"The CodeIT project concentrates on programming competence of teachers of non-IT subjects. The huge technological progress has forced the situation in which IT, and in particular, programming become the key competence of the 21st century. Today, digitization and technology development make programming language a language of communication. It is worth pointing out that programming is a method of developing useful competences such as causal thinking, analytics, and teamwork. We must be aware that children who are currently enrolled in school will in future perform professions that do not yet exist, and the only thing we can say about these jobs is that they will be technology based. Ability to programming is recognised by the European authorities. Development of this skill is one of requirements in terms of development of key competencies. EU recommendations in “Developing Key Competences at School in Europe” – Eurydice report [2012], points that it is needed to include ICT competencies in ISCED 1-3. Also authorities of national levels (Ministries) have recognised programming as crucial in the development of children and lots of funding is addressed to teachers of teaching those children that are in classes 1-3. While large amount of money is being directed to train the teachers of initial education, the other teachers – those that teach in higher grades of elementary schools and gymnasiums seem to be omitted as far as programming training is concerned. This causes situation that on one hand children that had good start in the area of programming education in classes 1-3 will not receive the same level of education when they enter grade 4 and on the other, the teachers of higher grades don’t perceive as their professions are as strong as their colleagues and their self-esteem is lower when they compare themselves to those that teach younger children. According to Eurydice report, in project’s partner countries, ICT competencies are intended to be included in core curricula in primary and secondary schools. Countries (except RO & BG) agreed, that this competence has interdisciplinary status, what means that there is a need to implement it cross the curricula. Since that time, the efforts to make it happen have been made, but only IT applied cross curricular approach and implemented computer programming/coding in other subjects, but still, it is not a compulsory requirement at any level of education [European Schoolnet data, Computing our future, 2014, update 2015]. In other partners’ countries programming is not located in other subjects. In order to fill this gap the project aim is to rise programming competences of teachers of non-IT subjects teaching in grades 4 and higher through development of innovative resources: - Virtual Learning Environment for Teachers containing training materials in algorithmic and programming ant its didactic in other than IT subjects, - Model lesson plans incorporating programming for Chemistry, Geography, Maths and Physics, - Handbook entitled ""Advance your teaching skills with the use of algorithmic and programming"", and their wide dissemination and exploitation. Primary target group: non-IT teachers from elementary schools (grades 4 and higher) and gymnasiums with special attention to teachers of Chemistry, Geography, Math and Physics Secondary target group: students of primary schools in grades 4 and higher and gymnasiums (where it applies). The project will directly involve 1007 participants. Teachers will be involved in various project activities: development of materials, providing feedback, evaluation, piloting. Students will be also involved during piloting phase during which models of lessons with incorporated programming will be tested. Stakeholders and decision makers will participate in multiplier events and in specially created stakeholders committees. The methodology that the partnership intends to apply is going to be based on proper, competent management and effective monitoring of the activities, on-going assessment and evaluation of project outcomes, rigorous quality management, appropriate dissemination activities to generate awareness of the aims and objectives of the project. Assurance that the outputs are accomplished with high quality, on time and within the budget will be priority for all partners separately and for the consortium as a whole. It is expected that the impact of the project will be significant at all levels but especially or regional levels in which partners have access to the Centres of teachers training and through them, to practically every school in given region. The project’s desired impact is to influence the decisions about school education referring to incorporating programming into non-IT subjects. It is expected that 250 teachers will enhance their competences at the end of the project and about 1000 after 3 years from the project end."

