"<< Objectives >>As the poet William Blake said:""What is now proven was once merely imagined"". So goes for the different aspects of robotics. Ti is important, in this world where technology and discoveries are rapidly evolving, to know the origin and history of w

"Our project is called ""Food for Thought - A Cultural Recipe of European Traditions and Customs"". It is designed for two years' implementation. It has six European partner schools and its objectives are to help students become better learners and know more about European traditions and culinary customs. The idea appeared in the context of globalization, from the desire to show the beauty, importance and richness of every peculiar people, in terms of keeping the heritage safe and sound for the generations to come. Accordingly, we want to show our products to the communities so that everybody should learn this valuable lesson of respect and pride for the cultural assets that we are still in possession of. We intend to involve around 1000 people in the development of our project. They will be mainly teachers and students, but not only. All the students will have the chance to get involved in this project, regardless of social level or intellectual capacity, or anything else. The participation depends on their own will entirely. At local levels, we are going to involve different other institutions able to help us reach our objectives. Also,we intend to make our results public, so that other schools benefit from the new knowledge. As far as the activities are concerned, we tried to make them be diverse, pleasant and instructive, and in line with our learning goals. By their specific, they will solicit students in a lot of areas, such as communication in English, online, using different programs, doing workshops, research, dancing and singing or applying Chemistry knowledge to food choosing. Group activities, school performances and laboratory work will be expressions of our PBL process. The new information will be used either in regular lessons or as optional material. The results will be the project mirror, focussed on food and traditions throughout Europe. Therefore, there will be two e-books, a project calendar and a magazine. Also, there will be a lot of workshops, performances and school contests. They will be important in ensuring a proper impact of the project, the cultural luggage of our participants getting bigger and more diversified. On a longer term, we hope to be effective in promoting these values further on, by ourselves within different occasions and through our students and their friends. The final scope is that we build future reliable, educate citizens of the multicultural society of tomorrow."

"Our project ""Entrepreneurial schools in Europe"" helped to make students aware of the importance of basic products for the maintenance of cultural tradition and economic wealth generation in their respective towns. After investigating the processes of production, operation and marketing of Latvian sheep wool, Czech cheese, Croatian fruits jam, Bulgarian wine and Spanish olive oil; Five partner schools have applied their creative skills to offer insight into new business, different from the traditional, and we all have promoted such products in other locations of the various partner countries. In order to implement those goals, We have simulated the whole process to set up a TransEuropean Company with offices in each partner country. Its name is ETEC. 1.To start with, each team reflected on the virtues of the product by itself and the added value that it can bring to the potential consumers in the area, from the point of view of business, cultural and economic. 2. The next phase was to develop a feasibility study that provides clear strategies for try to introduce it in other countries according with the consumption habit of foreigners, which was obtained by the partner school located in the target country. 3. Students simulated the creation of a transEuropean company which markets and distributes the five products and we positioned them in the local markets. This made them enable to know the legal and administrative procedures to start a business, devising creatively the hallmarks of the new company (corporate image and industrial design, departments for each business function, business philosophy in accordance with the principles of corporate social responsibility and environmental sustainability); and eventually, become a powerful engine to promote entrepreneurial culture and creating a potential niche of employability in the area. With this goals, we put into practise an active and cooperative methodology to develop a series of final tangible products (reports, surveys, brochures, promotional videos, commercial prints, radio commercials...), which was conducted through five meetings in the different countries involved, where each school organized a trade fair in which to release the product itself to other partners, as well as to implement a specific phase of the enterprise creation.We achieved results that focus on boosting the acquisition of various skills in participants: instrumental skills (focusing on the development of the capacity for analysis and synthesis, on the initiative and entrepreneurship, oral and written English communication, handling new technologies, civic and cultural skills ...), interpersonal skills (mainly teamwork, respect for diversity and multiculturalism, ethical commitment and environmental sustainability) and systemic skills (competence to research, design and project management, autonomous learning, leadership and creativity).Our Project has offered our students an active and cooperative approach, by working from situations as closer as possible to real life, according to a practical working method based on projects and real cases on entrepreneurship. We worked from the enormous potential offered by the Design Thinking method so as to implement innovative proposals for traditional business and we alsol implemented a methodology that promotes learning of the English language, from the action and the communicative approach onto the labor environment. We expect the project will lasts over time, setting methodological agreements and commitments in each centre. It would open the possibility of future partnerships and the involvement of other social, administrative or productive entities with schools. So as to get this goal, we promoted a clear strategy for dissemination of the actions contemplated the plan through various mechanisms that allow effective visibility of the plan. The impact we wanted to reach is for the widest possible audience.To achieve these objectives we proposed a distribution of tasks and express responsibilities either because each partner was responsible for promoting the final products in each transnational meeting, either because it has been agreed a schedule of previous work where tasks and responsible agents were clearly defined and scheduled. Finally, we focused on transparency, effectiveness and rigor in the control of financial resources for which the European grant has been asked, trying to optimize them so as to allow undertake all planned actions."

