B-Kids project is based on the assumption that being so transversal in nature entrepreneurship can be basis for the acquisition and development of key competences for life long learning, in particular: linguistic communication competence, learning to learn competence, competence for autonomy, personal initiative and emotional development. Educating learners at entrepreneurial culture is one of the most important mission in Europe 2020, as entrepreneurial mindset is the key for the development of the European economy.On the grounds of the above, steps should be taken to make entrepreneurship a priority from initial teacher education programs throughout life. If we consider entrepreneurship a lifelong learning process and a key educational path, then we are in need of more systematic development. So, entrepreneur-building activities have to be systematically structured at each level of educational, from early ages to MBA. Considering “children need the chance to develop lateral thinking, partnership working, risk-taking and creativity” ( Carl Hopkins), partners of B-Kids project recognize that preparing young people for the challenges of the future workplace is a key element of a 21st century education.Both partners consider enterprise and entrepreneurship the most effective tool for preparing young people to maximize their potential in both their working and social lives. The Coordinator have worked in a similar entrepreneur-building project before based on the innovative mission to incubate such processes that allows both teachers and learners to spread the culture of enterprise in young people and the development of entrepreneurship through the activation of practical experience of learning.The experiences gained in the pilot project carried out within the action called “A scuola d’impresa” (Business School) by the coordinator showed us that pupils, if properly motivated and supported, can really come up with great and creative ideas. The Action, based on a realistic approach, learning by playing, collaborative work, presentation of simple case studies and visits to local enterprises, aimed at developing kids’ sense of initiative and creativity. Concerning the Spanish partner, it has been chosen for its solid experience in developing key competences at school and curricular integration and promoting multicultural dialogue.Catalonia's education system is based on bilingual education. We do believe that the fact that all pupils get a good knowledge of the two official languages (Catalan and Spanish), plays a crucial role in promoting kids' multicultural society.This is a key element of B-Kids project, as we aim at giving learners inputs for becoming active and democratic citizens and experiencing multilingualism is the first step for creating an effective intercultural dialogue. The Spanish partner is able to work , motivate and involve kids in virtual spaces, since the School makes use of a blog where students post material in English and can also interact. The blog has a great role in integrating linguistic communication and digital competence. The project will be based on two short-term exchanges of pupils whihc will play a crucial role in promoting entreprenuerial mindset, creative thinking and sense of initiative. In fact, promoting entrepreneurial culture entails a set of skills, attitude and competences that are the most effective tool for preparing young people to maximize their potential in both their working and social lives.B-Kids will produce the following impact:• Promote a sense of initiative among kids;• Foster teachers’ and staff’s capacity to plan and share entrepreneur-building activities;• Strengthen the interest in the community in participating in Scholl projects;• Offer schools across Europe role-models;• Foster an increasing interest in the community to engage in school activities and projects;• Developing the incorporation of entrepreneurial culture into the existing European school curricula. Concerning outcomes:• Data base creation on the eTwinning platform • Development of a business idea arose from pupils cooperation.The Project is based on both virtual and physical meetings which intend to exchange the experience to develop enterprising and entrepreneurial teaching and learning for primary school students.Regarding classroom meetings, two short-term exchanges of pupils will be arranged in order to structure and present the final business idea. During the first meeting, the Spanish partner will travel to Italy for developing the successful marketing plan for their entrepreneurial idea. The meeting also aims at strengthening the collaboration of the two schools on students’ entrepreneurial idea drafting. The second and last classroom meeting Pupils will be engaged in illustrating the business idea carried out during the project.

