"There is a broad consensus between EU Member States on the aims and objectives of entrepreneurship education: it should develop both basic education and general competences e.g. self-confidence, adaptability, creativity. Often schools are too much Subject-Oriented and they leave aside important abilities required in the modern society. In a general view ‘Learning to Learn’ is the ability to pursue and persist in learning, to organize one’s own learning, including through effective management of time and information, both individually and in groups. This competence includes awareness of one’s learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully. Nowadays every education environment should be thought as a lifelong multicultural path. Multicultural abilities and European awareness are key qualities in a global society where citizenship is a concept beyond the local and national borders. Every knowledge and skill will gain value in an individual’s competence if it is framed in a European context.The 7 partners focused on these competences which were and are transferable and transversal; independent of subjects and based on cross-curricular objectives. The project experience highlighted the following areas:– experience of cultural convergence and divergence;– better management of one’s own learning;– social, interpersonal & multicultural relations;– mathematical competence and basic competences in science and technology;– ability to use digital tools and environments;– ability to communicate effectively in one or more foreign languages. This Project aimed at gathering the best Europe-oriented practices about skills development, curricular methodologies, compulsory subjects and their integration with Formal, Non-Formal and Informal abilities according to European guidelines. These competences, which combine knowledge and skills indispensable for life in the 21st Century, included social and interpersonal skills, sense of initiative, experience-based tasks, ICT literacy, multicultural abilities, multilingual proficiency and learning-to-learn attitude. They were considered interdependent with emphasis on critical thinking, creativity and problem solving. The fact that all partner schools had grades framed into the ""Compulsory Education"" helped teachers observing the current state of compulsory programs, their flexibility and routes in the flow of the European guidelines. The main target groups were teachers, students (8-12 y.o.) and school communities. Our team identified the key working-areas to trigger positive activities and observations: - Teachers' mindset, background and approach-evolution according to the 21st century education requirements. - Test the proper management (in the teaching/learning approach) of some basic skills and abilities: social, interpersonal, multicultural, spirit of initiative, learning-to-learn, experience-based tasks, ICT skills, foreign languages. - Interaction of all the resources (internal and external) the school can count on to re-design the teaching/learning process. - Involvement, awareness and interaction of the school community and all stakeholders: families, teachers, learners, extra-curricular project partners, local authorities, the Ministry of Education. - Measure the gap between each education system and an ""Ideal European Model"" shared by the partners. There are national education systems that keep up with the European guidelines and others that are moving at a different pace in a European perspective. The exchange between schools helped us digging out these elements and declare them to improve an official EU Development Plan in each school. According to the Report by the European Commission named ""Rethinking Education: Investing in skills for better socio-economic outcomes"" (2012): Member States should foster entrepreneurial skills through new and creative ways of Teaching and Learning from PRIMARY SCHOOL onwards, alongside a focus from SECONDARY to higher education on the opportunity of business creation as a career destination. Real world experience, through Problem-Based Learning and enterprise links, should be embedded across all disciplines and tailored to all levels of education. The main evaluation tool was the ""SAT: School Assessment Tool"", a Matrix (counting 168 descriptive indicators) especially designed to monitor the evolution of our education environments. SAT was not a way for assessing individual skills but for evaluating fit or unfit school environments where those skills could grow. This tool was thought not only to measure the ongoing results, but also to trigger debates and discussions (inside and outside our schools) about the development and the potential evaluation of Non Formal and Informal abilities in the Formal Educational context.The 7 partners are still collaborating thourgh eTwinning extending partnerships to other schools."

