"The aim of the project ""What's your c@de?"" is to motivate students for a long-life learning and to prevent early school dropouts by using a variety of ICT tools and coding activities. Students come from different socio-economic backgrounds and several issues. Participating countries bring into the project their different cultures from north to south of Europe, and this increases the chances to be enriched by each other diversity. We believe that students learn more by doing. We believe that students will develop a critical thinking and how to solve problems when they are asked to take part to innovative activities. Students should have fun in learning new topics, and this will motivate them for lessons and learning. We want to use new approaches in order to raise the students' interest and motivation to be involved into the future society with a promotional attitude. The project will foster young people's social skills in the students' own life at home, school and general in society. The project will also work with the teachers' motivation and their knowledge for a better education. Our lessons will be introduced and developed in the school curriculum.We will work with values, social skills, self-confidence and technology. Initially, we will work to tear down mental barriers such as stereotypes and prejudices to induce our students to integrate. Parallel with technology during the project we will focusing on soft skills as well as developing competence and abilities for the future.We will work in order to:-improve skills in the use of new technologies-motivate students to look for and study different sources of knowledge- increase mathematical and linguistic competences and add knowledge in other subjects.- practice and improve foreign languages-be aware of their own strengths and weaknesses as challenge to improve and be part of the society.Participating countries; Sweden, Poland, Latvia, Italy, Greece. We have a large geographical and cultural spread. The project will involve most of the pupils and teachers from partner schools. The schools are municipal and have a large student variation both within the schools and among the countries. Pupils participating in the project are 8-15. Pupils in the mobilities will be 12-15. Among the students selected for our activities and actions, we will dedicate a special care to the disadvantaged ones, in order to offer them a consistent opportunity to grow and improve.There will be monthly activities carried out in the schools. 5 group meetings (students & staff) in each country/5 days and 3 team meetings (staff)/3 days. Coding is becoming increasingly a key competence, we want to introduce coding in our learning/teaching process. Coding and robotics will be developed into most of our activities. Activities will be published schools website, project website, Etwinning platforms, twinspace for constant dissemination. We will have an e-book as one of the final output, local Erasmus Day events and articles on local magazines.It is very important to offer the students a wide selection of subjects and topics, therefore it becomes a fascinating challenge for the teacher to link their own teaching to the students' experiences and to attract the students to be an active protagonist of the teaching process. Both the teacher competence and didactic skills are important. We will support the students’ efforts to show that we believe in them, so-called pygmalion effect, and thus increase their motivation. We will encourage all actions dealing with a better self esteem and resilience. Methods will vary widely in order to have as wide impact as possible. Individual/group exercises, experimental, e-learning/tutoring, informal and integrated teaching, peer learning etc. We plan to develop robotics at schools and extend our activities in robotics and coding. By using interactive displays and hands-on activities, students will be able to take responsibility for their own learning, improving their know-how. Critical thinking, reasoning and problem solving skills will be highly improved and will be implemented when dealing with different groups and cultures.We will make initial, intermediate and final questionnaires. We will also have evaluations after each group/team meeting. Digital educational/teaching material will be produced, evaluated and uploaded regularly.Potential longer term benefits.Success will be stated if we get students:- who are study-motivated- prepared for future studies and working life- measurable difference in self-confidence- are open-minded for Europe and know more about different cultures, appreciating diversity- students get better communicative performances and skills and thus dare to express themselves more.Success will also be stated if:- teachers' professional levels in the digital and communicative areas increase, by giving opportunities for strategies and innovative methodologies.- better teaching = better learning = better results"

We live in a rapidly changing world and do not know which professions that will still exist in five, ten or twenty years when today's students are going to earn a living. What we do know, is that digital competence and programming will be increasingly important. Programming has even been called the new literacy. In some European countries the curricula are in the process of being changed, and programming will be given more attention. This is likely to happen in the other countries as well. In a future world full of technology, not only programming will be more important, but it is also to expect that even soft skills will be increasingly important since that is what separate human beings from machines and robots. It is important as a teaching institution to be one step ahead when it comes to methodology and strategies. We believe we can learn a lot from each other, develop new ways of teaching together and in this way be ready to educate our pupils for the future.Based on this we want to introduce and use programming in traditional school subjects, such as social sciences, mathematics, foreign languages, physical education and natural sciences. By doing so, we will make learning more practical and hence increase the students' motivation, and we will turn our students into computational thinkers and thus increase their sense of mastery. Another important objective is to contribute to gender equality. This can even be seen twofold. Statistically boys achieve lower than girls in most subjects, while girls tend to choose other subjects instead of technology. We will encourage and