<< Objectives >>The We Teach DATA project aims to enhance ISCED level 2 students’ key competences, STEM teachers' teaching competences and professional development, and contribute to the modernisation of the STEM education through the development, testing, piloting and promotion of a set of comprehensive innovative learning materials and trainings for teachers, with focus on data science and cross-curricular instruction. This will be achieved as a transnational collaboration between 7 partners from 4 countries.<< Implementation >>The activities will be implemented in WPs dedicated to: coordination and communication, monitoring, evaluation, risk management and budget control; development and conducting of a joint staff training; development, testing, digitalisation, translation and piloting of a School Box a Master Class for STEM teachers a Training of Trainers; and implementing a comprehensive sharing and promotion campaign. We will apply the principles of innovation development through co-creation.<< Results >>Apart from the tangible results from each WP, we expect to benefit 600 students at ISCED level 2, 30+ STEM teachers and 2500 key stakeholders (during the project lifetime only and many more afterwards). Some of the intangible outcomes are: enhanced key competences (digital competence: information and data literacy; communication and collaboration; digital content creation; problem solving), teaching competences, professional development, awareness levels, quality and relevance of STEM edution.

Our project was originally designed to ensure that the cultural heritage of our countries could be shared through the medium of art. We had hoped that through working in the area of art the children would gain a meaningful understanding of their own cultures and also the diversity of cultures found within Europe. The project came about as partners met through E-Twinning and some former friendships from past projects. A preliminary meeting was held in Galway between the Italian, Irish and English teams. It was during this meeting that the basis of the project was formed and the application was initiated. Together we created the acronym for our project, @Museart. This summarised our main focus for the project, art, museums, ICT and amusement.By promoting and improving the skills of both teachers and children in the area of art, our objective was to allow them to use these skills in other areas of learning and life situations. We ensured that our project was inclusive and involved all members of school communities regardless of ethnicity, socio-economic background or academic achievement. Our aim to foster the continuous professional development of our teachers through the sharing of ideas and various pedagogical approaches within our European Community of schools was important. Our main aims were: To enrich the culture of each partner by exploring the main artistic places of each participating country and exploring the various cultures, traditions and places associated with art and creativity. We used art as a means of developing curricular material to improve the talents and abilities of the students. By participating in the various activities of the project, the children were enabled to develop a wide range of life-long learning skills such as literacy, ICT and a appreciation for aesthetic beauty. The choice of art as medium for developing these skills proved to be very effective because it is inclusive by nature and allowed all of the children to express their talents. To enhance the teacher’s overall professional development we improved their cultural knowledge, shared innovative teaching methodologies, exchanged excellent practice and provided learning opportunities and cultural stimuli. The project involved 9 schools from 8 different countries around Europe. The schools serve a wide variety of socio-economic communities and a wide variety of ethnic diversity. Having completed the activities the children are equipped with the knowledge, abilities and attitudes necessary to appreciate the unique artistic differences and similarities between the various cultures of our European partners now and into the future. One of the outcomes of the various activities and workshops was the development and improvement of and language skills which was evident during workshops, meetings and school visits. This project provided entrepreneurship opportunities by creating on-line resources, videos, exhibitions, workshops and artistic creations that were utilised by each visiting team.The long term benefits of the project are plentiful. As well as creating a lifelong friendship between partners, it has deepened our understanding of one another’s culture. The children’s immersion into the project has allowed them to develop friendships and understanding for a wider European community, the importance of its unity but also to recognise their own important culture.

<< Objectives >>The project aims to introduce a simplified hardware and software model of a digital device which is adapted to pupils from families with economic or integration impediments and could be understood by their relatives in order to strengthen both the positive attitude towards school as well as the link between parents and teachers. Thus the understanding of the digital systems will be improved in an attractive way.<< Implementation >>The activities will be: developing explanatory hardware and software models, compiling a set of animated elements to support the training, 4 methodological local and cross-border meetings with teachers, 3 transnational partner meetings, 3 workshops with pupils and 1 combined workshop with pupils and parents.<< Results >>The envisaged project outcomes will be:- Ameliorating the pupils`understanding on the modern digital devices for personal use and the complex processes inside- Closing the gap between pupils in dealing with cheap and expensive gadgets and respective technologies embedded into these- Strengthening the sense of necessity of education among pupils and their relatives.

