International partnerships and projects

OUR PARTNers

Croatia, Pozega : Ekonomska škola Czech Republic, Pragues : Unversity of Pragues Germany, Schwülper : Oberschule Papenteich Greece, Larissa : 3rd Gymnasium (Middle School) Greece, Symi : Panormitio High School Italy, Satriano di Lucania : Istituto Comprensivo Statale Satriano di Lucania Lettonie,Bikernieku : Bikernieku pamatskola Liechtenstein, Vaduz : Oberschule Vaduz Portugal, Azores : Escola Básica E Secundária De São Roque Do Pico Portugal, Barcelos : Agrupamento de Escolas Rosa Ramalho Poland, Swidnik : Szkola Podstawowa nr 5 im. Janusza Kusocinskiego w Swidniku Scotland, Glasgow : Barrhead High School Spain, Montehermoso : I.E.S. Gabriel y Galán PARTNERS -TO- BE : Slovenia Romania 2 more in Spain (projects : "Catalan" and "Retirada")

"Fiers d'être Européens"

"ALENQUER E LISBOA, DIA A DIA E PATRIMONIO"

"CATALÀ"

"AULD ALLIANCE" (Alan Turing)

"WE EAT HEALTHY"

"MUSIK"

"How Europe Will Save the World"

"SUSTAINABLE Europart"

"RETIRADA"

"Fiers d'être Européens"

PARTNERS : Italy, Satriano di Lucania : Istituto Comprensivo Statale Satriano di Lucania Portugal, Barcelos : Agrupamento de Escolas Rosa Ramalho Poland, Swidnik : Szkola Podstawowa nr 5 im. Janusza Kusocinskiego w Swidniku Germany, Schwülper : Oberschule Papenteich Bikernieku, Lettonie : Bikernieku pamatskola The idea was born from the observation of a growing anti-European feeling, with developments such as the Brexit or the raising of nationalism and the extreme right. In our world, a unified continent, where there is freedom of movement and residence, where the exchange of students, goods and services is a reality, where respect for social rights is a certainty, is more than ever a necessity. We think, in the times we live, talking about democracy in Europe is fundamental!Our young people take democracy as something granted!By studying the raising of facism throughout Europe which led to WWII and its consequences, the students may become aware of how lucky they are to be European, and by visiting their partners they 'll discover how rich Europe is in terms of culture and resources. This is why we have chosen partners from different parts of Europe. We would like to wake their European feeling up. We expect them to realise that they are part of a much larger Community than their own country. We hope to share with all of them our European Pride. Moreover we have noticed that students become more and more reluctant to learn English since they do not feel the necessity of speaking a foreign language : they are less and less open to the surrounding world, they seem to be self-sufficient and to have a lack of curiosity for everything that doesn't belong to their own sphere. In choosing partners from different parts of Europe, and giving them the opportunity to travel, we hope to broaden their vision of the world and to open them to new experiences. To do so implies going out of their secured areas. We have also noticed how difficult it is for them to leave their routines : going to visit a new school, planning their itinerary, meeting new people, asking them questions... Our goal is to help them facing the unknown and finding tools to adapt themselves to new surroundings. Travelling to meet their student partners is a necessity since it will also show them that even if there are many differences between us, there are a lot of similitudes too. In addition, we all know that IT skills are more and more important in our world and for their future. According to our experience, nowadays students are able to use their smartphones but they are lost when having to deal with a computer, a pad or a camcorder. It is our duty as teachers to get them accustomed to this technology. This is why we are planning to communicate through videoconferences, mails and schoolwebs.

