1. Poland - Raciborz (Coordinator)
Szkoła Podstawowa No 4 im. ks. St. Pieczki is located in the small town of Racibórz. Racibórz is located in the south of Poland,and we are only about 15 km from the Czech Republic.Our school is a primary school with 45 employees ( teachers and school administration services) ,293 students and aged 7 to 15 years.Children with special needs also attend. Our school is not so big and everyone can feel here as in one big family.Children are learning new things with pleasure and thanks to it they are able to win a lot of competitions. Students in our school are very tolerant because of the projects we have done, they know what it means. We are happy to take advantage of ICT lessons, such as searching for something on the Internet or working with an interactive whiteboard. We also do small class or school projects. We are interested in new technologies, projects and innovations. In addition to caring for the intellectual sphere, by playing sports, we also take care of our well- being. We want to see how it works in other countries and replace experiences with other teachers. In the past, we took part in a project with the Czech Republic- Raduń, thanks to the cross-border. Microproject of the Euroregion Silesia. The project was attended by younger students from our school. The main idea was to break the language barriers. We have learned a lot. It was a really nice way to meet and talk about different aspects of learning.
Our school is implementing two Polish- wide projects. The main priority of the project initiative "The League of Extraordinary Minds". The project is about solving programming tasks in practice, i.e. writing real source code or asking questions to real databases (programming in C ++, PYTHON, JAVA, SQL). The task of the second project "Programming giants" is the exchange of teachers' experiences, acquiring professional competences thanks to STEAM applications and observing teachers in all Poland in the field of STEAM and correcting gaps and increasing the possibilities of each institution by transferring the acquired competences to their students and institutions. In this context, our priority in our project is to train students who think about technology and design, have 21st century STEAM skills and are ready to take on future professions.
2. Iceland - Reykjavik
Móðurmál samtök um Rússneskt tvityngi, the school is part of our lar ge or ganization Modurmal. School is located at Reykjavik 111. Started informally in 1991. Officially registered in 1992, the organization received state support. Around 25 languages today. Mother tongue teaching usually takes place on Saturdays and Sundays
in schools, preschools, cultural centers, churches, moss, NGO etc. Interactive contract with Reykjavik use of two schools for mother tongue teaching in exchange for expertise and teacher training for school teachers and staff . The child's mother tongue is intertwined with their identity.Children with other mother tongue than Icelandic often enter the preschool with a good knowledge of their mother tongue and culture. Department of Reykjavík have supported the program. Migrant children also study at our school. Our school has 5 certified teachersand 60 students devided in four groups, the older group is from 14 to 19 years old (25 students). These students learn English, Icelandic, History, Geography, Botany, Art,Music, etc. We take pride in teaching all the gener al subjects at a high level and our goals ar e:
- To teachchildren their native languages;
- To support their language gr oups and native teachers;
- Develop to keep pace with innovations and new technologies and teach
students to communicate and
a correct, healthy lifestyle.
- To guide the futur e generations towar ds conser vation and development.
- Prepare teams to participate in robotics competitions (National
Robotics Festival, Robocup Competition);
The founder has been connected to the robotics area since 1998, having regularly participated in national competitions (National Robotics Festival) and international robotics competitions (RoboCup Competition). He has published more than 40 scientific
articles at international conferences and has participated in European projects (FP7, H2020 and SEE grants) as a researcher at the robotics unit of INESC TEC. Responsible for the creation, in 2019, of the first Challenger robotics test that takes place every year at the National Robotics Festival (FNR).
3. Ireland - Dublin
M.N.S. is situated in Clonskeagh, South Dublin and it shares a campus with the Islamic Cultural Centre of Ireland. It is coeducational and caters for Junior Infants to Sixth Class.(Ages 4-12)M.N.S. was established under the patronage of the Islamic Foundation ofIreland, currently headed by Sheikh Yahya Al
Hussain. The Muslim National School wasestablished in 1991 from the wishes of Muslim parents to have their children educated in anIslamic environment.The Board of Management oversees the running of the school inaccordance with the Islamic principles on which the school was established and the Department of Education Rules for National Schools. The Islamic ethos is not only found inthe Daily Quran, Arabic and Deen (Islamic Studies) classes but is the living spirit of theschool that permeates all school activities.
