"Sport plays an essential role in the personal development of young people, not only by the importance of physical training in itself, but also as a source of their physical, social and emotional health. We can consider sports have also a great educational impact, changes can be seen as motor skills development and performance. This shows the positive relationship between being involved in physical activities and psychosocial development. There is a core of evidences that shows us the big positive effects of sport and exercise on physical health, growth and individual development, but sport and physical activity have also positive benefits on education. Through participation in sport and physical education, young people learn about the importance of key skills such as: team work, entrepreneurship, resilience Objectives:• Use sport as a means to deliver educational messages to participants• Improve the learning performance of children and young people, encouraging them an European citizenship and a desire to succeed academically• Lay the groundwork to prepare individuals for competitive life, understanding the defeat as a learning process and victory as a result of the effort, all through fostering cooperation and group dynamics, understanding the role of each one in the group• Implement quality,innovation and creativity in sports training""sport teachers and sports trainers' competences are seen as critical success factor"" the project tries to determine how to develop effective sports training (including initial teacher/sports trainer training), the key question is “how best to equip teachers/sport trainers with the skills, knowledge and attitudes they need to implement sport and physical activity in relation to the personal, social and professional development of individuals ”. The project tries to implement in youth an active European citizenship as means of employment opportunities and development of sporting and social skills; through the project activities the consortium will remark the importance of sport and physical activity in relation to the personal, social and professional development of individuals, providing young people opportunities to know other cultures and development of sporting and social skills.The project will reinforce the cooperation with partners from other countries, other fields of education, training and youth.The project is also adressed to enhance the professional development of those working or active in the education, training and youth fields specially in all related to sports and will develop and implement sport training and educational modules (high quality), produce a manual with practice examples and the organisation of sports events.The project fits with Europe 2020 strategy acknowledges: a fundamental transformation of education and training is needed to address the new skills and competences that will be required in Europe."

The project's basic idea is to develop our pupils' learning skills and competences in an exchange-based project. Our priorities are: Addressing low achievement in basic skills through more effective teaching methods; Developing social skills and sense of citizenship; Enhancing digital integration at school while learning how to use social media safely and efficiently. Our first strategic objective is literacy and transversal competences improvement, both at a school level and in the social environment. The project therefore aims at developing a joint framework for supporting pupils' involvement in learning, bringing them closer to reading and writing with the realization of a collection of graphic short stories. Pupils have been able to count on the support of their teachers, already involved in the field of non-formal education, as well as on the support of other bodies directly involved in the project. Our schools have identified a need to improve the quality of education in literacy and transversal competences, a project aiming to develop a joint framework for supporting pupils' involvement in learning, developing social skills in the area of citizenship, prevent cyberbullying and misuse of digital technologies, improving language and communication skills (native and foreign languages) and being more involved in issues related to sustainability. The project involves nursery, primary and secondary schools in the respective areas. We have organised 4 students exchanges (1 in Spain, 1 in the UK, 1 in Italy and the latter, which should have been held in Lithuania, was a virtual one, due to the COVID 19 pandemic, with 48 pupils per exchange) and 3 staff training events (one in Italy, one in Lithuania and the latter, which should have been held in the UK, was a virtual one, 15 teachers per meeting. Our idea is to promote the creation, writing and illustrating of a graphic short stories in order to stimulate students to read and find new ways of expressing themselves. Pupils have been supported by their teachers in writing and illustrating a collection of short stories and have exchanged ideas with their peers. All activities have been supported by other projects involving drama, music and ICT. During the exchange the students have had the chance to communicate in languages other than their mother tongue and have taken part in playful foreing language learning activities, that were carried out both by the pupils themselves and their teachers. Teacher training activities have offered the chance to teachers to learn more about creative writing, illustrating, digital citizenship and sustainability. The project activities have involved staff exchange among the participating organisations, with the aim of exchanging experiences and good practices and develop new competences. The partners have shared materials and resources, and developed units/chapters of the graphic short stories novel, improved their literacy (both in their native and foreign languages studied at school), created graphic short stories thus involving other competences in Music, Art, Media, Science etc. The objectives of the project aim at: - improving the quality of education, also employing non-formal teaching; - strengthening teachers' skills and providing them with a tool that encourages students to read and to learn to create graphic short stories; - fostering the provision and the assessment of key-competences, including basic skills and transversal skills, facilitating the interaction between visual and textual language and multimedia techniques . The