In our Erasmus+ KA229-Project “ERASMUS FOR FUTURE“, schools from five different countries are going to deal with the topic climate change together. This topic is equally important for all the people involved. Nevertheless, the schools come from five very different parts of Europe, including different geographical, climatic and economic conditions, and thus have their very own approaches to this topic. The project’s goal is, on the one hand, to sharpen our students’ and our communities’ awareness concerning climate change including a willingness to get involved on a political and personal level. On the other hand, we want to show our participating students European diversity, and, very importantly, the relevance of European and global co-operation as this challenge can only be tackled by common international collaboration. Within the framework of the interdisciplinary project work the students involved are going to gain and enhance various competences e. g. on the intercultural, digital and linguistic level.Secondary schools from Denmark, Spain, Rumania, Turkey and Germany will take part in the project. These partner schools were chosen as participants because of their students’ common age and their geographical location in order to ensure a broad European variety (see above). Students from the age of 14 to 16 will patriciate in the project. During the project’s time span of 24 months they will work in school clubs on the topics of the project’s particular parts. Three meetings will be held to ensure the exchange of their work results and to enable further common work on the project. These meetings will be joined by 5 to 8 students from each country and 2-3 mentoring teachers. There will be two more meetings of the mentoring teachers, one to prepare the project with regards to content and organisation, the other to evaluate it. The project is divided into three thematic parts: in the first part of the project the students are going to collect information about the causes and consequences of climate change. On the one hand the students from the different schools will deal with the same tasks as they will all explore the situation in their home-country or region with regards to climate-damaging conduct and country specific perceptible and anticipated consequences of climate change. On the other hand each team will do research on different aspects of climate change, e.g. concerning main polluters and global consequences. Their results will be provided on posters which will be presented in an exhibition during the first meeting and subsequently during all other meetings of the project so that all schools and school communities can benefit from it. In the second part the students will deal with the question which political actions, meant to confront climate change, are possible and advisable. They come in contact with politicians in their communities, but also on a regional and national level, and investigate which strategies and interests exist, for example with regards to a reduction of climate-damaging emissions. The second meeting will be organised and performed as a simulation game with the title “International climate conference”. Mixed groups with students from all the participating countries working together are going to represent five nations, which are affected by climate change on very different levels (USA, China, the Netherlands, Bangladesh) and which consequently promote oppositional interests. The mixed groups will be formed in advance of the second meeting which enables the students to prepare thoroughly their role as representatives of one of the nations mentioned above. In order to do so they will communicate via eTwinning. In the last part of the project the students reflect on manageable measures that will boost climate protection at their schools and in their communities. They will engage in activities to promote such measures at their schools. Their efforts will be filmed and presented during the last meeting. The results of all the project parts will be made accessible and usable for all the students of the five schools as well as for other interested people via the public Twinspace and the Erasmus+ project platform, in particular the poster exhibition with all its collateral material and the simulation game “International climate conference”. Another lasting benefit is ensured by the establishment of climate friendly measures at the five different schools. These measures will be filmed and thus can form an example for other schools. Sustainability and climate protection are going to be implemented into the overall concepts of all five schools in order to turn them into climate friendly schools. We want to achieve an enhancement of our students’ key skills through their participation in this project oriented and interdisciplinary learning experience in a genuine thematic context.

The idea for the project comes at a time when 'certainties' are being shaken. Never before have St Exupéry's words: 'Nous n' héritons pas la terre de nos ancêtres, nous l' empruntons à nos enfants', felt so vital. Young people are worried about their future and a movement to demand change is growing. In this context, with our partnership of schools from six countries we want students to learn about, to appreciate and come to actively care for all cultural, natural and historical heritage. Our shared democratic values can also be seen as common cultural heritage. Discovering and reflecting on these values, their origins and the ways they are threatened, students will develop a sense of responsibility and active citizenship that is needed to cope with big European problems, like climate change and populism. Students come to understand the concept of heritage and learn about their own and each other's heritage – cultural, natural, democratic values. The project fosters students' concern for the threat to heritage caused by human pressure, neglect, decay and climate change. Heritage is not renewable, it must be protected. English will be the language of communication for all.Over 500 students aged 12-16 in six partner school are involved for each year of the project. Each school has 2-4 referent teachers, as well as teachers of subjects like Geography, History, Religion, European languages, Science, Biology, Ethics and Art. Project 'homework' is done in regular lessons.Referent teachers will attend all 4 LTTA meetings and both join short-term staff events. At least four students from each school will attend LTTA meetings, 'ambassadors' bringing all the 'homework' of project students. After our previous Erasmus+ partnership about migration, with the same schools (only Hungary has left and Poland joined), where we worked on respect and understanding for people from other cultures, we are very motivated to continue this successful cooperation.Over the two years we will work on four types of heritage, the topics of our LTTA meetings:- Cultural heritage, buildings of historical/cultural significance (Italy, Venice))- Natural heritage, National Parks, traditions (Romania, the Danube delta) - Industrial heritage and development (Germany, the Ruhr area, Poland, the coal mines) - Democratic values (Poland)The online thematic Story Map is used to collect and connect all information.The timeless calendar will be an ongoing creative projectThe video template will become