Quran, Arabic and Deen classes are taught by the Religious Education Department which currently has five teachers. All religion staff arenative Arabic speakers.Pupils are encouraged in all aspects of Islamic worship and behaviour, the spirit of the school informs their identity and bolsters their self-esteem.The school staff currently consists of twenty five teachers, five Special Needs Assistants and five Religion teachers. Our staff constantly strive to provide the children with a caring, secure learningenvironment where their intellectual, spiritual, physical, moral and cultural needs are identified and nurtured.All children of all abilities are welcome in our school. We have apolicy of inclusion which meets the additional and specialised needs of children. Includingour specialised A.S.D. class. Our children are given every opportunity to experience allaspects of a broad and balanced school curriculum. The school follows the Irish National School Curriculum and is inspected by the Department of Education and Skills. The Religious Curriculum consists
of Arabic language, Quranic studies/ recitation and Islamicstudies. As well as the academic subjects the school has a vibrant sporting tradition for both boys and girls, including handball, football, gymnastics and athletics. The school provides other non-academic activities such as a Chess Club, an Irish Language (Gaeilge) Club and has an active school choir that has represented the school at a number of events and venues. Pupils are able to express the views of the student community through the Student Council. Toencourage awareness and love of the environment the school has an active Green team, from all age groups in the school, who encourage their fellow students to recycle, reuse and protectour natural resources. The school has recently been awarded a Schools Green Flag by AnTaisce.
4. Spain - Ibi
Blue Beehive is made up of a multidisciplinary team of educators,teachers,young people,and entrepreneurs whose objective is to promote education and culture,filling the gap between formal education and the real world with non-formal trainings.We are an adult/yourh education provider in Spain with 11 expert people, and we have more than 15 volunteers to carry out activities in our area of action in the Valencian Community.Our association is composed of experts in the development of European projects. We are non-governmental, non-profit, and non-political association.We have a multidisciplinary profile,with people who are experts in identifying and reducing barriers for the educational and social inclusion of people with disabilities, designing educational intervention procedures. We have had experiences with young people diagnosed with ASD and Asperger.
We work especially paying attention to diversity, inclusion, discrimination, raising awareness in society, and serving the most disadvantaged groups.We are aligned with the 2030 Agenda for Sustainable Development and the Green Deal.We develop workshops to find out the carbon footprint of each activity. How to calculate it and how to reduce it. We carry out workshops on climate change, applying the four R's (recycling,reuse,repurpose,reduce),promoting the circular economy, and entrepreneurship. It is about providing creativity for young people so that they can be entrepreneurs using the circular economy. We have developed artisan products from hotel waste giving young people the option to develop their own businesses.
We have regional projects so that our young people have access to the knowledge of technologies. The good use of them and their application in improving their learning. We also develop projects for emotional control, inclusive leadership, good healthy habits, addiction control in young people, working on attitudes of discrimination and hatred,attending to diversity, with the aim of training active and tolerant citizens in a common space of coexistence so that apply these good practices throughout your life.
We collaborate with various associations of the disabled, immigrants, cultural, in our environment. We test technologies in different environments and for different groups. For example, augmented reality and virtual reality technologies. We make creative videos using the visual thinking methodology.
Although Blue Beehive is an association created in 2019, some of its members have been working for more than 20 years in the development of educational innovation projects.
Our target groups are varied: young people, teachers who want to incorporate new methods, adults, NEET, disabled, elder people. Our mission is to enhance the education and cultural levels, developing educational and cultural projects. We carry out workshops on crafts, design and 3D printing applied to the promotion of creativity,reading animation and cultural projects related to entrepreneurship in the creative industry.