project aims at bringing students to a deeper and more analytical reading of texts of different types (thriller, horror, fantasy) by using the tecniques employed in the writing and illustrating process of a graphic novel, stimulating students to produce a story based on digital technologies and social medias. We think that creating short stories is a very useful and effective to advertise and encourage reading because this kind of methodology strongly attracts young people. A graphic novel involves literature, art and computer science: this multiplicity allows students to try searching for concise and effective communication. The project participants have also been able to enhance critical thinking skills , spirit of initiative and creativity, flexibility of approach, problem solving skills , self-learning and peer learning, social skills and also to communicate in different linguistic backgrounds and will thus benefit from the project on a long-term basis. The final outcome of the exchange is the editing of a collection of visual short stories, both in a paper and a digital format, to be disseminated to partner schools, local schools, public bodies, local and regional authorities, EU bodies, etc. The dissemination is a constant element in the project. The choice to link this project to to an activity already in progress like Cittadinanza Digitale has the specific intent to ensure visibility of the project from the beginning , the dissemination of its results and its sustainability even after the end of the Erasmus+ grant schools.

21st Century IT Teaching for Primary Schools is a collaborative project involving a range of partners with distinctive expertise in primary and adult education, teaching and learning, robotics and information communication technology (ITC). The overarching theme is the development and dissemination of a common pedagogy based on the rapidly changing developments and requirements for ICT including computer programming and robotics. In response to developing economic and social needs of countries across the EU, elements of computer science have entered primary school programmes of work. These new curricula aim to provide a high quality education in the burgeoning field of Information and Communications Technology (ICT), empowering pupils to use computational thinking and creativity to understand and change the world. Engagement with this new discipline ensures that pupils become digitally literate, i.e. able to use and express themselves and extend their ideas through ICT, to become competent for their future workplaces and as active participants in the digital world. Although in the near future, we can expect the first ‘digitally native’ teachers, the present situation is that there is a discernible gap in confidence and competence between current teachers and their pupils. This has created a challenge for the professional development of teachers and so the overarching aim of this project is to provide some resolution to issues of curriculum implementation in the fields of information technology in general and robotics and programming more specifically. The project aims to support current teachers and influence the content of initial teacher education, whilst at the same time making positive impact upon the developing interests and skills of pupils within the primary age range of 4 -11/12 years. These skills are based upon the ‘4Cs’: Collaboration, Communication, Creativity and Critical thinking.We aim to provide evidence for effective:• development of 20th Century teachers’ professional knowledge for preparation and delivery of 21st Century skills in learning and ICT for pupils;• coverage of new elements of ICT curricular content in computer programming and robotics; • provision of new subject and pedagogic knowledge to support the use of robotics and programming in the primary age range;• enhancement of programmes of study to produce age-relevant resources, schemes of work and skills progression;• exploration of ways of combining and generating creativity with logic;• understanding from pupils’ viewpoints of the purpose of learning these new skills;• development of both independence and cooperative learning and teamwork: the 4Cs.OBJECTIVES:1. To develop and enhance primary school teachers’ skills and understanding within the emerging field of robotics and programming.2. To enable primary school pupils to use and apply their acquired skills to become responsible, confident and creative users of ICT.3. To create appropriate pedagogy and detailed schemes of work, including continuity and progression for development of specific skills.4. To develop effective partnerships with the 'world of work' to contextualize the pedagogy/learning.5. To utilise and enhance the relevant European Key Competencies associated with this project e.g. Digital Competence, Learning to Learn, Communication in mother language and that of another country and to introduce the concept of entrepreneurialism.6. To explore and elaborate the cooperative, transnational nature of the project to develop the European dimension across all the participating schools, their pupils, parents and staff.7. To provide evidence for the impact of the outcomes of the project through dissemination to the teaching profession, school parents/carers and governors, educational administrators and policy-makers across the participating countries and beyond.Number and profile of participants:There are 10 participant partners from a range of primary schools and adult education establishments from the UK, Spain, Denmark Lithtunais and Malta. Description of activities:Experiences and activities will offer different models of expression that will be disseminated through multiplier events and through models of good practice to be adapted to the needs of individual participants. Activities will include an exchange of good practice, curricula ideas and professional dialogue including the use of digital technologies.Methodology:The project will use a blended approach to generating and developing best practice including case studies, action research, face to face meetings, training events and transnational project meetings.Results and long term benefits:In addition to MEs and IPs, partnerships will be developed and strengthened with participant schools and adult education establishments, and multi-relational cooperation, there will be an open training course to continue the partnership and develop links with other users.

