"In recent years, children are growing up with different technology such as computer, cell phones, tablet etc., but they don't know how those devices work. The project that we have prepared under the name of ""Code Your Life"" aims to teach children to understand the logic behind these technologies. In this way, children will be not only consuming technology but also control it and becoming an active part of the digital age. Currently, all technology work with certain algorithms and they solve problems by logical thinking. For this purpose, we really need to teach children algorithmic thinking to breaking down a problem into several steps to reach a result. Because algorithm are like road maps for accomplishing a given, well-defined task. In this way, children can be more proactive in carrying out daily routines and they can program their life or their future easily. The most important aim of this project is essentially to teach children how to program and especially the new generation. The project will give them the confidence to create their own designs and plans. Everyone has ideas but only those who know program can make ideas a reality. We hope this project will give encouragement to them to be more innovative. Like learning a language early in life, they should learn to program early in life, in this way they can gain a deeper understanding of the logic behind programming.The importance of programming has become a great subject of increasing international awareness. A majority of countries approve mandatory computer programming education in schools because of the technology and programming as a common language. The project will promote children to share their feelings, experiences, and skills with each other in creating their own future together. As a result, learning programming will give some talents to the children such as systematic thinking, problem solving, understanding the relationship between events and creative thinking.The project is designed to raise awareness and increase the knowledge of algorithmic thinking which is thought to be one of the key abilities that children should achieve in information and communication technology education at school and in their daily life. We plan to teach a number of activities on algorithm which children can do in their daily life and activities on coding which children can practice using algorithmic thinking. For instance, children will write algorithms about emergencies such as what they should do in case of an earthquake or they will write algorithms about their daily life habits such as how they cross a road in traffic to relate algorithmic thinking to everyday activities or they fix a puzzle that has been solved incorrectly to identify errors and disordered blocks in a program. After learning algorithmic thinking, they will start to write codes to create some materials/animations such as designing greetings cards for special days, animating some stories, building some lesson games. The project ""Code your Life"" is a partnership encompassing 4 countries. France, Turkey, United Kingdom and Spain. The ages of the children involved in this project are between 10 and 13 years old. Most of the partners have experiences on ICT projects. The things which bring us together is our eagerness and interest for the subject of the project. We believe that we can foster our children's curiosity, creativity and logical thinking for a better future for them by providing tools for problem solving. By taking an active role during the whole process, they will have the opportunity for learning by doing and acting an enjoyable environment. We aim to: - Increase the ability of children how to follow a method to solve a problem,- Increase the ability of children how to analyse errors when they attempt to solve a problem,- Increase the ability of children how to use technology understanding the logic behind it,- Encourage children that they can create their own designs and plans,- Explain children that they can control technology which is surrounding them and becoming an active part of the digital age,- Improve knowledge of the same subjects related to the other European partner countries,- Show teachers how to change educational environment more attractive and enjoyable,- Show teachers how to use different types of coding platforms sharing experience with other participants,- Collect and create educational materials to use in classes.- Increase motivation and enthusiasm of lifelong learning mind setThe above will be addressed with the help of websites, videos, films, magazines, talks/seminars by training centres, and visit to related university departments, science fair and local authorities. Our expectation from the results of the project that we prepared under the name of ""Code Your Life"" is having a positive effect on the target group and provide all the people that can make use of this project to be more conscious and well informed."

