Προγράμματα

Η συμμετοχή του σχολείου μας σε Ευρωπαϊκά προγράμματα ξεκινάει από το 1997 και το πρόγραμμα Lingua με τίτλο «Η  καθημερινή ζωή των μαθητών στην Κατερίνη και το Krefeld (Γερμανία)» και σε συνεργασία με το «Maria Montessori Gesamtschule» από το Krefeld της Γερμανίας. Έκτοτε έχουν ακολουθήσει 80 προγράμματα Socrates I και II, Comenius, Lifelong Learning και τα τελευταία χρόνια Erasmus+, στα οποία το σχολείο μας έχει συνεργαστεί με εκπαιδευτικούς οργανισμούς από όλη την Ευρώπη, παράγοντας σημαντικά εκπαιδευτικά αποτελέσματα.

Πολλά από τα προγράμματα έχουν χαρακτηριστεί από την Ευρωπαϊκή Επιτροπή ως «Success Story» και «Good Practice Examples» επιβραβεύοντας το υψηλό επίπεδο και την συνεισφορά στην εκπαίδευση των προγραμμάτων αυτών.

ERASMUS+

SiLab (2019-2021)

Schools Innovation Labs

Synopsis

Outcomes

  • SiLab project aims at developing some of the most valued skills in the labour market such as innovation, creative thinking and digital skills. This will be achieved though the implementation of the concept of i-lab to school environment; the creation of i-labs at schools and the development of teachers’ capacity to integrate innovation in daily school practice.

    An i-lab (innovation laboratory), a concept pretty popular in big companies, is an inspirational innovative facility designed to transport users from their everyday environments into an extraordinary space encouraging creative and innovative thinking as well as collaborative work towards problem solving through a mix of on-purpose environment, technology and facilitation techniques. The strength of the i-Lab is its proven and unique approach to innovative and creative thinking, which lends itself to a wide variety of applications.

    During the project our students will have the opportunity to visit the partner schools in Portugal and Croatia, where they will discuss with their peers about their ideas and their progress on the project. The i-Lab will be designed and created by the students, who must think innovatively and out of the box in order to develop such a place. It is estimated that the i-Lab will be ready by the end of 2020.

  • Apart from the i-Lab that will be created in the school, this project will create an on-line software application to be used in the i-Lab and when ready, in the i-Lab will take place some pilot sessions in order to evaluate the project products and introduce the rest of the students the idea of i-Lab.

SECONDARY EDUCATION

Eurovoters (2019-2021)

Empowering critical young voters for a Europe of sustainable development and equality

Synopsis

Outcomes

  • The objective of this project is to empower youth to act as agents of change for building a Europe of sustainable development and equality by enhancing their critical-voting literacy that includes: (a) media and news literacy; (b) socio-emotional literacy, and (c) social-justice literacy. To do so, this project draws upon the strategies of critical literacy and experiential learning, by using new technologies, and innovative methodologies, such as collaborative role play and simulations, problem-based learning, critical-incidents analysis, and virtual communities of learning and practice.

    The project reinforces the development and implementation of successful initiatives in critical-voting education. It will contribute in counteracting the detrimental consequences of populism to the values that define us as Europeans, and mainly sustainable equality, respect for human rights and freedoms, tolerance, pluralism and non-discrimination. Finally, it will raise youth’s voices and active involvement in decision-making through innovative methodologies.

  • The main result of this project will be a methodological Toolkit of ‘Resources and Activities’ for enhancing education for critical-voting literacy, which will be developed according to a comparative analysis of both teachers’ and youth’s needs in the participating countries. This Toolkit will be tested through workshops carried out with teachers and youth aged 14-18. As the project also envisages the development of teachers’ and youth’s competences to work accordingly, a Teacher’s Handbook and a Youth’s Handbook will be produced. In the end of the project a transnational joint-staff training event will be carried out in Greece to train teachers to use the project outcomes.

SECONDARY EDUCATION

Political Game Changers (2019-2021)

Young students as political game changers developing an easy-to-use model for secondary schools.