"The project ""Emotional intelligence as the key to child's success"" in partnership with institutions from Poland, Iceland, Spain, Italy, Cyprus, Bulgaria, Northern Ireland and Portugal was a response to the defined needs of each of the target groups of partner institutions participating in the project: children, parents , local environment. This allowed to define together the objectives planned to be implemented: The main objective of the project was to increase emotional and social and intercultural competences in 200 pre-school and early school children from partner countries through the use of innovative methods and forms of work developing emotional intelligence developed during the project. In addition, the project aimed to develop the skills of: - Recognizing and naming own and other emotions - Directing and managing own emotions - solving peer conflicts - Establishing and maintaining relationships with peers and adults - enriching the workshop with new innovative methodological solutions, using ICT techniques in the process education and upbringing - establishing international cooperation, gaining experience and knowledge from various educational systems - involvement of parents and representatives of institutions operating in the area of ​​education in the development process - Equalizing educational opportunities for children, especially from the middle disadvantaged, including disabled, immigrants, disadvantaged economists. and thus preventing failures at further stages of education. Each of the partners brought examples of good practices to the project. The target group directly involved in the project was 25 children from each partner facility and 26 teachers and employees of these institutions. The target group also had children from Wed. disadvantaged, including disabled, immigrants, disadvantaged economists. Especially for these children, the project equalized educational opportunities at further stages of learning. Teachers who were directly involved in the project are people open to innovation and creative approach to learning, especially at the lowest level of education. In order to achieve the intended results, 4 short training meetings of teachers and employees took place. During these meetings, teachers could share their experience in applying innovative methods of working with children, take part in open classes, discussions and thematic workshops. In addition, between the meetings in the facilities were carried out specific activities allowing to develop the assumed results and products, which include - author's program: ""Developing emotional intelligence of the child"" electronic version and printed - therapeutic bajka ""Where the rainbow begins and ends"": electronic version and printed, - Pantomime performed by adult participants of the project ""Mirror of emotions"" - presentation, film - Multimedia program for alternative communication - Film ""My happy day - my family, my school, my friends"" For a smooth implementation of the project a management group from the Polish side and project teams in partner institutions which during 4 international project meetings defined the roles and tasks of each partner, objectives and methods for achieving results set to achieve .The main results that were achieved were: - increase motivation to raise their skills and gain knowledge in the field of working with a small child - raising the quality of educational offer of institutions, - implementing new methods to work with children, including those with disabilities in developing social and emotional competences - using modern ICT technologies at work - education feeling of belonging to European society - liberation of positive emotions in relation to achieving educational success - equalization of children's educational opportunities and prevention of early school leaving by children, especially from disadvantaged backgrounds - establishing international cooperation in order to implement new projects. The implementation of the project has signaled to the whole local environment in the partner countries the importance of not only continuous education and improvement, but above all the importance of gaining experience in order to improve the professional skills of employees, and thus achieve high educational standards. She encouraged her parents to use new solutions, methods of working with a child in order to achieve educational and educational effects, and to prepare them for living in an ever-changing reality. Participation in the project encouraged pedagogical staff from other institutions to acquire professional competences, gain experience from other educational systems as a way to succeed in working with a child, his family and improve the quality of education."

Sales of interactive e-books (digibooks) are increasing globally, due largely to their portability and the fact that they facilitate learning in a more personalised manner; their low cost, sustainability and multimedia content are also invaluable. The anticipated result of this project was increased knowledge and understanding of how to make and use digibooks for use in teaching and learning across a range of subject areas. Longer term it was expected that this project would result in the production and use of digibooks by teachers and pupils for educational purposes. The schools involved in the project are: Dollar Academy, Scotland, an independent, co-educational day and boarding school, IMB Brugges, Belgium, IES Francisco Giner de los Rios, Spain, and IIS De Amicis, Italy, which have pupils from varied backgrounds and with varied abilities, and V. gimnazija, Zagreb, which has many pupils with high educational aspirations. At least 10 teachers and 25 pupils from each school were directly involved in producing digibooks and widgets and many more (approximately 600) staff and pupils received training in widget production.The aims of this project were to explore, assess and facilitate the use of (digibooks) for teaching and learning in a range of subject areas across our schools and to produce and use our own digibooks and a resource bank for use in digibook production by other teachers. The objectives were to: explore the various types of digital books (ebooks and iBooks) and associated software and to investigate both their use for teaching and learning purposes, and their transferability (e.g. the use of iBooks on Windows systems); provide access for a large number of pupils and teachers to digibooks and to resources for creating and personalising their own digibooks; develop a website containing these resources for use in schools; trial the resource bank in the various partner schools; make the outputs available to other schools and teachers in a variety of forms and to run a dissemination event and possibly a webinar in which we trained others to make their own digibooks. The objectives were all met. The main activities were: e-books (Android and Windows) were compared with iBooks (Apple Books or just Books) in terms of ease of production, editing and use including transferability; we compared the different types of ebook-creating software available; we trialled the use of webinars as a training tool and as a tool for dissemination. Teachers