The motivation behind this project is that the partner schools feel that enhancing ICT skills through STEM activities provide a wonderful opportunity for integrated learning, hands on discovery, and adaptations to ensure the lessons we deliver reach students of all levels of ability. STEM activities do a brilliant job of engaging students and they not only inspire the pupils but the teachers also. Children need to be engaged to learn and because STEM is child centred using inquiry based principles, we will be able to allow our children to take ownership of their learning. As their teachers we can support them in following their passions, we can get creative with our lessons, making them fun and interesting. With STEM we are teaching skills the way they will be used in the real world.Technology advancements are revolutionising every aspect of our lives. To thrive in the digital era people need to understand how to use various technologies effectively to acquire, analyse, communicate and create information. There is no doubt that ICT can enhance education. The integration of technological tools and resources into the curriculum has been linked to improvements in student engagement, comprehension of content knowledge, and application of skills. We hope for our project to blend ICT into our lessons by using project-based learning through STEM activities. This approach makes learning meaningful. Using ICT in the day to day running of the classroom and applying STEM principles transforms school and education from a place to a state of mind. Teachers that employ digital technology and STEM principles make real-life connections in their teachings. School becomes a state of mind rather than a place. School is not about going to a building but about the experience of learning. With ICT and STEM we are always growing, always experimenting, always thinking and always learning.From looking at the most recent PISA results for Mathematics, Science and Reading, we can see that only one European country has broken into the top 5 (Estonia in 5th) behind China, Singapore, Macao and Hong Kong respectively. Partner countries in this project are in 11th (Poland), 12th (Ireland), 13th (UK), 31st (Iceland) and 37th (Croatia) with Spain being exempt from the 2018 results due to test anomalies. We want to bridge that gap and give our students the same opportunities and chances.The primary challenge of project methodology is to achieve all of the project goals and objectives while honouring the preconceived constraints.We follow the Traditional Approach to project management, which identifies a sequence of steps to be completed:Initiation,Planning,Execution,Monitoring and ControllingCompletion.Several pieces of research show that there is a strong correlation between learning through STEM activities and better academic achievements in schools. Therefore throughout the duration of the project, we have activities to increase students knowledge and abilities in Reading, Mathematics, Science and Technology, and business studies by encouraging working together to problem solve by being in a group environment. Using a 'hands on' programme in a primary school setting as a vehicle for improving children's scholastic abilities will prove to be an excellent way to aid their education. Children need strong ICT skills to be able to fulfill the ever rapidly changing demands of technological societies. With Erasmus + support, each partner school will be able to bring new technologies (e.g iPads, laptops, cameras etc) to their children while several activities within the project are all ICT based and encourage the use of thinking and research skills. We feel this project gives children many opportunities to not only share what skills they already have in terms of ICT but also to enhance their ability to communicate globally.As a partnership we believe this project should be funded because Scientists, technology experts, engineers, and mathematical thinkers will shape the products and services of tomorrow. The primary goal of blending these disciplines with ICT is to provide students with the knowledge and skills required to pursue STEM related careers.

Project Background: The six project partner schools are located in an environment that is clearly affected by the effects of global warming, but have difficulty working on the concept with students due to the lack of local resources available.Objectives: 1- Create a digital teaching resource on the theme of global warming, 2- develop digital and linguistic skills, 3- develop the training of teachers in the process of investigation, 4-develop the feeling of belonging to the European community.Number and profile of participants: 6 participating schools (two schools in Poland, one in Bulgaria, one in Spain, one in Italy, one in Bulgaria). These schools are located in different corners of the European Union (Guadeloupe for the tropics, Spain for the south of the European Union and forests, Italy for the south of the European Union and the mountains, the Bulgaria for the mountains further to the east and Poland to the east: a school near the forests and another near an industrial zone).Description of the main activities implemented: creation of a digital educational resource with credits (student reporters, cameraman, actors, training of teachers in the investigation process, realization of a digital teaching resource, project and resource evaluations , educational outings, trips for pupils and educational advisers and inspectors in partner countries).Long-term benefits: Development of digital and language skills, development of a sense of belonging to the European community, knowledge of global warming and environmental consequences, discovery of the environment, discovery of a country of the European Union, its culture, its traditions ...

