From previous contacts in European activities promoted by KA1 and KA2 actions, partners already work together and that cooperation led to look closely at the Future Classroom Lab (FCL), based on the project of European Schoolnet, that works in coordinator school and the importance of elevating creativity in learning. Therefore, all four institutions decided to put in practical way all the ideas of applying drama using the FCL, using creativity in the conception of short plays, from scripts to scenery creation, where students could be creators and embrace innovative approached to learning.In that way, and to battle against the weakness of basic skills lack of self-confidence and lack of school activities integration, this partnership aims to develop in their students improvements on their self-confidence, and provide them opportunities for international interaction, participation in multiple events and self-expression, and training teachers in this new role as well. Since the core values for XXI century competencies that UNESCO and EU referred in their most recent publications, are the self-awareness, self-management, social awareness, relationship management and responsible decision-making, we will develop practical activities including drama and the FCL. This project have also the focus in teacher's training on the use of new approaches to education, on how students can be guided in learning scenarios using as main instruments/techniques drama and the six areas of the FCL, that's why students and teachers have to change and learn innovative techniques and methodologies in scenarios of learning, including the various edges of assessment.Drama and FCL are in the pillars of this project to improve our students creativity, self-confidence and basic skills. According to observation of OECD reports about basic skills, current articles of the academicians and the negotiation of the chosen partners observation and analysis of their students, lack of basic skills and self-confidence affect pupils highly in means of success in education so in life. Therefore we framed our project on improving basic skills, sense of initiative and entrepreneurship, responsiveness to social, linguistic and cultural diversity.We knew from our experiences that everyone who joins and performs something with the peers, becomes different from earlier. The school should adapt and offer a more attractive environment. An environment that will match the experiences of children, connected to internet, using multimedia, collaborative activities, taking initiatives, and stimulating creativity in learning, that's why we consider important to relate the technology and possibilities that using drama in enriched environments with multimedia, because they can stimulate educational environments.The main objectives are: O1. student's centred objectives: to improve our students basic skills and self-confidence; to improve pupils social skills and sense of initiative and entrepreneurship; to support students school and life successes and improved levels of skills for employability; to develop enthusiasm for drama among students; O2. student's collaboration related objectives: to practice and perform sketches and plays on the stage; to encourage the learning of foreign languages and ICT skills; to improve pupil's international interaction, participation in multiple events, self-expression and social skills; to help students gain valuable communication and problem solving experiences; O3. student and teachers European collaboration objectives: to develop knowledge of the diversity of European cultures and languages and its value among students and teachers; to learn about European countries; to promote intercultural dialogue between different countries.To accomplish this objectives, 60 preselected students and 24 teachers, directly involved, and more than 1500 indirect participants of the partners institutions from Greece, Malta, Poland and Portugal will work co-operatively and collaboratively using new technologies, etwinning platform, and perform plays in each international meeting that lead to two main tangible products: learning scenarios descriptions using drama and FCL and video of the plays about school subjects created in each international meeting, published online in the main project webpage. These materials will help educators and stakeholders to understand our way of work and research about this innovative products, and can help stakeholders to make a turning over to innovative teaching and learning environments, where students and teachers have new roles and can contribute to a better school environment where they work together in a more pleasant and effective way.

The need for Digital skills has never been greater. Employers continue to report difficulties in recruitment of qualified staff, while all young people benefit from the critical thinking and other transferable skills characteristic of STEM subjects, whether or not they are destined for STEM careers. The Internet of Things (IoT) is changing our world. We are moving to a new age of connected devices. We are living in a new connected world. Not only smart devices like smartphones and tablets are getting connected but many others in our everyday lives. They are changing industries as we know them. Automotive, Health, Energy, Connected homes. Just a few of the sectors where we are seeing lots of change. The big players Apple, Google, Microsoft, IBM, CISCO and many others are making alliances, acquiring new companies and creating new teams involved with IoT. They spending millions of dollars ? Because IoT is very hot future trend.There is overwhelming evidence that the UK’s and indeed Europe’s digital tech sector is critical to its economic growth.The objective of ICT research under the EU’s Seventh Framework Programme (FP7) was to improve the competitiveness of European industry – as well as to enable Europe to master and shape the future developments of these technologies so that the demands of its society and economy are met. The European Commission recently launched a call for proposals on IoT large scale pilots in the areas of wearables, assisted living, connected vehicles, smart cities, smart agriculture and water management supported by Horizon 2020 research and innovation programme. During the short term exchanges of groups of pupils: improving skills in foreign languages; problem solving skills; critical thinking skills; digital skills; STEM Skills; ICT; entrepreneurial skills and employability skills; improving knowledge of other Education systems ; culture; habits, etc.Accompanying persons for short-term exchanges of groups of pupils: improving professional development and languages skills.

