The world is changing rapidly as the ‘4th Industrial Revolution’ develops and the role of Robotics and Artificial Intelligence takes centre stage. Our young people will be facing a very different landscape for employment in 10-20 years when our youngest pupils in primary school enter the world of work. Digital skills are becoming more and more central to teaching and education policy in particularly developed countries are preparing pupils for the Digital Economy. Digital Competency/Literacy Frameworks are in place for strategic development of digital competency across schools. This project t takes the role of digital competency to the next level and seeks to engage schools and pupils involved in innovative curricular activities and training for this 4th Industrial Revolution. The project will up-skill teachers to be confident and competent to deliver and embed the skills of programming and coding of robots. Teachers will work alongside industry standard experts (Big Learning Company - BLC)to use LEGO® Education Mindstorms EV3 platform and programming languages such as Python. Teachers will develop with BLC experts appropriate training resources for other teachers, a training pack for pupils and creative curricular resources/parental engagement activities for teachers and pupils to use and for other to access too. We will also carry out a baseline assessment to measure attitudes and values toward Digital Learning with pupils, teacher and parents/carers. This is followed up by an impact assessment to measure the impact of actions and activities on the targeted group. The impact of these Intellectual Outputs and activities developed will be also be evaluated during the project through actions such as lesson observations and feedback from users of the resources and pupil voice on their experiences of being trained as deliverers and educators. During the project, we will include training sessions, two pupil exchanges and four multiplier events. In the 2 distinct phases of the project our overall aim is to up-skill teachers and pupils and involve parents/carers in understanding how digital learning takes place in the school and for them to sample digital learning activities. The finale of the project will be a collaborative and simultaneous programmed robot dance involving all partner schools using the same dance movements. This will result in a pan Europe Robot Dance which we plan to broadcast. Our participants are: 2 Local Authorities 2 Teacher training/Support for School Development Centres 1 Small/medium enterprise (SME) expert at new technologies 7 schools The results/impact of the project: • Improved digital skills for teachers, pupils and parents/carers • Increased uptake of STEM activities by young people • Professional development in 21st Century skills for teachers • Improved quality of Digital technology/STEM related lessons through new resources developed • Embedding of Digital Skills such as programming/coding in a range of lessons • Improved outcomes for pupils in supporting ET2020 targets • Improved skills for future employment for pupils

"As established in the ""Coordinated Plan on the development and use of Artificial Intelligence Made in Europe - 2018"", the creation of an Artificial Intelligence (AI) plan for the EU states is a key field for the European Union in the years to come. This plan must place the EU in a privileged position in this eminent technological revolution. To achieve such a challenging objective, a long-term education plan is mandatory, so AI topics are addressed in general education level, that is, previous to tertiary formation. Consequently, the first approach to such general AI formation should be targeted to high school degrees, that is, students that will enter to the universities in a two/three years temporal horizon. These students will be the first generation that will encounter AI systems in their day-to-day life, and they will have to be prepared for that, understanding their operating principles and increasing their opportunities to enter the future job market.The EU plan for AI emphasizes the social inclusion opportunities that will open in this new era, and encourages the member states to face them with specific actions. In this sense, a global training in intelligent systems for European high school students will help to provide equal opportunities between different regions regardless of their technological advance level. Moreover, it will help to reduce gender differences, because AI fields of application are very diverse, which can engage a wider range of personal interests, so girls will know them before they choose their university studies and specialization. This will lead to have more women employed in technical jobs in the near future, reducing the opportunity gap when accessing to better positions.Considering this context, the present project has as its main objective:The development of an Artificial Intelligence curriculum adapted to high school education in EuropeThe curriculum will be targeted to students from 15 to 17 years old (upper secondary school and high school) with some previous basic formation in robotics and programming. It will cover a two-year period previous to their incorporation to tertiary education. The AI teaching approach that will be followed in this proposal is aligned with EU recommendations, so it will be focused on embedded intelligence, that is, programming real-world devices that interact with the real environment. This requires to rely in some specific hardware elements in order to implement the teaching material. To this end, in order to follow the most general approach as possible, we establish a key premise in the project:Using the student’s mobile phone (smartphone) as a central technological element to all educational material to be developedCurrent smartphones have the technological level required for AI teaching in terms of sensors, actuators, computing power and communications; and they will have it in the future because they are in continuous update. They can be considered as general public devices, with a very similar presence in all the European states. This is very important for this proposal, because a large majority of high school students have their own Smartphone, so they can use it for learning. This significantly reduces the cost of introducing this discipline, and equalizes regions with different economic capacity. The main results of the project correspond to four intellectual outputs:1. A book (digital and printed) with teaching units for the teacher 2. A book (digital and printed) with activities for the student, as well as 3. AI Libraries and programming environments that allow high school students to develop the teaching units4. A Best Practice Guide encompassing all the intangible results and conclusions extracted from the activities carried out during the project, both from a technical and from a social perspective.The consortium is composed by five countries representing regions with different degrees of technological progress in the classroom, and covering the European region from east to west and from south to north. The coordinating team comes from the University of Coruña, in Spain, and it has a wide experience researching and teaching in AI and robotics. This team will develop all the intellectual outputs with the collaboration of the partner schools. Teachers will provide their pedagogical skills and experience to the project, while students will be used as testing groups in five training activities to generalize the teaching material to all the EU.The global expected impact of this proposal is very ambitious: using the teaching material developed here as a reference for a future official curriculum in European secondary education. Regarding the participant organizations, the project will impact will on their technological capacity, will open the students’ possibilities to access to AI tertiary education, and will increase the international recognition of these educational centers as technological references"