Local Activities

One of the first activities of our YEA Erasmus+ project was creating and decorating piggy banks. We reused old material like glass jars, shoe boxex, tissue boxes, plastic bottles, old wrapping paper or textile and others. We looked at lots of pictures on our interactive whiteboards and learnt how Japanese, English, Swedish and many more piggy banks from all over the world look like. We saw very old piggy boxes from our region and from our parents childhood as well. We got inspired and started creating our own piggy banks. During our artistic work we discussed how children get and some of them even save money.

Students recycled old jars to make piggy banks for their savings. In fact, the piggy banks were not only for saving but also for planning their cash flow. They made three jars with the labels GIVE, SAVE, SPEND. This is a good way to be aware of their cash flow, budget and planning. In the jar they can save coins to become aware that by saving coins they can also make some big savings. Sometimes we leave small coins in the supermarkets feeling that they don’t have any value. This is a good way to show the opposite fact. They can also save paper money but when having three jars they can think about planning their budget. In the third jar with the sign SPEND they can make statistics about how much they spent in a year to become aware of that amount of money. Nowadays many students have too much of everything and they are not aware how they can make good decisions about spending and savings in order to become responsible with money. The jar with the sign give is to encourage students to think about giving some of their money to family budget because giving is something that is very important. When having three jars children can plan their money savings and be aware of their cash flow all the time. In this way they can learn how to make good decisions about spending money.



On November 28th 2017 started the first laboratory of the YEA project , it was about the piggy banks.

During time of in-depth study Prof. Forte explained to the boys they would build piggy banks that would be the symbol of savings to put into practice our idea of business.

The boys listened to the explanation carefully and then we started the work.

8 piggy banks were built and students worked in groups of three.

They built the structure through a model card and then decorated the piggy banks with symbols of savings. In the end,  they colored them and they went on to paste all the work.

The activity was followed with great enthusiasm and interest and it lasted about four hours.



The first touch, the first informations and the first knowledge about savings was achieved by getting a colorful and attractive piggy banks.

The students and teachers from the 1st Primary School Čakovec visited the money museum and introduced various forms of saving and saving funds of various forms of payment, different piggy banks through the history.

We decided to make our own piggy banks by using old things. We ran the action of collecting old plastic bottles, textiles and paper. By using this old things we have created new usable objects, piggy banks.

In the first year of our YEA Erasmus+ project we prepared a workshop for our teachers to teach them about the Six thinking hats methodology we wanted to use with our students later to bring creative thinking to our classes. The method helped our teachers and then our pupils to become more effective and more innovative thinkers and encouraged parallel thinking, where everyone explored all sides of an issue. We replaced confrontation by a cooperative exploration of the subject. It helpe dus to share information and reduce arguments. We used this method not only in our lessons but in our afternoon YEA Erasmus+ club, when we wanted to encourage our pupils to come up with business ideas and plans. 



In Robotic lessons students construct LEGO mindostorm robot. They were using EV3 application for constructing and programming robot. They realized the importance of algorithams as well as teh importance of constructing it, because it wont work. In this task they had fun and learned how to control it with iPads and cell phones. 

In Arduino projects they have learned about the basics of Arduino board. They have connected led lights to Arduino bord and then upload a programme for semafor lights. Also they used servo motor for ramp so when the green light is on car can start the race. Also when motion senzor detects car the ramp (servo motor) is up and car can enter the race. In this task they used basic electronics and basic programms, learned how they can connect Arduino bord and other senzors, motors or LEDs. Arduino has many options so tehy could think about projects for the future.

STEMI is a croatian innovation that is made for learning by creating. This project become entrepreneourship as well for the students who build it. Our students had the oppurtunitie to build it and learn about the basics of electronics and programming.



The development of our school's business idea was based on the organization of cultural events. Our students are committed to carrying out events taking care of everything from welcoming to greeting. Several appointments were made with meetings with authors of famous books that our kids presented with an exhibition and a description of the activities. In addition, each appointment was attended by the school orchestra with live music. Gifts to be given to the author and in-depth questions were prepared. Each meeting was a success and gave the kids the skills they need to invest in their future. 

Within the framework of the YEA project, students develop an idea: to create a hand cream with materials from chemistry laboratory. They challenge their teachers to create this product with natural materials as a way to present a product that respect the environment.

At the same time, the students create a brand – yea(H) hand cream – and a label to stamp in the product package. The acceptance of the product was also tested. The students distributed a sample by the school population and verified the degree of satisfaction of those who tried it.



Entrepreneurship implies the development of ideas, production and placement of products and services. In the digital society there is an increasing supply and demand for intellectual services and products. In the labor market, digital skills are particularly appreciated. Digital skills included using social media, creating video content, search engine marketing, using e-mail, analytics, content marketing, using mobile phones and mobile apps, strategy and planning, social selling, pay per click marketing…

Students and teachers in 1st Primary School Čakovec develop intellectual products according to the needs of the labor market. We develop system for protecting the house from the burglary using Arduino. 



