PISA - an international indicator study on the skills and attitudes of 15-year-olds in mathematics, science and reading - shows that young people from many OECD countries score low to average with regard to these items. While the number of top performers remains relatively high (but drops), the number of pupils who do not reach the basic level is rising. That basic level is the minimum level to be able to stand on your own feet in society. The difference between the weakest and strongest pupils is also large. Boys get a better score for science than girls. They also indicate much more often that they have fun and interest in science. For all pupils, those who have pleasure or interest also score significantly higher in the science test. There is a need for quality development in STEAM education in the EU. We use a FabLab to do this. A FabLab is a workplace where pupils (and in many cases a wider public) can use machines to jointly realise a physical or digital (intermediate) product. Although education is provided in a FabLab, this education is often limited to the use of the machines offered. In the context of kindergarten and primary education, this is, of course, insufficient. After all, a context needs to be created around the machines that are used. This context can be created through complementary learning activities, which focus, among other things, on designing, studying the machines themselves and how the machines can be combined. By framing these STEAM-related learning activities in FabLabs, we are creating what we call STEAMLabs. In other words, a STEAMLab can be defined as a FabLab where pupils not only focus on the realisation of an (intermediate) product, but where attention is paid to the complete process to come from an idea to the realisation of an end product. Currently, the different participating schools focus on the use of a limited number of machines or on a limited number of techniques (after all, certain machines can be used for several techniques). This makes it impossible for them to offer a package covering all aspects of STEAM (science, technology, engineering, art and mathematics). By allowing participating schools to share their knowledge and experiences between pupils, parents and teachers, the utilisation of their FabLabs can be broadened, allowing them to evolve into fully-fledged STEAMLabs with dissemination to European Schools.

"The project “European Cultural Treasures: where the past meets the future” (EuroCulT) was carried out by 5 European primary schools (Greece, Portugal, Lithuania, Canary Islands and Croatia) in a 3-years period, as it was extended due to pandemic Covid-19. Having as main motivation to raise awareness and appreciation of cultural heritage and to enhance the social and educational value of European culture, used open and innovative practices in a digital era that promoted the teachers' acquisition of skills and competences as to educate young generations to respect their origins and traditions, preparing them for a multicultural and multi ethnic Europe.The achievement of the objectives was based on workshops (Compiling a QR code; Creating a Digital Quiz; Embedding QR codes in the fairy tale; Using the ARcGIS platform; Making a short film documentary; Creating thematic maps) and activities related to tangible and intangible cultural heritage. The beauty of the matter was that all these aspects have acquired through smart cultural heritage routes, which were based on three main pillars: Fragments of the Past; Hidden Town Treasures; Mind up Tradition. In this context, portable learning and IT tools have played a key role, offering a variety of channels, where activity-based learning (QR, GPS, IT) was enhanced during collaborative and cooperative activities, increasing the educational efficiency. The EuroCulT project have demonstrated the different aspects of cultural heritage and recognized its contribution in contemporary life, providing cultural interaction between partners as to broaden self-awareness, to enhance adaptability in diverse cultures, to acquire citizenship, to contribute the cultural and social development, to enhance the quality and reinforce the European dimension of school education increasing awareness of European values, promoting multicultural understanding and overcoming established cultural stereotypes, strengthen a sense of European identity as well.All schools that built this partnership, were selected on the basis of culture diversity, so as to add more value and support to the project progress and results. This cooperation became a melting pot in which the appreciation and the osmosis of the cultural good converged and provided a solid basis for students to learn how to appreciate and respect their own and other nations’ backgrounds. All teachers involved have broaden student's horizon and have taught themselves to be an eye-opener in order to realize that they are a part of a larger community, promoting citizenship and facilitating European unity.All project outcomes (EuroCulTwebsite; EuroCulTQuiz; EuroCulTQR Atlas with Routes; EuroCulTTale; EuroCulTTalk; EuroCulTShort documentary; EuroCulTCalendar 2020) had positive impact on school communities, local authorities and relevant stakeholders, as they have gained an insight into different cultures and therefore developed a better understanding of European cooperation and multicultural interaction. We hopefully believe that EuroCuIT project deliverables, that have distributed to all target groups and are available online, will inspire other teachers to establish new partnerships in local, region and European level. Moreover, the long-term sustainability of the project will be promoted by teachers, who will motivate students to make good use of the produced material integrate it in class curricula, bridging the gap between theory and practice.Thus, this project, as part of an innovative, thought-provoking and interesting educational journey, have motivated teachers and students to look beyond their ""backyard"" and together with their European peers to integrate their intellectual skills and empower their self-confidence as future active citizens."

