Create poster artwork

The students of year 6 were involved in creating a poster using handicraft activities, but also the use of New Technologies. In particular, choosing the 'broken mirror' technique created original visual works, which were then edited on the computer using Microsoft Publisher and Microsoft PowerPoint. The main objective of the workshop was to understand the usefulness of both technical skills at the handicraft level and the contribution of New Technologies to the creation of complex projects.


The Greek project team has created  an Erasmus project point. It is only a start for getting to know the project countries better at first glance. This place will be devoted to exhibit the project activities and productions will be kept up to date all through the three years of the project.





Definition of artifact: how we make our own bread.

Type of workshop: technological workshop

Integrated methodologies: brainstorming, cooperative learning, Metacognitive problem solving, CLIL.

Students involved:3rd ,4th class. Total number : 28 students.

Interaction of school subjects:

Greek Language: vocabulary enrichment, writing,  text analysis and synthesis, creating  questionnaires.

Religious Education: Parables from the Bible, Bread in our religion.

Math:counting, fractions, problems.

ICT: Use appropriate software to run games, to explore and resolve simple problems, to communicate and to utilize technology(focusing on organizing and evaluating information rather than simply searching for it).

Science: we will examine the technology of bread in detail.Investigate yeast and how it ‘works’.Tie in with Science and investigate the conditions required for mold to grow),

Art: Painting ,making collage.

English: Learn basic vocabulary related to the circle of bread, research other well-known idioms, phrases, proverbs and sayings that include the word bread, or are somehow associated with it, writing a recipe in English.

Geography : Find the map of the wheat production areas in Greece.

History: Bread through the ages


  • Learn and understand the nutritional value of cereals (wheat) and their products such as bread.
  • Get to know the bread composition and the processing steps from the field to our table.
  • Improve and enrich their vocabulary in English .
  • Develop cooperative skills,creative thinking and  self-esteem.
  • Understand the value of teamwork and joint discovery using ICT tools.Handle devices such as tape recorders, cameras, computers, printers, scanners, photocopiers and slide projectors.
  • Provide the opportunity for children to develop their manual skills  by planting seeds and making bread.
  • process:
  • First step: brainstorming. First, there was a discussion generated about bread and what students may already know about it, e.g. What is bread? Where does it come from? Do they eat it? Do they eat anything else made out of bread? There was a power point presentation about the circle of bread(How flour is made and how bread is made-planting, growing, harvesting, milling, mixing, and baking. ) and the students  looked for several different varieties of bread from a Google image search.As a warm-up activity students watched a short video about the story of the “ Little Red Hen” (Aesop's fable) with English subtitles.





Finally,  as a manual activity, students  planted some wheat seeds and watched them grow. They looked after their plants, watered them and observed their progress.















Second step: team work. First the students were divided into mixted ability groups and undertook certain tasks according to their interests, skills, talents and inclinations (.A group of students undertook, with the support of their teachers, to design and create a questionnaire on dietary habits.Another one made research and  collected information,the group responsible for taking   photos recorded the stages of the whole process ).Each group presented their findings ,discussed and designed the next steps.

Third step:  What makes the dough rise? Students started searching the internet for information in order to investigate yeast and how it ‘works’. Mix yeast,water sugar and some flour and see what happens.


Another question the students had to deal with was:what is bread mold? What makes it grow? Start making assumptions and draw conclusions.Tie in with Science and investigate the conditions required for mold to grow.

The students decided to  perform a mold bread experiment in order to observe how it grows.


Put a slice of bread in a bag and observe the mold.

Fourth step: Bake bread! Presentation of the ingredients (flour,water,yeast,sault).Start the actual making of bread after the students had found the recipe on the internet. Have fun baking bread!

Mix the ingredients.



Start kneading 



Put in the oven.


Enjoy their own bread.




Materials used:wheat seeds,flour,yeast.

Cost: all the above materials were brought by the students from their home.

Duration: three months(once a week.From November-January)

Evaluation: The project that was implemented had the ultimate goal of acquainting the children through active, experiential, cooperative learning with the process (traditional and modern) of bread making from the seed to its final form.    The participation and the keen interest of the pupils was an encouraging element for the feedback of the educational process.It provided an opportunity for an experiential approach to healthy eating habits through action in school (make their own bread at school).During the course of the project, students were provided with assessment sheets to evaluate cognitive and metacognitive results.We evaluate that the   goals that have been initially set were achieved. Students were enthousiastic since the very early stages of the project and we think that in some ways we helped children create good eating habits for a lifetime.

Lastly, it is necessary to emphasise the active interaction and interest shown by some students with learning difficulties who have shown considerable manual skills and have proven to be a valuable help for all their schoolmates.



Definition of artifact: artifacts made of waste materials

Type of workshop:eco-sustainable workshop.