In Erasmus + project activities students work in teams. While working in teams students realized that it is not so easy to be a good team member. To help our students be more successful in teamwork we had some workshops. We wrote positive and inspiring messages about friendship to become better friends. Students complimented each other, played games which helped them became more self – confidence and trust each other, helped each other with homework, learn and encouraged others to work on themselves because nobody is perfect. We also had workshops about supporting and assisting each other to help us be better people. While working in teams our students became conscious of their strengths as well as of their weaknesses. They did some research about team roles and found out that it is good to have all these strengths and weaknesses because they make us different and unique. They also realized that when working in a team they have to respect all the differences and use them in the best possible way. After students had learned about team roles they could be more effective team workers. Their communication improved and they were more motivated for the team assignments. The workshops helped our students develop important skills like trust, support, self–confidence, communication, exchange, assistance, inspiration and sharing. Thanks to the workshops the group become more coherent. Instead of competing with each other, they comped as a team. Teamwork and sharing knowledge is something we have to learn and practice and these activities helped everyone become a better team worker.



In 2019 our eightgraders went through three whole day workshops of financial literacy. They worked in groups of four and learnt a lot about currency, family budget, business ideas and plans, about banks, loans and other interesting facts. First all groups went through some theoretical parts. In the second part of each they the groups worked on their own and at the end they had to prepare a presentation of their work and had to be prepared for lots of questions and discussion. We cooperated with a proffesional team from The Financial Literacy for school – a company that was established in 2012 and that is one of yourchance NGO projects and helps to create financially literate pupils, teachers and schools. This company systematically and individually develops teachers knowledge and skills in this topic and helps methodically to implement the principles of financial literacy in school subjects like Maths, Art, ICT and others. Financial literacy is a very important part of everyone´s life. By engaging in this field, we can influence an important social theme – the life and prosperity of indivituals and the society as a whole. 



Learning about youth employment
Being 14 years old, our 8th graders would like to have the opportunities...

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Learning about hiring young
At 14, our graders would like to be able to make their own money. At least once in a while. In English language class, they found information on the possibility of youth employment in Croatia and compared them with opportunities for youth employment in two English-speaking countries: The United Kingdom and the United States.

Learning about youth employment
Being 14 years old, our 8th graders would like to have the opportunity to earn their own money. At least from time to time.
In their English class they searched the Internet for information about child employment in Croatia and compared the working opportunities for teens in Croatia to those in two English speaking countries: the UK and the USA.



We have done a survey among pupils, teachers and parents about financial literacy. Being an eco-friendly school we used digital tools and apps, like Socrative and Google form, for questionnaires. In this way we develop digital literacy and ecological consciounsness of our pupils. In older classes, pupils made an online poll, using Google form, with the help of their English teacher. In younger classes pupils with iPads could answer the questions using the Socrative Student app. The survey is in English, so this was a great opportunity for our students to learn a lot of new expressions on the topic of financial literacy. The results of the survey will be compared with the results in other partner schools.

  1. Need Analysis Kids in Primary School Vežica

Students in grade 5 answered the questionnaire in their English class. Being at their 5th year of learning English, they needed the English teacher’s help to properly understand all the questions and the given answers. Since we try to be eco-friendly whenever we can, we decided not to print the questionnaire for each student. An LCD projector was used to display the questions one by one, the teacher explained the words students didn’t understand and the students noted their answers on a separate piece of paper. It was an occasion for learning new vocabulary as well as for reflecting on money habits. All the students showed a great interest in the topic and learned many new words. What they particularly liked was the fact that a letter, in certain cases as, for example, in owe and own can make a great difference.
Students in grade 8, who use iPads for learning purposes at home and at school, were given the survey through the app Socrative Students. The English teacher created a quiz by inserting the questionnaire in the Socrative Teacher app and students simply selected their answers on their devices in class. The survey fitted well into their curriculum since they had been dealing with the topic of money and financial education in previous English classes. They found the survey interesting and very useful to revise the target vocabulary.
Taking part in the survey was a valuable experience for both the groups of students. A great way to introduce them to the project Young Entrepreneurs in Action.

