<< Background >>The main idea of this project is to create inclusive & innovative educational tools for teachers to be able to work towards Sustainable Development Goals with the primary school pupils through an innovative & entertaining manner, using Game-Based Learning. Even Though there are plenty of online resources and information regarding this topic, after a research, we found the need of structured & adapted educational resources for primary school students. Adapted in terms of methodology & vocabulary, we consider that the GBL & storytelling are appropriate for their age in order to understand & assimilate abstract concepts, as the ones of SDG. The chosen priorities are aligned with the European ones on this topic, the national ones & the ones of our organizations. The priorities were chosen according to the needs found in the target group of our organizations, regarding the lack of tailored educational resources to teach SDGs, according to the school subjects, curricula and in an entertaining and motivating way. Moreover, we have taken into consideration the experience, expertise and resources of our consortium in tackling these priorities, by setting achievable objectives.HORIZONTAL: Environment and fight against climate changeWe have chosen this horizontal priority, as it is of high importance for Europe, hence for all the partners’s countries, taking into consideration the latest initiative of the European Commission on this topic, Education for Climate Coalition which aims to promote the green and digital transition of education and training throughout the European Union and it is complementary to European Green Deal transition actions, such as the European Climate Pact. Nowadays it is of high importance for all educational organizations to recognize the value of providing students courses that cover sustainability education. This is an opportunity to give the next generation all the skills and knowledge necessary to handle the social and environmental changes and challenges that will occur in the near future. Students need to gain an understanding of the dependence between humans and the environment where they live. HORIZONTAL: inclusion and diversity in all fields of education, training, youth and sportsThe educational resources we will create will promote inclusion, as they will not only raise awareness on the importance of achieving SDGs, but also on the different challenges that people with fewer opportunities are facing in having access to basic needs.SCHOOL EDUCATION: Development of key competencesOur consortium has chosen this priority according to the need of creating innovative educational materials and instruments on this topic, as the existing ones are not properly structured nor adapted to the level of understanding of primary school students, neither entertaining and motivating enough. The creation of 2 project results (PRs) will be overcoming the needs found in the field of school education and in the direct & indirect TG and tackle the priorities chosen. A set of board games (PR1) & an Educational KIT (PR2) will be developed taking into consideration 3 successful methodologies (GBL,gamification,story telling), which encourage the active participation of the pupils and increase their motivation&engagement in the learning process. These learning theories have been chosen to ensure the creation of engaging & motivating educational resources for both teachers and pupils. The results are great for teachers to use using the combination of content from different areas since the game mechanics are designed to be solved in a multidisciplinary way. In addition to the interaction of the pupils, will be noticed, as well, the development of their key and transversal skills such as initiative, teamwork, thinking about others, communication, so it will be a resource for teachers to develop and evaluate key skills .<< Objectives >>Our project purpose is to create a set of board games for each area of the sustainable goals, with a focus on raising awareness on the differences between the achievement of them according to different continents, like this we ensure also a deeper understanding of the international context and inequalities existing worldwide. During the project we will create a methodological guide and activities for teachers, educators and parents on how to teach their children through non-formal educational methods, through gamification of real life situation, civic, social and emotional competences which will serve them to develop as functional and fulfilled adults contributing to a sustainable development of their community and society. CONTEXTIn 2015, after consulting millions of people and organisations across the world, the final decision about what the goals would be was made by the governments of the United Nations. The Sustainable Development Goals are a set of global priorities for ensuring that economic, environmental, social and cultural wellbeing is achieved for everyone around the world. They are ambitious goals for governments across the world to achieve, but a lot can be done at school and at home to support them. The goals aim to end poverty, protect the planet & try to make sure that everyone around the world is living comfortably. To this end, it is indispensable to develop an adequate sensitivity to the issues of personal and collective well-being, the adoption of correct lifestyles, the fight against climate change: to build, within the year 2030, inclusive, just and peaceful societies.Through the themes of environmental education, sustainability, cultural heritage, global citizenship, it is possible to stimulate, especially among the younger generations, the awareness of everyday life being part of a local and global community.The focus on the young generation is the best way to ensure the adults of tomorrow perform better than we ourselves have. In addition to imparting subject knowledge and skills, it is also important to focus on the tools, ensuring they are creative, motivating and engaging. By creating proper educational tools, which focus on the needs of primary students, will facilitate the teaching process as well and will guarantee a deeper understanding of the topic through the GBL.Developing a sense of one’s own role in sustainable and inclusive global development can best be taught at the primary education level. Young children are generally open minded and receptive to taking on new knowledge, attitudes and behaviour. It is actually not the adults of today who desperately need the transformative shift, but the adults of tomorrow who today need to acquire the competences that will make them create a better day than what we have done. This is the most sustainable approach. OBJECTIVES●To provide qualitative and inclusive educational tools to teachers and educators on how to raise awareness and work on the Sustainable Development Goals with pupils; ●To create awareness to primary school students regarding SDG and to foster positive attitudes and behaviour in accordance with these goals●To foster eco-friendly attitudes, behaviours and lifestyles among teachers and pupils●To improve the teachers' skills and competences, , in terms of delivering creative content, providing them the necessary knowledge, tools and know hows.