The aims of Blue Beehive are:
1.Encourage educational activities in the field of adult education and in the field of youth. Promote development through non-formal educational alternatives based on creativity and learning-service.
2.Encourage the training of people with multidisciplinary knowledge adapted to the demand of new changing scenarios that require innovation and flexibility Encourage and support entrepreneurship in the digital, cultural, social environment, promoting lifelong learning as a basis for development.
3.Empowering through education: social inclusion,interculturality,gender equality and intergenerational relationships.
4.Encourage and promote cultural,leisure and sports projects that are beneficial for all members of the association and for the environment n the preferential field of the Valencian Community.
5.Improve competences in the digital age. We have ICT experts who work by offering continuous training to address the challenges of the digital society.
5. Spain - Andalusia
In the afternoons, there are also secondary education courses for adult people.
Our secondary students come from three different primary schools in the area; therefore, we find different levels since the families come from varying social backgrounds.
There are four groups in 1ºESO and four groups in 2ºESO, three groups in 3ºESO and 4ºESO, in Bachillerato, there are three groups in 1ºBACH and two groups in 2ºBACH (Science and Social Studies). There number of students in each groups ranges from 25 to 33. In relation to the staff, there are 74 teachers approximately. There is a headmistress, a
vicedirector, two heads of studies as well as a secretary.
There are three caretakers, two in the mornings and one in the evenings, 5 or 6 cleaners, a secretary and two language assisstants.
What are the activities and experience of the partner organisation in the areas relevant for this project? What are the skills and/or expertise of key persons involved in this project?
(Please fill in this section with a maximum of 4000 character.)
Our high school takes part in programmes like Escuelas TIC 2.0 (Information and new technologies) or
Escuela: Espacio de Paz (Schools for Peace Education), where we try to promote respect and tolerance among different cultures. This projects are renewed every year.
We have some expieriences in travelling arboad carrying out European Projects. We have taken part in school exchanges with France (K229): COMENIUS (2009) Denmark, Finland, Slovaquia and Spain (titled Sports and ICT) . We also participated in activities like International Exchanges between France and Spain “Bachibach Exchange”
In Spain, there are Science fairs like Diverciencia, whose aim is developing an interest in science among young people, and we won prizes several times with projects like A Bionic Hand, Multisensorial Pavilion, Robot Lazarillo (Guide Dog Robot)...
Last year we were acreditated with the Environment Quality Recognition by Etwinning.
We carried out some projects in our school such as Solar Pannels, how to measure CO2 Filters HEPA and a Desinfection Box.
Solar Pannels: the students designed snd studied the best zone to build the solar pannels, they set them and made them work.
HEPA Filters: The hagh school had some filters that were workings in some classroom and our students collected some data from them to analyse. The made a little project with all the experience.
6. Turkey - Kayseri
Çetin Şen Science and Art Center is in the city of Kayseri in the Cappadocia region. Our school started education in 2008. It is a school where gifted students are educated. All of our students are accepted by passing a 2-stage aptitude screening exam. We have a group of talented students in 3 main areas. We have selected students in the fields of General Field (Science, Mathematics, Coding, Robotics, Social fields), Music, Painting. We have 1003 students. Our students are between the ages of 8-17. There are 4 administrators and 40 teachers in our school. Teachers are selected to work in this institution. These schools are very important in Turkey. It is one of the rare institutions that train future scientists, artists, literati, engineers and software developers from our school.
At our school, our students take their lessons according to their abilities. In the first 2 years, they try all the courses and in the following years they are separated according to their special abilities. Special workshops are held according to their abilities. In our school, we have a wide variety of workshops such as Coding, Astronomy, Artificial Intelligence, Science (Physics, Chemistry, Biology), Mathematics, Intelligence Games, Robotics, Language Education (English, French, Chinese), Art Workshops (Music, Painting). Our students prefer practical trainings and studies in which they will show their skills and express their wishes in this field.
