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KA210Featured exampleSchool Education

Learning through Movement, Coding and Data

This concept focuses on “Learning through Movement, Coding and Data” and proposes a learning design for students and teachers that can be piloted in partner countries. Participants address a technical challenge with a small prototype, document tests and improve the design through peer feedback. STEM and Inquiry is addressed through complementary tasks. Partners compare local pilots and turn useful practices into a resource that can be adapted to different settings.

Illustrative Project Concept

An editorial proposal inspired by titles in project selection lists. It is not the source project’s actual application or implementation description. Participant numbers, duration and budget must be set separately after a needs analysis.

Expert commentary

Logic chain from need to impact

  1. 1

    Need

    Pupils struggle to interpret data in maths and science, and coding stays within ICT lessons. Evidence: analysis of graph and table questions in test results, a teacher survey.

  2. 2

    Objective

    Combine data collection, coding and interpretation across subjects through movement-based activities.

  3. 3

    Activity

    Pupils collect sensor data during PE or garden activities, turn it into graphs with simple code and compare it with the partner school's data.

  4. 4

    Output

    “Move, measure, code” activity cards usable in different subjects and a teacher guide.

  5. 5

    Measurable impact

    Measurement: pre- and post-tests on graph and table questions. Example target: more teachers using the activity cards after the project.

Why is this example strong?

  • The cross-curricular approach spreads STEM across the school instead of confining it to one subject.
  • Comparing data from two countries naturally shows why the partnership is needed.
  • The activity cards are low-cost and easy for other schools to adapt.

How can you adapt it to your organisation?

  • Start with the equipment you have; if you lack microcontrollers, phone sensors may be enough.
  • Bring the PE teacher into the project team; involving teachers from different subjects looks strong in KA210.
  • Map the cards to curriculum learning outcomes; this gives a concrete answer on sustainability.

Published: 23 October 2026

Sources: Erasmus+ Programme Guide (European Commission) · Guide for Experts on Quality Assessment 2026 (published by the Irish National Agency)

Objectives

• Identify initial needs and develop learning competences related to “Learning through Movement, Coding and Data”. • Produce and test technical task cards, prototype portfolios and a safe-practice checklist; also inquiry tasks, data sheets and a model portfolio with participants. • Monitor progress through repeatable tests, troubleshooting skills and technical documentation and integrate effective practices into regular institutional learning.

Activities

1. Identify needs and shared goals Gather participant views on “Learning through Movement, Coding and Data”; define access barriers, responsibilities and success indicators. 2. Joint preparation and learning workshop Co-design sample tasks for technical task cards, prototype portfolios and a safe-practice checklist and review them with a small group. 3. Local pilots and international exchange Participants address a technical challenge with a small prototype, document tests and improve the design through peer feedback. Partners share sample work and discuss differences between local contexts. 4. Evaluation, sharing and continuity Assess learning through repeatable tests, troubleshooting skills and technical documentation, improve resources and incorporate them into regular institutional practice.

Dissemination

Results are introduced to schools and teacher networks through a practical sharing session. Partners publish technical task cards, prototype portfolios and a safe-practice checklist; also inquiry tasks, data sheets and a model portfolio with accessible Turkish and English explanations and plan adaptations into other partner languages. Uptake is tracked through feedback from organisations that try the materials, alongside downloads. Shared examples respect personal data and content permissions.

Budget Logic

Resources are planned for use of existing laboratories, consumables and technical guidance. Each activity is justified by its output and required staff effort or materials. Existing tools and remote collaboration are considered; face-to-face meetings are designed around their learning contribution. Participant numbers, duration and grant amount are set after needs analysis; the source project grant is not treated as this concept’s budget.

Inspired by

MOVE4DATA – Spremenimo pouk z gibanjem, kodiranjem in podatki

Slovenya 2026 Erasmus+ KA210SCH Proje Sonuçları

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