This organisation has been awarded an Erasmus accreditation. The award of the accreditation confirms that the organisation has set up a plan to implement high quality mobility activities as part of a wider effort to internationalize its activities and to improve the quality of learning and teaching at the organisation. Accredited organisations are committed to a set of quality standards defined at the European level. By being accredited, the organisation gains continuous and easier access to funding for mobility activities of learners and staff under Key Action 1.

Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.

Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.

"The Erasmus+ Strategic partnership project, ProgMath was carried out 2018-2021. It contributes to the professionalism of teaching Mathematics to students aged 11-19. This is made possible through the development of good educational support material integrating programming in the teaching of Mathematics. It covers different Mathematical areas and different programming languages. The project idea emanated from the inclusion of programming in the teaching of Mathematics in the curricula of several countries. The need for this integration of subjects is evident as it has become a key competence for many students’ future professional life. The very nature of the project activities and objectives made it natural to use ICT in almost all aspects, for the creation of the project outcomes and for presentation and communication.The five project partners that were chosen for their experience and knowledge were: Västerås stad (Sweden), Coligiul National AT Laurien (Romania), UCL Acedemy (United Kingdom), Lycée Saint-Exupéry (France), and Vasa övningsskola (Finland). They were supported by the University of Uppsala and ENSA (European Network for Social Authorities) as associated partners. The partnership has carried out the project in a participatory way, where each participants competence has been used and respected. This has been a bearing factor throughout the project and was especially important as all participants supported each other to overcome the challenges caused by the pandemic.The project contributes to transnational teacher development within Math pedagogy, as well as practitioner research, using collaborative practices and exchange of differing mathematical cultures. The methodology was primarily based on Design Thinking and Kolb’s learning cycle, as partners worked together in national and transnational design teams. They used cumulative knowledge development to design, trial, evaluate and redesign materials in an iterative process, thus leading to continuous adjustments and improvements and providing a testing ground for innovative practices.The project set up an informative, up-dated, website with links to partners. associated institutions for higher education, school authorities and ENSA. All results, dissemination materials, presentations, recordings from Multiplier Events, and local final evaluations are available on the website. The website will be maintained and edited after the project, ensuring sustainability, and thereby creating a basis for long term improvements.The partnership has created three Intellectual Outputs:1. A collection of model lessons, ""recipe cards"", using the integration of programming in the teaching of Mathematics and including three lessons for extra talented students.2. An online course to support the use and implementation of the model lessons.3. Guidelines with instructions on how to use the project methodology to produce Math lessons using programming, as well as how new lessons can be included in the collection of model lessons.The project has been continuously monitored and evaluated as part of the process of creating the Intellectual Outputs. The partnership decided to integrate the evaluation process with the production process since the students and some of the teachers that participated differed over time.Six final reports from the teams were submitted with a summary of their process, an evaluation of their results, student and teacher feedback, their own experience and learning outcomes. The faculty for teacher training at the University of Uppsala provided support and advice, thereby contributing towards quality assurance.The feed-back from all persons involved in the project is very positive. Students want more of programming in the teaching of Mathematics. Teachers found the material very useful and want to learn more. A significant number of dissemination activities have been carried out throughout the project. It has entailed presentations and workshops where teachers had the possibility to test the lessons, develop programming skills, and familiarise themselves with the online course. The project’s working process and results have been shared with, and favorably commented by, representatives for bodies for higher education affiliated to the partner organisations and responsible authorities on local, regional, and national levels. This is expected to have an impact on the materials used to promote the integration of programming in the teaching of Mathematics. Thereby it has the potential to influence the development of the national curricula.The project’s results and methodology were presented at five Multiplier Events reaching teachers and other representatives from the educational systems in the partner countries. A sixth Multiplier Event had to be cancelled due to Covid-19. It was planned to take place in Brussels addressing a larger international audience with representatives from several countries and regions."