Andrea Schleicher (2010) said: “Schools have to prepare students for jobs that have not yet been created, technologies that have not yet been invented and problems that we don’t know will arise.” This will be the main target of the project. As well to enhance in students competences which are considered as key strength for a complete realization of the person as citizen, to affirm the right to a respectable life and to gain admittance in the world of the job. The main skills to be implemented will be technology art and design (STEAM) by using collaborative learning ,ICT, and the language in this project: English. What is important to underline is that there are not only cognitive skills but also other emotional competencies, and they can be requested through a group-work methodology that will inspire those relational dynamics allowing the person to interact with others in order to succeed in life and in professional practice. The project will produce an innovative approach to addressing to students by providing an attractive way of learning. The teacher, plays the important role of facilitator, creating the environment where directed and guided interactions can occur. The teacher creates a learning environment which challenges. Students work together on a task as they develop across the curriculum. Also, instructors choose meaningful and challenging tasks for the students to work. In this way, instructors manage socratic dialogue that promote deeper learning, collaborative Learning and project-based learning. In the 21st century workplace on schools , success requires more than basic knowledge and skills. In a project, students learn how to take initiative and responsibility, to build their confidence, solve problems, work in teams, communicate ideas, and manage themselves more effectively. This should happen in an educational context where STEAM, ICT and language become tools to communicate and share experiences with other students of the European Union. The project will take three years and there will be six transnational project meetings and four short-term exchanges of groups of pupils. We try to exchange as much students ad we can. At least four on every short-term exchange, being aware that the grant aims to provide 100 mobities. Even though, we wil try to exchange as many pupils as possible, for the experience to reach the highest enrichment point, within the established budget. All project activities and results will be widely disseminated and the evaluation of project’s progress will be done regularly. Students will participate in all stages of the project: planning, implementation and evaluation. Sweden and Northern Ireland do not travel with pupils, they would participate in the transnational meeting held during the exchange. Both countries are totally involved in this project and take their responsibility to share the experience of the project meetings. The students are involved in online meetings by skype. We learn through this cultural lens by interacting with others and following the rules, skills, and abilities shaped by our culture. If they are in our schools the children of refugees, asylum seekers and migrants will be involved in project activities. It will help them adapt to life in foreign countries, and the children in their own countries will learn to be tolerant and helpful in the present time of the refugees' crisis in Europe and in the future.
From all over Europe we get signals from the business community that there are too few good technicians, Too few young people choose the technique. There is a lack of well-educated technical people. At our schools little time was spent on engineering and designing technical skills. Because we know that young children are open and curious, we designed this project. With this we hoped to make the students enthusiastic for technique. Through this project we were able to teach them that daily life is full of technical design and development. In order to achieve this goal, we looked at which already existing method was the most useful, This turned out to be STEAM. These method is not a ready-made method but is the basis for the construction of lessons. STEAM is the way to integrate science and technology into the curriculum at elementary school. Not by putting S&T as a subject on the timetable, but by offering S&T in connection with other subjects. For that reason we also chose Content and Language Integrated Learning (CLIL) next to our English method. CLIL Om dis a form of multilingual education: teaching a non-language subject in a language other than the mother tongue. There were several goals in this project. The main goal was to offer technology and science to young children. Our goal was to make this project accessible to all children regardless of cultural background. We especially hoped to reach girls. Other goals: -Increasing English proficiency. -To promote active citizenship and social integration. -To prepare for an international and dynamic society. -exchange of as many students and teachers as possible -combining digital skills and technique-developing. - to open their minds for all parts in Europe - teacher exchange of insights about lessons This project was made possible by seven European schools and their teachers. Parents also participated to make this project a success. They have welcomed students into their families, helped to organize connecting activities, such as parent, teacher and pupil evenings during the exchange week.But also by making it possible for their own children to experience an exchange. We experience this as a successful project because students told us about the interesting technique lessons. Pupils especially called the self-discovery learning a success. We did discover that for children who have difficulty with understanding and/or struggling with the language, they need extra guidance from a teacher. Making their own research plan was a stumbling block, which takes a lot of time and guidance. In the case of students who found it difficult to work together, we first discussed: "if someone doesn't like your idea, how do you deal with it without getting angry or sad? Parents gave feedback that the students were enthusiastic about the lessons. The trips to museums and companies were an extra on the regular school trips because of this project. The students were very enthusiastic. All participating European schools did something about democracy and citizenship, learning how to make a difference for children (and adults) in your neighbourhood through the policies of the school or city. Some have set up a children's council in their school. Others have spoken to the city council and thought about the design of their city or village.