<< Background >>In stark contradiction to the absolute urgency in digital changes needed are not realized to an envisaged and sufficient extent. Partners from SE, TR, GR, HR, NIR, PT and IT found that the current school curriculum does not fit tomorrow's generations’ needs.The majority of our teachers lack the skills and tools to transfer future skills to the students. The students do not have the capability of interacting with the fast-changing nature of the work/learning. As a major driver to make the digital & virtual transition happening, engaged teachers, students, and stakeholders are needed to form a bottom-up critical mass supporting the top-down endeavors. This engagement can be triggered and supported by providing learners necessary key competencies and skills through dedicated programs included in school education.UNITY aims to use project-based learning in Science, Technology, Engineering, Art, and Math (STEAM) to lead students to have future skills by engaging them in real-world contexts, such as climate change. The above subject was chosen, as teaching about climate change is a challenge, worth tackling for all those involved — communities, schools, teachers, and students alike. As an interdisciplinary issue, climate change can open young minds to deeper avenues of thought and reinforce learning in social science. Moreover, professionals say that if schools want to create deep-thinking, engaged and self-aware students, they should undoubtedly turn to climate change education. We totally embrace this kind of proposal and direction. More than that, real climate change education confers onto students an appreciation of the role they play in their environment — both their physical, changing environment and their civic environments.Generalists or specialists teach STEAM at primary level, while are educated for secondary level. Research shows that funding for STEAM education in schools is inadequate, which, in turn, is reflected in the often poor quality and lack of equipment at primary schools in respectively 26 % and 38 % of EU countries. In line with this, according to our survey conducted on 300 teachers covering 98 schools, ''across our regions %87.9 of STEAM teachers are not familiar with teaching STEAM online''. Their profile is not suitable for teaching STEAMonline. which is the gap that must be filled. This project will equip Primary School teachers with competences through online courses from one side, and will initiate peer-education between students from the other side.<< Objectives >>In the long term, pupils inside our associations, our regions and hopefully in the EU will --reach the importance of online cooperation, communication and team-working.- have diverse perspectives and opinions towards the new working environment in their future lives. - see different points of view, perspective, diversity and smart cooperation that will influence their future fulfillment; smart and sustainable growth, economic resilience, life-long learning, and digitalization.-inherent in peer-group works and small group activities -have an impact on their career and raise their chances on the labour market going for natural science-based “smart jobs”.--be able to choose their vocational education,- study and work environment will be influenced. They will learn how to use an easily available source and get not only a theoretical but also a practical introduction into the usage of sustainable technology with high impactTEACHERS will:- use more digital tools and Apps to blend formal, non-formal, STEAM, PBL and online learning.- direct and stimulate the students to have diverse perspectives in learning. Hence, this will have a positive impact on students to get to know future related skills, which they would need- be able to teach critical thinking, creativity, problem-slowing and more importantly remote working and/ or cooperation culture, which the project aims to generate and achieve:- be able to involve students having diverse learning styles inclusively and effectively to reach out specific goals. -learn to use diverse digital tools, methods and methodologies that the project generated concerning STEAM, PBL and NFE,-be able to blend diverse methodologies and use different tools or real-life issues in teaching-change their perspective and enlarge their mission in teaching and training - enrich their teaching styles: This enables them to lead their students in preparing for the future. -have a chance to collaborate, cooperate, communicate and renew their teaching styles with their foreign peers.- improve their foreign language skills and digital competencies.-increase their self esteem and be more confident -have a more positive attitude towards EU projects, EU values and understanding of the practices, policies, and systems across the EU- ncrease their motivation towards professional development.-have opportunities of building networking with other teachers:-have the opportunity (thanks to the R2 and R5) to collaborate increasing their foreign language skills, digital competencies, communication, cooperation and team working and networking.Participating organisations will have long term impact and :-be able to educate the future generation by having digital tools to blend formal, non-formal, STEAM, PBL and online learning.-increase their capacity to build skills to educate their students while taking action on climate change.-have the ability of leading kids to have the capability of understanding future job opportunities and lead those select future-related jobs and initiatives.-have the efficiency of leading students goal-reaching from known to unknown concerning virtual cooperation and communication.-innovate the current school curricula with new educational tools and strengthen their profile by providing more modern and digital educational services.-provide more attractive education addressing the needs of students.- increase their capacity and professionalism to work at the EU/ International level,-be more open to creating new synergies with the schools, NGOs, and NFE from different countries-will be able to educate the future generation by having digital tools to blend formal, non-formal, STEAM, PBL and online learning.In the long term, teachers outside our associations, in our regions, geographies and hopefully in the EU will be able to have the capability of leading their students to think, compare, search and collaborate and share their ideas via online tools.<< Implementation >>3 face to face Transnational Project Meetings to be held during the 36-months of the cooperation. Besides, 30 bi-monthly virtual meetings aid one another. Kick-off meeting, mid Evaluation TPM and Final Evaluation meeting Managing the project; budget, time, partners, tasks, roles of the partners, and risk management (See ‘’Management’’ section).5 Multiplier Events and 1 international one; 2 dissemination conferences, stakeholders’ visits, social and mass media advertisements. An international eTwinning: project ‘’from idea to product’’ participated at least 30 schools across the EU The tangible results are:-2 Learning Teaching, and Training activities: The first LTT will be for staff. The second LTT will be for the students from our schools and associations<< Results >>The expected results are:Result l. Curriculum on skills development through the use of PBL and STEAMResult ll. Web-platform platform and eLearning modules:—The eLearning modules will include the O1’s chapters for learners of EU students and teachers.