Our project “Eco-Friendly By Europe” arose from the shared need of a group of centers from different European countries to generate in students a European social conscience with respect to taking care of the environment. As such, we propose to develop a common strategy on a European level, starting off from the hypothesis of checking if it’s possible to generate a social conscience with respect to taking care of the environment, researching and comparing different approaches from the respective centers related to the subject, as well as sharing a common workplan that helps to preserve European biodiversity. Our principal objectives are to bring awareness to the students of the challenges of bringing sustainable development to the world, acquire experiences and basic abilities in the use of ICT tools, improve language abilities in a foreign language for both the students and the teachers, develop the acquisition of these 21st century competencies in the students, learn best practices from other school organizations that enrich the practical experience of each school center, and drive the development of awareness for European citizens. In order to achieve such objectives, schools from Croatia, Italy, Greece, Portugal and two Spanish centers will participate together combining mobilities of the participating organizations with research and reinforcement activities from the learnings in each of the chosen countries making use of the eTwinning platform both before and after the activity, thereby involving a larger number of students and teachers on a local level and encouraging group work. Four students and three teachers from each school center will participate in each of the planned mobilities, chosen based on criteria previously shared with the educational community, and will have a significant role in the different activities that are planned, both in the pedagogical and cultural preparation of the mobility as well as in developing the activities on a local level, and the diffusion of the learnings and the created output. The results, impact and benefits hoped for from this project are a major opening for the European Union. Students will improve their capacity to work in teams, observe and recognize the steps to follow to do research, identify problems and find solutions, strengthen their communication abilities and their cultural conscience on a European level. Professors will increase their knowledge in didactic methodologies and teaching materials, improve their knowledge of another language (English), and at the same time become more familiar with best practices from other centers that will permit them professional enrichment, among other benefits. At the same time, it is hoped to achieve an increase in the involvement of families in the activities of the center and a better opening of the center to other centers in the area, sharing their experiences. To do so, the project will be evaluated regularly via questionnaires to each of the involved participants in such a way that we have qualitative and quantitative information about the degree of achievement of the objectives and will carry out a diffusion plan directed at the education community via meetings with the different sectors in which they will provide information about the projects and the different actions that they will develop and which will subsequently increase on a local, national and European level via the web page of the project, social media, press releases, and informational brochures.

<< Objectives >>Educators have the responsibility of teaching the fundamental skills to their students. Today, water literacy is one of those skills. We believe that all students should learn water literacy for a sustainable environment, that's why we need a well-structured guidebook(a syllabus), a resource book with lots of activities and materials and competent educators with high-level awareness and water literacy teaching skills. The project is specifically designed to achieve the above-mentioned outcomes.<< Implementation >>There are three dimensions in the project. First dimension: Be aware! There will be several activities/trainings to increase awareness levels of participants on ecology, sustainability and water literacy. Second dimension: Be equipped! Participants will be equipped with methods, materials and activities for water literacy teaching. Third dimension: Produce and Spread! Participants will compose an exemplary syllabus and activity book and share them with other educators and educational leaders.<< Results >>Educators will be more aware of environmental issues such as sustainability, climate change and biodiversity. They will be competent in designing educational materials, conducting field trips and creating games for water literacy teaching, which will improve the quality of their awareness activities. As a result of the water literacy teachings, students will have water-friendly habits. Educators will have a guidebook and a resource book assisting them with their awareness activities.

Context: As a strategic and forward thinking group of schools we are all looking for ways to improve the quality of maths teaching, learning assessment in our schools. Because our schools are diverse, cover wide age-ranges, ethnicities, socio-economic backgrounds and abilities of children, the challenges to ensure children acquire the necessary skills and competences have never been greater. Achieving these goals, whilst enabling our students to further develop their awareness of cultures, languages, skills and technologies from working together with other European schools is a key aim of this project. Raising the profile of maths, modeling and demonstrating, as teachers, that maths is fun, interesting and an essential life skill is also crucial. All staff involved in this project realise that we, as well as our students, are continuously learning and improving our skills. Embracing new technologies and ensuring the wide-range of digital resources that are currently available are used effectively and to their potential is also an aspect of this project we value highly. We want to demonstrate to our students, staff and all stakeholders involved in our schools that maths is fun and engaging. We want staff to feel more confident and enthusiastic in their own maths skills as it is more likely that this enthusiasm and confidence will be transferred to our students, their families and beyond. Objectives: The key objective of the project is to face and tackle the problem of under achievement in maths and science. The project will promote the acquisition of skills and competences connected with maths through effective and innovative teaching, learning and assessment. We are going to achieve this by supporting both teachers and students in adopting collaborative and innovative practices resulting in more holistic and effective approaches to the teaching, learning assessment of maths in our schools. The project supports networking by schools which aims at exchanging innovative practices among partner schools (both students and teachers), improving language and digital skills but also at the same time promoting other important values such as counteracting prejudices against other nationalities, supporting collaborative work and diversity (students with different abilities work together), solving problems on international level, counteracting racism and discrimination in any aspect. The project will bring cultural knowledge and awareness to all participating pupils and staff. The collaborative work will support gender-balance and equality. Partners: 6 diverse schools from the UK, Sweden, Spain, Poland, Greece and Portugal. Each school brings a wealth of expertise to the project either from their experience in the participation of previous projects and/or through their specialist subject knowledge including. This will include: headteachers; senior teachers; maths, I.C.T, English and Special needs specialists who teach across a range of age ranges and abilities. Activities/Methodology: Each school will contribute a wealth of activities and events in order to achieve our objectives. Activities, explained in the 'learning, teaching and training' and description of activities' section of this form are varied, engaging and have been shared equally between partner schools whilst also drawing upon each school's area of expertise. Many activities are ongoing throughout the duration of the project and all activities and outcomes will be disseminated and shared on our websites and blog. All activities aim to provide students and teachers the opportunity to see how maths links to the real world and to enable staff and students to share best practise and learn from one another. Results: - increasing the level and quality of education in the field of maths, science, foreign languages, ICT - developing practical skills of students connected with the use of maths in everyday life - developing learning materials, tools and resources to be used after the project - developing innovative methods in teaching, learning assessing maths - developing teachers´ awareness regarding didactic choices and teaching approaches in relation to pupils´ learning - developing pupils´awareness in connection to maths, ICT and culture - enabling all students, irrespective of their material status and possibilities, an equal access to ICT, maths news. - enhanced maths, lCT and language skills among students and teachers - increasing the awareness of equality, diversity, inclusion, gender balance, non-discrimination, cultural awareness and knowledge by adopting collaborative practices. These results will be shared widely within our local schools, communities and regions via a meticulously constructed dissemination plan. Our aim is also to continue to strengthen the links made by our partner schools for many years to come, as has happened with previous projects some of our partner schools.