The title of our project is: “Writing across Europe with Dahl“. This two-year project will focus on literacy and ICT. Having proficient Literacy and technology skills provide learners with power and the ability to transform lives.The aim of our project is to enhance these areas through several activities that will provide, at the end of the project, a new method to teach literacy through ICT for Primary schools. This well-planned programme will adopt a skills-based approach and provide real-life opportunities which will apply Literacy, technology, Art and Thinking. This learning will be integrated into our curriculum, and will be effectively coordinated by members of staff at each school. The pupils will be encouraged to use their previous knowledge and skills, and to use their own initiative to successfully complete the activities, which will include problem solving and team working opportunities and to write their own books. Our project outcomes will be for our pupils to enhance their literacy levels through traditional and ICT skills, their first language proficiency and foreign language skills, to learn and explore the culture and daily life of other European Countries, learn new vocabulary related to the different areas approached in our project and raise awareness of multiculturalism and European citizenship. All our learners will be supported by dedicated staff that will also be developing their Literacy and ICT skills further. There will be six European countries participating in the project. Pupils, teachers and other school staff will be part of the project. We will also include our school Governors, Local communities, authorities, publishing houses, libraries, ICT experts and schools in our areas. Local media will always be informed. During the first year of the project, the Primary students of the participating schools will start by reading the following books from Roald Dahl:-1st - 2nd grade: The Enormous Crocodile-3rd - 4th grade: Fantastic Mr. Fox5th grade: George’s Marvelous Medicine6th grade: The WitchesThese books will be in the L1 of the learners and through their reading, the learners will improve their L1 reading comprehension. Several activities of the 1st year will stem from the Roald Dahl books, such as designing infographics, videos classroom escapes, mascot creation, kahoots, writing and representing theatre plays. During the 2nd year, the children will begin their venture, which will be devoted to learn the whole process of how to write books (write the text, draw pictures, digital book design) and a publishing house and guest speakers from each country, which have already been contacted and agreed on their participation, will support and aid in teaching the children about this whole process. This project will also deal with entrepreneurship: the participants will learn how to design posters and create videos in order to publicize the books they will write. At the end of this 2nd year these books will be printed and sold in a fair that will take place in the last trip in England (C6). The internet will always be used for research purposes such as finding information from Roald Dahl and also to find and locate information on European countries within the project. Each participating school has already asked for the collaboration of their town local libraries throughout the whole project and these libraries (visited once a year),will display the books created by the students (1 or 2 books per school) at the end of the project. Literacy will also be enhanced by the writing of the books and reading them aloud in several workshops and displays will show the outcomes and the impact of the project. In addition, Literacy and ICT workshops conducted by local experts on these fields will be invited to work closely with teachers and students. Relevant guests will be invited into the schools in order to introduce and develop the power of literacy and ICT to the pupils. Possibly secondary students with excellent ICT skills will be invited to support and teach the Primary children, too. There will also be online encounters through eTwinning to communicate and participate in workshops. The project will be continuously be evaluated during the two years through online questionnaires for each visit and at the end of the 1st and 2nd year.The project will have a positive impact on our pupils, teachers and the local community, opening doors for new ideas and exciting ventures for the future. All results will be published on our website, eTwinning, Facebook and school's websites in order to hopefully benefit other ventures in long term. All activities will also be displayed in the Erasmus corner from each school for all visitors to view. We are very hopeful that our project will change our pupils' thinking, embed a positive attitude and develop their literacy and ICT skills to become successful in any area in their future lifes.