Our school is a school that specializes in Digital learning and project-based learning in its region. We plan and complete some of the teacher trainings in our region. We have teachers working exemplary in this field. Our school develops project-based studies and involves the surrounding schools, teachers and students in these projects.
What are the activities and experience of the partner organisation in the areas relevant for this project? What are the skills and/or expertise of key persons involved in this project.
Our school is the most equipped school in its region. Our physical materials are well equipped. We have robotic kits and necessary materials for Coding. Our school works in the field of digital and coding in local projects. Our students know how to use drone technologies, use some coding languages (scratch, arduino) and develop various projects related to them. Our school has an artificial intelligence workshop. In these workshops, students apply Artificial Intelligence programming languages. They participate in technology competitions held in our country and receive awards. Our students make the necessary applications to have national level patents for the products they develop. They spread their innovations to the whole region.
Our school takes part in local and national studies as well as international studies. In 2020, our students and teachers will carry out robotic coding studies with 2 of our Ka2 projects, which we are a partner of, “RoboPOWER” and ROBOTS FOR STEM: BUILDING, TEACHING AND LEARNING. In this area, our school has an advanced study team.
One of the key persons of our project will be our IT and computer teacher Hüseyin Başar Turhan. Our teacher is quite competent in local robotic coding studies in our country. He took part in various Coding studies with his team. He is an expert in Coding, Artificial Intelligence and Drone technologies. It will do activities in the use of coding and scratch in our project.
Tuğba Karaoğlu is another key person in our project. She is an ICT teacher and an expert in Coding and Robotics. She produces projects in the field of informatics using tools such as Scratch, Mblock, Arduino, Python. She follows the current teaching methods and techniques used in this field from scientific publications. She is also the patent representative of our province appointed by the Ministry of National Education. It manages the patenting processes of technological products that emerged with innovative ideas during the working process. She has projects in the fields of artificial intelligence, machine learning, digital games and educational content programming. She is an expert in e-material development. Can teach students coding languages by mastering them. In our project, she will carry out robotics, coding projects and e-material development for teachers
Fatma Merve Yıldırım is an English language teacher. She plans the communication process in our project. Our teacher is an expert in e-Twinning projects. She will manage the e-twinning process in our project.
7. Turkey - Mugla
Şahidi Secondary Schools is a public school.It is located in the Menteşe District of Muğla.It started education in 1989. Students between the ages of 11-15 are studying. There are 297 students, 2 administrators and 38 teachers. It is a physically-equipped school with 17 classrooms,1 library,1 ICT classroom,1 counseling service,1 sports room,1 project workhop,2 design and technology workshops and 1 intelligent games workshop. Our school is comprised of experienced teachers who adopt the culture of institution and improved themselves in their fields.
In our schools,there are 5th-6th-7th and 8th graders. 5th grades are preparatory classes and they receive mainly foreign language education. There are children with special needs,children with learning difficulties as well as mental or physical disabilities. They’re provided to have one-to-one inclusive education.They work in close cooperation with other classmates,which is a very important step in their development.Our school also reflects an international identity as it has some students from different countries.There are students from Iran, Syria, Uzbekistan and Egypt. They’re successfully adapted to our country and education system. Among the students attending our school,there are children from different social backgrounds too. Some of our children have a single parent. In addition to broken families, the number of students with limited socio-economic status is very high. 85 students have really limited facilities.The number of single-parent children is 39 and the number of divorced-family children is 30.According to the school application and parental data forms,it was found out that %25 of our children are economically-disadvantaged,%10 of them are geographically-disadvantaged,%9 of them are single-parent children,%12 of them are divorced-parents children,%1 of them are immigrant children.If numbers and percentage distribution are taken into account, it can easily be said that we’ve a considerable number of disadvantageous children.