FIERS D'ETRE EUROPEENS Mobility cancelled due to Covid

FIERS D'ETRE EUROPEENS Mobility rescheduled due to Covid Mobility cancelled due to war in Ukraine (no more hotels available in Swidnik)

PARTNERS : Italy, Satriano di Lucania : Istituto Comprensivo Statale Satriano di Lucania Portugal, Barcelos : Agrupamento de Escolas Rosa Ramalho Poland, Swidnik : Szkola Podstawowa nr 5 im. Janusza Kusocinskiego w Swidniku Germany, Schwülper : Oberschule Papenteich Bikernieku, Lettonie : Bikernieku pamatskola The idea was born from the observation of a growing anti-European feeling, with developments such as the Brexit or the raising of nationalism and the extreme right. In our world, a unified continent, where there is freedom of movement and residence, where the exchange of students, goods and services is a reality, where respect for social rights is a certainty, is more than ever a necessity. We think, in the times we live, talking about democracy in Europe is fundamental!Our young people take democracy as something granted!By studying the raising of facism throughout Europe which led to WWII and its consequences, the students may become aware of how lucky they are to be European, and by visiting their partners they 'll discover how rich Europe is in terms of culture and resources. This is why we have chosen partners from different parts of Europe. We would like to wake their European feeling up. We expect them to realise that they are part of a much larger Community than their own country. We hope to share with all of them our European Pride. Moreover we have noticed that students become more and more reluctant to learn English since they do not feel the necessity of speaking a foreign language : they are less and less open to the surrounding world, they seem to be self-sufficient and to have a lack of curiosity for everything that doesn't belong to their own sphere. In choosing partners from different parts of Europe, and giving them the opportunity to travel, we hope to broaden their vision of the world and to open them to new experiences. To do so implies going out of their secured areas. We have also noticed how difficult it is for them to leave their routines : going to visit a new school, planning their itinerary, meeting new people, asking them questions... Our goal is to help them facing the unknown and finding tools to adapt themselves to new surroundings. Travelling to meet their student partners is a necessity since it will also show them that even if there are many differences between us, there are a lot of similitudes too. In addition, we all know that IT skills are more and more important in our world and for their future. According to our experience, nowadays students are able to use their smartphones but they are lost when having to deal with a computer, a pad or a camcorder. It is our duty as teachers to get them accustomed to this technology. This is why we are planning to communicate through videoconferences, mails and schoolwebs.

"How EuropeWill Save the World"

PARTNERS : Greece, Larissa : 3rd Gymnasium (Middle School) Portugal, Barcelos : Agrupamento de Escolas Rosa Ramalho Poland, Swidnik : Szkola Podstawowa nr 5 im. Janusza Kusocinskiego w Swidniku Germany, Schwülper : Oberschule Papenteich Italy, Satriano di Lucania : Istituto Comprensivo Statale Satriano di Lucania (no mobility) Global warming is a threat for the whole world. France's decision to relaunch nuclear reactors to "guarantee energy independence" and "electricity supply", will be a reality, as an investment of one billion euros is planned in small modular nuclear reactors, as part of its plan to re-industrialize France by 2030 and decarbonize the economy. Our mission, as teachers and citizens, is to raise awareness of our students and show how it can benefit/harm them. Students in our school have a low level at science: they find it too abstract, so we need to put more emphasis on Science and teach students about the different sources of energy, their costs and the impact on our planet. Students’ behaviour is also a problem: they are too passive, they can’t make the point of what is being taught. We need them to invest their knowledge in down to earth actions, and raise questions about their own today behaviours as regard energy spending.For example, at school, they always keep the doors leading outside wide open at all times, they complain about the cold whereas they only wear T-shirts. At home, they leave the light on in rooms they are not using, or families often overheat their houses to improve their well-being. Students are often driven to school whereas they could simply walk or cycle. Since its opening, even if our school has arranged selective sorting at every level, we lack a special recycling program in the curriculum: in classrooms there is a bin for papers and one for common waste, in the school restaurant, pupils are asked to sort out packing, fruit and vegetable waste, paper napkins and wasted bread. Unfortunately, in the end, all the garbage goes into the same container because the students make too many mistakes, they don’t see the point of doing it. They sometimes don’t bother to put their papers in the bin, and when they see some, they just kick them aside.Even if bins are available, the playground is always littered by waste.As our area is very windy, waste is blown about and ends up miles away in the nearby river which flows directly into the Mediterranean Sea,the most polluted sea in the world. Finally, we need a more effective program on the use of ICT: there are 3 computer rooms in our schools. Students are given a pad during their second year, but they hardly ever use it. Access to the computers is not free as students often damage the machines. But they are sometimes asked to work with ICT tools/digital platforms, and they often have to fend for themselves. By emphasising the use of ICT, we would also be able to reduce drastically our paper consumption.Waste of paper mainly comes from the photocopies. Even if we try to limit them, students are here again very careless about them, often losing them and asking for replacement. When teachers use the software to inform their students about their homework, they are confronted with the fact that a lot of students are too much used to photocopies to accept online homework without printing them.They need to understand the impact of producing paper on the planet, how the use of ICT can help reducing it. From simple attitudes, we can transform the current scenario, reducing waste production, pollution, deforestation and slowing down worrying phenomena for now and for the future, such as global warming. By working with our partners, they will be able to compare their behaviours to the others’ as regards energy saving and waste and work together, thanks to an exchange of good practices, to implement good ideas in their own school and to make sure behaviours will change. They can make their parents put in practise good gestures and thus become ecocitizens.