—The R2 will also have video simulations for each unit (3 videos per unit).The platform will -serve students’ projects and will keep their projects.-have a specific feature ‘’Projector’’A digital map will be integrated into the web-platform. The software tool will aim to visualize the projects on a digital map. It will identify which school /country/ group of students make projects on climate change. It will enable students’/ schools/teachers to connect.Result llI. Virtual webinars and seminars: The project intends to generate a huge impact outside of the Consortium, especially towards all stakeholders active in the project process. To reach this goal we designed IO4: The virtual courses: ‘’Teachers learn how to engage students in fast-changing world transfer necessary skills for future: 10 virtual training will be delivered in per partner country and 1 international at EU level.‘’Objective 5 and 6 are linked to this product’’ The ‘’Result lll’’ will serve as online live LTTAs,Result lV. Award framework:The framework will be a methodological guideline that will be used for awarding the best group, students, and teachers in developing climate-related projects as a whole.Result V. ‘’save the world with your dreams’’ outreach campaign: With this campaign, we aim to enlarge the project's impact area and encourage students/parents/teachers/schools to take action on climate change.The OUTCOMES:On the completion of the project, as outcomes from the implementation of this program teachers in diverse disciplines—from environmental science to language arts and to social studies—will be able to:—re-innovate the existing curriculum; —make the school subjects meaningful by connecting them to real life and nature—lead the students to understand the importance of online cooperation, communication and team-work -understand what nature-based solutions, ICT-based innovations, climate change adaptation and mitigation are and how they impact cities and its citizens.--contribute to improving the sustainable, smart and climate-resilient skills development.—lead students to have diverse perspective and opinions of learning—have a scientific and Engineering Practical perspective and describe what scientists do to investigate the natural world and what engineers do to design and build systems;—gain a range of cognitive, social and physical practices with regards to digital cooperation;—engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts;—know and use Physical Science, Life Science, Earth, History, Geography, Maths, and Engineering in climate change;—provide virtual-learning and cooperation environments (inherent in peer-group works and small group activities to allow students to see other points of view)

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.

The rationale of this innovative project, ENGAGING YOUNG ENTREPRENEURS, is to open the minds of pupils in primary schools to the joy of entrepreneurship at a time in their lives when they are full of imagination and open to new possibilities. The project will provide pupils with a set of skills that they need that will enhance their future employability. These pupils are the target group of this project as we encourage them not to be early- school leavers. This project has significant personal development impact on participating pupils, building confidence, self-awareness and self-esteem and an appreciation of individual skills and talents. We aim to reach out to 1600 pupils within the 3 year project. Pupils will learn and utilise a range of skills through the activities that have been planned:A1- Knowing me, Knowing YouA2-Opening the Door to EntrepreneurshipA3- Exploring New IdeasA4- A Business Visitor in the ClassroomA5- Will the Idea Work?A6- Roles and ResponsibilitiesA7- Making It All HappenA8- Showcase Days in SchoolA9- Reflections and FindingsThis project works, it is creative and innovative and it captures the imaginations of those that take part. It is more than a traditional method of entrepreneurship education were the children listen to their teacher and make notes on business. The children will be in charge of their own business- they will conduct their own market research, create surveys, graphs, analyse data, create posters and e-journals, document the process on iPads as they go, decide on a product and think about its pros and cons, they will sell the product and work out costings and profit. The children will always be critically reflecting on their work and they complete the business process. As a result of the project, children will be enthused about business. They will consider owning a business as a career and to do this they will need to stay in school. Our project addresses the issue of early school leaving and under-achievement in Mathematics, Science and Literacy and this is what makes it an innovative project. The aims and objectives of the project are as follows:• Emphasise the importance of independent, creative and critical thinking, learning and reflective practice within a school setting.• Support teachers’ delivery of entrepreneurship education within the Primary School Curriculum.• Provide teachers with an opportunity to put entrepreneurship education into practice through practical activities.• Raise awareness of entrepreneurship in pupils to identify their own unique skills and talents, recognise the value of other pupils’ skill sets and appreciate how to make the most of their combined skills and talents through teamwork.• Foster links between home, school, the local and wider community and local businesses through pupil engagement in the entrepreneurship education processes.• Instil confidence, self-esteem and independence in the pupils.In the applicant school the head teacher and Senior Leadership Team are accomplished facilitators in staff development and training in data analysis and target setting. Best practice will be modeled and shared across all the partners through their own areas of expertise.Our results both tangiable and intangiable will be shared at local, national and at regional levels through document downloads on the shared website, through the creation of new Literacy and Maths techniques/resources, through reports sent to each partner schools National Agencies and by the mini companies and entrepreneurial products each country will set up. The results will be increased academic standards in Literacy and Mathematics, increased skills in ICT, Science and Technology and combating early school leaving by showing how fun school can be.This project allows sustainability with the outcomes we hope to achieve. When funding finishes we believe that the interpersonal relationships already established between staff through the preparation of this application in the partner schools will continue to develop and ensure that there is ongoing co-operation and contact. We aim to make this project last for at least a further 2 years after funding has finished. We wish to build upon the new skills and ideologies that we have learned and filter them through our school systems.The leadership of each school is very committed to European co-operation and have agreed that relationships will be sustained as a priority for future planning and school development plans.