Synopsis

Outcomes

  • The European Commission calls for systematic initiatives to re-engage youth in politics – based on their own understanding and voices. This project addresses the urgent challenge of young students increasing disengagement in politics.

    “Political Game Changers” invite students to co-create attractive and practically useful guidance to secondary schools on how to prevent disinterest and foster engagement in politics, democracy and values. The guidance will be developed through real-life/time open schooling and will be based on practical experience.

  • To achieve its goals this project takes into account three different methodologies, the didactic, the co-creation and the subjective engagement. A school guide to engagement of young students in politics and democracy, including virtual scenarios along with a study of the reasons for the lack of interest in politics and democracy among the young generations will be created. Also, the student teams will create a video movie explaining their engagement in the politics detective missions and how they along the project developed an alternative understanding of and language for politics, democracy and EU values.

SECONDARY EDUCATION

TAKE ACTION (2020-2022)

Citizenship education for an inclusive and sustainable future

Synopsis

Outcomes

  • “Leaving no one behind” is the central aspiration that underlines the 2030 Sustainable Development Agenda. To achieve an inclusive society it is necessary to take into account the need of a sustainable approach to our development. In this scenario, not only youth are recognized by the 2030 agenda as “critical agents of change”, but they possess the energy, creativity and motivation to challenge current unsustainable models and envision new approaches and new sustainable solutions.

    The “TAKE ACTION” project aims to increase social and civic competences of European youth by transferring and adapting an effective teaching methodology, the “Action Civics” curriculum, and improving the capabilities of teaching institutions in providing their students with tools and knowledge to foster their active participation in the society.

  • Our school together with the other two involved high school will test the curriculum and assess the impact both on teachers and students. An e-learning course targeted to teachers  will be developed to allow the transferability of the curriculum and will be freely available to be implemented, updated and share. The pilot implementation and the evaluation activities planned in the project will be aimed at producing a report which will include detailed data on the impact of the curriculum on the involved students and recommendations for policy-makers, public institutions and authorities.

SECONDARY EDUCATION

ACTIvE (2019-2022)

Job Coach, Supporting school students with Autism Spectrum Disorder to acquire independency

Synopsis

Outcomes

  • Our school is actively involved in many projects from all the spectrum of education. Such a project is the “ACTIvE”, which aims to promote social inclusion starting with school education through a holistic approach.

    Through this project, Platon is cooperating with educational institutions from Europe in order to support special education. More specifically, ACTIvE aims to provide educators working in school contexts with innovative Continuous Professional Development opportunities to deal with ASD students. It is a project that promotes social inclusion through talent development and creates synergies at local and European level to develop innovative practices for inclusive Europe with a bottom-up approach.

    ACTIvE, directly and indirectly, affects many people. Apart from educators working in school context that have an opportunity to enhance their competences in relation to autism this project benefits the students, their families and the local communities in general.

  • By the end of the project, a “curriculum to become JOB COACH” will have been developed, tailor made on the training needs of educators and psychologists working in a school context with ASD students (age 15-18). The other main result of the project will be the development of a new online learning environment, enriched with training materials for educators, a collaborative space for the users (namely, the community of practice) and an Info Desk, which will serve as a contact point among platform users and project partners.

SECONDARY EDUCATION

Euriversity (2019-2022)

European action against discrimination: educational inclusion from the perspective of equality and emotional-sexual diversity

Synopsis

Outcomes

  • Discrimination against group of people because of their gender or their sexual orientation is a major problem that still exists in Europe according to research conducted in 2018.

    There is clearly much room for improvement regarding gender and affective-sexual diversity and this project aims to offer an integral response. The main objective is to raise the levels of awareness of this subject and reducing those of discrimination and conflict due to gender or affective-sexual orientation.

    There is a comprehensive action plan divided in phases throughout the 3 years of the project where all the research and results will be collected and analyzed. The next stage is the dissemination of the results that will provide the local educational communities and authorities with a solid plan on dealing with these issues. The ultimate goal of the project is to establish a “European Network of Discrimination-Free Schools” starting from inside the partnership of schools and organizations that work on this project.