videos on heritageDuring the LTTA meetings students gather, organise and present their data. Excursions are a hands-on experience related to the research.Students reflect on the importance and the vulnerability of human rights in our society, discover what generates populism, racism, anti-European ideas. Thus they will take a new step towards active European citizenship.To make a change in students' attitudes, schools must collaborate closely to make every-day teaching and learning exciting, involving, innovative and incisive. In regular lessons project. In contact with their European peers, students prepare the topic for the next meeting doing on-line research, digital organisation of all material, videoconferences, using the eTwinning platform and Story Map, preparing material needed to gradually create meaningful project final products: the video template, the timeless calendar. Meanwhile teachers will document the project Lesson Plans for the Teachers' Handbook. Results, impact, longterm benefits:- Teachers Handbook with project ‘Lesson Plans’, possibly shared by our eTwinning Label partner, Romania- non-project teachers integrate project-related topics and collaborative learning methods into their curricular lessons - Introduction of digital tools in teaching/learning (eTwinning, StoryMap, padlet, digital timelines & mindmaps, webquests, G-suite tools, zoom) - Students sense of active European citizenship and an awareness of the importance of democracy- Improved English language and communication skills- The project website and eTwinning, the youtube channel and social media accounts facilitate intercultural exchange and dissemination.- Participation Certificates validate learning- Students develop their own reasoned opinions on topics like the European Green Deal and the UNFCCC COP meetings. - The timeless calendar will be used year after year. - The videos made with the video template promote and protect a kind of heritageThanks to their improved understanding of heritage and their exposure to people, movements, institutions who actively promote & defend heritage, students will look for ways to unite with others to protect their future.This meets the mission and vision of all participating schools.Once the project is over, project teachers and students will continue their partnerships in different ways: class exchanges, eTwinning projects, social media and maybe even a new KA2 project proposal.

Documents in this report are in the repository:-http://repository.erasmusplus.website/RETROSTEM/final/-Username: evaluator-Password: Evaluator101!CONTEXTThe facts surrounding young people and the importance of STEM knowledge and skills have not dissipated during RETROSTEM's life. If anything, STEM is more important, and its role has intensified during this period. The importance of STEM would likely have grown anyway, but the onset of COVID in 2020 has acted as a catalyst. The impracticality of gatherings has led to a rapid digitisation, meaning that coding, electronics, and other STEM skills that RETROSTEM aims to promote are likely to be more in demand than ever. OBJECTIVESRETROSTEM’s main objective, which the consortium believe we have fulfilled, was to produce approaches and tools to help teachers and others working with children to engage their interest in programming and STEM-related skills. It aimed to do this not by increasing screen time but by encouraging hands-on play through the creation of games playable on a retro design console in combination with electronics gadgets relating to STEM subjects.PARTICIPANTSThe RETROSTEM partners, unchanged since the project’s outset, include three schools, a university engineering department, a company offering bespoke software development services to governmental agencies, and a company specialising in corporate training solutions and knowledge dissemination.ACTIVITIESRETROSTEM achieved its aims through activities two intellectual outputs (IOs). IO1 consisted of activities necessary to produce a console and documents to support its use:•Created the Console Guide to help users build, configure, and use the console in the classroom•Developed a curriculum and unit plans for use with the console, based on Raspberry Pi edition, to teach children programming. This includes lessons such as using Minecraft Pi games, played on the console, with electronics (e.g. circuits with lights, buzzers, buttons alongside the game) that children build and that enhance understanding of STEM conceptsIO2 was the next stage, covering supplementary resources:•Designed electronics kits that support the curriculum, to be built by children for use with the console as an educational hands-on play approach•Prepared an online social learning environment to deliver the curriculum to teachers or other users and for skills retention•Piloted the outcomes with teachers and delivered a final version•Created a dedicated virtual space (the RETROSTEM Academy) to support users and grow a community of adopters, practitioners, and other interested partiesRESULTS AND IMPACTThe RETROSTEM Project produced the proposed results: - RETROSTEM Raspberry Pi Consoles running Minecraft Pi - RETROSTEM Curriculum - Learning Motivation Environment in all project languages with a skills recognition framework - DIY kits to enhance teaching experience - RETROSTEM Academy virtual space with supporting infrastructure Their impact is best quantified through project dissemination as well as multiplier and pilot events, with details in the project dissemination report available in the document repository (http://repository.erasmusplus.website/RETROSTEM/final/). In brief, the project used newsletters, infographics, press releases, and social media to reach an estimated 64000 people in the project’s life. Pilot and multiplier events were also impactful for the project, allowing deliverables to be tested and promoted in, as well as boosting key dissemination opportunities with, the target audience and beyond. TARGET GROUPSRETROSTEM’s target groups remain those proposed at the project’s inception. The main target group is professionals (teachers, social workers) working with children of 8 – 17 years. Otherwise, beneficiaries such as schools, children/parents’ associations and organisations, policymakers and educational stakeholders deciding curricula, parents, and children’s curriculum developers comprise more indirect target groups. After the end of the project, target groups could expand to include commercial organisations producing serious games for educational purposes, universities with pedagogical or engineering departments, educational bodies, and STEM toy manufacturers.LONG TERM BENEFITSThere are several long-term benefits from RETROSTEM: - Elucidation of findings on ways to introduce children to programming and STEM through hands-on play. - Creation of evidence-based policy and research recommendations for the use of games to teach coding and to promote educational hands-on play, especially for STEM-related subjects - Setting the project up as a node of knowledge on how to engage children with programming and STEM - Devising strategies for the adoption of educational hands-on play in the classroom - Providing a pool of expertise and technical assistance to start-up awareness nodes (new nodes could be ‘adopted’ by a more experienced node, such as Code Dojo).

