Green trips, Community and nature. Each school prepares learning and teaching activities in which students from all partner schools will participate, related to the project objectives. The themes of these activities are: A greener future that connects people, Green schools, Our traces in nature, And our green garden makes a green Europe, Let's cooperate with nature, Architecture and nature. Two transnational meetings will be held (Together in New Challenges, Cooperation and Productivity), with the aim of more successful implementation of planned activities and creation of better intellectual results of the project. Teachers' research work with students will be carried out with the aim of creating intellectual results of the project: online platforms for teachers and educational digital games. There will be dissemination at all levels, closing conferences and a multiplier event: School as preparation for life: -from practical to digital.<< Results >>Two intellectual results will emerge as a result of the project : a platform for teachers with examples of methodological scenarios and educational materials for students which include educational digital games with an environmental topic. We expect the project to have multiple effects at different levels.At the student level:1. better organized teaching and practical work activities that enable learning to be faster, easier and more interesting;2. higher level of ecological awareness and responsibility towards all living beings and the environment3. increased practical skills and techniques - greater self-confidence, satisfaction with school and better mental health of children;4. improved language competences in English.At the teacher level:1. improved key competencies and skills in the work of teachers - application of new methods of learning and teaching in the field of practical work, preservation and environmental protection;2. greater environmental awareness and awareness of the need for teaching in accordance with the goals of sustainable development;3. improved communication of teachers in English;4. developed awareness of national and European cultural heritage.At the school level:1. improved quality of teachers' work and strengthened professional teams at the school level;2. better support for teachers in applying different approaches to teaching and preparing teaching materials3. enriched and better designed school curricula of all schools and improved school development plans;4. greater environmental awareness and care for the environment of all schools;5. developed European dimension of schools.Internationally:1. greater care for the environment, green areas, sustainable development - all partner schools deal with environmental protection and sustainable development;2. better cooperation between European schools and the exchange of good practices at European level;2. increased experience of participation of all partner schools in Erasmus projects;3. greater connectivity and networking of schools in Europe, which is a stimulus for new collaborations and partnerships in new projects.

This Erasmus+ project aimED to increase primary school educators’ understanding of multiple intelligences and to help them increase their abilities to create early learning activities that serves all kinds of intelligences, i.e. all individual child in their classrooms. The starting point for this purpose is the Multiple Intelligence Theory from Howard Earl Gardner. The main book (resource) we used was Thomas Armstrong, Multiple Intelligences in Classroom (3rd Edition). Link: https://twinspace.etwinning.net/23137/materials/files Objectives: This project was designed to increase awareness of the fact that there are different kinds of intelligences and it is possible to support each intelligence through creative and integrated activities in early childhood classrooms.Following a webinar/training hosted by St Brigid`s PS (Teaching Maths Through Games Using Multiple Intelligences; Registered on 05.10.2016), we sat up a clear time and activity schedule for our project. For most of the partners, Mr Gardner`s M.I. theory in class was new and the first year was really a learning process with testing different ideas and put the theory into action. This event/webinar, attracted participants from both amoung our partners, and other teachers on eTwinning (19). Link: https://live.etwinning.net/events/event/14793Our expected results were: 1 Enable teachers to lead and facilitate more progressive approaches to Maths lessons to allow for more playful, creative and hands-on learning, Please visit: https://i.ytimg.com/vi/83zaoBsrVoY/hqdefault.jpg 2 Embed opportunities for hands-on learning throughout the curriculum to ensure that students of all abilities have the chance to learn by doing, Please visit: https://youtu.be/983sZ_mffP4 3 Creativity should not be regarded as a ‘nice to have’ and restricted to arts subjects, but as fundamental to successful teaching and learning in Maths subject, Please visit: https://youtu.be/hy3oegKzTjo 4 Ensure that non subject-specific skills for the future such as communication, problem solving and critical thinking were integrated throughout the curriculum, Please visit: https://youtu.be/lPBsBKvs998 Our children need strong ICT skills to be able to fulfill the so rapidly changing world of technology. Several modules were devoted to this topic itself within our programme plan to develop skills that our pupils need for the future. We worked closely with all the ICT coordinators to make sure that our programme provides the best possible outcome for both the teachers and pupils. By the end of this project we expecedt to see that all our children were able to use their ICT skills in real life environment and that this programme did make them more competent and better achiever on national tests to their counter parts, who do not take part in this project. Description of undertaken main activities:Main Activities: Multiple Intelligence (M.I.) in Classroom, M.I. Test, Understand M.I. Theory and Implement it (A1), Using Mathematical games (A2), Teaching Creatively (A3), Supporting M.I. in one Activitiy (A4), Promote International Cooperation Between Schools (A5), Astronomy & Space, Dinosaurs Science and Maths, Art for Maths, Maths with ICT/M.I., Careers, Life in Town, Traditional Games using the Body, Verbal Linguistic Smart, Picture Smart, People Smart, Pen Pal.Devices we used:Parrot Mini Drone: improving ICT in our school, we have used drones for discussing and demonstrate ICT/Programming skills and Engineering, through different Project Based Learning activities. Ozobot: is another great example of the latest technology to be used in class. Ozobot allowed us to introduce basic programming, using colour codes. And although we only used it for a short time, we are planning to have a greater use of this amaizing tool in the second year. Lightbot/Tynker/Scratch JR: These are all free apps, allowing our children to use them not only in school, but in their own home. Using free apps on both Iphone/Ipad and Android can be easily arranged, and provides many hours of joyful learning both in school and home. This is again something we would like to explore more in the second year. Other devices: bbc microbit, arduino, sphero, meetedison, basic electric circuits, etc.Results and impact: Our TMTGuMI project has won multiple eTwinning Quality Labels and European Quality Labels (10+), our POR partner won the prestigious National eTwinning Prize.