PARTNERS : Greece, Larissa : 3rd Gymnasium (Middle School) Portugal, Barcelos : Agrupamento de Escolas Rosa Ramalho Poland, Swidnik : Szkola Podstawowa nr 5 im. Janusza Kusocinskiego w Swidniku Germany, Schwülper : Oberschule Papenteich Italy, Satriano di Lucania : Istituto Comprensivo Statale Satriano di Lucania (no mobility) Global warming is a threat for the whole world. France's decision to relaunch nuclear reactors to "guarantee energy independence" and "electricity supply", will be a reality, as an investment of one billion euros is planned in small modular nuclear reactors, as part of its plan to re-industrialize France by 2030 and decarbonize the economy. Our mission, as teachers and citizens, is to raise awareness of our students and show how it can benefit/harm them. Students in our school have a low level at science: they find it too abstract, so we need to put more emphasis on Science and teach students about the different sources of energy, their costs and the impact on our planet. Students’ behaviour is also a problem: they are too passive, they can’t make the point of what is being taught. We need them to invest their knowledge in down to earth actions, and raise questions about their own today behaviours as regard energy spending.For example, at school, they always keep the doors leading outside wide open at all times, they complain about the cold whereas they only wear T-shirts. At home, they leave the light on in rooms they are not using, or families often overheat their houses to improve their well-being. Students are often driven to school whereas they could simply walk or cycle. Since its opening, even if our school has arranged selective sorting at every level, we lack a special recycling program in the curriculum: in classrooms there is a bin for papers and one for common waste, in the school restaurant, pupils are asked to sort out packing, fruit and vegetable waste, paper napkins and wasted bread. Unfortunately, in the end, all the garbage goes into the same container because the students make too many mistakes, they don’t see the point of doing it. They sometimes don’t bother to put their papers in the bin, and when they see some, they just kick them aside.Even if bins are available, the playground is always littered by waste.As our area is very windy, waste is blown about and ends up miles away in the nearby river which flows directly into the Mediterranean Sea,the most polluted sea in the world. Finally, we need a more effective program on the use of ICT: there are 3 computer rooms in our schools. Students are given a pad during their second year, but they hardly ever use it. Access to the computers is not free as students often damage the machines. But they are sometimes asked to work with ICT tools/digital platforms, and they often have to fend for themselves. By emphasising the use of ICT, we would also be able to reduce drastically our paper consumption.Waste of paper mainly comes from the photocopies. Even if we try to limit them, students are here again very careless about them, often losing them and asking for replacement. When teachers use the software to inform their students about their homework, they are confronted with the fact that a lot of students are too much used to photocopies to accept online homework without printing them.They need to understand the impact of producing paper on the planet, how the use of ICT can help reducing it. From simple attitudes, we can transform the current scenario, reducing waste production, pollution, deforestation and slowing down worrying phenomena for now and for the future, such as global warming. By working with our partners, they will be able to compare their behaviours to the others’ as regards energy saving and waste and work together, thanks to an exchange of good practices, to implement good ideas in their own school and to make sure behaviours will change. They can make their parents put in practise good gestures and thus become ecocitizens.