were trained at an international meeting in the production and use of both types of digibook and of widgets of various types. Pupils and staff collated resources for use in a resource bank. At an LTT meeting in Spain, teachers trained pupils in making widgets and digibooks using these and other resources. Staff and pupils at each school collated resources (photographs, music, videos etc) and uploaded them into a central resource bank. Staff also started to produce digibooks for use in their own subject area. A website was constructed and these resources were uploaded onto it alongside training manuals for the use of eBooks, Books and widgets. Non-project staff at the schools and teachers from other schools were trained in widget production at workshops. Many pupils are now using digibooks/widgets made for the project.The incorporation of 'fun' activities into books and into lessons via the use of widgets facilitates learning in an interactive manner.Project meetings were held at which teachers liaised, discussed and evaluated progress to date, and planned further work. Staff and pupils from all 5 schools ran widget workshops for over 100 pupils and staff from the Italian school. A widget training webinar was also run from the meeting in Italy for pupils in Scotland. Over 700 pupils were trained in total.The final product is a website (www.erasmuspublish.co.uk) on which training materials are available, alongside digibooks produced by all of the partner schools and training manuals for using Kotobee, Books and Bookwidget. Longer term benefits: The digital skills of participants improved significantly. Teachers cascaded training to other members of staff and pupils at their own schools, and to teachers from other schools, and continue to do so. Work on digibook/widget production and on integrating widgets, digibooks and the associated pedagogy into the partner schools' curricula, is continuing, supporting digital inclusion. E.g: IES F. G. de los Rios is using Google classroom to assign widgets to students for homework, and over 70 students are using an ebook made for the project to study Economics; V. Gimnazija is involved in trialling new experimental curricula and teaching strategies (including digital technologies) for the local government; an award of £500 has been given to fund the production of an ebook and widgets for use in the Support for Learning and Home Economics departments at Dollar Academy.

STEPS across Europe (Science Teaching Educational Packs for Schools across Europe).Project Description:The aims of this project are to: enable pupils (and staff) to work in an international collaborative team to design, produce, trial and market a sustainable practical Science resource and to train others how to use that resource and to provide trainee primary teachers and /or qualified teachers of young pupils with CPD (practical training) and resources to teach a number of stimulating practical Science lessons/resources for distance learning to their pupils for years to come.Science teacher(s) at each of the partner schools will run several classes with the help of a group of senior pupils in which they teach practical Science to younger pupils (either in their own school or ideally in one or more local primary schools). The practical lessons taught will be chosen by the teacher and senior pupils involved, in collaboration with the teachers of the younger pupils from a list proposed at the first project meeting . These lessons must be stimulating, relevant, cheap to resource, and easy for the primary teacher to run. Following each lesson feedback will be obtained from the senior pupils, the primary teacher and the younger pupils as to the content of the lesson, level of enjoyment/engagement, relevance and usefulness to the pupils being taught, to the primary teacher etc. After a short series of lessons have been run, the lead teacher at each partner school will choose the 'best' (1-2) practical lessons ( a final total of approximately 6 lessons will be included in the resource boxes). Lesson plans will be written, along with guides for technical and safety aspects of the lessons, curriculum links for that country 's education system, etc. These will ultimately be translated into the language of each partner school.At the first LTT meeting these activities (lesson plans/feedback/technical guides) will be shared between all the partner schools for evaluation as to general relevance and the feasibility of resourcing and running them in each of the other partner schools. The 6 lessons (ideally focussing on a range of Biology, Chemistry and Physics topics) which are selected as being the most universally useful/ feasible will be included in the resource packs (boxes). Each school will trial several experiments proposed by other schools following training at this first meeting .Lesson plans will be produced for each of the 6 lessons. These will all include the same type of information for teachers, pupils and technicians (e.g. aims, curriculum links, resources required, safety considerations, timings, steps in the lesson, background information, learning outcomes, worksheets/templates for results etc) and will ideally be differentiated to allow for their use with pupils of different ages/abilities. Pupils from the partner schools will work in international groups prior to and at the first project meeting to design the box packaging. The most popular design will be used on all of the resource packs.Each school will have groups of pupils which works in collaboration with pupils from the other partner schools to focus on a particular task e.g. to plan and run the Science lessons, to design the packaging, to produce the project website,to write an application for funding from local/national businesses/charities to pay for the boxes/contents,etc. (This could be in return for inclusion of their business logo on the boxes if so desired by the company, although the essential costs will hopefully be met by funding from the Erasmus programme).A small number of trial boxes will be made up for use in a trial/preliminary dissemination workshop run by pupils and staff from all of the partner schools for primary school teachers. This will take place at a meeting in Clackmannanshire in November, 2021. Feedback will again be sought from the teachers and pupils involved in these workshops.The final design and contents of the boxes will be decided on after taking into consideration feedback from all involved in the workshop.The boxes and contents will be produced in each school for use in their region/country. Each school will then work in their own community/nationally to publicise and run dissemination events at which, with the help of the senior pupils, they train primary teachers and/or trainee teachers to run lessons using the resources in the box. The lesson plans and instructions for the production/restocking of boxes will also be made available to other teachers via a dedicated project website and national Science organisations such as the Scottish Schools Equipment Research Centre in Scotland, CEP in Spain, etc. This will be advertised through links on the school websites/ the Erasmus+ dissemination platform , school magazines etc.