The issue of a good start to education is an EU priority. In its policy statement on ECEC, the Commission states that 'Quality early childhood education and care can lay the foundations for later success in life in terms of education, well-being, employability, and social integration, and is especially important for children from disadvantaged backgrounds. High-quality early childhood education and care is therefore an efficient and effective investment in education and training.' This project specifically addresses this priority and target groups, focuses on those foundations and provides the investment in the future. It builds a partnership of 4 schools from 4 countries, UK, Italy, Spain and Latvia and focuses on initiatives used to support disadvantaged young pupils who arrive in school with a language deficit. It will use as its base model an initiative led by the UK partner called ‘Closing the Word Gap’ and targets pupils in the 4-7 age range. This project addresses the Horizontal Priorities of…•supporting individuals in acquiring basic skills and key competences in order to foster social development•developing social inclusion by promoting equality of disadvantaged learnersand the Erasmus+ School Priorities of…•strengthening the profile of the teaching profession by enhancing professional development, facilitating teacher mobility and developing innovative teaching methods•enhancing the quality and provision of early childhood education to ensure a good start in education for allThe objectives of the project are to:•analyse and share existing strategies and resources for improving oracy to close the gap between disadvantaged learners and their peers •identify common areas of strength and priorities for development •undertake study visits to partner schools to investigate the policies and practice in the context of those schools•use the outcomes of the study visits to improve provision and practice in identifying and addressing oracy disadvantage•produce a report on the outcomes of each study visit, sets of case studies and recommendations for school policy•disseminate the outcomes widely The planned activities of this Strategic Partnership will….•strengthen the cooperation and networking between organisations •exchange experiences and good practice, through peer learning activities and workshops;•better prepare professionals to identify disadvantaged young learners and address individual needs•facilitate the school’s capacity to improve oracy provision in early yearsand the methodology to be adopted will run 4 sets of mobilities, each hosted by a partner school. These will involve workshops of 5 teachers and/or teaching assistants per partner to share practice and review procedures on following topics:•explore current practice in basic literacy strategies in schools in 4 countries.•explore current practice on identifying and targeting disadvantaged groups in the partner schools •explore the ‘Closing the Gap’ model and specific vocabulary focused interventions to develop the oracy levels of EYFS pupilsThe outcomes of these workshops will... o enhance the understanding of the nature of disadvantage and identifying priority disadvantaged groups in each of the partner schoolsodevelop practical strategies to improve oracy in the target groups including differentiation, whole class and group work, targeted intervention and parental supportodevelop strategies for measuring impact including the use of data to monitor progress and set targetsPartners will also evaluate the outcomes of the workshops and implement in-school initiatives where relevant and disseminate the final outcomes widelyAll workshops will involve school visits, classroom observations and discussions with key teachers and pupils. The workshops will facilitate the sharing of expertise and peer learning but also develop potential joint curriculum activities to address the specific workshop topics. This will enable the teachers concerned to continue to share their practice and at the same time develop additional resources. The project will develop a set of case studies covering the different topics related to early literacy intervention and these will be widely disseminated both internally and externally. This will enable the partnership to achieve its objectives of better preparing professionals to intervene in the early years and will also produce an example of how the strategies can be embedded into school policy. The project will produce a model that could be adopted beyond the partnership.