Mathematics for the Million: ‘mathematics for my world’, was an extremely exciting, innovative and relevant project that has produced significant and far reaching influence to positively address the key features of a successful mathematics curriculum and purposeful pedagogic delivery. ‘Maths for my world’ articulates meaning to and of mathematics for pupils and aims to make mathematics purposeful and accessible to all in today’s world. Whilst it encompasses elements of the current vogue for mathematics mastery, it is so much more than this. The project allows us to look more broadly than this, as education cannot sit in isolation from the world it operates within. Our focus on influences and demands outside of the school setting will be vital to see how these can be influenced, engaged and understood. Through this, further opportunities and best practice can be identified and potential barriers to pupils and future adults can be removed. It will give all categories (schools, universities etc.) of participants’ opportunities to reflect on their current practice and make changes in the light of our findings. Often business, sometimes parents too, is kept at arm’s length by educationalists, as there can be a prevalent view that as the experts we know best! The project has engaged with business, parents and local communities as this is the real world that we all operate within. Understanding and developing authentic parental engagements has been a key part of the project seeing increased involvement and dialogue with parents. We believe that they have much to share, inform and teach stakeholders about their experiences of mathematics in their real worlds. For a fully researched overview of the project see: https://sites.marjon.ac.uk/mathematicsforthemillion/about/ Both aims and objectives were achieved, and exceeded in some areas. • Develop teachers’ confidence, subject knowledge and skills set • Examine (and define) the best ways to deliver mathematical curricular content within the constraints of national agenda/expectations • Remove and (or affect) the fixed mindset that many parents, pupils and teachers have over the difficulty of mathematics • Develop, innovate and identify materials and resources for teachers to use and children to select from, to improve pupil achievement, attitudes, participation and experience in mathematics • Develop children’s understanding and mastery of mathematics, appreciating the contextual relevance of mathematics in all aspects of life. Objectives: • To explore the best practice within the jurisdictions of the participating countries and partners • To use real-life learning (and experiences) to excite, interest and deepen learning for pupils so they explore, use and appreciate the value and purpose of mathematics • Developing a holistic, community engagement in deepening children’s contextual understanding of mathematics, in particular its significance to local, regional, national and international economic endeavours • To raise aspirations in overcoming anxieties in the use and application of mathematics, the access to future employment through secure and creative application of mathematics to a range of career pathways • To maximise digital technology, coding and robotics to equip pupils with a breadth of knowledge that is current, relevant and future proof • To equip teachers with the confidence to use a range of formal and non-formal techniques to deliver mathematics with interest and excitement, particularly in the areas that are difficult to deliver • Develop children’s appreciation of the contextual significance of mathematics in their lives. Partners:The partnership consisted of 10 partners from 6 countries, including 2 universities, 7 schools and an independent business start-up company. Both teacher training and pupil exchanges were integrated into the project as well as open enrolment for in-service training courses through multiplier events in all 6 countries. Including associate partners, 340 staff and 3100 pupils were directly involved in the project.The project outcomes were developed through a series of transnational meetings, teacher and pupil and parent training events, seven intellectual outputs directly related to the achievement of the project aims and objects, a wide range of communication outlets, ongoing evaluation of project activities from individual partners, a summary evaluation and impact survey, and a range of dissemination of outcomes.The intellectual outputs involved all partners. Each had an identified lead with an accepted level of expertise in the area:All outcomes are available on the website but principally involve:- school action research findings (IO5)- improvements to initial teacher training (IO4)- ideas & resources for teacher in-service training (IO6)- links to the 'real world' (IO3)- impact evaluation report (IO7)- parental engagement (IO2)There has been significant impart as a result of all partners working effectively together giving