Integrated methodologies:brainstorming,cooperative learning,Metacognitive problem solving,CLIL.

Students involved:5th class.Total number :19 students.

Interaction of school subjects:Greek Language,Maths,ICT,Science,Art,English.


  • Inform and sensitize students on the issue of recycling
  • Involve students in making various artifacts using paper cartons, plastic bottles, paper boxes, glass jars, aluminum cans and other recyclable materials.
  • Involve students in creating digital posters by taking advantage of web 3.0 tools.
  • Familiarize students with useful vocabulary in English for recycling
  • Strengthen cooperation between students and take initiatives.


first step: brainstorming. How much do you know about recycling? That was  the first question .So students  talked about recycling ,watched a short video about recycling and updated their knowledge through some  activities (gap- filling, matching, quiz, crosswords…)

second step: group work. Students , after they have discovered what they know or do not know about recycling , worked in teams to seek information. They presented their findings to the other groups. Online tools ( xl sheets, e-mails between the members of the groups,power point,video making) were used for the organization, presentation and better understanding of the information collected by the teams.

Third step: How can I use recyclable materials? How would I encourage more people to take up recycling? After dialogue and argumentation based on data collected by students, they started designing solutions and making decisions.

Fourth step:  they decided to bring recyclable materials from their home and start making artifacts.

collect waste materials









start making artifacts:














the artifacts:











Fifth step: create digital posters in order to develope awareness of recycling

working in the computer lab:











our digital posters:


Materials used: paper cartons, plastic bottles, paper boxes, glass jars, aluminum cans,hot glue,paints .

Cost: all the above materials were brought by the students from their home.

Time:7 lessons


The students involved into the above described workshop were asked to fill in a questionnaire .All the students expressed their satisfaction about participating into these activities , since they learnt something new in a different and more enjoyable way.

Students developed their creative thinking and critical ability through the solving of a problem. They were also encouraged to raise awareness of an issue of ecological interest, to improve their communication skills in English, and to develop  manual and ICT skills in a collaborative group teaching framework .Finally ,both the design and the content of the activities  were positively evaluated by students and teachers.









Our Mascot "Demeter" Greek Goddess of Agriculture, Fertility, Sacred Law and the Harvest.

Definition of artifact: Mascot
Type of workshop: creative/artistic workshop
Integrated methodologies: brainstorming, cooperative learning, Metacognitive problem solving.

Students involved:6th class. Total number of students:16

Interaction of school subjects:

Greek Language (describe process orally and written)

ICT (students should be enabled to create, develop, present ideas and information using a range of digital media)

Science (discover and experiment with different materials )

Art (design, paint, cut ,glue)

History (Greek mythology)

Math (designing the Mascot helps students to learn, use and apply concepts of dimensions, enlargement, geometry and measures)

Aim: create a Mascot.


  • Students will learn to work cooperatively as they create an Erasmus+ mascot.
  • Develop their critical thinking and self esteem.
  • Students will learn to compare sizes, textures, and colors of the materials.
  • They will have the opportunity to practice gathering, classifying and interpreting written, oral, and visual information.
  • Practice and develop certain manual skills(cutting,sewing)


First step. Brainstorming. First the students were introduced the task – they  are going to create a mascot for the Erasmus+ project, that best depicts our country, area, culture ,history. There was a discussion started about what a mascot means and if they know of any mascots. What do they think of these and the story behind them? Children may have seen mascots at sporting events or on television.

Second step. Seeking information-assign group tasks. Had students work in small groups of four and explored the websites. Each group had to collect, examine and select resource material to use in the development of ideas. They made decisions about the planning, designing, evaluating and re-designing their product (mascot) and communicated them to others

Third step: Chose the best mascot. It was quite encouraging the fact that the students presented great ideas. The students voted for “goddess Demeter” as the best idea for the project’s mascot. This was considered to be ideal since it was tied with the workshop of “the circle of bread”( Demeter was the goddess of corn, grain, and the harvest. It was believed that Demeter made the crops grow each year; thus the first loaf of bread made from the annual harvest was offered to her. She was the goddess of the earth, of agriculture, and of fertility in general.)

Fourth step: Select properly materials and safe tools in order to create the mascot.




Fifth step: from design to actual making.


















Our Mascot (5 copies) will travel to Poland in April and will be given to our three partners, attending the meeting. The fourth one will be posted to England while the fifth one will be displayed at the Erasmus+ point at school.


Materials and tools used: wire, cotton, cloth , knitting thread, hot glue gun, scissors ,colors, pliers.

Duration:6 lessons.

Evaluation:. Through this activity students had also utilized and practiced a variety of important skills, apart from manual, such as listening, participating in discussion and debate, analyzing and evaluating a variety of information. They worked with their peers and learned the rules of respect for the work and choices of the others. They were offered the opportunity to work in groups equally, regardless of learning or other difficulties. They developed joy, imagination, interest in Art and desire to participate in artistic activities. Finally, the participant students were handed out a self-assessment sheet in order to evaluate the above described workshop.