The project built up a Community of Practice to improve the quality of teaching in participant schools. They implemented professional values and attitudes like reflective practice, autonomous learning, collaborative work, engagement in research and innovation as a way to students acquire new skills.Teachers drew up a model for students’ learning integrated in the national curriculums. Students developed transversal skills by solving meaningful problems through the practices of robotics design. At the same time the project aimed to provide teachers’ innovative tools to assess these skills. Target group: Teachers and students of Primary, and kindergarten, and lower secondary and teacher trainers and education authorities.Project aims: 1. Develop in students basic knowledge (based on national curriculum) and a set of transversal skills to better implement knowledge in all school subjects.2. Implement at school learners’ centred approaches based on self-regulated learning, self-reflections, collaborative work, peer assessment, etc3. Use of relevant technology Robotics, Coding, Computational Thinking....enhancing student understanding, reflection and collaborative work to the creation of knowledge across different subjects.4. Create at schools framework to introduce innovative learning and teaching practices by improving teachers’ competences to implement innovative teaching approaches and also prepare teachers to asssess students’ learning (both knowledge and skills)ResultsTraining workshop for teachers have been organized, and experts participants in the course provide tools and resources to assist teachers in design learning tasks to aligning learning goals and assessing transversal skills using ICT affordances and opportunities. Blended mobilities of learners (3) in which students had the opportunity to explore robotics and coding for the application of knowledge and problem solving. Learning practice have been shared in relation to the development new learning and teaching methods and assessment of transversal skills (e-portfolio).A website including learning practices on problem solving experimentally using robotics and coding (for 3-13) were produced by participant countries. They are integrated in the curricula and ready to use at the classroom on different subjects and in different languagesTwo collaborative projects were implemented by students during the project life-cycle. One about learning practices (Handbook including didactical proposals of teachers) A second project focuses on the application of coding and robotics to real life (Apps, traffic light, ...)In this project students could use their understanding to solve meaningful problems of Physics through the practices of robotics and coding and teachers feel that they’re preparing students for their future. The schools have created a framework that was implemented in all classes to all students and that is now integrated in the curriculum.

"The main goal of our project partner schools for pre-school education is to provide sound education foundations for our 4-6-year-old children. In all partner schools;-By using concrete educational materials, the educational environment has been created for children to learn by living and doing.-Montessori education units consisting of daily life, sensory, mathematics, language, and cosmic education tools have been created to develop the basic skills of our children in creativity, language, self-care, mathematics, and science. In Asım Kocabıyık Kindergarten, as Montessori materials are not designed according to children's interests and needs and educational activities that encourage children to use Montessori materials, the children participating in Montessori education, such as language, self-care, independence, taking part in the group, interest in mathematics and science skills were not developed and Montessori training activities were terminated.In order to apply Montessori methods, techniques, which are used as a common method in European countries in developing basic skills of preschool children in creativity, language, self-care, mathematics and science in the classrooms; cooperation with 4 preschool education institutions from 4 European countries based in Turkey, Italy, Slovenia and Macedonia that are possessed of Montessori materials, that have different experiences about the problems and solutions in the application of Montessori education method will be made.Within the scope of cooperation between 4 preschool education institutions;-Montessori materials will be designed in line with children's interests and needs and the classroom environment will be updated.-The work that appeals to children will be selected and materials will be added to and removed from the classroom to facilitate their independence.- Individual development of children will be evaluated.-The method of intervention to the use of materials will be taught- Children's interests will be directed to Montessori activities in the classroom.-We will share experience in preparing Montessori activities where daily life, sensory, mathematics, language, and science education materials will be used.As a result of the cooperation with experienced institutions in applying Montessori teaching methods, our goals are as follows:-Using the Montessori units, we established in our classes in an efficient way.-To give our teachers the ability to prepare and apply Montessori training activities.-To provide our children with basic skills in the fields of language, daily life, self-care, mathematics, and science by including our children in a training process using Montessori materials.-A booklet of Montessori class design examples is to ensure that at least 120 Montessori activities and a ""Preschool Montessori education plan"" are prepared, which include the use of daily life, sensory, mathematics, language, science materials.Project activities will last 24 months. 4 transnational staff training activities will be organized to prepare Montessori class material, daily life, sensory, mathematics, language, and science education departments and Montessori training plan. 4 pre-school teachers and 1 English teacher from each country will participate in all transnational educational activities.C1- A booklet included Montessori class design. 20 Montessori activities in the 1st and 2nd months of the academic year will be prepared.C2- Daily life, 40 Montessori activities to be implemented in the Sensory unit will be prepared.C3- 60 Montessori activities to be applied in Mathematics, Language and the cosmic education department will be prepared.In C4, a ""Preschool Montessori education plan"" will be prepared, which includes at least 180 teaching hours to be implemented during one academic year in partner schools. Activities prepared within the scope of the project will be implemented by giving education to students in all schools. The implementation of the activities in partner schools:- An educational environment will be created in all of our schools where children will learn by doing, living, trying.-The use of concrete and realistic teaching materials in group games will improve our children's creativity and social skills.-Language-developing activities will prepare our children for reading and writing- Mathematical activities will support the recognition of numbers, counting, matching, and skills of four operations-Cosmic educational activities will increase children's interest in science-With sense education, children will actively use their five senses-Daily life activities will improve children's self-care skills.Improving the basic skills of children will contribute to the achievement of the common goal of the partner schools in “To provide our children with strong educational foundations in the preschool period”."

STORKS IN SCIENCE ZONE The partners of this project are five schools: a primary School in Aydin, Turkey, a primary School in Cardiff, Wales (UK), group of schools in Parchowo, Poland, a primary School in Granada, Spain and a primary and secondary School in Foggia, Italy. We had 4 short-term exchanges of groups of pupils, 1 short-term joint staff training event and 3 transnational meetings; these were throughout the duration of this project. The mobilities consisted of 60 students including 5 with special needs and 40 teachers. Approximately 16000 persons benefitted indirectly from the activities organized by the project. The project focused on three main priorities, HORIZONTAL: An open and innovative education, training and youth work, embedded in the digital era. SCHOOL EDUCATION: Supporting schools to tackle early school leaving (ESL) and disadvantage as well as to address all students from the lowest to the highest end of the academic spectrum and addressing underachievement in the basic skills of maths, science and literacy through more effective, innovative teaching methods. The common point of the project is the STORK. By observing storks we connected our topics through our science zones. We created a connection among all the fields of science we were interested in. In this way our students gained in-depth knowledge about storks and different science fields that were in connection with our main topics. Experiencing these scientific areas in person our students were able to see the coherence between zoology, astronomy, brain, archaeology and renewable energy. The teachers involved in the project observed that the students needed to be supported due to their lack of opportunities for international interaction; they also needed to learn how to conduct experiments and carry out research in the different fields of science. Through this project we were able to give pupils and students the opportunity to develop their awareness of the European dimension, by working collaboratively in science zones. We placed emphasis on learning and practicing the different aspects needed to reach each objective. The main goals were to communicate with kids from other countries, to work and share contents of zoology, archaeology, alternative sources of energy, astronomy and cerebration. The project encouraged staff and students to develop their own ICT skills, which were necessary to share information with partner schools and support team building and cooperation skills of the involved people. There was also an improvement in the use of English language, the communication language of the project. The contents of the project developed transversal skills related to various areas of the curriculum and reinforced various key competences: communication in mother and foreign languages, science, digital, learning to learn, social and civic entrepreneurship and sense of initiative. We worked within the different topics during the three years of the project, the stork being the main focus. We took part in different types of activities adapted to our main topics. The methodology behind this was to find out what they know, explain their exercises and share the research results with their project partners while implementing positive measures to their topics. For sharing the appropriate datas, experiments and research results, each school elaborated with the pupils creating the Erasmus+ corner. Pupil exchanges were very important in this project to put in practice inclusion aims, it was necessary to work together to understand and to know how to conduct in the different situations that occurred. The results of the project was shown in many ways such as charts from the five schools for each aspect, evaluation documents, surveys, questionnaires, texts, summaries from each of the participants about their stork within their own topic, power-point presentations of the activities developed in the exchanges. We received summaries from each group of students about their experiences in the interaction with the other pupils involved in the project, evaluations completed by the students and teachers about the project, permanent exhibitions in each school of the materials received or made during the project. The impact on teachers and on schools were that skills were developed using ideas from inclusive practices; competences of cooperation between different types of schools and strengthen European cooperation. For pupils the impact was to lessen discrimination of pupils with less knowledge in science, improvements of abilities of cooperative learning and increase their awareness of European citizenship – this was successful in achieving this. Following this, the schools cooperated via the e-Twinning platform. All the materials were shared on the school websites.