1
Benchmarking the existing knowledge and literacy
Mapping reports (teachers’ focus groups): 5 local and one synthesis mapping report on existing knowledge and understanding of K1-K4 teachers about the future skills, their development, and their attitudes regarding the pedagogical use of traditional games, indoor/outdoor activities, and the STEAM teaching approach.
Skills-set for future: A set of skills necessary for a happy future was identified based on five in-depth interviews (one per partner) with cognitive child psychologists. These skills comprise ten basic skills that can be meaningfully understood and developed by 6- to 10-year-olds at this age.
Five local reports on the results of the deep interviews with cognitive child psychologists
One academic paper based on the synthesis of the deep-interviews
One academic paper on the synthesis mapping report in English published in a refereed pedagogy journal.
2
Designing the comprehensive model combining transversal skills, ages of students, and traditional games used for educational purposes, learning activities and gamified STEAM)
Handbook of the Model: Create and implement the newly developed comprehensive model of future-skill development, which contains not the skills for being successful in the job market, but for having a valuable and fulfilled social and social-emotional life. As the result of a Handbook of the Model facilitating will be prepared (first in English, later translated into national languages), which contributes to the development of practical methods and exercises, as well as to the development and development of in-service teacher training
3
Development and pilot of complex toolboxes aligned to the comprehensive model
- Toolbox 1 – Games for transversal skills development: at least 6 traditional game (offline games, board games, learning materials that can be used for teaching and development = traditional games used for educational purposes (TG-EP)) built into the classroom curriculum per partner, altogether 30 traditional educational games which represent national attributes and are able to develop transversal skills.
- Toolbox 2 – Learning activities for transversal skills development: at least 10 learning activity descriptions (classroom or outdoor) per partner (5 pieces in K1-K2 + 5 pieces in K3-K4), altogether 50 learning activity descriptions (25 for K1-K4 and 25 for K3-K4), optionally enhanced by digital technology
- Toolbox 3 – STEAMified skills development programs: at least 4 complex, optionally digitally enhanced STEAM thematic days (2 classroom & 2 outdoor), per partner, 1 thematic day agenda for each grade (K1-K2-K3-K4), altogether 20 complex, optionally digitally enhanced STEAM thematic days (10 classroom & 10 outdoor) which can develop transversal skills.
- School pilot and tools’ validation: At least 8 prepared K1-K4 pilot teachers from at least four different institutions for the school pilot (at least four teachers teaching K1-K2 and at least four teachers teaching K3-K4). In total, 40 elementary school teachers, nearly 1,200 children (aged 6–10), and 20 schools from five countries were involved in the pilot and validation process. One comprehensive validation report was developed
4
Development of a complex in-service teacher training course supported by online open educational resources
- In-service teacher training courses in 5 languages: Piloted and fine-tuned F2F 30-hour long in-service teacher training course supported by digital tools and online open educational resources for K1-K4
- Open educational support resources: specifically developed for this project, to support the learning of the in-service teachers training course
5
Peer Learning, Promotion and Knowledge Exchange on future life and skills development in the elementary schools
- Local Community of Practices: With at least 25 participants per partner, active L-CoP runs in every partner country, preferably every 3 months online and/or offline during the whole project, mainly with the participation of K1-K4 teachers and students in teacher training, university lecturers;
- International Community of Practice: an active international I-CoP (initially mainly involving teachers from the partner countries) to ensure knowledge and experience sharing and peer learning at European level.
- Multiplier Events: Multiplier events in all partner countries involving at least 50 local teachers and initial teacher training students. The main project results will be widely disseminated amongst relevant stakeholders in the respective countries and on the European level