"Context/background of the project; 'JOY in Education' leads to finding JOY in everyday school life. It teaches learners how to handle consciously values and norms, diversity and sense-giving, but also improve basic skills (language, maths), and language competence. All these ‘Life Skills’ we want our pupils to develop and lead them towards managing and living a better quality of life, help them to accomplish their ambitions and live to their full potential, depending on their life circumstances, culture, beliefs and geographic location. Objectives; We expect that the competences of the basic skills will improve, that students will learn how to collaborate, finding it enriching. We will focus on expressing feelings and expressive activities, in feeling free to share ideas, in stimulating creativity. Students will be taught using music to learn foreign languages, express themselves in art, music, writing, composing, handicraft, physical education and learn how to respect each other as a European citizen. Teachers will be trained in new methods: CLIL, Space learning, Improvisation theater, emotional intelligence, the Positive Classroom, and Cooperative learning, Multiple Intelligence, Cross Curricular activities and Outdoor Learning.Number and profile of participating organisations: The 6 participating primary schools are:1.Istituto Comprensivo 3 Chieti, Italy. The school program is founded on some basic projects using new teaching methods, ICT, environment and nutrition education, alternative P.E., different languages, ""media education"" and the use of theatrical arts. 2.13o Dimotiko Scholeio Kalamarias, Greece. We have extra subjects: Art, Drama, Music, ITC, English, German and French. Teachers apply to many innovative programs such as eTwinning, health education, environment and culture and many cross-curricular programs. 3.Szkola Podstawowa nr 11 im. Stefana Batorego, Poland is situated in social and economic disadvantaged area. Many pupils with challenging behaviour, emotional disorders and dyslexia. The project will give our pupils a great opportunity to learn about different countries, to improve their English, reading and writing skills and to be more active Europeans.4. The population of Pcb Het Baken, Capelle a/d IJssel, the Netherlands is most autochthon, with a lot of children from other countries. We have, more than average, children with special needs. Because of the good results of former school partnerships, we recognise that international education is a high-quality project. 5.St. Kliment Ohridski, Haskovo, Bulgaria, is one of the leading schools in the region. We have three computer labs equipped. The school trains 665 students. There are a lot of extracurricular activities. 6.Easterfield is a small rural school near Turriff, Scotland. We have 22 pupils, 14 of which have additional support needs. Many of the pupils' horizons and experiences are narrow and our pupils in the past have benefited greatly from their involvement in a Comenius project.Description of undertaken main activities with the results and attained impact: All the results are put in twinspace.1.Activities of the children (A)2.Workshops for the teachers (C)3.Teaching by the foreign teachers (M)Every project meeting (6) consists of three parts:1. Evaluation and planning; 2. Training of didactic methods (C1-C7); 3. Teaching students by the visiting teachers of project subjects.A1- Introduction of schools, classes, staff and local areas of each partner school by pieces of art, photos, PowerPoints, videos. The creation of ‘European Erasmus Window’ boards in each school. The results were put on the Erasmus Window in each school and in some classrooms. The impact of this project part was an eyeopener for students, teachers and parents. It has a follow up by Questions and answers. Pupil ask pupils of other partners how f.e. looks their playground, or ask if they get homework, or sports tournaments. On twinspace there is a special page for this Q&A.A2- European digital journal ""Blabla"". The journal will be updated every month focusing on the main project events in the partners’ schools and their areas. Special for the older students. The results were put in the classrooms , the “window “and on a special website.( https://sopole.wixsite.com/blabla)A3-Running a competition to design the project's logo which will be open to all students. Student Councils will vote for a winning logo for each school. Out of the 6 local winning logos the children choose a best one. The Greek one was the winner. A Scottish designer made it a wonderful logo. This item brought the project close to the mind of the children and joy was in!A4- Joy to the world: Creative Xmas. Hand-craft and/or handmade cards exchanged among partners. The impact was every year another class and learning some foreign languages.THERE IS NOT ENOUGH SPACE FOR THE WHOLE SUMMARY. SEE THE ATTACHMENT FOR THE COMPLETE VERSION"

"With the reOPEN initiative, the strategic partnership between educational institutions representing the entire spectrum of basic general education services is a step towards achieving a comprehensive educational change by delivering innovation at a global level. Education professionals from Bulgaria, Turkey and Poland, as well as associate partners from Germany and France, aim to create, implement and disseminate innovative pedagogical educational approaches and open educational products aimed at social inclusion by encouraging teamwork and facilitating access, participation and learning outcomes for disadvantaged learners, including through the application of ICT technologies. Using the intellectual product of the previous OPEN initiative,The defined tasks (1) enhancing pedagogical competence and improving the pedagogical profile of pedagogues, (2) providing a modern educational environment and (3) providing pedagogical practice in which disadvantaged and dropping out students, direct participants plan activities related to meeting the specific needs of educators hindering the application of the method in a real environment. These are the lack of readily usable materials and the accumulated competencies of educators to apply a person-centered approach to learning.The development of a portal for sharing open educational resources, the development of 324 practical lessons and 16 pedagogical collections for the training of competent teachers are expected to be the means to effectively apply the Freinet Method. The result will have an impact on the implementation of national partner strategies for creating competent, thinking, knowledgeable and understanding citizens, as well as contributing to the European horizontal priorities of ""Social Inclusion "", ""Open and Innovative Projects Built in the Digital Age"", and the priority in the school education sector ""Support for schools to tackle early school leaving and disadvantage""."