<< Implementation >>The planned activities of the project react as a chain that leads to the achievement of the objectives.According to the Gantt diagram attached, from A1 to A11 are all activities related to the project management and implementation.A1- Overall coordination of the project, A3- Daily management and A4- are all necessary in order to maintain a good communication flow between the partners and to organize the tasks and duties in the time framework.A2 – Development of Quality Managements Plan and quality controls and A11 - Evaluation of the project in terms of quality and impact is mandatory so that we make sure the project will be successful and qualitative and that we have means to measure it.A5- Collection and provision of documents for interim and final report for the NA is a standard activity foreseen to be able to organize all the necessary documents we need to report the development of the project.A6-Promotion activities, A7- Creation and maintenance of the project website and relevant social network pages, A8- Preparation of 4 newsletters, A9- Board game tournaments events are activities created to ensure the visibility of the project and to create an online community interested in game-based learning, gamification and storytelling methodologies, as well as SDGs. A10 - Actualization of the COVID 19 protocol for all the presential meetings and events is necessary in the context of the current world pandemic, in order to ensure a safe environment for the participants of all the presential meetings and events.Results are the nucleus of the project, generating both tangible and intangible results. These will be the instruments with which we intend to impact our direct and indirect target group by strengthening the profiles of the teaching professions and motivate, engage and raise awareness of the pupils regarding the environmental and climate goals.The activities of both Results can be divided into main 3 stages:1. THE CREATION OF THE RESULTS – this stage started from the preparatory phase of the project, by performing a target groups’ needs research, then continued with creating the content and designing the graphics of the set of board games (PR1) and the educational KIT(PR2) during the activities PR1/A1, PR1/A2, PR1/A3, PR1/A4, PR1/A5,PR2/A1, PR2/A2, which are necessary for the creation or a qualitative and educational content of the game, as well as an attractive design for both the set of board games and the Educational KIT and the translation in each partner`s language in order to ensure that the pupils will learn through fun and entertaining game-based, gamification and storytelling methodologies.2. PILOT PHASE of both Results in which teachers and educators will implement the games with their primary school pupils, during the activities PR1/A7 and PR2/A3. This phase is essential to ensure the creation of results adapted to the needs of the target groups and at proper qualitative parameters. There will also be set the parameters to me measured during the piloting in schools, in such a way to have a structured methodology of measuring the impact on both TGs.3. FINAL DESIGN of the PRs will be done after analyzing the impact and taking into consideration the feedback provided by both target groups, guaranteeing a customized educational tool, which was tested and validated by the beneficiaries and users themselves, ensuring the sustainability of the Results, as they will continue to be used by teachers in their work with pupils on the topic of SDGs, with the purpose to create future generations of global and sustainable citizens. This phase will be performed during the activities PR1/A8, PR1/A9, PR1/A7, PR2/A4.<< Results >>After selecting the priorities and setting the objectives, our team created the Gantt chart, in order to plan the activities and specific tasks to reach both TANGIBLE and INTANGIBLE sustainable and impactful results. TANGIBLE RESULTS:Through our project there will be created 2 PRs in the form of educational resources (set of board games - PR1 & Educational KIT – PR2) which will foster the acquiring of knowledge, attitudes & skills for primary school students, which will support the creation of a future generation of sustainable citizens and will represent a teaching support for the teachers, but also parents. These results will be tested and validated by professionals in school education, but also directly by the beneficiaries (primary school teachers & pupils) in order to ensure the creation of useful educational resources adapted to real needs and parameters. PR1: Set of board games for each area of the SDGsPR2: Educational KIT on how to work the SDGs with pupils using alternative methodologiesBoth PRs are tangible results which will be created taking into consideration the needs of the target groups, but also their feedback, upon the pilot phase, when an impact analysis will be performed, before finalizing the project results. Following this structured process we ensure the real utility and efficiency of the results. The process is formed by these main steps: - TGs’ needs research- Creating the content and designing the graphics of the set of board games(PR1) /Educational KIT (PR2)- Setting the parameters to be measured- Implementing/Testing the prototype of the set of board games as well as the lesson plans of the Educational KIT- Impact & feedback analyze- Revision & final designingThe 1st PR is a set of board games, created as an educational resource to support primary school teachers in the process of providing their students entertaining and motivating activities to teach them about the importance of SDG, to raise awareness about social, economical and environmental differences world-wide. PR1 aims to encourage young pupils to become sustainable citizens, by acquiring the needed skills such as critical thinking, problem solving, and relevant content knowledge like environmental and climate change education, sustainable consumption and lifestyles. This PR is thought to be created taking into consideration game-based learning methodology and hands on learning, to ensure the pupils will be acquiring new knowledge and skills which will be shaping their future behaviour and attitudes towards a sustainable lifestyle.The 2nd PR is an Educational KIT on how to work SDGs with pupils using alternative methodologies . It will be formed by lesson plans for teachers, containing several alternative methodologies to work on each area of the SDGs, as well as a guide on how to use the set of board games (PR1) in their classes with the pupils.The other TANGIBLE RESULTS will be represented by all the online materials used in the promotion process:- The website & all the content published on it (A7)- Photos & videos taken during the focus group (PR1/A2) pilot phase (PR1/A6, PR2/A2), TPMs, MEs- Newsletters (A8)- Articles posted in online newspapers (A6)- Social Media posts (A6)As INTANGIBLE RESULTS, we expect to see better prepared teachers (direct TG), in terms of knowledge and competences regarding SDGs, empowered by innovative and creative educational resources. This will also reflect in the motivation and engagement of their students (indirect TG) to learn and to participate actively in the lessons, but also to educate themselves to become green citizens, by having proper behaviour and attitudes towards the achievement of SDGs. In order to ensure and monitorize the intangible results translated into the impact upon the direct and indirect TG, we will perform an impact analysis during and after the pilot phases, in order to have a clear evidence of the positive changes.