NO MOBILITY SCHEDULED (ITALY JOINED THE PROJECT IN GERMANY AND FRANCE)

"AULD ALLIANCE"(Alan Turing)

Scotland, Glasgow : Barrhead High School The Turing programme is a UK government funding programme. It provides grants to successful organisations to fund individuals who are studying or training in the UK and who go to study or work abroad. The main objective is to improve the language skills of participating students in English and French through increased exposure to the spoken language and improved access to contexts that facilitate speaking and listening in English and French. These additional learning contexts for language learning also promote better cognitive development. Studies show that language exchange opportunities significantly improve learners' understanding of languages, stimulating interest in and appreciation of foreign cultures and the desire to work abroad, thus providing learners with the opportunity to network with international partners as adults. The use of contexts such as heritage and sustainability will enable teachers to expect learners to discuss these themes in a mature way and to investigate and produce written material on the themes studied. The Scottish partners have developed expertise in NLD (Non-Language Discipline), a programme that involves teaching subjects through a foreign language. They are using it as a basis for many activities, which will enable Scottish schools to develop this approach, which is beginning to gain momentum in Scotland. Turing enables learners to develop language skills through an integrated approach to content and language. The cooperation between Christian Bourquin College and Barrhead started in early October 2022. The project coordinators organise a monthly meeting to discuss the tasks that the pupils carry out as part of the project. For example, the pupils have been involved in creating several productions. First, they posted individual presentation videos on a secure padlet (https://padlet.com/gillisj1/ue25efbukqi86ys2). In a second step, a video conference allowed them to meet and recognize each other. This was a very memorable moment, as they all participated and the interactions, which were initially very shy, were finally numerous and rich. Then, the Millas school proposed to the pupils involved in the project to produce a video presenting the school. This was created during workshops organised during the lunch break by the language assistant, Simon Buskin. It was very much appreciated by the Scottish partners. In a third phase, still during the workshops led by Mr Buskin, the pupils of the Millas secondary school worked on the presentation of local historical monuments. The Scots did the same with their French teachers. A video conference was organised to allow them to present their work orally to their counterparts. We shared our computer screens to broadcast the presentations, while the pupils commented on the images orally. The teachers involved in this project want to give the pupils the opportunity to exchange, on a regular basis, about their cultures, traditions and local heritage. A new workshop is regularly proposed to the pupils. When they have completed the proposed tasks, a video conference meeting is organised to allow them to discuss their achievements. At the beginning of next June, Millas College will welcome 30 Scottish pupils and 3 of their teachers. The main objective of this mobility is to highlight our common roots and cultural wealth. The Scottish pupils will prepare a presentation of their country and region. In the same way, the French group will accompany them through the department to present some of its treasures. Our second objective is linguistic: the Scottish pupils are learning French and our pupils English, so they will have to be able to communicate in both languages. During the week of reception of the Scottish partners, within the framework of the Alan Turing project, the pupils will work on the discovery of the regional heritage and they will have the task of presenting various historical places to their counterparts.

MOBILITY TO BE SCHEDULED

"ALENQUER E LISBOA, DIA A DIA E PATRIMONIO"

"Alenquer e Lisboa, dia a dia e património"

MOBILITÉ PRÉVUE 12-17 Janvier 2024

"CATALÀ"