  • It is to be hoped that the ultimate benefit will be an improvement in the levels of discrimination, conflict and bullying within schools as well as a greater awareness of gender diversity and affective sexual orientation. Similarly, we hope to spread inclusive values and improve the way in which those schools committed to the promotion of democratic values and an active and efficient citizenship approach diversity management

SECONDARY EDUCATION

Play2Learn (2019-2021)

Reviving hands on educational play for learning skills of tomorrow

Synopsis

Outcomes

  • Play2Learn has as primary objective to produce approaches and tools to help teachers encourage kids to engage with programming and develop STEM related skills. It aims to achieve this not by increasing screen time but by encouraging hands on play through the creation of use of a do-it-yourself computer kit which bridges the online and offline worlds through Minecraft Pi games and Scratch/Python programmes which interact with electronics circuits.

    Our partners are one more school, two ICT training centres, a network for the promotion of ICT-enabled E&T, a company offering bespoke software development services to governmental agencies and a company specialising in corporate training solutions and knowledge dissemination as well as several associate partners from the area of ICT-enabled E&T and schools.

  • This consortium will produce the results of the project which include the Play2Learn Kit comprising a do-it-yourself computer, peripherals and electronic circuits to be used with provided educational content, animated videos introducing the Play2Learn kit and its uses, educational content covering Minecraft Pi, Scratch, Physical computing, an educators guide including lesson plans, Learning Motivation Environment in all project languages delivering the Play2Learn content in the form of engaging online multimedia resources and the Play2Learn Academy virtual space with supporting infrastructure

    These results will give teachers and trainers a complete package of elucidate findings regarding to ways of introducing children to programming and STEM through hands-on play. There will be created evidence-based policy and research recommendations for the use of educational play for teaching coding and STEM related subjects. Play2Learn is hoped to act as node of knowledge dissemination on how to engage children with programming and STEM and provide strategies for the adoption of educational hands-on play in the classroom

PRIMARY & SECONDARY EDUCATION

Capacity Building for Preschools (2019-2021)

Synopsis

This is a project for preschool education that aims in capacity building of administrators and teachers of pre-/schools in several topics such as the EU projects; ECEC Framework; saving and support traditions in pre-primary level of education; social inclusion of children with disabilities and disadvantage background.

The project includes Transnational Peer Learning Workshop, activities including children presenting and promoting their own country cultural heritage, educational part with internal and external experts and more. All of these activities target in increasing the capacity of preschool staff that lead to general improvement of current ECEC process, rise children involvement in saving and promotion of their own cultural heritage, strengthening intercultural understanding, deeper understanding by parents of their role in upbringing, care and education of children, reinforcement of local public rhetoric about necessity of high quality ECEC system appropriated to EU framework and recommendations, close collaboration between participating organization, improvement of partnership relations.

PRESCHOOL EDUCATION

Young Europeans (2019-2021)

Synopsis

Outcomes

  • This project addresses the urgent challenge of young Europeans’ increasing disengagement in politics. The project asks: how can open schooling in secondary schools contribute to engaging young people in politics, democracy and European values? Co-driven by young students themselves, the project will create innovative open schooling guidelines to secondary schools on how to organise engagement in political initiatives.

    Young Europeans invites secondary students to co-create attractive and practically useful guidance to secondary schools on how to prevent disinterest, and foster engagement in politics, democracy and EU values. The guidance will be developed through a real-life project worked by our students and real-time open schooling and will therefore be based on practical experience of our students, not on theoretical assumptions. The students are asked to act as policy detectives on a problem they discover in their society and develop their ideas on how it should be faced through politics. During the project, our students will visit our partner schools in Vilafant, Spain, in Pasvalys, Lithuania and there will be a big student mobility in Poland, where the students will have the opportunity to discuss and share their thoughts on the project with theirs peers from other countries.

  • Based on students work this project will produce some results such as the guidebook, which is a radical school guide to engagement of young students in politics and democracy, including virtual scenarios. There will be also a study by the university partners of the project on the lack of interest in politics and democracy among young people. Another outcome will be the video movie in which student teams explain their engagement in the politics detective missions and how they, during the project, developed an alternative understanding of and language for politics, democracy and EU values. Finally, a policy paper of a reflection, based on project activities, on why Europe and the European Project are losing young people’s interest will be created.

SECONDARY EDUCATION – B CLASS

Critical Science Detectives (2019-2022)

A new easy-to-integrate way to engage young students in science in secondary school based on the European Commission’s open science schooling guidelines

Synopsis

Outcomes

  • This project belongs in a category of projects in which our school participates actively in the last years, the Open Schooling projects. The idea of open science schooling approaches is more practically implementable for schools and science teachers in secondary schools.

    One of the major components in science learning innovation was: to be attractive to 21st century students, science and science learning should recover and rediscover the links to narrative and make efforts to communicate the learning in narrative forms. These links to narrative forms includes for example: adventure, science fiction, exploration, detective work, curiosity – and the ability to take action in such narrative worlds: narrative and epic agency.

    The concept of this project is to integrate these narratives in the Commission’s learning policies such as “science with and for society” and “responsible science”, but also to integrate sharing the science engagement with the students’ families and with other citizens.

  • The results that will be produced based on the students’ work include a guidance collection for secondary schools and their science teachers on how to easily integrate the critical science detectives method in the science curricula, a joint video movie from all the students participating in the project explain how they changed their negative attitudes towards science through the critical science missions, a theoretical paper discussing state of the art of Open Science Schooling from the point of view of lessons learned in the Critical Science Detectives project and a policy paper trying to identify the key challenges to science learning innovation, based on positive and negative experience from the Critical Science Detectives project.

SECONDARY EDUCATION

Family-based Open Science Schooling (2019-2022)

Capacity and guidance building in secondary schools for involving young students’ families in open science schooling activities to foster responsible science education

Synopsis

Outcomes

  • European Commission and the OECD as well as leading research communities agree that one of the biggest challenges to 21st century education is to engage and re-engage young student along their teenage years in science learning. Family-based OSS is a project which addresses the need to boost the interest in and retention of students in STEAM subjects.

    One powerful way to practice to (re)engage young students in science learning connected to society demands is to include families and community in open real-life activities, engaging students and their families in science in the local and virtual communities. Families, especially parents, have a crucial role at influencing students’ engagement towards science learning.

    This project has 3 main objectives: 1) Encouraging families to become real partners in school life and activities through participatory design; 2) Co-creating ’science everywhere’ activities alongside teachers, students and families to support responsible science education; 3) Supporting the deployment of immersive Joint Science Missions involving the community as a whole so that schools become agents of community well-being.

  • All project elements are directed towards producing such practically useful and attractive guidance to secondary schools and science teachers through participatory design with schools and families. The success of such initiatives is totally depending on the quality of the capacity building and empowerment of science teachers, schools and the surrounding school communities.

    The project will yield 4 product outcomes including the School Guide to Family-Based Open Science Schooling, a students’ video on how they developed new images and engagement to science, a study analysis on how family based open science schooling helps (re)engage young students in science, and policy recommendation  on challenges to open science schooling innovation and re-thinking science education.

SECONDARY EDUCATION

Diversamente coding (2018-2020)

Coding for improving the social inclusion

Synopsis

Outcomes

  • The project aims to develop a training course on “Diverse coding”, enabling people with specific disabilities: Adults (Age 18-60 years) with hearing disorders to increase their digital skills and programming, with a methodology that applies European recommendations to validate non-formal and informal learning to facilitate recognition and transfer of results.
    The coding offers students with learning disabilities “real-world skills”, some industry experts said, “transforms them into digital culture producers”. It also interests them and makes them more available and “inclined to socialize”, building the important skills of group work and socialization, often lacking in the disabled student population of learning.

  • The project aims to develop an innovative coding training program for learners with disabilities, particularly deaf people who naturally tend to have ease in coding as they are doing it every day with lip reading and decoding and deciphering every noise and sound with the aim of encouraging the development of their special digital skills for adults and, in turn, their transversal skills, in particular problem solving.
    “Diversamente coding” also aims at transparency and recognition of skills and qualifications; application of the European recommendations to validate non-formal and informal learning for experts in diversily coding with the improvement of their digital skills and programming in an informal and formal learning environment. Another goal is to increase skills in vocational training and adults, helping to improve support for adults with disabilities across the full spectrum of their digital skills, by intervening in improving social inclusion, as stated in the Europe 2020 objectives and implement the European recommendations methodology to validate non-formal and informal learning for adult education in the fields of social assistance.

ADULT EDUCATION

Eurochange (2018-2020)

Children inspiring children to become agents of change for a child-friendly multicultural Europe

Synopsis

Outcomes

  • The main objective of this project is to empower children to act as agents of change for building a child-friendly Europe in the sense that is socially-inclusive by celebrating and cherishing the diversity of our cultural heritage. To do so, it encompasses the children-inspiring-children approach, while using new technologies, and innovative and creative methodologies, such as collaborative art-making, intercultural online pedagogy, and collaborative story-telling and poetry. Another important objective of this project is to promote children’s and teachers’ training to enhance their competences in becoming the facilitators of the children-inspiring-children approach so as to meet the first objective of the project.

    The project aims to promote social inclusion by taking advantage of the potential that cultural heritage gives us to celebrate and cherish our diversity. Raise children’s voices and active involvement in education through an innovative methodology drawing upon the children-inspiring-children approach.

  • The EUROCHANGE project will produce a methodological tool for the Children-inspiring-children approach according to a comparative analysis that will result from both teachers’ and children’s needs analyses in the participating countries, but also on the basis of the state-of-the art analysis in each participating country.

    According to this methodological tool, the consortium will produce a Toolkit of Resources and Activities that will promote the objective of the project. This Toolkit will be tested through workshops carried out with teachers and children 9-12 and then finalized, localized and translated in the national languages. As the project also envisages the development of teachers’ and children’s competences to work accordingly, a Teacher’s Handbook and a Children’s Handbook will be also produce.

PRIMARY EDUCATION

EGGS (2018-2021)

Empowering critical young voters for a Europe of sustainable development and equality

Synopsis

Outcomes

  • EGGS project will develop a new game facilitated by a didactical approach designed specifically for children (11/15 years old) to be delivered by Serious game technology. The project is aimed at promoting entrepreneurial education and digital learning in lower secondary school in order to increase school engagement and prevent ESL (Early School Leaving).
    This project addresses the EU2020 target of reducing the rates of early schools leavers below 10 %, which is currently challenged by the increasing migratory flows throughout Europe. In particular, the project will be focused on “Education and training 2020” (ET2020) challenges of: 1) Improving the quality and efficiency of education and training; 2) to promote equity, social cohesion and active citizenship; and 3) enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.
    The idea behind the project is to develop an entrepreneurial mind-set in lower secondary education school students to foster their capability to take action in the society as the future citizens of tomorrow society. The challenge is to move from entrepreneurship with a focus on business and new venues creation to a newer trend of entrepreneurship which focuses on enterprising mindset and behavior. Entrepreneurial education is an empowering method that enables students to take the future in their hands, by promoting learning by doing, self-efficacy, resilience and motivation.

  • The main result of the project is the creation of the EGGS game, for which our school is in charge of, that will incorporate 3 innovative elements: The SROI, Social Return On Investment, MODEL, the game based learning contents, that includes food and packaging waste reduction learning materials and the game its self, that allows the students to learning by playing to make the planet a more sustainable system where waste is transformed again into a resource generating value. The calculation of the SROI will enable students to be aware about their social impact of their actions towards a circular economic system.

SECONDARY EDUCATION

School of Tomorrow (2018-2021)

Synopsis

Outcomes

  • The aim of the project is to create an inclusive school through integrated strategies for preventing early school leaving. A school where all kind of students, regardless of background, physical and/or psychological difficulties, social groups or similar, will be able to reach their educational goals. We need to equip our learners with skills and competences such as creative thinking, inquiry based learning, critical thinking and independent learning. In this project, different experts in the field of education have come together to create a toolbox of various approaches aimed at making learning more efficient and effective in today’s globalized environment.