“FLYING WORDS” PROJECT SUMMING UP 2018-2020The primary aim of our project has been the union between different schools in the world, by writing stories starting from an image.To appreciate cultural diversity, we have used the word’s creativity, learning without discrimination and sharing experiences.This project has been innovator for the implicated schools because new technologies have been applied.The results have been positive, improving educational methods, students’ linguistic competence and social attitude.PROJECT PROGRESS:It had two main parts:1. Teachers’ methodological innovation: The infant-literature expert (Eva DiagoEgaña, teacher at Ceip “El Cruce de Castilla” Spain) has taught us the Robert Schwartz methodology in a seminary. It is about how creating stories and we have improved students’ creativity, linguistic competence and critic thought by collaborative work.2. Students’ behavior: we have achieved a strong union between students from different schools through the writing competence.Students have created short stories by starting with the same image and using a critic thought. By doing this, students have used collaborative learning, because they have helped each other. Finally, they have created comics and endless stories.In order to work with different kind of language, we have used the abilities proposed by Robert Schwartz, improving our students’ creativity, linguistic competence and critic thought.Moreover, this project has had the additional European value. We all have worked over the same necessities and objectives, regardless of the geographic location, the educational system or the methodologies used. This way, we have created a global project between different cultures and different schools.The objectives achieved have been:- To promote the awareness and the multicultural incorporation of students from 3 to 15 years old, teachers and local communities in the different countries that have participated through the creation of stories.- To develop the values of European citizenship based on understanding, mutual respect and tolerance with other nations.- To develop children's imagination and initiative using collaborative participation strategies and thinking routines.-Develop interpersonal communication skills: teamwork, responsibility, negotiation and cooperation in a project in which students and teachers have identified with each other- Our students have been able to value the cultural differences of other countries and have awakened interest so that through knowledge, they can grow as people.- Students with social and cultural needs have been included, integrating them in a project where the differences are an added value, due to the existing diversity- Different experiences have been shared on negotiation methods and teaching in the participating countries about creativity, problem solving, initiative, use of ICTs and cultural traditions.- Stories have been created that convey universal values and promote intercultural and multicultural inclusion.THE WORK PROCESS:Three of the four transnational meetings between partner countries have been held, (the fourth meeting was cancelled due to the crisis caused by the Covid-19 pandemic). In these meetings we have carried out a training of the seminar of literary creation and a sharing of each planned activity, we have given guides for the development of the work, and we have used digital tools to show each activity of the project.The results of the project have been disseminated in different media by the different schools and have been published on the schools' websites and in Etwinning. Web of the project:•http://portaleducativo.educantabria.es/web/proyecto-erasmus-ka229-flying-words-/project-flying-words-2018-2020Etwinning:•Project: “FLYING WORDS”Twinspace•https://twinspace.etwinning.net/121142/home Web schools:•http://portaleducativo.educantabria.es/web/c.e.i.p.-jeronimo-perez-sainz-de-la-maza (Cantabria-Spain)•http://ceipelcrucedecastilla.centros.educa.jcyl.es (Palencia-Spain)•https://1ou-berk.com/ (Berkovitsa- Bulgaria)•www.sp1pszczyna.pl (Pszczyna- Poland)•http://www.kistaltos.hu/ (Kómaron- Hungary