Chantons la diversité / Gesang der Vielfalt This project was born out of the desire to introduce children under 11 years of age to Europe, not on a local and theoretical level, but in practice by having them live and share an experience as young and active European citizens. The project ran from September 2019 to August 2021. The project partners were the German Grundschule Grünhain-Beierfeld and the schools of Saint-Etienne region Auvergne Rhône Alpes, Gaspard Monge and Tardy. Our three schools are from towns where transnational exchange has not yet taken place in primary schools. We started from the idea that an exchange carried out earlier in the schooling process would favour the impact of this type of approach. This project therefore aimed to have two choirs exchange over a two-year period using different digital media. The choice to use singing as a driving force was a natural one, given that each of them had a choir in their school. Moreover, the use of this practice is very motivating for the children, and has enabled them to form a close-knit and cooperative group. From an academic point of view, its use has allowed us to work on different fields in a single activity (literature, foreign languages, digital tools). It consisted of a choir of fifteen pupils from a German school, Grundschule Grünhain-Beierfeld, and a French choir of twenty pupils from two schools in Saint-Etienne, Gaspard Monge and Tardy. Based on the discovery of the other and its culture, the project consisted of two joint training events between education professionals which allowed a better knowledge of the educational context of the participating countries. (Only one exchange between professionals was carried out due to the health situation). Two school exchanges were also planned (of five days allowing thirty five pupils to live a mobility and intercultural experience will take place in France and Germany; in third places at the rate of one per year), but which could not be carried out because of the health situation. Despite the fact that some of the project's actions were cut back, the impact of this project was multiple:Firstly, for the participating teachers who improved their pedagogical and linguistic skills as well as their approach to diversity in their schools. Secondly, for all the educational partners, who, by learning about the project and/or by participating in it, became aware of the feasibility of such an approach in primary schools. Finally, for the pupils who, by discovering and integrating interculturality, have become open to difference. The active participation of the children and the educational teams as well as the involvement of their families in this project contributed to the prevention of school drop-out, a situation that many pupils may face. The learning of foreign languages has been facilitated by real communication situations. In the same way, the use of digital tools through the E-Twinning platform took on another dimension, more anchored in reality. On the other hand, parents have discovered that these exchanges are possible.

"This project is an exciting opportunity for pupils and staff to develop news skills, share new experiences and have firsthand experience of lifestyle and culture in Europe, and in particular in France.The main of the objectives of this project are to engage pupils in storytelling through the use of Pie Corbett Strategies. Pupils are to enhance their literacy and foreign language skills and gain first hand experience of different ways of living and working together in different communities. Pupils and staff from West Grove and Ecole Descartes will co-create and produce a pupil lead collaborative story. Staff and pupils will use multimedia - motion animation, cameras, speak-easy microphones, video applications for recording their story at each stage. They will use applications such as Storymaker or istory to create and publish their stories. The process to get to this will include sharing by videoconferencing and email as well as the e-twining platform which will portray our plans, descriptions and story maps. The three key principals in Pie Corbett's strategy involves imitating, innovating and then inventing a story. The first year of the project will involve the first and second ""I"" and the second year will be primarily focused on inventing their joint story.The story will be chosen by the pupils and their interests. The storymap stage happens at all three stages - this involves telling the story through a physical story map; gestures and sounds and every pupil will be able to access it.They will jointly agree on which actions to use so there is uniformity.A specialist on Pie Corbett as well as lead teachers from West Grove, will provide training in Pie Corbett strategies to the staff in France and then disseminate this information to their pupils. Training will also be provided to pupils and staff relating to IT software and tools that will be used throughout the project."

The Erasmus+ Project “ The European Citizenship through the Arts and Languages” is born of a common desire between French and Romanian schools to give their pupils benefits from a European culture and linguistic openness but also allow the teams to develop their cultural knowledge, pedagogical practices, didactic knowledge and their linguistic proficiency. The Louis Guillet Elementary school of La Rochelle is situated in REP+(Priority Education Zone) wanted to coordinate a project within the framework of the Erasmus+ program following the implementation of the “Orchestra at School” project in September 2017, in partnership with the Conservatory of Music and Dance Agglomeration Municipality of La Rochelle. It enabled all the pupils to benefit from cultural openness; Many educational projects are conducted with the school: 1. Cultural Excursions ( concerts, cinema, theatre plays, museums, national monuments, etc). 2. Partner with local recreation and cultural structures ( Media library, Toy library, Recreation center). 3. Artistic and cultural courses for the youth of La Rochelle. The school also reflects on the continuity of the courses from kindergarten to high school for joint actions: Reading offered by the older kids to the younger ones and vice-versa, action research in Mathematics with secondary school pupils, joint work with the teachers in Science, French, Physical Education (P.E) and Languages from secondary schools. The Romanian school is located in Timisoara, European Cultural capital in 2021. This school is enrolled in an Erasmus+ KA1, they have already participated and organized a national competition for painting, drawing, and writing. Foreign language learning and discovering other cultures is in the forefront of their priorities. The project encourages federating and motivating, is an opportunity for pupils to discover other cultures and develop artistic, linguistic, digital and social skills. The educators will enrich their professional and cultural experiences. The project is innovative because it includes conservatoire teachers and all teachers. It aims to develop exchanges between students through mobility and new communication tools. It creates real cooperation between pupils and teachers of different cultures for the implementation of artistic activities. A two year retroplanning was designed based on a progression to mention all the activities, exchanges, and actions planned for the project. Planned actions and activities will be integrated with learning in various disciplines. They are upstream thoughts by the teachers discussed during the framing up meetings. They are prepared in classrooms with the pupils and then are the basis of exchanges with the other countries. Contacts will be done on a regular bases. When mobilities ( the students that leave on exchange) return, assessments and observations will be made in classrooms with all children and adjustments will be considered. Teachers will develop professional skills by exchanging class observations, artistic and linguistic practices, prevention of school drop out, and giving space to parents and external partners. The creation of a digital working space will allow federator. New progressions and programming will be drafted according to the observation made. The project aims at valuing each pupil by reinforcing confidentiality and self-esteem. Through exchanges, pupils will improve their artistic skills, linguistic skills( mastery of language activities in foreign languages), language skills( expression and comprehension, clear, adapted and precise statements) and mastery of ICT. Working together will improve living together( self-help, tolerance, trust, autonomy, and initiative). By discovering other languages, pupils will increase their knowledge and mastery of the language of schooling. They will discover and wonder about other cultures. They will be sensitive to new languages and ways of living. Through concrete actions, the project indurated the motivation and value the pupils with special needs.Health conditions had a strong impact on the project: Romanian schools remained closed until the end of the first quarter of 2021. The Timisoara school was therefore unable to carry out activities with the students. The Louis Guillet school has, for its part, produced several sound recordings (songs) which were transmitted by mail to the partner school.The planned mobilities could not take place: the French National Education did not allow any outings or trips either in France or abroad for teachers or students.The Timisoara school would have liked to extend the project for another six months, but we did not want to follow up. Indeed, the students who had mostly invested themselves around the project went to college and the orchestra.The students invested themselves with enthusiasm, were very disappointed not to be able to go to the end of the project: it remained virtual and the planned meeting was not possible.