This proposal arises from the need of a set of teachers to focus on actions that have a high probability of substantially impacting student learning in the areas of content literacy and confidence in their learning. The team of teachers who allied to design this project considers that together they can walk through practical steps that ensure students have a balance of low, medium and high understanding of content knowledge and skill that they have a command over their own learning. It´s real that today’s workforce demands on employees, who have the ability to solve problems, understand and use data, and engage in team-based situations. It is necessary that our schools have the vision of looking to the development of their students as a whole human being and create environments where meaningful tasks, collaboration and problem solving are present. The project will use Computational Thinking as a fundamental skill used by everyone in the world, like a way of thinking about data and ideas, and using and combining these resources to solve problems. That way, teachers will encourage students to “think computationally” by changing technology projects beyond “using” tools and information toward “creating” tools and information.In order to have success in this task, teachers will design Learning Scenarios to develop the curriculum on Programming and Robotics linking to different subjects students have in their curriculum and simultaneous will create the tools to assess student performance, target instruction, and help students make the necessary connections between basic-level understandings and the larger questions raised by their learning activities.Assuming these considerations as a guide for the work to be developed within the scope of this project, four important concepts were adopted that supported that work: 1) learning scenarios; 2) computational thinking; 3) active methodologies and 4) a rigorous learning assessment made during the process and the final product (s)Based on the assumption that the design of learning scenarios with educational robots may develop the computational thinking and represent a relevant added value to the quality of students' learning and therefore they will be more prepared for the actual society challenges, it was defined the main project objectives:•Identify core computational thinking concepts and skills and provides examples of how they might be rooted in activities across multiple subjects•Design, implement and evaluate Learning Scenarios to develop the curriculum on Programming and Robotics linking to different subjects•Identify situations that each organization must apply to Learning Scenarios •Produce an assessment tool to help teachers make a rigorous student’s learning assessment with a component of self-assessmentThe project involves four schools from four different countries, Agrupamento de Escolas Fernando Casimiro Pereira, from Portugal; Osnovna skola Horvati, from Croatia; Szkola Podstawowa nr 6 im. Tysiaclecia Panstwa Polskiego w Swidnicy, from Poland; and 105 Dimotiko Scholio Thessalonikis, from Greece. It is expected that to hold four transnational meeting, one time at the begining of the project, two times during the duration of the project and another one at the end.with three person from each school. The present project will develop a final conference in Zagreb hosted by the Croatian partner where the results of the project will be disseminated.It will involve different stakeholders including policy makers, school representatives, industry partners, teachers, and people interested in the theme. It will be an event open to the comunity in Croatia and the dissemination of the event will also be done in the different partners countries aiming to open the conference to interesse in this theme. The most important participants in this project will be students from schools involved that attend the 3th to 9th grade and between the ages of 8 and 15. To help organize the work and carry out the project will be used iterative cycles supported by a design-based research approach. This is a systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development and implementation learning scenarios and their evaluation based on collaboration among teachers and students in real-world and contextualized environments. The final products of the project will be:1)Cross Curriculum with Coding Robotics (Croatia), 2) the set of Learning Scenarios that constitute the Resource center on Learning Scenarios on Coding and Robotics, 3) Teachers Capacity Building Programe for Learning Scenarios in coding and Robotics (4)Learning Assessment System (LAS) Cross

Until the mid 20th century, cities were generally organized into and developed around mixed-use walkable neighborhoods. For most of human history this meant a city that was entirely walkable, although with the development of mass transit the reach of the city extended outward along transit lines, allowing for the growth of new pedestrian communities such as streetcar suburbs. But with the advent of cheap automobiles and favorable government policies, attention began to shift away from cities and towards ways of growth more focused on the needs of the car. Urban planning largely centered around the use of municipal zoning ordinances to segregate residential from commercial and industrial development, and focused on the construction of low density single family detached houses as the preferred housing option for the growing middle class. The physical separation of where people lived from where they worked, shopped and frequently spend their recreational time, together with low housing density, which often drastically reduced population density relative to historical norms, made automobiles indispensable for efficient transportation and contributed to the emergence of a culture of automobile dependency.Through this project we aim to weigh in with the students vision of how to better the difficulties presented by urban settings of today and how to properly adress the multitude of challenges encountered in order to put these visions into practical use. By letting each partner be responsible for a particular section of the city we further enhance the needs and skills called for in order to make an intercultural teamwork feasible and provide our students with the invaluable lesson that for a project of this magnitude we all have to pull together regardless of cultural and national differencies.On a broader scale cooperation between international partners enriches the education system, both for the teachers and for the pupils. Sharing ideas and experience increases the children’s knowledge in order to develop an understanding of the world. Participating in this partnership will broaden pupils’ educational experience and encourage them to interact with their peers across Europe more confidently. With the expanding use of ICT in our schools it is also hoped that pupils will get the opportunity (by participating in the partnership) to enhance their language skills and acquire a vast knowledge of the different cultures spread out across Europe today. Furthermore, the aim to develop links with other schools in Europe, will lead to an exchange of (teaching) materials and ideas.