    Strategies for tackling early school leaving could be divided into three main categories; Prevention, Intervention and Compensation. In this project, the main focus will be on strategies and good practices connected to “Intervention” and especially School-wide strategies that address all pupils, but are beneficial to those at risk of dropping-out.
    The project examines and exchanges good practices/methodologies that could support schools and other educational actors to tackle early school leaving and integrate this in different strategies.

  • Different experts in the field of inclusive education form part of this project. There are academics and teachers coming from different areas and levels in the educational spectrum, working together with the sole aim of creating a toolbox consisting of good practices to share with the various stakeholders. The good practices shared involve topics such as philosophy for children, inclusive practices, digital storytelling and other collaborative and holistic approaches to teaching and learning. Such practices and methods were disseminated during partner meetings so far held in Sweden (November 2018), Hungary (April 2019) and Sicily (October 2019) and will continue to be disseminated in between meetings and during our final meeting to be held in Greece in May 2020.

SECONDARY EDUCATION

Games for basic skills teaching (2018-2021)

Synopsis

Outcomes

  • In all partner countries, there are many workers with insufficient basic skills, which gives them less opportunities in their current job place and it also limits their career on the labor market. Also among adults already attending school the lack of basic skills limits their outcome of training and education. The project addresses two major challenges in this field:

    Low skilled persons have difficulties to use traditional adult education and training where students work independently with texts and assignments. These people have reservations towards education, they have very little personal motivation and they tend to believe that attending education will lead to failure. Therefore, the project seeks to develop new ways of teaching basic skills that will be accessible and adequate for low skilled persons. New learning designs will be developed with the use of analogue and digital serious games, also called serious games.

  • The project consists of two intellectual outputs:

    1. A guidebook for teaching with serious games. With learning designs, study cases produced in the project and structured recommendations on how to implement new learning designs with serious games.
    2. An open online training course on teaching: “Changing the game”. As the project runs the course will be presented first as a real-time online course with synchronous participation, and then as an open e-learning resource for asynchronous participation.

ADULT EDUCATION

Student Talent Bank (2017-2019)

Synopsis

Outcomes

  • School Talent Bank was a project aimed at promoting entrepreneurial education in secondary schools in order to prevent early school leaving, facilitate the transition from school to work and increase students’ engagement especially in those schools which register a high percentage of ethnic minority and foreign born students.

    The project’s goal was to enrich school teachers with entrepreneurial competences and mind-set in order to foster school engagement and to inspire them to apply entrepreneurial methods across a variety of subjects.

    A consortium of different types of organizations around Europe, including our school, gathering teachers, students, teachers’ networks, and other relevant shareholders, worked together for two years creating some very interesting results.

  • The two main results of this project were:

    • The development of a training course to increase the entrepreneurial competences and mind-set of school teachers with a particular focus on Diversity and Talent management and Emotional Intelligences delivered through “learning snacks”.
    • The Creation of a Student Talent Bank Platform which will host the “learning snacks”, a community of practice and a Student (Time) Talent Bank. Our school was in charge of developing this platform.

    For more results and resources visit the Student Talent Bank website.

SECONDARY EDUCATION

ANEMELO (2017-2019)

Augmented reality and NEw MEdia against onLine prOmotion of unhealthy foods

Synopsis

Outcomes

  • The ANEMELO project objective was to initiate an attractive and innovative Augmented Reality-based didactic approach for children 11 – 16 years old in five (5) countries (UK, Cyprus, Greece, Italy, Poland) to be administered by teachers or social workers working with them. ANEMELO has produced an approach with the necessary tools to help those working with children reach out to them with a view to help them adopt a healthier lifestyle by identifying, understanding and repelling the messages behind online advertising disguised under games, social networks, cartoons, competitions, etc.

    The game-based learning approach was used to help children develop an interest in and a deeper understanding of; (1) online advertising by enabling them to identify relevant techniques promoting junk food or participating in online activities of food manufacturing companies; (2) the origins of obesity; and (3) the healthier lifestyle options available to counteract against obesity.