The “Social Inclusion by Olympism, European Citizenship and Foreign Languages, towards academic success” project is a partnership school exchange project between two countries (France and Italy), based on the school/secondary school link of which the main priority is social inclusion. An important place is equally given to languages teaching and learning but, also in order to prevent dropping out of school, to the academic difficulties combat.Eight classes (Year 6 / quinta class and Year 7, aged from 9 to 11) and 11 teachers are committed to this two-years project that we have decided to develop for several reasons:- the significant number and diversity of pupils with special needs in our schools;- the requirement of a strong link between primary and secondary schools;- the increasing cultural diversity of the pupils- the weak, even non-existent, sense of belonging to a country, to Europe- the social and academic difficulties which are often a conveyor of a negative representation of our schools.The project team has settled several goals:- Improve the quality of teaching and learning using the discovery, the share and study of new inclusion practices.- Broaden pupils’ horizon and develop European citizenship using the discovery and the interest aroused by another culture which permit to acquire new skills in foreign languages.- Settle pupils’ academic success with the help of a major project which gives meaning to the learnings and in which each pupil will be able to fulfil himself/herself according to his/her skills.- To the level of schools: sharpen teamwork, improve our schools and secondary schools influence and strengthen European dimension to our projects.To achieve these goals, we chose to carry out this project during two years: In the course of the first year with mobilities for teachers whose principal goal is to observe and exchange on the topic of inclusion in order to develop a repertoire of shared tools then mobilities for pupils during the second year. Transnational meetings and virtual exchanges are as well regularly organised in order to validate the schedule, the events and the activities planned in the schools throughout the project: about cultural discovery and living languages learning, the knowledge of Europe and of Olympic games (European Day of Languages / Erasmus Day / Europe Day / Olympic and Paralympic Week… ) but also to regulate the progress of the project and lay intermediary and final reports out.For a good continuity of the project, we have decided to settle clear tasks and responsibilities sharing for everyone since the beginning of it, a common schedule, clearly identified means of communication. Etwinning platform has been chosen as the principal medium for communication, publication and broadcast.The achievement of this project will bring to pupils:- knowledge about their own culture and European culture (assessed in particular by executed presentations, quizzes)- living languages skills (estimated all year long through the quality of oral or/and written exchanges and through regular skills assessments according to the Common European Framework of Reference for Languages (CEFRL)- a motivation to learn and the feeling of success (assessed by the questionnaire at the beginning and the end of the year)For the teachers, will be developed:- the knowledge and understanding of other European countries educational system (observation).- capacities for different pedagogical methods analysis (published results and tools repertoire).- teamwork skills.- project management skills (respect of the schedule).- Italian and English languages skills.The effects will beFor the pupils:- a better understanding of different cultures.- a strengthening of self-esteem and feeling of success.- a wish to learn.For the teachers:- a motivation for teamwork.- the improving of teaching methods through practices analysis and the use of a tools repertoire.- the building of lasting links between partners.- an open view on learning process on the European scale.In the long term, a strengthened link between pupils and teachers conveyor the necessary trust to a good learning process.For the schools:- a sharing of experiences and the introduction of new practices.- an opening to more project on an international scale.- a positive influence (through the large broadcast of the project).- reinforced links between schools, parents and local partners.

<< Objectives >>We want to create a partnership between three European schools and share experiences around the school and family life of the children of our territory, the importance of its preservation and the pleasure of learning and sharing together in a foreign language.<< Implementation >>Virtual and physical mobilities will enable teachers to learn from each other’s professional practices and will enable children to discover and exchange on the particularities of their territories in sustainable development projects. The use of digital competencies will facilitate the learning of a foreign language.<< Results >>The teachers have observed and learned from other professional practices, they have learnt to work together and gained in confidence to be able to set up other European projects. The children have discovered their territories (by bike, on foot) and how to preserve them. They have learnt to use another language in a concrete situation to be able to share their experiences. They have used digital skills to gain awareness of the world around them.