"Today’s children and families often have limited opportunities to connect with the natural environment. Louv documented how modern family life has changed dramatically in the last two decades. Children spend more time viewing television and playing video games on computers than they do being physically active outside. Giving children the chance to play and to learn outside has myriad benefits, from physical activity to creativity, emotional health, social connectedness, and cognitive development, including the specific executive function skills that are so critical to a happy, healthy childhood and a fulfilling life. The project goal is to include students in different activities in nature and to learn through nature-based forms to improve their executive function skills, physical and mental health, cognitive skills and abilities, creativity and social cohesion. OBJECTIVES The project will enable students: - to improve their executive function skills; physical and mental health, cognitive skills and abilities, creativity and social cohesion; - To develop creativity and critical thinking skills; - To develop communication and interpersonal skills; - to learn about organic gardening, organic farming and new professions related to nature; The project activities are focused on: - The use of outdoor classrooms and other educational forms based on nature - creation of natural areas at school, in the yard or neighborhood - games and activities in nature - hiking with scientific experiments, camps - The use of digital technologies (movies, videos, music) for discovery and creative presentation/showing of nature - Social cohesion and anti discrimination - students of different social status, students of different educational needs, students with syndrome “attention deficit”, hyperactivity, / ADHD /and other - create clubs ""Vitamin N"" for nature lovers with the participation of students, teachers and parents; - new occupations related to nature Except these activities, the project’s main topic is divided into 4 sub-topics distributed to the five partner countries. Therefore, there are 4 exchanges of pupils: C1, 2: ""Environment and endangered species"". Before the meeting each school will prepare posters, presentations and materials about their country; seminars and workshops on the topic “Organic farming” C3,4: “Organic gardening. Herbs” - seminars and workshops on the topic; “From our garden” – before the meeting every school will prepare posters, presentations and materials about their country; ""Nature in sounds"" - presentation of audio recordings from each school; C5,6: ""The food of my life""; seminars and workshops on the topic “Food – remedy or poison”; ""Nature in sounds and words"" - presentation of theatrical performance; C7,8: “Green entrepreneurship - future for nature and for us” - seminars and workshops on the topic; eco camps;“Food from wild nature”; С 9 NUMBER AND PROFILE OF PARTICIPANTS: 5 countries are involved in the project - Bulgaria, Italy, Turkey, Finland and Portugal,/general secondary education, some of which come from challenged social and economic backgrounds/, and students from the target group of 12 to 16 years older and teachers of science , physical education, English, entrepreneurship and ICT. - Direct participants 68 students and 36 teachers attend the LTTAs; - Indirect participants: 1400 students and 280 teachers from the partner schools, 60 of them are students with less opportunities. Ellaboration of a collection of materials: all the lessons conducted in open classrooms, seminars, presentations, movies, photos will be uploaded on the project website, the Erasmus+ Project Results Platform, e-twinning, School Education Gateway and other educational platforms. Each country contributes to it with materials presented during the LTTA hosted. Dissemination Dissemination will be a continuous process. It starts in Sep 2018 and ends after the project end date. The project website and e-twinning space are created at the beginning and updated monthly or at least after every major event in the project. Follow-up and sustainability: Created green areas will benefit from other students after the end of the project. If they are created in the schoolyard they will be used by nearby residents and their children. The established clubs ""Vitamin N"" will continue to exist and organize campaigns and voluntary actions in nature. RESULTS AND IMPACT Conducted lessons in open classrooms, created green areas and club ""Vitamin N"" at school, conducted hikes will improve children’s social, psychological, academic and physical health. The conducted LTTAs will increase the knowledge and culture of the participants for nature protection and the creation of a new movement, New Nature, focused on human recovery through natural world. Teachers will have the chance to exchange good practices, teaching methods and tools , opinions and will improve English and digital skills, organisational skills."