give the boys a new access to traditional school subjects through programming and at the same time encourage and give the girls a new access to technology and programming through the other subjects which they statistically prove to master.We are six schools from six different European countries, namely Latvia, Greece, Portugal, Croatia, Spain and Norway, and we all share the interest in using programming in the context of non-IT subjects. In Latvia and Norway, the curriculum is going to change, and there will be more programming and practical learning, so therefore this project is extremely motivating for them. At the heart of the Greek school's culture, is the belief that programming represents an opportunity to a genuine impact on teachers and students. They have already used it in mathematics and found that the students are excited with this new approach. The Portuguese school can contribute with a vast experience in using programming in the classroom, but they have not yet introduced it in non-IT subjects. The Croatian school has studied its own practice and come to the result that their pupils get better prepared for lifelong learning and the labor market through more focus on programming, and they are therefore interested in including programming in more subjects. The Spanish school is of the opinion that focus on transversal competence and digital competence helps mastering other key competences, such as communication, language skills and basic skills, and prepares the students for their future.Our activities will focus on programming in non-IT subjects. The activities will span from visits in local companies and universities, building and programming robots, solving math problems numerical with programming, 3D print climbing holds and building a European boulder wall to making art with mathematics and programming. We will collaborate in eTwinning and in addition to physical mobilities in the different countries, we will carry out a lot of virtual exchanges.When it comes to methodology, the fact that we will do a lot of programming, defines it to a considerable extent. Programming is synonymous with computational thinking, a mode of working where you fiddle, create, debug, persist and cooperate. We will combine this with the ideas from collaborative learning, a method where the students team together and get to share their strengths and develop their weaker skills at the same time as building their interpersonal skills. Practical learning is also a key word here, the students will be active and solve real problems. In addition to that, we will go out of the classroom and see how the pupils can use what they have learnt in the real life.We will produce several physical results, like for example code samples, lesson plans, robots and even a boulder wall. The impact envisaged is for example that more girls will be interested in programming, more boys will achieve better results in non-IT subjects and the teachers will be able to teach in many new ways and also share this with teachers at other schools.In the long term, our students will benefit from the project in their future professions and everyday life because they know programming. The teachers in our schools and other local schools will have methods, teaching materials and code samples to use in their lessons, and our common resource library will continue to grow.

The partnership consists of five schools from five different EU countries: Croatia, France, Italy, Latvia and Poland, where the students, aged 14-19 years, learn mathematics, ICT and sciences. The project goal was to improve math and science teaching in order to ensure higher students’ achievements and motivation.In fact it is a common students’ idea that knowledge gained in Mathematics and Science lessons will not work in the future, we have assured that this statement is wrong as students really benefit from these lessons.The project break this myth and to stimulate students each student with an understanding of processes, regularities, natural phenomena and mathematical models, so that students understand how a scientist-researcher works and why each of us and society in general need basic knowledge of nature, science and technology. The project encourage students' interest in linking their future careers to as many students as possible with science-based industries, becoming not only scientists and engineers, but also setting up their business on the basis of science and math, working as project managers, science communication professionals, and in other sciences related professions. The project renewed and to develop teachers’ methodological teaching skills, first of all increasing the proposal of tasks related to the real life compared to the formal mathematical tasks. The methodological renewal realized by sharing innovative experiences in online contacts, in practical activities and also in collaboration with National Universities and company visiting. The most important and innovative result of the project is an e-book with problem-solving tasks that are tackled by professionals from different sectors on a daily basis. This e-book, step by step, will lead the students to solve problem exercises. The solution of these problems will require the use of ICT tools, and in some cases, will also be addressed at a multidisciplinary level. The products that created during the project will inspire colleagues in Europe to use the new teaching methods, tools and evaluation, focused on the acquisition of general and specific skills in science. Students played an active role in the project at all stages of the project as they were involved in project planning and evaluation. Students also took part in a several activities at their own school and abroad. During short-term exchange of groups of pupils students visited University, science center, local internationally well-known companies. Pupils also worked in international team to carry out some tasks, learning and using different knowledge and skills: model 3D objects, improve financial and economic knowledge, play simulation games. Between project visits to schools were implemented various educational activities for pupils in order to arrange the materials for meeting using different ICT tools, to disseminate the experience in school, to create the final results. The main methodologies used with students are PBL (problem based learning), CLIL, cooperative learning, outdoor learning. Project activities will not disrupt the learning process. Moreover, they will be part of the learning process.