Musiques actuelles en Langues Régionales Les nouvelles technologies facilitent l’édition et la promotion des créations des jeunes musiciens émergents. Les compositions en langues régionales profitent de cette vitrine pour s’incruster dans l’imaginaire collectif des nouvelles générations avec tous les bénéfices directs et indirects que comportent l’apprentissage linguistique et l’éducation musicale. Les langues régionales, malgré leurs limitations d’un point de vue géographique, participent à la création de l’identité européenne. Les étudiants de ces disciplines linguistiques minoritaires peuvent voir refléter leurs motivations d’apprentissage dans des étudiants de langues régionales d’autres pays. La possibilité pour faciliter ces échanges doit se faire par le biais d’une langue répandue et officielle dans l’Union Européenne. Dans notre cas le français, l’espagnol et l’anglais. Le point de départ et noyau de ce projet sont des chansons actuelles avec des paroles en langue régionale. Chaque établissement présentera une chanson à l’autre établissement et la koiné permettra la traduction et la compréhension. CHRONOGRAMME ECHANGES AVEC L’EUROPE Période Ville - Pays Nombre d’élèves Novembre 2023 Lleida (Espagne) 6 PUBLIC CONCERNÉ Six élèves de la section catalaniste de 4ème, 5ème et 3ème (2023/2024). Parmi ces élèves il y en a qui devra être accompagné d’un AESH. Un autre est placé en famille d’accueil. (Objectif : Mettre en place une éducation inclusive à l'école.) PLANNING DU PREMIER PROJET Date Activité / Objectifs Élèves Septembre 2023 Intervention musiciens (Pass culture) Création du Logo Objectifs :

• Développer les compétences numériques des élèves et des enseignants

9 Octobre 2023 Choix d’une chanson Echange virtuel avec l’établissement partenaire Objectifs :

• Construire une identité Européenne
• Développer les compétences linguistiques des élèves et des enseignants
• Développer les compétences numériques des élèves et des enseignants

9 Novembre 2023 Déplacement Espagne Travail de traduction et interprétation des chansons Objectifs :

• Construire une identité Européenne
• Développer les compétences linguistiques des élèves et des enseignants
• Offrir un enseignement de qualité avec des projets d’envergure internationale.
• Connaître et partager de bonnes pratiques éducatives.

9 Janvier 2024 Analyse / évaluation des apports du projet 9

Mobilitat prevista del 13 al 17 de novembre de 2023.

"RETIRADA"