Global consumption of fossil fuels increases due to developing technology, increasing population. Greenhouse gas emissions to the atmosphere lead to global warming. Energy is life essence and we need to understand that we will face a big environment crisis unless we change the unconscious exploitation of our natural resources. The project aim was to explain pupils the importance of using green energy and create awareness in schools, to become sustainable and conscious individuals of future. Our project objectives were: 1) to develop linguistic competences for 300 pupils in six participant schools; 2) to promote the national identity, values and traditions, tolerance, cultural and social differences; 3) to increase interest for pupils’ scientific and cultural; 4) to develop IT competences and communication skills in English in our educational systems; 5) to sensible adult’s care for renewable energy sources; 6) to develop cooperating skills and the collaboration with European schools; 7) to encourage kids with special needs, parents left abroad and low incomes in their families to involve in projects. To the 300 pupils, aged 7-18, from our primary, gymnasium and high schools, we added 100 pupils with economical and learning difficulties to the number of participants, together around 60-70 teachers. The main activities developed by us were: 1) cooperation and collaboration via e-mail, Skype, postcards, letters, Facebook, Google Group, talks during our project meetings, using English as working and communication language; 2) organization of video conferences using socialization platforms as Skype and Facebook to fix each mobility’s details; 3) development of learning activities in schools, locations used for workshops, seminars, exhibitions, with environmental themes, cultural topics about our traditions, involving tasks of other curricular areas (Art, Languages, Geography, History) and using modern techniques, as portfolios, activity diaries, map minding, brainstorming, learning through outdoor activities and research; 4) pupils and teachers’ search for and use helpful websites, correspondence e-mails, educational platforms, on-line dictionaries, tools as Word, JPG, Print Screen, Excel, Power Point, Paint, Slideshare or Photoshop to get information, to create materials that were posted on our website; 5) organization of seminars and workshops during the three transnational meetings and the four mobility activities, where teachers and pupils involved learned about other educational systems and cultures, improve language skills; 6) development of social and cultural activities during our meetings; 7) organization of a project logo contest, of producing material results about the influence of weather and seasons on their environment; 8) development of a working schedule to organize presentations of schools, towns, countries; 9) gathering of information in activities to create, at the project end, a guide of good practices. To ensure the project success, we used methods like: establishing objectives and desired impact, activities and their schedule, organizing partners’ responsibilities, the project publicity through conferences, local meetings with teachers, mass-media, achieving the management of time and budget, by time sheets, budgeting each activity, reports, monitoring and evaluating the activities’ quality by reports, portfolios, activity diaries, direct and indirect feedback, organizing meetings (seminars, workshops, exhibitions), disseminating activities by mass-media, methodological meetings, project materials distributed to other teachers and sustainability by maintaining the project corners, our project website visibility and workbooks published in future due to this experience. Our project results (conferences’ reports, project website, photos, videos, drawings, maps, essays, calendar, DVDs, brochures, poem booklet, portfolios, lessons’ scenarios) contributed in this respect. The project had impact on pupils by a stronger awareness of sciences in life long learning, developed linguistic skills, awareness of cultural diversity, raised intercultural understanding, through avoiding prejudices and stereotyping, a better interest and motivation to study on cross-curricular topics like global warming, improved IT and social skills for problem solving, critical thinking, team working, group dynamics, work ethic, responsibility, improved creativity skills, sense of acceptation and self-confidence, for kids with special educational needs, increased capability of being employable, improved social positive attitudes. It had impact on teachers by improved teaching knowledge and quality of teaching practice, an opening to European culture and organizations, improved IT and linguistic skills for next activities and on institutions, by improved rate of early leaving pupils and absenteeism, raised school profile, better community image, increased rate of pupils’ attendance to high school, improved education process.