"The title of our project is ""Entrepreneurship and language matters ​​in life. Developing entrepreneurship among students; learning how to set up a business"". We decided to implement this project mainly because entrepreneurship and resourcefulness are features that are desired among young people nowadays. The Polish school coordinating the project is located in the Silesian Voivodeship. Silesians are not entrepreneurs and they easily accept their fate. Silesia is a place where the coal mining industry dominates and coal mines are the hallmark. For decades, the people of Silesia did not need to think about how to be an entrepreneur because it was the coal mines that ensured stable work and existence. However, nowadays the situation is changing drastically, just like Silesia is changing its face. The mines are gradually closing down and young people, now in high school, can no longer count like their fathers did for a secure job in the mine. This situation is closely related with the general situation on the European labor market. Young people struggle to find a job. There is a very high unemployment rate among young people across the European Union and this difficult situation is typical of each of the 5 partner countries: Spain, Greece, Italy, Latvia and Poland.Hence, the main goal of our project is to make our students aware of the importance of an entrepreneurial attitude in life and to show the direction how to become a successful entrepreneur. The lack of a professional perspective causes the students to lose the sense of meaning and agency in their lives, which directly affects the motivation to learn. We wanted our students to understand through the project that they have an impact on their future and that its quality depends mainly on themselves. Western culture does not pursue entrepreneurship, but through the media it creates a false sense that everything in life can be achieved easily and quickly. Entrepreneurship is responsibility. This is what we wanted to show to the participants through the project. In today's labor market, it is crucial to search for employees who have well-developed key competences and the so-called soft skills such as communicativeness, assertiveness, openness, ability to work in a team, high personal culture or good work organization. Thanks to participation in the project, participants could also improve in this area.Through the implementation of this project and related activities, i.e. workshops, lectures, study visits, meetings with specialists and mobilities, we were able to develop entrepreneurial skills among students and emphasize the importance of foreign languages ​​in every area of ​​life. By participating in the project, students improved their language skills, mainly in the field of English, but also Spanish. An important assumption of the project was the emphasis on the development of communication in foreign languages ​​and the expansion of language skills in the field of entrepreneurship, economy and business.Through international cooperation, the participants of the project significantly increased the level of motivation to act and faith in their own abilities. Students developed social skills, acquired knowledge about European countries and learned about their culture, and had the opportunity to face and overcome stereotypes.The programme of the project was planned in such a way as to be based on the acquisition of practical skills by participants, i.e. self-presentation, advertising, sales techniques, etc. Activities also included problem solving and teamwork. In order to involve project participants, we invited experts in the field of entrepreneurship, visited local entrepreneurs and learned the secrets of their operation and work. We also created conditions for students in which they could see and practice their creativity many times. Apart from the visual products created and advertised by students, which are the effect of their participation in both, the local and the international project activities, the result of our project is also the development of a positive attitude to entrepreneurship among the participants, creativity in thinking, development of social skills, teamwork as well as planning and organization of work."