Type of workshop: “How to dismantle a device”

Integrated methodologies: brainstorming, cooperative learning, Metacognitive problem solving,CLIL.

Students involved:6th class. Total number of students:16

Interaction of school subjects:ICT,Science,History.English.


  • Dismantle a radio and see how it works.
  • Make a video with English subtitles.


Learn about circuits and computers.

Learn about radio.

Learn about teamwork and problem solving.

Interact and collaborate by developing their views during the course.


First step: Brainstorming. Students entered the classroom and saw a radio. They were asked about any prior knowledge they might have about the radio or inventors .As a warm-Up activity students were shown images of radios from across history and asked them to attempt to put them in order. What did the first radios look like? What did they look like as they evolved?  In this way we could find out what they already know.

Second step: group work. The students, after they had been divided into small , mixted  ability groups, started their research. Collected information from the internet about  radios throughout history, how radios are used today, found out what “AM” and “FM” stand for and how those bands are different, what the frequencies on our radio dial represent, investigated the different inner parts of a radio. They researched why the size of radios has gotten smaller through advances of technology…from large radio tubes through transistors through microchips. Students also explored how advances in radio communications have impacted society. Finally they shared observations with their classmates.

Third step: From theory to practice.In the third phase,the students worked together,explored and discovered the operation and safe use of the tools that were about to use for the dismantle of the radio.Next, students (under the supervision of their teacher)dismantled a radio to find out how it works. We tried to have speculative discussions with the kids about what the various wires and other parts might do, including drawing connections between what we see on the outside of the machine and what we're seeing on the inside. The whole process was recorded by the students.

Tools: various kinds of screwdrivers, pliers and cutters.

Final step: make a video with English subtitles using media tools(windows movie maker, google search engine, youtube ,power point presentation)

Evaluation. Through this activity students had the chance to combine manual (using tools) and digital skills(make a video).They were given the opportunity to actively participate into something new. They did not only use their imagination, but also use computer research and library research skills. They also made predictions, analyzed, drew conclusions. It also helped them  expand their knowledge about the radio and where it came from.Finally,they developed their creative thinking  and critical ability through the solving of a problem.



Definition of artifact: artifacts made of salt dough.

Type of workshop:why and how workshop.

Integrated methodologies:brainstorming,cooperative learning,Metacognitive problem solving.

students involved:3rd,4th and 6th class.Total number :40 students.

Interaction of school subjects:Greek Language,ICT,Science,Art,English.

Aim:make salt dough-create artifacts using the dough


First step.Brainstorming.The main materials were presented to the students.(flour, salt and water).The question posed to them was:How can I mix these ingredients?What will come out after their mixing together?

Second step.Seeking information-assign group tasks.students were divided into small groups and were assigned diffent tasks(find information through the net,present their findings,take photos,record the process, make a video in English)and started designing the solution.

Third step.Demonstration of their findings about how to make salt dough

Artifacts made of salt dough

Fourth step:making different artifacts using the dough.

After the dough had been made, the students had to deal with the next question which was :What can I make with this mixture?Students came up with a lot of ideas and they started working with the mixture.

So they started making different things.After a while our workshop was filled with small animals,stars,bells,trees,even words



At the end students decided to use their artifacts and decorate the school christmas tree.







Materials used:flour,salt,water,colours,cookie cutters,straw.

Cost: all the above materials were brought by the students from their home.


Final step:Evaluation.

A questionaire was handed out to all the participant students.The results were very encouranging,since the majority of the students was enthousiastic with the activity,they enjoyed it very much.They found the process of actively participating into making something with their own hands and then using it,really fascinating. They expressed their intention to try this with their parents and friends.We consider that the initial aim of the workshop was in every aspect accomplished.


Title of workshop: School Presentation

Students involved : 5th and 6th class. Total number: 35 students.

Integrated methodologies: brainstorming, cooperative learning.

Artifact: video .


  • Exercise in group work and collaborate.
  • Use of ICT in order to produce multimedia product.


First step: brainstorming. Students were gathered together and had a discussion about the first task “make a presentation of our school” which would be presented to our European partners during the first meeting in Italy.

Second step: group work. Students were divided into small groups and took up different tasks. Take photos, find images from the web related to the history of our region, work on the computer using media tools ( powerpoint ,windows movie maker ,youtube) .Find information on the internet about how to insert English subtitles and music to the video. Presentation of the information in class. Find solutions and make decisions about the outcome of the product.

Finally , there was an assessment of the course of work and the final product ,through a questionnaire that was handed out to the students involved.

The first task of the Erasmus + project was done. The students made a video presenting our school