The difficulties the teachers face in the schools with the recognition of students' competences and the ways they use them to study and achieve educational success, the issue of routine and decrease in motivation among teachers and students inspired teachers tostart international cooperaton. We decided to work out the tools and strategies to change the mind-set of teachers by real exchange of ideas and research while meeting to find methods and tools that could be used and modified to support the students in primary level to learn successfully by use of Key Competences and Multiple Intelligences as the foundation to efficient and effective learning. By international cooperation the organizations experienced the work as the emotions and the markers of memory. We aimed at promoting the aquisition of skills and competences as the MI recognition is the tool to more efficient organization of teaching and learning process and aquisition of knowledge by students. We observed that low motivation among students to study and get knowledge affects the teachers attitudes and their image among society. We managed to 1/modify the school curricula on the methods and tools that involve MI and Key Competence development by selecting the most relevant ideas to eliminate routine actions and create typical tasks in untypical ways,Transnational modification of the curricula gave us a chance to exchange experience, knowledge about educational systems and the teaching problems other partners face and cope with, share know-how. 2/ transnational character of project with students participants helped us to create tools that trigger courage to actions, develop strengths both teachers and students. 2/enrich the educational offer of the institutions by project activities, students' exchange, new methods of teaching. 3/create international cooperation by e-mails, blogs, meetings .The experience showed that these type of relationship is a long lasting one involving all families 4/increase the team-work skills both among students and the teachers- the students had to work in teams in their countries and during the visits in information search, realizing the tasks and evaluating in blog. They had to use communication competence, language and interpersonal skills. The teachers had a chance to work in an international environment, share experience and develop and practice language skills. This integrated the teachers. 5/all schools had number of students with various deficits and difficulties so involving them in the project tasks motivated them and gave them feeling that their skills and knowledge were also important and valuable. 6/select and process methods and tools to realize the tasks in international environment with various expertise. There were 4 partners in the project. The number of people directly involved in the project activities was about 730 and indirectly all school communities, youtube users, local governments, e-twinning users and facebook users.Activities and results: -observing teachers work, -research on MI and Key Competences level, -composing lesson plans, tests, -creating working teams of teachers with leaders- gaining competence- communication, organizational and EU project management competence, -local projects and events that involved communities and other partcipants -workshops for teachers on Key competence,Coaching, Maths experiences,Faciitation as a method of work with studnets,-Organisation of Dissemination Conferences in Poland, Hungary -the teachers visited real schools and participated in classes -juxtapositioning the working styles, -the creation of common database eg.GoogleDrive - we provided the materials and used them, The results and influence of the project:-development of professional attitde of teachers-development of language skills supported by language course with certificates,-increase of direct teachers' skills ICT, use of IT tools durng lessons, developing variuos competences when one subject, -increase in students' motivation to learn foreign language, -promotion of active ways of teaching and learning,-participation in educational events-organising conferences, attendig tranings on new methods of teaching, -promotion of institutions in local and international market, -modification of curricula and implementing research in daily work of a teacher, familiarising the parents with the results and supporting students with handful tools to learn effectively, -active role of students in teaching process, -increase of motivation to learn foreign language and competence among teachers , -big base of teaching methods and tools-booklets, CDs, brochures, films, presentations, worksheets,. -the communities open to foreigners and European culturesLong-term benefits:Practcal knowledge for the teachers, variety of tools and methods adjusted to the students needs, broad horizons and experience of teachers.

The communicative heart of the project and the exchange of information about our activities will be the website. Pupils will compete to design the logo of the project.The sharing and use of results is of great importance to give purpose to the project. The main method of communicating results will be the website. This will be accessible to all partners, children, parents and the wider community. They will be able to see the development of the project and especially the end products. We will be able to share our work with other teachers and schools which will influence the wider lifelong learning community.Contact details on E-twinning will be available for others to discover more about the project. As the title suggests “When I Grow UP, I want to be …” - export and products plays a significant part in the project, therefore the utilisation of these products is fundamental. Schools will send products to each other, and will spend time looking/making/tasting and using the products along with sharing information from their partner businesses - sharing news, photos of visits. Erasmus displays will have a prominent place in each partner school. Each partner schools along with pupils will prepare and exhibit their project/activities in a Made in....... fair/exhibition at the National Assembly of Wales - celebrating and sharing their links with business and industry along with sharing information of their own entrepreneurial skills. During the Camp Wales as co coordinator will arrange workshops on literacy, numeracy skills, relationship building, well being, creativity and organisational skills- team building Newsletters will also be distributed after every themed time block one to be prepared by each country on a rota , so that parents and the wider community can see the development of the project. The school website and school blogs will host information of results.Each partner will hold/organise an information evening/open day to celebrate the project as a conclusion. Celebrating the project success and activities.Reports and pictures of project activities, e.g visits will be published in the local press and media. This will be a great advertisement of the project and celebrating the good work being done, which will influence other schools to create partnerships in the future. A bulletin board will be set up at each school to stimulate other pupil’s interest and new parents and visitors that come to the school. The partner schools will organise an Erasmus day/week which will be open to parents, other schools and the press to attend and see the impact of the project and participate in relevant activities during each year of the project Our goal is to ensure that pupils are aware of what they can achieve everything by having high aspirations and goals no matter who you are or where you come from. You still have the opportunity to shine. This is pupil-centred project. Our aim is to enhance the quality and the depth of education of the partner schools and not to disrupt the balance of the national curriculum set up in individual countries. Being part of this project will not be treated as a separate workload, but it will be implemented as an extension of the curriculum. When preparing this project the focus was on the important social aspects of each partners curriculum. The aim is to strengthen those aspects with concrete meaningful activities that will give the pupils a purpose to carry out. We are aware of the different curriculum obligations in each country, and in the preparatory meeting, all the curricular needs were discussed and we focused on the ones which are feasible for us all. Social interaction within each partner school is a driving force for the project. Knowledge of themselves, their school, their community, their country and Europe are common factors that needed to be addressed across all the partners. Through our project we will highlight that subjects are not separated, but they are all integrated thematically. Pupils see a purpose for learning when working in this way. Improving skills is of great importance, creative skills, entrepreneurship and transferable skills between different subjects are priorities for us all, which will be relevant to the pupils later in life. All schools will have a focus day or project week to enable pupils to completely engage in the project activities.It is important for our pupils to realise that the school is part of a local and ultimately the wider European community.

The 100-year anniversary since the end of the 1st World War and the Program “Europe 2020” for education, motivated us to think about the contemporary dimensions of the historical facts and phenomena. The processing and reflection (νόηση – Noesis) of social and historical developments can form and affect both our personal and collective attitude. As a result, the acquisition of interpretive tools to analyze the social reality is an important educational goal for the formation of attitudes, perceptions, actions and beliefs of the school community. History (Ιστορία), either as a motive or as a fact, plays a special role not only in the analysis of events and the formation of ideas, but also in one’s personal action in society.Memory (Μνήμη), either collective or personal, thoroughly penetrates the lives of people and communities, as the depiction of a place or a personality cannot be perceived without it.Finally, Action (Δράση) exists as a dominant practice that forms and is formed by society, facts, people and different notions. At the same time, action depicts the way specific communities or people react to social phenomena. All of the above form a net of concepts that affects people and societies and at the same time is also affected by them.We believe it is important to examine the course of European History with a contemporary view because practices and perceptions that Europe and its inhabitants have either lived in the past (immigration, racism, xenophobia, social exclusion) or get to know for the first time (European integration, terrorism), emerge on a daily basis.The acrostic of the English words Noesis – History – Memory – Action form the Greek word “νήμα – ΝΗΜΑ”, which means thread.The thread, the historic time, that connects the inhabitants of an area with today.The life of people and of communities is not formed in the void but rather by the personal and collective story of each and every one of us.Thus, it is necessary for the modern needs of the European countries to correspond to the diversity and multiculturalism that has already been formed.Besides, new technologies and the migration of populations, either voluntary or not, have widen the borders among people and taking into consideration the multiculturalism of the European countries, the necessity to manage and understand what happens on a national, European and international level, is obvious.The school community, as a cell of our society, cannot be absent.In that respect: the respect of knowledge – of interpretation – of action, we want to co-modify those tools and practices that will help the members of the school community to understand their fellow men and form desirable practices. Through empathy, cooperative learning, interdisciplinary approach of knowledge and the theory of multiple intelligence, we will try to:• cultivate respect towards Human Rights and towards the values of the European civilization,• sensitize our students towards world peace and the safeguarding of human dignity • reinforce their critical skills and ability to process information, values and assumptions• strengthen groups of children at risk• expand learning and educational interests and goals• encourage initiative• develop our students' collaboration skills with other students of different social groups, ethnicity, religious beliefs, learning abilities and ultimately promote teamwork• develop their problem-solving capacity through the cultivation of the necessary skills and strategies of planning, control, feedback and corrective intervention,• strengthen their cultural and linguistic identity within a multicultural societyThe above-mentioned program aspires to highlight the potential and reinforce the learning profile of all the participants through the production and co-modulation of educational, learning and social actions/ practices. The students who will actively participate in the Project will be around 2000 (from 3 to 12 years old), coming from all 6 participating schools and they have been selected because they can benefit from the Project on different levels. Since the groups of pupils are heterogeneous each school will contribute to the Project in its own unique way, sharing the results of the proposed activities along with their personal experience and creativity. All the teachers involved in the project are highly educated and motivated.The activities the participants will be involved in and the methodology used in carrying out the project will be the following:The students will communicate with each other by writing emails, letters, cards and via Skype sessions, so they will practice their linguistic skills in a foreign language (writing, listening, speaking, reading). They will also learn about their history as well as the history of the other five countries and how they are interrelated and they will improve their ICT skills.