Projet d’échange ERASMUS / Proyecto de intercambio ERASMUS Nous sommes trois professeurs d’un collège français des Pyrénées Orientales, département frontalier avec l’Espagne. Notre établissement accueille des élèves de 11 à 15 ans, de la 6ième à la 3ième et va obtenir la certification Erasmus. Nous avons, jusqu’aujourd’hui, mené en interdisciplinarité des projets autour du thème de la Guerre civile et plus précisément de la Retirada avec nos classes de 3ième et, vu les enjeux binationaux qui en découlent, nous souhaiterions le partager avec un établissement espagnol. Nous avons développé un projet autour de la Retirada en premier lieu parce que cette part d’histoire est liée à notre territoire. À la fin de la Guerre civile, les chemins de l’exil ont mené les réfugiés républicains dans notre département et aujourd’hui nous ne pouvons pas oublier qu’un grand nombre de nos élèves sont des descendants de ces exilés. En lien avec la période étudiée en histoire, nous avons mis en place différentes activités autour d’une réflexion sur ce thème (découverte de la Guerre civile et de la Retirada, visite du Mémorial de Rivesaltes, rencontre avec une autrice locale : Hélène Legrais, Les enfants d’Elisabeth y Le front de l’azur, projection du film Josep d’Aurel, entre autre). Nous sommes désireux d’échanger avec un établissement espagnol afin de mener un travail réflexif autour de l’histoire et de la mémoire de l’exil républicain. Notre territoire est riche en ce sens, il offre de multiples possibilités de découverte autour de ce thème (Maternité d’Elne, Mémorial de Rivesaltes, chemins de randonnée de la Retirada, …), mais il montre aussi le vide mémoriel en lieu et place des plages qui sont devenus de simples lieux balnéaires qui ne gardent aucune trace de ce qui s’y est déroulé 80 ans plus tôt. Il s’agit bien évidemment de pistes de réflexion qui peuvent évoluer; nous sommes bien sûr ouverts à toute proposition pour élargir et enrichir ce projet. Nous souhaiterions mettre en place une mobilité dans les deux sens, et pour ce faire nous sommes tous les trois disponibles et motivés pour préparer avec vous des activités à distance et des rencontres enrichissantes dans l’un et l’autre pays. Langues d’échange / Lenguas de intercambio: français / español Quel ancrage dans le projet ERASMUS de l’établissement ? Objectif 1: Construire une identité européenne Le thème à travers lequel nous désirons travailler avec notre partenaire en Espagne est un pont entre nos deux pays et nos régions. Travailler sur la mémoire d’un conflit, d’un traumatisme collectif et d’un exil forcé dans laquelle nos deux pays ont été impliqués permet d’accéder à une mémoire collective de nos deux pays et resserrer les liens qui nous lient. Connaître cette part d’histoire et constituer une mémoire autour d’elle, contribuent à construire le citoyen européen de demain et à développer son esprit critique. En plus d’être capable de connaître l’histoire de la communauté européenne, il le sera également pour construire une société plus juste. S’éloigner du manichéisme …. Les projets européens permettront de rapprocher la communauté scolaire de la diversité culturelle européenne en promouvant en soi un sentiment d’appartenance à l’Union. L’extension du réseau de partenariats avec les institutions européennes rapprochera les enseignants et les élèves et permettra l’émergence de nouveaux projets, de nouvelles opportunités et de promouvoir l’esprit et la cohésion européenne. Objectif 2: Développer les compétences linguistiques des élèves et des enseignants Le partenariat avec l’Espagne permet la mise en place d’un échange virtuel et d’un échange réel. À travers les envois de productions d’élèves, les échanges avec leurs pairs d’un autre pays, les adolescents pourront utiliser et parfaire leurs compétences linguistiques, et ce dans le cadre d’une tâche réelle de communication, bien plus efficace que la tâche fictive du cours de langue traditionnel. Ce contexte leur permettra de développer la fluidité de la langue et des automatismes tout en s’autorisant l’erreur, et ainsi faire fi de l’un des plus gros obstacles à l’apprentissage d’une langue étrangère chez les français. Les enseignants impliqués dans le projet amélioreront de toute évidence leurs compétences linguistiques dans cet échange. Objectif 3: Adapter son comportement pour préserver la planète Les élèves sont partie prenante du projet. Ils doivent réfléchir au coût écologique le plus bas pour se rendre chez notre partenaire et pour les accueillir (transport, repas et activités notamment). Objectif 4: Offrir un enseignement de qualité avec des projets d’envergure internationale À travers le thème choisi et l’objectif pédagogique qui en découle, les élèves deviennent acteurs de leurs apprentissages. Ils sont chargés de relayer une histoire et doivent transmettre à l’autre des connaissances qu’ils ont acquises à travers les différents enseignements et les recherches qu’ils auront effectuées. Ils fonctionnent en groupe et coopèrent pour pouvoir élaborer les différentes productions destinées aux élèves partenaires. Ils sont chargés également des visites qu’ils prévoient et animent pour leurs partenaires. Ils sont aussi récepteurs des productions de leurs pairs. Objectif 5: Connaître et partager de bonnes pratiques éducatives Ce projet est mené en partenariat entre les équipes pédagogiques des deux pays. Monter un tel projet en coopérant avec d’autres enseignants nous force à découvrir d’autres pratiques et à enrichir et questionner les nôtres. Prévoir des demi-journées en classe (inclusion). Objectif 6: Développer les compétences numériques des élèves et des enseignants Ce projet ne peut fonctionner qu’à travers l’outil numérique. Que ce soit pour les productions d’élèves ou l’aspect communicationnel avec notre partenaire, nous avons besoin, les enseignants et les élèves, de développer nos compétences numériques. Les objectifs concrets de communication à distance avec notre partenaire ne peuvent en ce sens qu’être formateurs.