"Digital is an essential element in the life of all individuals. In addition, when we have to face a pandemic that forces the closure of schools, we realize that we are far from being able to respond correctly to the means that digital can provide to supplant face-to-face at school. It is therefore important, even essential, to be able to deal with such a situation. In this project, we want to split the project into two parts. The first part of the project, scheduled from March to November 2021, will be reserved for teachers in order to have teams who have undergone specific training to be able to answer students' questions and be able to carry out the activities planned during the project. A series of online training courses relating to an upgrade of teachers in the most used software and training in LTTA form comprising a maximum of four teachers per partner school will be organized and must be followed by a transfer of skills acquired during the training courses. 'first to colleagues, then to students. The use of Excel for the creation of quotations file must facilitate the keeping of quotations and to have, at all times, a general view of the situation of all the students. A video constructed by the teachers explaining the work provided during this first part of the project will be exchanged with the partners. From the month of November, the pupils will enter the project and its activities. From March, a first approach intended to get to know each other will be carried out in the form of the detective game. A file will bring together in a first step the photos and a description of each actor of the project in disparate order. Sending this file to all partners should allow them to try to recognize the actors and assimilate photos and descriptions. Two weeks after the first sending, a corrective file will be sent to each other. The project will include 15 activities to be carried out by each partner establishment with, at the end of the activity, the sending of a pre-arranged report to the coordinator. This project will also include two TNMs to establish mid-project and final reports as well as two LTTAs intended to exchange the results of activities and allow significant progress for each actor. The activities planned in the program will be based on the training received and will be called: ""Journal and poster"" with Word, ""Sound power point"" on a free subject, ""thanks to photo shop, I correct my photos"", ""creation of a cardboard game ""prepared by digital means,"" let's use a program to build a video or a small, film "". Two activities will begin the 2022-2023 school year and will focus on robotics. In order not to find ourselves in difficulty in the event of a return of the pandemic, we had drawn up two calendars of activities to be carried out during the project. We finally opted for a secure agenda with online training at the start of the project and face-to-face activities thereafter. During the project, various web conferences are planned between teachers, but also between students. In addition, after each training, the teachers who participated in the training will have to carry out work requested by the trainer and this, in relation to the skills received. Then, an information session will be organized in each partner establishment to communicate to colleagues the information collected during training. In the activities to be carried out, we will also show our concern for equal opportunities between girls and boys, particularly in the production of a video and two short films.Access to robotics will be the last part of our project which will have, we all hope, a positive effect on both all teachers and also on the students in our establishments. During this period, we will get to know the robots, their animations, the means of animating them and will invite the students to manipulate these robotics ingredients as much as possible."

"The idea for the project titled ""Smart Education: Explore CLIL by Using Robotics"" came from daily life, from observing our own children and students at school. In the 21st century access to information is easy and common that learning facts and statistical data by heart is no longer necessary as it can be acquired with no effort. Therefore, the most important skills now seem to be the ability to find specific information, understand and employ quantitative and qualitative analysis to solve problems, interpret and evaluate information from a variety of sources and transform information into knowledge and knowledge into judgement and action. Teaching those competences is one of the main goals of a modern school nowadays.The aspiration for our project team was to find ways to integrate CLIL and Robotics as a foundation for future student learning. The main aim of the teaching staff was to develop the right teaching strategies which lead to creative learning and a productive approach to making integration as a part of ongoing personal and professional development. Our aim was to create an opportunity for our students to view integration as something that is not going away and that should be used productively, rather than be devalued in schools. Due to all project activities our students gained key competences for a successful life such as problem solving, reflection, creativity, critical thinking, learning to learn, risk-taking and collaboration. Also, they improved their English and ICT skills.We were a team of 6 countries with similar experiences in relation to the project topic and same interests in active methods, ICT and LEGO as a tool during the lessons. But above all we wanted to share our innovative teaching approaches. The project team consisted of teachers who were well-qualified and skilled enough. They can be called innovative and willing to experiment on new ideas, methods and approaches. They already participated in various European projects and seminars about new learning methods, activities and also took part in Erasmus+ projects. More than half of the key persons were well-qualified and skilled in ICT.The student target group was from 12 to 15 years old. The current project aimed at enhancing the quality of teaching and education offered to this target group. Approximately 100 students from 6 participating schools attended in the mobilities of students. These young people were communicative, cooperative, social, enthusiastic, creative and able to work in a team. In addition to good social and personal skills they had good English, ICT and robotics knowledge. So 100 participants actively participated in the project. However, the teams involved the whole school community of their country to participate actively in the project.All partners were important and provided special knowledge to the project. The German partner as coordinating school within the project had a supportive role but also provided specialist knowledge for the whole project group. The coordinating school shared new innovative pedagogical teaching materials with all partners. The Portuguese partner brought new advanced ICT technology and shared their knowledge with others. They established and kept up the project’s website. The school has a good command of ICT and participated in various trainings. The Lithuanian school provided new ideas and created new teaching materials by using LEGO bricks and active learning methods in class. They shared their knowledge and ICT experience in teaching with all partners. The school taught students to explore the world by using the Internet as a main source of information and a main channel of communication. The Polish and Croatian school provided innovative teaching methods and ideas. During the meeting in Poland for example a robot was built to collect garbage. The cooperation of all partners helped to develop a multi-faceted programme to organize and moderate students’ activities during all students’ meetings. Our international team shared good practices which were essential to create high quality project activities and results. The main products are: - e-book with 12 lesson plans, worksheets ""Smart education: Let's explore CLIL by Robotics"" - comic books on ""A child from a green future""; - films with the main role of LEGO robots; - 2 e-books ""My fairy LEGO animal"" and ""LEGO machine that is ecologically clean"" with the instruction on animal creation; - book with conference material on ‘Natural Engineers’ (due to the pandemic the conference couldn’t take place but the material was provided)- calender which illustrates all meetingsImpact on teachers and students: During the project teachers and students improved their English language skills through communicating with the project members of the partner schools in meetings, online conferences and written communication. They also acquired new or better knowledge of ICT and robotics during the project activities and the exchange of teaching materials. In addition teachers improved their teaching through the exchange of teaching methods and their management skills while carrying out and organizing the project.To sum up, the realization of the project enriched the schools by providing knew knowledge and teaching methods as well as improving the schools’ status."