"The overall goal is to develop new solutions for learning and teaching ICT, in particular Computational Thinking and problem solving into primary schools (grade 3-6). The main idea is to use a ""physical approach"" which we interpret in two ways: 1) Devices such as small robots are used to create haptic, tangible experiences (Richard, 2008; Blikstein, 2013), 2) ICT should be connected with physical real-life activities to avoid that computers are just perceived as a passive, seated activity. While it is widely acknowledged that ICT skills are crucial for future employability and success, only very few European countries have taken up computational thinking / programming into school curricula in early stages, even though it improves problem solving and has positive influences on other competencies. Many projects currently address this topic - initiatives such as Microsoft’s “Code your life” show the importance of starting computational thinking in early stages. The report “Computing our Future” by European Schoolnet (2014) also emphasizes on the importance and suggests certain steps for curriculum modernization, teacher education and infrastructure needs. However, several barriers remain and keep countries from getting involved and preparing the new generations for future challenges:- Many countries have not yet seen the importance of Computational Thinking and ICT skills in early stages of education, in particular in primary schools- Lack of modernization of curricula regarding ICT- Lack of pedagogical and didactical approaches and competences for cross-subject teaching- Resistance from schools and school administrations- Perception of Computer Science / ICT as an expert “nerd” subject- Perception of Computer Science as a male domainFurthermore, we see different obstacles and weaknesses in current initiatives:- Initiatives are initiated by companies, some of them US-led which 1) are not adapted for the European context and 2) have commercial interests- Activities are not connected to curricula - Activities are just computer-centered and lead to physical inactivityThese barriers need to be addressed in a holistic approach. We thus aim at the following overarching objectives: - Exploring the concept of Physical Computing as a combination of Computational Thinking, Haptic Experiences and Physical Activities.- Providing learning activities and Open Educational Resources for Programming for Third to Sixth Grade focusing on teacher materials and teacher training.- Developing scenarios for the inclusion of Programming into different subjects- Providing a competence framework including links to existing national curricula and competence schemes.- Validating the approaches in different European context- Creating recommendations for curriculum developmentThe key idea is to develop the concept of Physical Computing. Computational Thinking and initial programming skills allow people to design, create and actively change the future living and professional environment. To be able to actively participate and foster creativity, it is necessary to create certain skills and attitudes from very early ages, such as: positive perception towards programming independent of sex or origin; problem solving in procedural ways; enable creative thinking; understanding and changing ICT-controlled environments. From this starting point, we define Physical Programming as “a holistic enabling approach to building programming competencies including haptic experiences accompanied by physical activities”. This can include on the one hand simple robots which can be controlled, steered and manipulated. On the other hand, this includes physical, real-life activities which prepare programming concepts such as algorithmic thinking in general or specifically concepts such as object modification, loops, procedures etc. Based on existing concepts and materials, we will achieve the following outcomes:- Build learning scenarios and materials for programming from first to fourth grade as Open Educational Resources using a Creative Commons license. We use existing materials and OER from the partnership and beyond as starting points.- Build at least 120 Open Learning Scenarios for Computational Thinking across subjects and disciplines (e.g. STEM, art, languages, sports). - Create a Competence framework including links to existing curricula- Collect good practices across Europe- Validate the concept with at least 150 teachers as well as policy makers- Create a road-map for curriculum development as broad distribution of the created OERThe project will significantly contribute towards didactical and curriculum innovation as well as to open education in European Higher Education, in particular for teachers and teacher trainers."