"There is a broad consensus between EU Member States on the aims and objectives of entrepreneurship education: it should develop both basic education and general competences e.g. self-confidence, adaptability, creativity. Often schools are too much Subject-Oriented and they leave aside important abilities required in the modern society. In a general view ‘Learning to Learn’ is the ability to pursue and persist in learning, to organize one’s own learning, including through effective management of time and information, both individually and in groups. This competence includes awareness of one’s learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully. Nowadays every education environment should be thought as a lifelong multicultural path. Multicultural abilities and European awareness are key qualities in a global society where citizenship is a concept beyond the local and national borders. Every knowledge and skill will gain value in an individual’s competence if it is framed in a European context.The 7 partners focused on these competences which were and are transferable and transversal; independent of subjects and based on cross-curricular objectives. The project experience highlighted the following areas:– experience of cultural convergence and divergence;– better management of one’s own learning;– social, interpersonal & multicultural relations;– mathematical competence and basic competences in science and technology;– ability to use digital tools and environments;– ability to communicate effectively in one or more foreign languages. This Project aimed at gathering the best Europe-oriented practices about skills development, curricular methodologies, compulsory subjects and their integration with Formal, Non-Formal and Informal abilities according to European guidelines. These competences, which combine knowledge and skills indispensable for life in the 21st Century, included social and interpersonal skills, sense of initiative, experience-based tasks, ICT literacy, multicultural abilities, multilingual proficiency and learning-to-learn attitude. They were considered interdependent with emphasis on critical thinking, creativity and problem solving. The fact that all partner schools had grades framed into the ""Compulsory Education"" helped teachers observing the current state of compulsory programs, their flexibility and routes in the flow of the European guidelines. The main target groups were teachers, students (8-12 y.o.) and school communities. Our team identified the key working-areas to trigger positive activities and observations: - Teachers' mindset, background and approach-evolution according to the 21st century education requirements. - Test the proper management (in the teaching/learning approach) of some basic skills and abilities: social, interpersonal, multicultural, spirit of initiative, learning-to-learn, experience-based tasks, ICT skills, foreign languages. - Interaction of all the resources (internal and external) the school can count on to re-design the teaching/learning process. - Involvement, awareness and interaction of the school community and all stakeholders: families, teachers, learners, extra-curricular project partners, local authorities, the Ministry of Education. - Measure the gap between each education system and an ""Ideal European Model"" shared by the partners. There are national education systems that keep up with the European guidelines and others that are moving at a different pace in a European perspective. The exchange between schools helped us digging out these elements and declare them to improve an official EU Development Plan in each school. According to the Report by the European Commission named ""Rethinking Education: Investing in skills for better socio-economic outcomes"" (2012): Member States should foster entrepreneurial skills through new and creative ways of Teaching and Learning from PRIMARY SCHOOL onwards, alongside a focus from SECONDARY to higher education on the opportunity of business creation as a career destination. Real world experience, through Problem-Based Learning and enterprise links, should be embedded across all disciplines and tailored to all levels of education. The main evaluation tool was the ""SAT: School Assessment Tool"", a Matrix (counting 168 descriptive indicators) especially designed to monitor the evolution of our education environments. SAT was not a way for assessing individual skills but for evaluating fit or unfit school environments where those skills could grow. This tool was thought not only to measure the ongoing results, but also to trigger debates and discussions (inside and outside our schools) about the development and the potential evaluation of Non Formal and Informal abilities in the Formal Educational context.The 7 partners are still collaborating thourgh eTwinning extending partnerships to other schools."

