STEM skilled labour force has been in high demand in Europe and this trend is expected to raise due to current and future consolidation and expansion to the physical world of more automation and digital technologies. EU will have up to 825.000 ICT job vacancies by 2020 difficult to fill due to the shortage of skilled labour force. Basic coding skills are also needed, as more than 90% of today’s professional occupations do require digital competences, including programming. On top of this women account for just 24 % of science and engineering professionals. ICT-based curricula need to be much stronger, even at primary school levels, to ensure that ICT skills needs are met in the future The command of digital tools and programming skills/concepts, as well as critical reasoning skills, should be considered an “universal language”, as they will be part of the XXI century literacy skills. TangIn delivers educational resources and guidance materials for teachers to promote and support the effective use of tangible programming concepts in daily classrooms (at primary school level) while teaching STEM-based subjects. These resources enable teachers of introducing tangible programming concepts and STEM-based subjects, to young students, in a fun, engaging, pedagogical and inclusive way, while promoting classrooms as inclusive environments through the development of students digital, problem-solving and reasoning skills. The consortium gathered partners from 4 countries bringing together researchers and schools to engage in a process of co-development of products, which resulted in: -A comprehensive report on using programming concepts to stimulate learning of STEM subjects at primary school levels, providing guidance to schools and researchers on how can tangible programming concepts be used in the classrooms fostering their motivation for STEM-based subjects and to promoting students’ inclusion. -TangIn toolbox of resources composed of 21 + 4 lesson plans to be implemented in daily classes and a teachers’ guide manual, supporting teachers in implementing those activities and to assess their impact on students learning and motivation. -TangIn Teachers training package to train teachers on how to use the resources developed with tangible programming and on how can they further develop new activities or lessors in other topics as well.The composition of the consortium was fundamental for reaching the above-mentioned results as one of the innovative aspects of TangIn approach was the co-development process between the researchers, teachers and students, which allowed a constant dialogue that enabled researchers to get insight information of the main features/requirements of the educational resources and the teachers and students validated them in the classroom. Complementarily, the consortium promoted several events, including a European workshop for teachers, local peer-training activities in schools, pilot actions with the participation of 32 teachers and around 800 students, 4 multiplier events in schools partners. At the end, the consortium reached the following key-impacts: - Better prepared schools and teachers to respond to XXI century skills demand by improving their practices to develop students STEM, digital, problem solving and reasoning skills -More motivated students (and engaged) with school as a whole, through the increase of their feeling of belonging, increase opportunities for peer activities and increase motivation to learn STEM and digital topics -Cooperation between the research community and teachers for the development of innovative approaches to teaching and innovative educational resources and for the creation of more inclusive classrooms environments -Endowing capacity of schools and teachers to better prevent the intolerance and discrimination between young students -Empowered partners with the ability to answer to the challenges that the educational and training professionals and organisations are facing, in terms of: diversity and multiculturalism in schools, students motivation, etc.