  • The results of the project included an online repository (Reference List) populated with material to be considered (studies, papers, conferences, workshops, case studies, etc.) that can be used by teachers or parents who want to do some further research in this topic. Also, a comparative that acts as an initial version of the Anemelo Handbook which includes the literature quotes, summaries, sources – per chapter was created.

    The main outcomes, however, were the teachers’ handbook, with main subject the obesity among youngsters and the game StoryBoard for students in age group 11 – 16 years old.

    You can find these results here: https://anemelo.eu/index.php/results

SECONDARY EDUCATION

SpaceGuardians (2017-2020)

Interactive eBook for Improving Astronomy Literacy of Kids

Synopsis

Outcomes

  • The study of Astronomy is an important experience which has far-reaching implications for many curricular areas. “Astronomy literacy” implies not only knowledge and understanding of the Earth and its interaction with other celestial objects, but also an understanding of the scientific processes used to produce those concepts.

    But Astronomy, as part of science education, can no longer be viewed as only elite training for future scientists or engineers. As recently stated in a EC Report, knowledge of and about science are essential to prepare people to be actively engaged and responsible citizens, creative and innovative, able to work collaboratively and fully aware of and conversant with the complex challenges facing society (Science Education for Responsible Citizenship, EC, 2015).

    The project SpaceGuardians aimed to develop an innovative pedagogy for improving Astronomy Literacy of children (3 to 6 yo) and for raising their interest over STEM (science, technology, engineering and mathematics), based on an interactive learning eBook.

  • The project produced some very interesting outcomes such as the eBook that included:

    • A framework for Astronomy education specifically developed for pre-school level.
    • Good practices of storytelling and interactive stories, specifically for this age group.

    And is appealing for both boys and girls. As an interactive eBook, it integrated interactive features, namely a dynamic storyboard that may enable for different endings depending on the children’s response to questions, mini-games, puzzles and other elements embedded in the story. Also, a Facilitator’s Guide – SpaceGuardians Facilitator’s Guide – for teachers and parents was developed, to help them make the most out of the learning opportunity provided by the interactive learning book.

    To see all the project’s results click here: https://spaceguardians.eu/results

PRESCHOOL EDUCATION

iCap (2017-2019)

Early Innovation Capacity

Synopsis

Outcomes

  • iCAP was one of the first practice-oriented projects in the EU responding to the Commission’s invitation to establish experimentation with the creation of innovation interest, skills and capacity in primary and secondary school, and it also contributed to a new generation of Erasmus responding to the increasing EU interest in entrepreneurship and innovation based schooling.

    In this project, our students of the first class of gymnasium, as well as the students from the other schools participating in the project, had to work as a team and develop a project with the aim of creating change in their own communities by finding a problem or something missing from their local society and develop solutions and proposal on how to change that.

    The project provided students the opportunity to engage in missions, from research to small local NGO initiatives both internally at their schools and within their own communities, to contribute and co-create innovative solutions to societal problems. This represented a powerful open schooling approach, establishing local partnerships with the community and offering real-life/time challenges to the students.

  • All of the activities worked through real-life local societal challenges and worked in close collaboration with small eco-systems of community resources. The activities and processes were worked, shared and discussed with the students as they were the centre, the co-drivers and co-creators of the planning, activities and results of the project. In the end of the project, the main outcomes were:

    • The Virtual Resource Centre where the experiences of the participating schools are shared and where the other outputs can be accessed.
    • Guidelines document for implementing innovation capacity projects providing an account of the project experience, a ‘how to’ guide, a discussion of the impact of the project on the students and a bank of useful resources linked to the theme of innovation and capacity building
    • Video documenting student experience offering a full account of the project approach
    • Policy Paper based on inputs from participants throughout the project.
    • Research and experimentation on the impact of carrying out these projects on young people and on teachers

    Find our students’ work on this project, as well as the works of students from the other schools on the project’s website.

SECONDARY EDUCATION