2nd Short-Term exchange meeting of students and teachers.

9th-13th April 2018  

Braga ,Portugal.

Two teachers and two students from 4th Primary School  of Edessa –Greece participated in the 2nd Short-Term exchange meeting of students and teachers ,hosted by the Portuguese school“ Centro escolar do Fujacal ” in Braga, within the framework of Erasmus+ KA2/"Manual skills in web 3.0 age

Teachers and students from Greece, Italy and Poland presented the activities  that they had prepared in their home countries during the second year of the program and participated in experiential workshops, gaining significant knowledge and unique experiences.  The learning activities in Braga, Portugal, offered excellent insights to the participating teachers and students as they were given the opportunity to be involved in an interactive, cooperative, multicultural empirical learning environment with multiple benefits.

Through the mobility that took place in Portugal, children took initiatives, strengthened their personality and their self-esteem as they performed activities in front of a multinational audience and cultivated the ability of communication. At the same time, they used their skills in foreign languages ​​and computers, since they had to prepare presentations about their country. A lot of  guided tours were also organized ,as a chance to see the surroundings and get to know the culture  of Portugal (trip to the city of Guimarães  and  visit to  the local museum, sightseeing  the historic  centre of Braga and Bom Jesus)

It was a well-organized meeting with all its aims and objectives being met to the fullest. The climate among the participants was very warm and friendly.The families provided the warmest hospitality while our students are excited about their participating in this trip

The two students of year 6: Matzididou Alexandra and Piga Aristea, who willingly participated in all the activities, were accompanied by the teachers:Siolou Maria and Parzali Vasiliki.

Photos from the meeting:


Highlights of the meeting on the following video:

article about the 2nd Short-Term exchange meeting of students and teachers  in Braga,Portugal in the local newspaper.

9th-13th April 2018  

 article on local website and facebook:



article about the visit of teachers  in Widnes,England in the local newspaper.

(06-10 November 2017)

article on local website:


2nd Transnational Meeting in England (06-10 November 2017).

The second Transnational meeting was held in Widnes,England(6-10 November 2017).  The meeting was organized by Moorfield Primary School in Widnes near the city of Liverpool.

The delegations of all countries(Italy, Portugal, Poland and Greece) were represented by two teachers each.

Our country was represented by the project coordinator Maria Siolou and the school teacher Vasiliki Parzali.

The meeting focused on the following issues:

-Evaluate the project up to this stage, with all the partner members,  verify, compare and analyze the objectives, whether they have been accomplished during the first year.

-Detailed definition of the second year programme  in accordance with the practical requirement of the project: activities to be accomplished till the next meeting, timing and deadlines, discussion on the methodology to be used, monitoring ways, pupils’ mobility agreements(exact dates ,number of participants ,workshops to be presented) travel details and other arrangements for the following meeting .

The cooperation and communication was perfect at all times, resulting memorable impressions and the spring board of an active and quality continuation and implementation of the project. In conclusion, this Transnational project Meeting was a unique profession experience on a personal and collective level.

Photos from the meeting:

Highlights of the meeting on the following video:


Manual skills in 3.0 web age

From the material to the cognitive artifact, cognitive praxis and processes in  the 3.0 web age

 first year activities/workshops: survey results

survey results




Manual skills in 3.0 web age

From the material to the cognitive artifact, cognitive praxis and processes in  the 3.0 web age

students'  self evaluation: first year activities


  1. Did you find the project activities useful?
  2. Would you like to take part in more activities in the future?
  3. Do you like this ERASMUS project?
  4. Has this project given you the opportunity to improve your skills on ICT and the use of English language?
  5. Has the project activities been close to your interests?
  6. Did you tell home about the activities carried out?
  7. Have you faced difficulty while doing the planned activities?
  8. Have you learned new things that will serve you in the future?

evaluation form

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.