"The project ""Emotional intelligence as the key to child's success"" in partnership with institutions from Poland, Iceland, Spain, Italy, Cyprus, Bulgaria, Northern Ireland and Portugal was a response to the defined needs of each of the target groups of partner institutions participating in the project: children, parents , local environment. This allowed to define together the objectives planned to be implemented: The main objective of the project was to increase emotional and social and intercultural competences in 200 pre-school and early school children from partner countries through the use of innovative methods and forms of work developing emotional intelligence developed during the project. In addition, the project aimed to develop the skills of: - Recognizing and naming own and other emotions - Directing and managing own emotions - solving peer conflicts - Establishing and maintaining relationships with peers and adults - enriching the workshop with new innovative methodological solutions, using ICT techniques in the process education and upbringing - establishing international cooperation, gaining experience and knowledge from various educational systems - involvement of parents and representatives of institutions operating in the area of ​​education in the development process - Equalizing educational opportunities for children, especially from the middle disadvantaged, including disabled, immigrants, disadvantaged economists. and thus preventing failures at further stages of education. Each of the partners brought examples of good practices to the project. The target group directly involved in the project was 25 children from each partner facility and 26 teachers and employees of these institutions. The target group also had children from Wed. disadvantaged, including disabled, immigrants, disadvantaged economists. Especially for these children, the project equalized educational opportunities at further stages of learning. Teachers who were directly involved in the project are people open to innovation and creative approach to learning, especially at the lowest level of education. In order to achieve the intended results, 4 short training meetings of teachers and employees took place. During these meetings, teachers could share their experience in applying innovative methods of working with children, take part in open classes, discussions and thematic workshops. In addition, between the meetings in the facilities were carried out specific activities allowing to develop the assumed results and products, which include - author's program: ""Developing emotional intelligence of the child"" electronic version and printed - therapeutic bajka ""Where the rainbow begins and ends"": electronic version and printed, - Pantomime performed by adult participants of the project ""Mirror of emotions"" - presentation, film - Multimedia program for alternative communication - Film ""My happy day - my family, my school, my friends"" For a smooth implementation of the project a management group from the Polish side and project teams in partner institutions which during 4 international project meetings defined the roles and tasks of each partner, objectives and methods for achieving results set to achieve .The main results that were achieved were: - increase motivation to raise their skills and gain knowledge in the field of working with a small child - raising the quality of educational offer of institutions, - implementing new methods to work with children, including those with disabilities in developing social and emotional competences - using modern ICT technologies at work - education feeling of belonging to European society - liberation of positive emotions in relation to achieving educational success - equalization of children's educational opportunities and prevention of early school leaving by children, especially from disadvantaged backgrounds - establishing international cooperation in order to implement new projects. The implementation of the project has signaled to the whole local environment in the partner countries the importance of not only continuous education and improvement, but above all the importance of gaining experience in order to improve the professional skills of employees, and thus achieve high educational standards. She encouraged her parents to use new solutions, methods of working with a child in order to achieve educational and educational effects, and to prepare them for living in an ever-changing reality. Participation in the project encouraged pedagogical staff from other institutions to acquire professional competences, gain experience from other educational systems as a way to succeed in working with a child, his family and improve the quality of education."

“FLYING WORDS” PROJECT SUMMING UP 2018-2020The primary aim of our project has been the union between different schools in the world, by writing stories starting from an image.To appreciate cultural diversity, we have used the word’s creativity, learning without discrimination and sharing experiences.This project has been innovator for the implicated schools because new technologies have been applied.The results have been positive, improving educational methods, students’ linguistic competence and social attitude.PROJECT PROGRESS:It had two main parts:1. Teachers’ methodological innovation: The infant-literature expert (Eva DiagoEgaña, teacher at Ceip “El Cruce de Castilla” Spain) has taught us the Robert Schwartz methodology in a seminary. It is about how creating stories and we have improved students’ creativity, linguistic competence and critic thought by collaborative work.2. Students’ behavior: we have achieved a strong union between students from different schools through the writing competence.Students have created short stories by starting with the same image and using a critic thought. By doing this, students have used collaborative learning, because they have helped each other. Finally, they have created comics and endless stories.In order to work with different kind of language, we have used the abilities proposed by Robert Schwartz, improving our students’ creativity, linguistic competence and critic thought.Moreover, this project has had the additional European value. We all have worked over the same necessities and objectives, regardless of the geographic location, the educational system or the methodologies used. This way, we have created a global project between different cultures and different schools.The objectives achieved have been:- To promote the awareness and the multicultural incorporation of students from 3 to 15 years old, teachers and local communities in the different countries that have participated through the creation of stories.