Our project „On the Move – Towards a Multicultural Democratic Europe“ deals with the challenges arising from the flow of refugees coming to Europe since 2015 and the changes in the European societies coming with them. In 2015 we expected an undefined number of refugee children coming to our schools to get education. From this situation resulted various problems for which we wanted to find solutions during our project. The teachers wanted to compare and compile teaching methods and units to teach children from different countries with very heterogenous educational backgrounds. Besides that we wanted to exchange best practise experiences in personalized and autonomous learning which we collected in a teachers‘ handbook. With our students we wanted to explore the migration movements to and from our countries throughout history up to date as a normal part of human life and to explore the causes and effects on societies. Furthermore we wanted to sensitize our students and school communities for the importance of democracy and its values and to strengthen them against rightist thinking.The conception of the project began with the combination of schools involved: Italy and Spain as countries with European external borders are especially burdened by the flight routes of the refugees. Our Italian partners agitate against xenophobic tendencies in their region, the Spanish school together with the community of Igualada support the Sahrawi in the Western Sahara for years. Hungary and Romania have different approaches on how to handle the refugee issue. But if we Europeans want to find a solution to the refugee challenge we have to talk about our different points of view. Our partner school in Hungary has students with migration background, our Ro-manian partners are already experienced in teaching the national language as a second language, e.g. to Sinti and Roma children. The Netherlands and Germany are both countries experienced in the integration of people from other countries/cultures. The Dutch partners have „world classes“ and an excellent computer equipment at their school. They try out personalized learning with internally differenciating online school books. Furthermore they have close contact to a refugee camp. In our German classes are many students with a migration background, e.g. from Poland, Russia, Turkey etc. Like the Dutch partners we develop structures for personalized autonomous open learning at our school. The European spirit and the fight against intolerance are the fundamental pillars of our school programmeAt our coordinators‘ meeting in Romania in 2016 we worked out the details of our project plan and agreed on the content and structure of the teachers‘ handbook.Before and during our meeting in Spain in 2017 our students designed project logos, a project hymn, created presentations of their schools/home towns and did research on migration in the past. They created powerpoint presentations or a posterbook about migration to and from their countries, presented them to each other and collected them on a big timeline in a corridor of the school to show their results to the public.In the Netherlands in November 2017 the students explored the migration background of their families and of their schoolmates, created family trees, compiled their research material in international workshops and created maps to this. Teachers and students visited a refugee camp where they met refugees living there and did some activities together with them.In Germany in 2018 the students worked on cause studies on flight reasons today and on the reasons for discrimination and their influence on the understanding of democracy in their countries. They focused on the discussions about the current rightist movements and on democratic values. In international creative teams they worked on the European Charta of Human Rights and the defense of democracy and its values.The last meeting in Italy in 2018 brought together the results of our work during the project. The students put a musical about the fate of refugees on stage and in an exhibition presented their results and insights of the project and a film about their work to their parents and to the public.All results are published on eTwinning, on our school websites, in the media, on conferences, days of open door, on training events (11.10.2017 in Düsseldorf/13. – 15.05.2018 in Weimar).Our handbook is published on eTwinning and is at disposal for all schools taking part in eTwinning. The lesson plans will be used at our schools in the future. Teachers and students stay in contact. A follow-up project about our cultural heritages and the influence of the cultural heritage of our migrant is discussed. We have developed lasting exchange projects with our partner schools in Italy and the Netherlands, a project with Spain is planned. The cooperation with local refugee assistance organisations has significally deepened.