In our school,some activities are planned and realised for the children with cultural,sociological, economical,parental,geographical and physically-disadvantageous children.Students in these groups are specially given significance. In the education of them,it’s paid attention to cooperate with School’s Councelling Service.It works very actively with them.It considers the observations of the teachers and when required,further steps are put into action at once.”All the children deserve a quality education”is the motto of our school.To reach this goal,we’re pursuing our efforts to increase the quality of inclusive education.With this project,our school will go further in inclusive education. They’ll break up social prejudices they’ve due to their social backgrounds.They‘ll develop social skills like empathy and common humanistic values.
Our school is very active and joins different activities and projects
to raise the quality of the students and education.It gives importance
to the scientific activities. Two of our teachers are working on STEM.
It’s conducting science and Robotics fairs and joining national and
international contests.It has many rewards. There is an experienced
staff in Erasmus+ and eTwinning projects.
Our primary goal is to raise our students ideally.Extracurricular activities are important. There are especially-created playgrounds for students at the school yard.We also give importance to the sports and try to educate our students in this field too. We have many
nation-wide success.It’s a nature-friendly school. Activities like trekking,hiking,camping and scouting are carried out in the leadership of 2 teachers.Also, students can have some mental and intelligence games education in the workshops. In these workshops,they enhance their skills and interests extensively.Such activities help our
students show themselves and improve their self-confidence apart from gaining knowledge.
8. Portugal - Porto
The RoboticEduAcademy Lda, named Academia de Robótica, is a non-formal school of robotics for students between 8 and 18 years. The goal of this academy provides the student's knowledge in areas like science, technology, engineering and mathematics (STEM) focus on topics and challengers of robotic. At this moment we have 10 professors with the formation in Electrical and Computer Engineering - specialty in robotics, and almost 800 students attending to our robotics courses. We operate in the field of educational robotics.
Educational robotics is a stimulating and fun activity that combines theory and practice. This type of activity promotes interdisciplinarity, promoting the integration of concepts from different areas: The Academy intends, through the STEM (Science, Technology, Engineering and Mathematics) approach, to develop robotics skills in children and young people. Our activities have as main objectives:
- Provide periodic challenges that encourage the practice of programming and electronics concepts; - Demonstrate scientific concepts in practice;
- Develop logical / abstract reasoning and computer skills;
- Develop motor coordination through the assembly of robotics kits;
- Stimulate team spirit and teamwork;
- Prepare teams to participate in robotics competitions (National Robotics Festival, Robocup Competition);
The founder has been connected to the robotics area since 1998, having regularly participated in national competitions (National Robotics Festival) and international robotics competitions (RoboCup Competition). He has published more than 40 scientific articles at international conferences and has participated in European projects (FP7, H2020 and SEE grants) as a researcher at the robotics unit of INESC TEC. Responsible for the creation, in 2019, of the first Challenger robotics test that take place every year at the National Robotics Festival (FNR).
9. Denmark - Copenhagem
FabLab Nordvest is a Copenhagen based Makerspace / FabLab that has been in operation since 2013. It is situated in the north west part of Copenhagen, Denmark. It is equipped with a large range of modern prototyping/manufacturing tools used for doing digital fabrication, product development and STEM teaching. Among these tools are 3D printers, educational robots, CNC mills, lasercutters, plastic processing machines, digital design lab, CAD systems etc. It is part of the international FabLab network and has close collaboration on projects with other labs.
The steering committee consists of a diverse group of engineers, designers, robot experts, teachers and community builders who run and develop the lab. The users of the lab comes from all professions, backgrounds and age ranges.
FabLab Nordvest collaborates with local companies to develop new products and the municipality to help improve the neighbourhood in which it is situated. FabLab Nordvest has teached multiple courses on coding, robots, AI, etc. to a very broad audience.
The Makerspace is situated in a youth club run by the municipality and teaches digital fabrication skills to young people.
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