MOBILITÉ 5-11 NOVEMBRE 2023 RECEPTION PRÉVUE 26 FÉVRIER - 1 MARS 2024

MOBILITÉ5-11 OCTOBRE RÉCEPTION PRÉVUE 12-17 JANVIER 2024

"MUSIK"

Liechtenstein, Vaduz : Oberschule Vaduz We would like to plan and implement a project with two benefit concerts, one in France and one in Liechtenstein, as well as two camps with two learning groups from the two countries. This idea offers a unique opportunity not only to collect donations for a good cause, but also to make friends through making music together, to get to know a foreign country, a foreign culture, and to sensitise the young people for a social project. Since both learning groups are very diverse (young people with a migration background from different European countries, Africa and Asia), the young people experience that their uniqueness is not an obstacle to being strong together, to create something together and to stand up for a cause in order to be strong, although we are all different. The aim of the project is not only to raise funds through the benefit concerts, but also to strengthen the cohesion and understanding between the participants through the joint camps and concerts, as well as the prior contact via digital channels.

MOBILITÉ PRÉVUE 23-28 Juin 2024

RÉCEPTION PRÉVUE 2-7 Juin 2024

"WE EAT HEALTHY"

PARTNERS : Italy, Satriano di Lucania : Istituto Comprensivo Statale Satriano di Lucania Portugal, Barcelos : Agrupamento de Escolas Rosa Ramalho Poland, Swidnik : Szkola Podstawowa nr 5 im. Janusza Kusocinskiego w Swidniku Germany, Schwülper : Oberschule Papenteich Greece, Larissa : 3rd Gymnasium (Middle School) Slovenia : new partner Romania : new partner THE PROJECT WILL START IN OCTOBER 2023

PARTNERS : Italy, Satriano di Lucania : Istituto Comprensivo Statale Satriano di Lucania Portugal, Barcelos : Agrupamento de Escolas Rosa Ramalho Poland, Swidnik : Szkola Podstawowa nr 5 im. Janusza Kusocinskiego w Swidniku Germany, Schwülper : Oberschule Papenteich Greece, Larissa : 3rd Gymnasium (Middle School) Slovenia : new partner Romania : new partner THE PROJECT STARTED IN OCTOBER 2023

Mobility scheduled : 3rd-10th March 2025

Mobility scheduled : 9th-13th May 2025

Mobility scheduled : October 2025

Mobility scheduled : 23rd-29th March 2025

Mobility scheduled : September 25th - October 2nd 2024

SUSTAINABLE EUROPART

Greece, Symi : Panormitio High School Portugal, Azores : Escola Básica E Secundária De São Roque Do Pico Croatia, Pozega : Ekonomska škola Spain, Montehermoso : I.E.S. Gabriel y Galán

• Project introduction:

Robert Kalina was the designer who proposed using the artistic periods of European cultural history as the basic topic for the design of the euro banknotes as this is an element easily identifiable and shared by all Europeans. With the idea in mind of developing a common European identity making our students aware of the fact that art is something we all share and the fact that art is also the response to society of the moment to the different problems and visions of the world, the project EuropArt is born. Under this name, Cultural heritage and solidarity are the common European values under the foundation of this project. These two variables will be combined in the project by firstly discovering the common cultural heritage and secondly being aware of the reasons why this cultural heritage answered the needs of the society at the time which was created. Having this in mind, students will create sustainable pieces of art which will answer our schools needs.

• Outcomes:
• To discover the common cultural heritage of schools’ surroundings.
• To raise awareness among students about cultural heritage as a common element of the European identity.
• To understand art as a result of the society of the moment in which the piece was built.
• To be aware of the problem of our current European society and our schools (climate change, inequalities…)
• To make students understand they can contribute to solving problems by doing small local actions.

• Contribution to European lifelong competences:
  • Literacy competence
  • Multilingual competence
  • Mathematical competence and competence in science,technology and engineering
  • Digital competence
  • Personal, social and learning to learn competence
  • Citizenship competence
  • Entrepreneurship competence
  • Cultural awareness and expression competence

• Activities:
• Before mobilities:
  • All activities done before moilities will be developed in an eTwinning project ( if ESEP allows us)
  • The students will hold a videoconference to get to know each other and learn about the most salient cultural aspects of their cultures and countries.