- To develop the values of European citizenship based on understanding, mutual respect and tolerance with other nations.- To develop children's imagination and initiative using collaborative participation strategies and thinking routines.-Develop interpersonal communication skills: teamwork, responsibility, negotiation and cooperation in a project in which students and teachers have identified with each other- Our students have been able to value the cultural differences of other countries and have awakened interest so that through knowledge, they can grow as people.- Students with social and cultural needs have been included, integrating them in a project where the differences are an added value, due to the existing diversity- Different experiences have been shared on negotiation methods and teaching in the participating countries about creativity, problem solving, initiative, use of ICTs and cultural traditions.- Stories have been created that convey universal values and promote intercultural and multicultural inclusion.THE WORK PROCESS:Three of the four transnational meetings between partner countries have been held, (the fourth meeting was cancelled due to the crisis caused by the Covid-19 pandemic). In these meetings we have carried out a training of the seminar of literary creation and a sharing of each planned activity, we have given guides for the development of the work, and we have used digital tools to show each activity of the project.The results of the project have been disseminated in different media by the different schools and have been published on the schools' websites and in Etwinning. Web of the project:•http://portaleducativo.educantabria.es/web/proyecto-erasmus-ka229-flying-words-/project-flying-words-2018-2020Etwinning:•Project: “FLYING WORDS”Twinspace•https://twinspace.etwinning.net/121142/home Web schools:•http://portaleducativo.educantabria.es/web/c.e.i.p.-jeronimo-perez-sainz-de-la-maza (Cantabria-Spain)•http://ceipelcrucedecastilla.centros.educa.jcyl.es (Palencia-Spain)•https://1ou-berk.com/ (Berkovitsa- Bulgaria)•www.sp1pszczyna.pl (Pszczyna- Poland)•http://www.kistaltos.hu/ (Kómaron- Hungary

"While preparing this project,we read almost 1200 pages of articles which focus on game based learning as an efficient and enjoyable way of learning.The main basic is “fun and enjoyment” in order to enable permanent learning.Our students are between 10 and 15 years old.It is an undeniable fact that when you integrate games into teaching,even an unenthusiastic student tries to do his best take part in learning process. As a teacher you can see the sparkle in his eyes and his willingness to success. “The sparkle in his eyes” was the great inspiration for us. We carried out some studies such as need questionnaires for both teachers and students to increase enthusiasm for learning and to enable the permanent learning and the result was “in teaching and learning environment,fun and enjoyment during the lessons is the need for permanent learning. While doing these studies, we have found out that the teachers who are innovative,creative and enthusiastic on social network,E-twinning are also trying to develop themselves and share experiences in national and international dimension on behalf of enabling better and funnier teaching environment for their students and colleagues. When our project receives the grant support,we will proceed quite a distance in game-based learning as 6 common schools.Because we always care about collective reasoning, consultation and cooperation. According to the EUROPEAN STRATEGIC PLAN 2020;It is a fact that adaptation,problem-solving,social interaction, entrepreneurship, equality,democracy,creativity,communicative skills,democracy,innovation, cultural tolerance are basis for each person which can be provided with the help of games.Consequently, we have made some researches on games based learning theory and noticed that we need some good examples to understand and apply it in the right way because of its various dimensions. So we have tried to practice new techniques and enjoyed them. Nowadays we have another question:""What else can we do for our students?"". We have encountered schools from different countries which have similar interest and try to find out new ways. We have discussed with them. We have discovered that we need to share the experience because just theoretical knowledge isn't enough. We need to act the methodology out, which is the most important point to acquire knowledge. The idea of cooperation on an international level has made us feel excited and highly motivated. We are six partners from different countries. We have different educational systems and curriculum.But the main purpose is common for all of us. We aim to teach our students self-learning and enjoy themselves for permanent learning during the classes.Our partner from Turkey is responsible for carrying out e Twinning project as the second coordinator.Italy is responsible for a Facebook blog because it is both easy and achievable for almost all teachers trainers.To make the project visible helps the better dissemination and more accessibility for everyone.Our partner from Spain is in charge of evaluating the whole steps of the project.It is important to get feedback whether the learning teaching training activities are useful enough or not.Each step should be evaluated by a hardworking and sensible partner.We aim to make all the students no matterwhere they are from to say ""learning is not a nightmare,no panic; just take part and have fun.""Maths can be difficult but enjoyable with mind games.Science and IT are complicated but have fun with coding games.Language is sometimes hard but enjoy with stories,word games.As a short all of us have the same purpose:Fun and enjoyment.With our enthusiastic,hardworking and innovative partners we are trying to make our students stay with their sparkles for learning forever and do our best to convey our studies for everyone.All the partners have interests to spread all the dissemination results.First of all the project will be announced on school web pages.The results of this project will be made concrete by posters,competitions,exhibitions and a final portfolio to the pupils' level.We will organize logo competition to inform and involve the entire school community of each participating country.we will create some promotional materials,such as T-shirt,pencil,pen,cups including project logo.E twinning will be used actively for national and international dissemination.The videos,games and children'sproducts, tutorials will be uploaded on the e Twinning and Facebook page as well as project website to make the project visible and accessible for the stakeholders."

STEPS across Europe (Science Teaching Educational Packs for Schools across Europe).Project Description:The aims of this project are to: enable pupils (and staff) to work in an international collaborative team to design, produce, trial and market a sustainable practical Science resource and to train others how to use that resource and to provide trainee primary teachers and /or qualified teachers of young pupils with CPD (practical training) and resources to teach a number of stimulating practical Science lessons/resources for distance learning to their pupils for years to come.Science teacher(s) at each of the partner schools will run several classes with the help of a group of senior pupils in which they teach practical Science to younger pupils (either in their own school or ideally in one or more local primary schools). The practical lessons taught will be chosen by the teacher and senior pupils involved, in collaboration with the teachers of the younger pupils from a list proposed at the first project meeting . These lessons must be stimulating, relevant, cheap to resource, and easy for the primary teacher to run. Following each lesson feedback will be obtained from the senior pupils, the primary teacher and the younger pupils as to the content of the lesson, level of enjoyment/engagement, relevance and usefulness to the pupils being taught, to the primary teacher etc. After a short series of lessons have been run, the lead teacher at each partner school will choose the 'best' (1-2) practical lessons ( a final total of approximately 6 lessons will be included in the resource boxes). Lesson plans will be written, along with guides for technical and safety aspects of the lessons, curriculum links for that country 's education system, etc. These will ultimately be translated into the language of each partner school.At the first LTT meeting these activities (lesson plans/feedback/technical guides) will be shared between all the partner schools for evaluation as to general relevance and the feasibility of resourcing and running them in each of the other partner schools. The 6 lessons (ideally focussing on a range of Biology, Chemistry and Physics topics) which are selected as being the most universally useful/ feasible will be included in the resource packs (boxes). Each school will trial several experiments proposed by other schools following training at this first meeting .Lesson plans will be produced for each of the 6 lessons. These will all include the same type of information for teachers, pupils and technicians (e.g. aims, curriculum links, resources required, safety considerations, timings, steps in the lesson, background information, learning outcomes, worksheets/templates for results etc) and will ideally be differentiated to allow for their use with pupils of different ages/abilities. Pupils from the partner schools will work in international groups prior to and at the first project meeting to design the box packaging. The most popular design will be used on all of the resource packs.Each school will have groups of pupils which works in collaboration with pupils from the other partner schools to focus on a particular task e.g. to plan and run the Science lessons, to design the packaging, to produce the project website,to write an application for funding from local/national businesses/charities to pay for the boxes/contents,etc. (This could be in return for inclusion of their business logo on the boxes if so desired by the company, although the essential costs will hopefully be met by funding from the Erasmus programme).A small number of trial boxes will be made up for use in a trial/preliminary dissemination workshop run by pupils and staff from all of the partner schools for primary school teachers. This will take place at a meeting in Clackmannanshire in November, 2021. Feedback will again be sought from the teachers and pupils involved in these workshops.The final design and contents of the boxes will be decided on after taking into consideration feedback from all involved in the workshop.The boxes and contents will be produced in each school for use in their region/country. Each school will then work in their own community/nationally to publicise and run dissemination events at which, with the help of the senior pupils, they train primary teachers and/or trainee teachers to run lessons using the resources in the box. The lesson plans and instructions for the production/restocking of boxes will also be made available to other teachers via a dedicated project website and national Science organisations such as the Scottish Schools Equipment Research Centre in Scotland, CEP in Spain, etc. This will be advertised through links on the school websites/ the Erasmus+ dissemination platform , school magazines etc.