CONTEXT The context of the project was such that schools participating in the project wanted to share experiences that would lead to better literacy levels. The context of the Maltese and English school participating in this project and each brought its school action plan with areas that need to strengthen or consolidate. Objectivesi) The experience in this project provided educators with the experiences need to learn new strategies on the teaching of literacy and this has in fact resulted in an improvement of literacy levels recorded through various assessments. Various educators and stakeholders in implementing the school action plan gained experience in how to better implement different parts of the school strategy of literacy improvement. i) The Senior Management Team (SMT) was able to share ideas of how to plan and implement a school action plan. During the activities organized in this project, the members of the SMT were able to share and discuss what components of their own action plans worked. Through the networking between the different schools, SMT members were able to evaluate and amend these in order to improve teaching and learning. ii) Teachers and Learning Support Educators (LSE's)/Classroom Assistants were able to use this action planning in the classroom. The activities included sharing of experiences and strategies that worked for the schools involved. There were also able to work close to their members of SMT to improve the school action plans. Implemented recommendations included: i) More focused teaching strategies using different modalities to better engage students; ii) Use of teaching strategies that worked with different learning styles/levels of ability in order not to exclude anyone from the learning process; iii) better use of text/books that matched the sounds they know so they develop accuracy, speed, and confidence; iv) better identification of struggling readers This was done to ensure high-quality literacy teaching since partners strongly believe that this raises standards of literacy.Our school was able to provide a professional development experience to 30 educators who in turn were able to influence other educators in the school to work together in favor of a school literacy action plan. Over the 2 years, the school saw an improvement in the level of expertise of its educators. Learning Support Educators also felt empowered in the knowledge gained. This knowledge was such that dissemination with other teachers and parents as possible. This dissemination helped other schools and institutions to implement some of the strategies used in this project. Each of the activities focuses on a particular area:Activity 1: This activity helped education leaders to understand what is required as a school in order to have strong leadership skills but also an effective school action plan to guide all the educators to improvement. Schools discussed the different strategies and difficulties and throughout the activity, they were able to come with a plan for the following months. The experience of excellent literacy results obtained by the school in the UK allowed the other schools to visualize what levels were possible for them to emulate. The intervention of a keynote speaker helped the leaders (being school leaders, literacy leaders, and special education leaders) to better understand the need of having action plans for literacy improvement. Activity 2: In this activity, the staff at St George's Primary school were able to share their practices both during their presentations but especially during the classroom visits. This focused on strategies particularly relevant for Grade 1 and 2. The intervention of a keynote speaker helped to bring all the ideas together. Activity 3: School was able to understand what was required in developing literacy following the implementation of the school action plan implemented and discussed in activity 2.Activity 4: Following strategies covered in activities 2 and 3, it was the turn to learn more about the implementation of spelling strategies. Teachers spent time sharing together strategies that worked. Furthermore, teachers were able to carry out classroom teaching where they saw the teaching of spelling. The contribution of the keynote speaker facilitated and aided the sessions.Activity 5: This activity, once again brought together leaders who were able to evaluate progress made through the project especially by evaluating the school action plans. Project Results and expected long-term benefits. An improvement in literacy teaching was noted in the school by the SMT and parents. Improved literacy results were also noted, not only at coordinating schools but also in other participating schools. This has in turn had long-term implications since pedagogical practices are still in place and are planned to keep improving.