After this, an activity related to the country where the first mobility will take place will be designed. Students will work cooperatively in international groups analyzing the cultural heritage (heritage, folklore and traditions) of that region in order to know how and when they arose and why. Beforehand teachers will agree on the elements students will work with. For example: In the village where our school is located, there are several representative cultural elements: Romanesque hermitages, some megalithic dolmens, a folklore song called “El pollo” and a handmade cap which became a symbol of all our region. These elements would be assigned to international groups of students which together and following some guiding questions will create a small guide/poster about these cultural elements of the village together with a small text describing them, telling their history the reasons why it appeared. In this way at the end of the project, we will have a small dossier of the heritage of our regions. In this dossier, we'll include a reflection done by students at the end of the mobility establishing similarities about our cultures.

• During the mobility:
  • Students will discover all the cultural heritage of the regions where schools are located but a t the same time, students will analyze the problems our schools may have (ugly/empty, unsustainable…..) and they will create a solution to one/two of these problems creatively. For example: if our school needs more beautiful spaces, they may design a mural and paint it on a school wall.

In this way, they will create their piece of art in our school, answering to a problem and leaving in our schools their artistic remnant.

Greece, Symi : Panormitio High School Portugal, Azores : Escola Básica E Secundária De São Roque Do Pico Croatia, Pozega : Ekonomska škola Spain, Montehermoso : I.E.S. Gabriel y Galán

• Project introduction:

Robert Kalina was the designer who proposed using the artistic periods of European cultural history as the basic topic for the design of the euro banknotes as this is an element easily identifiable and shared by all Europeans. With the idea in mind of developing a common European identity making our students aware of the fact that art is something we all share and the fact that art is also the response to society of the moment to the different problems and visions of the world, the project EuropArt is born. Under this name, Cultural heritage and solidarity are the common European values under the foundation of this project. These two variables will be combined in the project by firstly discovering the common cultural heritage and secondly being aware of the reasons why this cultural heritage answered the needs of the society at the time which was created. Having this in mind, students will create sustainable pieces of art which will answer our schools needs.

• Outcomes:
• To discover the common cultural heritage of schools’ surroundings.
• To raise awareness among students about cultural heritage as a common element of the European identity.
• To understand art as a result of the society of the moment in which the piece was built.
• To be aware of the problem of our current European society and our schools (climate change, inequalities…)
• To make students understand they can contribute to solving problems by doing small local actions.

• Contribution to European lifelong competences:
  • Literacy competence
  • Multilingual competence
  • Mathematical competence and competence in science,technology and engineering
  • Digital competence
  • Personal, social and learning to learn competence
  • Citizenship competence
  • Entrepreneurship competence
  • Cultural awareness and expression competence

• Activities:
• Before mobilities:
  • All activities done before moilities will be developed in an eTwinning project ( if ESEP allows us)
  • The students will hold a videoconference to get to know each other and learn about the most salient cultural aspects of their cultures and countries.

After this, an activity related to the country where the first mobility will take place will be designed. Students will work cooperatively in international groups analyzing the cultural heritage (heritage, folklore and traditions) of that region in order to know how and when they arose and why. Beforehand teachers will agree on the elements students will work with. For example: In the village where our school is located, there are several representative cultural elements: Romanesque hermitages, some megalithic dolmens, a folklore song called “El pollo” and a handmade cap which became a symbol of all our region. These elements would be assigned to international groups of students which together and following some guiding questions will create a small guide/poster about these cultural elements of the village together with a small text describing them, telling their history the reasons why it appeared. In this way at the end of the project, we will have a small dossier of the heritage of our regions. In this dossier, we'll include a reflection done by students at the end of the mobility establishing similarities about our cultures.

• During the mobility:
  • Students will discover all the cultural heritage of the regions where schools are located but a t the same time, students will analyze the problems our schools may have (ugly/empty, unsustainable…..) and they will create a solution to one/two of these problems creatively. For example: if our school needs more beautiful spaces, they may design a mural and paint it on a school wall.

In this way, they will create their piece of art in our school, answering to a problem and leaving in our schools their artistic remnant.

• Mobilities:

5 students and 2 teachers (Mobility for group of Students) Oner to each country: February 2024 Spain May 2024 Azores October 2024 Croatia 2025 France April/May 2025 Greece