  1. Kids’ financial education – a survey for kids done by kids

Financial literacy is a topic we deal with in English in grade 8. Students discuss the different ways people can manage money, read about the possibilities of earning money teenagers have in different countries and reflect on the ways children can learn how to use money effectively.
This year the topic relates to the project Young Entrepreneurs in Action and our eighth-graders are very interested in taking part in various activities within the project. Doing a survey on teenage money habits is one of the activities they seem to be particularly keen on. Every student of a group of eight-graders (20 students) prepared questions for such a survey at home. Once in class, the students made a list of the questions they come up with and agreed to use the questions to prepare a questionnaire for two groups of younger students (20 fifth-graders and 20 seventh-graders) and compare the results. A group of more motivated students made a selection of most relevant questions and prepared a Google Form with the help of the English teacher. https://goo.gl/forms/ctiT08QSIlI5Sxw93
The target groups will be asked to fill in the form online and students will automatically get the results analysis.
We also plan to use the same form (or a similar one) to learn about teenage money habits in the partner schools. Our students would like to know whether their peers in other countries experience the same situation with allowance and financial education.
All the students involved in preparing the survey were very motivated. They showed great interest in learning how to prepare an online survey and were surprised at the different possibilities a tool such as Google Form offers.



In Robotics our students (5th and 6th graders) learn about the mBot and the BBC:microbit. Older pupils demonstrate how to connect parts of a mBot robot and how to control it.


Students like the most the fact that it can be controlled by a tablet or a cell phone. Novelties of the mBlock app, a very kids friendly app, are the possibility of controlling an mBot by voice (GO FORWARD, GO BACKWARD, TURN LEFT, TURN RIGHT), the possibility of drawing a path along which it will move as well as the possibility of programming sounds on piano keys. Such an approach encourages students to learn programming, helps them understand algorithms and develops problem solving skills.

Students also learn about the BBC:microbit microcontroller which can be programmed to display different animations, lights and sounds. The most interesting fact is that this tiny microcontroller has senzors for temperature, light and movement. Using these senzors students learned how to programme a microbit to register the room temperature, the intensity of light and movement and counted the number of steps taken in the classroom.


In this way they learned and had fun at the same time. These microcontrollers and kids friendly applications play an important role in developing inovativity, creativity and helping students understand how technology works. Our 6th grader Tin Fike (11 years old) programmed the traditional game “Rock, scissors, paper” on a BBC:microbit.

Since "the world belongs to the young”, they have to know how technology works and how they can use it to programme their world.



In a joint initiative with the environmental department of the region, the YEA (ERASMUS +) students participated, on October 24, 2018, in a volunteer action that consisted of acorn picking and later a sowing to create a nursery of oak trees. Given the recent ecological catastrophes caused by recent forest fires, this is a vital action for Portugal and Europe.



One of the main priorities at 1st Primary School Čakovec is the ongoing development of digital skills of pupils and teachers. Digital skills are crucial skills for learning, working and actively participating in the society. The fact that 90% of jobs require using ICT speaks in favour of such an approach.

In order to be able to actively participate, learn and create in the digital environment, the school is regularly involved in projects and initiatives on a national and international level. 1st Primary School Čakovec is the coordinator in a two-year project Young Entrepreneurs in Action, which is funded by the European Commission through Erasmus+ KA2 programme. Pupils, teachers and other staff are actively learning and creating in international teams, they exchange experiences and examples of good practice in the area of entrepreneurial development and skills for future jobs. In their activities they are helped by the Croatian Robotic Association and publishing house Školska knjiga who donated Raspberry PI computers and held numerous workshops which will enable development and continually improve digital skills of pupils and teachers. The activities are part of the European initiative for promoting programming and improving digital skills. The school and the project team were awarded with recognition by the European Commission and they were awarded with a certificate for excellence in programming, and the ICT teacher and project coordinator got the title of a Coding Leading Teacher. The school robot team was made richer by the addition of the robotic pack Codey Rocky which will contribute to realization of the school’s mission and vision.



In their English classes our sixth graders watched educational cartoons about the roles of a bank, SMART budgeting and spending wisely (CashVille Kidz Episode 17: Roles of a Bank, CashVille Kidz Episode 23: SMART Budgeting, The hen who wanted to be pink) in order to revise what they already knew about savings accounts and to understand what a saving and spending plan is. Students discussed the different ways they can save money and thought of different examples of a SMART budgeting plan. They broadened their vocabulary and they compiled a word bank in Quizlet, a digital tool they use for revision and practice. In groups they created Kahoot quizzes about the material they worked on and they thought of stories that illustrate what they had learned. They wrote and shared the different stories and they made comics based on some of the stories they wrote. 

In this project our students enhanced their knowledge about money management, they practised discussion and story telling in their foreign language and they improved their listening, reading and writing skills. They also learned to use a new digital tool, Pixton, and they really liked using it because they had the opportunity to learn from each other and to be creative. 

The students, as well as the teacher, enjoyed working on the Learning about money management in English project. 


CashVille Kidz Episode 17:

Roles of a Bank: https://m.youtube.com/watch?v=VVWDXihmGlQ&t=330s

CashVille Kidz Episode 23:

SMART Budgeting: https://m.youtube.com/watch?v=58EuubFG9-c

The hen who wanted to be pink: