"Europe is rich in many success stories in Robotics: from the sector of industrial robots which was and still is the backbone of automation, to professional service robots in agriculture, logistics, underwater etc. Over the last few years, interest in educational utilization of robotics has increased and several attempts have been made worldwide to introduce robotics in school education from kindergarten to high secondary school, mostly in science and technology subjects. In parallel with these technological developments, bullying among young people is also increasing (especially cyberbullying).With this project, we aim to prevent bullying by using educational robotics such as LEGO EV3, VEX, MBOT etc.This project will be carried on with Romania(coordinator), Lithuania, Turkey, Hungary, Spain, Italy. In line with the EU 2020 strategy, we would like to provide new skills for our students for coping bullying by 6 LTT activities. Here are seven areas in which learning about robotics at our schools can benefit our students coping with bullies: 1-Creative thinking2-Self confidence, self-esteem3-Problem Solving4-Perseverance5-Teamwork6-Fun, happiness7-Computational thinkingOur Target group is students,teachers,parents,community.Teachers will learn a new teaching/learning method in LTT activities. We are all willing, determined, diligent and patient partners which will have equal roles:* Romania as eTwinning ambassadors will share their strategic partnership and eTwinning experiences. They are experienced in robotics and designing. While designing antibullying games, they will share experiences and knowledge. *Turkey will share Virtual Reality and Arduino experiences to prevent physical bullying*Lithuania will share EV3 experiences to prevent verbal bullying*Hungary will share MBOT and Arduino experiences preventing Cyberbullying*Spain will share EV3 and VR experiences to prevent cyberbullying *Italy will share their experiences about art by adding quantification and consideration experiences to evaluate the project. They are also experienced in preventing bullying.This 6 countries will carry out their LTT activities on time and ready. Romania and Italy LTT activities will be realized with stuff(15 teachers), others will be realized with groups of pupils(4 students and 2 teachers from each country).Methodology: The following methods and tools will be used in line with the needs, readiness and wishes of our partners:*Seminars/webinars/sessions/conventions*Interviews/Reports/*Visits /trips*Cooperation with stakeholders*Logo competition/public spot/*Antibullying game e-booklet /eMagazine*Conducting survey/pretest-posttest/questionaries *Exchanging experiences *Twinspace/FB group/youtube channelAt Staff mobilities 36 teacher will take roll and participate the planned activities. At groups of pupils mobilities, there will be a total of 96 students, 12 of whom are socially, economically and geographically disadvantaged. 11-15 years old students will participate in these activities. The students will be selected according to the selection criteria.The origin of the projects is preventing bullying (verbal, cyber, physical)by using educational robotics. For achieving this goal we focus on the increasing common bullying types. With the planned LTT activities we all aim to -help bullies understand why they engage in this behaviour and resolve the underlying issues-encourage victim pupils to help find solutions with problem-solving skills engaged with Robotics-increase the academic achievements of the students via Robotics-facilitate the transfer of guidance for schools on preventing and responding to bullying-exchange the good practices/experiences through ROBOTICS AGAINST BULLYING-use Robotics Competences for tackling before bullying goes through criminal offences.-support the bullied children together with school counselling services-have a published complaints procedure at each schoolPlanned Concrete Results:-Anti-Bullying Games e-Booklet/eMagazine-Public Report and Bullying Public Spot-Preventing bullying Units and Clubs at each school-Published complaints procedure -Brochures/Posters against Bullying-Website/Youtube Channel/ FB page-Counselling Reports -Reduction in bullying cases (%5)-Academic achievements(3%1st year, 6%2nd year)-Promotional materials(pen, notebooks, USB pen drives) We plan to involve schools as active beneficiaries which will have the main impact of the project. For a sustainable project, we plan to *Incorporate the new projects via eTwinning partnerships about using ""Robotics Against Bullying""*look at local and regional partners to assist in continuing the project impacts in our communities after funding has ended*Provide support or commitment from our governing body in our dissemination workshops/seminars/conventions*cooperate with Colleges/Universities /degree candidates or research assistants to using ""Robotics Against Bullying"""

One out of three internet users is a child. They go online at an ever-younger age and they tend to spend an increasingly amount of time on the Internet(European Framework for Safer Mobile Use by Younger Teenagers and Children, 2018).It is believed that in Europe today, children start using the internet on average when they are 7 years old (Eurobarometer 2018). They spend more time on the internet and social media, play more online games and use mobile apps, frequently without supervision by adults (The Safer Social Networking Principles for the EU, 2017).While the internet offers many opportunities for learning, communication, creativity and entertainment, it also opens up certain risks to vulnerable users such as children(A European Strategy to deliver a Better Internet for our Children, 2019).This is where Online Safety Education can make a difference, by empowering and protecting children against Internet risks.The Online Safety Education has been a priority for the EC for the past decades. In 1999, the EC established the Safer Internet Programme, followed by other programmes, namely the current European Strategy for a Better Internet for Children COM(2012).According to this strategy, Online Safety Education should begin early on, when children start having regular contact with the Internet.The response to the need of addressing Online Safety early on in school and equip teachers with the resources to do it, is to provide teachers with an easy-to-use learning tool that can help overcoming their lack of competences regarding online safety topics and engage children in the learning process.Thus, the CyberAdventure project’s aim is to create a learning computer game for the Online Safety Education of children (7 – 12 years old) – the CyberAdventure Game.Additionally, project CyberAdventure will deliver a:•Toolkit, with guidelines for the use of the learning game to assist teachers and other educators•Pilot Training, involving training of teachers/trainers and testing with students to empower teachers in the field of Online Safety Education and in the use of the proposed methodology.•Website and a Facebook about the project and generically about Online Safety Education•Project presentations for target groups to disseminate the project•Project Video to promote the Game•Contest/Challenge aiming to engage children and educators in the project and to raise awareness towards the Online Safety Education topic•Sustainability Strategy that will present the guidelines for the future exploitation of results and to ensure the future impact of the projectThis initiative is led by Aston University and includes companies, a charity and schools from 4 countries:•Aston University (UK)•Satro (UK)•Advancis (Portugal)•Boon (Portugal)•UAB Karalienes Mortos mokykla (Lithuania)•CEIP San Fernando School (Spain)

"Our project is a strategic school partnership project for the exchange of good practices prepared for the purpose of gaining key skills to students at basic education level. The duration of the project is 24 months. In the project, there are five primary school from Sweden, Italy, Spain and Lithuania, coordinated by the Cumhuriyet Primary School. Within the scope of the project, Learning / Teaching / Training Activities will be carried out in each partner school in order to increase teacher qualifications and to share good sample practices for gaining key skills with participation of other partners . Only teachers will participate in these activities. In addition, students, parents and civil society will participate in the project through different activities to be carried out at the local level.In the SWOT analysis, which is included in the current strategic plan of our institutions, it is seen that the most important title to be developed in our institutions is to gain key skills / social life skills to students. Our partner schools have set strategic goals for the development of key skills in their strategic plans. For these purposes, ""Social Skills Rating Scale (Carlson, 2009)"" was applied to measure the competence of our students in terms of key skills in our partner schools. In terms of key skills of students when the average of data is taken; it was observed that there were 32% deficiencies in communication, 37% in group interaction, 31% in emotion recognition, 32% in dealing with aggressive behaviors, and 34% in problem solving skills. Our institutions are not able to gain efficiency from the different methods they have applied to gain key skills. In order to answer these skill needs of our students, different sample best practices in our partner schools will be combined and school policies will be formed with a holistic approach. In line with this need of our institutions, our project aims;-to meet the knowledge and experience needs of teachers to gain key skills to students-to reduce the key skills requirements of our students to less than 10% as a result of the creation of more advanced school policies for the acquisition of key skills by transferring good practice practices in partner schools- to raise awareness on the necessity of gaining key skills in public5 teachers from Turkey, 4 teacher from other countries will participate in Learning/ Teaching/Training activities considering the institutional capacity, number of teachers and students. Participants will be determined by taking into account the scale data and interview results to be implemented by the Participatory Identification Commission. In these transnational activities, participants will increase their knowledge and experience on sportive and artistic activities, Montessori method, drama, group games and bullying prevention. As a result of the dissemination of these knowledge and experiences within the institution and the use of all teachers in educational processes, our students will gain key skills. Our students will participate effectively in the virtual activities of the e-Twinning project to be carried out within the scope of the project. There will also be activities for students and parents at the local level.The Project Management Team and School Executive Teams will be established for the effective implementation of the project. Teacher, student and parent trainings will be organized for the importance of key skills. Our project will be implemented as 3 implementation periods and ”Project Interim Assessment Report will be prepared at the end of each term. In accordance with the prepared reports, the project will be revised and the possible risks will be prevented.The School Policy created as a result of the combination of good practices, the application guide including the activities, brochures, presentations, project website, logo, video and brochures which will be prepared as a public spot will be the concrete outputs of our project.As a result of the project, our little hearts who we will entrust our future could be able to involve learning from the very beginning of their education life. Searcher and questioner generations who have communication skills, who can look at the future with hope and can fulfill their potential will be raised. Our students' needs for key skills will fall below 10%. Students will gain leadership skills. Teachers will be more equipped in the professional area.As a result of the students gaining key skills from basic education level, more qualified, successful and active students who can use the knowledge will be sent to higher educational institutions. In addition, the number of qualified people will increase raising self-controlled children. Those individuals who keep learning will be role models in the society."

"Our project involved 4 European preprimary and primary schools from Belgium, Spain, Finland, and Turkey. The project aimed to explore, create and reflect on ICT and STEM skills by making pedagogically solid lessons of coding and robotics in order to enhance the creativity of all our pupils by exposing them to new ways of learning. As we started to work with the project we realized that the technology develops so fast that it is more important to create the path how to step on ""the technological train"". The second year we worked mainly on the pedagogical and curricula requirements of each country and started to find answers to each others needs. Reaching 21st century and STEM skills will lead to increased motivation and self-confidence, the development of an emotional intelligence and consequently a better start for lifelong learning. The starting point to this project lay in the concern of the pupils motivation to learn and the realization that we are facing similar challenges. There is already 15 % school tiredness among the 11 years olds. School failure and absenteeism are the main immediate background for early school leaving, involving in most cases a job failure and exclusion. The primary school contributes to a qualified education , the key competencies and motivation for lifelong learning. The technological Literacy which is required in today's society, requires not only technical elements, but also should enable students abilities to access to future professional interests. That requires pedagogical skills from teachers as well as creativity how the new technologies and pedagogy are combined rationally. Therefore introducing the STEM skills in an early stage will help pupils to discover possibilities of wide range for their future studies. For teachers this future creates opportunities to work out a new, modern and rich way of teaching. In this project teachers role was to coach their students through the different, defiant assignments. Teachers increased their own vocational competencies by learning from their fellow and partner colleagues and used these experiences to encourage the whole school team to work in this new way of thinking and teaching through coding, gaming and robotics. During the two years we created together learning material that was tested and pedagogically valid and in each country a plan how to teach coding, gaming and robotics the way it is rational addition in their own curricula was created. All the involved teachers and pupils learned new ICT and STEM skills and developed their computational thinking skills. Firstly we worked on the coding games: How those will benefit mathematical, lingual or even musical thinking. Concrete lessons were made and tested by pupils from all four countries. Teachers learned the possibilities of these programs and methods. In the same time the teachers got familiar with the ICT tools and their usage. Secondly the focus was on the robotics and their possibilities to teach our pupils and teachers new ways of learning and teaching. Thirdly those two methods were put together to create coding and gaming activities where the pupil is the active actor himself. Lessons were written in English and every partner school translated them if needed in their own languages. Lastly all learned skills we learned together and plans how to teach these new skills at school were made in each country and shared through eTwinning platform and discussed in the project meetings. Three transnational meetings and two learning/teaching events were held, where the assignments were discussed, practiced and evaluated. The final works of each country are published in their open access webpages for education use to make future skills available to more teachers and pupils and the teachers involved in this project will definitely use these future skills in their own work and teach the new skills to their peers."

In the schools that take part in this project many different types of students live together with. There are immigrants, students with different sociocultural levels and some are disabled so educate in an equal and no discriminatory environment is crucial and also give them the same opportunities not taking into account their differences. Besides, a high level of dropout has been detected and it seems to be caused by a lack of incentive in the learning process.Being inclusion, equality and incentive the starting point, a group of teacher has take into account the possibility of using Breakout and Escape Room in the teaching- learning process. This kind of experiences will allow us to develop any curricular content and they are based in the improvement of the abilities to solve problems by using creativity and critical thinking. This encourage the active participation, teamwork, improves speaking competence, set out challenges and if we add to this experiences innovation, originality and novelty, we will manage to inspire the motivation for the development and improvement of the competences in our students. This project has as basis an E-Twinning project called “Strategy and mystery games” which is already being developed by our partners and us.OBJECTIVES-Contribute to the building up and development of key competences throughout a new methodology as motivating as captivating that let us to combine the teaching-learning process with positives experiences in order to success.-Develop educational interventions appropriate to our students’ interests.-Give and promote in our students mental and cognitive abilities that made them able to deal with and solve logical, strategic and enigmatic issues.-Favour social and communicative abilities to make our students easier to communicate, give their opinions or interact with others. -Encourage critical and creative thinking on our students.-Stimulate reflexive process to promote independent, secure and respectful students.-Keep the interest and motivation of our students by offering them important, new and interesting opportunities of learning based on game.-Contribute to the diminution of scholar dropout, prevent the absenteeism and the inequality.-Encourage the equality, equity and inclusion.-Increase the knowledge of European cultures.PARTICIPANTSAround 20 teachers among tutors and specialists and 500 students, from the three schools, in which are included immigrants, students with special educational necessities (ACNEE , ACNEAE)or some with a low sociocultural level. ACTIVITIESTeaching-learning activity within the E- Twinning project. They will be developed inside the classroom by using flexible and varied groups. They will be based on our students experiences, interests and motivations by using investigation, game, handling and resolution of mystery, enigmas, problems with the collaboration of equals.Teachers’ training activities will take place in all the participants’ countries. The activities are related to the contents of the project such as design of educational escape rooms, methodology, evaluation, strategies, and type of teaching-learning activities .This meets will allow us to specify the basic aspects of the project referred to organization, management, implementation or taking decisions in order to assure the successful development of this project because sharing information and experiences will help our teachers to improve our methodology to develop good practices and encourage internationalization.Students’ exchange activities will provide an important exchange of motivating and captivating experiences. Live together with students from other countries, discover their different cultures and work together in a coordinate and collaborative way will suppose a personal growth and an European awareness with multiple benefits for our students.RESULTS-Use of Escape Rooms and breakouts as an integrating and stimulating methodology that provides positive experiences.-Create more relaxing and attractive study atmosphere where students are more opened to increase their knowledge.-Responsible, empathic, sociable and tolerant students capable of adapting to any change.-Diminution of scholar dropout.The achievement of planned objectives will contribute to make that all our students enjoy the same opportunities in the school, that they will participle in their own learning and favour their social inclusion. Besides, the financing of the project will help with the new educational methodologies, promote the motivation for learning and obtain a higher awareness of European citizenship by knowing the real way of life of other countries.